Learning to Lead

by Jay A. Conger

Assume you're seriously interested in figuring our how to evaluate the many different approaches to leadership training. Fortunately, Jay Conger has provided a starting point. --Fortune Gain an... This description may be from another edition of this product.

• Format: Hardcover
• Language: English
• ISBN: 1555424740
• ISBN13: 9781555424749
• Release Date: August 1992
• Publisher: Jossey-Bass
• Length: 234 Pages
• Weight: 1.10 lbs.
• Dimensions: 0.9" x 6.2" x 9.2"

Customer Reviews

Leading-Edge Learning re: Leadership Training

I was favorably disposed toward Conger's compelling analysis in "Learning to Lead" before I began reading his book. I've been thoroughly impressed by his work thru' several articles he's written (one of which synthesizes the highlights of this book-length exposition in a shorter essay form). "L to L" is essentially a "connoisseurship study," with Conger himself in the primary role of scholarly expert/participant-observer. He writes parts of "L to L" in the first person, as he relates his experiences in several of the most popular leadership training programs available on the market today. But he supplements these more subjective impressions w/ more objective critiques of these programs in light of his more scholarly knowledge re: leadership education, as well. The result is a highly engaging, rewarding reflection that blends the immediacy of a compelling autobiography with the longer view and broader perspective of a savvy social-scientific treatise. Conger has mastered all the salient leadership literature during his long academic career. He thus knows extremely well the subject(s) he writes about here. Yet he complements this professorial persona in "L to L" with his more human, accessible side, too. His readers are thus treated to a very balanced, nuanced appraisal of the major pros & cons of most of the most popular leadership-training approaches one finds being practiced today. Conger uses the direct personal experience of training participants (plenty of others that he and his staff have interviewed, as well as his own) to ground the theory that informs his analysis. He understands the premises that undergird the various approaches he writes about, so he is able to illuminate the limitations as well as the inherent potential of each. I understand that Dr. Conger twice rec'd McGill University's Distinguished Teacher Award. It isn't hard to see from reading this volume why he is such an incisive and gifted educator. Although few of us may still be able to take graduate or undergraduate courses from Conger today, anyone who peruses his "Learning to Lead" will be richly rewarded by his trenchant insights about which combinations of leadership training programs might be most effective--and WHY. I recommend this book MOST ENTHUSIASTICALLY to leadership novices as well as more seasoned educators, trainers, and students in this crucially important and rapidly burgeoning field.