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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
Bridge the gap between leadership development and career preparation! This guidebook gives leadership educators the tools they need to help students develop the competencies necessary for their chosen careers and required by their academic programs. It also offers a way to understand and demonstrate the effectiveness of leadership programs. Organized into chapters each focused on one of 60 leadership competencies common across 522 academic degree programs accredited by 97 agencies, each chapter covers: * a definition and description of the competency through the lens of each of four dimensions: knowledge, value, ability, and behavior; * a scenario related to college student leadership that showcases the competency in action; * related competencies to help readers understand how developing one competency may also intentionally or unintentionally develop another; * a correlation of the competency to the Relational Leadership Model, the Social Change Model, the Five Practices of Exemplary Leadership, and/or Emotionally Intelligent Leadership; and * tangible curricular ideas to use with students to help them develop each dimension of the competency.
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Seitenzahl: 223
Veröffentlichungsjahr: 2013
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Contents
Acknowledgments
About the Author
Introduction
Chapter 1: Learning and Reasoning
Research
Other Perspectives
Reflection and Application
Systems Thinking
Analysis
Synthesis
Evaluation
Idea Generation
Problem Solving
Decision Making
Chapter 2: Self-Awareness and Development
Self-Understanding
Personal Values
Personal Contributions
Scope of Competence
Receiving Feedback
Self-Development
Chapter 3: Interpersonal Interaction
Productive Relationships
Appropriate Interaction
Helping Others
Empathy
Mentoring
Motivation
Others’ Contributions
Empowerment
Providing Feedback
Supervision
Collaboration
Chapter 4: Group Dynamics
Organizational Behavior
Power Dynamics
Group Development
Creating Change
Chapter 5: Civic Responsibility
Diversity
Others’ Circumstances
Inclusion
Social Justice
Social Responsibility
Service
Chapter 6: Communication
Verbal Communication
Nonverbal Communication
Listening
Writing
Facilitation
Conflict Negotiation
Advocating for a Point of View
Chapter 7: Strategic Planning
Mission
Vision
Goals
Plan
Organization
Chapter 8: Personal Behavior
Initiative
Functioning Independently
Follow-Through
Responsibility for Personal Behavior
Ethics
Responding to Ambiguity
Responding to Change
Resiliency
Positive Attitude
Confidence
Excellence
References and Resources
Cover design by Michael Cook
Copyright © 2014 by John Wiley & Sons, Inc. All rights reserved.
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Acknowledgments
THE STUDENT LEADERSHIP Competencies (SLCs) journey has been just that—a journey. It started with our wanting to create some evaluations for our leadership programs and turned into an amazing experience that has affected me significantly as a professional. I reflect on the early days in 2008 with my colleague, Tom Murray, and me making lists of leadership competencies that we thought might be good for us to focus on within our programs, and the wonderful guidance of Susan Komives in her suggestion that we look at the intersection of these competencies with academic learning outcomes. Since then, Tom and I spent years analyzing, evaluating, and coding what appeared to be endless amounts of data. As we learned over time how valuable that data was to both our practice and the field, we found creative ways to use it and share it.
By the time 2013 came around, it was time to code again. What we did as a team from 2008 to 2011, I did on my own in 2013 because Tom has since transitioned to new endeavors. I must say that I am quite familiar with just about every accrediting body in higher education and have spent much beloved time with their documents. But, although this part of my journey was mostly solo, I could not have even embarked upon it if it were not for the support of a few key people. First, I thank my partner, Karrie, for supporting my long days and late nights of coding on weekends and evenings when I’m sure she would have preferred that I ran errands or cleaned the house. She also put up with my continuous traveling and requests for her feedback as she sat through yet another round of my sharing my upcoming presentation with her. In context, the SLCs were born before my four-year-old daughter was. After her birth, time was more precious, and Karrie’s support became even more vital. She always does whatever it takes to make sure I get to explore this exciting opportunity. And, of course, the support of my daughter, Kacey, has been great. She continues to ask whether there will be pictures in my book and often pretends she is working on her own book to be just like Mommy.
Next, I thank Tina Wesanen-Neil, my trusted colleague and friend, who has been nothing but supportive in this process. She has read, reread, and reread my writing. She has helped me brainstorm names for the competencies. And, she has helped me to implement the SLCs so that I truly could see how they benefit our programs.
