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Leadership-as-Practice Development Coaching: Work-Based Leadership Learning and Development Practice in Civic and Organizational Leadership Contexts

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Title: Leadership-as-Practice Development Coaching: Work-Based Leadership Learning and Development Practice in Civic and Organizational Leadership Contexts
Language: English
Authors: Brandon W. Kliewer (ORCID 0000-0003-3039-7400), Andrew Wefald (ORCID 0000-0003-3913-5335)
Source: Adult Learning. 2025 36(4):280-287.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 8
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Adult Education
Descriptors: Coaching (Performance), Adult Learning, Leadership Training, Work Based Learning, Cooperative Learning, Videoconferencing, Situated Learning, Educational Innovation, Community Organizations, Organizations (Groups)
DOI: 10.1177/10451595251345254
ISSN: 1045-1595
2162-4070
Abstract: This innovation in practice paper describes an approach to adult leadership learning that combines video conference technology and leadership coaching to advance meaningful work-based civic and organizational leadership development. This paper is organized into three sections. First, we operationalize Leadership-As-Practice (LAP), Leadership-As-Practice Development (LAPD), and Collaborative Leadership Learning Groups (CLLGs). These constructs are essential to understanding our innovative adult learning practice. Second, we describe an innovation in adult leadership learning that combines individualized leadership coaching, group-based CLLGs, with video conferencing technology, Zoom, to overcome barriers to adult learning and create conditions that situate leadership learning and development in real-world, civic and organizational leadership challenges and contexts. Lastly, we discuss future possibilities and limitations for emergence-based adult leadership learning and studying work-based leadership learning with "naturally occurring data."
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1487397
Database: ERIC
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  Value: <anid>AN0188645971;adl01nov.25;2025Oct16.01:34;v2.2.500</anid> <title id="AN0188645971-1">Leadership-as-Practice Development Coaching: Work-Based Leadership Learning and Development Practice in Civic and Organizational Leadership Contexts </title> <p>This innovation in practice paper describes an approach to adult leadership learning that combines video conference technology and leadership coaching to advance meaningful work-based civic and organizational leadership development. This paper is organized into three sections. First, we operationalize Leadership-As-Practice (LAP), Leadership-As-Practice Development (LAPD), and Collaborative Leadership Learning Groups (CLLGs). These constructs are essential to understanding our innovative adult learning practice. Second, we describe an innovation in adult leadership learning that combines individualized leadership coaching, group-based CLLGs, with video conferencing technology, Zoom, to overcome barriers to adult learning and create conditions that situate leadership learning and development in real-world, civic and organizational leadership challenges and contexts. Lastly, we discuss future possibilities and limitations for emergence-based adult leadership learning and studying work-based leadership learning with "naturally occurring data."</p> <p>Keywords: Leadership-As-Practice Development; Collaborative Leadership Learning Group; leadership coaching; work-based leadership learning; leadership development</p> <p>"The approach to adult leadership learning and development overcomes barriers to learning and helps groups make progress."</p> <hd id="AN0188645971-2">Introduction</hd> <p>Traditional leader development (Developing individual human capital) programs place emphasis on role-specific skills that are often removed from civic and organizational leadership contexts ([<reflink idref="bib8" id="ref1">8</reflink>]; [<reflink idref="bib10" id="ref2">10</reflink>], [<reflink idref="bib11" id="ref3">11</reflink>]; [<reflink idref="bib18" id="ref4">18</reflink>]). Leader development programs sometimes over emphasize the skill-development of individuals in positions of authority ([<reflink idref="bib9" id="ref5">9</reflink>]), inappropriately reinforce the "great man" or "heroic" leader myths ([<reflink idref="bib2" id="ref6">2</reflink>]), and fail to account for the ways in which leadership co-emerges through dialogic and socio-material interaction between groups of people, systems, spatial configurations, and material objects ([<reflink idref="bib5" id="ref7">5</reflink>]; [<reflink idref="bib36" id="ref8">36</reflink>]). This article describes innovations in leadership learning (Developing social capital) through coaching and dialogic processes that can close the learning gap in adult leadership learning and development. Work-based learning improves the ability of adults to close the theory and practice divide.