Bridging Ilmu and Amal: A Multidisciplinary Approach to Narrowing the Gap Between Learning and Doing in Leadership Development

Written by

Fatimah Abu Bakar & Muhammad Imran Jamhari

Leadership development often faces a persistent challenge: the gap between what is learned (ilmu) and what is applied (amal). This paper addresses the need for a transformative approach that ensures knowledge translates into behavior change and impactful action. Drawing from educational psychology, McKinsey’s Influence Model, the Creative Center for Leadership’s strategies, and Islamic teachings, we propose a framework for embedding deep learning and sustained behavioral change in leadership programs.

Introduction

The acquisition of knowledge alone is insufficient if it does not lead to meaningful action. Prof. Robert Brinkerhoff emphasized, “Learning only adds value when it is transferred to the job and applied in ways that improve performance.” Jean Barbazette and Hughes & Jones similarly highlight the importance of transferring knowledge into workplace action. This echoes a core principle in Islamic teachings — that ilmu (knowledge) without amal (action) is incomplete. As stated in the Qur’an:

“O you who have believed, why do you say what you do not do? It is most hateful to Allah that you say what you do not do.”

(Surah As-Saff, 61:2-3)

This paper investigates how we can move from knowing to doing, using a combination of modern psychological models, leadership education practices, and Islamic values.

1. Educational Psychology and the Transfer of Learning

Educational psychologists such as Baldwin & Ford (1988) propose that learning transfer depends on three factors: trainee characteristics, training design, and the work environment. Will Thalheimer adds that “learning transfer is the single most important goal of learning,” urging us to design learning experiences that are retained and used in practice.

The Creative Center for Leadership emphasizes the use of experiential learning and reflective practice as mechanisms to embed learning. Kolb’s Experiential Learning Cycle — concrete experience, reflective observation, abstract conceptualization, and active experimentation — supports this approach.

2. McKinsey’s Influence Model: Changing Mindsets and Behaviors

McKinsey’s Influence Model outlines four key conditions to achieve sustainable behavioral change:

Fostering Understanding and Conviction – People need to know why the change matters. In leadership development, this involves aligning personal purpose with leadership actions. In Islamic thought, intention (niyyah) is central. The Prophet Muhammad (PBUH) said:
“Actions are judged by intentions, and every person will be rewarded according to their intention."
(Sahih Bukhari & Muslim)

Role Modeling – Leaders must model the behaviors they expect of others. This mirrors the Prophetic tradition of leading by example (uswatun hasanah):
“Indeed in the Messenger of Allah you have an excellent example…”
(Surah Al-Ahzab, 33:21)
Reinforcing with Formal Mechanisms – Structures, rewards, and systems must support the desired behavior. Baldwin & Ford stress the need for an enabling work environment. Islamic scholars similarly argue that systems of justice and accountability are necessary for ethical leadership.
Developing Skills and Confidence – Training must build the capacity to act. The Prophet (PBUH) trained his companions not only in faith but also in leadership, negotiation, governance, and administration.

3. The Ilmu-Amal Gap: An Islamic Perspective

The Qur’an warns against the hypocrisy of knowledge without action. Islamic scholars like Al-Ghazali cautioned that ’ilm without practice leads to spiritual stagnation. He wrote:

“Knowledge without action is insanity, and action without knowledge is vanity.”

(Al-Ghazali, Ihya Ulum ad-Din)

Bridging ilmu and amal requires alignment of inner conviction, behavioral reinforcement, and social responsibility. Leadership training must cultivate not just cognitive knowledge, but also ethical grounding and practical skills.

4. Case Application: Leadership Skills Program

A leadership program designed with the McKinsey Influence Model and Islamic principles incorporates:

Experiential learning through simulations and real-world challenges.
Reflective journaling tied to verses of the Qur’an and leadership values.
Role modeling by mentors grounded in Islamic ethics.
Accountability mechanisms including peer coaching and performance tracking.

Initial findings show that participants who engaged in structured practice, received timely feedback, and reflected on their spiritual purpose exhibited greater alignment between ilmu and amal.

Conclusion

Narrowing the gap between learning and doing requires more than knowledge dissemination. It demands intentional design rooted in behavioral science and moral philosophy. McKinsey’s Influence Model provides a robust scaffold, while Islamic teachings offer a spiritually rich and ethical compass. By uniting educational psychology, leadership theory, and Islamic worldview, we can cultivate leaders who not only know what is right — but who do what is right.

References

Baldwin, T.T., & Ford, J.K. (1988). Transfer of Training: A Review and Directions for Future Research. Personnel Psychology.
Barbazette, J. (2006). Training Needs Assessment: Methods, Tools, and Techniques.
Brinkerhoff, R. O. (2005). The Success Case Method: Find Out Quickly What’s Working and What’s Not.
Creative Center for Leadership (2020). Developing Leadership Through Experience.
Hughes, M., & Jones, N. (2011). Developing Learning Professionals: Integrating Learning, Strategy, and Performance.
McKinsey & Company. (2003). The Influence Model: A Framework for Sustained Behavior Change.
Qur’an, Surah As-Saff (61:2-3); Surah Al-Ahzab (33:21).
Sahih Bukhari & Muslim, Kitab al-Niyyah.
Thalheimer, W. (2006). People Remember: Research-Based Principles of Learning & Retention.
Al-Ghazali. Ihya Ulum ad-Din.