Frese, M., Brodbeck, F., Heinbokel, T., Mooser, C., Schleiffenbaum, E., & Thiemann, P. (1991). Errors in Training Computer Skills: On the Positive Function of Errors. Human-Computer Interaction, 6, 77-93.
https://doi.org/10.1207/s15327051hci0601_3

has been cited by the following article:

• TITLE: Teaching Leadership Better: A Framework for Developing Contextually-Intelligent Leadership

  AUTHORS: Josephine Chinying Lang

  KEYWORDS: Contextual Intelligence, Leadership, Requisite Complexity, Active Learning, Social Complexity, Self-Complexity, Affective Complexity, Situation Awareness, Situation Judgment, Sense-Making, Contextual Adaptation, Assessment Rubrics

  JOURNAL NAME: Creative Education, Vol.10 No.2, February 25, 2019

  ABSTRACT: This paper discusses the importance of context, which is that which makes content relevant and meaningful. It highlights what context ought to mean for organizational leaders, given today’s business environment of crunching change. Based on published research about context, this paper develops a model of contextual intelligence, upon which better ways of teaching leadership may be cultivated. This model encompasses four concerns, namely: contextual sense-making; situation awareness and situation judgment; contextual adaptation; and, response judgment. Next, the paper focuses on the requisite complexity that leaders should acquire if they are to operationalize such a model. That requisite complexity comprises four components, namely: general cognitive complexity; social complexity; affective complexity; and, self-complexity. The paper finally delineates a pedagogical framework to develop leadership training programs that can better foster the requisite complexity in individuals to become contextually-intelligent leaders.