To What Degree Do Selected Instructional Strategies Create Needed Behavioral Changes in Business Professionals?

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Williamson, Laura E
Cary, Tom
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The leadership literature is clear in its suggestion that learners process information differently. The literature discloses that delivery and design practices for leadership instruction have traditionally been determined by common sense, not cognitive or learning theory. This is largely true because until recently, neither cognitive science nor educational theory have generated sufficient findings to permit extensive application to either consideration (Sweller, 1990). Based on a study conducted at a global institution of higher learning, headquartered in the western United States, the challenges and strategies of teaching leadership to business professionals were examined. As a result, instructional designers and trainers of leadership must consider their instructional strategies and employ those strategies that reduce or eliminate the need for the learners to use cognitive resources and therefore limit their ability to attend to schema acquisition. Where instruction focuses on behavioral change, as is typically the case with leadership curriculum, creating a takeaway that applies learning theory is perhaps even more critical. It is noted that instead of lecturing to students about the theory of behavioral change in the workplace, materials should be created (specifically, takeaways used immediately on the job) that allow for schema acquisition, thereby increasing self-awareness and therefore creating the needed behavioral change in leaders.
business leadership education , self-awareness in leadership education
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