Department of Education, University of Vermont, Burlington, Vermont, USA.
Division of Student Life, The Ohio State University, Columbus, Ohio, USA.
New Dir Stud Leadersh. 2024 Sep;2024(183):51-58. doi: 10.1002/yd.20623. Epub 2024 Sep 1.
This article delves into the intricacies of leadership development through the lens of the leadership learning framework (LLF); challenging conventional notions by emphasizing self-awareness, relational dynamics, and values as key elements of the leadership development process. We first explore how the LLF reshapes traditional paradigms, redirecting focus from skills acquisition to personal growth rooted in self-awareness, relational dynamics, and values acquisition. Through recommendations and examples, the discussion seeks to clarify the implications of this perspective for leadership educators, advocating for programs that foster not only task proficiency but also critical reflection and a deep sense of interdependency in relationships with others in the leadership process. Ultimately, it underscores the importance of integrating self-reflection, social awareness, and value-centered approaches into leadership development programming to cultivate leaders capable of navigating the complexities of modern society.
本文通过领导力学习框架（LLF）深入探讨领导力发展的复杂性；通过强调自我意识、关系动态和价值观作为领导力发展过程的关键要素，挑战传统观念。我们首先探讨了 LLF 如何重塑传统模式，将重点从技能获取转移到根植于自我意识、关系动态和价值观获取的个人成长。通过建议和例子，讨论旨在阐明这种观点对领导力教育者的影响，倡导培养不仅任务熟练，而且在领导力过程中与他人的关系中进行批判性反思和深刻的相互依存感的计划。最终，它强调了将自我反思、社会意识和以价值观为中心的方法纳入领导力发展计划的重要性，以培养能够应对现代社会复杂性的领导者。
