Action learning and multi-rater feedback as leadership development interventions: Popular but poorly deployed

Abstract

Action learning and multi-rater feedback are today among the most widely used interventions for leadership development. Despite their popularity, the authors believe that both have been poorly deployed. For example, while grounded in real company issues, action-learning formats often fail to provide the multiple learning experiences necessary to develop complex knowledge. Inadequate opportunities to reflect on learning, poor facilitation and a failure to follow up on project outcomes seriously hamper this intervention's potential to develop leadership talent. Similar shortcomings apply to the deployment of multi-rater feedback. For example, when its use is stretched and different purposes, such as performance measurement, are coupled with it, or when its quantitative aspects are emphasised and the qualitative ones neglected, or when it is conceptualised as a single event rather than as an enduring system, the actual capabilities of multi-rater feedback are limited. Both interventions require far more attention and thoughtful application if they are to realise their potential to develop leadership talent.