Journal articles: 'Transformational learning'

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Foote, Laura S. "Transformational Learning." Adult Learning 26, no. 2 (February 25, 2015): 84–86. http://dx.doi.org/10.1177/1045159515573017.

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Clark, M. Carolyn. "Transformational learning." New Directions for Adult and Continuing Education 1993, no. 57 (1993): 47–56. http://dx.doi.org/10.1002/ace.36719935707.

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Imran, Muhammad Kashif, Muhammad Ilyas, Usman Aslam, and Ubaid-Ur-Rahman Ubaid-Ur-Rahman. "Organizational learning through transformational leadership." Learning Organization 23, no. 4 (May 9, 2016): 232–48. http://dx.doi.org/10.1108/tlo-09-2015-0053.

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Purpose The transformation of firms from resource-based-view to knowledge-based-view has extended the importance of organizational learning. Thus, this study aims to develop an organizational learning model through transformational leadership with indirect effect of knowledge management process capability and interactive role of knowledge-intensive culture. Design/methodology/approach Different statistical analyses were done to check the direct, indirect and interactive effects on 204 valid responses. Findings The results are clearly depicting that transformational leadership has significant positive impact on organizational learning and knowledge management process capability, and partially mediates the relationship between transformational leadership and organizational learning. Additionally, knowledge-intensive culture has strengthened the relationship between transformational leadership and knowledge management process capability. Originality/value This is an overarching and unique conceptual model. After examining the importance of organizational learning in the context of innovative ability, competitive advantage, creativity and organizational performance, management has to initiate steps to induct transformational leaders, develop knowledge-intensive culture and introduce knowledge management processes to boost learning environment in organizations.

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Stevens, Karen, Dan Gerber, and Rick Hendra. "Transformational Learning Through Prior Learning Assessment." Adult Education Quarterly 60, no. 4 (August 2010): 377–404. http://dx.doi.org/10.1177/0741713609358451.

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VanDerLinden, Kim. "Blended Learning as Transformational Institutional Learning." New Directions for Higher Education 2014, no. 165 (March 2014): 75–85. http://dx.doi.org/10.1002/he.20085.

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Shor, Rachel, Lauren Cattaneo, and Jenna Calton. "Pathways of Transformational Service Learning." Journal of Transformative Education 15, no. 2 (January 20, 2017): 156–73. http://dx.doi.org/10.1177/1541344616689044.

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This study extended research on transformational service learning by examining the impact that a community placement context can have on college students’ transformational processes. Kiely’s Transformational Service-Learning Process Model was used as a framework to better understand how context, dissonance, and student reactions are interrelated. Using the consensual qualitative research method of qualitative analysis, we examined 43 essays written by students in a service-learning course that focused on the development and maintenance of poverty in the United States. The essays described an experience the students found to be “eye-opening.” Our findings suggest that context of the community placement (i.e., job responsibilities and service location) shapes the types of disorienting dilemmas students identify and the reactions they report; working inside (e.g., shelter) and outside of a community placement may produce different transformational paths. These findings have implications for educators and researchers and highlight several different potential pathways of transformation within Kiely’s general framework.

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Jajko, Pamela. "Librarians and Transformational Learning." Medical Reference Services Quarterly 15, no. 2 (June 26, 1996): 75–80. http://dx.doi.org/10.1300/j115v15n02_07.

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Drago-Severson, Ellie, and Jessica Blum-DeStefano. "Leadership for Transformational Learning." Journal of Research on Leadership Education 9, no. 2 (March 18, 2014): 113–41. http://dx.doi.org/10.1177/1942775114527082.

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Young, Curtis J. "Transformational Learning in Ministry." Christian Education Journal: Research on Educational Ministry 10, no. 2 (November 2013): 322–38. http://dx.doi.org/10.1177/073989131301000205.

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Ntseane, Peggy Gabo. "Culturally Sensitive Transformational Learning." Adult Education Quarterly 61, no. 4 (September 19, 2011): 307–23. http://dx.doi.org/10.1177/0741713610389781.

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Informed by the Afrocentric learning paradigm, this conceptual piece argues that Mezirow’s version of the theory of transformative learning is useful, but it would be more so if applied to be culturally sensitive. Using Botswana cultural learning values as an example, the article demonstrates how the theory can be made culturally sensitive to an African learning context. African values identified to inform a collective process of transformational learning are that (a) there is no absolute knowledge because of the communal involvement in knowledge construction and knowledge acquisition, (b) spiritual obligation that is influenced by the metaphysical world means that the knowledge context is complex, (c) knowledge is communal because social change depends on collective responsibility, and (d) gender roles/expectations are critical for processing knowledge. In conclusion, the article argues that the continued marginalization of diverse cultural contexts denies new insight into the positive development of a useful critical theory such as transformational learning.

