拓展领导力发展的界限:关于领导力教育者的建议
Melissa L Rocco1, Kristen Rupert Davis2
1Department of Education, University of Vermont, Burlington, Vermont, USA.
New directions for student leadership
|September 1, 2024
概括
本研究介绍了领导力学习框架 (LLF),强调自我意识,关系和价值观,而不是传统的技能建设,以实现有效的领导力发展. 它倡导培养个人成长和相互依赖的项目.
科学领域:
- 组织心理学 组织心理学
- 领导力研究 领导力研究
背景情况:
- 传统的领导力发展往往侧重于技能获取.
- 越来越需要一种更全面的领导教育方法.
研究的目的:
- 介绍和探索领导力学习框架 (LLF).
- 通过强调自我意识,关系动态和价值观,挑战传统的领导力发展范式.
- 为领导教育工作者提供建议.
主要方法:
- 领导力学习框架 (LLF) 的概念分析.
- 探索LLF如何重塑传统的领导力发展模式.
- 讨论对领导教育者和编程的影响.
主要成果:
- 该LLF将重点从技能转移到个人成长,包括自我意识,关系动态和价值观.
- 该框架鼓励在领导关系中进行批判性反思和相互依存.
- 整合自我反思,社会意识和价值观对于现代领导力至关重要.
结论:
- 领导力发展应该优先考虑个人成长和关系深度,而不是仅仅获得技能.
- 该LLF为设计更有效的领导力计划提供了有价值的视角.
- 培养自我意识,社会意识和价值观对于应对复杂的社会挑战至关重要.
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