Rob Palethorpe and John P. Wilson
This study aims to highlight the value of stressful and challenging environments as a strategy to enhance learning and to provide an inventory of strategies for use in cases where…
Abstract
Purpose
This study aims to highlight the value of stressful and challenging environments as a strategy to enhance learning and to provide an inventory of strategies for use in cases where participants experience anxiety‐related blockages to learning.
Design/methodology/approach
This article adopted a qualitative research strategy which consisted of a literature review which was then triangulated with a survey and practitioner interviews.
Findings
This paper describes the behaviour of anxious learners when faced with a stressful learning environment. It then reviews suggestions from the literature which indicate theoretical solutions to debilitating anxiety and, finally, reports on the techniques that trainers actually use when helping delegates to overcome anxiety‐related blockages to learning. The Yerkes‐Dodson law, and not Rohnke, would appear to be the foundation for the various “comfort‐stretch‐panic” models. Moderate levels of stress would appear to encourage and stimulate learning.
Research limitations/implications
The findings are presented as an initial investigation only, and further work would be required to indicate if the experiences of this small sample are representative of the wider population of training and development practitioners. Further work is being undertaken to categorise approaches to resolving debilitating learner anxiety and to develop a simple practitioner‐oriented model which may assist trainers who face this issue.
Practical implications
Anxiety is idiosyncratic and therefore it is difficult to design programmes which provide optimum development opportunities for all delegates. The article provides practical guidelines for trainers who wish to make use of challenging activities but who, as a result, need occasional recourse to strategies to alleviate any temporary debilitating state anxiety that delegates might experience.
Originality/value
This paper investigates the role of anxiety on learning and makes the case for the inclusion of carefully‐managed challenging learning environments in contrast to the majority of articles which advocate supportive learning environments.
Details
Keywords
This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting‐edge research and case studies.
Abstract
Purpose
This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting‐edge research and case studies.
Design/methodology/approach
This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.
Findings
“Don't panic!” is a familiar exhortation when you suspect the stress of a situation is going to make someone too anxious to function effectively. But we do panic; we do get stressed out and anxious. If we didn't, there wouldn't be so many reminders of why we shouldn't.
Practical implications
Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.
Originality/value
The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to digest format.