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Adult Learning Theory and Leadership Development

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Abstract

This article addresses the natural, yet overlooked link between leadership development and adult learning theory. The article begins with a summary of four adult learning theories: Behaviorism, Cognitivism, Social Learning Theory and Constructivism. Each theory is described and its potential application to leadership development is discussed. The article concludes with a discussion of Jay Conger’s four categories of leadership development programming and their link to theories of adult learning.
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Adult Learning Theory & Leadership Development
By Scott J. Allen, John Carroll University
________________________________________________________________________
Academic Citation: Scott J. Allen, “Adult Learning Theory & Leadership Development,”
Kravis Leadership Institute, Leadership Review, Vol. 7, Spring 2007, pp. 26-37.
About the Author: Scott J. Allen, Ph.D. started his career in the not-for-profit sector,
developing award-winning programs designed especially for the needs of emerging
leaders. He went on to work for a medical center in Kentucky managing its leadership
development efforts. In 2005, Scott formed the Center for Leader Development, an
organization created to provide resources, tools, and services to businesses, organizations,
and schools seeking to build leadership capacity in their employees, members or students.
Scott teaches strategic management, organizational behavior, business communications,
management development and human resources at John Carroll University (Cleveland,
OH) and served as a Presidential Fellow at Case Western Reserve University where he
taught Leadership: Theory and Practice. He is published in the Encyclopedia of
Leadership and is the co-author of a leadership book for health care professionals. Scott
has two books slated for publication in 2007, both on the topic of developing leadership
capacity in others.
Scott is involved with the Institute for Creative Leadership, LeaderShape, the
International Leadership Association, Organization Development Institute, and the
International Coach Federation. In Cleveland, Scott serves on the boards of the Cleveland
Coach Federation and the Organization Development Connection.
E-mail: Scott@cldmail.com
Keywords: Leadership Development & Adult Learning
________________________________________________________________________
Abstract:
This article addresses the natural, yet overlooked link between leadership
development and adult learning theory. The article begins with a summary of four adult learning
theories: Behaviorism, Cognitivism, Social Learning Theory and Constructivism. Each theory is
described and its potential application to leadership development is discussed. The article
concludes with a discussion of Jay Conger’s four categories of leadership development
programming and their link to theories of adult learning.
Adult learning theory is an important factor in leadership development. However, it
receives only cursory mention by leadership scholars (Conger & Benjamin, 1999;
Goleman, Boyatzis & McKee, 2002). Like adult development, adult learning is a personal
process. Merriam & Caffarella (1999) assert that “the context of adult life and the societal
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context shape what an adult needs and wants to learn and, to a somewhat lesser extent,
when and where learning takes place” (p. 1).
Merriam & Caffarella (1999) highlight a number of adult learning theories. This article
will focus on four: behaviorism, cognitivism, social learning and constructivism.
Behaviorism’s primary purpose is to elicit behavioral change in a new and desired
direction. While behaviorists are concerned with behavioral change, cognitivists focus on
developing “capacity and skills to learn better” (p. 264). Proponents of social learning
examine the intersection of the social context and the learner. Finally, constructivists are
concerned with the learners’ construction of reality and how individuals make meaning
from experiences. This article provides a brief description of each theory and links its
application to leadership development. I also discuss “transfer of learning” – an important
element in any leadership development initiative.
Behaviorism
According to the behaviorists, thinking and feeling have little to do with learning because
each cannot be measured. Advocates of this paradigm have three common points of
agreement. First, behaviorists study current behavior and are not concerned with the past.
Second, proponents suggest that only that what which can be measured and observed is
important. Finally, behaviorists believe in “specifying the desired results of instruction in
measurable terms before it takes place” (Rothwell and Sredl, 1992, p. 326). As a result,
behaviorism is frequently used in skills and job training. Early behaviorists included
Edward Thorndike, Ivan Pavlov, Clark Hull and B.F. Skinner
Edward Thorndike began researching how animals learn in 1898. Thorndike suggested
that new learners were like blank slates responding to stimuli in a haphazard way.
Edward Thorndike and others published the first research on the topic of adult learning in
1928. In his research, “people were tested under timed conditions on various learning and
memory tasks” (Merriam, 2001, p. 3). Thorndike developed a great deal of theory
surrounding stimulus and response and suggested, “A specific response is connected to a
specific stimulus when it is rewarded…the stimulus, S, is entirely under the control of the
experimenter (or teacher), and in a large measure so is the response, R, for all the
experimenter has to do to connect the particular R to a particular S is to reward the R
when the organism happens to make it” (Knowles, et al., 1998, p. 24-25).
Thorndike developed a number of laws surrounding learning of animals and humans but,
according to Knowles et al. (1998), three that stand out were the law of readiness, the law
of exercise, and the law of effect. The law of readiness focuses on the physical conditions
surrounding the learning experience and how these affect learning. The law of exercise
encourages extensive repetition of experiential activities to master skills or techniques.