I also thank Ebtisam El-Sharkawy, the assessment student assistant in our Leadership Programs office at The University of Arizona. Ebtisam has been instrumental in collecting data on our programs for the past two years, creating spreadsheet after spreadsheet to analyze the data, and then providing me with ideas and feedback on how to improve the measurements and the data collection and analysis process. During the 2013 coding round, she helped me gather many of the new accreditation documents and made my coding process easier.
Countless friends and colleagues have been incredibly supportive of me over the years and shared my enthusiasm for the Student Leadership Competencies. These individuals have assisted me in many ways, whether that has been through copresenting at conferences, giving shout-outs to the competencies in their presentations or writings, offering me opportunities to share my work, and providing continued support both publicly and privately. These supporters include many, but three key individuals have been Rich Whitney, Craig Slack, and Susan Komives.
Finally, I thank Erin Null from Jossey-Bass, who has worked tirelessly for several years to make this project happen. I thank her for her determination and continued belief in the importance of this work.
About the Author
COREY SEEMILLER RECEIVED her PhD in higher education from The University of Arizona and has worked with a variety of leadership programs in higher education, K–12, and in the community since 1995. She serves as the director of Leadership Programs at The University of Arizona, overseeing nearly nine thousand participants per year in ten curricular and co-curricular leadership programs, including the Arizona Blue Chip Program, the National Collegiate Leadership Conference, forty-five courses for credit in leadership, and the Minor in Leadership Studies & Practice. Corey teaches courses on foundations of leadership, global leadership, organizational leadership, critical perspectives on leadership, leadership strategies, social justice leadership, leadership for social change, and the capstone course for the Minor in Leadership Studies and Practice at The University of Arizona. She has taught other courses, such as multicultural leadership, critical thinking and decision making, and making career choices, at other higher education institutions and maintains an adjunct faculty role at Pima Community College teaching dynamics of leadership. Corey is cofounder and president of the Sonoran Center for Leadership Development, a nonprofit leadership center in southern Arizona that provides low-cost leadership development programs for community and educational groups. She has served as a facilitator with the YWCA Racial Justice Program, Anytown and Anytown, Jr. camps, ACUI’s We-Lead, and LeaderShape. She is one of the creators of the Power, Privilege, and Oppression (P2O) social justice activity and travels nationally to facilitate P2O at institutions of higher education. Corey is a member of the International Leadership Association and the National Clearinghouse for Leadership Programs and has conducted research, presented, and published on leadership nationally and internationally.
Introduction
WHAT DO STUDENTS need to know, believe, be able to do, and engage in to be effective leaders in college, in their careers, and in society? The Student Leadership Competencies Guidebook and resources have been designed to provide tools for using leadership competencies in program development, curriculum design, and assessment to help students develop and enhance critical competencies to effectively engage in leadership.
What Are Competencies?
Competencies are knowledge, values, abilities, and behaviors that help an individual contribute to or successfully engage in a role or task. Knowledge includes information that is helpful for one to know in order to engage in an intended behavior. This may include understanding models, theories, practices, processes, and/or steps. Values are those attitudes or beliefs that one possesses that indicate that something is important. For instance, knowing how to make an ethical decision is helpful, but if one does not believe that being ethical is critical, then that may affect one’s ethical behavior. Ability refers to one’s skill level or motivation to effectively engage in a behavior. Some competency areas are about skill development, and practicing can help one enhance those competencies. Some competency areas are less about skill, though, so it is vital to consider motivation as a catalyst or barrier to one’s ability to engage in a particular behavior. Finally, behavior is the engagement in the competency in an effective manner. Is one truly effective when engaging in the competency?
Why Focus on Leadership Competencies?
To adequately prepare students for their future careers, it is imperative to understand the competencies that are deemed necessary for effectiveness in their career roles. Knowing this can help provide a framework within which to design experiences that help college students better prepare for and develop essential leadership competencies specifically linked to their career fields. Because the use of competencies is commonplace in many professional organizations (Ammons-Stephens, Cole, Jenkins-Gibbs, Riehle, & Weare, 2009) and in nearly 75 percent of businesses (Conger & Ready, 2004), focusing on competency development in college will allow students to become familiar with the process and language of competencies prior to entering their career fields. Students will know what competencies will be expected of them in their future careers and can both intentionally develop the competencies necessary for their fields as well as articulate that development using competency language with prospective employers in the job search process.
