Problem‐based learning: a viable approach in leadership development?

Abstract

PurposeThe aim of the paper is to investigate problem‐based learning (PBL) as a viable approach in leadership development. It identifies several key factors, strategies and possible outcomes associated with this new approach to training.Design/methodology/approachReflective inquiry through storytelling was employed as a research tool to gather rich qualitative data from two PBL trainers and 18 senior management personnel in a Singapore engineering firm. In‐depth interviewing was conducted four months after a structured three‐day leadership training using PBL.FindingsThrough a content analysis, three important factors have been identified as contributing to the meaningfulness of leaders' learning process: problem definition; open communication; and utilization of resources. Also, appropriate handholding is required to facilitate participants' deeper understanding of PBL even after the training session.Research limitations/implicationsThe study has led to new theoretical perspectives of cognitive and behavioral learning. For instance, PBL has increased participants' capacity and propensity to learn through the interplay of adaptive and generative learning. Further, the dynamics of learning hinge on the notion of single‐ and double‐loop learning where acting (investigation), thinking (reflection) and learning (knowledge sharing) intersect.Practical implicationsA matrix eliciting a guided approach to PBL in leadership development is presented to make explicit the subtle complexity of the learning process. Through both a structured training to an unstructured operational phase, PBL has led leaders to the discovery of new roles, attitudes and knowledge required to meet current changing times.Originality/valuePBL is traditionally an educational tool, but its wider application manifested in leadership training offers an original perspective in human resource development. Of value is the attempt to quantity qualitative data, yielding considerable clarity in the way complex information is managed.

Creating Problem‐Based Leadership Learning Across the Curriculum

“…Defined broadly, problem-based learning engages the learner in a situation or problem that requires him or her to recall information from an existing knowledge base and connect the situation to personal challenges, experiences, and/or self-reflection (Barrows & Bennett, 1972;Hmelo-Silver, 2004;Yeo, 2007). Defined broadly, problem-based learning engages the learner in a situation or problem that requires him or her to recall information from an existing knowledge base and connect the situation to personal challenges, experiences, and/or self-reflection (Barrows & Bennett, 1972;Hmelo-Silver, 2004;Yeo, 2007).…”

“…But we also can cite extensive quantitative and aggregate evidence of the effectiveness of PBL and the related pedagogy, such as service learning, across fields of study (Bridges & Hallinger, 1995;Eyler & Giles, 1999;Yeo, 2007). Few pedagogies or activities do more to promote the missions of our colleges and universities.…”

“…As a pedagogy that addresses the intersection of moral and cognitive development, PBL is an effective method for promoting the leadership development of students. Defined broadly, problem-based learning engages the learner in a situation or problem that requires him or her to recall information from an existing knowledge base and connect the situation to personal challenges, experiences, and/or self-reflection (Barrows & Bennett, 1972;Hmelo-Silver, 2004;Yeo, 2007). Through PBL, students are gaining important skills that differ drastically from memorizing information in traditional ways.…”

Leader errors and the influence on performance: An investigation of differing levels of impact

“…These planning and decision making activities are not taken lightly; rather organizations often institute leader development seminars to assist in honing these skills as leaders advance in the organization (Burke & Collins;Dexter & Prince, 2007;Fulmer, 1997;Mulec, 2005;Pepe, 2007;Yeo, 2006). Decision making is one of the most important activities a leader engages in with numerous frameworks and recommendations to assist in developing a better process (Brousseau, Driver & Hourihan, 2006;Rausch, 2003;Ryan, 1995;Snowdon & Boone, 2007).…”

A Problem-based Learning Framework to Assess and Develop Soft Skills in a Linear Programming Course

“…Frameworks in education are not new. They have been used for a wide variety of issues such as implementing total quality management in higher education programs 7 , incorporate social development into engineering studies 8 or using PBL in leadership development 9 .…”