The purpose of the study is to investigate online leadership training as an enabling and limiting factor for new manager´s learning. On becoming a manager, one must not only develop new knowledge and abilities, but also simultaneously work on identity in relation to the transformation of a new professional role. Education is a way to learn leadership and gain comprehension for the profession as manager. Traditionally formal training for leadership development has been performed IRL. Previous research has already confirmed what is in firsthand needed in leadership training to enable lasting learning and a successful transfer of training to work, with regard to the interplay between the individual, setup and organization. Overall, most of the research has been on physical educations. We know that e-learning works well as long as it is about facts and principles, hard knowledge. However, when it comes to soft skills, previous studies shows that physical meetings are more effective than e-learning. Reasons mentioned for this is, among other things, the lack of methodological variation, interactive exercises and personal feedback. New easily accessible technology and a greater habit of distance work, as well as the addressed need from previous research, makes it relevant to gain a deeper knowledge in the question. Through a hermeneutic approach with interviews, eight new-managers experiences are studied, where the theoretical framework focuses on theories about learning and identity construction in becoming a manager. In the study, learning is understood regarding Illeris division of learning as the individual's process of appropriation and interaction with the learning environment. The results suggests that what the informants experience as enabling for learning in the process of appropriation and interaction are similar factors to what previous research have found to be essential for physical educations: applicability to the everyday life, division of the education, methodological variation between theory, training and reflection and also practical training through, among other things, role-playing. Exercises, role-playing and exchange of experiences are perceived as facilitating with e-learning because of the efficiency with time, focus on the task, and also because the natural distance makes the individual feel more comfortable with training. Limiting factors that emerge with e-learning are the lack of informal meetings between the course participants as well as the lack of personal interaction and feedback from the course leader. To the informants, the importance of education in the profession of management is, above all, to change perspective on the role as a leader: from being the expert and doer, to creating the right circumstances to get things done through others. Key words: leadership development, e-learning, new manager, education, learning, training
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:uu-486449 |
| Date | January 2022 |
| Creators | Öhman, Helene |
| Publisher | Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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