| "Bringing together leading international scholars across disciplines for the dual purpose of chronicling the current state of leadership education and establishing a solid foundation upon which to grow the field, the text explores approaches to teaching leadership, the conceptual, theoretical and disciplinary roots upon which these approaches are based and what are the inherent strengths and weaknesses of each approach.
The Handbook will be an invaluable resource to individuals, centers, institutes, and libraries to support the growing demand for courses in leadership and ensure that such courses and instruction are developed with multiple considerations and best practices in mind." From Sage Publications
Chapter 16 - Creating Leaders:
An Ontological/Phenomenological Model - by Werner Erhard, Michael C. Jensen, and Kari Granger
“Erhard, Jensen and Granger anchor this collection by taking dead aim at the BE component. In a highly provocative chapter titled “Creating Leaders”, this eclectic group of scholars argues for adopting a decidedly ontological approach to leadership education that promises to leave students actually being leaders. Contrasting their ontological approach − described as being and action as experienced “on the court” −with more traditional perspectives where leadership is observed and commented on “from the stands,” this chapter presents a rigorous theory of leadership education that begins and ends with the following bold promises to students:
You will leave this course being who you need to be to be a leader.
You will leave this course with what it takes to exercise leadership effectively.
For these authors, integrity, authenticity, and being committed to something bigger than oneself form the base of “the context for leadership,” a context that once mastered, leaves one actually being a leader. It is not enough to know about or simply understand these foundational factors, but rather by following a rigorous, phenomenologically based methodology, students have the opportunity to create for themselves a context that leaves them actually being a leader and exercising leadership effectively as their natural self-expression.” - From the Introduction: Teaching Leadership – Advancing the Field, page xxiv of The Handbook For Teaching Leadership: Knowing Doing, and Being
About the Editors
Scott A. Snook is an Associate Professor of Organizational Behavior and Tukman Faculty Fellow at the Harvard Business School.
Nitin Nohria is the Dean of the Harvard Business School and the Richard P. Chapman Professor of Business Administration. He is the author of numerous books and articles.
Rakesh Khurana is an Associate Professor of Business Administration at Harvard Business School, and author of numerous important articles and books in the areas of leadership and management.
Harvard Business School, Working Knowledge, First Look: February 28, 2012: Creating Leaders: An Ontological/Phenomenological Model
National Library of Australia, The Handbook For Teaching Leadership: Knowing Doing, and Being
Institute of Coaching, McLean Hospital, Harvard Medical School, Recommended Reading: "The last twenty-five years have witnessed an explosion in the field of leadership education. This volume brings together leading international scholars across disciplines to chronicle the current state of leadership education and establish a solid foundation on which to grow the field."
Ivey Business Journal: Transformational Performance-Based Leadership: Addressing Non-Routine Adaptive Challenges, by Kari Granger and Doug Hanover