A social learning theory of cross-functional case education

Effective cross-functional integration is needed to solve problems and improve work processes that cross organizational lines. Cross-functional education is intended to develop managers with an organizational perspective that enhances communication, learning, and decision making. It is proposed that the social learning theory (SLT) is appropriate as a theoretical foundation to facilitate learning and teaching with cross-functional cases. The SLT explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences. Importantly, the professor initially establishes the environment in which the class functions. The classroom stimuli first observed by the student is the basis upon which the reciprocal determinism and learned behavior will evolve. Thus, establishing high expectations and enthusiasm about course material and student preparation and participation is paramount. It also is suggested that professors must be aware of each student's cognitive influences, must have a course and class session plan to shape the discussion environment, and be prepared to foster and/or exert consequences to shape learned behaviors that enhance cross-functional understanding.