Navigating Complexity: Why Leadership Development Should Focus on "Leading to Learn"

I decided at the beginning of the year to join my kids on this new(ish) app they were almost addicted to. No, not TikTok, but Duolingo. Duolingo's rise in popularity is evidenced in its stock value rising by 85% in the last 12 months, no doubt driven by parents signing up for another family subscription.

But why did I sign up? I was interested in exploring how Duolingo combines "learning to speak" and "speaking to learn" French.

This blog is all about this subtle difference. I know I can learn a language, I spent the earliest years of my life speaking to learn English, then another 5 years in secondary school learning to speak French. After 5 years at secondary school, my oral examination consisted of a 6-second introduction to my name: "Je m'appelle David." Suffice to say, learning to speak was not as effective as speaking to learn.

Let’s explore some more examples of this subtle but valuable difference in learning.

Pelada is the term used in Brazil for what we might call street football and is best translated as "pick-up" games. This style of football emerges from the socio-cultural constraints many Brazilian kids find themselves in. Brazil ranks 5th in the FIFA rankings and was 1st for much of my lifetime, yet is 4th for inequality globally.

Pelada is frequently spoken about by some of Brazil's best players and is played wherever, with whatever, and with whoever. This means it is played on sand, dirt, grass, or concrete, with balls, stones, socks, and all ages and abilities. Players frequently speak about playing with bare feet, which forces them to kick the ball differently to protect themselves. Notice how there is no instruction on how to kick a ball?

The constraints of the pelada environment naturally shape players' skills and adaptability. As one player noted, "In Franca we played pelada on the streets. From the age of 6 to 18, [it] was all mixed. We know that football has 17 rules. In my street there was just one. That is, if you don't see blood there is no foul. This makes you smart to play." The environmental constraints did a far better job than any coach could in developing players' ability to think quickly, find space, and avoid contact.

Pelada represents "playing to learn" as opposed to "learning to play." The latter is more akin to modern football coaching, with structured, instructional play. In contrast, playing to learn is more dynamic, variable, and representative of real-world challenges. If learning to play was the best way to develop football skills, the USA would have won the World Cup by now, and Brazil would be outside the top 20 teams globally. The success of Brazilian football is a testament to the power of informal, contextually rich learning environments like pelada.

This brings me to the parallels with leadership development. A recent paper by Otte et al. (2024) on coach development in sport highlights the importance of "coaching to learn" through enriched, contextual experiences, as opposed to "learning to coach" using secondary, decontextualised information. This distinction resonates with the concept of "learning to lead" versus "leading to learn."

Too often, leadership training relies on classroom-based or e-learning modules that deliver abstract concepts divorced from real-world context. While this "learning to lead" approach has its place, it fails to capture the full richness and complexity of actual leadership practice. Research shows that such secondary, uncontextualized learning is less robust and has lower levels of transfer to real-life situations.

In contrast, "leading to learn" approaches emphasise hands-on, experiential learning in authentic leadership situations. These contextually rich experiences make leadership learning more robust and applicable to real-world challenges. Just as pelada develops players' skills through informal, constraints-led environments, leadership development can benefit from immersive experiences that challenge leaders to adapt and innovate. Creating context-rich simulations, action learning projects, and reflective practices allows leaders to grapple with real-world challenges and develop practical wisdom.

Moreover, the Montessori approach to education offers valuable insights for leadership development. Montessori emphasises self-directed, experiential learning in deliberately prepared environments that foster exploration and discovery. Applying these principles suggests creating leadership development spaces that provide rich opportunities for hands-on learning and problem-solving.

Importantly, effective leadership development requires a blend of experiential learning and relevant theoretical frameworks. While prioritising "leading to learn," programs should also incorporate evidence-based models and practices that provide a foundation for reflection and growth.

As we reimagine leadership development for 2024 and beyond, let us draw inspiration from the informal learning environments of pelada and the child-centered approach of Montessori education. By emphasising contextualised, experiential learning, peer collaboration, and individualised support, we can cultivate leaders who are agile, reflective, and continuously growing. It's time to embrace "leading to learn" as a transformative approach to leadership development – one that empowers leaders to navigate the complexities of today's challenges and thrive in dynamic environments.