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Observation as the throughline of the leadership learning framework
Rebecca Becka Shetty1, Trisha Teig2, Nicole Cozzi3
1Follett Student Leadership Center, University of Texas at Arlington, Arlington, Texas, USA.
New Directions for Student Leadership
|August 25, 2024
Summary
Observation is key in leadership learning. This article explores intentional and unintentional observational learning, emphasizing its role in shaping leadership perceptions and suggesting educators embed it in experiences, focusing on access and representation.
Area of Science:
- Leadership Studies
- Educational Psychology
Background:
- Observation is central to the leadership learning framework (LLF).
- It acts as a catalyst, integrating all LLF components.
- Understanding observational learning is crucial for leadership development.
Purpose of the Study:
- To explore literature on intentional and unintentional observational learning.
- To examine how learners are socialized through observation.
- To provide recommendations for leadership educators.
Main Methods:
- Literature review on observational learning theories.
- Analysis of socialization processes in leadership education.
- Synthesis of findings to inform pedagogical strategies.
Main Results:
- Observational learning significantly influences leadership perceptions.
- Both intentional and unintentional observation play roles in leadership development.
- Learners' prior observations shape their entry into educational settings.
Conclusions:
- Leadership educators must acknowledge pre-existing perceptions formed by observation.
- Intentional integration of observational learning is recommended for curricular and extracurricular activities.
- Special attention should be paid to ensuring access and representation in observational learning opportunities.
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