Emphasizes reflection, problem formulation and solving, risk
taking, experimentation through a variety of activities – with a
goal of increased competence (intrapersonal and interpersonal),
improved performance, and critical thinking. (Day, 2001; Illeris, 2011; Yukl, 2010)
DEVELOPMENT
Path
Individual
Self-awareness
Activity
Intentional
A transactional relationship between the person (influencing
creation of desire and purpose) and the environment (a change in conditions). Experiences can manifest concretely and
conceptualized abstractly. (Dewey, 1916; Kolb, 1984)
EXPERIENCE
Subjectrelationship-object
Subject: Person
Object:
Environment
Create situation-specific, experimental environments in which
learning and behavioral changes can occur (Allen & Hartman, 2008; Bernthal et al., 2001)
SIMULATION
Experimental
Learning
Environment
Promotes leader adaptability in unfamiliar environments;
learning how to establish cooperative relationships (Yukl, 2010)
ROTATION
Assignments
Out of comfort zone
Challenging
Support system
Finite duration
Blends cognitive and interpersonal development in solving an
important, timely organizational problem (Day, 2001; Marquardt,
2011a, 2011b; Yukl, 2010)
ACTIONLEARN
Development
Real problem
Timely
Finite duration
Provides an in-depth understanding of a case or cases; studying
an event, program, activity, or more than one individual;
describes the cases and themes emergent from the research
(Cresswell, 2007)
CASESTUDIES
Bounded
Exemplars
Research-based
Possible ways for
emulating action
Enables leaders to “directly experience, internalize, and
ultimately emulate what [they] observe” (Goleman & Boyatzis,
2008, p. 80)
MENTORING
Formal
Informal
Emulate
Behavioral
Feedback
Protégé
The leader recognizes the behavioral changes needed; coaching is
customized for each leader; leader owns his/her development; it
is temporal vice event driven (Day & Halpin, 2001; Petrie, 2011)
COACHING
Individual
Customized