A Blueprint for Developing Black Male Leader Identity, Capacity, and Efficacy Through Leadership Learning

Leadership Learning Framework

Effective educators put students and their learning at the center of educational processes. Although this may seem simple, it is often overlooked when educators begin with what should be taught as opposed what should be learned. Guthrie and Jenkins (2018) define leadership learning as growth in knowledge, behavior, skills, attitudes, and values resulting from both curricular and co-curricular educational experiences focusing on leadership. This definition of learning, when framed as an outcome, creates opportunities for intentional and thoughtful approaches to designing educational experiences. With this in mind, leadership learning can be understood as a multi-faceted and integrated phenomenon where individuals are influenced by numerous experiences in various ways.

Roberts and Ullom’s (1989) model of training, education, and development; the TED model, was the first model presented on leadership learning. Guthrie and Osteen (2012) expanded the TED model by including engagement as essential to learning leadership. Based on Roberts and Ullom’s TED model (1989) and Guthrie and Osteen’s (2012) expansion ultimately resulted in the leadership learning framework (Guthrie & Jenkins, 2018). The leadership learning framework is accessible for educators to use both conceptually and in practice to develop programs that focus on the learner and the learning that can occur. There are six aspects of leadership learning including knowledge, development, training, observation, engagement, and metacognition (Guthrie & Jenkins, 2018). Figure 1 provides a graphic depiction of the leadership learning framework (Guthrie & Jenkins, 2018). The metaphor of a steering wheel not only allows for multiple ways students can learn leadership, but also provides a mechanism for learners to help steer and guide their own learning.

Figure 1.