Exploring the Relationship Between Learner Autonomy and Leadership Effectiveness in the Healthcare System

Exploring the Relationship Between Learner Autonomy and Leadership Effectiveness in the Healthcare System

David Alan Miles | 2016

Abstract

Leadership and learning are two essential concepts within modern organizations. There has been much investigation, research, and inquiry into finding a deeper understanding of both of the constructs of leadership and adult learning. Investigation of specific relationships between leadership and self-efficacious autonomous learning builds upon the collective body of knowledge for both constructs and the link between leadership and learning. A central focus of the study is what Vaill (1996) called the learning premise, which asserts that “leadership is not learned . . . leadership is [emphasis added] learning” (pp. 126-127). The purpose of this study is to address the identified gap in the existing academic literature by examining the relationship between autonomous learning and leadership effectiveness. The study examines leaders within the healthcare industry and examines the relationship between the leader’s level of learner autonomy (self-reported) and their effectiveness as a leader (subordinate-reported). The findings of the study indicated no statistically significant relationship existed between learner autonomy and leadership effectiveness. There were no differences found in the effectiveness of leaders when comparing groups with functional and dysfunctional levels of learner autonomy. Limitations of the study include sample size, which met statistical criteria and was valid although a larger size may improve external validity. Other recommendations for further research include replication of the study in other industries than healthcare, possible further investigation using the additional scales found in the instruments utilized in this study, and research utilizing the individual component inventories that make up the learner autonomy profile.