The law of effect has to do with the consequences of the newly learned information. Did
the intervention work? Did the intervention fail? Collectively, these three factors will
determine if the new information is valued and/or retained.
Around this time, Ivan Pavlov developed the terms classical conditioning and operant
conditioning. Classical conditioning is best explained using the classic example of
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Pavlov’s dog. Pavlov linked a bell with food which, when rung, caused salivation in the
dog. Generally speaking, it forms an association between two stimuli. Operant
conditioning forms an association between behavior and a consequence. There are four
possible consequences to any behavior:
Something good begins.
Something good ends.
Something bad begins.
Something bad ends.
Others terms introduced by Pavlov include reinforcement, extinction, generalization and
differentiation. Reinforcement occurs when a stimulus is continually linked with a
positive response. Extinction occurs over time when certain stimuli are eliminated and a
former response is eliminated. Generalization occurs when a “conditioned reflex to one
stimulus can also be elicited by other stimuli, not necessarily similar to the first”
(Knowles, et al., 1998, p. 26). Finally, Differentiation occurs when “the initial
generalization is overcome by the method of contrast in which one of a pair of stimuli is
regularly reinforced and the other is not; in the end, the conditioned reflex occurs only to
the positive (reinforced) stimulus and not the to the negative (non-reinforced) stimulus”
(Knowles, et al., 1998, p. 26).
Clark Hull developed more than 100 hypotheses about learning that he subsequently tried
to prove through laboratory experiments. Like other behaviorists, Hull believed that all
learning was a connection between stimulus and response. According to Rothwell and
Sredl (1992), Hull’s theory can be summarized as, “The response potential of a given
stimulus is the result of multiplying such intervening variables as habit strength (the
number of pervious and reinforced pairings of a stimulus and a response), drive (the need
to meet certain requirements of the body), stimulus dynamism (the strength of the
stimulus), and incentive (the strength of a reward that will meet body requirements)” (p.
328). The authors continue with the following example, “A rat will learn to master a
maze if the previous efforts to do so have been rewarded, the reward met the rat’s needs,
the rat recognizes the relationships between the maze and the reward, and the reward is
sufficiently worthwhile to induce effort” (Rothwell and Sredl, 1992, 328). Although
relevant for its time, the work of Hull may not be relevant today; for instance, it is known
that not all learning can be connected to a stimulus and response. According to Hilgard,
“its primary contribution may turn out to lie not in its substance at all, but rather in the
ideal it set for a genuinely systematic and quantitative psychological system far different
from the schools which so long plagued psychology” (Knowles, et al., 1998, p. 27).
Behavioral learning theorists use objectives-centered instruction when creating learning
opportunities. Leadership theories that focus on leader competencies (such as emotional
intelligence) may benefit from this approach. However, creating an environment where
behaviors and actions are measured and observed can be a complex proposition.
Moreover, behaviorists feel that what is being learned should be reinforced quickly and
undesirable performance should be corrected immediately. In addition, repetition and
testing should occur on a regular basis. As a result, leadership development programs
should incorporate a number of “real time” opportunities for learners to practice and
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perform new behaviors. This real time practice includes coaching from independent
observers or others and offering immediate feedback to participants. In addition,
designers of leadership development programs utilizing this learning theory may consider
linking the subject being taught (in this case leadership development) to some form of
prestige or desirable outcome. For instance, a promotion, a degree, a certificate or some
other reward will motivate learners to incorporate and internalize new behaviors.
Hull argued that learners should be placed in situations that elicit anxiety so they have
incentive to learn and master a given topic or skill. According to Rothwell and Sredl
(1992), Hull suggested “learning will only occur when the learner wants something, must
do something and sees learning as a way to achieve what he or she wants” (p. 335).
When applied to leadership development, designers may incorporate activities that stretch
the learners and remove them from their comfort zones. Further, the activities and
learning moments must be tied to the goals and dreams of learners. McCall, Lombardo &
Morrison (1988) would likely agree based on their research findings.
Objective-centered instruction is relevant to much of the training that exists within
organizations (and potentially the foundation upon which the American education system
rests), because departments and divisions are constantly pressured to show concrete
(many times financial) results for their efforts. Leadership development programs face
these same challenges and a program design with objectives-centered outcomes will
likely appease those funding leadership development programs. After all, some feel that a
part of developing leaders rests upon the ability for the education to shape new and more
productive behaviors; behaviors that have a positive effect on one’s abilities.
Instructors hoping to utilize this method of teaching should: encourage repetition of acts
performed correctly; give frequent examinations to gather feedback on the learning
process; state objectives clearly in advance; provide many different variations of the same
stimuli (because each stimulus-response bond is unique); vary subjects so learners do not
become fatigued; avoid punishment; make learning experiences as individualized as
possible; measure behavioral change; create an environment of anxiety and allow learners
to reward themselves for their accomplishments (Rothwell and Sredl, 1992).
