| Action Learning (AL) has received much recognition as a learning and leadership development strategy within many organizations. Studies on AL have shown some evidence on transfer of learning from these programs. However, there was limited assessment of individual participants prior to the program, and little is known about sustaining this transferred learning post-program or the effect on performance improvement for participants.;This dissertation examined whether individuals who participated in an AL leadership development program transferred what they learned to their workplace setting and, if so, whether that learning was perceived to have resulted in performance improvement. Specific competencies (questioning insight, reflection/critical reflection, and participant specific learning goals) were examined for evidence of transfer to program participants' workplace setting. Perceived performance improvement resulting from the transfer of these competencies was also examined.;A qualitative case study approach was used to examine the transfer of learning over time and perceived performance improvement at one institution. Both quantitative and qualitative methods were used. Interviews were conducted at the start of, end of, and six-month post-program with 13 program participants. Perceptions regarding transfer of learning and performance improvement were also collected through interviews and critical incident questionnaires from participants' managers and co-workers. Additionally, a multi-rater feedback instrument was administrated prior to and 7-9 months post-program.;Results indicated that the study's competencies transferred (50%-80%) to participants workplace setting. Additionally, reflection and critical reflection were found to have transferred in an iterative process rather than as separate competencies.;Organizational climate factors reported by participants to enhance transfer were experienced more frequently than inhibitors. It appeared that organizational climate factors and program design elements that were perceived as enhancers contributed to the positive results for the transfer and sustaining of learning over time. Results also indicated performance was perceived to improve for most participants, but there did not appear to be a clear linear link between the competencies transferred by participants and their perceived performance improvement. |
