1 3/26/2017 Leadership Development Within Academic Curriculum: Survey Results From Program Directors C. Frederick Britten, Ph.D. Fort Hays State University Patty A. Prelock, Ph.D. University of Vermont Allan O. Diefendorf, Ph.D. Butler University CAPCSD Leadership 2017
2 3/26/2017 Disclosures Dr. Britten has no financial or non-financial disclosures to make. Dr. Prelock has no financial or non-financial disclosures to make. Dr. Diefendorf has no financial or non-financial disclosures to make. CAPCSD Leadership 2017
3 3/26/2017 One Disclosure At the time of the submission of the proposal for this presentation, the presenters were all three members of the Committee on Leadership Cultivation (CLC) of the American Speech-Language-Hearing Association. Currently, Dr. Britten remains as a member of the CLC. However, we are not here representing this committee. CAPCSD Leadership 2017
4 Objectives of this Session3/26/2017 Objectives of this Session Identify the elements associated with leadership development in graduate programs Identify what Program Directors (experienced leaders) think are the reasons why students should assume volunteer leadership roles Discuss the importance (short term and long term) of comprehensive and consistent leadership training in graduate CSD Programs Describe the gaps in leadership content in graduate CSD programs CAPCSD Leadership 2017
5 Being a Leader requires . . .3/26/2017 Being a Leader requires . . . We must become the change we want to see Gandhi Action Feeling Responsibility Truth Action—being able to do something; following through on what you say you are going to do Feeling—having passion for what you do; understanding the perspectives of others—having empathy; relates to emotional intelligence Responsibility—taking responsibility for your actions and being accountability Truth—being able to share the facts in the context in which you lead; being able to share when you something did not go well; being clear on what is the right thing to do; leading with truth CAPCSD Leadership 2017
6 Leadership also requires (Pearson, Porritt, & Long, 2007)3/26/2017 Leadership also requires (Pearson, Porritt, & Long, 2007) Different styles Different characteristics and behaviors Structures that empower Different styles—having different perspectives and understanding of circumstances, issues, etc increases the likelihood of an enriched leadership community; sometimes you may need to build consensus, other times you may need to be the servant leader, sometimes you will need to vision and guide a direction, sometimes you will need to step back and empower others to mover forward Different characteristics and behaviors-you must have a skill set that helps you listen, communicate with passionate, shows your ability to be trusted, accountability for what you do and say, ability to see both sides of an issues, etc; and then you need the behaviors that go with this—the ability to act, follow-through implement a visions, bring others along, etc. dependable, goal-oriented, critical thinker, adpative, problem solver, innovator, communicator; Structures that empower—established ways to engage others (e.g., committees, working groups); Organizational structure; support for people in leadership roles (professional development); positive organizational environment that is flexible, responsible and has clear expectations and reward systesms; team commitment CAPCSD Leadership 2017
7 Successful Leaders. Pearson, A. , Porritt, K. , & Long, L. (2007)Successful Leaders Pearson, A., Porritt, K., & Long, L. (2007). Comprehensive Systematic Review of Evidence on Developing and Sustaining Nursing Leadership that Fosters a Healthy Work Environment in Healthcare. International Journal of Evidence Based Healthcare, 5, 3/26/2017 Develop knowledge and skills for leadership Enhance their leadership role through professional development Encourage, mentor and support staff in their professional development Exhibit emotional intelligence Collaborate to improve outcomes for staff and patients Motivate, support, listen, and provide information Demonstrate honesty in the work environment CAPCSD Leadership 2017
8 Successful Leadership is linked to ...3/26/2017 Successful Leadership is linked to ... Organizational structure Support for people in leadership roles Support for staff Positive organizational climate that is flexible, responsible, with clear expectations and reward systems Team commitment Pearson, A., Porritt, K., & Long, L. (2007). Comprehensive Systematic Review of Evidence on Developing and Sustaining Nursing Leadership that Fosters a Healthy Work Environment in Healthcare. International Journal of Evidence Based Healthcare, 5, CAPCSD Leadership 2017
