Lee Waller, Megan Reitz, Eve Poole, Patricia M. Riddell and Angela Muir
The purpose of this paper is to explore whether challenging experiences on development programmes would simulate leadership challenges and therefore stimulate the body’s autonomic…
Abstract
Purpose
The purpose of this paper is to explore whether challenging experiences on development programmes would simulate leadership challenges and therefore stimulate the body’s autonomic nervous system response. The authors also aimed to determine whether increase in autonomic arousal would be related to learning, and/or moderated by personality variables.
Design/methodology/approach
The research used heart rate (HR) monitors to measure HR continuously over a two-day simulated learning experience. This was used to calculate autonomic arousal which was taken to be the difference between resting HR measured during sleep and HR during critical incidents (CIs) (HR). The authors correlated this with self-reports of learning immediately after, and one month after, the programme to assess the impact of autonomic arousal on perceived learning, as well as with variety of psychometric measures.
Findings
The research found significant correlations between (HR) during CIs and perceived learning which were not related to personality type. The research also found a significant correlation between (HR) and learning during a control event for individuals with “approach” personalities.
Research limitations/implications
Whilst a significant result was found, the sample size of 28 was small. The research also did not empirically assess the valence or intensity of the emotions experienced, and used only a self-report measure of learning. Future research should replicate the findings with a larger sample size, attempt to measure these emotional dimensions, as well as obtain perceptions of learning from direct reports and line managers.
Practical implications
The findings from the research help clarify the mechanisms involved in the effectiveness of experiential learning, and contribute to the understanding of the influence of personality type on perceived learning from experiential methodologies. Such understanding has implications for business schools and learning and development professionals, suggesting that development experiences that challenge leaders are likely to result in learning that is longer lasting.
Originality/value
The research extends the literature regarding the value of learning through experience, the role of autonomic arousal on learning, and the impact of negative emotions on cognition. The research makes a unique contribution by exploring the impact of experience on arousal and learning in a simulated learning experience and over time, by demonstrating that simulated experiences induce emotional and physiological responses, and that these experiences are associated with increased learning.
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Charles O. Ogbaekirigwe, Ifeoma M.B. Ubah, Amarachi Salome Azubuike, Udodirim Angela Igwe and Ugochukwu Chinonso Okolie
This study examines how and whether expectancy for success and task values influence students’ persistence in work placement learning tasks (persistence). Also, it examines the…
Abstract
Purpose
This study examines how and whether expectancy for success and task values influence students’ persistence in work placement learning tasks (persistence). Also, it examines the mediating role of task values in the expectancy for success and students’ persistence nexus.
Design/methodology/approach
This is a two-study finding. In Study 1, we conducted qualitative research using a sample of 21 undergraduate students undertaking work placement learning in seven firms in Nigeria to gain an in-depth understanding of how the two expectancy-value theory’s (ETV) core motivational factors (i.e. expectancy for success and task values) enhance students’ performance or achievement-related behaviour such as persistence. In Study 2, we conducted quantitative research employing structural equation modelling to test our proposed hypotheses. We used a sample of 395 undergraduates undertaking work placement learning in 189 Nigerian firms (public and private) to empirically test the hypothesized model.
Findings
The findings show that students who had higher self-confidence that they would succeed in the placement learning tasks and values for the tasks exhibited higher persistence. We found that students with more expectancy for success showed higher task values for their learning tasks. Although not hypothesized, the positive result is necessary and aligns with ETV assumptions. Lastly, the analysis showed that students’ higher persistence was not wholly due to their higher expectancies for success in the placement learning tasks, but rather because they showed higher values for the learning tasks. Theoretical and practical implications are discussed.
Originality/value
Our study progressed the ETV research in the work placement learning context and offers a model of students' persistence in the context of our study. Understanding the important motivational roles of expectancy for success and task values in enhancing students’ persistence is relevant in that it can facilitate quality learning outcomes. From the qualitative and quantitative (our two-study) findings, we made suggestions on how higher education administrators and industries can use our hypothesized model to further improve the work placement learning programme.