TransformingLeadership!Development:! ANew!Model!for ...€¦ · TransformingLeadership!Development:! ANew!Model!for!Leadership!Mount!Allison!!!!! Ron!Byrne,!VicePresident,!International!and!Student!Affairs!!

Transforming Leadership Development: A New Model for Leadership Mount Allison

Ron Byrne, Vice President, International and Student Affairs

February 2013

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Contents

Acknowledgements………………..…………………………………………………….

Executive Summary……………………………………………………………………….

Vision, Mission, Goals, Values……………………………………………………….

Program Components…………………………………………………………………..

Leadership Foundations Certificate and Certificate Program Overview………………………………………………..

Team Leadership Certificate…………………………………………………………

Organizational Certificate…………………………………………………………....

Engaged Citizenship Certificate…………………………………………………….

Appendices

A. Background Research and Selected Bibliography ……………………. B. Selected Student Leadership Development Program Websites ..

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Acknowledgements

I would like to acknowledge the generous contributions of the many faculty, staff, and students involved in Leadership Mount Allison’s development since its inception in 2000. Hundreds of students have benefitted from the program and it has also motivated many prospective students to choose Mount Allison as their university. Grant-‐supported initiatives by faculty, staff, students, and their community partners, have made important contributions to our local and global communities. Collectively, we have grown a meaningful and valuable program.

Many people have contributed to our most recent program review and renewal efforts. I would specifically like to thank the Leadership Mount Allison Review Team: Ms. Michelle Cameron; Ms. Gayle Churchill; Dr. Amanda Cockshutt; Dr. Judith Holton; Ms. Alyssa Patterson; Rev. John Perkin; and Evelyne Wainewright.

I would also like to commend the Vice President’s Ad Hoc Committee on Leadership Mount Allison Development for their work: Ms. Michelle Cameron; Dr. Andrew Grant, Chemistry and Biochemistry; Ms. Eileen Herteis; Dr. Judith Holton; Mr. Pat Joyce; Mr. Alex Whynot; Mr. Ben Wilson; and Dr. Andrew Wilson.

Finally, a word of thanks to the many students, staff, faculty, and alumni who attended meetings, focus groups, and consultation sessions; or communicated their feedback via surveys and email. Your comments have contributed a great deal to the development of a new model for Leadership Mount Allison and raised important considerations for the implementation process. We look forward to your continued interest and support for leadership development at Mount Allison University.

Sincerely,

Ron Byrne

Director, Leadership Mount Allison

Vice President, International and Student Affairs

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Executive Summary

In March 2010, Dr. Thomas Matthews, Director of Leadership Education, Development and Training at the State University of New York College at Geneseo, visited Mount Allison University at the request of Vice President, International and Student Affairs, Ron Byrne, to evaluate the Leadership Mount Allison program and make recommendations for future development. Following on Dr. Matthews’ external consultant’s report, Student Affairs initiated an internal review in January 2012 that started with the hiring of a Leadership Mount Allison Review Coordinator. In February 2012, a Review Team composed of Mount Allison faculty, staff, and students was established to plan the internal review process, analyze consultation feedback, and make recommendations regarding the Leadership Mount Allison program. In April 2012 the Review Team submitted the Team’s report and recommendations.

The Vice President’s Ad Hoc Committee on Leadership Mount Allison Development was established in May 2012 to draft a new model for Leadership Mount Allison, based on the Review Team’s report. It created a consultation strategy to solicit feedback on the proposed new model from stakeholders across the Mount Allison University community, and provided input on implementation of a new model.

In addition to the external and internal reports, the Development Committee also examined or consulted: leadership models most commonly referenced in scholarly literature and employed by North American student leadership development programs (see Appendix A); North American student leadership development programs and organizations; student leadership development text books, monographs, articles, workbooks, syllabi, and assessment tools; institutional and multi-‐institutional reviews and reports; Mount Allison staff and faculty with expertise in leadership development and/or learning and development; and student leadership development, service learning, and study abroad program standards.

