| Summary: | A body of research on instructors’ use of leadership behaviors in higher education teaching,
often called instructor-leadership, is gaining momentum. Despite the field’s growth, the practical
recommendations emerging from empirical investigations of instructor-leadership remain largely
underdeveloped. In particular, the most popular practical implication – training and development
of instructor-leadership – is given fleeting attention. In light of this, the present paper aims to
provide detailed guidelines on the training and development of instructor-leadership by drawing
from both the instructor-leadership and training and development bodies of literature. In so
doing, this paper utilizes the instructional systems design approach to provide guidelines
according to assessment, design, implementation, and evaluation.
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