Developing leadership skills: online versus face‐to‐face

Abstract

Purpose

This paper seeks to present final results from an exploratory research project that aimed to compare and contrast the effectiveness of different delivery modes (especially online as opposed to face‐to‐face) when developing leadership skills in established managers.

Design/methodology/approach

This study sought to identify whether perceptions of the effectiveness of different delivery modes are statistically related to a variety of independent variables. Data were gathered from three iterations of a quantitative research instrument that was distributed to established managers enrolled on MBA programmes at Glasgow Caledonian University in the UK.

Findings

The main findings are that two inter‐related factors appear to determine perceptions of the effectiveness of mediated online learning environments in developing leadership skills, namely whether students are registered on a face‐to‐face or an online mode and their self‐reported general perceptions of online learning. From the research findings, few other variables appeared to have a statistically significant effect on perceptions.

Research limitations/implications

The research is limited by having been conducted in one institution only and addresses self‐reported perceptions only (i.e. the authors have made no attempt to objectively measure actual changes in managers' skills).

Originality/value

The area of interest is fraught both by the contested nature of the conceptual landscape and by the lack of robust previously published empirical data. The findings of the research contradict several previously published sources that had suggested that many variables would have a statistically significant effect on perceptions.

Citation

Silbergh, D. and Lennon, K. (2006), "Developing leadership skills: online versus face‐to‐face", Journal of European Industrial Training, Vol. 30 No. 7, pp. 498-511. https://doi.org/10.1108/03090590610704376