In general, behaviorists believe learning is driven by stimulus and response. Behaviorism
takes a very mechanistic approach to learning and, at times, seems very cold – excluding
feelings or anything that cannot be observed. As a result, “learning occurs through
observable and measurable behavior. A change in external behavior produces changes in
internal attitudes, beliefs and values. Human beings are shaped by their surroundings”
(Rothwell & Sredl, 1992, p. 329). Thus, learners simply respond to stimuli developed by
things external to themselves (teachers, classmates, etc.).
Cognitivism
Unlike behaviorism, cognitivism focuses on the internal aspects of learning. Cognitivists
view people as a part of their environment; having potential to influence the environment
around them. Cognitive theory has a heavy foundation in Gestalt psychology.
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Wolfgang Kohler was the founder of cognitivism and hypothesized that learning occurs
when an individual has insight that shows a relationship between two distinct components
of a larger system or problem. Gestalt theorists view learning as a uniquely individual
event that is about discovering relationships between things. According to Rothwell and
Sredl (1992), Gestalt theorists propose six principles about the nature of perception:
The Principle of Direction: Stimuli that appear to be meaningful and form a
pattern will stand out against a neutral background. Observers will perceive this
pattern.
The Principle of Contiguity: Stimuli that are close together tend to be perceived as
grouped together.
The Principle of Embeddedness: A large figure with a great number of stimuli
will stand out from small figures with a lesser number of stimuli.
The Principle of Likeness: Similar objects will tend to be perceived together.
The Principle of Joint Destiny: Objects that move together will tend to be
perceived together.
The Principle of Closure: The mind will tend to perceive as complete otherwise
incomplete experiences or patterns (p. 330).
Kohler emphasizes the notion that only part of the information will remain in the
learner’s mind. As a result, the teacher must be sure to revisit “the whole” and place the
smaller parts in context; allowing the parts to take on a new meaning. Once this has
occurred, the teacher must move this information from short- to long-term memory.
Kohler suggests that this occurs through “active learning.” Active learning involves
students in the learning experiences and allows them the opportunity to instruct and
practice new skills or behaviors. Further, repetition aids in transfer to long-term memory
and, after time, students arrive at an “automatic stage” where the student no longer needs
to consciously think about each step. Only at this point can additional higher level
information be introduced. For instance, once a young girl has mastered how to ride a
bike, she will better comprehend discussions surrounding bike safety or bike
maintenance. To discuss these topics first would be premature and potentially out of
context.
In a similar vein, Jerome Brunner developed a theory of learning that includes three
processes. The first is that the learner acquires new information that refines what was
previously known. For learning to occur, it is important that this new information be
counter to previously known information or viewpoints. The second is transformation
which is the manipulation of new information into action. The final process is an
evaluation process whereby the leaner determines if the new information is adequate for
the task at hand.
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Another proponent of cognitivism was Kurt Lewin. Lewin was influenced by
phenomenology, which is the belief that people interpret experience and that
interpretation is central to their existence. To Lewin, an individual experiences life
through external and internal stimuli and how they interpret these events defines how
they make meaning of their world. This is central to understanding an individual’s
behavior. Lewin also developed what he called field theory and “conceptualized each
individual as existing in a life space in which many forces are operating…learning occurs
as a result of a change in cognitive structures produced by changes in two types of forces:
(1) change in the structure of the cognitive field itself, or (2) changes in the internal needs
or motivation of the individual” (Knowles, 1988, p. 30).
According to the cognitivists, experienced-centered instruction is based on Gestalt
theory. Program architects who promote this orientation to learning suggest that
instruction needs to focus on participants having an “understanding” rather than a
behavioral change (Rothwell and Sredl, 1992). In other words, one goal is for participants
to be more in tune with their own processes and ways of knowing are the primary goals.
When introducing a process or new way of conducting business, a step-by-step model
should be introduced and related to the whole. In addition, cognitivists suggest that a
focus on real life problems that have immediate importance will better assist learners in
solving problems that have immediacy “because unsolved problems create uncomfortable
ambiguity for learners” (Rothwell & Sredl, 1992, p. 335-336). As learners search for
solutions and develop theories, learning will occur. As it relates to leadership
development, architects of developmental experiences may develop case studies that
encourage learners to move through complex problem solving activities and challenge
them to think in new ways. Finally, learning must take place in a safe and comfortable
environment that will assist participants in solving problems and provide them with
opportunities to test assumptions through activity.
Proponents of cognitivism posit that learning is much more than simple behavior change.
They suggest that learners develop new insights and ways of understanding the world
around them. Further, cognitivists assert that learning opportunities should involve
opportunities for learners to be actively involved in the process; at times developing their
own goals and activities.
Social Learning Theory
Albert Bandura (1977) is the founder of social learning theory which suggests that
individuals learn behavior (e.g., leadership, aggression) based on modeling in their
environments. Bandura (1977) suggests “Learning would be exceedingly laborious, not to
mention hazardous, if people had to rely solely on the effects of their own actions to
inform them what to do. Fortunately, most human behavior is learned observationally
through modeling: from observing others one forms an idea of how new behaviors are
performed, and on later occasions this coded information serves as a guide for action” (p.