After conducting its research, the Development Committee chose to adopt the standards of the Council for the Advancement of Standards (CAS) in Higher Education as the framework for our new model. The CAS standards are based on generally accepted standards and compiled by experts in the field. They provide a thorough and objective benchmark for program evaluation and are adaptable to a wide variety of student leadership program models. Using these standards will assist Leadership Mount Allison to incorporate best practices while maintaining its distinctiveness among student leadership development programs.

Based on the work of the Leadership Mount Allison Review Team; the Vice President’s Ad Hoc Committee on Leadership Mount Allison Development; and the input received from a range of Mount Allison students, faculty, staff, and alumni, Student Affairs is pleased to present a new model for Leadership Mount Allison that:

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• reflects the program’s core leadership development mandate in all components (i.e., skills development, grant projects, and certificate programming)

• maximizes student learning through clear goals, outcomes, strategies, and methods of assessment

• brings Leadership Mount Allison up to date with current scholarship and accepted standards of practice

• meets students’ varied needs and interests • more fully integrates Leadership Mount Allison with the University’s strategic statement and

academic mission.

Plans are underway to launch the new program in fall 2013 and full implementation is expected to occur over the next three to five years. Ideally, a full-‐time director for Leadership Mount Allison will be in place by 2014, subject to finding sustainable funding, to steward the completion of this process and oversee program delivery. Student Affairs looks forward to working collaboratively with other Mount Allison departments, units, students, staff, faculty, alumni and community partners to promote leadership development across the University community and provide a high-‐quality leadership development program that benefits all students.

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Vision

Mount Allison University looks toward a future where individuals actively engage in working together to meet new challenges in our ever-‐changing world, both locally and globally. We envisage leadership development as fully integrated with the University’s academic mission, enabling all members of our community to develop and mobilize their potential to benefit the common good.

Mission

Mount Allison University understands leadership as a purposeful and collaborative process that fosters integrity, authenticity, and openness.

Leadership Mount Allison is designed to serve our diverse communities and involves a broad network of individuals in program delivery. It provides integrative opportunities to learn about leadership; develop a personal leadership philosophy; apply and practice leadership skills; and attain leadership competencies within a variety of academic and co-‐curricular contexts.

Through support for shared initiatives by students, faculty, staff, and community partners, Leadership Mount Allison helps to sustain an engaged university environment. This leadership process promotes respectful dialogue, informed action, and honest self-‐reflection, to cultivate mutual understanding and personal growth.

Goals

1) To advance student leadership competencies in the following areas: • Theoretical foundations of leadership • Self-‐discovery and personal development • Understanding others and interpersonal development • Development of groups, organizations and systems1

2) In partnership with other University departments and units: • To support the advancement of leadership development across the Mount Allison community. • To more fully integrate leadership development with the University’s academic mission.

1 Goals based on the CAS standards for student leadership programs, Council for the Advancement of Standards in Higher Education, Washington, 2009.

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Values

Leadership Mount Allison is rooted in the following values:

• Everyone has a leadership capacity; leadership can be learned and exhibited in many ways.

• Leadership development programs should be informed by sound scholarship and generally accepted standards of practice.

• Leadership development is a dynamic process of personal discovery, challenge, and growth.

• Leadership development is tied to our inherent social and environmental responsibilities as community members.

• An integrated program promotes leadership development across the University community. It supports leadership training initiatives for students, staff, and faculty. It involves students, staff, and faculty in program delivery, development, and administration.

• Ethical awareness and decision-‐making are essential for leadership development.

• Leadership learning must be accessible and welcoming to all members within our diverse University community. We value and encourage participation by individuals of any race, ethnicity, nation of origin, first language, socio-‐economic status, gender identity, sex, sexual orientation, religion, age, and/or ability.

