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Teaching and assessing leadership courses at the John F. Kennedy school of government

Author

Listed:
  • Richard F. Elmore
  • Ronald A. Heifetz
  • Riley M. Sinder
  • Alice Jones
  • Lynn M. Hodge
  • Keith A. Rowley

Abstract

The development of leadership courses aimed at usefulness in practice requires new theory and pedagogy, as well as a hard look at assessing course effectiveness: How useful do students find the course materials for analyzing their past professional experience? How relevant and effective do students find the courses for understanding and intervening into politics and organizations after rejoining professional life? A summary is provided of the setting, theory, and methods for these courses, as well as the results of a survey of students after they had resumed their careers. The authors conclude with a brief discussion of the risks involved in teaching leadership.

Suggested Citation

  • Richard F. Elmore & Ronald A. Heifetz & Riley M. Sinder & Alice Jones & Lynn M. Hodge & Keith A. Rowley, 1989. "Teaching and assessing leadership courses at the John F. Kennedy school of government," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 8(3), pages 536-562.
    • Handle: RePEc:wly:jpamgt:v:8:y:1989:i:3:p:536-562
    DOI: 10.2307/3324950
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    Cited by:

    1. Thomas N. Gilmore & Ellen Schall, 1996. "Staying alive to learning: Integrating enactments with case teaching to develop leaders," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 15(3), pages 444-456.
    2. Richard F. Elmore & Michael Barzelay & Linda Kaboolian, 1990. "Structural metaphors and public management education," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 9(4), pages 599-610.

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