Elevating leadership learning: Critical considerations for training, design, and implementation

Abstract

AbstractThis article focuses on the research and scholarship of leadership training. We begin by defining and giving context to the concept of leadership training. Then, we provide a high‐level literature review of the history and components of leadership training (e.g., content, pedagogy, and assessment). Next, we connect leadership training with the leadership learning framework (LLF) to address common critiques of leadership training. The article concludes with projections of leadership training in the future and ethical questions for leadership educators to consider when designing leadership training programs.