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AMERICAN JOURNAL OF MANAGEMENT

The Theory and Practice of Case-in-Point

Teaching of Organizational Leadership

Author(s): Robert M. Yawson

Citation: Robert M. Yawson, (2014) "The Theory and Practice of Case-in-Point Teaching of Organizational Leadership," American Journal of Management, Vol. 14, Iss. 1-2, pp. 72 - 81

Article Type: Research paper

Publisher: North American Business Press

Abstract:

Leadership Education and Development programs at the graduate and undergraduate levels are

implemented with an overall objective to prepare students for the dynamic ‘complex global working’

environment. Case-In-Point teaching in leadership education is an emerging pedagogy that is gaining

ascendancy and relevance both in theory and practice. The pedagogy is predicated on the conception that

leadership is a function of self-awareness and knowing oneself, ability to articulate one’s vision, capacity

to create a community of trust among colleagues, and the ability to take effective action to realize one’s

own potential; and that linear epistemology as a dominant and prevailing epistemology in leadership

education can no longer be the dominant epistemology. This paper discusses how Case-In-Point

Pedagogy can be used in teaching organizational leadership. The discussions are based on Ron Heifetz’

Case-In-Point Pedagogy as situated in the realist ontological frameworks of teaching leadership outlined

in Sharon Parks’ Leadership Can Be Taught. The paper takes a look at the epistemological and

conceptual framework of the Case-In-Point Pedagogy, the theory and practice of Case-In-Point

Teaching, and how it could be incorporated into leadership courses. The themes and issues related to the

adoption and use of Case-In-Point are outlined.