It helps to break the leadership development project down into chunks, in order to make it more manageable. Fortunately, we have the help of the U.S.Cognitive field theory of learning army and the defense department who undertook a similar approach in the early 1990s with a project led by mark mumford. The goal was to explain the underlying elements of effective performance.Cognitive field theory of learning the end-product is known as a “capability model” (or skill model) that frames performance as the capabilities (skills and knowledge) that make effective performance possible.Cognitive field theory of learning

So rather than just collecting a bunch of tasks that the performer should be able to do, the model helps you to lay them out in a more manageable framework in order to gain an understanding of what exactly makes an effective performer.Cognitive field theory of learning the model has three components: individual attributes, competencies, and outcomes, which feed into each other [1]:

• general cognitive ability — this can be thought of as intelligence, which is linked to biology, rather than experience [2].Cognitive field theory of learning while the army conducts general entrance exams to measure the intelligence levels of new recruits, the civilian world generally relies on other means, such as the applicant's educational grade level to make a very rough guess on his or her intelligence [3].Cognitive field theory of learning

• crystallized cognitive ability — this is the intellectual ability that is learned or acquired over time (it is linked to experience, rather than biology).Cognitive field theory of learning in most adults, this cognitive ability continuously grows and does not normally fall unless some sort of mental disease or illness sets in. It is composed of the concepts and mental abilities that we learn through experience.Cognitive field theory of learning

For example, if a person is in the training profession, then having a good understanding of ADDIE (ISD) will help guide her throughout her career path, such as being a trainer, designer, consultant, or project manager.Cognitive field theory of learning within that competency, there are basic tasks or concepts that are used in particular functions of training. For example, a learning objective is normally written by a designer, while an instructor uses it as a guide to ensure the end-results are met.Cognitive field theory of learning in addition, a good consultant might never use the term in particular situations knowing it will only confuse the present clients.

3. The majority of organizations will have no real means to distinguish between general cognitive ability and crystallized cognitive ability since they normally only use very rough measures to get some idea of a persons intelligence level.Cognitive field theory of learning thus, you might want to combine the two together for you project. Nevertheless, no matter which way you decide to go, this does gives you a place to put a person's diploma or other general cognitive abilities if your mapping project decides that they are needed.Cognitive field theory of learning

4. One of the reasons that attributes are kept separate from competencies is that competencies are normally trained as they can be used immediately upon the learner returning to the job, while attributes normally fall under development in that while they help the learner to grow, they normally take longer to make a positive impact on the organization.Cognitive field theory of learning next steps