Narrative Pedagogy for Leadership Education: Stories of Leadership Efficacy, Self‐Identity, and Leadership Development

2021 ◽  
Vol 14 (4) ◽  
pp. 60-70
Author(s):  
Josh P. Armstrong ◽  
Kate D. McCain
Keyword(s):  
Leadership Development ◽  
Leadership Education ◽  
Narrative Pedagogy ◽  
Leadership Efficacy ◽  
Self Identity

An Approach for Humanizing Leadership Education: Building Learning Community & Stakeholder Engagement

2021 ◽  
pp. 105256292110413
Author(s):  
Shaista E. Khilji
Keyword(s):  
Leadership Development ◽  
Learning Community ◽  
Stakeholder Engagement ◽  
Common Good ◽  
Mutual Influence ◽  
Leadership Education ◽  
Leadership Studies ◽  
Leadership Development Programs ◽  
Critical Leadership ◽  
Critical Leadership Studies

In recent years, scholars have become critical of mainstream leadership development approaches. In particular, Petriglieri and Petriglieri refer to the dehumanization of leadership, whereby leadership breaks its ties to identity, community, and context. The purpose of this paper is to present an approach for humanizing leadership using the case example of George Washington University’s Organizational Leadership & Learning (OLL) program. Embedded in the critical leadership studies (CLS) approach, the humanizing principles, and the humanistic leadership paradigm, the OLL program’s leadership learning approach focuses on building a learning community and stakeholder engagement. I describe its pedagogical goals and instructional strategies that help promote a psychologically safe space where learners build trusting relationships, integrate diverse perspectives through respectful dialogues, and develop a sense of the “common good” and culture of equity through issue-centered learning. Using classrooms as “identity spaces” and “leadership learning laboratory” allows learners in the program to practice the co-construction of ideas through mutual influence and interactions. This paper makes a valuable contribution to developing future leadership development programs.

Principals’ sense of efficacy: the influence of the Arkansas Leadership Academy

2014 ◽  
Vol 52 (6) ◽  
pp. 754-774 ◽  
Author(s):  
Denise T. Airola ◽  
Ed Bengtson ◽  
Deborah A. Davis ◽  
Diana K. Peer
Keyword(s):  
Leadership Development ◽  
Self Efficacy ◽  
Group Discussion ◽  
Support Program ◽  
Strong Argument ◽  
Leadership Efficacy ◽  
Content Type ◽  
Low Performing Schools ◽  
Sense Of Efficacy ◽  
Arkansas Leadership Academy

Purpose – The purpose of this paper is to examine the relationship between school principals’ sense of efficacy and their involvement with the Arkansas Leadership Academy's (the Academy) School Support Program (SSP). Design/methodology/approach – Data were collected from participating SSP principals to explore differences in mean principal self-efficacy given varied years of participation in SSP. The Principal Self-Efficacy Survey was used to measure the construct of principal self-efficacy of 27 principals participating in the Academy's SSP for low-performing schools. Findings – The findings suggest that principals of low-performing schools that participated in the Arkansas Leadership Academy's SSP for more years have a stronger sense of leadership efficacy than principals of low-performing schools that are just beginning the SSP. Post hoc qualitative data were collected through a focus group discussion to provide insight regarding actual practices that led to increased perceived self-efficacy as a result of participating in the SSP. Research limitations/implications – This study is highly contextualized to the principals and school systems participating in the SSP, a limited population due to conditions under which schools qualify to participate in the program. Practical implications – As schools continue to be identified as needing to improve based on accountability measures, external sources of leadership development for the principals leading these schools should be considered as a possible means for increasing their senses of efficacy, and indirectly supporting the potential for improved school performance. Social implications – The attributes of highly efficacious principals – self-regulating, confident, and calm in difficult situations – may be more critical to leaders engaged in systemic change in low-performing schools where the challenges may be more complex. Originality/value – There could be a strong argument that the influence of an outside support program might be one strategy to consider when addressing the improvement of low-performing schools through raising leader efficacy.

scholarly journals Finding a path to growth as a leader: a medical learner perspective