</p> <p>There is growing evidence to suggest that in some circumstances adults have limited success translating leadership learning to real-world contexts ([<reflink idref="bib34" id="ref9">34</reflink>]). This "learning gap" prevents adult learners from being able to translate leadership learning to the practice of leadership in ways that support making progress on the civic and organizational challenges they care about ([<reflink idref="bib14" id="ref10">14</reflink>]; [<reflink idref="bib15" id="ref11">15</reflink>]). Institutional context, the situational factors that inform learning, and dispositions of the learner shape the barriers, that at times, prevent learning to be applied to practice contexts ([<reflink idref="bib15" id="ref12">15</reflink>]).</p> <p>Expert leadership coaching, situated within work-based contexts has also been shown to support meaningful adult leadership learning ([<reflink idref="bib31" id="ref13">31</reflink>]; [<reflink idref="bib32" id="ref14">32</reflink>]). Furthermore, traditional off-site leader development trainings are typically made available to adults in formal roles, that often hold some form of authority, and are looking to learn and develop specific "leader" skills ([<reflink idref="bib9" id="ref15">9</reflink>]; [<reflink idref="bib10" id="ref16">10</reflink>]). Leadership development efforts are generally situated slightly more broadly to include groups of people that share a common leadership challenge and are less concerned with participants holding title and authority ([<reflink idref="bib9" id="ref17">9</reflink>]). Typically, adults in civic contexts are largely leveraging informal authority to exercise leadership ([<reflink idref="bib6" id="ref18">6</reflink>]) and in various organizational contexts leadership is more closely connected to a balance between informal authority and formal authority that is conferred by the structure of the organization ([<reflink idref="bib37" id="ref19">37</reflink>]). Figure 1 details challenges associated with closing the adult leadership learning gap between theoretical leadership learning and leadership practice.</p> <p>Graph: Figure 1.Closing the adult leadership learning gap: Theory to practice.</p> <p>Leadership for civic and organizational adaptability is increasingly, requiring new types of leadership ([<reflink idref="bib35" id="ref20">35</reflink>], [<reflink idref="bib36" id="ref21">36</reflink>]; [<reflink idref="bib37" id="ref22">37</reflink>]) and forms of adult leadership learning that are embedded into real-world work-based leadership learning contexts ([<reflink idref="bib23" id="ref23">23</reflink>]). There are growing calls to connect measures of successful adult leadership learning to community and organizational outcomes ([<reflink idref="bib21" id="ref24">21</reflink>]; [<reflink idref="bib34" id="ref25">34</reflink>]; [<reflink idref="bib37" id="ref26">37</reflink>]).</p> <p>This paper is organized into three sections. First, we define constructs associated with Leadership-As-Practice (LAP), Leadership-As-Practice Development (LAPD), and Collaborative Leadership Learning Groups (CLLGs) and explain how the constructs inform our analytical and practice structure. These constructs are essential to understanding our innovative adult learning practice. Second, we describe an innovation in adult leadership learning that combines individualized leadership coaching, group-based CLLGs, with video conferencing technology, Zoom, to overcome barriers to adult learning and create conditions that situates leadership learning and development in real-world, civic and organizational leadership challenges and contexts. Lastly, we discuss implications for emergence-based adult leadership learning and studying work-based leadership learning with "naturally occurring data."