The norms of the scientific method Bennis O Toole teachers employ casual and often self serving empirical evidence Ghoshal approaches are rarely grounded in well established theoretical traditions Doh there are as yet few credible communities of practice d you will come away with a few inescapable conclusions. First individually we have. I learned a great deal. Oedicated to developing and sharing best practices and there is scant empirical evidence that any of these approaches really work Pfeffer Fong Mintzberg.
In short the current state of
Leadership education lacks the intellectual rigor and insti. Itutional structure required to advance the field beyond its present and precariously nascent stage. In our opinion the field of leadership education has reached a critical stage. After several decades of experimentation with scores Iran Mobile Database of teachers having developed and delivered a wide r. Iange of courses on the topic we believe that the time is right to take stock and share our collective experience. Just spend some time with a group of people who are currently teaching leadership andver . Ithe past twenty five years largely on our own in various classrooms scattered throughout the glove . I thousands of educators have accumulated an impressive wealth of individual wisdom. Unfortunately for the field we rarely talk to each other and surprisingly little gets shared.
Second with few exceptions most
Of us are extremely passionate about what we do. and quality of leading has never b. Ieen greater for those responsible for preparing future leaders the sense Cambodia Phone Number of urgency and commitment is palpable. Third after spending only a. I few minutes with such a group you quickly discover that there clearly is no consensus on the one best way to teach leadership. There are currently as many ways to teach the topic as there are definitions . Iof it Rost each proponent as enthusiastic as the next about his or her favored approach. And finally we have learned that most experienced teachers are not only happy to share what they have learned but equally eager to discover what others have been up to as well.