BMJ Leader ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 56-58 ◽  
Author(s):  
David A Benrimoh ◽  
Jordan D Bohnen ◽  
Justin N Hall
Keyword(s):  
Leadership Development ◽  
Leadership Training ◽  
Leadership Skills ◽  
Leadership Education ◽  
Formal Training ◽  
Clinician Educators ◽  
Clinical Environments ◽  
Learner Perspective ◽  
Training Programmes ◽  
Postgraduate Medicine

Physicians are often required to lead teams in clinical and non-clinical environments but may not receive formal training in advance of these opportunities. In this commentary, three medical learners discuss their views on leadership education in undergraduate and postgraduate medicine, arguing that leadership development should be more explicitly integrated into training programmes and that medical leaders need to be better recognised for their contributions to this field, much like expert clinicians, clinician-educators and clinician-scientists are recognised for theirs. After reviewing the published literature in this domain, reflecting on their experiences engaging with medical leaders and attending a leadership education summit, the authors conclude that, as initial steps towards improving leadership training in medical education, faculties and programmes should commit to incorporating leadership training into their curricula, and strive to deliberately connect learners interested in leadership with practising clinician-leaders with an eye towards improving learners’ leadership skills. These first steps could help to catalyse the necessary shift towards improved leadership education and better patient care.

Designing Leadership Education

1988 ◽  
Vol 16 (2) ◽  
pp. 203-215
Author(s):  
Edgar J. Elliston
Keyword(s):  
Leadership Development ◽  
Informal Education ◽  
Theological Education ◽  
Communication Theory ◽  
Educational Programs ◽  
Leadership Education ◽  
Development Theory ◽  
Cultural Leadership ◽  
Educational Structures ◽  
Traditional Approaches

Many leadership crises troubling both established and younger churches arise from inappropriate educational programs. Several basic curricular questions focus our attention on both leadership development needs and the design of leadership development curricula. Leadership theory, theology, anthropology, communication theory, curriculum theory, and development theory combine to help build perspectives for cross-cultural leadership development. Both the educational structures and processes as well as the content combine to shape the outcomes of educational programs. Curricula, then, which contextually balance the advantages of formal, nonformal, and informal education promise to be significantly more effective in terms of the purpose for theological education than traditional approaches.

Distinctive Leadership

2017 ◽  
pp. 90-110
Author(s):  
Kasturi Rohit Naik ◽  
Srini R. Srinivasan
Keyword(s):  
Leadership Development ◽  
Moral Identity ◽  
Relational Leadership ◽  
Self Identity ◽  
Learning Agility ◽  
Developmental Experiences ◽  
Career Course ◽  
Qualitative Empirical Research ◽  
Development Literature ◽  
Motivation And Learning

This chapter aims on exploring the role of social context, personality, intrinsic motivation and learning agility on leadership development taking into consideration both collective and relational leadership development along with individual leadership development with retention of moral identity as self-identity. After the study on leadership development literature in details this chapter is an attempt to bridge certain gaps found in literature by means of qualitative empirical research to connect leader development with leadership development. By giving details with respect to formative years, career course, personality, leadership highlights etc. of Mr. Suryakant Sarjoshi owner of chain of restaurants located in India and winner of Foodie Hub Global Award held in London, 2015 this chapter focuses on how developmental experiences should be arranged over time and how these experiences can reinforce each other.

Implementation and Evaluation of a Transformational Leadership Education Session for Nurse Leaders and Nurse Educators

2020 ◽  
Vol 13 (2) ◽  
pp. 125-133
Author(s):  
Ashley Singh
Keyword(s):  
Transformational Leadership ◽  
Leadership Development ◽  
Nurse Educators ◽  
Leadership Education ◽  
Nurse Leaders ◽  
Leadership Characteristics ◽  
Rank Test ◽  
Intellectual Stimulation ◽  
Education Session ◽  
The Impact

BackgroundTransformational leadership is one of the most utilized models of leadership across the disciplines. It can positively impact the leader-follower relationship, performance of the leader, and productivity of the organization.ObjectiveThe purpose of the project was to assess the impact of an educational session on the recognition and execution of transformational leadership characteristics for nurse leaders and nurse educators.MethodsAn interactive transformational leadership education session aimed to affect the recognition and execution of nurse leaders' and nurse educators' transformational leadership characteristics.ResultsA Wilcoxon Signed Rank Test yielded a statistically significant increase in idealized influence (behavior), and an increase in intellectual stimulation and inspirational motivation.ConclusionsThis project creates the infrastructure for future ongoing initiatives focusing on the beneficial impact of transformational leadership development for nurse leaders and educators.Implications for NursingA supportive environment for transformational leadership development may take the institution to the next level regarding engagement, productivity, and performance, all of which are vital to organizational success.