</p> <hd id="AN0188645971-3">Defining Key Constructs</hd> <p>Leadership-as-Practice (LAP) is defined as a collective, dynamic, and emergent "...socio-spatial process of accomplishing direction" ([<reflink idref="bib1" id="ref27">1</reflink>], p. 4.). Processual ontologies of leadership, including LAP, advance notions of leadership and leadership learning that are embedded in real-world contexts and originate from the results of patterns of action. Patterns of action are the emergent result of dialogic, relational, and material interactions. LAP represents a turn away from the dominant models of leader development. Traditional leader development emphasizes a commitment to an <emph>entitative</emph> understanding of leadership ([<reflink idref="bib12" id="ref28">12</reflink>]). Entitative understandings of leadership assign the source of leadership to individual people—either leaders, followers, or a combination between leaders and followers. LAP shifts focus away from individuals as the source of leadership to forms of learning that consider how leadership work is accomplished through process and practice. Leadership-as-Practice Development (LAPD) acknowledges that a processual ontology of leadership requires learning and development to be situated within ongoing socio-material process and practice.</p> <p>LAPD is one approach to developing leadership capacity in the context of civic and organizational leadership work ([<reflink idref="bib11" id="ref29">11</reflink>]). LAPD develops LAP capacity in real-world contexts in ways that "...appear acutely experiential, interactive, situated, embodied, sustained, and relational which creates a new kind of engagement with self, others, and the world." ([<reflink idref="bib4" id="ref30">4</reflink>], p. 375). One way leadership developers create real-world context for LAPD is through Collaborative Leadership Learning Groups (CLLGs). CLLGs bring small groups of people together in real-world civic and/or organizational contexts to identify, make-sense of, and act on various complex adaptive system-level leadership challenges ([<reflink idref="bib11" id="ref31">11</reflink>]). Typically, CLLGs have a LAPD coach that supports leadership learning in context by creating conditions appropriate to make-sense of "in the room" group dynamics and patterns of action ([<reflink idref="bib20" id="ref32">20</reflink>]). LAPD coaches are typically trained in relation to credentialing bodies, like the International Coach Federation (ICF). Practitioners can find more information on the ICF at their website https://coachingfederation.org/. CLLGs create an "adaptive container" to learn and to make progress on real-world, work-based, civic and organizational leadership challenges ([<reflink idref="bib22" id="ref33">22</reflink>]). The focus of leadership learning is often connected to leadership challenges associated with organizational change, strategy development, issues of inclusion and belonging, and other issues of leadership associated with groups and organizational dynamics.</p> <p>Work-based leadership learning that relies on emergence-based teaching methods have the potential to overcome barriers to adult education ([<reflink idref="bib20" id="ref34">20</reflink>]; [<reflink idref="bib38" id="ref35">38</reflink>]). There have been calls in the LAPD literature to develop holistic approaches to delivering LAPD and studying the impact of LAPD in ways that can capture the social, cultural, and historical contexts of civic and organizational leadership and leadership learning process and practice ([<reflink idref="bib7" id="ref36">7</reflink>]; [<reflink idref="bib16" id="ref37">16</reflink>]; [<reflink idref="bib19" id="ref38">19</reflink>]; [<reflink idref="bib17" id="ref39">17</reflink>]; [<reflink idref="bib38" id="ref40">38</reflink>]) Specifically, there is opportunity to understand how the <emph>leadership developers</emph> and <emph>leadership coaches,</emph> embedded in a civic or organizational context, support adult leadership learning through various dialogic group process consulting techniques ([<reflink idref="bib3" id="ref41">3</reflink>]; [<reflink idref="bib24" id="ref42">24</reflink>]; [<reflink idref="bib26" id="ref43">26</reflink>]; [<reflink idref="bib28" id="ref44">28</reflink>]). Leadership coaching techniques play an important role in connecting leadership learning to work-based contexts.</p> <p>The use of coaching is an important component of LAPD and when paired with CLLGs coaching helps develop the collectives' leaderful capacity ([<reflink idref="bib25" id="ref45">25</reflink>]). Coaching is and can be a part of this process, working with people immersed in their own practice, and helping them learn and grow through their own experience to make progress on real-world leadership challenges ([<reflink idref="bib27" id="ref46">27</reflink>]). Coaching can advance leaderful development by developing norms that support a shared collective practice ([<reflink idref="bib24" id="ref47">24</reflink>]). In CLLGs, coaches help practice-based development programs by supporting contested interactions where practitioners are working to solve their own problems ([<reflink idref="bib29" id="ref48">29</reflink>]). These practices provide both individual and collective opportunities to prepare for the work in CLLGs as well as opportunities to reflect on situations within the CLLGs that are focused on leadership work. The following section details the LAPD process that advances adult leadership learning and development and overcomes barriers that undermine adult education.