Our response to the question: Next steps in clarifying the language of leadership learning

Abstract

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?

Exploring the Language of Leadership Learning and Education

“…If leadership learning is the outcome or dependent variable, then leadership education and its many subcomponents are the process that facilitates learning. Similar to other terminology, there is no agreed‐ upon definition of leadership education and many scholars suggest that it is a subcomponent of leadership development (Allen & Roberts, ; Andenoro et al., ; Brungardt, ). In perhaps the first definition of leadership education, Roberts () suggested that it is “activities designed to improve the overall leadership competence of the individual beyond the role presently occupied” (p. 20), the purpose of which is to “provide generalizable theories, principles and approaches to leadership and organizational behavior” (Roberts, , p. 20).…”

Leadership development in the construction industry

“…Given that at most instances it is employees and managers who market, create products, make decisions and sustain construction projects, the development of human resources is fundamental to the success of the global organization. Literature reviewed that leadership development is an unceasing, systematic process designed to expand the capacities and awareness of individuals, groups, and organizations in an effort to meet shared goals and objectives [20]. Jarad [2] was of the view that, the primary purpose of most leadership development interventions was to improve individual managerial skills and on-the-job performance.…”

Developing a Comprehensive Assessment Plan

“…• Large, public, research university with 59,000 students • Part of the Texas A&M University System • Over 1,000 recognized student organizations • Theoretical Framework: Leadership identity development model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) Texas A&M is known for not only the caliber of the leaders it produces, but it also boasts a strong assessment-focused culture that includes a department dedicated to supporting assessment initiatives within the Division of Student Affairs and a nationally recognized project on student leadership learning. The Maroon & White Leadership Society (maroonandwhite .tamu.edu) is a leadership certificate program within Texas A&M' s Division of Student Affairs that began in 2014 to guide approximately 200 participants in developing their identity as leaders through engaging in leadership development, education, and training (Allen & Roberts, 2011). Participants receive one-on-one leadership coaching with a faculty or staff member that challenges them to reflect on their leadership learning and develop their leadership identity.…”