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Program Components

The new model for Leadership Mount Allison provides five main access points in order to meet students’ varied needs and interests and to encourage the development of leadership competencies across the Mount Allison community.

1) Skills Sessions

Skills sessions are open to all interested Mount Allison students. Some possible topics include public speaking, event planning, meeting facilitation, collaborating with community partners, and self-‐management. Students need not be enrolled in a certificate to participate.

2) Project Grants

Students, faculty and community members may apply for grants to support projects that serve the local, regional, national and/or international communities, and demonstrate clear student leadership development outcomes.

3) Leadership Certificates

Starting with the Leadership Foundations Certificate, students may pursue up to four leadership certificates over the course of their studies. Recognizing that leadership is exhibited and learned in many different contexts, certificate requirements allow for a broad range of practicum options. Students who complete all four certificates have an opportunity to do a capstone project.

4) Mentors, Facilitators, and Additional Roles

Leadership Mount Allison acknowledges that many students achieve competencies through their Leadership Mount Allison involvement and through other leadership experiences and training. Students may continue to advance and deepen their leadership practice by participating in program delivery as mentors, skills session facilitators, or through other positional/administrative roles within the program. Leadership Mount Allison also encourages involvement in program delivery by staff, faculty, and community members.

5) Partnering for Leadership Development

Leadership Mount Allison supports initiatives by other University departments, units, and groups toward the development of leadership competencies among faculty, staff, and students.

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Leadership Foundations Certificate and Certificate Program Overview

Team Leadership Certificate

Organizational Leadership Certificate

Engaged Citizenship Certificate

Exit Survey

and

Assessment

Leadership Foundations Certificate

Application

and

Entry Survey

Capstone Project and Certificate

Retreat

Practicum*

Leadership Foundations Skills

Sessions

Possible Topics:

• Leadership theory/concepts

• Personal values • Ethical decision-‐

making • Self-‐management • Communication skills • Conflict management

Assignments

• Personal Leadership Development Plan

• Attend Speaker Presentations

• Personal Reflections • Portfolio Project • Personal Leadership

Philosophy

Leadership Foundations Certificate

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Application

and

Entry Survey

Exit Survey

and

Assessment

Team Leadership Skills Sessions

Possible Topics:

• Differences between dependent, independent and interdependent relationships

• Influences of personal values and multiple aspects of identity (race, gender identity and expression, class, religion, sexual orientation etc.) on leadership and teamwork

• Creating an inclusive environment • Group dynamics, development and team-‐

building • Conflict Resolution • Meeting Facilitation • Event Planning • Principles of group problem-‐solving and

ethical decision-‐making

*Note: Practicum may occur in a range of contexts (academic, community, on-‐campus club etc.) and will require approval from the Leadership Mount Allison director.

Note: Grants may be obtained through Leadership MTA to assist a project that will fulfill the practicum requirement within a certificate stream.

Practicum*

Retreat

Assignments:




Philosophy


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Application

and

Entry Survey

Organizational Leadership Skills Sessions

Possible Topics:

• Organizational planning, communication and development

• Organizational culture, values, principles

• Encouraging ethical practices

• Fostering an inclusive environment

• Mediation basics

• Organizational lifecycles, change, sustainability and stewardship, including succession-‐planning

• Methods of assessing, evaluating and improving organizational effectiveness, including assessing internal and external variables that affect functioning

• Communications

• Collaborating with stakeholders

Retreat

Practicum*

Assignments:




Philosophy

Exit Survey

and

Assessment


*Note: Practicum may occur in a range of contexts (academic, community, on-‐campus club etc.) and will require approval from the Leadership Mount Allison director.

Note: Grants may be obtained through Leadership MTA to assist a project that will fulfill the practicum requirement within a certificate stream.

