The impact of Codevelopment Action Learning on work self-efficacy, based on the results of a mixed-methods longitudinal study

Abstract

ABSTRACTThis article presents the key findings on participant development in Codevelopment Action Learning (CAL) groups from the second phase of Codev-Action, a Canadian action research partnership. The study used a mixed-methods design to quantitatively measure CAL’s contribution to work self-efficacy development in 154 participants from 50 CAL groups over a roughly one-year period. The study also used cross-sectional Qualitative Comparative Analysis (QCA) approach to identify which facilitation behaviour configurations were most likely to increase work self-efficacy among the participants who brought a topic to their group (n = 92). Quantitative results show a significant improvement in work self-efficacy, including perceived effectiveness with regard to teamwork, problem solving, and work politics. Qualitative analysis shows a set of five configurations involving 10 facilitation behaviours that, when used in CAL groups, can support increased work self-efficacy. These results provide empirical evidence for CAL’s contribution to the development of work self-efficacy. Given the well-known impact of self-efficacy on task performance, the progress made in CAL sessions is a significant asset for decision makers.KEYWORDS: Codevelopment Action Learningcodevelopment groupsaction learningwork self-efficacyfacilitator AcknowledgementsThe authors would like to thank Diana Halfpenny, an invaluable member of the team, for translating and editing this article.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 See Paquet et al. (Citation2022) for a detailed description of the CAL method’s structure, steps and roles as well as the similarities with and differences from traditional AL.2 For greater readability, the CAL steps are listed in the appendix.3 Codev-Action is the name of a research programme that, since 2012, has received four Social Sciences and Humanities Research Council (SSHRC) grants. The programmes’s second phrase is called: ‘Démarche de recherche-action collaborative visant à approfondir l’optimisation et les impacts des groupes de codéveloppement professionnel, dans une perspective transversale des secteurs’, or Collaborative action-research project to further improve the impact of codevelopment groups from different sectors.4 For a comprehensive introductory text about QCA, we recommend Legewie (Citation2013).5 The paired t-test is used to determine whether the two mean WSE scores being compared are significantly different. The p-value indicates the probability of making a mistake by saying that the difference between the scores is real, while it is not (Type 1 error). To be significant, the p-value must be under the widely accepted 5% threshold (p < 0.05).Additional informationFundingThis work was supported by Social Sciences and Humanities Research Council of Canada (SSHRC).Notes on contributorsMaxime PaquetMaxime Paquet, Ph.D., Industrial and Organizational (I/O) psychologist, associate professor, Department of psychology, University of Montreal. He is an expert in workplace evaluation and training programs through a variety of in-person and online methods, including Co-development Action Learning.Louis BélisleLouis Bélisle, D. Ps., professor, Unité d'enseignement et de recherche en sciences de la gestion, Université du Québec en Abitibi-Témiscamingue. He began his career as an organizational behaviour consultant in the Quebec healthcare network. His research focuses on work climate and meetings, employee retention as well as Co-development Action Learning.Nathalie LafranchiseNathalie Lafranchise, Ph.D., full professor, Department of social and public communications, Université du Québec à Montreal (UQAM). Her research focuses Co-development Action Learning, mentoring, skills development, interpersonal and group communication, as well as emotional intelligence/competence.François L’ÉcuyerFrancois L'Écuyer, DBA, professor, Département des sciences comptables, Université du Québec à Trois-Rivières. Professor since 2016, he specializes in business intelligence, with a particular focus on visual analytics, while also keeping up-to-date with emerging data analysis methods such as QCA and NCA.Nesrine FazezNesrine Fazez, B.Sc. (Hons.), graduate student, Department of psychology, University of Montreal. Her Ph. D. research focuses on the impact of Co-development Action learning on the professional identity, work self-efficacy and social wellbeing of graduate students.Élodie LatreilleÉlodie Latreille, undergraduate student, Department of psychology, University of Montreal.Nathalie SabourinNathalie Sabourin, M.Sc., CHRP, co-founder of The Co-Leadership Group, is an experienced strengths-based coach, entrepreneur and author, who unites teams and empowers leaders. She implemented Codevelopment Action Learning in diverse businesses to accelerate potential, innovation and learning.