Behavioral Learning Theory in Leadership Development

 Behavioral Learning Theory in Leadership Development

Ipatia Apostolides

 

 

Several learning theories that exist in literature - developmental, cognitive, constructivism, behaviorism, and humanism - have shaped leaders and organizations.  This discussion will focus on behavioral learning theory as it relates to leadership development.  Basically, behaviorists believe that learning is driven by stimulus and response, and this approach excludes feelings or anything that cannot be observed (Allen, 2007).

 

Behaviorists have included Thorndike (how animals learn), Pavlov (classical conditioning), Hull (stimulus and response), and Skinner (operant conditioning).  According to Allen (2007), behaviorists have the following common points of agreement: they study current behavior; they suggest only that which can be measured and observed is important; and according to Rothwell and Sredle (1992), behaviorists believe in “specifying the desired results of instruction in measurable terms before it takes place” (cited in Allen, 2007, p.27).  

 

According to Knowles et al (1998), three of Thorndike’s laws stand out (cited in Allen, 2007):

 

1) Law of readiness – looks at physical conditions of learning experience 

2) Law of exercise – encourages repetition to master skills

3) Law of effect – looks at effectiveness of the newly learned information. Did it work? (p.27).

 

According to Allen (2007), “behaviorists feel that what is being learned should be reinforced quickly and undesirable performance should be corrected immediately.”  Reinforcement, a term introduced by Pavlov, is when a stimulus is continually linked to a positive response while a non-reinforced stimulus will eventually be extinguished (p.28).

 

How does this apply to leadership development programs?  Before behavioral learning can even begin, one must ask “what is the impetus for leaders to want to learn?”  Hull proposed that learners should be placed in situations that cause them anxiety so that they are motivated to learn and master a topic or skill (cited in Allen, 2007, p. 29).  In addition, Allen (2007) proposed that linking leadership development to a prestigious or desirable outcome (reward, promotion, degree) will motivate learners to learn the new behaviors, and there need to be opportunities for learners to perform their new behavior and also to receive immediate feedback.  Referring back to Pavlov’s conditioning theory, the feedback can reinforce the correct behavior or extinguish the incorrect behavior.

 

Rothwell and Sredl (1992) have listed several concrete steps that instructors can apply in a behavioral learning approach:

 

1) Encourage repetition of acts performed correctly

2) Give frequent examinations to gather feedback

3) State objectives clearly in advance

4) Provide different variations of the same stimulus

5) Vary subjects to avoid fatigue

6) Avoid punishment

7) Individualize the learning experience

8) Measure behavioral change

9) Create an environment of anxiety

10) Allow learners to reward themselves for their accomplishments (cited in Allen, 2007, p.29).

 

One particular method that is being utilized by organizations is objective-centered instruction because its learning outcomes are measurable, and it produces the required tangible results (p.29).  

 

In conclusion, behavioral learning theory in leadership development includes the following: leaders being motivated to learn a new behavior through a desirable outcome, like a promotion;  skills and new behaviors requiring repetitive action; and new behaviors needing to be reinforced (or extinguished) through feedback.  The assumption in the behavioral learning theory is that a change in behavior, through observation and measurement, produces internal changes, like beliefs and attitudes.  However, how permanent is this behavior? In other words, if the leader goes through the process of changing their behavior to get the promotion or degree, will they continue using that behavior later on, or will it get extinguished if there is no stimulus or motivation to sustain that behavior?

 

 

 

 

REFERENCES:

 

Allen, S.A. (2007). Adult learning theory & leadership development. Leadership Review, 1, 26-37.

 

Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in Adulthood. A comprehensive guide. (3^rded.). Jossey-Bass.