What is Experiential Leadership Learning?

Have you ever attended a leadership class and glanced over the never-ending PowerPoint slides the instructor kept talking about? Then you know the feeling; you know what I mean: an impeding sense of powerlessness, sinking sensation of disengagement, where the material feels more like a chore than an opportunity for growth. Instead of inspiring discussions and real-world applications, you're left wondering how this information will ever translate into practical skills....

Now, boring people to death is never a good strategy for teaching anyone...

There is a better way. It's called Experiential Leadership Learning.

A Different Way to Develop Leadership

The idea behind experiential leadership learning is simple: people learn about leadership by experiencing it in real-time rather than hearing someone talk about it. Teaching leadership experientially means recognizing, naming, and reflecting upon the leadership concepts you are teaching as the class experiences them—as they materialize in front of your very eyes.

We call this immersive, experiential pedagogy Case‐in‐Point because those moments in class become living “cases in point” or “teachable moments” of the content being taught.

The Case-in-Point (CIP) methodology is a teaching strategy that involves students learning through reflective practice in real-time. This approach was pioneered by Ronald Heifetz and colleagues at Harvard University's Kennedy School of Government, primarily for teaching adaptive leadership. CIP encourages students to engage with teachable moments, allowing them to observe and practice concepts in real-time, which fosters experiential learning and critical reflection. For example, imagine three typical class situations:

1. A teacher who generates confusion as she refuses to structure the class according to the traditional sequential method;

2. Two groups of students have a heated discussion that erupts over a difference of opinions;

3. A single student who decides not to participate in class discussions and openly disengages.

All these seemingly simple class situations can be studied and reflected upon as manifestations of essential leadership concepts and some common leadership challenges.

For example:

1. The "unpredictable teacher" can teach about authority: like a boss that doesn’t tell you what to do – the situation forces you as a student to confront “in the moment” your own belief about authority and to manage your own need for direction differently;

2. The "two groups having a heated discussion" can teach about factions and conflict: like a discussion at work over a budget cut – the situation puts you as a student in a position to possibly misunderstand the good purpose of your opponents, making them an easy target for scapegoating or attacks;

3. The "silent peer" can teach about engagement and credibility. Like an audience not sold on your ideas, the situation forces you as a student to confront “in real time” what you are up against when you advocate for a course of action for a problematic decision amid skepticism or indifference.

Noticing the Social Systems where Leadership Shows up.

All the situations described above provide robust material for reflection, conversation, and insight in real-time.

When we see the class as a social system where leadership can show up - or not - we understand the situation differently, and we can experiment with new ways of acting in service of our purpose. Properly explored and reflected upon, those situations can be analyzed to get new diagnostic options and possibly different, fresh new ways to act. For example:

1. The “unpredictable teacher” allows us to discover and possibly deal with our need for guidance and direction from authority figures differently. We can try to learn about the impact of our demands on authority on our ability to get things done and how to continue to pursue our purpose in the absence of any support from authority;

2. The “two groups having a heated discussion” allows us to discover and possibly deal with our own idea of “being right, a concept that generates enemies and prevents successful inquiry from multiple perspectives, blocking cooperation in service of progress. Engaging in dialogue offers the unique opportunity to control our own biases and see what happens;

3. The “silent peer” demonstrates the difficulties of building credibility for action while also showing how to connect with others in ways that enlist them for action. It allows us to experiment on inspiring others when they are not interested or indifferent to our ideas.

Embracing the Power of Experiential Leadership Learning

As we conclude this exploration of experiential leadership learning, I want to emphasize the transformative power of this approach. As an executive coach and leadership expert, I've witnessed countless individuals undergo profound personal and professional growth through hands-on leadership experiences. The beauty of Case-in-Point methodology lies in its ability to turn everyday moments into powerful learning opportunities, allowing leaders to develop their skills in real-time, authentic situations.

I encourage you to embrace this experiential approach in your leadership journey, even if you're not an instructor teaching a leadership class. How? You can:

• Start paying attention to the daily leadership moments around you.
• Take the time to reflect on your responses,
• Design new experiments/new behaviors and stay open to each situation's lessons.

By adopting this mindset, you're not just preparing for leadership challenges but actively becoming the leader you aspire to be. The path to exceptional leadership begins with a single step – take that step today and watch as your leadership potential unfolds before your eyes.

Good luck to you!

References

Daloz Parks, S. (2005). Leadership Can Be Taught: A Bold Approach for a Complex World. Harvard Business School Press Green

C. (2011). Case-in-Point: A Taxing and Transforming Leadership Education Art Form. Kansas Leadership Center.

Green, C., & Fabris McBride, J. (2015). Teaching Leadership: Case-in-Point, Case Studies and Coaching. KLC Press.

Heifetz, R.A., & Linsky, M. (2017). Leadership on the Line: Staying Alive Through the Dangers of Change. Harvard Business Review Press.

Johnstone, M., & Fern, M. (2010). Case-in-Point: An Experiential Methodology for Leadership Education and Practice. The Journal of Kansas Civic Leadership Development, 2(2), 98-117.

Pianesi, A., & Hufnagel, J. (2016). Teachable Moments of Leadership. E-book Apple Store

Yawson, R.M. (2014). The Theory and Practice of Case-in-Point Teaching of Organizational Leadership. American Journal of Management, 14(1-2), 72-81.