Transfer and maintenance of knowledge from leadership development

Söderhjelm, Teresa; Nordling, Tone; Sandahl, Christer; Larsson, Gerry; Palm, Kristina

doi:10.1108/jwl-05-2020-0079

Cited by 5 publications

(6 citation statements)

References 31 publications

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“…The positive ratings of younger leaders given by their subordinates should, if communicated, give young leaders a confidence boost and possibly counteract the noted tendency to be reluctant to take on new leadership positions (Hill, 1992). The confidence boost was recently explored and found to persist at a two-year follow-up of leadership courses (Soderhjelm et al. , 2020).…”

Section: Discussionmentioning

confidence: 99%

Leadership through the subordinates' eye: perceptions of leader behaviors in relation to age and gender

Larsson

Molnar

Ljungberg

et al. 2022

LODJ

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PurposeThe study represents a theory-based leadership approach in exploring the subordinate's perceptions of leadership behaviors in relation to age, gender and type of work environment. The aim was (1) to compare subordinates' ratings of their respective leaders' leadership behaviors based on of the leaders' age and gender, controlling for type of work environment and (2) to analyze the relationship between the subordinates' ratings of their leaders' leadership behaviors and their ratings of the outcome of these leadership behaviors.Design/methodology/approachData were collected using the Developmental Leadership Questionnaire (DLQ) from a sample of Swedish leadership course participants (n = 10,869) and their respective subordinates (n = 97,943). The DLQ measures leadership behaviors designed to reflect the following leadership styles: developmental leadership, conventional-positive leadership, conventional-negative leadership and destructive leadership.FindingsResults showed that older leaders (51 years or older) were rated less favorably than younger (29 years or younger) and mid-aged leaders. Female leaders received more positive ratings than male leaders. A 3-way analysis-of-variance showed strong main effects for age, gender, and type of work environment and no significant interaction effects. A significant model with high equivalents of R2 coefficients (Cox and Snell, 1989; Nagelkerke, 1991) was obtained in a logistic regression analysis. Developmental leadership and conventional-positive leadership made significant positive contributions to the subordinates' ratings of the outcome of their leaders' leadership behaviors. Destructive leadership behaviors contributed negatively to the outcome ratings.Research limitations/implicationsWeaknesses include the cross-sectional study design. The large sample size is a strength, and the results have novel implications for leadership theory related to subordinates' view on leadership.Practical implicationsCounter-stereotype age and gender findings may have implications for organizational decisions and processes regarding selection of managers. Development programs are suggested for all categories but for older, male leaders with a focus on reducing their use of leadership behaviors perceived negatively by their subordinates, whereas younger female leaders should be encouraged to continue to develop their positive leadership behaviors.Originality/valueThe theory-based approach on subordinates' perceptions of leadership behaviors with a simultaneous focus on age, gender and type of work environment, based on a large-scale data set, is new.

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Section: Discussionmentioning

confidence: 99%

Leadership through the subordinates' eye: perceptions of leader behaviors in relation to age and gender

Larsson

Molnar

Ljungberg

et al. 2022

LODJ

Self Cite

View full text Add to dashboard Cite

show abstract

“…, 2021). Other research also describes the transfer challenge, albeit using various similar names such as training transfer (Gilpin-Jackson and Bushe, 2007), learning transfer (Johnstal, 2013) or transfer of knowledge (Soderhjelm et al. , 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Knowledge transfer is also a pedagogical challenge to facilitate leaders' learning and transfer through leadership development programs, which are often expected to help leaders to lead and communicate learning and knowledge processes (Atwood et al, 2010). However, the effectiveness of such programs is still debated (Soderhjelm et al, 2021). Other research also describes the transfer challenge, albeit using various similar names such as training transfer (Gilpin-Jackson and Bushe, 2007), learning transfer (Johnstal, 2013) or transfer of knowledge (Soderhjelm et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…However, the effectiveness of such programs is still debated (Soderhjelm et al, 2021). Other research also describes the transfer challenge, albeit using various similar names such as training transfer (Gilpin-Jackson and Bushe, 2007), learning transfer (Johnstal, 2013) or transfer of knowledge (Soderhjelm et al, 2021). With regard to leaders' responsibility to manage and communicate learning and knowledge processes, and since leadership development programs often highlight such contents, this pedagogical transfer challenge is more crucial than ever to consider.…”

