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Using Deliberate Practice to Build an Instructor Development Program
Author(s) -
Werner Linnette,
Kessenich Katherine
Publication year - 2018
Publication title -
journal of leadership studies
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.219
H-Index - 14
eISSN - 1935-262X
pISSN - 1935-2611
DOI - 10.1002/jls.21558
Subject(s) - leadership development , pedagogy , psychology , educational leadership , engineering ethics , neuroleadership , work (physics) , leadership studies , medical education , leadership style , public relations , political science , engineering , medicine , mechanical engineering , social psychology
Learning to teach leadership in adaptive ways, such as using the classroom as a living leadership laboratory, requires a great deal of unlearning as well as deliberate, guided practice. However, developing instructors who are experts in this form of education is a challenging and underexplored area of leadership education. In the current essay, the authors explore how six of Ericsson and Pool's requirements for deliberate practice have been applied to a large undergraduate leadership minor in the Midwest to support leadership instructors using the Intentional Emergence (IE) model as a way to shift the classroom from traditional educational strategies to a leadership laboratory. The authors then discuss considerations for educators in translating this work to their own contexts.