Also, using competencies is an inherently intentional process. By identifying competencies before designing a program, then creating curriculum around those competencies, and finally measuring student learning and development, there is a process of intentional development at work. In an era of accountability, being intentional about student learning and development and then quantifying it through assessment is vital. Using measurable competencies is yet another vehicle with which to demonstrate effectiveness of leadership education and accountability in higher education.
How Were the Student Leadership Competencies Developed?
The initial list that would become the Student Leadership Competencies was developed in 2008 from an examination of the components inherent in the Relational Leadership Model (Komives, Lucas, & McMahon, 2013), the Social Change Model of Leadership (Astin et al., 1996), and the Five Practices of Exemplary Leadership (Kouzes & Posner, 2008), along with the standards outlined for leadership programs in the 2006 edition of the Council for the Advancement of Standards (CAS) in Higher Education (Dean, 2006) and outcomes from the ACPA/NASPA 2004 document, Learning Reconsidered (Day et al., 2004). A master list of all concepts, standards, components, elements, and competencies listed in these documents was created. In many cases, a concept like Vision or Empowerment appeared across multiple models or documents. In other cases, a concept only appeared once, like Evaluation. Some overarching concepts such as Critical Thinking appeared. Because critical thinking is a cluster of several competencies, it was vital to identify each of the specific competencies associated with critical thinking, such as Research, Evaluation, and Analysis.
After the initial list of competencies was created, the process of using this information to analyze learning outcomes from academic programs began. The first step was to research the programmatic accrediting organizations accredited or endorsed by the Council for Higher Education Accreditation, the U.S. Department of Education, and the Association of Specialized and Professional Accreditors. These three agencies serve as clearinghouses for programmatic accrediting organizations and in 2008 collectively housed seventy-two programmatic accrediting organizations such as AAMFT (American Association of Marriage and Family Therapy) and NASM (National Association of Schools of Music). Each programmatic accrediting organization accredits specific academic programs. An academic program is defined as a specific discipline and degree level, for example, a bachelor’s in accounting or a master’s in electrical engineering. Some programmatic accrediting organizations accredit only one academic program, whereas some accredit more than fifty. In total, in 2008, the seventy-two programmatic accrediting organizations accredited 475 undergraduate and graduate academic programs in the United States.
Once the 475 academic programs were identified, a master database was created to list the learning outcomes specific to each academic program. Some programs listed only one outcome whereas others listed several hundred. These learning outcomes included all knowledge, values, abilities, and behaviors expected of graduates of each academic program in order to be effectively prepared for entry-level work in the careers associated with that academic program.
Once the learning outcomes were identified for each of the 475 academic programs, the process of analysis and coding began. The initial list of competencies that would eventually become the Student Leadership Competencies was then compared to the learning outcomes for each academic program. Through this process of analysis, any learning outcome from an academic program that included a competency from the list was coded and matched with the appropriate competency. Not only did this process validate the initial list of competencies, other competencies could be added to the list based on emergent data from the learning outcomes analyzed. For instance, two of the competency areas added through emergent data were Confidence and Excellence. Although these were embedded in the literature used to create the initial competency list, they appeared less prominent than other competencies that were selected for the list and were not deemed as vital to being included. The continued prevalence of these competencies within the academic program learning outcomes validated the need to include these competencies after all.
This process resulted in the creation of the Student Leadership Competencies as well as a robust dataset that linked learning outcomes with applicable competencies. From this dataset, it was possible to determine the prevalence and frequency of each of the competencies within and across academic programs. In addition, data could be disaggregated by degree level and similar academic programs to better understand competencies necessary for different students in different contexts. The original findings of the 2008 dataset were published in the Journal of Leadership Studies in 2013 (Seemiller & Murray).
In 2013, the study was again completed by examining the updated learning outcomes of all original academic programs and adding new programs that had emerged since 2008. The total number of academic programs analyzed was 522. Given the emergent data, the Student Leadership Competencies list was again updated to reflect the new findings, and a new dataset was developed. In total for the 2013 analysis, nearly eighteen thousand learning outcomes were analyzed and coded.
