Sources of learning in student leadership development programming

Abstract

The authors combine Conger's four approaches to leadership development with 20 sources of learning commonly found in student leadership development activities. The first study asked students to share how they think they would like to learn about leadership. In other words, which sources of learning would a student select to improve leadership skill training, from a broad list of options? The second study asked the same questions but occurred on the final day of three multiday leadership institutes. Students showed a preference for developmental activities where the primary learning objective was personal growth and skill building. Students also had a preference for personalized developmental opportunities over activities designed for general group-oriented development.

Exploring the Language of Leadership Learning and Education

“…In addition, the importance of language is explored through five basic educational interventions that can be used within the context of the various types of programming. By doing so, partners can intentionally choose learning outcomes, sources of learning (Allen & Hartman, ), and assessment strategies. The chapter concludes by highlighting two institutions that serve as models for others to follow.…”

Aligning Instructional Strategies with Learning Outcomes and Leadership Competencies

“…Critical to the work outlined in this chapter is an intentional eye on how to develop expertise in multiple domains (e.g., skill building, conceptual understanding, personal growth). When viewing leadership education through the lens of Conger's () work, Allen and Hartman () and Jenkins (, ) contend that conceptual understanding and personal growth opportunities prevail, and the intentional incorporation of leadership skill building and feedback (based on active experimentation) often lacks depth in the design of the learning. Although leadership skill building is often given a cursory nod, rarely is true skill developed in the context of a learning intervention.…”

“…After attending the various programs, Conger () and his research team reported no “single best” approach for developing leaders. Instead, they found that each had distinct strengths and drawbacks and categorized leadership training into four approaches (later associated with “sources of learning” by Allen and Hartman, ). These include: Personal growth—training designed to improve self‐awareness and overcome inner barriers to psychological growth and leader development (e.g., journal reflections and service learning). Conceptual understanding—improving the individuals’ knowledge through exposure to the topic of leadership (e.g., case studies and articles or books). Feedback—processes through which individuals can learn about their strengths and weaknesses (e.g., assessments and instruments). Skill‐building—leadership abilities that can be broken down into actual mechanical processes that participants can perform (e.g., simulations or games and role play activities). …”

Teaching with Batman and Sherlock: Exploring student perceptions of leadership using fiction, comic books, and Jesuit ideals

“…Critical thinking affects leadership ability (Flores, Matkin, Burbach, Quinn, & Harding, 2012;Stedman 2009) and leadership improves critical thinking skills (Allen & Hartman 2009, Eich 2008. However, this particular article focuses on the findings of the leadership perceptions and the process to form these perceptions.…”