From Leadership to Growth: lessons learnt from the LEAD Wales and Leading Growth Programmes 2010-2015

The final report of the LEAD Wales and Leading Growth programmes 2010-2015

O Arweinyddiaeth i dwf: Gwersi a ddysgwyd o raglenni LEAD Cymru ac Arwain Twf.

Adroddiad terfynol rhaglenni LEAD Cymru ac Arwain Twf 2010-201

Emotional Learning applied to extant entrepreneurs in Wales

ObjectivesThis paper provides a background summary of the research landscape at the interface between emotion, entrepreneurship education and leadership development. The paper presents the findings of an instrumental case study of emotional learning by owner-managers of small and medium sized business in Wales. The paper draws initial conclusions relating to leadership education specific to extant entrepreneurs as well as aspects of emotional learning by this somewhat under researched group.Prior WorkThe LEAD Wales programme, previously assessed by Henley and Norbury (2011) and developed from research by Kempster (2002, 2010), emphasises the importance of peer-to-peer learning by owner-managers of SMEs (extant entrepreneurs). The efficacy of peer-to-peer (P2P) learning in the workplace has been well established in the work of Gibb, Revans and others between the 1960s and 1990s. The LEAD Wales programme combines the peer-to-peer element with an integrated model of experiential (enacted), situated, formal and observed learning to encourage leadership skills development as described in Peters (2010).In parallel, work by Shepherd (2003, 2004) on the value of emotion in teaching entrepreneurship has been continuously developed and is now put forward as a key element in the portfolio of innovative practices needed for teaching entrepreneurship and in being an effective teacher (Cope, 2011; Mortiboys, 2011; Pittaway& Rose, 2006; Thorpe, 2009 and others).ApproachThe LEAD Wales programme provides a unique opportunity to observe a synthesis of two research strands in practice. The research comprises an initial critical summary of previous literature reviews to underpin the focus of a participant observation approach to understanding emotional learning as encountered in the experiential and social (peer to peer) elements of the programme. ResultsIt has been observed that the learning methods used in the LEAD Wales programme evoke strong emotional responses from extant entrepreneurs at various stages of the learning process. Such practices were observed to have profound impacts on changing the extant entrepreneur-learner’s self awareness of their emotional responses as a leader of a small firm. ImplicationsThe emotional aspect of learning by established entrepreneurs that forms the focus of this paper is under-researched in practice and suggestions from previous research have not yet been widely applied. Results from this research contribute evidence that established class-room based emotional learning theories can be applied in experiential and situated learning paradigms with extant entrepreneurs who are capable of using both negative and positive emotive stimuli to inform learning and in turn personal development. This is crucial in the development of small firms as often growth and change is directly correlated with the development of the individual founder and leader.ValueThis research provides evidence of the value of negative, as well as positive, emotions to promote learning and supports a better understanding of the use of emotion in learning outside of traditional classroom environments. However in framing the research a key point has been identified that should be addressed in small business policy: that the extant entrepreneur is distinct and divergent from the nascent entrepreneur and that pedagogies needs to be adopted that are specific to this group. This research is then of value to policy and practice in identifying the importance of stimulating new approaches to the design, delivery and assessment of development interventions aimed as the leaders of existing small firm

Innovation in work-based doctoral learning: initial findings and observations from the Prince of Wales Innovation Scholarship Programme and its new Pedagogies

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Social commerce Open Innovation in healthcare management: an exploration from a novel technology transfer approach

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Using a Mixed-Method 'Petri-dish' Diagram to determine complex impacts of leadership development in extant entrepreneurs

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Beyond content and pedagogy: the role of self and place in entrepreneurial leadership development

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The Role of Entrepreneurial Leadership in City Region Economies: A Case of Developing Small Firm Leaders

Entrepreneurs play a key role in any entrepreneurial and dynamic ecosystem, particularly knowledge economies. They drive change and innovation through starting new ventures, growing businesses, and investing in new ideas. The capacity and capability of entrepreneurs to lead people, become employers and develop their ventures affect future success and sustainability.How entrepreneurial actors learn to lead is then central to developing a strong and adaptable ecosystem able to respond to the challenges presented by unpredictable and complex environments. This chapter presents a case study of how a leadership learning programme has been used in Wales to improve the learning of leaders of SMEs and how this has subsequently impacted on the regional economy as a result

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