Evaluating a pilot online leadership training initiative : case study Basic Leadership Training course (BLT)
Hämäläinen, Minna (2019)
2019
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https://urn.fi/URN:NBN:fi:amk-201904296750
https://urn.fi/URN:NBN:fi:amk-201904296750
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The purpose of this study was to observe the implementation of Operation Mobilization’s first leadership training initiative offered completely online, Basic Leadership Training course. The researcher’s role was to gather information about the course participants’ and facilitators’ experiences to be able to identify potential challenges and outcomes and to evaluate the course’s effectiveness as a tool to develop new leaders. The study was conducted in the initiative’s pilot phase, which consisted of two different courses, BLT pilot course and BLT pre-launch course.
The data were collected using a multimethod approach, starting from gathering background data, to observation and semi-structured interviews. On the BLT pilot course, the researcher took a role of a participant-observer and observed the learning process of eight participants, who represented different nationalities and who were relatively new in the organization or in their leadership role. During the BLT pre-launch course, the researcher acted as a complete observer and conducted semi-structured interviews with all four participants after the course. The pre-launch course participants were experienced trainers or professionals in education and/or experienced leaders. The course facilitator was interviewed after both courses.
The results were analysed through the lens of the Community of Inquiry framework and other relevant e-learning evaluation models. The findings indicate that the online medium works well for training leaders in a globally scattered organization. Despite of the asynchronous nature of the course, the participants were able to engage in social interaction with each other creating a trusting and supportive climate. Through individual reflection, open and risk-free discourse with other learners along with facilitator support, they were able to enter higher levels of cognitive inquiry and integrate knowledge from the course, from their own experiences and from each other’s different perspectives. The biggest challenges found had to do with workload and time management as all participants were completing the course alongside their normal work responsibilities. One person also experienced technical challenges. The results also suggest that there may be a link between the amount of social interaction with other learners and persistence in studies. However, further research would be needed before making causalities based on these results.
The data were collected using a multimethod approach, starting from gathering background data, to observation and semi-structured interviews. On the BLT pilot course, the researcher took a role of a participant-observer and observed the learning process of eight participants, who represented different nationalities and who were relatively new in the organization or in their leadership role. During the BLT pre-launch course, the researcher acted as a complete observer and conducted semi-structured interviews with all four participants after the course. The pre-launch course participants were experienced trainers or professionals in education and/or experienced leaders. The course facilitator was interviewed after both courses.
The results were analysed through the lens of the Community of Inquiry framework and other relevant e-learning evaluation models. The findings indicate that the online medium works well for training leaders in a globally scattered organization. Despite of the asynchronous nature of the course, the participants were able to engage in social interaction with each other creating a trusting and supportive climate. Through individual reflection, open and risk-free discourse with other learners along with facilitator support, they were able to enter higher levels of cognitive inquiry and integrate knowledge from the course, from their own experiences and from each other’s different perspectives. The biggest challenges found had to do with workload and time management as all participants were completing the course alongside their normal work responsibilities. One person also experienced technical challenges. The results also suggest that there may be a link between the amount of social interaction with other learners and persistence in studies. However, further research would be needed before making causalities based on these results.