Integral practices anchoring leadershape's program curriculum

Abstract

AbstractThis article explores how the leadership learning framework can scaffold leadership development training toward meaningful, observable change. This change occurs when students have opportunities to take their existing leadership knowledge and combine it with new information to increase their leadership metacognition both conceptually and in practice. To bring these concepts to reality, we provide examples of the philosophies and priorities influencing LeaderShape's curriculum design. Examining core curricular themes of identity development, technology, and process‐based learning, the authors share the rationale for implementation. They also provide suggestions for leadership operationalization based on LeaderShape's most utilized training programs, all grounded in critical elements of the LLF.