Unveiling the curtain, we find ourselves in a world where leadership is not a one-size-fits-all concept. The formation and application of leadership are deeply entrenched in our cognitive processes, significantly influenced by our observations and interactions. As decision-makers within an organisation, it is paramount to understand the role of observational learning in shaping our implicit leadership theories (ILT), which in turn, steer the course of leadership selection, development, and evaluation within our organisations.
The journey begins with the concept of observational learning, a cornerstone of social cognitive theory. It is through observing others that we form our own perception of leadership. For instance, if a leader demonstrates empathy, we are likely to associate leadership with empathy. These observed traits and behaviours build our ILTs, shaping our perception and expectation of what leadership should look like.
As we move deeper into the realm of cognitive processes, we find that these ILTs are not static. They evolve and adapt based on our continuous interactions and observations. For example, if we observe a leader who is assertive and successful, our ILTs may shift to associate assertiveness with effective leadership. This dynamic nature of ILTs is crucial in understanding how leadership schemas are developed and modified within an organisational setting.
Our ILTs, moulded and refined through observational learning, play a significant role in the selection of leaders within organisations. If our ILTs associate leadership with assertiveness, we are more likely to select a leader who exhibits assertiveness. Similarly, if our ILTs associate leadership with empathy, we are more likely to select a leader who demonstrates empathy. This highlights the profound influence of ILTs on leadership selection, underlining the importance of understanding and managing our ILTs effectively.
Not only do our ILTs influence leadership selection, but they also guide leadership development within organisations. Our ILTs serve as a roadmap, outlining the desired traits and behaviours that leaders should embody. For example, if our ILTs associate leadership with creativity, leadership development programs may focus on fostering creativity among potential leaders. This demonstrates the instrumental role of ILTs in shaping leadership development strategies within organisations.
In the sphere of leadership evaluation, our ILTs serve as a benchmark against which leaders are assessed. If a leader’s behaviour aligns with our ILTs, we are likely to evaluate them positively. Conversely, if a leader’s behaviour deviates from our ILTs, we may evaluate them negatively. This highlights the pivotal role of ILTs in leadership evaluation, stressing the need for leaders to align their behaviour with the ILTs prevalent within their organisation.
Circling back to the heart of the matter, we see that our ILTs, shaped through observational learning, are instrumental in navigating the leadership landscape within organisations. They guide leadership selection, steer leadership development, and set the standards for leadership evaluation. Understanding and managing these ILTs effectively is therefore crucial for decision-makers within organisations, as they hold the power to shape the leadership culture within their organisation.
Reflecting upon this exploration, we find ourselves equipped with a deeper understanding of the intricate relationship between social cognitive theory, observational learning, and implicit leadership theories. This knowledge empowers us to steer the course of leadership within our organisations, fostering a leadership culture that aligns with our ILTs and meets the unique needs of our organisation.
References:
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall.
