Leadership and Emotional Intelligence

It is the incentive aspect that covers learning dynamics; emotions dominate one’s
incentive to learn (Illeris, 2007). This affective domain “can be seen to provide the
underlying foundation for all learning” (Beard & Wilson, 2006, p. 119). The entire Illeris
(2007) model has been commended for its simplicity and intuitiveness (Merriam et al.,
2007). Additional contributions from Illeris (2007, 2009) that resonate with the current
study are described later, in the milieu of synthesizing experiential and situated learning
with EI.
Experiences that emanate from learning are at this phenomenological study’s
core. Complementing the experiential learning discourse is a discussion of situated
learning. The underlying assumption is that it is both the experience and situation (or
context) in which learning about EI (for example) occurs. Consequently, situated
learning is reviewed below. Figure 2.10 illustrates the bridge between experiential and
situated learning, with experiential more focused on the learner and situated more
focused on the societal contexts in which the learning occurs.