</p> <hd id="AN0188645971-4">Leadership-as-Practice Development</hd> <p>The LAPD process described in this section is the composite from lessons learned implementing the practice in a range of civic and non-profit, for-profit, and government organization contexts. We detail how the various individual leadership coaching CLLG elements respond to barriers of adult learning. Figure 2 represents the LAPD sequence.</p> <p>Graph: Figure 2.Hybrid virtual & in-person Leadership-As-Practice Development sequence.</p> <p>Approaches to LAPD that overcome barriers to adult leadership learning start with a collective work-based context, create spaces for individual leadership coaching, and are followed by the second iteration of the work-based context. The following section details each element of the work-based LAPD process and points specifically to the mechanism of practice that overcomes barriers to learning and closes the transfer of learning gap.</p> <hd id="AN0188645971-5">CLLG 1</hd> <p>The first CLLG is an opportunity to establish group norms. The coach will model how the coach will use group dynamics and patterns of action will be used to teach leadership concepts while making progress on real-world challenges. CLLGs can be held over a video conference platform, like Zoom, or in-person. We have found Zoom to be accessible to a wider audience of adult learners and can eliminate barriers to meaningful participation sometimes found with in-person meetings (e.g., through chat functions and break out rooms).</p> <p>Successful first CLLG meetings provide an enough teaching "live" using group dynamics and patterns of action to teach relevant leadership concepts in practice and create a container for the group to make interventions that attempt to change the way the group works together ([<reflink idref="bib33" id="ref49">33</reflink>]). Hopefully, the first CLLG ends with the group trying to understand how their interactions are shaping the capacity for collective leadership activity. CLLGs are typically 1.5–2 hours and include between 6 and 9 participants. There needs to be enough time for the group to advance leadership work, for the coach to create a "live" case that highlights group dynamics and patterns of action, and to reflect on the session.</p> <hd id="AN0188645971-6">Individual Leadership Coaching</hd> <p>In the weeks following the initial CLLG, each participant is provided space to engage with individual leadership coaching. The objectives for the individual coaching sessions are set by the participants, but typically the coaching conversation is situated in relation to making sense of group dynamics, patterns of action, and leadership learning and development surfaced in relation to others from the preceding CLLG. These leadership coaching sessions focus on reflective leadership learning and point to specific instances from the CLLG that would help participants close the learning gap. Coaching sessions emphasize creating an experimental mindset that motivates the participants to try something different in the following CLLGs. This type of leadership learning considers the ways processes and practices might redirect group dynamics and patterns of action at future CLLGs. The individual leadership coaching typically occurs between the CLLGs and lasts for 1 hour. Leadership coaching sessions require enough time for the participants to establish a session objective, explore multiple interpretations of the challenge, consider different actions, and establish a structure of accountability to apply new leadership in the work-based leadership setting ([<reflink idref="bib13" id="ref50">13</reflink>]; [<reflink idref="bib30" id="ref51">30</reflink>]).