An analysis of the impact of a leadership intervention on an undergraduate work-based learning project for human resource management students

Abstract

The purpose of this paper is to analyse the impact of an action research intervention during a work-based learning (WBL) project among human resource management (HRM) students at a business college in London. The intervention was the researcher’s meeting with the nominated group leaders to facilitate reflection on their leadership and instil confidence.,This paper is based on an action research leadership intervention on a broader undergraduate WBL module taught across nine disciplines and numerous projects. The action learning involved the phases of action, reflection, learning and planning. The sample was five group leaders on one of the projects for HRM students. A content analysis of their assessment submissions was included in the reflection, learning and planning phases.,Based on a content analysis, most of the group leaders acknowledged the leadership intervention in their submissions in varying degrees of quantity and quality. The findings reflect the impact of the intervention upon leadership confidence and the application of theory on practice. Specific leadership input would enhance the impact. The intervention did address confidence which impacted self-directed learning.,The research is limited to a specific context and small sample. It is limited by the fact that reflective assessment work could not be used in comparison with the project assessment submissions.,The research demonstrates directly from the assessed submissions of students the benefit of WBL with a specific focus on confidence, leadership, reflection and self-directed learning. It demonstrates as an example the application of action research on a small WBL sample.,The research is the evidence of the importance of leadership and confidence among mature adults in WBL contexts.,This paper demonstrates the impact of WBL on the learning of mature adults and, furthermore, the impact of a leadership intervention on the motivation of students for self-directed learning.