Going Beyond Contemporary Leader Development Practices: Assessing Leader Readiness Using Cognitive Stage Development and Experiential Learning Theories

Authors

Elizabeth Turesky
Leigh Mundhenk

DOI

10.58809/SWDE9636

Abstract

Consider the employee who is highly engaged and self-directed in her work, manages ambiguity well, genuinely engages in the journey of becoming an agent of change, seeks ways to understand herself as a leader, and relishes the possibilities of ideas. On the other hand, there is the employee who looks to others for direction and answers, finds the lack of clarity and ambiguity unbearable, resists new ideas, has difficulty making decisions, or jumps right into the decision-making process without careful reflection. These disparate behaviors in employees seem to occur unrelated to age, gender, and socioeconomic level. As teachers, managers, and consultants, we have engaged in our own leader development practices and observed those of others in an attempt to explain these differences.

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This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Rights

© The Author(s)

Comments

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Recommended Citation

Turesky, Elizabeth and Mundhenk, Leigh (2010) "Going Beyond Contemporary Leader Development Practices: Assessing Leader Readiness Using Cognitive Stage Development and Experiential Learning Theories," Academic Leadership: The Online Journal: Vol. 8: Iss. 3, Article 20.
DOI: 10.58809/SWDE9636
Available at: https://scholars.fhsu.edu/alj/vol8/iss3/20