The framework, taxonomy, outcome, and pedagogy connection in learning outcome two revolves around the development of the leader as opposed to leadership as a whole. There is an emphasis on the personal motivation, values, and needs of each individual student as they develop into a leader. This learning outcome involves leadership development and leadership training, within the leadership learning framework. According to Allen and Shehane (2016), leadership development is "characterized by new insights and progression, can include individual's motivations, values, identity, emotions, and potential in relation to the activity of leadership" and leadership training is the space where "...proficiency in demonstrating specific tasks associated with the activity of leadership" (p.43). The main question for learning to learn, within Fink's Taxonomy, is "What should learners learn about learning, engaging in inquiry, and becoming self-directed?" (Fink, 2013). With these pieces of the leadership learning framework and Fink's taxonomy combined, students are provided intentionally designed opportunities to engage and focus on their personal development as a leader. 

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The Instructional and assessment strategies for this outcome are based on leadership development and are personal in nature (Guthrie & Jenkins, 2018). For the second meet of the retreat series, the students will be focusing on this particular outcome. The instructional strategies chosen are visioning boards and peer critical feedback sessions with small-group discussion groups, peer ratings, and instructor evaluation used as the assessment tools. During this meet, the students will be creating a vision board that displays their personal motivations, values, and goals for the year. Once they are completed, they will be broken up into small groups where each student will take turns explaining their vision board. To ensure leader development success, there will be an instructor within each small group to observe and evaluate each presentation within their respective groups. After each student is finished presenting, the rest of the group will fill out feedback forms. This creates an instructional strategy for the student presenting by explaining their vision boards and the rest of the small group by providing peer critical feedback. Regarding assessment, peers have the opportunity to engage in discussion within their group after each presentation and the sheets filled out by student peers within each small-group will be evaluated along with the instructor evaluation sheets. Additionally, reflection is incorporated into the leader development process because "reflection has been conceptualized as the primary process through which learners extract knowledge from their experiences" (Illeris, 2007). Throughout the event, students will have opportunities to reflect through journaling which will be incorporated into the overall assessment of the series at the end of the year. 

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Allen, S. J., & Shehane, M. R. (2016). Exploring the language of leadership learning and education In D. M. Roberts & K. J. Bailey (Eds.), New directions for student leadership no. 151: assessing student leadership (pp. 35–49). San Francisco, CA: Jossey-Bass..

Fink, L. D. (2013). Creating significant learning experiences : an integrated approach to designing college courses. Jossey-Bass.

Guthrie, K. L., & Jenkins, D. M. (2018). The Role of Leadership Educators : Transforming Learning. Charlotte, NC: Information Age Publishing.

Illeris, K. (2007). How we learn: Learning and non-learning in school and beyond. London, UK: Routledge.