Show simple item record

dc.contributor.authorWilliamson, Laura E
dc.contributor.authorCary, Tom
dc.date.accessioned2016-10-31T23:29:42Z
dc.date.available2016-10-31T23:29:42Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/20.500.11803/548
dc.description.abstractThe 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.en_US
dc.language.isoenen_US
dc.publisherCreateSpaceen_US
dc.relation.ispartofStrategies for Teaching Leadership
dc.relation.ispartofseriesProven Practices in Higher Education;
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectBusiness leadership educationen_US
dc.subjectSelf-awareness in leadership educationen_US
dc.titleTo What Degree Do Selected Instructional Strategies Create Needed Behavioral Changes in Business Professionals?en_US
dc.typeBook Chapteren_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


Files in this item

PDF

This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial-NoDerivs 3.0 United States