</p> <hd id="AN0188645971-7">CLLG 2</hd> <p>CLLGs are coupled into groups of two with individual coaching in-between them. The thought being that the initial CLLG in the sequence combined with the individual leadership coaching, provides participants with not only structured leadership learning that is situated within context, but provides a space for them to consider how they might apply new leadership learning in relation to others in the subsequent CLLG. Each participant typically shows up from their individual leadership coaching session, attempting to exercise leadership in ways that are consistent with new learning and are responding to specific group dynamics and patterns of action surfaced in the initial CLLG. This learning cycle helps practitioners quickly apply new learning in ways that are immediate and situated within real-world challenges. Our experience with adult learners is that this approach helps close the learning gap and provides access to leadership learning that is meaningful to their lived experience.</p> <p>It is typical to have between 4 and 6 weeks between each CLLG. This is important because sometimes participants will have a learning intervention that involves work outside the formal CLLG. The CLLG pairing can carry on for between 9 and 16 months. This process provides enough time for groups to try to make leadership interventions in the system between CLLGs and the larger sequence ensures enough time to see progress on the larger leadership challenge. Example interventions that exist outside the CLLGs might be collecting more information, relational one-to-ones, organizing and representing data/information in new ways for the group to consider, etc. The length of the leadership learning and development program should be consistent with learning objectives and the specific leadership challenge that the program is hoping to address. The LAPD process can go on essentially endlessly but should always start and end with a CLLG to be consistent with underlying principles of LAP.</p> <hd id="AN0188645971-8">Conclusion</hd> <p>LAPD is an innovative practice for adult leadership learning and development. The approach to adult leadership learning and development overcomes barriers to learning and helps groups make progress. Future work should be devoted to better understanding the type of teaching "live" and coaching that best supports adult learners. Understanding the nature of teaching leadership "live" will benefit the direction of adult learning by focusing educator training and helping establish clear expectations regarding the relationship between content and leadership practice. This will move the field of adult learning to consider leadership curriculum/content, appropriate work-based teaching methods, and how leadership knowledge and work-based teaching translate to practice. More specifically, success of adult leadership learning programs will move to include an account of whether the leadership learning helped a group make progress on a real-world civic or organizational challenge. Currently, it is generally accepted that leadership coaching helps provide conditions for learning ([<reflink idref="bib10" id="ref52">10</reflink>]). Focusing on the skill level of coaches and their ability to support emergence-based learning might help match coaches with individuals and groups based on their learning and leadership challenges. Issues of practice will require new approaches to studying adult leadership learning and development. For example, qualitative research approaches that capture "naturally occurring data" with audio-visual recordings will help scholars and practitioners (a) understand techniques leadership coaches used to teach leadership "live"; and (b) highlight the specific ways new leadership learning and development translates to shift group dynamics and patterns of action related to specific leadership challenges.</p> <hd id="AN0188645971-9">ORCID iDs</hd> <p>Brandon W. Kliewer https://orcid.org/0000-0003-3039-7400</p> <p>Andrew Wefald https://orcid.org/0000-0003-3913-5335</p> <ref id="AN0188645971-10"> <title> References </title> <blist> <bibl id="bib1" idref="ref27" type="bt">1</bibl> <bibtext> Alvehus J., Crevani L. (2022). Micro-ethnography: Towards an approach for attending to the multimodality of leadership. 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Making leadership-as-practice development visible: Learning from activity theory. Management Learning, 54(5), 705–726. https://doi.org/10.1177/13505076221105870</bibtext> </blist> </ref> <ref id="AN0188645971-11"> <title> Footnotes </title> <blist> <bibtext> The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The author(s) received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> </ref> <aug> <p>By Brandon W. Kliewer and Andrew Wefald</p> <p>Reported by Author; Author</p> <p></p> <p>Brandon W. Kliewer, Ph.D. is an associate professor of civic & organizational leadership and coordinates Leadership Studies at the University of Tennessee, Knoxville.