Archive for : February, 2013
Such realization often occurs inaction (Schon, 1983; Ferry & Ross-Gordon, 1998) or reflection-on-action (Schon, 1983), but can be seen to be catalyzed through key events that disrupt routines and allow new behaviors to be learnt for new situations (Brett, 1983; a similar argument was suggested by the formative work of Whitehead, 1933).
The significance of observational learning to leadership development is rather understated (Kempster, 2006, 2007, 2008). There is no specific focus on a deeper understanding of the processes of influence relating to these notables, good or bad or a temporal perspective as to when notables had influence: for example, earlier or later in people’s careers.
It has been identified that the relevance of intervention and its impact was greater when it occurred at, or near the time of a significant learning episode. Burgoyne and Stewart (1976), Davies and Easter by-Smith (1984) and McCall et al. (1988) and later McCall (1998) placed emphasis towards greater salience of leadership learning as a consequence of contextualization through hardships, notable people, change of environment or difficult role assignments, rather than general de-contextualized learning through information transfer in classroom settings.
The impact of relationships and developmental experiences can be seen to be continued from the parental context into the educational environment, in the form of teachers extending the development process as well as reinforcing children and adolescents’ understanding of the leadership phenomenon.
Leadership is more likely to be displayed by ‘school-boys’ in which the parental environment grants high levels of responsibility and independence (Hoffman et al., 1960), often illustrated by the eldest sibling given responsibility for younger siblings.