Examining the indirect effects of embodied learning on adaptability: The mediating roles of challenge stressors and psychological capital

Through two field studies involving executive MBA students and working managers, the two researchers found that participan­­ts who engaged in physically demanding outdoor activities, such as a hiking race or team challenges, reported higher psychological capital than those in traditional classroom settings. These improvements persisted over time, highlighting the potential for embodied learning to build lasting psychological resources crucial for leadership adaptability.

The practical implications of these findings are significant for executive education and management development. Traditional leadership training methods have been criticized for their limited impact on performance. This study suggests that incorporating physical challenges into leadership development can lead to more robust growth in psychological capital and enhance leaders’ adaptability, a critical skill in today’s volatile, uncertain, complex, and ambiguous (VUCA) world. Organizations can better prepare leaders for rapidly changing environments by creating environments that sufficiently challenge participants.

However, this raises the question: can nature itself, the backdrop to these embodied learning experiences, be considered an active stakeholder? As leaders grow and adapt through interactions with natural environments, we are invited to reflect on how our relationship with nature might shape leadership and call for more sustainable and harmonious practices within organizations.