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Hoskins, Barbara J. "Is Distance Learning Transformational?" Journal of Continuing Higher Education 61, no. 1 (January 2013): 62–63. http://dx.doi.org/10.1080/07377363.2013.759488.

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Park, Sunyoung, and Eun-Jee Kim. "Fostering organizational learning through leadership and knowledge sharing." Journal of Knowledge Management 22, no. 6 (August 13, 2018): 1408–23. http://dx.doi.org/10.1108/jkm-10-2017-0467.

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Purpose The purpose of this study is to examine the relationships among transformational leadership, knowledge sharing climate and behavior, interpersonal trust and organizational learning. Design/methodology/approach Data from 209 participants from a manufacturing company in Korea were analyzed using the structural equation modeling method. Findings The findings of the study indicated that transformational leadership directly affected the knowledge sharing climate and behavior, interpersonal trust and organizational learning of an organization. Transformational leadership also indirectly affected organizational learning through knowledge climate and behavior, and interpersonal trust. In addition, a knowledge sharing climate directly affected interpersonal trust and knowledge sharing behavior and indirectly affected organizational learning through interpersonal trust and knowledge behavior. Interpersonal trust directly affected knowledge sharing behavior and indirectly affected organizational learning through knowledge sharing behavior. Finally, knowledge sharing behavior positively affected organizational learning. Research limitations/implications The results highlight the important role of transformational leadership to enhance the knowledge sharing climate and behavior of employees, interpersonal trust and organizational learning. This study also indicated that transformational leadership, interpersonal trust and knowledge sharing behavior are antecedents of organizational learning. Practical implications The study’s findings could motivate practitioners to place more emphasis on leadership support, knowledge sharing and organizational learning in the manufacturing sector. Originality/value The study provided diverse paths indicating how transformational leadership can impact organizational learning by examining both the direct and indirect paths between transformational leadership, multiple mediators and organizational learning. It also suggested a research framework for supporting transformational leadership, knowledge sharing and organizational learning, as well as their relationships by examining the three variables in one research model.

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Nandram, Sharda. "Vedic learning and management education." Journal of Management Development 33, no. 8/9 (September 2, 2014): 860–70. http://dx.doi.org/10.1108/jmd-07-2013-0093.

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Purpose – The purpose of this paper is to discuss how management education in India can benefit from applying a Vedic Learning style. It argues that transformational learning, a key to transforming mindset, also increases the importance of ethical behavior in management education. Design/methodology/approach – The paper is based on a literature review of Vedic education principles and transformational learning. It focusses on how to apply it in the management education. Findings – It presents an analysis of Vedic Learning, the Indian mindset and the role of transformational learning in Indian management education. While there is a decline in practicing Vedic Learning in India, in fact, it carries a huge potential for all-round development which would transform management education. The paper proposes ingredients for management education following Vedic Learning in terms of philosophy, designing programs, teacher's role, teaching environment and by integrating different types of skills for management. Practical implications – It implies that management education can be designed in a Vedic Learning style for revitalizing practical wisdom for facing the challenges of modern society, both in India and other parts of the world. Originality/value – It strengthens the relevance of the concept of Vedic Learning and shows its similarities with transformational learning.

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Rijal, Sapna. "Leadership Style And Organizational Culture In Learning Organization: A Comparative Study." International Journal of Management & Information Systems (IJMIS) 20, no. 2 (March 31, 2016): 17–26. http://dx.doi.org/10.19030/ijmis.v20i2.9642.

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Scholars and practitioners have identified transformational leadership and organizational culture as important factors that influence the development of learning organization. Yet, few studies have empirically examined the impact of transformational leadership and organizational culture on learning organization. This study proposes hypotheses to understand the impact of transformational leadership and organizational culture on the development of learning organization. Data was collected from the pharmaceutical sector and a comparison was drawn between India and Nepal. Results indicate transformational leadership and organizational culture have a positive influence in the development of learning organization. The implication of the findings and possible directions for future research are discussed.

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Akay, Esin, and Ayse Gonul Demirel. "Transformational Leadership and Innovation: An Empirical Study of Direct and Indirect Effects in HR Consulting Companies." International Journal of Business and Management 13, no. 1 (December 18, 2017): 131. http://dx.doi.org/10.5539/ijbm.v13n1p131.