In addition, the components and elements associated with the Relational Leadership Model (Komives et al., 2013), the Social Change Model of Leadership (Astin et al., 1996), Five Practices of Exemplary Leadership (Kouzes & Posner, 2008), Emotionally Intelligent Leadership (Shankman & Allen, 2008), and CAS Standards (Dean, 2006) have been cross-listed with the Student Leadership Competencies. This provides a resource to those using these models to easily incorporate the Student Leadership Competencies into a programmatic or curricular framework based on one or more of these models.
What Are the Student Leadership Competencies?
The Student Leadership Competencies consist of sixty competency areas within eight categories.
Each of the sixty competency areas includes four competencies that reflect each of the following dimensions:
Research
Other Perspectives
Reflection and Application
Systems Thinking
Analysis
Synthesis
Evaluation
Idea Generation
Problem Solving
Decision Making
Self-Awareness and DevelopmentSelf-Understanding
Personal Values
Personal Contributions
Scope of Competence
Receiving Feedback
Self-Development
Interpersonal InteractionProductive Relationships
Appropriate Interaction
Helping Others
Empathy
Mentoring
Motivation
Others’ Contributions
Empowerment
Providing Feedback
Supervision
Collaboration
Group DynamicsOrganizational Behavior
Power Dynamics
Group Development
Creating Change
Civic ResponsibilityDiversity
Others’ Circumstances
Inclusion
Social Justice
Social Responsibility
Service
CommunicationVerbal Communication
Nonverbal Communication
Listening
Writing
Facilitation
Conflict Negotiation
Advocating for a Point of View
Strategic PlanningMission
Vision
Goals
Plan
Organization
Personal BehaviorInitiative
Functioning Independently
Follow-Through
Responsibility for Personal Behavior
Ethics
Responding to Ambiguity
Responding to Change
Resiliency
Positive Attitude
Confidence
Excellence
Do I have the ability, either the motivation within myself or the skill I need, to be able to effectively execute the behavior related to this competency?Tenets of the Student Leadership Competencies
Following are the tenets of the Student Leadership Competencies. These tenets have guided the development of the competencies and provide a basis of understanding so that they can be utilized in the most effective and appropriate manner.
Foundation
The Student Leadership Competencies were created using data from U.S.-based organizations; thus it is important to understand the cultural context within which the competencies exist.
Although the Student Leadership Competencies highlight individual leader development, they can also be used to develop and evaluate group leadership.
Developing Competencies
Although competencies can be learned, prior possession of specific traits may influence the depth, speed, ease, and effectiveness in acquiring and using a particular competency. For instance, someone who is more extroverted may approach developing the competencies related to Collaboration differently than might a person who is more introverted.
Competencies are not the only form of development and evaluation that can be used to help students develop their leadership capacities. They are only one of many approaches and can be used simultaneously with other methods of development and evaluation.
Unlike some competency models used in a business setting, the Student Leadership Competencies do not provide a mathematical formula for hiring, firing, and promotion and should not be used for selection or placement of students into programs or roles based on competencies they already have developed. In the higher education context, the Student Leadership Competencies are designed to be developmental, so that students can learn and hone their competencies in the college setting to prepare them for the future.
Using Competencies
The Student Leadership Competencies are a toolbox. It is not necessarily a goal to have all students develop all competencies. The focus should be on developing the competencies that a student may need to use more frequently or more effectively than others.
Leadership situations can be complex and contextual and call for the use of many competencies simultaneously.
Being able to leverage competencies other individuals have that the student does not have can be valuable for the group process and outcome.
Competencies and Learning Outcomes
Learning outcomes refers to what students are expected to do or demonstrate at the completion of a learning experience, the end result of their learning. Programs have learning outcomes, courses have learning outcomes, and even many leadership roles have learning outcomes. So, what competencies do students need to possess and/or engage in to reach the intended learning outcome?
To answer this question, it is important to determine what competencies might be most helpful to a student in achieving a particular outcome. If, for instance, the desired outcome for a student is to be better at time management, perhaps developing the knowledge and ability dimensions of Evaluation, Organization, Plan, and Follow-Through might be useful. What if the student already has a great plan but struggles with completing it? Perhaps the focus would be only on the ability and behavior of Follow-Through. Maybe the student is great at time management in groups but is challenged in working alone. Then, perhaps it might be best to develop the knowledge and ability competencies of Functioning Independently. To achieve a learning outcome, a student may need only to develop and utilize one competency, whereas for other outcomes, the development and use of many competencies collectively may be necessary.
