Transformational learning: challenging assumptions in the workplace

Abstract

Purpose

The article aims to offer organizational leadership a framework to integrate opportunities for transformation learning into workplace experiences and maximize the personal growth of employees. Transformational learning is a concept often discussed within higher and adult education but rarely considered in the workplace; the article offers an opportunity to conceptualize transformational learning in workplace contexts.

Design/methodology/approach

Two summaries of transformational learning theory shape a foundational understanding of transformational learning. The conceptual framework is connected to examples of transformational learning in the workplace and subsequently offers three areas, cross‐cultural experiences, interactive leadership and development, and action research projects, for leaders to integrate into their practice.

Findings

Transformational learning can be observed and encouraged within the workplace. Organizational leadership can be intentional about the incorporation of opportunities for transformational learning.

Practical implications

Leaders must re‐frame their approach to cultural diversity, training and development, and action research. This altered perspective does not require an overhaul of existing policies and procedures, but a change to the way leaders think about workplace experiences and communicate with employees.

Originality/value

The article connects a substantial body of literature on transformational learning in a new way – in the context of work. In the process of questioning their assumptions and the assumptions of others, leaders become adept at critical thinking, empathy, and the ability to provide opportunities for the personal growth in the workplace.

Citation

Mathis, D. (2010), "Transformational learning: challenging assumptions in the workplace", Development and Learning in Organizations, Vol. 24 No. 3, pp. 8-10. https://doi.org/10.1108/14777281011037227