Leadership
Case Study Edition
Case StudY Special Edition
welcome
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Welcome from THE SLPKC CHAIRs It is with great excitement that we welcome our over 4,000 SLPKC members!
On behalf of our SLPKC Leadership Team, we trust that this has been a productive and successful semester of leadership programming on your campus. As noted in this edition, our Knowledge Community has collected submissions of leadership development experiences with students at the many institutions we represent. As the mission of the SLPKC states, “(We) serve as a resource for higher education professional who have a professional interest in young-adult (i.e., college students) leadership training, education, and development. The Community will share best practices, provide critical evaluation of the field, examine standards for leadership programs, support national and regional efforts to develop student leadership programs, make contributions to the literature, recognize exemplary programs, and cultivate a forum for the presentation of new ideas.� Through staying true to our SLPKC Mission, we are excited to disseminate this wealth of knowledge and experiences with our over 4,300 members. As practitioners, it is important that we realize how
truly important the exchange of best practices are throughout our profession, and how we can best use this knowledge to improve our leadership offerings. It is our hope that you take this upcoming holiday break to reflect, rejuvenate, and revitalize your leadership programs through the case studies presented in this edition of the SLPKC newsletter. Our best, Michael Baumhardt (michael.baumhardt@ scranton.edu) Sherry Early (searly@bgsu.edu) SLPKC National Co-Chairs 2012-2014
Adam Cebulski works with OrgSync and holds his MSEd degree in Higher Education Administration and Policy (concentrating
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on strategic planning and leadership development)
from
Northwestern
University. His background has focused on strategic planning and assessment for student affairs divisions and departments at a variety of institutions.
Meet your Editors this year, Tom realized that in order to preach the benefits of leadership and involvement to students, he should also be involved. He looks forward to working with you. As Newsletter Co-Coordinator, he will work to solicit, edit, and compile content as well as assist with the layout and design of the newsletter. He hopes that you will be willing to submit content regularly and encourage others to do so.
submit
During the NASPA conference in Phoenix
NASPA KC Online Publication Take advantage of our continuing education offerings!
It is with great delight that I or at your upcoming NASPA present to you our Fall 2012 regional conferences. Please NASPA Knowledge Commu- also don’t forget to send the link nity Online Publication. Please to your authors. access the publication via our KC main page. Scroll down a bit and you will see it featured with a graphic of the front page: http://www.naspa.org/kc/ default.cfm Again, we thank all of the KC’s for submitting an article and for the authors who took their time to write on important topics. It is our hope that you share this widely with your members and/
Thank you all again for this outstanding piece that contributes to our creation and dissemination of knowledge for our association. Sincerely, Evette NASPA National KC Director
Program SPotlight
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Congratulations to the spotlight program of the quarter, Scholar Series at Pacific Lutheran University, Tacoma, WA.
The Emerging Leaders Program students to meet faculty, staff, and student is open to any first-year student leaders, and connects them with other firstat Pacific Lutheran University. year students. Participants are asked to Two years ago, we partnered reflect upon their goals, identify meaningful
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with our Admission Office to involvement opportunities, and particilink scholarship recipients to pate in student leadership programs. The the program. This new dimen- program devotes fall semester to going
sion to the program is known as in-depth on important topics that were briefly
the Scholar Series, it strengthens covered during new student orientation. our academically gifted students’ Workshops focus on presenting campus experiences on campus by inten- resources and programs to students in an
tionally linking them with first- accessible way. The J-Term builds upon year programs. Scholar Series holds approximately 10 workshops each semester, often in partnership with other offices or by attending a campus-wide lecture together, in addition there are three workshops offered each January Term (J-Term). The program uplifts campus resources, encourages
our first-year student retreat, EXPLORE!,
and focuses on character strengths and
positive student development. Workshops focus on students’ understanding their
strengths and preparing for their second semester at PLU.
