Leaders

Leadership capability is built most effectively through real leadership responsibility, supported by reflection and feedback.

Learning in your role works best when:

• You are developing sound judgement, prioritization, confidence and influence
• Your leadership role is evolving or expanding in scope
• You are navigating ambiguity, prioritisation, or competing demands
• Learning happens alongside ongoing responsibilities

• Expectations or decision‑making authority are unclear
• During periods of rapid change or transition
• During challenging interactions

Leadership growth slows when people are pushed too far without enough support.

After periods of stretch, ask:

• What leadership judgement did I practise here?
• What felt more complex than expected?
• What would I do differently next time?
• How did my actions affect others’ confidence or clarity?

Leaders enable in your role learning by intentionally designing work for development, not just delivery.

Effective support includes:

• Matching stretch to readiness to ensure challenge is meaningful but achievable
• Clarifying expectations, outcomes, and decision boundaries to enable confident ownership
• Rebalancing or deprioritizing other work during periods of stretch to make space for learning
• Checking in on cognitive load and progress—not just outcomes—to prevent overload and support growth
• Providing timely feedback and opportunities for reflection to reinforce learning and course-correct

Learning through others extends leadership capability by drawing on experience, perspective, and judgement beyond your own.

This approach works best when:

• You are navigating unfamiliar, ambiguous, or high‑stakes situations
• You want to learn how to approach an issue, not just what to do
• Leadership confidence or role identity is still developing
• Decisions benefit from multiple perspectives

Use this approach with care when:

• Connections lack a clear learning purpose
• Conversations stay at the surface level
• Insight is not reflected on or applied

After learning through others, consider:

• What did I notice about how others exercised sound judgement?
• Which assumptions of mine were challenged?
• What approach will I test next?

Leaders enable learning through others by:

• Encouraging mentoring and peer consultation
• Creating access to diverse perspectives and networks
• Normalizing feedback and reflection

Mentorship & Connection

• Finding a Mentor at UCalgary (Document)
• Mentoring at UCalgary (Document)
• UCalgary Alumni Mentorship (MentorLINC)
• Being a Good Mentor (LinkedIn Learning)
• Building a Mentorship Plan (LinkedIn Learning)

Formal learning provides structure, shared language, and foundational leadership capability—especially when paired with application.

Formal learning works best when:

• Learning aligns clearly to current or future leadership responsibilities
• New skills are applied soon after learning
• Reflection is built into the learning cycle

• Courses are taken without a clear purpose
• Learning is completed but not applied
• Capacity does not allow for follow‑through

Light lift (low risk, easy to sustain)

• Short workshops or online modules tied to immediate needs

Medium lift (visible growth, some leader support needed)

• Multi‑session programmes and cohort‑based learning
• Conferences with clear application intent

High lift (significant growth, rebalance workload)

• Certificates or advanced leadership programmes
• Extended cohort or academic programmes

After formal learning, ask:

• What leadership capability am I building?
• Where will this show up in my work?
• What will I apply or change first?

Leaders strengthen formal learning by:

• Clarifying development priorities
• Supporting realistic timelines
• Creating space to apply learning
• Encouraging sharing of insight with others

Development happens through application—not attendance.

Resources support leadership learning when they are used in the flow of work, not after decisions are made.

Learning through tools works best when:

• Resources support real leadership decisions
• Tools reduce uncertainty or cognitive load
• New processes or expectations need reinforcement 

Use this approach with care when:

• Resources are collected but not used
• Relying too much on tools instead of sound judgment
• Reading is overtakes application

Light lift (low risk, easy to integrate)

• Use guides, templates, or policies during people decisions
• Reference tools during meetings and decisions 

Medium lift (visible growth, feedback helpful)

• Integrate tools into workflows 
• Ask teams to share what worked or didn’t 

High lift (significant growth, clear boundaries required)

• Co‑create or redesign tools based on real use 
• Embed tools and resources in enterprise systems where possible 

After using a resource, ask:

• How did this tool support my decision‑making?
• How will I know if it’s actually useful?
• What stands out as most useful or different from how I currently work?

Leaders support learning through tools by:

• Modelling use of resources themselves
• Making tools visible and accessible
• Encouraging application over consumption
• Reinforcing judgment over rigid use

• Artificial Intelligence (University of Calgary)
• Writing Courses
• Governance and leadership (University of Calgary)
• Professional Development Hub Resources Library (University of Calgary)
• HR Partners (University of Calgary)