Leaderly Learning Analysis

This is my reaction to the reading of Chapter 4, Learning as a Way of Being, by Peter Vaill and the Unit 4 article, Leaderly Learning: Understanding and Improving the learning Capacity, by Joseph F. Albert, Ph.D. In this review I will explore the authors’ descriptions of Leaderly Learning as it relates to managerial leadership in the work environment. I will identify the ongoing learning process in leadership and provide examples of the learning characteristics that exist and evaluate how it relates to my own individual experiences.

Aside from the technical and professional knowledge required to perform my daily tasks, I believe that the following traits make the best leaders in law enforcement: those who are the most flexible and those who

Albert, Ph.D, stated, “Organizations today must be continually learning about the world they operate in and somewhat prophetic about the world they are entering.” This evaluation echoes Vaill’s description of the need for self-directed Leaderly learning, as the managerial leader is modeling the learning process for others in the organization. I had the pleasure of attending a leadership symposium given by naval officers CAPT R. V. Gusentine and LT Clint Bruce, Naval Special Warfare Community; who instilled in me to be audacious and creative in planning, make smart and timely decisions and solve the problem as soon and from as far away as possible. They also imparted that best leaders always strive to be between excellent & elite and they always know why they are there. This experience in self-directed learning led me to select purposeful as the most important Leaderly learning choices out of the three (technical, purposeful, and relational knowledge) described by Vaill. In my opinion, purpose is the cohesive bond which is paramount for success; although technical and relational knowledge are important, it is purpose that make or breaks an organization. “In order to prevail in this time of leadership crisis, we need leaders who can sustain themselves, maintain the pace balance their priorities, and build meaning into each day of work (Bennis & Goldsmith p

Lately it seems that there is a revolving door of reactive ephemeral leaders with different ideas in constant flux; as they are more concentrated in moving onward and upward, then providing aspirations necessary to motivate others. When placed in a situation that was not covered in intuitional learning they simply seize up and rely on subordinates to get them through it. Conversely a proactive Leaderly learner takes the reigns and draws upon experience to direct others with clarity and purpose; in order to address the particular white water