Eyes On, Hands On: Vicarious Observational Learning as an Enhancement of Direct Experience

This research explores the concept of vicarious observational learning as a component of an experiential learning sequence. We compare measures of task performance when participants observe a task before engaging in direct experience versus immediate direct experience without observation. Two experimental studies were conducted using different types of tasks and different levels of performance analysis. We found support for the hypothesis that experiential learning sequencing, with vicarious observation preceding direct experiential learning, enhances classroom performance. The benefits of vicarious observational learning to direct experience sequencing appeared to be generally robust across task types and levels of analysis. The article concludes with some explanations of the relative efficacy of observational learning to direct experiential learning sequencing as well as implications for management education literature and practice.