22).
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Therefore, learning is a relationship between the learner and the environment. Merriam &
Caffarella (1999) suggest, “Behavior is a function of the interaction between the person
with the environment. This is a reciprocal concept in that people influence their
environment, which in turn influences the way they behave” (p. 260). Interestingly,
Charbonneau, Barling, & Kelloway (2000) explain leadership development through a
social learning framework. The authors found that adolescents tend to mirror behavior
displayed by their fathers and in turn, display these characteristics with their peers.
Additionally, Zacharatos, Barling & Kelloway (2000) found that, if attributes of
transformational leadership exist in youth, this may have a major effect on later
leadership in adulthood. In their research, the authors determined that children who
perceived their parents to be transformational tended to display these behaviors. These
same adolescents were more likely thought of as transformational by their peers and
coaches.
Social learning theory is an important learning theory for leadership development. First,
leadership is contextual; what works in one situation may not work in another.
Leadership development opportunities should help participants better understand their
environment and how it affects those within in it. After all, people are products of their
environment and have learned what is, and is not, socially acceptable within their
organization. At times, the real culture is different from the espoused culture. A culture
that promotes communication, honesty, ethical behavior, and transparency may not
accept individuals with differing values (and vice versa).
In addition, social learning underscores the importance of congruence between leadership
development and the corresponding culture. For example, Moxley & O’Conner-Wilson
(1998) suggest that, “one organization’s leadership development program focused on
helping people develop the skills needed to effectively operate in a flatter, more team-
based environment. Yet, the performance appraisal and compensation system put more
emphasis on individual performance. The reward system undermined the goal of
developing a team-based work environment” (p. 229). Leadership development
initiatives that do not align with the “real” organizational culture encounter challenges
from the outset. Mixed messages likely occur and, in the end, the individual is forced (or
encouraged) to act in a manner congruent with the organization’s theory-in-use rather
than the espoused theory.
On a more individualized level, social learning emphasizes the need for leaders or
teachers to exemplify the desired behavior(s). Proponents of social learning assert that
teachers or leaders who do not model the desired behavior undermine efforts to effect
lasting change. For instance, supervisors who promote one course of action, yet do not
themselves exemplify this behavior, likely undermine their own efforts.
To summarize, people learn behavior(s) based on modeling in their environment; this
concept can either help or hinder leadership development initiatives depending on the
cultural context once participants return to their work environments.
Developmentalism/Transformative Learning
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While behavioral approaches to adult learning focus on skill and competency building
and social learning theory focuses on one’s environment, developmentalism closely
examines the learner’s meaning-making system (similar to cognitivism). Linked closely
to the concepts of Kegan’s constructivist/developmental theory, perhaps the best known
theory of developmentalism is Mezirow’s transformative learning (also known as
transformational learning).
Transformative learning occurs when individuals critically reflect upon their environment
and learning. Through intense reflection, individuals transform their thinking and view of
the world. Jack Mezirow introduced the topic of transformative learning in 1978. Central
to the theory of transformative learning is the notion that adults make new meaning of
their experiences. In the words of Mezirow (2000), “That is why it is so important that
adult learning emphasize contextual understanding, critical reflection on assumptions,
and validating meaning by assessing reasons. The justification for much of what we know
and believe, our values and our feelings, depends on the context – biographical,
historical, cultural – in which they are embedded. We make meaning with different
dimensions of awareness and understanding; in adulthood we may more clearly
understand our experiences when we know under what conditions an expressed idea is
true or justified” (p. 4-5).
For Mezirow, adult learning is about developing autonomous thinking which aligns
nicely with the objectives of many leadership development programs. According to
Mezirow (2000), learning occurs in the following ways: by elaborating existing frames of
reference, by learning new frames of reference, by transforming points of view, or by
transforming habits of mind. Learning occurs when meaning structures (also known as a
“frame of reference”) change. Frames of reference are displayed in two distinct ways: in
a habit of mind and in a point of view. A habit of mind may be a political stance such as
liberal or conservative, a preference for introversion or extroversion and other
orientations or world views. A point of view is the habit of mind expressed and
“arbitrarily determines what we see and how we see it – cause-effect relationships,
scenarios of sequences of events, what others will be like and our idealized self image”
(Mezirow, 2000, p. 18).
Imel asserts (1998), “perspective transformation explains how the meaning structures that
adults have acquired over a lifetime become transformed” (n.p.). Mezirow and others
reinforce the need for critical reflection for transformative learning to occur. Critical
reflection assists learners in confronting their political, economic, social, cultural, and
religious viewpoints; allowing individuals to become more aware of how these (and
others) affect their view of the world. Regarding critical reflection, Brookfield (1996)
asserts, “education is centrally concerned with the development of a critically aware
frame of mind, not with the uncritical assimilation of previously defined skills or bodies
of knowledge” (p. 17). For example, encouraging adults to better understand the
reasoning behind policies, procedures, and cultural norms assists in helping the
organization grow and troubleshoot problems or areas of concern.
