A Meta-Analysis on the Effectiveness of Leadership Development Courses in Korean corporations

Abstract

This research aims to identify the overall effects of leadership development courses on learning outcomes and to understand how much influences moderators have on the relationship between leadership development courses and learning outcomes. In pursuits of this purpose, 24 studies were collected from among thesis, dissertations and published articles within 15 years after 2000. First, the overall effect size of leadership development courses on learning outcomes turned out to be middle (ES ≥ .50) according to Hedges’ criteria. Among three steps in a Kirkpatrick model, Learning Achievement, which is the second step, was the most effective, and then Learning Transfer and Learning Satisfaction are next effective steps in order. These studies on analysis subject of this research, of which effects are based on a model of Kirkpatrick. Specifically, it was found that among three significant composition elements, Learning Achievement (.48), Learning Transfer (0.38), and Learning Satisfaction (-.17) are the order of the highest effect to the lowest one. Second, the effects of moderators concerning participant-related variables were analyzed. For the studies differed by genders, a case of study based on only males had the highest effects, and the next highest study was without separation of genders. In the studies considering positions, the study without separation of positions had the highest effects. In cases of studies focused on corporations, the study based on major companies had the highest effects. Third, the effects of moderators concerning intervention-related characteristics were investigated. The effects of Leadership Development Courses have shown insignificant difference by training contents, and it was not that big difference for the effect size. In addition, those effects can be changed according to operation periods. As short as the operation period is, there were higher effects. In aspects of educational environment, the effect of Leadership Development Courses is still the highest in off-line learning. Fourth, the effects of moderators concerning measurement-related variables were investigated. In estimating the effect size of Leadership Development Courses by sub-classification of estimating method, 360-degree feedback was significant, while others reporting was not significant. To sum up, the influences on effectiveness of Leadership Development Courses were generally high, and it was confirmed that there are differences in the effects of Leadership Development Courses by learners, methods of education, and methods of estimation. To improve the effectiveness of corporations' Leadership Development Courses based on deducted results of studies, it requires detailed deepen studies about which methods are effective to ways for estimation standards. Accordingly, this study not only summarizes the results of researches, but also provides implications about why the results of studies are different each other.