The Need for Cooperative Learning in Organizational Leadership: Creating Generational, Cohort-Based Development

• In Event: Evening Extravaganza: Taste of Brussels Reception, Author Meet & Greet, Lifetime Achievement Awardee and Keynote Meet & Greet, & Hosted Poster Session
  In Poster: Business Leadership Display Posters

Short Description

This poster explores the orientations, traits, and normative objectives of generational cohorts in times of change, turbulence, and crisis. Different coping responses and change agents that promote inclusive, generational, cooperative learning approaches and methodologies in organizational agility and inclusive performance are addressed.

Detailed Abstract

In challenging prospects and attitudinal behaviors, organizational climates and environments become places of learning where generational cohorts understand how a situation appears to another individual, and how that individual responds or reacts cognitively and emotionally to the situation. Further, it opens the perspective of the individual points of view that were not cross-promoted or visible within the limitations of their own perspective. Corporate and entrepreneurial leaders who consistently engage in cooperative based groups will improve their communication patterns and conceptual understanding of change and intrapersonal dynamics, while dealing with global citizenship and transformative leadership during periods of change and dysfunction. (Higgins, 2015). This form of thinking can be attributed to plasticity of mind, and the ability to encourage and influence structural stability. As a result, each individual must establish the propensity to create followership, transparency and resilience. After a leader has created the initiative and urgency for change and restructuring, the members must establish a firm foundation that governs and illustrates a new model of leadership that empowers innovators of generational cohorts to build trust, serve as mentors, and change any negative perceptions, despite elements of discontinuity, metacognition and triadic efforts that rely on prior knowledge and continual experiences from a multigenerational continuum. (Goldsmith, Greenberg, Robertson, & Hu-Chan, 2003).
The norms, values and traditions must be reinforced between relationships and differing expectations between relational uncertainty and mentorship that drive better performance, strengthen collaboration and improve strengths-based orientations. (Lichtenthaler, 2009). Subconsciously, the experience among these generational cohorts may become heightened, and patterns of  ambiguity, confusion and uncertainty may lead to an avoidance of knowledge sharing. This attributes to the levels of  indirect communication while resolving to find approaches to implement a shift, or change in the organizational culture. (Higgins, 2015).Within these active leadership groups, individuals should work to acquire the core attitudes and values that will help prepare them through managerial decision-making. It is within cooperative groups that generational cohorts can establish a shared identity as members of an institution and organization. (Hancock, 2004). The learning benefits of generational learning and development form close relationships with group members that will improve critical thinking and reflection.
 
The authors suggest that each individual has the potential to develop the skills and confidence to continue their cohort-based development , and be inspired by upcoming and existing generations in the workplace. By identifying the relational characteristics that correspond with communicative directness, this study points to contributions to informing persuasive and effective decision-making in establishing connections between cognitive states, emergent leaders, and strategizing the internal and external capabilities of each individual in change, interconnection and engagement.

Participants

• Sonya Sharififard, Pepperdine University

• Darnell B. Forde, Point Loma Nazarene University