In recent years, scholars have become critical of mainstream leadership development approaches. In particular, Petriglieri and Petriglieri refer to the dehumanization of leadership, whereby leadership breaks its ties to identity, community, and context.

The purpose of this paper is to present an approach for humanizing leadership using the case example of George Washington University’s Organizational Leadership & Learning (OLL) program. Embedded in the critical leadership studies (CLS) approach, the humanizing principles, and the humanistic leadership paradigm, the OLL program’s leadership learning approach focuses on building a learning community and stakeholder engagement. I describe its pedagogical goals and instructional strategies that help promote a psychologically safe space where learners build trusting relationships, integrate diverse perspectives through respectful dialogues, and develop a sense of the “common good” and culture of equity through issue-centered learning. Using classrooms as “identity spaces” and “leadership learning laboratory” allows learners in the program to practice the co-construction of ideas through mutual influence and interactions. This paper makes a valuable contribution to developing future leadership development programs.

近年来，学者们对主流的领导力发展方法持批评态度。特别是，Petriglieri 和 Petriglieri 指的是领导的非人化，即领导打破了与身份、社区和环境的联系。

本文的目的是使用乔治华盛顿大学的组织领导力与学习 (OLL) 计划的案例来展示一种人性化领导力的方法。嵌入在批判性领导研究 (CLS) 方法、人性化原则和人文领导范式中，OLL 计划的领导力学习方法侧重于建立学习社区和利益相关者的参与。我描述了它的教学目标和教学策略，它们有助于促进心理安全空间，让学习者建立信任关系，通过相互尊重的对话整合不同的观点，并通过以问题为中心的学习培养“共同利益”和公平文化的意识。将教室作为“身份空间”和“领导力学习实验室”，让项目中的学习者通过相互影响和互动来实践思想的共建。本文为制定未来的领导力发展计划做出了宝贵贡献。