Spring semester is centered on our mentor program and providing students with outlets to practice leadership skills. Students are able to be apart of the Emerging Leaders team that develops a scene for our Tunnel of Oppression program, join a campus committee, or meet one-on-on with a student leader who shares similar interests. Scholar Series participants are required to participate in our common reading program during new student orientation, attend at least three fall workshops, attend the Emerging Leaders retreat, one J-Term workshop and two spring workshops. Students receive credit for attending the workshops by submitting a reflection form. The event reflection form uplifts our university’s integrative learning objectives, which were adopted by our faculty in 1999, which were adapted by the Student Involvement and Leadership department to reflect the objectives of a co-curricular setting. Students are asked to identify a learning objective that the workshop helped them learn about, practice, or explore. Intentionally linking students to the Scholar Series workshops has given PLU the ability to extend the new student orientation program and deliver information and resources in a more time appropriate fashion. Students were also looking for more chances to interact with one another in a social setting. They have come to see the Emerging Leaders/Scholar Series group as a community, elevating our concerns that there would be a divide between the two groups. The Emerging Leaders and Scholar Series program exemplifies the SLP KC mission statement by encouraging first-year students to ground their leadership experiences in their talents, values, and interests. Students are encouraged to start with the self, and then identify meaningful opportunities. It is a program that utilizes the talents of our upperclass student leaders and encourages strong relationships across campus. Scholar Series is coordinated by Amber Dehne Baillon, Associate Director of Student Involvement and Leadership
Amber Dehne Baillon amber.baillon@plu.edu
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Following is Leading Much has been studied and written about leadership – skills, qualities, personalities. But what about followers? Traditional approaches to leadership (and sometimes leadership education) are top-down/hierarchical leadership is often attributed to people in leadership positions who possess a set of specific qualities or skills to get the job done. As Seteroff (2003) asks,
recent history, leadership
“However, what are we, at
models and theories have
lower levels of our organi-
shifted to be more focused
zations, to do when we see on relationships and shared the need for leadership and leadership (i.e. RelaBrenda McKenzie Teaching Assistant College of Education, Health and Human Services, Foundations, Leadership and Administration Kent State University
change in our own organi-
tional Leadership Model,
zation but we do not have
servant leadership). These
the support of our hierar-
recent models/theories
chical superiors to make
directly and indirectly lend
change a reality?” (p.1). In
credence to the importance
of the concept of followership as an aspect of leadership. Leaders cannot accomplish goals and implement change without followers.
authority to act comes from the followers’ understanding and owning of the group’s common purpose. Example: As a member of an organization’s event planning
As Kelley (1988) defines a follower as one
committee, taking the initiative to submit
who pursues a course of action on common
an ad to the student paper without needing
with a leader to achieve an organizational
to get permission from the chair.
goal. As we design and implement leadership programs, we have a responsibility to educate students on the concepts of followership as well as leadership. Students need to develop an understanding of the interconnectedness of leaders and followers – they need each other. Chaleff (2003) states, “We need a model [of followership] that helps us embrace rather than reject the identity of follower” (p.1). To that end, Chaleff developed a model of the five dimensions of courageous followership which is outlined below.
Courage
to
serve
Followers are not afraid of hard work. They are willing to stand up for the leader and the tough decisions that person has to make. Example: As a member of student government, backing the president’s support of a university initiative that is unpopular with a number of students. Courage
to
challenge
Followers are willing to voice when they are uncomfortable with a leaders’ behavior or policies. They are willing to take a stand, when appropriate. Example: Challenging a
Courage to assume responsibility
student organization president when they
Followers don’t expect leaders to give
make disparaging comments about less
them direction or permission to act. The
involved members of the group.
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Courage to participate in transformation Followers champion the need for, and help lead change. Example: Working on a residence life committee to implement required social justice training for hall council officers so that perceived discrimination is decreased in the halls. Courage to take moral action Similarly to courage to challenge, followers know when it is right to take a stand different from the leader. They recognize this may involve personal risk, but know it is right in service to the common purpose. Example: Taking a stand against hazing in a Greek organization by not participating and then reporting the hazing to the Greek life office. Using Chaleff’s dimensions, there are a number of ways and various activities that one could use to incorporate followership into leadership programs. Followership could be addressed as a concept in an on-going program such as a course or a semesterlong experience. This could be accomplished as a standalone topic and/or a concept that is referenced throughout the program. This could be a topic offered in one time experiences such as leadership conferences or workshops. It can be addressed in training sessions or retreats with student organization officers in connection to discussions on delegation or motivation. It can be addressed in reflection activities through the use of questions such as [insert question]. Or it could be a topic of conversation, one-on-one, with students in either role about the purpose of their role and how to connect effectively with the other.
Following is Leading Continued...
Some other activities that could be used include: • Use of the video, “Climbing Blind,” about a blind man who climbed Mt. Everest (see also the article in About Campus). One way to use the video is to analyze when members of the climbing party take on leadership roles and when they follow. • Use a followership qualities checklist that allows students to rate their level of ability on different qualities when playing the follower role. Lower scores can then help students develop action plans for ways to enhance those skills. • Many team building type activities exist that lend themselves to different members taking the lead at different times. Processing questions can be tailored to reflect the fluidity of leaders/follower roles and how that contributed (or not) to the accomplishment of the activity’s goal. • Student leaders can be challenged to be a follower at their next meeting and to then reflect on that experience – what they experienced and how that could help them be a better leader. • Identify people who have exhibited the five dimensions of courageous followership. Have students share what that person did that reflects that dimension.