Figure I.1 How Competencies Contribute to Outcomes
Using the Student Leadership Competencies
The Student Leadership Competencies Guidebook and resources can be used in both curricular and co-curricular programs at the college level for program design, curriculum development, and assessment. There are three resources to assist in this process:
Student Leadership Competencies Guidebook
The Student Leadership Competencies Guidebook is organized into chapters based on competency area. Each chapter begins with a description of how the competencies discussed in that chapter are important to leadership. This is followed by a vignette related to college student leadership that showcases the competencies in action. Each chapter is then divided into five sections: Competencies, Related Competency Areas, CAS (Council for the Advancement of Standards) Translation, Leadership Model Translation, and Curricular Ideas.
Competencies
The four competencies derived from each competency area are defined using the following dimensions.
Related Competency Areas
Related competency areas are listed so that there is an understanding of how developing one competency may also intentionally or unintentionally develop another.
CAS Domain Translation
Each competency area can be translated to and from the domains of the CAS Standards and are listed in the Jossey-Bass Student Leadership Competencies Database as well as within each chapter in the book.
Leadership Model Translation
Each competency area can also be translated to and from existing leadership models. These are searchable in the Jossey-Bass Student Leadership Competencies Database but are also listed in each chapter of the book.
Curricular Ideas
Although it is not a comprehensive or exhaustive list of curriculum, the ideas in these tables provide tangible ways to help students develop each competency. By using some of these curricular ideas, students may develop other competencies as listed.
Jossey-Bass Student Leadership Competencies Database
The Jossey-Bass Student Leadership Competencies Database can be found at www.josseybass.com/go/studentleadershipcompetencies and can be searched by Career, Competency, or Model.
Career
Each academic program has its own list of necessary leadership competencies based on the learning outcomes set forth by the programmatic accrediting organization. To find the list of competencies for a particular academic program:
This will populate with competencies for that particular academic program (for example, bachelor’s in accounting).
Competency
The database can also be used to find models and career fields associated with up to five competencies at a time. To use this search function:
If the search is conducted by models, this will populate with the selected competencies and any corresponding components of each leadership model. If the search is conducted by careers, this will populate with the selected competencies and any associated academic programs.
Model
Many leadership programs use a leadership model as a framework for program design and/or curriculum development to ensure a well-rounded student learning experience. To find competencies based on a particular leadership model:
Self-Evaluation Templates
The Self-Evaluation Templates provide a concise means to evaluate each dimension of the sixty competency areas. They are based on the definitions of each of the competencies in the Student Leadership Competencies Guidebook and are not exhaustive evaluation measures, only brief one-item statements for students to use to self-report their perceived development. The following explains how to evaluate the competencies.
Evaluating Competencies
1. Open a blank word processing document. Add any questions or fields that you would like to gather information about, such as demographics or program feedback. This will serve as your evaluation form. If you have an existing evaluation form, you can simply follow the next instructions to add any competency self-evaluation templates.
2. Select the competency you would like to evaluate, keeping in mind the four dimensions. Will students learn about, value, develop an ability, or engage in [ethics, verbal communication, organization, and so on]? You can always select more than one competency dimension to evaluate.
3. The self-evaluation statements for the four dimensions of each competency area are listed in one Self-Evaluation Template file. For example, all self-evaluation statements associated with the four dimensions of Ethics are listed in the Self-Evaluation Template file for Ethics.
4. Cut and paste each self-evaluation statement you would like to include from the Self-Evaluation Template file to your evaluation form.
5. Repeat this process for all competencies you wish to evaluate across all applicable Self-Evaluation Template files.
Don’t forget . . .
If you are evaluating more than one competency, you can put them all onto one evaluation form.
Make sure you fill in the blank space in the directions with the name of your program/course/event/experience/role.
If you are building an online evaluation, you can offer the choices (Did not increase, Slightly increased, Moderately increased, and Greatly increased; or I did not, I did to some extent, and I did) in a drop-down menu or as radio buttons. Use a format that works best for your students.
