Leadership Identity Formation

In an effort to determine how adults learn, experts examine and evaluate studies that have been done that involve the adult learner. The more that experts understand how the learner processes information, the better the understanding will be on how to structure their learning environment. Research is continually changing in this area, and educators know there are differences in how each adult learner attains information. In the two articles, “Adult Learning Theory for the Twenty-First Century” by Sharan B. Merriam, and “Adult Learning Theory: Applications to Non-Traditional College Students” by Kenner and Weinerman, different theories are discussed.

Throughout my time as a young adult I have had countless amounts of people tell me that they see me as a leader. They told me that I have the traits and the skills of someone who can have success in leadership positions. Truthfully, I never really understood what they meant. I knew that I was a good public speaker, but I never really understood what else I had. In high school I was always put in leadership positions whether it was an officer of the National Honor Society or captain of my sport teams, but I never really understood what drove me to attain those positions. I continued my quest for leadership positions in high school with every student organization I joined. Whether it was Pi Kappa Phi fraternity or Dance Marathon I felt the need to prove to others that I can more than just a member, but a leader. It wasn’t until I took this class that I truly understood what made me a leader. Because of this class I was able to better understand what are my leadership traits, my leadership styles, and how I use those in order to attain and succeed in leadership positions. Throughout this paper I will explain how Career Leadership Academy allowed me to realize what made me a leader and analyze the ways to improve at my future leadership positions.

In the article titled, "The Common Language of Leadership," by Corey Seelmiller and Thomas Murray, which can be found in the November 2013 edition of the Journal of Leadership Studies, the authors conducted qualitative research in an attempt to (a) define and understand the competencies needed by college students to engage in leadership in their respective career fields and (b) to use the research findings on leadership competencies in order to develop a program that will encompass all fields of academic disciplines. The authors of this article studied the comprehensive of learning outcomes of 475 academic programs within 72 academic accrediting organizations in regard to student leadership development. The assertions by Corey

Becoming familiar with adult learning theory and the six principles of adult learning. (2007). Retrieved from http://www.qotfc.edu.au/resource/?page=65375

One identified contributor to women's slower than expected assent into leadership is the persistence of assumptions and stereotypes that women are intrinsically "communal" or "dependent" and "passive", and therefore, lack the capacity to succeed as leaders. (National Academy of Sciences National Academy of Engineering Institute of Medicine of the National Academies, 2006 as cited by Isaac, Kaatz & Carnes, 2012).

Author Tara Isabella Burton writer of “Why Are American Colleges Obsessed With 'Leadership'” challenging the assumption that universities should seek out leadership qualities in students. “The implicit message behind the rhetoric of the leadership is that learning for learning’s sake is not enough” she says. Than questions the readers: “What’s the wrong with being a follower? Or a lone wolf?”

Knowles posits that adult learners are self directed and autonomous. They are goal oriented, practical and must see and understand the relevance of any training. Adults bring an abundance of experience and knowledge, experiential learning, with them. Most importantly, “…adults need to be shown respect.” (Lieb)

Komives, S. R., Owen, J. E., Longerbeam, S. D., Mainella, F. C., & Osteen, L. (2005). Developing a leadership identity: A grounded theory. Journal of College Student Development, 46(6), 593-611.

The Adult Learning Theory is based on understanding how adults learn and how they respond to the program in general. Researchers have found three key methods on how adults learn: experiential learning, transformational learning, and non-Western and Indigenous ways of knowing and learning (CITE). In Experiential Learning, adults learn through the experiences they have lived. Transformational Learning, on the other hand, is a “process in which adult learners question their own lives and how they interact with the world in which they live in” (CITE). Thus meaning that adults learn through situations that challenge their own thoughts about something and makes them reevaluate their original thought process. Lastly, Non-Western and Indigenous ways of knowing and learning is a bit complicated in adult learning as it is hard to find ways to categorize it. Despite the difficulty, there are four reoccurring themes in Non-Western and Indigenous learning: Communal nature of learning, the oneness of learners with the natural world, the oral tradition of learning, and knowledge as holistic (CITE). Further elaboration on this type of adult learning reflects on understanding cultural differences and the value of

We believe that our youth are the leaders of tomorrow, and leadership can be learned and should be practiced. Therefore, Moving in the Spirit’s student leadership philosophy involves giving students opportunities to practice leadership skills in a supportive learning environment. We believe it is critical for students to have increased opportunities to be social change agents and engaged citizens because our communities need more people who have the skills and ability to provide a positive impact in the communities in which they live in. Our class structure and youth development workshops are the foundation of the development of leadership skills. We work to develop the following leadership skills of effective communication; conflict resolution;

In this essay I want to address the issue of leadership identity within the early years setting. Additionally, I want to discuss the misconceptions and negative responses to these changes, as this appears to have a direct affect upon effective leadership. I will be looking at what literature identifies as the key areas of effective leadership, as well as reflect upon the statements from critics about the graduate leader and their interpretation of what effective leadership is. I aim to assess how these statements compare and how this relates to Ofsted View on effective leadership. Additionally, I aim to assess how strong leadership identity will benefit children and their

Christopher Newport UniversityThis paper will serve several key principles: to summarize my past, to explain which theories of development I find most applicable to my life today and to discuss my values and how they affect my style of leadership. Firstly, after analyzing the Leadership Identity Development Model, I find myself within the Exploration/Engagement stage; I am becoming involved with many new organizations, identifying my strengths and weaknesses, and developing my skills, while viewing where leadership takes place and considering my role within the process. Herein lies my life story, and the beginnings of the search for my leadership identity.

The purpose of this study was to understand a process of a person experiences as they develop their leadership identify. The research problem ask what type of leadership identity connects developmental influences, developing self-influenced and students changing points of view.

My impression of adult education has changed immensely. First and foremost, the first lesson learned that teaching adults are a separate, intensive, and long debated process. Portions of certain theories learned illustrated below. I have extended knowledge about Meizrow (Transformational Learning) and Knowles (Andragogy). The six key features of Adult Learners are:

An article summary of Guillen, L., Mayo, M., & Korotov, K. (2015). Is leadership a part of me? A leader identity approach to understanding the motivation to lead. Leadership Quarterly, 26, 802-820.