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This study aims to examine the influence of transformational leadership on organizational innovation through the mediating effect of organizational learning and knowledge management in Turkish HR consulting companies. Sample is selected from small, medium size and large HR consulting companies located in Istanbul. Structural equation modeling and bootstrapping is used for data analysis. The research findings indicated that transformational leadership did not directly affect organizational innovation; transformational leadership directly affected organizational learning and knowledge management, and organizational learning directly impacted knowledge management. Besides, knowledge management directly affected organizational innovation, yet organizational learning indirectly influenced organizational innovation. Finally, transformational leadership indirectly influenced organizational innovation through the intervening effect of organizational learning and knowledge management. The results indicated that if managers in Turkish HR consulting companies practice a transformational leadership style by taking into account organizational learning and knowledge management, the chance for successful organizational innovation will highly improve.

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Allara, Pamela, and Kim Berman. "Transformational Practices in Community Learning." International Journal of Learning: Annual Review 12, no. 8 (2007): 113–24. http://dx.doi.org/10.18848/1447-9494/cgp/v14i08/45448.

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Mercer, Joyce. "Transformational Adult Learning in Congregations." Journal of Adult Theological Education 3, no. 2 (April 14, 2006): 163–78. http://dx.doi.org/10.1558/jate.2006.3.2.163.

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Camps, Joaquín, and Hannia Rodríguez. "Transformational leadership, learning, and employability." Personnel Review 40, no. 4 (June 7, 2011): 423–42. http://dx.doi.org/10.1108/00483481111133327.

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Choy, Sarojni. "Transformational Learning in the Workplace." Journal of Transformative Education 7, no. 1 (January 2009): 65–84. http://dx.doi.org/10.1177/1541344609334720.

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Pohland, Paul, and Breda Bova. "Professional development as transformational learning." International Journal of Leadership in Education 3, no. 2 (April 2000): 137–50. http://dx.doi.org/10.1080/136031200292786.

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Nieves, Yolanda. "Dialogue Journals and Transformational Learning." International Journal of Adult Vocational Education and Technology 5, no. 1 (January 2014): 1–14. http://dx.doi.org/10.4018/ijavet.2014010101.

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This article explores how dialogue journals can lead to a transformative learning experience. Adult Latino students enrolled in a community college developmental reading class agree to speak truth to power through this critical writing process. Using Mezirow's(2002) transformational learning theory, Brookfield's (2000) concepts on teaching for critical thinking, and Cranton's (2000) ideas of individuation and strategy for fostering self-awareness in students, the students and professor “talk-back” to each other through dialogue journals. The complexities of discourse, culture, and individuation or resistance to it are revealed.

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Coad, Alan F., and Anthony J. Berry. "Transformational leadership and learning orientation." Leadership & Organization Development Journal 19, no. 3 (June 1998): 164–72. http://dx.doi.org/10.1108/01437739810210211.

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Baumgartner, Lisa M. "An Update on Transformational Learning." New Directions for Adult and Continuing Education 2001, no. 89 (2001): 15. http://dx.doi.org/10.1002/ace.4.

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Sattayaraksa, Tharnpas, and Sakun Boon-itt. "CEO transformational leadership and the new product development process." Leadership & Organization Development Journal 37, no. 6 (August 1, 2016): 730–49. http://dx.doi.org/10.1108/lodj-10-2014-0197.

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Purpose – The purpose of this paper is to examine the linkages between CEO transformational leadership and the new product development (NPD) process through organizational learning and innovation culture. Design/methodology/approach – A large-scale survey by a sample of 269 manufacturing firms in Thailand was conducted. Structural equation modeling was used to test the proposed relationships. Findings – CEO transformational leadership was strongly and positively associated with organizational learning and innovation culture. Additionally, organizational learning and innovation culture were positively related to the NPD process. Practical implications – Managers should pay more attention to organizational learning since it has a strong impact on the NPD process. CEOs with an innovation-oriented attitude should develop their transformational leadership to support organizational learning and an innovation culture. Originality/value – The study extends the understanding of the connections between CEO transformational leadership and the NPD process. The results highlight the mediating roles of organizational learning and innovation culture on the relationship between CEO transformational leadership and the NPD process.

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Schwartz, Joni, and Rebecca Schwartz. "Learning to Disclose." Journal of Transformative Education 16, no. 1 (June 30, 2017): 39–57. http://dx.doi.org/10.1177/1541344617715709.

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This autoethnographic research project examines the transformational learning of a transracial adoptive adult mother and daughter through the lens of postcolonialism. As collaborative researchers, adult adoptee and adoptive mother, examine this lifelong learning experience through critical self-reflection, qualitative meta-analysis, and autoethnographic research methods within the overarching historical and sociopolitical context of Haiti. The findings address the lived complexities of increasingly hybrid families, particularly around the contentious boundaries of race, nationality, and colonial history, as they impact transformational learning. Color blindness and racial identity development for both mother and daughter within their relationship are explored. Implications for adult educators around the use of autoethnography to engage the social imagination and employ disclosure toward transformative learning are discussed.