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Engaged Citizenship Skills Sessions

Possible Topics:

• Leadership in relation to responsibilities inherent in community membership

• Understanding and critiquing of complex systems (e.g. socio-‐economic)and human behaviors within these systems, including sustainable and unsustainable practices

• Dynamics of power and privilege

• Different meanings/types of change

• Leadership across diverse organizations, environments and contexts

• Collaborating with community partners including principles and ethics of civic and community engagement, coalition-‐building

• Writing a grant proposal

• Team-‐building, Facilitation, Conflict Resolution, Group Decision-‐making, Event Planning (if not acquired through previous certificates)


Application

and

Entry Survey Practicum*

Retreat

Assignments:




Philosophy

Exit Survey

and

Assessment


*Note: Practicum will consist of a group community project. Note: Grants may be obtained through Leadership MTA to assist a project that will fulfill the practicum requirement within a certificate stream.

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Appendices

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Appendix A

Selected Bibliography Books and Articles: Avolio, B.J., & Gardner, W.L. (2005). Authentic leadership development: Getting to the root of positive forms of leadership. The Leadership Quarterly, 16(3), 315-‐338. George, B., Sims, P., McLean, A.N., & Mayer, D. (2007). Discovering Your Authentic Leadership. Harvard Business Review, 85(2), 129-‐138. George, B., McLean, A., & Craig, N. (2008). Finding Your True North: A Personal Guide, A Program to Discover Your Authentic Leadership. San Francisco, CA: Jossey Bass. George, B., & Baker, D. (2011). True North Groups: A Powerful Path to Personal and Leadership Development. San Francisco, CA: Berrett-‐Koehler. Keith, K.M. (2010). The Characteristics of Servant-‐Leaders. Retrieved from: http://www.greenleaf.org/whatissl/TheCharacteristicsOfServant-‐Leaders.pdf Keith, K.M. (2010). The Key Practices of Servant-‐Leaders. Retrieved from: http://www.greenleaf.org/whatissl/TheKeyPracticesOfServant-‐Leaders.pdf Keith, K.M. (2010). The Meaning of the Compound Word “Servant-‐Leader”. Retrieved from: http://www.greenleaf.org/whatissl/MeaningofServantLeadership.pdf Komives, S., Lucas, N., & T. McMahon. (2007). Exploring Leadership: For College Students Who Want to Make a Difference (2nd ed.). San Francisco, CA: Jossey-‐Bass. Komives, S.R., Dugan, J.P., Owen, J.E., Slack, C., Wagner, W. & Associates. (2011). The Handbook for Student Leadership Development (2nd ed.). San Francisco, CA: Jossey-‐Bass. Komives, S., & Wagner, W. (2009). Leadership for a Better World: Understanding the Social Change Model of Leadership Development. San Francisco, CA: Jossey-‐Bass. Kouzes, J.M., & Posner, B.Z. (2006). Student Leadership Practices Inventory: Facilitator’s Guide (2nd ed.). San Francisco, CA: Jossey-‐Bass. Kouzes, J.M., & Posner, B.Z. (2008). The Student Leadership Challenge: Five Practices for Exemplary Leaders. San Francisco, CA: Jossey-‐Bass. Kouzes, J.M., & Posner, B.Z. (2006). Student Leadership Practices Inventory: Student Workbook (2nd ed.). San Francisco, CA: Jossey-‐Bass.

