The 'wicked problem construct'

The Theory and Practice of Case-in-Point Teaching of Organizational Leadership

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.