Exploring the Language of Leadership Learning and Education

Abstract

This chapter examines the importance of language in the emerging field of leadership, especially when establishing and maintaining partnerships and when designing pedagogical practices for leadership learning.

Reflections on How Learning in Other Domains Informs Our Approach to Coaching Leadership

“…However, when I think about my work as a leadership educator, I see more clearly that many tenants are not there. The realm of skill development or leadership training needs work (see Allen & Shehane, ). As it stands, one would be hard‐pressed to define the skills of an “expert” leader.…”

“…There are many ways of knowing with regard to the topic of leadership education. Allen and Shehane () explored five fundamental learning paradigms—cognitivism (leadership studies), behaviorism (leadership training), humanism (leadership development), social learning (leadership mentors), and constructivism (leadership experience). Allen and Shehane () argued that all five approaches are needed to educate a well‐rounded and experienced leader.…”

“…Allen and Shehane () explored five fundamental learning paradigms—cognitivism (leadership studies), behaviorism (leadership training), humanism (leadership development), social learning (leadership mentors), and constructivism (leadership experience). Allen and Shehane () argued that all five approaches are needed to educate a well‐rounded and experienced leader. One domain, the skills‐based or leadership training domain, is underdeveloped and is a ripe area for exploration in leadership learning and education.…”

Deliberate Practice: A New Frontier in Leadership Education

“…In reality, there are a number of challenges associated with developing leadership expertise (Allen & Middlebrooks, ). For instance, we lack agreement on even the most basic terminology (Allen & Shehane, 2016).…”

“…For instance, we lack agreement on even the most basic terminology (Allen & Shehane, 2016). Likewise, we are often missing the thoughtful curriculum design, practice field, and coaching required to truly develop expertise in the domain of leadership (Allen & Middlebrooks, ). In reality, an individual's leadership development is haphazard, and comes with organizational tenure and experience (if the individual is paying attention and open to feedback).…”