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Northouse, P. (2012). Introduction to Leadership: Concepts and Practice. Thousand Oaks, CA: Sage Publications. Rowe, W.G., & Guerrero, L. (2011). Cases in Leadership (2nd ed.). Thousand Oaks, CA: Sage Publications. Northouse, P. (2013). Leadership: Theory and Practice (6th ed.). Thousand Oaks, CA: Sage Publications. Shankman, M.L., & Allen, S.J. (2008). Emotionally Intelligent Leadership: A Guide for College Students. San Francisco, CA: Jossey-‐Bass. Shankman, M.L., & Allen, S.J. (2010). Emotionally Intelligent Leadership for Students: Development Guide. San Francisco, CA: Jossey-‐Bass. Shankman, M.L., & Allen, S.J. (2010). Emotionally Intelligent Leadership for Students: Workbook. San Francisco, CA: Jossey-‐Bass. Shankman, M.L., & Allen, S.J. (2010). Emotionally Intelligent Leadership for Students: Inventory. San Francisco, CA: Jossey-‐Bass. Additional Reports and Publications: Cameron, M. (2012). Report and Recommendations of the Leadership Mount Allison Review Team. Sackville, NB: Mount Allison University Student Affairs. Council for the Advancement of Standards in Higher Education. (2006). CAS Self-‐Assessment Guide for Service Learning Programs. Washington, DC: Author. Council for the Advancement of Standards in Higher Education. (2009). CAS Self-‐Assessment Guide for Student Leadership Programs. Washington, DC: Author. Forum on Education Abroad. (2009) Standards of Good Practice for Short-‐Term Education Abroad Programs. Carlisle, PA: Author. Lehigh University Office of Student Leadership Development. (2010). Reconstruct the Construct: A Strategic Plan for 2016. Bethlehem, PA: Author. Matthews, T.E. (2010). Leadership Mount Allison External Consultant Report. Sackville, NB: Mount Allison University International and Student Affairs. Owen, J.E. (2012). Findings from the Multi-‐Institutional Study of Leadership Institutional Survey: A National Report. College Park, MD: National Clearinghouse for Leadership Programs. State University of New York University Faculty Senate Student Life Committee. (2010). Best Practices in Student Leadership Programs. Albany, NY: Author. Zimmerman-‐Oster, K., & Burkhardt, J.C. (1999). Leadership in the Making: Impact and Insights from Leadership Development Programs in U.S. Colleges and Universities. Battle Creek, MI: W.K. Kellogg Foundation.

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Appendix B

Selected list of North American student leadership development program websites: Canada Huron University College (University of Western Ontario) http://www.huronuc.ca/students/service_centre/Career_Development/LDP/ McGill University http://www.mcgill.ca/firstyear/leadertraining/workshops McMaster University http://studentsuccess.mcmaster.ca/experience/leadership.html New College (University of Toronto) http://www.newcollege.utoronto.ca/current-‐students/student-‐life-‐and-‐leadership-‐at-‐new-‐college/leadership-‐development/ Simon Fraser University http://students.sfu.ca/development/lead-‐certificate.html University of Calgary http://www.ucalgary.ca/leadership/program University of Guelph http://studentlife.uoguelph.ca/lce/navigate/lead/training-‐workshops-‐conferences-‐/L@G University of New Brunswick http://www.unb.ca/fredericton/renaissance/future-‐students/index.html University of Toronto Faculty of Engineering http://www.lot.engineering.utoronto.ca/ilead/vision.htm. University of Waterloo http://www.ohd.uwaterloo.ca/ University of Western Ontario http://www.success.uwo.ca/leadership/leadership_education_program/index.html Wilfrid Laurier University http://waterloo.mylaurier.ca/leadership/info/welcome.htm

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United States of America George Mason University http://clce.gmu.edu/ Lehigh University http://www.lehigh.edu/~insi/leadership/leadership_lehigh.shtml Stanford University http://studentaffairs.stanford.edu/haas/leadership/framework State University of New York at Geneseo http://gold.geneseo.edu/index.php?pg=missionstatement University of Florida http://www.leadershipandservice.ufl.edu/ University of Georgia http://www.gcsu.edu/lcp/index.htm University of Illinois http://www.illinoisleadership.uiuc.edu/about/vision.asp FINAL DRAFT: February 02, 2013

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TransformingLeadership!Development:! ANew!Model!for ...€¦ · TransformingLeadership!Development:! ANew!Model!for!Leadership!Mount!Allison!!!!! Ron!Byrne,!VicePresident,!International!and!Student!Affairs!!