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Another central theme of Mezirow’s work is the concept of a “disorienting dilemma.” A
disorienting dilemma is a life event or crisis that forces individuals to see their world,
their relationships, and/or their lives in different and new ways. As an aside, it does not
necessarily have to be one event; a disorienting dilemma can be a string of events or
combination of events that cause people to change their views. Transformative learning
fosters a critical change in an individual’s meaning structures and, as a result, individuals
develop new frames of reference. In a way, transformative learning provides the “how” to
Kegan’s constructivist/developmental theory of development.
As individuals’ frames of reference and meaning-making develop, so do their views and
perspectives of the world. As a result, this method may help participants increase their
self-awareness, which is a major theme in leadership development literature. For
instance, Goleman et al. (2002) assert that “self-awareness means having a deep
understanding of one’s emotions, as well as one’s strengths and limitations and one’s
values and motives” (p. 40). Personal growth and self-awareness permeate the literature
on leadership development. Personal growth programs are “based, generally, on the
assumption that leaders are individuals who are deeply in touch with their personal
dreams and talents and who will act to fulfill them” (Conger, 1992, p. 45-46).
Learning based on developmentalism is heavily influenced by stage theorists. For
example, Piaget might suggest that instructors be aware of the learners’ cultural
backgrounds and developmental stages and learning should be tailored to the needs of the
individual needs of participants. As a result, architects of leadership development
programs must be aware of these factors as they progress through their learning. Further,
learning will be maximized when it is tailored to an individual’s developmental level.
Transformative learning occurs when individuals critically reflect upon their environment
and learning. Through intense reflection, individuals transform their thinking and view of
the world.
Transfer of Learning
An important concept from the adult learning literature is transfer of learning. Transfer of
learning is a crucial piece of leadership development often left unplanned. Caffarella
(2002) defines transfer of learning as “the effective application by program participants
of what they learned as a result of attending an education or training program” (p. 204).
On balance, if the education does not result in perspective transformation, learning, or
change in behavior, it could be argued that the investment was a poor one. According to
Phillips, Jones, and Schmidt (2000), learning does not transfer to the job in 90 percent of
cases. If true, this is a staggering number for those involved in leadership development.
Caffarella (2002, p. 212) devotes an entire chapter to this topic and highlights a number
of enhancers and barriers to transfer of learning. She also compares these barriers and
enhancers at a number of levels. These levels include:
Program Participants
Program Design and Execution
Program Content
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Changes Required to Apply Learning
Organizational Context
Community or Societal Forces
Planning for transfer of learning at all levels of programming is a crucial step in the
leadership development process. For example, I recently taught an introduction to
business course for undergraduates. When discussing a “matrix organizational structure”
or “human resources functions,” a natural barrier is that there is little match between the
learning environment and the application context. In fact, a student may not have an
opportunity to experience this context for years. Therefore, it is a foreign concept and
will likely be lost by the time the undergraduate experiences it first hand. On the other
hand, if I were working with adult students who work in a matrix organization and
interacted with human resources on a regular basis, a different learning experience would
exist.
Of course, this short article only scratches the surface when it comes to transfer of
learning. However, it is an important concept often overlooked by architects of leadership
development interventions. Again, if the assertion made by Phillips, Jones, and Schmidt
holds (2000) (learning does not transfer to the job in 90 percent of cases), then there is
much work to be done.
Adult Learning Theory & Leadership Development
An example of how adult learning theory aligns with leadership development may be
found in the work of Jay Conger. In his book Learning to Lead, Conger (1992) outlines
four types of leadership training. Based on his qualitative research, leadership
development programs (or aspects of programs) fall into four categories: personal
growth, conceptual understanding, feedback and skill building. Each of these categories
aligns nicely with one or more of the adult learning theories mentioned in this article.
Personal growth programs are “based, generally, on the assumption that leaders are
individuals who are deeply in touch with their personal dreams and talents and who will
act to fulfill them” (Conger, 1992, p. 45-46). Essentially, the purpose of these programs is
to increase self-awareness and emphasize self-exploration. Conger notes that four
organizations/movements spawned the growth of these types of programs – National
Training Laboratories, the humanistic psychology movement, Outward Bound and The
Peace Corps. Such programs naturally align with the tenets found in cognitivism and
developmentalism.
The second category is conceptual understanding which primarily focuses on theories of
leadership. Conger notes that these have traditionally occurred in universities, although in
the late 80’s and 90s programs such as Kouzes and Posner’s Leadership Challenge
brought some of this thinking to the mainstream. Similar to personal growth programs,
cognitivism and developmentalism may serve as a guide for designing the learning
intervention.