Section: Introductionmentioning

confidence: 99%

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Knowledge transfer as transformative dialogue: a pedagogical view on learning and meta-knowledge transfer in a leadership development program

Ohlsson

2023

JOCM

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PurposeThe aim of this paper is to analyze the links between leaders' creation of knowledge in the setting of a leadership development program and the transfer of knowledge to their own organizations.Design/methodology/approachThis is a case study of a leadership development program conducted during 2020–2022. The program was focused on how to lead and manage learning and knowledge processes in organizations, and offered a mix of theoretical perspectives and practical collaborative sessions. Data were collected through interviews and the participants' written reflections on their learning experiences. Total number of interviews was 13.FindingsOverall the participants showed many examples of how they applied theories and practical tools that they had learned during the program in their own organizations. The participants experienced different types of challenges regarding knowledge transfer, but also potential meta-knowledge transfer through dialogue.Practical implicationsPedagogical organizing of leadership development point to a need for supplementary dialogue between the leader of the development program and both the participating leader and manager.Originality/valueThis study shows that meta-knowledge transfer is not a simple matter of moving codified knowledge from the development program to new settings. Knowledge about others' knowledge requires and stimulates subject-to-subject relations between people through which new knowledge potential is created. These findings confirm and enhance previous studies that indicate the need for social support for soft-skill knowledge transfer.

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“…Performance is basically what employees do (Schumann 2013), so that it affects how much they contribute to the organization, including the quality service provided. Organizations in improving employee performance need the development of human resources that have been determined in the work environment.…”

Section: Introductionmentioning

confidence: 99%

Improvement of Employee Performance at One Stop Administration Services (SAMSAT) Office in Takalar Regency Through Leadership and Employee Training and Motivation as Mediation Variable

Proceedings of the International Conference on Industrial Engineering and Operations Management

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This research aims (1) to analysed the influence of leadership and employee training on motivation at One-Stop Administration Services (SAMSAT) Office In Takalar Regency; (2) to analysed the influence of leadership and employee training on employee performance at One-Stop Administration Services Office In Takalar Regency; (3) to analysed the influence of motivation on employee performance at One-Stop Administration Services Office In Takalar Regency; (4) to analysedd the influence of leadership and employee training on employee performance through motivation at One-Stop Administration Services Office In Takalar Regency. This research was applied in One-Stop Administration Services Office in Takalar Regency. The sample uses purposive sampling, that is, sampling based on specific considerations or criteria-all samples of 95 respondents at One-Stop Administration Services Office in Takalar Regency. A method of data used is the live interview to the many involved in the problem under discussion and give a questionnaire for employee according to research conducted. Data analysis was done using descriptive analysis and path analysis. The results of an analysis of shows that 1) leadership and employee training is an influence on motivation at One-Stop Administration Services Office In Takalar Regency; 2) leadership and employee training is an influence to employee performance at One-Stop Administration Services Office In Takalar Regency;3) motivation an influence to employee performance at One-Stop Administration Services Office In Takalar Regency; and 4) leadership and employee training an influence to employee performance trough motivation at One-Stop Administration Services Office In Takalar Regency.

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Transfer and maintenance of knowledge from leadership development

Cited by 5 publications

References 31 publications

Leadership through the subordinates' eye: perceptions of leader behaviors in relation to age and gender

Leadership through the subordinates' eye: perceptions of leader behaviors in relation to age and gender

Knowledge transfer as transformative dialogue: a pedagogical view on learning and meta-knowledge transfer in a leadership development program

Improvement of Employee Performance at One Stop Administration Services (SAMSAT) Office in Takalar Regency Through Leadership and Employee Training and Motivation as Mediation Variable

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