This document summarizes a workshop on case-in-point inspired pedagogy for examining leadership. The workshop covers experiential leadership learning theory drawn from constructive developmental theory and adaptive leadership theory. It then discusses the case-in-point pedagogy used, involving failed leadership cases and consultation groups. Finally, it addresses challenges and adaptations of applying this approach in a hybrid online/in-person environment and references additional leadership models and studies.

1. School of Education
Case-in-Point Inspired
Pedagogy: Creating a
Laboratory for
Examining Leadership
Francois Guilleux, PhD
Charlene A. Trovato, PhD
School of Education
June 7- 10, 2015 California State University, Fullerton

2. School of Education
Agenda
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• EXPERIENTIAL LEADERSHIP LEARNING: THEORY
• Constructive developmental theory (Kegan, 2000)
• Adaptive leadership theory (Heifetz)
• EXPERIENTIAL LEADERSHIP LEARNING: PEDAGOGY
• Case-in-Point (Failed leadership case and large and small
consultation groups
• EXPERIENTIAL LEADERSHIP LEARNING: HYBRID ENVIRONMENT
• Challenges, Adaptations and Reflection

3. School of Education
Experiential Leadership Learning: Theory
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Constructive developmental theory (Kegan, 2000)
•Broadening one’s perspective or growth edges (Garvey
Berger, 2004).
•Embracing the transformative process of coming to a different
way of knowing.
•Teaching for epistemological transformation:
• Helping students recognize the edge;
• Being in good company at the edge; and
• Helping to build a firm ground in a new place (p. 346).

4. School of Education
Experiential Leadership Learning: Theory
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Adaptive leadership theory (Heifetz, 1994)
•Leadership is an activity, a process for mobilizing group
resources to tackle tough problems (1994)
•Role of leadership is to move individuals, groups and
organizations through adaptive problems for which no technical
solutions exist
•Leadership requires change of values and beliefs.
• People themselves are the problem, therefore, the
solution lies within them

5. School of Education
Experiential Leadership Learning: Pedagogy
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Case-in-Point Pedagogy to teach Adaptive Leadership
•Develops a studio-laboratory where the group as a social
system is experienced and studied. The group is viewed in the
moment as a living organization
•Diagnoses situations in the moment by observing (from the
balcony) and interpreting (on the dance floor).
•Offers an opportunity for students to exercise their capacity
to lead adaptively with and without authority
•Takes place in the large class and in the small consultation
groups
•Builds a bridge between the classroom and students’
professional world

6. School of Education
Experiential Leadership Learning: Pedagogy cont’d
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Student…
•Presents personal leadership cases from their own work lives
for consultation
•Uses the adaptive leadership framework to exercise
leadership and practice authority through the consultative
process
•Writes a memo about the experience

7. School of Education
Experiential Leadership Learning: Hybrid Delivery
Challenges of Online Teaching
•Faculty transition to online teaching
– New representation of “self”
– New roles, expectations, behaviors
– New teacher-student interactions
– New technologies
– New pedagogies (Baran, Correia & Thompson, 2013)
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8. School of Education
Experiential Leadership Learning: Hybrid Delivery
Challenges of Case-in-Point in a Hybrid Environment
•Being fully present and in the moment to diagnose the
situations
•Gathering data (observing) in the “room” to intervene
•Understanding how the group is functioning as a social
system
•Knowing how well the students’ needs are being met
•Using interactive technologies to connect
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9. School of Education
Experiential Leadership Learning: Adaptations
Assignments/Assessments
•Readings and Journal Postings
•Collaborative Work Space
•Virtual Group Project
Representation of “Self”
•Interactive Technologies (Podcasts, YouTube
Videos, Voice Over PPT, Flipgrid, Skype, Google
Hangouts, FaceTime, etc.)
•Teaching Online @ Pitt Course 08/01/15

10. School of Education
References
Baran, E., Correia, A. & Thompson, A. Teachers College Record Volume 115 Number 3, 2013,
p. 1-41 http://www.tcrecord.org ID Number: 16896, Date Accessed: 6/5/2015 10:55:08 AM
Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr, M., & Cohen, C. (2007). Preparing
School Leaders for a Changing World: Lessons from Exemplary Leadership Development
Programs – Final Report. Stanford, CA: Stanford University, Stanford Educational
Leadership Institute.
Heifetz, R., Sinder, R., Jones, A., Hodge, L., & Rowley, K. (1989). Teaching and Assessing
Leadership Courses at the John F. Kennedy School of Government. Journal of Policy
Analysis and Management 8(3), 536-562.
Heifetz, R. (1994). Leadership without easy answers. Cambridge, Mass.: Belknap Press of
Harvard University Press.
Heifetz, R., Kania, J., & Kramer, M. (2009). The dilemma of foundation leadership
Cambridge Leadership Associates.
Kegan, R. (1982). The evolving self : problem and process in human development.
Cambridge, Mass.: Harvard University Press. 08/01/15

11. School of Education
References
Kegan, R. (1994). In over our heads : the mental demands of modern life. Cambridge, Mass.:
Harvard University Press.
Parks, S. D. (2005). Leadership can be taught: a bold approach for a complex world. Boston,
Mass.: Harvard Business School Press.
Schall, E. (1995). Learning to love the swamp: Reshaping education for public service.
Journal of Policy Analysis and Management, 14(2), 202-220.
Schön, D. A. (1983). The reflective practitioner : how professionals think in action. New
York: Basic Books.
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12. School of Education
Contact information
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University of Pittsburgh
School of Education
230 Bouquet Street
4310 Wesley W. Posvar Hall
Pittsburgh, PA 15260 US
Francois J. Guilleux
fjg6@pitt.edu
Charlene A. Trovato, Ph.D
trovato@pitt.edu
412-648-7429