Reconsidering and Rebalancing our Investment in Student Leader Development

Abstract

Since leadership development was first included in the 2013 Center for the Advancement of Pharmacy Education (CAPE) Educational Outcomes as a desired outcome of pharmacy curricula, pharmacy educators have embraced leadership development as a desired outcome of pharmacy professional programs. As we gain experience and as circumstances change, educators must consider whether our current strategies for preparing leaders will meet the needs of an ever evolving and deeply complex practice environment. The aim of this review is to encourage educators to reconsider our investments in leadership development and leader development. Using an analogy between carpentry and leader development, we argue for a rebalancing of our efforts. Leaning on Day, Harrison and Halpin’s Integrative Theory of Leader Development, we summarize Expert Performance and Skill Acquisition, Identity and Self-Regulation, and Adult Development theories. Each of these three theories provides educators with variables to consider as we seek to design a system to support leader development. Our traditional practices of teaching leadership are challenged by this deeper understanding of how leaders develop. Sustainable leader development requires a longitudinal perspective with a focus on individualized support, and a growth orientation. Practical implications of committing to leader development include educators: serving as coaches rather than content experts, creating space for intentional practice and critical reflection, and adapting traditional structures and resources for faculty involved in leader development initiatives. A deeper understanding of the process of leader development will set students on a lifelong trajectory of leading, which will benefit the profession for years to come.