Attending to the complexities of leadership learning and practice: Emergent-based assessment and evaluation strategies.

In emergence-based leadership education, the knowledge and experiences co-created in the classroom may violate some of the assumptions behind traditional teaching and learning assessment methods. Thus, traditional assessment, evaluation, and outcomes for courses utilizing emergence-based methods, such as intentional emergence, case-in-point, dialogic group process consultations, and group relations/dynamics, are counterintuitive and must be reconsidered. We provide recommendations regarding how to conduct assessment when utilizing emergence-based teaching methods in leadership education. We review the use of inductive forms of assessment and provide recommendations for broadening learning outcomes and engaging in learning outcomes beyond the knowledge domain.

Assessing leadership development in groups and organizations.

This article discusses considerations and methodologies for leadership educators to assess leadership development in groups and organizations using groups as the unit of analysis rather than aggregating individual scores.

The Role of Mentoring, Coaching, and Advising in Developing Leadership Identity.

A changing world calls for leaders with the capacity for collaborative, socially responsible forms of leadership. The development of this capacity is connected to the growth of one's leadership identity. This chapter addresses how mentors, advisors, and coaches play a role in helping students formulate and grow in their leadership identity, and therefore their capacity for exercising leadership.