Leadership and Emotional Intelligence

It is not something that can be considered in isolation ... or analyzed apart from the social
relations that shape legitimate peripheral participation” (Lave & Wenger, 1991, p. 97).
Consequently, situational learning activities such as simulations can “vary widely in
complexity of issues” (Tannenbaum & Yukl, 1992, p. 407).
There are strong correlations between experiences and situations, as regards
learning. Situated learning focuses on the social level; Dewey (1938) noted that all
experience is social. Similarly, “behavior belongs to individuals, but conduct is social”
(Lindeman, 1926, p. 94). In this regard, situated learning aligns with leadership which, as
noted earlier, is exercised through the social exchange of information and knowledge.
Situations play an important role for leaders: optimally, developmental “situations
[should] require managers [and leaders] to seek new information, view problems in new
ways, build new relationships, try out new behaviors, learn new skills, and develop a
better understanding of themselves” (Yukl, 2010, p. 467). “A fledgling competence
needs to be expressed during the actual situation at work [emphasis added] in order to
take hold” (Goleman, 1998, p. 276). Adult learning can take place “in direct association
with work” (Illeris, 2007, p. 221). Learners should be cognizant as to the surroundings
that are conducive to growth-inducing experiences (Dewey, 1938). Indeed, Tannenbaum
and Yukl (1992) observed that:
Situational cues in the work environment included (a) goal cues that serve to
remind trainees to use their training; (b) social cues, including the behavior and
influence processes exhibited by supervisors, peers and/or subordinates; and (c)
task and structural cues, including the design and nature of the job itself (p. 421).