Expanding the boundaries of leadership development: Propositions for leadership educators

Abstract

AbstractThis article delves into the intricacies of leadership development through the lens of the leadership learning framework (LLF); challenging conventional notions by emphasizing self‐awareness, relational dynamics, and values as key elements of the leadership development process. We first explore how the LLF reshapes traditional paradigms, redirecting focus from skills acquisition to personal growth rooted in self‐awareness, relational dynamics, and values acquisition. Through recommendations and examples, the discussion seeks to clarify the implications of this perspective for leadership educators, advocating for programs that foster not only task proficiency but also critical reflection and a deep sense of interdependency in relationships with others in the leadership process. Ultimately, it underscores the importance of integrating self‐reflection, social awareness, and value‐centered approaches into leadership development programming to cultivate leaders capable of navigating the complexities of modern society.