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Leadership development through feedback is the third category. Feedback instruments
such as the MBTI and 360-degree instruments are utilized in the majority of leadership
development programs. These are used in an effort to help individuals locate areas for
improvement. A program with feedback as a primary objective may incorporate any
number of learning theories depending on the objectives of the feedback intervention.
Conger’s final category is skill building. According to Conger, this is the most common
method utilized in leadership development training and has grown increasingly difficult
to teach as our thinking about leadership has progressed. However, to do it right, these
programs take a great deal of time and must be reinforced back on the job; Conger (1992)
notes that “a four or five-day program can introduce the basics of a skills set to
participants, but cannot truly develop it for most of them” (p. 179). A natural fit for a
program hoping to build the skills of participants is behaviorism which emphasizes trial
and error along with intense feedback.
Conclusion
Although there are no all-encompassing theories of adult learning, it is important to be
aware of what each of the primary theories proposes. Merriam and Caffarella (1999)
suggest that “learning is a personal process…the context of adult life and the social
context shape what an adult needs and wants to learn and, to a somewhat lesser extent,
when and where learning takes place” (p. 1). A leadership development program that
incorporates the thinking of behaviorists, cognitivists, social learning theorists and
developmentalists will not only involve learners at a higher level, it will help architects of
leadership development programming design and implement interventions and
environments more conducive to learning. And it seems to me, that it what we are trying
to do – create interventions and learning opportunities that are truly transformative in
nature.
References
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... The behavioral theory has been found appropriate for this study. According to Allen (2007), behavioral learning theorists use objectives-centered instruction when creating learning opportunities. Behaviorists study current behavior and are not concerned with the past; proponents suggest that only that which can be measured and observed is important and specifying the desired results of instruction in measurable terms before it takes place. ...
... Contrary, Allen (2007), posits that, behaviorists study current behavior and are not concerned with the past, emphasizing that, previous learning experience has no bearings in current understanding of concepts. Derewianka and Jones (2016) opines that, student's level of education has relations with their understanding with respect to language. ...
... The current finding support the works of Phan, et al., (2016), Stegers-Jager et al. (2015), Gannon (2018), Bennett (2017). Denton and Veloso (2018) and Moosavian (2017), while the work of Allen (2007) contradicts it. ...
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Students’ understanding of public administration (PA) plays an important role in ensuring the quality of human resources that African universities produce. Using a quantitative approach and sample N ¼ 650, this paper draws on empirical evidences of students lived expereinces of what they consider difficult in the study of PA in Ghana and Nigeria; establishing relations between selected variables and perceived difficulties. The study concludes that, African university students not having previous backgrounds in PA and syllabus being too wide accounts for difficulties in the study of PA; there is a statistically significant difference regarding bureaucracy, ethics, cor�ruption, and arms of government between lower levels and upper level African university students on the perceived difficulty in the study of PA and there is a statistically significant difference between Bachelor of Business Administration and Bachelor of Science Public Administration among African university students in all concepts observed except government, public policy, politics and defining PA. We suggest teaching PA is re-modelled as a study of classroom training that places students understanding at its core.
... 119). Additional research has suggested that parental leadership influences the leadership styles espoused and practiced among young people (Allen, 2007). Thus, individuals learn much of their approach to leadership through informal observation and mimicry of those that lead them. ...
... Within the context of education, there is evidence that instructors' intentional modeling of leadership practices can effectively contribute to leadership learning among students (Guthrie & Jenkins, 2018;Parks, 2005). The importance of this kind of learning is significant among leadership educators because, "social learning emphasizes the need for leaders or teachers to exemplify the desired behavior" that they want followers to develop (Allen, 2007). In his research regarding the lived experience of leadership educators, Jenkins (2019) found that most leadership ...
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We don't just want you to teach us about great leadership, we want you to practice it." This was the message our students had for us in multiple focus groups we were conducting, as part of our effort to develop our university's competency model. They told us they wanted our university's faculty and staff to practice the leadership competencies that we were discussing. We had not expected to hear this. We had not expected them to challenge us to put into practice the competencies that we were trying to develop in them. Nonetheless, they were right; and we decided to take on the challenge. As a result, based on principles of effective leadership development, the College of Business and Office of Human Resources created and continue to refine a leadership development program for faculty and staff at the University that was adapted from the same model we use in student leadership development. This article describes the why leadership development professionals need to model the way for those they are seeking to develop and outlines how we created our leadership development series for faculty and staff and how it has been adapted over the past few years to strive to practice what we preach.
... This is because the Drill and practice method goes hand in hand with the law of exercise and the law of effect developed by Edward L. Thorndike in 1927. The law of exercise encourages the repetition of an activity to master a skill or technique (Allen, 2007). The law of effect states that the stimulus and response will strengthen if the results are satisfactory and will be abandoned if the results are unsatisfactory. ...
