Transactional, transformational, and transcendent collective learning models in learning organizations: A Delphi study.

摘要

This study examines three new models of collective learning: transactional, transformational, and transcendent. Transactional, transformational, and transcendent leadership are three models that have been well established in the leadership literature. The study applies those three leadership concepts to work groups. The purpose of this study is to present the model of how those three types of collective learning operate and to validate those models through first hand stories and experiences.;The study employed a qualitative Delphi design, which involved four iterative rounds. In Round 1, twelve study participants were interviewed and responded to a series of questions regarding transactional, transformational, and transcendent collective learning experiences. Results were collated, summarized, and analyzed. In Round 2, the participants were asked to review the summary of interviews and to modify or elaborate any of their earlier remarks. In Round 3, the participants were asked to respond to a Likert scale survey created based on the result of Round 2 in order to rate whether or not they strongly agreed or strongly disagreed with the emergent themes, constructs, or patterns, as essential to their transactional, and transformational, and transcendent collective learning experiences. In Round 4, the final draft of the summary results was shared with the participants for comments and critiques.;Findings from the study indicated themes of the catalysts, the perceived outcomes, and individual and/or collective growth regarding transactional, transformational, and transcendent collective learning. Themes of collective growth for transcendent collective learning, increase in the sense of shared purpose and common good, and going beyond the boundaries emerged. In addition, as a relationship among three collective learning, the study participants agreed that depending on the level of consciousness, the appropriate collective learning would be best determined.;Conclusions for this study included first, educational leaders should consider their use and application of new models of collective learning in order for work groups to maximize individual and collective learning. Secondly, leading through transcendent collective learning should be considered for 21st century leadership. Transcendent collective learning could help generate solutions for complex global issues with its strong emphasis of common good and social justice.