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Jyoti, Jeevan, and Manisha Dev. "The impact of transformational leadership on employee creativity: the role of learning orientation." Journal of Asia Business Studies 9, no. 1 (January 5, 2015): 78–98. http://dx.doi.org/10.1108/jabs-03-2014-0022.

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Purpose – This research aims to explore the relationship between transformational leadership and employee creativity. In addition, we intend to study the moderating role played by learning orientation in the relationship between transformational leadership and employee creativity. Design/methodology/approach – Data have been collected from employees working at the Airtel and Aircel call centers of J&K (India). A two-step approach to structural equation modeling (SEM) was applied. Confirmatory factor analysis was conducted to assess the proposed measurement model fit and construct validity. The structural model was generated to test the significance of the theoretical relationships. Findings – The results revealed that there is a positive relationship between transformational leadership and employee creativity, and it is being moderated by learning orientation. Research limitations/implications – Although this study expands our knowledge about the role of learning orientation between transformational leadership and employee creativity, the prospects for further research are still present. The cross-sectional design of study might not have been able to extract the true essence of the cause-and-effect relationship between transformational leadership and employee creativity. Practical implications – Transformational leaders promote followers’ creativity, so the management may find it valuable to invest in transformational leadership training for supervisors and team leaders, or use personality testing to screen for high-caliber candidates, who have high potential of becoming a transformational leader. The characteristics of a transformational leader, when coupled with the learning orientation of employees, yield positive results in the form of employee creativity, which managers can use to generate sustainable competitive advantages for their organizations. Originality/value – This paper is original, as it contributes to existing theory by establishing the moderating role played by learning orientation in between transformational leadership and employee creativity. The moderation has been proved via SEM with the help of latent constructs, which is seldom done.

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Nofal, Razan, and Mais Jaradat. "The Impact of Transformational Leadership on Entrepreneurial Orientation via the Mediating Role of Organizational Learning Capability." Journal of Business & Management (COES&RJ-JBM) 8, no. 2 (April 22, 2020): 65. http://dx.doi.org/10.25255/2306.8043.2020.8.2.65.111.

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The current research aims to investigate the effect of transformational leadership on entrepreneurial orientation in Jordanian commercial banks, and whether organizational learning capability mediates the effect of transformational leadership on entrepreneurial orientation. Adopting a quantitative research design, data were collected by means of a questionnaire-based survey of employees in Jordanian commercial banks. Based on 330 usable responses, the results revealed the significant effect of transformational leadership and two of its dimensions (inspirational motivation and intellectual stimulation) on entrepreneurial orientation. Two other dimensions (idealized influence and individualized consideration) did not contribute to entrepreneurial orientation. Additionally, the results showed that transformational leadership has a significant effect on organizational learning capability, and that organizational learning capability in turn affects entrepreneurial orientation. The findings confirm that organizational learning capability fully mediates the effect of transformational leadership on entrepreneurial orientation. A number of recommendations are advanced, the most important of which is that banks should improve and develop managers’ transformational attributes by training them on how to deal with employees in order to increase their entrepreneurial orientation. Banks should also consider improving their learning capability, as this plays a significant role in enhancing and supporting the effect of transformational leadership attributes on entrepreneurial orientation.

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Obeidat, Bader, Razan Nofal, and Ra’ed Masa’deh. "The Effect of Transformational Leadership on Entrepreneurial Orientation: The Mediating Role of Organizational Learning Capability." Modern Applied Science 12, no. 11 (October 29, 2018): 77. http://dx.doi.org/10.5539/mas.v12n11p77.

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This study aims to investigate the effect of transformational leadership on entrepreneurial orientation in Jordanian commercial banks, and whether organizational learning capability mediates the effect of transformational leadership on entrepreneurial orientation. Adopting a quantitative research design, data were collected by means of a questionnaire-based survey of employees in Jordanian commercial banks. Based on 330 usable responses, the results revealed the significant effect of transformational leadership and two of its dimensions (inspirational motivation and intellectual stimulation) on entrepreneurial orientation. Two other dimensions (idealized influence and individualized consideration) did not contribute to entrepreneurial orientation. Additionally, the results showed that transformational leadership has a significant effect on organizational learning capability, and that organizational learning capability in turn affects entrepreneurial orientation. The findings confirm that organizational learning capability fully mediates the effect of transformational leadership on entrepreneurial orientation. A number of recommendations are advanced, the most important of which is that banks should improve and develop managers’ transformational attributes by training them on how to deal with employees in order to increase their entrepreneurial orientation. Banks should also consider improving their learning capability, as this plays a significant role in enhancing and supporting the effect of transformational leadership attributes on entrepreneurial orientation.