... The material in the application is also suitable for the targeted level of learners and easy to understand (Haristiani et al., 2019;. Furthermore, the practice features in Gengobot are also considered suitable to improve Japanese language skills, which is in line with other computer-based applications results (Oki et al., 2001;Allen, 2007) and other chatbot-based applications research results (Fryer et al., 2017;Fryer et al., 2019;Jia, 2009). ...
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Autonomous learning has an important role in online learning because teachers cannot directly supervise the student learning process, which makes students themselves responsible for their learning. As an attempt to provide teachers with an alternative autonomous learning medium, this study aimed to use a chatbot-based Japanese grammar learning application namely Gengobot as an autonomous Japanese learning medium. This study applied Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design model. The data of this research was collected using a pre-experimental method and distributed a Likert scale questionnaire to 50 Japanese language learners with Japanese language levels equivalent to or less than JLPT level N3. The results showed that Gengobot as a chatbot-based Japanese grammar learning medium is an interesting and innovative medium to support Japanese autonomous learning because learners can decide how they learn using this application to improve their Japanese grammar skills. In addition, Gengobot is a chatbot-based learning medium that is more interactive than other Mobile-based media, which makes learners more interested in using Gengobot as a Japanese grammar learning medium. However, Gengobot still needs further development such as adding advanced grammar content (N2 and N1), adding Japanese pronunciation features (audio), etc.
... According to Ryan and Deci (2000), transfer of training in organizations occurs where employees learn to be self-motivated to support their functional autonomy rather than having their behaviours controlled by others. According to some scholars, autonomy advocates a personal endorsement of one's behaviour (Allen, 2007;Hardré & Reeve, 2009;Mizell, 2010). ...
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This thesis was about the transfer of training. It was the conclusion of the study that in addition to trainee characteristics and contextual factors, productive networking among trainees before, during and after training was a critical factor in the successful transfer of training in the studied organizations. The study concluded with some discussion of the implications of the findings for policy, practice and training transfer theory development. The recommendations arising from the findings and suggestions for further research are also presented.
... The ability to adapt one's approach from moment to moment is based on the intuitive capacity of a leader to make decisions in real time. This capacity, while informed by preferences regarding style, is more likely informed by social learning and subconsciously developed patterns of behavior over time (Allen, 2007;Bandura, 1971;Hamilton, 2016;Tang, 2015). Without a level of conscious and intentional effort that is not characteristic of busy working professionals, leadership theories are unlikely to inform practice on a day-to-day basis for most leaders, largely because the context of leadership situations is highly complex and not well suited to contingencymodel-oriented, decision-tree thinking (Lussier & Achua, 2007). ...
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Leadership theory has been dominated for decades by an emphasis on the leader. This emphasis has provided both significant insights and understandings, as well as limitations, regarding the nature and practice of leadership. As a result, leadership theory has begun to focus more on leadership as a system, process, or relationship in recent years. These perspectives have contributed to our understanding of leadership, but also have their limitations. This article offers a way of thinking about leadership that is focused on understanding leadership as an emergent moment-based phenomenon and proposes a matrix approach to understanding leadership that can be used to better study, practice, and teach leadership in today’s complex society.
... This theory highlight show individuals acquire behavior through imitating or modeling what they have observed from their environment. Bandura,as quoted by Allen (2007),proposes that "learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own action to inform them what to do" (p. 31). ...
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The study aimed to determine the teachers' professional competencies and their proficiency in the core subjects. Sixty eight (68) teachers were chosen as respondents. This study made use of the descriptive-correlational research design. It also utilized percent, weighted mean, and Pearson product moment coefficient as statistical tools. Data disclosed that the proficiency level of teachers in English, Science and Mathematics is moderate. However, the teachers' proficiency level in written expression under the English subject is classified as low. The professional competency level of teachers is generally in the outstanding category. The study also found the following: (a) moderate and significant relationship between the teachers' position and two areas in Science (predicting and communicating); (b) moderate, negative and significant relationship between the teachers' level of professional competence in the area of innovation and their proficiency level in Science; (c) moderate, negative and significant relationship between the teachers' level of professional competence in the area of self-management and their proficiency level in Mathematics; (d) moderate, positive and significant relationship between the teachers' level of professional competence in the area of written communication and their proficiency level in Mathematics.
... It has been argued that a limitation of leadership development is the lack of grounding in theory (Arbaugh, 2006;Day & Liu, 2019;Kellerman, 2018). More specifically, several scholars have mentioned the need to link adult learning theory to leadership development (Allen, 2007;Day, 2000;Halpern, 2004;Riggio & Murphy, 2003). We argue that theories of adult learning should be used to systemically guide curricular and cocurricular leadership development programs beyond a traditional business education. ...
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Incorporates adult learning theory into the development of leadership in Business schools. Suggests ways to improve leadership development and gives examples of state-of-the-art approaches to leadership development.
... It has been argued that a limitation of leadership development is the lack of grounding in theory (Arbaugh, 2006;Day & Liu, 2019;Kellerman, 2018). More specifically, several scholars have mentioned the need to link adult learning theory to leadership development (Allen, 2007;Day, 2000;Halpern, 2004;Riggio & Murphy, 2003). We argue that theories of adult learning should be used to systemically guide curricular and cocurricular leadership development programs beyond a traditional business education. ...