• Use case studies that put students in the followers’ position related to the five dimensions (i.e. leaders make statements about a new initiative that goes against the organizations’ purpose). These are just a sampling of possibilities. To truly provide a fuller view of leadership, it is important to expose students to the concept of followership. Hopefully this article has provided some insights for ways to address in your campuses leadership programs.
References Chaleff, I. (2003). The courageous follower: Standing up to and for our leaders, 2nd Edition. San Francisco: Berrett-Roehler Publishers, Inc. Kelley, R. E. (November/December 1988). In praise of followers. Harvard Business Review, 142-148. Seteroff, S. (2003). Beyond leadership to followership: Learning to lead from where you are. Victoria, B.C. Canada: Trafford Publishing.
SLPKC Partners With OrgSync Submitted by Evan Witt, KC Sponsorship Chair
new kc sponsor
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We are proud to announce an official part-
This partnership is just the beginning
nership of the SLPKC and OrgSync. This
of the KC’s growth in the area of fund-
partnership is the product of many conver-
raising and sponsorships. These kind
sations between both parties to determine
of mutually beneficial relationships will
how we can best serve each other. The
greatly enhance the work that we are able
current partnership agreement is for two
to do within Student Leadership Programs.
years and will be revisited in 2014.
Our capacity for knowledge sharing will
Within this partnership OrgSync will be helping to develop a SLPKC membership
increase as we develop ways to better serve the students that we work with.
database, as well as maintaining confer-
We want to formally thank OrgSync for
ence registrations, and offering support
their collaborative spirit and we look
for web based initiatives. In return for
forward to many years of enhancing the
these services the SLPKC will provide
work we do!
space for OrgSync to share information about their various products and services within the SLPKC.
For more information on OrgSync, please visit www.orgsync.com
Dr. John Dugan
Dr. Susan Komives
Dr. Corey Seemiller
Dec 9-11 Leadership Educators Institute The Ohio State University, Columbus, Ohio, USA December 9 – 11, 2012 For more information and conference updates, visit the web site, http://www.naspa.org/programs/lei/ default.cfm.
registration open
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The Leadership Educators Institute is just around the corner. There is still time to register; go to http://www.naspa.org/programs/lei/registration.cfm. The hotel block at the Hyatt Place – Columbus/OSU is sold out. For other hotel options, visit http://www.naspa.org/programs/lei/hotel. cfm. Please note that there are not blocks of rooms at these hotels; contact the hotel directly to make a reservation. The program schedule is being finalized. The list of conference sessions will be posted on the website shortly. In the meantime, check out the Schedule-at-a-Glance at http://www.naspa.org/ programs/lei/schedule.cfm. Our opening keynote will be John Dugan from Loyola University Chicago. He will be talking about the latest Multi-Institutional Study of Leadership (MSL) and how the data can be used/applied to our work. Our closing keynote will be Corey Seemiller from University of Arizona; she will be talking about the leadership competencies/outcomes they developed and how we could apply those to our work. Susan Komives will be a “special guest” and will be interviewed in an Actor’s Studio type setting. Transportation, at specific times, will be offered between the hotel and the Ohio Union where the conference will be held. Specific times will be shared in a mailing to participants prior to the conference as well as signage at the hotel and the Ohio Union. Parking at the hotel is free and discounted parking will be available at the garage at the Ohio Union (passes can be purchased at registration).
Hope to see you all at the LEI and make sure to join us Monday, December 10 at 5:15pm at Sloopy’s in the OSU Union!
Brenda McKenzie Associate Director Center for Student Involvement Kent State University
Encouraging the Heart
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An Amazing Student Engagement Experience
You…You…are…AWESOME! These
pay attention; 4) personalize recognition;
were the words that started the first
5) tell the story; 6) celebrate together;
clip during our leadership workshop.
and 7) set the example (Kouzes &
To see the video click here.