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Aguas, Pedro P., Liliana Valle Zapata, and Danilsa Lorduy Arellano. "Transformational Leadership Plans." World Journal of Education 7, no. 4 (August 7, 2017): 1. http://dx.doi.org/10.5430/wje.v7n4p1.

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Higher education institutions are aware of the need to incorporate learning-driven assessment artifacts into theirdoctoral programs to ensure successful leadership development. However, in attempting to integrate learning intostudents’ future performance, it appears that there is no general agreement upon the most effective assignments. Theplethora of leadership tasks makes it difficult for scholars and instructors to guarantee that doctoral learners will usetheir leadership skills in their current or future workplaces. One way to incorporate current learning into professionalperformance is to translate course learning into personal leadership development plans. This article describes ashort-term transformational leadership development plan rooted in the Scholar/Practitioner/ Leader Model,University of Phoenix, U.S.A., educational model. The plan is a culminating learning task of a TransformationalLeadership and Innovation course. Upon completion of this course, doctoral learners would be prepared toincorporate the principles of transformational leadership into their leadership plans when completing them in specificacademic contexts. The plan proposed defines a strategy for maximizing leadership effectiveness and spells outlearning from doctoral courses.

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Thamrin, Muhammad Husni, Sugeng Wahyudi, Ngatno Ngatno, Widiartanto Widiartanto, and Yuwanto Yuwanto. "Building Transformational Leadership, Learning, Innovation, Competitiveness, Environment affect the Performance of Handicraft SMEs in Medan City." WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS 19 (January 20, 2022): 505–20. http://dx.doi.org/10.37394/23207.2022.19.46.

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The main objective of this research is to develop a new concept of Transformational Leadership that is used to improve organizational learning capabilities, organizational innovation, organizational competitiveness and organizational environment in improving MSME Performance. This research uses a quantitative approach with SEM-PLS analysis techniques. The research data was obtained from the dissemination of questionnaires with the number of respondents amounting to 97 Handycraft owners in Medan City. Some of the study findings include; 1) Transformational Leadership has no positive and significant effect on MSME Performance. 2) Transformational Leadership has no positive and significant effect on Organizational Learning. 3) Organizational learning has no positive and significant effect on MSME Performance. 4) Transformational Leadership has a positive and significant influence on Organizational Innovation. 5) Organizational Innovation has no positive and significant effect on MSME Performance. 6) Transformational Leadership has a positive and significant effect on organizational competitiveness. 7) Organizational Competitiveness has a positive and significant effect on the performance of MSMEs. 8) Transformational Leadership has a positive and significant effect on the organizational environment. 9) Organizational environment has a positive and significant effect on MSME Performance. 10) Transformational Leadership has no indirect effect on MSME Performance by mediating by Organizational Learning. 11) Transformational Leadership has no indirect effect on MSME Performance by mediating by Organizational Innovation. 12) Transformational Leadership has a positive and significant effect on MSME Performance by mediating by Organizational Competitiveness. 13) Transformational Leadership has a positive and significant effect on MSME Performance by mediating by the Organizational Environment.

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Vergara, Raymond Allan. "Delivering A Transformational Learning Experience Online." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 12 (December 18, 2022): 2726–37. http://dx.doi.org/10.11594/ijmaber.03.12.24.

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This study aims to explore how to deliver a transformational learning experience in an online classroom. Using qualitative action research, it examined expectations and experience of learners who participated in an online event marketing undergraduate course for a term. This study finds that experiential lessons, such as storytelling lectures and collaborative project requirements, and the teacher’s caring attitude and enthusiasm help learners master concepts, enhance skills, and develop positive attitudes, values, and beliefs towards learning. It also finds that teachers should focus on nurturing learner engagement to keep them motivated and persist in the course. This study contributes to the discussion on event marketing and management pedagogy, transformational teaching, and transformative learning experience.

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Vu, Thi Minh Thu, and Khashayar Yazdani. "The impact of transformational leadership on individual academy performance through knowledge sharing." Uncertain Supply Chain Management 9, no. 2 (2021): 465–80. http://dx.doi.org/10.5267/j.uscm.2021.1.004.

