Kroll Jonathan R, Beatty Cameron C, Manning-Ouellette Amber
Leadership Trainer, Boston, Massachusetts, USA.
College of Education, Health, and Human Sciences, Florida State University, Tallahassee, Florida, USA.
New Dir Stud Leadersh. 2024 Dec;2024(184):11-19. doi: 10.1002/yd.20636. Epub 2024 Nov 28.
This article provides a foundational framework for understanding student leadership training. The authors categorize the article into three key areas: the who defines student leadership trainers as educators who intentionally foster leadership development, with a strong focus on identity exploration, leadership knowledge, and experiential learning. The what explores the nature of leadership training, distinguishing it from leadership education, development, and engagement, emphasizing skill cultivation in immersive settings. The why highlights the importance of leadership training, stressing practical skill development, reflection, and real-world application. The article positions leadership training as essential for empowering students to engage with leadership challenges through hands-on, reflective experiences that enhance their competencies. Ultimately, this article serves as an introduction to the special issue on leadership development in training contexts.
本文提供了一个理解学生领导力培训的基础框架。作者将本文分为三个关键领域：“谁”将学生领导力培训师定义为有意促进领导力发展的教育工作者，重点关注身份探索、领导力知识和体验式学习。“是什么”探讨了领导力培训的本质，将其与领导力教育、发展和参与区分开来，强调在沉浸式环境中的技能培养。“为什么”强调了领导力培训的重要性，强调实践技能发展、反思和实际应用。本文将领导力培训定位为通过增强学生能力的实践、反思性体验，使他们有能力应对领导力挑战的关键要素。最终，本文作为培训背景下领导力发展特刊的引言。
