This narrative literature analysis explores how new leaders in the United States acquire leadership knowledge. Based on a review of scholarly, practitioner, and grey literature, four primary learning strategies were identified: learning through experience, learning from instruction, self-learning, and learning from others. By synthesizing diverse sources using a modified thematic framework, the study helps explain how each theme contributes to leadership knowledge acquisition. The analysis emphasizes the commonality of experiential leadership activation, applying learning in a real-world context. This study adds conceptual clarity to a fragmented field, offering a practical framework for leadership development and highlighting gaps in empirical research. Findings may help new U.S. leaders acquire leadership knowledge, assist organizations in better supporting new leaders, and inform future research.
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