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The objective of this paper is to evaluate the impact of transformational leadership on individual academy performance through knowledge sharing, organizational learning, organizational commitment in higher education Vietnam. The study conducts the research on 500 lecturers at 10 universities in Vietnam. The study uses Smart pls 3.6 software to analyze the data. The results show that transformational leadership had a positive effect on knowledge sharing, organizational learning and organizational commitment. Ultimately, employee engagement and social support play a moderate role in the relationship between transformational leadership and knowledge sharing statistically. However, organizational learning and organizational commitment did not play any mediate role on the relationship between transformational leadership and knowledge sharing.

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YULIANEU, Aneu, Augusty Tae FERDINAND, and Ratno PURNOMO. "TRANSFORMATIONAL LEADERSHIP AND ENERGIZING ORGANIZATIONAL LEARNING: EMPIRICAL MODEL FOR IMPROVING COMMUNITY-BASED ECO-TOURISM PERFORMANCE IN INDONESIA." GeoJournal of Tourism and Geosites 38, no. 4 (December 31, 2021): 1135–42. http://dx.doi.org/10.30892/gtg.38419-753.

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This paper aimed to examine the effect of transformational leadership, energizing organizational learning and teamwork efficacy on improving Indonesia community-based eco-tourism organization performance. A field survey was conducted in the Tasikmalaya tourism sector. A total of 205 eco-tourism workers were surveyed to obtain data. This study offered a conceptual model for variable proposed to improve the eco-tourism community performance. The findings show that transformational leadership and energizing the organizational learning process positively affects organizational performance in the eco-tourism community. The author argues that energizing the organizational learning process mediates the relation between transformational leadership and organizational performance. This study addressed gaps in transformational leadership literature and practices by examining the interactions between energizing organizational learning process and eco-tourism workers teamwork's efficacy.

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Park, HeeJin. "The relationship of team personality to team learning behavior." Korean Journal of Industrial and Organizational Psychology 28, no. 3 (August 31, 2015): 331–54. http://dx.doi.org/10.24230/kjiop.v28i3.331-354.

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The purpose of this study was to examine the effects of 5 factors(extraversion, openness to experience, conscientiousness, agreeableness, and neuroticism) of team personality on team learning behavior, the moderating effect of transformational leadership between five factors of team personality and team learning behavior, the relationship of team learning behavior and team performance. Data was collected by 227 individuals from 58 teams in 8 organizations and analyzed by correlation analysis and hierarchical regression analysis. The findings from correlation analysis were that team extraversion, team agreeableness, and team conscientiousness were positively related to team learning behavior and that team neuroticism was negatively related to team learning behavior. Additionally, team openness was somewhat significantly related to team learning behavior. The results from hierarchical regression analysis indicated that team extraversion and team agreeableness were positively related to team learning behavior but that team openness, team conscientiousness, and team neuroticism were not significantly related to team learning behavior. In addition, transformational leadership moderated the relationship between team agreeableness and team learning behavior. That is, in the low level of transformational leadership, team agreeableness was positively related to team learning behavior whereas team agreeableness was negatively related to team learning behavior in the high level of transformational leadership. Contrary to the expectations, transformational leadership did not moderate the relationship of team extraversion, team openness, team conscientiousness, and team neuroticism to team learning behavior. Finally, team learning behavior was significantly related to team performance.

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Muhammad Nurdin Yusuf and Aneu Yulianeu. "Transformational Leadership, Energizing Organizational Learning process, and Organizational Performance at Embroidery MSME in District Tasikmalaya." Jurnal Iqra' : Kajian Ilmu Pendidikan 7, no. 1 (August 29, 2022): 309–25. http://dx.doi.org/10.25217/ji.v7i1.1747.

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The article analyzed model of the impact of transformational leadership on the organizational learning process that energizes the organizational level, tested on 280 business owners and embroidery managers in Tasikmalaya. The researchers used quantitaive method. Questionnaires were sent to the owner and the manager of the Tasikmalaya Embroidery small-to medium-sized enterprises (MSME). The total 280 questionnaires were distributed with a return rate of 90%. There were 47 respondents with duplicate, incomplete, and invalid data because all answers were number 1, or respondents did not match the unit of analysis. The results showed that Transformational Leadership has an essential effect on the learning process in organizations in improving the performance of MSMEs. At the organizational level, the results of hierarchical linear modeling showed a positive relationship between transformational leadership and energizing organizational learning processes. At the organizational level, the regression analysis results showed that transformational leadership was positively related to an energizing organizational learning process, as measured by market-oriented criteria developed explicitly for the city and district of Tasikmalaya. Keywords: Transformational Leadership, Organizational Learning Process, Organizational Performance

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Kim, Eun-Jee, and Sunyoung Park. "The role of transformational leadership in citizenship behavior." International Journal of Manpower 40, no. 7 (October 7, 2019): 1347–60. http://dx.doi.org/10.1108/ijm-12-2018-0413.