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Leader development serves as a strong focus in the mission statements of many business school programs. Looking at business school leader development programs through the lens of adult learning theory, we assert that there is an overreliance on cognitive training (e.g., lecture) as the primary form of education used in preparing future business leaders, neglecting other relevant learning orientations. In response, we advance a comprehensive model of business leader education and training that incorporates and integrates five primary orientations to adult learning (cognitivist, behaviorist, humanistic, social cognitive, constructivist). We argue that other professional training curricula, most notably, medical school and military education, draw more fully on these five orientations to adult learning and that these represent comparative models for what business schools could be doing in leader development. We conclude by providing concrete suggestions for how business educators might apply the model in their own programs.
... Developmentalism/transformative learning theory has been found appropriate for this study. According to Allen (2007), transformative learning transpires when individuals censoriously reflect upon their environment and learning. To him, transformative learning was first introduced in 1978 by Jack Mezirow. ...
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The study of public administration is widely considered essential for the development of Africa's public sector. African university managers need to know if previous knowledge, groups studies, wideness of syllabi, and difficulty to follow textbooks/slides influence the difficulty of students in the understanding of public administration. Failure to establish these precludes African universities from understanding the possibilities of these variables affecting students’ understanding in the study of the course. This can impede efforts geared at making students understand the course and applying it for the development of the continent’s public sector. With scant studies in the area of difficulties in the study of the course, this study will add to the literature with detailed probes of aspects of the concepts students find difficulty in the study of the course. The study is anchored on the transformative learning theory and adopts the explanatory sequential research approach using a sample N = 650 from five African universities. Using frequencies and chi square, data analysed found significant differences in the concept observed; politics, bureaucracy, public policy, ethics, arms of government, decentralization, governance, public personnel administration, and defining public administration. These difficulties were largely attributed to wideness of syllabi and lack of previous knowledge in the study of public administration. Appropriate remediating measures have been preferred to ease the difficulties in the study of public administration in African universities.
Chapter
Appreciative inquiry is an ‘asset-based' approach that focuses on the positive things of life. Through its 4D cycle and principles it generates transformation of organization. AI when practiced goes through 4D cycle of discovery, dream, design, and destiny. An individual gets the scope to rediscover and reorganize when passing through these four phases. This liberates the mind through exploration and introspection. Interventions of AI even clarify the ‘shadow' area of the human mind. The chapter tries to establish AI as a potential tool that can be used at individual level to aid in up gradation of mental health awareness through reviewing existing literature in this field.
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The concept of moral learning, curiously absent from the literature of “adult education”, is explored in this paper. First, the contention that adult education is a field of moral practice is developed and two established modes of practice, “acknowledging learners’ experience” and “using discussion circles” are examined and seen as complex and flawed. Five core processes of moral learning are described, and critical reflection on the validity of the moral norms assimilated in childhood and adolescence, for the contexts of adult life, is found to be central to moral learning in adults. Finally, the paper ends with two caveats about its own scheme of moral learning.
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We developed and tested a model in which adolescents who perceive their parents exhibiting transformational leadership behaviors would themselves display these behaviors. In turn, adolescents who used transformational leadership behaviors in a team context (as rated by themselves, their peers, and their coach) would be rated as more effective, satisfying, and effort-evoking leaders by their peers and coaches. Participants were 112 high school students (mean age = 15.2 years) who were members of 11 sports teams, and their team coaches. Controlling for the effects of adolescents' skills, results obtained using structural equation modeling supported the predicted model. Conceptual and empirical issues regarding the development and effects of transformational leadership in adolescents are discussed.
Article
This how-to guide and resource book is designed to help in planning educational and training programs for adults in settings from the corporate sector to educational organizations. Chapters 1-3 lay the groundwork for the rest of the guide by introducing the 12-component Interactive Model of Program Planning. Chapter 1 describes adult programs and discusses planners, sponsors, purposes, outcomes, and program planning models. Chapter 2 presents an overview of the model, basic assumptions on which it rests, its sources, and users. Chapter 3 addresses using the model: identifying personal beliefs about program planning, developing upfront parameters, determining which model components and tasks to use, and using technology in program planning. Chapters 4 through 15 each explain one model component and give practical tips and ideas related to concrete tasks within the component. These are the model components: discern the context; build a solid base of support; identify program ideas; sort and prioritize program ideas; develop program objectives; design instructional plans; devise transfer-of-learning plans; formulate evaluation plans; make recommendations and communicate results; select formats, schedules, and staff needs; prepare budgets and marketing plans; and coordinate facilities and on-site events. Each chapter concludes with highlights and application exercises. Chapter 16 revisits the model. Appendixes include 301 references and an index. Contains 9 figures, 40 exercises, and 73 exhibits.) (YLB)