Exploiting formal, non-formal and informal learning when using business games in leadership education

2016 ◽  
Vol 30 (6) ◽  
pp. 16-19
Author(s):  
Kenneth Børgesen ◽  
Rikke Kirstine Nielsen ◽  
Thomas Duus Henriksen
Keyword(s):  
Leadership Development ◽  
Learning Process ◽  
Focal Point ◽  
Management Training ◽  
Leadership Education ◽  
Qualitative Assessment ◽  
Content Type ◽  
Novel Approach ◽  
Games And Simulations ◽  
The Impact

Purpose This paper aims to address the necessity of allowing non-formal and informal processes to unfold when using business games for leadership development. While games and simulations have long been used in management training and leadership development, emphasis has been placed on the formal parts of the process and especially on the gaming experience. Design/methodology/approach This paper is based on a qualitative study of a French management game on change management, in which the game-based learning process is examined in light of adult learning. Findings This paper concludes that less formal dialogues that stem from formal activities make important contributions to the learning process. Consequently, the use of business games in leadership development should be didactically designed to facilitate such dialogues. While playing the game takes center stage, activities such as theory presentations, reflective processes, and less formal discussions must be allowed a place in an otherwise crammed learning process and to take up that space at the cost of playing the game. Research limitations/implications As the study is based on a qualitative assessment, the impact of the different parts of the process is not assessed. Practical implications This paper suggests that the use of business games in leadership development should focus more on the processes and activities surrounding the game rather than narrowly focusing on the game. Originality/value This paper suggests a novel approach to using business games that is not aligned with the current practice of emphasizing the game as the focal point of the process.

scholarly journals Pedagogies of power: Media artefacts as public pedagogy for women’s leadership development

2018 ◽  
Vol 50 (2) ◽  
pp. 171-188
Author(s):  
Valerie Stead ◽  
Carole Elliott
Keyword(s):  
Leadership Development ◽  
Cultural Theory ◽  
Women's Leadership ◽  
Leadership Education ◽  
Public Pedagogy ◽  
Leadership Roles ◽  
Learning And Development ◽  
Web Based ◽  
Women's Power ◽  
The Social

This article extends the idea of media artefacts as educational resources by examining web-based materials, specifically women’s ‘Power Lists’, to deepen understandings regarding media artefacts’ role in informing women’s leadership learning and development. Women’s underrepresentation in senior leadership roles places leadership development under scrutiny to develop theoretically informed frameworks that draw attention to gendered power relations in organisations. This article addresses this concern by drawing on cultural theory to theorise media artefacts as forms of public pedagogy. The pedagogic framework proposed presents a distinctive addition to leadership education methods that attend to the sociocultural and recognise the significance of informal learning to leadership learning. Recognising media artefacts’ pedagogic role enables individuals to examine in more detail the gendered nature of the social values and norms that inform leadership discourse, and how these values and norms are promoted, reproduced and sustained through media artefacts.

Enhancing leadership skills with action learning: a promising way to improve the effectiveness of leadership development

2016 ◽  
Vol 30 (6) ◽  
pp. 13-15 ◽  
Author(s):  
Daniel Belet
Keyword(s):  
Leadership Development ◽  
Design Methodology ◽  
Leadership Skills ◽  
Action Learning ◽  
Leadership Education ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Content Type ◽  
New Learning ◽  
Management Institutions

Purpose The paper aims to describe the use of the World Institute for Action Learning method to develop leadership skills of managers and future managers. Design/methodology/approach Brief description of the methodology of this version of action learning (AL) based on field experiences. Findings AL is an effective tool for the development of leadership skills. It proposes a new learning model, and it opens up new opportunities for future leadership development programs and management education curriculum. Originality/value This paper will be of value to organizations considering various approaches to develop the competencies of their managers, leaders and to management institutions looking for ways to improve their leadership education offerings.

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