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Purpose The purpose of this paper is to examine the relationships among transformational leadership, organizational learning, interpersonal trust and organizational citizenship behavior (OCB). Design/methodology/approach The authors collected data from the manufacturing sector in South Korea. A total of 208 responses were analyzed by employing the structural equation modeling method. Findings The findings showed that transformational leadership directly affected organizational learning, interpersonal trust and OCB; interpersonal trust positively and significantly influenced organizational learning and OCB; organizational learning had direct and significant effects on OCB; and organizational learning mediated the relationship between transformational leadership and OCB. Research limitations/implications This study highlights the value of empirically establishing how employee citizenship behaviors are affected by transformational leadership as an integrative construct bringing together organizational learning and trust. Originality/value The study intends to encourage future research by assessing whether organizational learning and interpersonal trust mediates the link between leaders’ behavior and employees’ behavior.

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Mufeed, Umar. "An Empirical Assessment of Transformational Leadership in Institutions of Higher Learning." Asian Journal of Managerial Science 7, no. 1 (May 5, 2018): 20–24. http://dx.doi.org/10.51983/ajms-2018.7.1.1300.

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The purpose of this paper is to examine the perception of employees towards transformational leadership prevailing in sample select universities. The respondents in this study comprise of 169 teaching and 97 non- teaching staff selected from four universities of North India. Multi factor Leadership questionnaire (MLQ- 5x) developed by bass and Avolio (1995) was employed to gather the responses from the respondents. The data collected were analyzed using descriptive and inferential statistics. The results of the study revealed that there prevails a favorable perception among employees regarding transformational leadership practices. Teaching staff have showed higher satisfaction towards existing transformational leadership practices as compared to non-teaching staff. The study suggests that academicians and policy makers must promote transformational leadership style in order to improve employee delivery and enhance institutional performance in sample select universities.

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Khairiah, Nadiatul. "Pengaruh Kepemimpinan Transformasional, Struktur Organisasi terhadap Kapasitas Inovasi Yang di Mediasi Budaya Pembelajaran Survey Pada ASN Kantor Camat Aur Birugo Tigo Baleh." Jurnal Ekonomika Dan Bisnis (JEBS) 2, no. 1 (July 30, 2022): 364–70. http://dx.doi.org/10.47233/jebs.v2i1.111.

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This study aims to analyze the effect of transformational leadership, organizational structure on innovation capacity mediated by learning culture in the Aur Birugo Tigo Baleh sub-district, Bukittinggi City. This study uses a quantitative approach because the observed symptoms are converted into numbers that are analyzed using statistics. The author chose the sample using a saturated sampling technique because the population is relatively small. So that the sample used in this study amounted to 78 people. The purpose of this study was to determine the effect of each variable on Transformational Leadership (X1), Organizational Structure (X2) and Learning Culture (Z) on Innovation Capacity (Y). The results of the analysis show that the variables (X1) Transformational Leadership and (X2) Organizational Structure have a significant and positive effect on Innovation Capacity (Y) which also has an effect and Learning Culture (Z) with transformational leadership (X1) has an effect on innovation capacity (Y) as well. learning culture (Z) has a positive and significant effect on innovation capacity (Y). It can be concluded that Transformational Leadership and Organizational Structure have a positive and significant impact on the capacity of innovation through a learning culture.

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Sattayaraksa, Tharnpas, and Sakun Boon-itt. "The roles of CEO transformational leadership and organizational factors on product innovation performance." European Journal of Innovation Management 21, no. 2 (May 14, 2018): 227–49. http://dx.doi.org/10.1108/ejim-06-2017-0077.

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Purpose The purpose of this paper is to examine the direct and indirect effects of CEO transformational leadership on product innovation performance. This research investigates the mechanism between CEO transformational leadership and product innovation performance, to understand the process through which transformational CEOs exert their influence. Design/methodology/approach This study is a quantitative research. Data were collected from 269 manufacturing firms in Thailand through a mail survey. This research applied a two-step structural equation modeling process. Findings The results indicate that CEO transformational leadership indirectly affects product innovation performance through an innovation culture, organizational learning, and the new product development (NPD) process. CEO transformational leadership has a strong effect on innovation culture and organizational learning. Organizational learning is strongly associated with the NPD process, which significantly leads to product innovation performance. By integrating the knowledge of leadership and operations management fields, this study helps extend the understanding of how leaders at the top of an organization influence the NPD process and product innovation outcomes. Practical implications For practical implications to be more effective, CEOs focusing on product innovation should develop their skills and behaviors of transformational leadership to foster innovation culture and organizational learning, which in turn will affect product innovation performance. Originality/value This study makes a contribution to the literature by filling the research gaps proposed by several prior studies and offering a theoretical framework of the relationship between CEO transformational leadership and product innovation performance.

