This paper aims to outline the prosocial leadership development process for guiding pedagogical and social justice course goals as a means to foster prosocial leadership values within the millennial generation.
The paper is guided by a social justice framework and proven classroom pedagogies as a means to align millennial characteristics within the four stages of the prosocial leadership development process.
An educational rubric is provided as a means to guide classroom pedagogies, course goals and millennial characteristics through a prosocial leadership development process.
The paper is conceptual in nature, and therefore, theoretical correspondence remains speculative.
The research in this paper provided guidelines for educators to use pedagogical practices as a means to develop prosocial values as a basis for organizational leadership behaviors.
This leadership development process when facilitated through proven pedagogical techniques (guided by established social justice curriculum goals) and is within the context of millennial characteristics (those born between the years 1982 and 2005) becomes catalytic in empowering leaders to be a remedy for the world’s environmental and social challenges.
This paper connects characteristics of millennials to a prosocial leadership development model.