9 3/26/2017 Leaders also require Goleman, D. (2005). Emotional intelligence-Why it can matter more than IQ. Random House. NY:NY. . Skill in perceiving, understanding, and managing emotions and feelings Awareness of self Awareness of others Self awareness—being of aware of your own presence and impact in a situation Self regulation—being able to calm yourself in times of challenge and knowing when to say and do something and when not to Social skills—having the ability to navigate and support social scenarios Empathy-understanding that others feelings and perspectives may be different than your own Motivation-understanding what motivates people to perform—giving choices, building on their interests and strengths, etc. CAPCSD Leadership 2017
10 3/26/2017 An Emotionally Intelligent Leader… Goleman, D. (2005). Emotional intelligence-Why it can matter more than IQ. Random House. NY:NY. Believes that leadership is serving others Knows his/her personal strengths and weaknesses Is aware of concerns of people being led Knows when to take a stand, even when it is unpopular, yet good for the organization Uses values to guide day-to-day decisions Uses criticism from others to improve self CAPCSD Leadership 2017
11 3/26/2017 An Emotionally Intelligent Leader… Goleman, D. (2005). Emotional intelligence-Why it can matter more than IQ. Random House. NY:NY. Takes time to personally reflect Notices how others feel Learns from mistakes Empathizes with people Calibrates personal humility Builds trust by being reliable and sincere CAPCSD Leadership 2017
12 3/26/2017 A Servant Leader is Robert K. Greenleaf, Center for Servant Leadership. https://www.greenleaf.org/what is servant leadership; retrieved March 4, 2017 “. . . servant first… It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is sharply different from one who is leader first, perhaps because of the need to assuage an unusual power drive or to acquire material possessions…The leader-first and the servant-first are two extreme types. Between them there are shadings and blends that are part of the infinite variety of human nature.” Serving first allows you to see the value of strong leadership; CAPCSD Leadership 2017
13 3/26/2017 Servant Leadership Leadership Philosophy and Practices Autry, J.A. (2004). The servant leader. Three Rivers Press. NY:NY. Traditional Leader Autocratic Based on accumulation & exercise of power Top of the Pyramid (Top Down) Servant-Leader Shares power derived from the people Puts needs of others first Helps people develop & perform at their highest level for the good of the group (organization, community, etc.) Just an interesting comparison of the two leadership styles which continues for the servant leader in the next slide CAPCSD Leadership 2017
14 Where there is no vision, - George Washington Carver3/26/2017 Characteristics of the Leader as Servant Autry, J.A. (2004). The servant leader. Three Rivers Press. NY:NY. Primary Function of Leader Assure the organization’s people have clear understanding of the vision Directly align the work with goals to be accomplished & goals of the organization 5 Ways of “Being” Be Authentic Be Vulnerable Be Accepting Be Present Be Useful Where there is no vision, there is no hope - George Washington Carver Nice slide to summarize the importance of knowing your vision and being able to implement it while being fully present and authentic in your efforts CAPCSD Leadership 2017
15 3/26/2017 A Guide to Leadership (Prelock, P.A Women in Leadership. Presentation for women leaders in athletics at the UVM ) Listen Empathy Advocacy & Accountability Determination Empowerment Sense of purpose Help giving & Honesty Initiation & Imagination Praise I think this just reinforces what has been talked about up to this point; these are critical characteristics for success as a leader; you have listen & empathy; for advocacy I would emphasize the ability to make a case for what you believe and then to be accountable for your decisions—particularly what it may lead to a mistake; determination to meet your goal and make a difference; empower others to support the vision and build on their own strengths to lead; sense of purpose is knowing why you are doing what you are doing; knowing how to help your team to move forward to meet their goals and providing an honest and truthful context in which to lead; being able to start something and imagine what is possible; and always acknowledging the work of the people who are implementing the vision CAPCSD Leadership 2017
16 3/26/2017 Leadership Lessons by Jim Kouzes, Retrieved March 4,2017 Lesson 1: Leadership is everyone’s business. Lesson 2: Credibility is the foundation. Lesson 3: Personal values drive commitment. Lesson 4: You either lead by example, or you don’t lead at all. Lesson 5: Looking forward is a leadership prerequisite. Lesson 6: It’s not just the leaders vision. Lesson 7: Challenge provides the opportunity for greatness. Lesson 8: Leaders are team players. Lesson 9: Leadership is a relationship. Lesson 10: Caring is at the heart of leadership. CAPCSD Leadership 2017