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Lokugamage, Amali U., Sarah H. M. Wong, Nathan M. A. Robinson, and Sithira D. C. Pathberiya. "Transformational learning to decolonise global health." Lancet 397, no. 10278 (March 2021): 968–69. http://dx.doi.org/10.1016/s0140-6736(21)00371-8.

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Fallad, Jalil, EvaJudith Hueso, and BlancaR Silva. "TRANSFORMATIONAL LEARNING: CRITICIZING THE MEZIROW’S THEORY." International Journal of Advanced Research 4, no. 8 (August 31, 2016): 733–38. http://dx.doi.org/10.21474/ijar01/1270.

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Devereux, Taryn, and Anna Glenn. "Transformational Learning Through Shifting Global Perspectives." Journal of International Students 12, S3 (September 9, 2022): 96–115. http://dx.doi.org/10.32674/jis.v12is3.4642.

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The Global Classroom Model (GCM) is a project-based, cross-cultural, and virtual course conducted in partnership between institutions of higher education. Instructors at the University of Maryland (UMD) and the Liberia International Christian College (LICC) co-developed and co-instructed a novel and innovative Global Agriculture iteration of the Global Classroom (GC) course and collected data from students (n= 46) and stakeholders (n=18) through 2019, 2020, and 2021. This research used mixed-method pre/post interviews to address changes in attitudes, aspirations, and perceptions, and to better understand student experiences in global education. Students reported an increase in technical skills, “global perspective,” and feelings of “empowerment” through being able to work internationally on community-driven activities. This longitudinal study illuminates the impact of COVID-19 on a unique global learning experience, and highlights the broader opportunities and challenges found in designing truly collaborative global learning while also providing insights for practical implementation.

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Gillam, Tony. "Learning to be a transformational leader." Mental Health Practice 19, no. 8 (May 10, 2016): 36–39. http://dx.doi.org/10.7748/mhp.19.8.36.s21.

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Roessger, Kevin. "Threshold Concepts and Transformational Learning Rotterdam." Journal of Transformative Education 8, no. 4 (October 2010): 286–88. http://dx.doi.org/10.1177/1541344611428505.

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Boone, Joyce. "Leading learning organizations through transformational change." International Journal of Educational Management 29, no. 3 (April 13, 2015): 275–83. http://dx.doi.org/10.1108/ijem-06-2013-0096.

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Purpose – There are two conditions that threaten to derail the American education system as we know it: the poor state of the US economy in America and the less than effective structure of the American education system. Researchers and practitioners are searching to identify tools and strategies that can help to restore confidence in the soundness of the US education system. One such strategy is blended learning delivery formats. The purpose of this paper is to examine implications of and recommend blended learning strategies. Design/methodology/approach – This writing presents a description of the problem, an abridged review of related literature, a discussion of the possibilities for blended learning in academic organizations, and the associated transformational change implications. It is presented as a decision-making tool for administrators to consider including blended learning formats in their strategies to address the effects of the questionable outlook of the US economy and the outdated structure of the US education system. Findings – The writing concludes with recommendations for leading the change to blended learning formats in learning organizations. Originality/value – The information in the paper is presented as a decision-making tool for educational administrators in considering blended learning strategies for their organizations.

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Loon, Mark, Yet Mee Lim, Teck Heang Lee, and Cai Lian Tam. "Transformational leadership and job‐related learning." Management Research Review 35, no. 3/4 (March 23, 2012): 192–205. http://dx.doi.org/10.1108/01409171211210118.

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Cox, Thomas D. "Transformational Learning and the AAACE Conference." Adult Learning 18, no. 1-2 (January 2007): 18. http://dx.doi.org/10.1177/104515950701800106.

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Hall, Martin, Mike Keppell, and John Bourne. "Learning technology and organisations: transformational impact?" ALT-J 18, no. 3 (November 2010): 161–64. http://dx.doi.org/10.1080/09687769.2010.529314.

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Leming-Lee, Susie, Terri Davis Crutcher, and Betsy Babb Kennedy. "The Lean Methodology Course: Transformational Learning." Journal for Nurse Practitioners 13, no. 9 (October 2017): e415-e421. http://dx.doi.org/10.1016/j.nurpra.2017.06.022.

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Bochman, David J., and Michael Kroth. "Immunity to transformational learning and change." Learning Organization 17, no. 4 (May 25, 2010): 328–42. http://dx.doi.org/10.1108/09696471011043090.

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Journal articles on the topic 'Transformational learning'

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