Reflection: Does Student Experiential Learning Develops Leadership?

Does student experiential learning develops leadership?
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Does student experiential learning develops leadership?
Introduction
The debate on whether leaders are born or created has existed since the beginning of modern education. The proponents of the creation model hold that leaders are created. As such, the modern education system must therefore provide a platform for which key leadership traits can be nurtured. The challenge within the higher education fraternity is in determining the exact approach to take that can contribute to development of leadership in students CITATION Wes12 \l 1033 (Westbrook, 2012). Education specialists have in recent years advocated for a change in the methodology and pedagogical foundations from a teacher centred approach to a learner centred model CITATION Kol06 \l 1033 (Kold, 2006). The change largely driven by market forces that demand for a learner who is able to solve problems in contrast to simply regurgitating rote solutions CITATION Jul13 \l 1033 (Giulioni, 2013). The paper therefore attempts to determine if experiential learning develops leadership in students, and where the result is positive to what extent?
Experiential Learning
Experiential learning is drawn from learning through experience, where learners or students attempt to do a given task and in experiencing the action they learn from it CITATION Iti99 \l 1033 (Itin, C. M, 1999). Educational experts credit experiential learning as being decisively student centred. The learner is forced to learn from his own unique experience. The learning experience is student centred as the learner is the active participant in the learning process CITATION Hom14 \l 1033 (Tavangar, 2014). The teacher adopts a facilitator role, only stepping in where necessary. The teacher is careful not to allow his or her own personal experiences to colour the learning experience of the student CITATION Coo16 \l 1033 (Cooperative Curriculum System, n.d.). As an educational approach, experiential learning is ancient. Evidence from Greek scholars such as Aristotle who utilized the approach with their students e.g. Alexander the great. He is quoted as saying the best way to learn is by doing a given action (UKPSF K1, K2 and A4; SEDA 5).
In attempting to answer the question “does student experiential learning develop leadership” it is critical to understand what leadership entails. Forbes defines leadership as a process, a practical skill and a function of emotional intelligence where an individual is able to harness the efforts of different individuals in pursuit of an organizational goal CITATION Kev13 \l 1033 (Kruse, 2013). As a practical skill, it is impossible to build leadership in a student without providing meaningful practical experiences for the learner CITATION Har10 \l 1033 (Harvard Business School, 2010). Leadership is fostered as a student is put in situations and environments that demand the student to lead. It is a trait that can only be fostered actively. Research has noted that theoretical learning of leadership is ineffectual at best and at worst ineffective. Students must become adept at handling the myriad of scenarios that leadership will force on them in whatever field or industry CITATION Bru06 \l 1033 (Winston, 2006) (UKPSF V1, K4, A4 and A3; SEDA CDO3).
In teaching leadership and what it encompasses, the teacher must surmount a difficult challenge. The character of a leader is to lead even in instances where his or her leadership is unwanted or undesirable e.g. public officials. Such difficult traits cannot be imposed on the learner through didactic or rote learning approaches. It is critical that the student experience these. The student must appreciate that leadership will include dealing with an exceptional amount of failure. Leadership is and should not be limited to a set of utilitarian outcomes rather it ought to be examined against a backdrop of its impact on the sum total of the efforts of the individual and the said leadership directs CITATION Col10 \l 1033 (Beard, 2010)(UKPSF V2,V3 and A2; SEDA CDO2).
Experiential learning therefore emerges as the only credible approach to developing leadership in students CITATION Gre14 \l 1033 (Gregg MorrisWarnick, 2014). Different theories have been drawn up in an attempt to explain leadership e.g. situational and contingency theories, functional theory, trait theory etc. A key example is the trait theory which has re-emerged in recent year as the most profound theory on leadership CITATION Fle06 \l 1033 (Fleenor, 2006). It is however, implausible for students to become leaders and provide leadership where these traits are not adequately developed. Education provides the framework and platform for the induction of students into leadership. Experiential learning equips learners with the necessary skills for leadership. The deeply personal and active role ensures that students' experiences are centred towards providing them with meaningful experiences that they can draw from. Thus, experiential learning does indeed benefit students by developing them into leaders and inculcating the necessary traits for leadership CITATION Gut12 \l 1033 (Guthrie, 2012)(UKPSF K3, K4, A3 and A4; SEDA SD01).
Personal Development Action Plan
Action 1
What action do you want to improve?

The use of learner centred pedagogical skills in teaching leadership skills.

Why do you want to complete the action?

Learner centred teaching methods will allow for learners to learn through their own unique experiences. As such, the learner will not simply regurgitate knowledge acquired through rote or didactic learning. The knowledge will be actively acquired.

How will you complete the action?

* Asking my supervisor on which teaching methods provide the most meaningful experience for learners.
* Discuss methodology with my students to determine which method they feel provides them with an in-depth experience

When do you plan to complete the action?

Within 3 months of the 2016/2017 academic year

Action Point one: To utile a learner centred model in the teaching and learning of core leadership skills. (SEDA CDO1-3, UKPSF A5) (SEDA SO1; UKPSF A1, K1, K2, V3)
I used the UKPSF 5 as it supports continued professional development especially in areas of pedag...