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Cognitive Learning01:21

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
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Purposive Learning01:22

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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
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Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
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Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
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Framing the Use of Learning in Leadership Programs.

Daniel M Jenkins1, Melissa L Rocco2

  • 1Leadership and Organizational Studies, University of Southern Maine, Portland, Maine, USA.

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This study examines situational factors in leadership education, focusing on six key elements to enhance learner-centered program design. Understanding these factors fosters transformative leadership development and practical application.

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Area of Science:

  • Leadership Studies
  • Educational Psychology
  • Organizational Behavior

Background:

  • Leadership education programs often overlook situational influences on learning.
  • The International Leadership Association's General Principles for Leadership Programs provide a framework for effective leadership development.
  • Understanding contextual factors is crucial for designing impactful leadership training.

Purpose of the Study:

  • To explore the 'Learning' section of the International Leadership Association General Principles for Leadership Programs.
  • To analyze how situational factors influence the design and implementation of leadership education.
  • To identify key elements that contribute to transformative leadership learning experiences.

Main Methods:

  • Analysis of six key elements: learner characteristics, educator identities, learning environments, goal setting, feedback mechanisms, and teaching activities.
  • Integration of existing leadership education literature with practical practitioner experience.
  • Examination of the interconnectedness of these elements in fostering leadership capacity.

Main Results:

  • Situational factors significantly impact leadership education design and delivery.
  • The six analyzed elements interconnect to create learner-centered and transformative leadership experiences.
  • A holistic approach considering contextual factors enhances leadership program effectiveness.

Conclusions:

  • Leadership educators can develop more intentional, learner-centered programs by considering situational factors.
  • This approach fosters significant learning, transforming learners' understanding of leadership theory and practice.
  • Practical applications are offered to improve leadership capacity development.