</p> <p>Andy Wefald, Ph.D. is an associate professor in the Staley School of Leadership at Kansas State University.</p> </aug> <nolink nlid="nl1" bibid="bib10" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib11" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib18" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib36" firstref="ref8"></nolink> <nolink nlid="nl5" bibid="bib34" firstref="ref9"></nolink> <nolink nlid="nl6" bibid="bib14" firstref="ref10"></nolink> <nolink nlid="nl7" bibid="bib15" firstref="ref11"></nolink> <nolink nlid="nl8" bibid="bib31" firstref="ref13"></nolink> <nolink nlid="nl9" bibid="bib32" firstref="ref14"></nolink> <nolink nlid="nl10" bibid="bib37" firstref="ref19"></nolink> <nolink nlid="nl11" bibid="bib35" firstref="ref20"></nolink> <nolink nlid="nl12" bibid="bib23" firstref="ref23"></nolink> <nolink nlid="nl13" bibid="bib21" firstref="ref24"></nolink> <nolink nlid="nl14" bibid="bib12" firstref="ref28"></nolink> <nolink nlid="nl15" bibid="bib20" firstref="ref32"></nolink> <nolink nlid="nl16" bibid="bib22" firstref="ref33"></nolink> <nolink nlid="nl17" bibid="bib38" firstref="ref35"></nolink> <nolink nlid="nl18" bibid="bib16" firstref="ref37"></nolink> <nolink nlid="nl19" bibid="bib19" firstref="ref38"></nolink> <nolink nlid="nl20" bibid="bib17" firstref="ref39"></nolink> <nolink nlid="nl21" bibid="bib24" firstref="ref42"></nolink> <nolink nlid="nl22" bibid="bib26" firstref="ref43"></nolink> <nolink nlid="nl23" bibid="bib28" firstref="ref44"></nolink> <nolink nlid="nl24" bibid="bib25" firstref="ref45"></nolink> <nolink nlid="nl25" bibid="bib27" firstref="ref46"></nolink> <nolink nlid="nl26" bibid="bib29" firstref="ref48"></nolink> <nolink nlid="nl27" bibid="bib33" firstref="ref49"></nolink> <nolink nlid="nl28" bibid="bib13" firstref="ref50"></nolink> <nolink nlid="nl29" bibid="bib30" firstref="ref51"></nolink>
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  Data: Leadership-as-Practice Development Coaching: Work-Based Leadership Learning and Development Practice in Civic and Organizational Leadership Contexts
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  Data: <searchLink fieldCode="AR" term="%22Brandon+W%2E+Kliewer%22">Brandon W. Kliewer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3039-7400">0000-0003-3039-7400</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrew+Wefald%22">Andrew Wefald</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3913-5335">0000-0003-3913-5335</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Adult+Learning%22"><i>Adult Learning</i></searchLink>. 2025 36(4):280-287.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 8
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Learning%22">Adult Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Training%22">Leadership Training</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Based+Learning%22">Work Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Videoconferencing%22">Videoconferencing</searchLink><br /><searchLink fieldCode="DE" term="%22Situated+Learning%22">Situated Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Innovation%22">Educational Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Organizations%22">Community Organizations</searchLink><br /><searchLink fieldCode="DE" term="%22Organizations+%28Groups%29%22">Organizations (Groups)</searchLink>
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  Data: 10.1177/10451595251345254
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  Data: 1045-1595<br />2162-4070
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  Data: This innovation in practice paper describes an approach to adult leadership learning that combines video conference technology and leadership coaching to advance meaningful work-based civic and organizational leadership development. This paper is organized into three sections. First, we operationalize Leadership-As-Practice (LAP), Leadership-As-Practice Development (LAPD), and Collaborative Leadership Learning Groups (CLLGs). These constructs are essential to understanding our innovative adult learning practice. Second, we describe an innovation in adult leadership learning that combines individualized leadership coaching, group-based CLLGs, with video conferencing technology, Zoom, to overcome barriers to adult learning and create conditions that situate leadership learning and development in real-world, civic and organizational leadership challenges and contexts. Lastly, we discuss future possibilities and limitations for emergence-based adult leadership learning and studying work-based leadership learning with "naturally occurring data."
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