Theory versus practice: Theoretical specification of the learning concept “Agile Sprintlearning“ under examination

Abstract

Agile Sprintlearning is an effective framework for work-related skills development. This paper examines the learning approach and its effect mechanisms in practice. For this purpose, a qualitative study with 15 participants from various Sprintlearning implementations of a company was conducted.

The results confirm and complement the previously theoretically developed effect mechanisms. Each impact element causes a multitude of specific effect principles that underpin the successful acquisition of competence in the work. The combination of the nine impact elements seems to have a positive effect on learning motivation, learning success, the perceived certainty as well as the extent of positive emotions during the learning process.