Learning how to learn from experience: Impact of stress and coping

Bunker, Kerry A.; Webb, Amy

doi:10.35613/ccl.1992.2000

Cited by 22 publications

(12 citation statements)

References 25 publications

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“…Experience accounts for over 70% of individual development (Morrison & Brantner, 1992). Evidence that people benefit differently from experience has also been confirmed in research focused on the concept of action learners (Allen & Young, 1997;Bunker & Webb, 1992). Global leadership is also a process of learning from international experience, and global executives learn differently from similar international experiences (McCall & Hollenbeck, 2002).…”

Section: Experiential Learning Theory and Cultural Intelligencementioning

confidence: 95%

When Do Global Leaders Learn Best to Develop Cultural Intelligence? An Investigation of the Moderating Role of Experiential Learning Style

Mobley

Kelly

2013

AMLE

170

130

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Cultural intelligence is believed to be an important quality /or global leaders. To understand how this quality can be developed from international experience, our study employs experiential learning theory to analyze the learning process. We hypothesize that the extent to which the length oí overseas work experience contributes to the development oí cultural intelligence varies depending on the executives' learning styles. Analyses oí data collected irom 294 international executives and graduate business students in China and Ireland indicated that the positive relationship between the length oí overseas experience and cultural intelligence is strengthened when global executives have a divergent learning style, not when they have an assimilative, convergent, or accommodaiive /earning style. "In the emerging 'global village,' 'multicultural workplace' and in 'multinational empires' where events in places we have barely heard of quickly disrupt our daily work and lives, the dizzying rate of change, and the exponential growth of knowledge all gener-We are very grateful for the insightful and constructive comments from Editor Steve Armstrong, and three anonymous reviewers, Anne Marie Francesco, Donald Bergh, and Alan Roberts, on earlier versions of this paper. Very special thanks to the comments from Alvin Huang and Christine Quinn Trank at the Academy Management Learning & Education paper development workshop organized by Editor Ben Arbaugh, at the Academy meeting in San Antonio, 2011. We appreciate the sponsorship of this research by UCD Michael Smurfit Graduate Business School, China Europe International Business School, and the Hay Group.

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Section: Experiential Learning Theory and Cultural Intelligencementioning

confidence: 95%

When Do Global Leaders Learn Best to Develop Cultural Intelligence? An Investigation of the Moderating Role of Experiential Learning Style

Mobley

Kelly

2013

AMLE

170

130

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“…Boyatzis et al. (: 235) further stated that “you can lead students to an experience, but you cannot make them learn.” Others have noted that students benefit differently from experience (Allen & Young, ; Bunker & Webb, ). It is likely that some of this caution originates from criticisms of Kolb's Experiential Learning Theory model as posited in 1984 (Holman, Pavlica, & Thorpe, ; Hopkins, ; Miettinen, ; Reynolds, ; Vince, ) according to Kayes ().…”

Section: Theoretical Foundation and Hypothesesmentioning

confidence: 99%

A Meta‐Analysis of the Relationship Between Experiential Learning and Learning Outcomes

Burch

Giambatista

Batchelor

et al. 2019

Decision Sci J Innov Edu

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Experiential learning activities have been used for over 40 years with the hope that they increase students learning. However, a definitive study that showed their overall effectiveness has not been produced. The purpose of this study is to address this gap in the literature. This meta‐analysis examined a 43‐year span and identified 13,626 journal articles, dissertations, thesis articles, and conference proceedings written about experiential learning and found only 89 of these studies contained empirical data with both a treatment and control group. Meta‐analysis of these studies show that students experienced superior learning outcomes when experiential pedagogies were employed. Further, learning outcomes were almost a half standard deviation higher (d = .43) in classes employing experiential learning pedagogies versus traditional learning environments. This review definitively, and quantitatively, shows the importance of experiential learning activities. We use these results to discuss future research areas that need to be addressed based on our analysis of potential moderators and provide recommendations on how to best employ experiential learning pedagogies.

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“…Change recipients have choices about how they treat adverse circumstances – whether they become permanent failures or growth experiences. An important part of the process of learning from stressful events is how, and how well, the executive adjusts and copes[17].…”

Section: Statistical Analysis and Discussionmentioning

confidence: 99%

Coping with restructuring

Bergin

Solman²

1995

Journal of Educational Administration

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The purpose of this study was to test the effectiveness of purposeful attempts to cope with stress by senior educational administrators in an Australian state education department of over 2,000 schools and employing teaching and administrative staff in excess of 60,000. At the time of the study this department was undergoing the initial stages of large‐scale restructuring, moving from a centralized system of management to a school‐centred, decentralized structure. This provided a unique opportunity to examine the ways in which senior executives respond in a time of discontinuous change. Presents general findings of a self‐report coping strategies questionnaire and reveals some significant relationships between general wellbeing, personality type and coping strategies.

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Learning how to learn from experience: Impact of stress and coping

Cited by 22 publications

References 25 publications

When Do Global Leaders Learn Best to Develop Cultural Intelligence? An Investigation of the Moderating Role of Experiential Learning Style

When Do Global Leaders Learn Best to Develop Cultural Intelligence? An Investigation of the Moderating Role of Experiential Learning Style

A Meta‐Analysis of the Relationship Between Experiential Learning and Learning Outcomes

Coping with restructuring

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