Agile Sprintlearning works—but why? Learning theoretical analysis of the effect mechanisms of a conceptual framework for work-related learning

Abstract

This article in the journal Gruppe. Interaktion. Organisation. (GIO) portrays a theory-driven analysis of the effect mechanisms of Agile Sprintlearning. Agile Sprintlearning is a novel framework for work-related skills development. Former research shows positive results with regards to competency acquisition, satisfaction with the learning success as well as the assessment and acceptance of the learning format. So far, however, it has not been consistently studied how and why agile Sprintlearning is effective. Following the methodological approach of theory-driven evaluation, which learning-theoretical constructs characterize the conceptual framework in particular and in which way they can explain the effectiveness of agile Sprintlearning. The results show that agile Sprintlearning can be characterized by nine central design and effect elements: goal orientation and goal tracking, transparency, planning of learning, self-activity and personal responsibility, feedback, self-reflection, autonomy, competence experience and social relatedness. For their theoretical foundation and in order to derive potential effect mechanisms of agile Sprintlearning, several learning-theoretical reference points are used—including goal setting theory and social interdependence theory. The results of the learning theoretic substantiation are finally discussed.