Exploring the Relationship between Learning and Leadership by Brown and Posner - Article Example

The paper "Exploring the Relationship between Learning and Leadership by Brown and Posner" is a delightful example of an article on business. Is there are a relationship between how people learn and how they develop the competency of leading others? This the question that Brown and Posner (2001) seek to answer in their research “Exploring the Relationship between Learning and Leadership”. In this research, the authors seek to relate how individuals learn and how able they are at transferring the acquired knowledge to leadership positions. Primarily, the goal of the study is to identify how people lead – considering where they acquire leadership skills and how they use them.
The objectives of the study sought to answer a variety of questions branching from the main research question of how people lead. The research objectives in this case seek:
a) To investigate the sources of knowledge that leaders use to perfect their leadership competencies
b) To identify the main processes regarding how individuals develop leadership skills
c) To link adult learning with transformational learning theory
In the collection of data, there were no interviews and neither was a questionnaire used. However, the collection of the data involved the use of two research instruments specifically created for learning and leadership research. The Learning Tactics and the Leadership Practice Inventories used as the data collecting tools (LTI and LPI). The LTI is a 32-item statement involving how people report learning when faced with the challenge of unfamiliar tasks. The LPI, on the other hand, comprises of 30 items and indents to show leadership behaviors of individuals.
Population used
The population used in this study was drawn from three levels of management. Firstly, mid-level managers from large technology companies were considered. Secondly and thirdly, working professionals from a variety of high-tech companies and cross-section of managers currently enrolled in executive MBA programs respectively.
Sample selection
The total sample for this study from the population described above was 312. Among these, 114 were females while the rest were males. The sample selection, in this case, was not random as the nature of participants encourages researchers to take any opportunity of inclusion available (managers are busy and make a small portion of the business models’ stakeholders). The age-groups for the sample were consistently lying within 25 to 39-years’ age group.
Statistical techniques
In order to analyze the data statistically, results from each of the tools were converted to numeric values based on the Likert scale. The LTI tool used the five-point Likert scale while the LPI used the 10-point Likert scale. For the LTI, 1 represented response such as “I never use this approach” while a response of 5 indicates that “I almost use this approach all the time”. From the LTI, four scales are used that test action, thinking, feeling, and assessment of others. The learning tactics were measured using Cronbach’s alpha (of testing internal reliability) and eight statements. The LPI yielded five scales in which process challenging, shared-vision inspiring, enabling of others, way modeling, and heart encouragement were leadership styles for testing. The leadership styles were measured using 6 statements and Cronbach’s alpha of testing internal reliability. In both cases, 2-sample t-test analyses were run to test the association and relationships between one variable and another.
Limitations
The limitation of the target article research is majorly concentrated on the aspect of the industry. As business research, the learning and leadership styles of high-technology companies differs from that of other industries. In this case, the results are conclusions drawn from this research that reflect one industry.
Summary results
The target article authors, Posner and Brown, show that the results indicate inconsistency in terms of how managers approached challenges in situations that they are unfamiliar with. Transformational leadership and the implementation of a variety of styles indicated a strong correlation as a p-value of less than 0.1 (0.001) was acquired from a 2-Sample T-Test analysis. The authors also find that principles of adult learning and transformational learning theory are closely related. They argue that the development of leadership development programs should make use of adult learning principles.
Summary conclusions
The research article concludes that leaders should integrate challenges and changes within their contexts in order to inspire an environment conducive for realizing and sustaining both the mission and vision of the business entity. The authors also conclude that transformational learning theory is useful in the assessment, strengthening, and creating leadership assessment tools.
With reference to the target article, the authors are specific in laying out their research plan and how data was acquired and processed. In the analysis of results, the authors link the results with leadership theories to provide supporting information to strengthen their argument. The contents of the research and the results from the analyses are applicable in business management/leadership. As an adherent manager/leader, I find the information on the target article useful in both theoretical and practical capacities.