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• W144585009 abstract "Abstract Teaching leadership, particularly to individuals not yet identifying as leaders, requires a conceptual framework that provides opportunities for explicit lessons, implicitly emulates the processes of leadership, and facilitates students' engagement in constructing a coherent understanding of leadership. This paper asserts the utility of the creative problem-solving process as an effective pathway to engaging leadership, particularly when executed as a series of roles in an authentic experience. An example of implementation is discussed. Introduction This paper examines the pedagogical utility of creative problem-solving as a conceptual framework to teach introductory leadership, more specifically to facilitate the student's initial formulation of as a dynamic process and leader as a potential identity. Creativity has been noted as an important trait for leaders, and problem-solving a critical skill for leadership. However, consideration of the creative problem-solving process as a potential pathway to engaging represents a shift in emphasis from how leaders can develop creativity to how creativity can help develop leaders. This alternative approach offers both instructional opportunities as well as social and motivational benefits. In other words, using creative problem-solving to teach offers students both learning and the fun of doing so. Leadership Formation, then Development Learning comprises a process of both formation and development. Leadership formation involves the individual changing how they conceptualize themselves, by definition shaping them into an essence that did not previously exist. With that changing concept comes a change in how an individual views and uses the tools of he or she currently possesses. Leadership development, by contrast, builds on that essence, i.e., grows or evolves to more complex understandings of leadership. Distinguishing between formation and development may serve as a critical juncture in one's progression from competent human being, to whom many lessons apply, to effective leader, which is an identity comprising a specific endeavor and application of those lessons. As any experienced leader will attest, the most immediate impetus for exploring often lies in the management facets, that is to say, an individual in the early stages of seeks practical answers to the immediate challenges posed by organizing others to accomplish a task. And, though the field has advanced to embrace management and as complementary (Yukl & Lepsinger, 2005), it is commonly understood across multiple fields that conceptual understanding progresses from simple to complex and from concrete to abstract. What is less commonly understood is how to facilitate this conceptual development. Research in cognitive psychology provides a good deal of insight into how concepts are structured and formed in the mind. Early psychological approaches asserted associations between behaviors, outcomes, and conditions. Entering the black box of the mind has since been encouraged. Today, we understand that human beings are constantly taking-in and processing information within the context of their constructed understanding, both from the external environment as well as from their own memory, emotion, and physiological states. Conceptual change happens incrementally as individuals internalize repeated activity and assign it meaning, thus the experience or of leadership that Bennis and Thomas (2002) assert is essential to development. Unfortunately, that crucible is not always available, nor can organizations afford the consequences of difficulties simply for the sake of developing their leaders. Leadership educators generally agree that learning to lead requires initial focus on the individual leader, namely what should a leader know, do, and be like. …" @default.
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• W144585009 date "2006-06-22" @default.
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• W144585009 title "Teaching Leadership as Creative Problem-solving" @default.
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