Posner, 2003). In an effort to engage
Bowling Green State University’s Center for Leadership hosts workshops throughout the year for skill enhancement, reflection, and overall leadership efficacy. The student interaction we would like to share was as co-facilitators for a workshop based on Kouzes and Posner’s “Encouraging the Heart“ principle from The Leadership Challenge. We spent time discussing the seven essentials of encouraging; 1) set clear standards; 2) expect the best; 3)
the audience, we tried to make the workshop as interactive as possible by both providing examples of each of the essentials and asking attendees to share ways they can encourage the heart and build relationships with their constituents. “Leadership cannot be exercised from a distance. Leadership is a relationship” (Kouzes & Posner, 2003, p. 29). During this hour-long session, we met undergraduate students who were beginning their leadership journeys while others had been leading their student
organizations for more than a year. However, regardless of how established the leaders were— they all recognized the need to encourage, motivate, care about, and maintain positive relationships with others. Some of the ideas generated were to create personalized motivational thank you notes, host a recognition-themed meeting, celebrate successes (group and individual), and take the time to let others know you notice and value their contributions. After engaging in great dialogue, we closed with another clip that embodies all seven principals of encouraging the heart or copy/paste http:// www.youtube.com/watch?v=hVnTBt0UONU We had a great time meeting these amazing student leaders and presenting on a topic near and dear
to our hearts. If you would like a copy of our PowerPoint presentation to share with your student leaders, please email: David Sleasman,Graduate Student Senate President, Bowling Green State University davslea@bgsu.edu Sherry Lynn Early, Research Assistant Bowling Green State University searly@bgsu.edu
References Kouzes & Posner (2003). Encouraging the heart : A leader’s guide to rewarding and recognizing other. San Francisco, CA.: Jossey-Bass. Kouzes & Posner (2007). The leadership challenge. San Francisco, CA.: Jossey-Bass.
The Reciprocal Cycle of Mentoring Sherry’s
perspective:
The leadership development encounter we want to share has been ongoing for nearly six years. I met Matt Cooney after he returned from a study abroad experience in Mexico. I was hired as an assistant director and Matt asked me—“Who are you and why should I care?” A bit brazen, but forgivable. Once I told him about my experiences and why I was hired it was like at first sight. Matt and I connected instantly. Things got even more intense when I was his instructor for his internship and he had to be accountable to me online. Sometimes that can destroy a relationship, but for Matt and I it strengthened it. The feedback I provided Matt made him trust me. The encouragement I demonstrated made him believe in his abilities and helped him purse a career in student affairs. Thereby, when Matt determined he wanted to purse a master’s in student affairs I was elated! And for him to turn to me as a reference, resume reviewer, and mentor humbled me.
Matt’s
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perspective:
My interactions with Sherry during my undergraduate career left me with a key lesson that I incorporate my professional career as a college student educator. The lesson is to make yourself available to students as you neverknow how a simple interaction can turn into a ifelong mentor/ mentee relationship. As administrators, we often are caught up in the day-to-day aspects of our job in addition to the “other duties assigned”, but we must keep in mind that most leadership development in college students happens outside of the standard formalized leadership programs. No matter the day or time, Sherry was available with an open door and its the interactions with her that served as a catalyst for my future career decisions, but also served as a way to develop and reflect on my leadership style and skills.
We believe in the power of lifelong learning. I learn from Matt consistently. Such was the case when I determined I wanted to pursue my doctorate. Matt was in his master’s program, but he served as a student reference for me and gave me feedback on MY resume! That was when I realized mentorship is a reciprocal process. This is not where our story ends. Matt got his first post-master’s position and I helped him determine fit. The first time Matt and I experienced being at the same level as professionals was at the Multi-Institutional Study of Leadership (MSL) Summit. Matt was a member of the research team. I was a contributor/participant. However, there was no tension. Matt and I have such a mutual respect for one another and a passion for leadership. In order for a mentor/mentee relationship to work both people must have an open mind and allow the relationship to develop naturally and holistically. Sherry and I’s relationship has been evolving since the spring of 2007. The conversations we have remain the same, but the context behind our conversations changes: what do we value, is our current situation in line with the rest of our career goals, and, as always, how are you doing? The relationship truly became mutual once we let go of titles, and paid more attention to experiences. A big challenge I faced as a new professional was learning about the proper support needed from a supervisor, department, and/or institution to be successful in my current role. I leaned on Sherry to learn how to navigate my new situation, in a similar way that she leaned on me when going through the graduate school search process. As of Fall 2012, our mentorship has returned to where it began: the graduate school search process with myself as the potential student and Sherry as the inspiration for entering the next phase of my professional career. The takeaway from our mentor/mentee relationship (our student development experiences) is that we must practice the lessons that we teach our students in regards to mentorship. Most universities recognize the importance that a mentoring relationship plays in college student leadership development and many administrators are in their current situation because someone took the time to believe in us, and many times that person turned out to be a mentor. Continue to develop and strengthen your relationships with your mentors, as situations may change but the genuine interest in success should remain the same. It is important to recognize the reciprocal qualities and mutually beneficial aspects of a mentoring relationship, as you never know when your mentee becomes your mentor. Sherry Lynn Early is the Research Assistant for Dr. Christina Lunceford at Bowling Green State University Matthew Cooney is an Acadmic Advisor at Florida International University
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FROM
THE
STUDENT
LEADERSHIP
PROGRAMS
FAMILY WE
HOPE
TO
YOU
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KNOWLEDGE COMMUNITY
YOURS, HAVE
A
F A N T A S T I C HOLIDAY
SEASON
AND
A
HAPPY NEW YEAR!