An exploration of teaching methods used to develop leaders

Abstract

Purpose – The purpose of this paper is to explore how educators can benefit from data on teaching methods or sources of learning used for the leader development of undergraduate students. To advance the field, the authors contend that programs for leader development need to clearly identify what area of development is being improved (e.g. conceptual understanding, personal growth, skill building, feedback), intentionally build connections toward those objectives for development, and incorporate experience within the structure of undergraduate education to facilitate better outcomes. Design/methodology/approach – Ratings on the teaching methods used by participants with experience facilitating leader development activities for undergraduate students were solicited in an online survey. Each participant (n=66) responded to questions about 25 sources of learning for leader development. Questions asked the degree to which each source of learning provided the learning outcomes of conceptual understanding, feedback, skill building, and/or personal growth to undergraduate students. Findings – Participants perceived small group discussion, and film/television clips to promote conceptual understanding, while internships and 360-degree feedback did so to a lesser degree. Sources of learning perceived to facilitate skill building were group projects, and giving presentations. Conversely, completing case studies and listening to lectures were rated as unlikely to foster personal growth. Originality/value – The results can help educators make a more informed decision about the adoption of teaching methods for leader development. Hopefully, this practice will create standardization in undergraduate leader development that researchers have asked for and serve as a platform for recommending timetables and sources of learning that better define the what and how of leader development. Likewise, these findings benefit industry, because strong parallels to both the content and techniques used in industry and by universities exist.

The Strategic Process of Developing Social Aspects of Sustainability Through the Vision Reflection in Business Education

“…Our aim is to help students in understanding strategic management process, more specifically, vision development and implementation process and at the same time provide a setting for their personal development in terms of grasping their values and wishes for the future. As showcased in the educational settings of leader development, personal vision statements teaching method also contributes to students' personal growth (Hartman, Allen, & Miguel, 2015). Longitudinal study of Holtschlag and Masuda (2011) demonstrates the articulation of challenging and specific student's career visions effect positively on their later job satisfaction and lowers their turnover intentions.…”

LEADERSHIP EDUCATION BEYOND THE CLASSROOM: Characteristics of Student Affairs Leadership Educators

“…But without a universally accepted definition of leadership, or consensus on the development process to become an effective leader or where leadership programs should be housed (Rosch et al, 2017), what is it that leadership educators should teach? Hartman et al (2015) stated that unlike other disciplines, where there is an agreed upon structure and course of study, leadership education has very little. Consequently, leadership educators cannot rely on a singular framework upon which to build.…”

“…college campus happens in a formal classroom (Allen & Hartman, 2009;Brungardt, 1996;Hartman, Allen, & Miguel, 2015;Huber, 2002).…”

Cultivating Leadership Development: A Comprehensive Program for Undergraduates

“…The question remains, however, "how are these skills developed in college students?" Hartman, Allen, & Miguel (2015) posit that leader development programs need to "clearly identify what area of development is being improved" (p. 454), and because employers are consistently looking for graduates who work well with others in a team environment, scholars must call attention to which components of leader development programs enhance such skills. The VALUE program utilizes multiple program components to challenge students to develop these collaborative skills and initiate change through to completion.…”