17 Leadership Cultivation and Nomination Board (LCNB)3/26/2017 Leadership Cultivation and Nomination Board (LCNB) Committee on Nominations and Elections Committee on Leadership Cultivation Charge – Combines CNE and CLC A Leadership Cultivation and Nominations Board (LCNB) be established to oversee leadership development efforts, cultivate future Board of Directors leaders, develop a slate of candidates, conduct elections, and continually monitor and improve ASHA’s cultivation, nominations and elections processes to ensure a strong pipeline of diverse, talented, qualified, and willing candidates. Members The members of the CNE and CLC comprise the LCNB. The LCNB has no additional members outside these committees. Chair/Vice Chair The Chair of the LCNB is also the chair of the Committee on Nominations and Elections. The LCNB Vice Chair is also CAPCSD Leadership 2017
18 ASHA Leadership Cultivation3/26/2017 ASHA Leadership Cultivation Educating members Engaging at Convention Collaborating with RPOs Establishing a Foundation for Volunteerism Building a Community Assessing Leadership & Developing a Tiered training Program CAPCSD Leadership 2017
19 Future Leadership: Developing a Tiered Training Program3/26/2017 Developing a pipeline of volunteer leaders to serve on committees, boards, and councils at the local, state, or national level: Focus on Students Focus on ASHA Members CAPCSD Leadership 2017
20 Future Leadership: Developing a Tiered Training Program3/26/2017 What areas of focus we might consider? What are the content areas in Leadership training? What does “supporting and mentorship” look like in a tiered approach? How do individuals conceptualize a “Leadership Guide” that Academic Program Directors could use in the classroom with CSD students? CAPCSD Leadership 2017
21 Coming in 2017: ASHA’s Leadership Academy3/26/2017 Coming in 2017: ASHA’s Leadership Academy Includes all levels of leadership including entry, emerging and experienced. All members can develop their leadership skills based on interest, and time availability and members can use their skills for the profession or for state or ASHA volunteer leadership. The Academy will help identify and train members for ASHA to produce a strong pipeline of future leaders for the association and the professions. Members can earn CEUs by taking the webinars. The Leadership Academy will be developed in phases. Phase 1 will be launched this year. Leadership Webpage that will be a one stop shop for Leadership information. 11 online webinars Leadership Mentoring Program which wil launch later in the year Leadership articles and resource materials Links to already existing leadership program such as the Minority Student Leadership Program and the Leadership Development Program. A leadership online community CAPCSD Leadership 2017
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23 CLC decided to survey CSD Academic Program Directors/Chairs3/26/2017 CLC decided to survey CSD Academic Program Directors/Chairs To determine the following: Leadership background Role(s) in motivating students to serve as volunteer leaders Why is leadership development important Approach to developing leadership skills in students Leadership sources/resources used Knowledge of ASHA leadership training opportunities Resources you would like to see developed; Formats that would optimize/facilitate leadership development CAPCSD Leadership 2017
24 Survey Methodology 21 questions divided into 7 sections:3/26/2017 Survey Methodology 21 questions divided into 7 sections: Your volunteer leadership background (1-3); Your role in motivating students to serve as volunteer leaders (4-5); Development of leadership skills in students (6-12); Leadership resources (13-14); Asha leadership training opportunities (15-18); Asha volunteer leader opportunities (19-20); Comments (21). CAPCSD Leadership 2017
25 3/26/2017 Survey Methodology The ASHA Surveys and Analysis Team administered the web survey to academic program directors in February 2016 N=341 3 undeliverable address 10 opted out Respondents: 153 of 328: 46.6% response rate CAPCSD Leadership 2017
26 3/26/2017 Survey Results Over the course of your career, have you been involved with volunteer leadership at the local, state, or national level (question 1) ? Yes: 92% No: 8% CAPCSD Leadership 2017
27 3/26/2017 Survey Results Do you view yourself as being responsible for motivating your students to become involved with volunteer leadership (question 4) ? Yes: 93% No: 2.8% Uncertain: 4.1% CAPCSD Leadership 2017
28 3/26/2017 Survey Results Academic program directors cited the following as the top reasons why students should get involved in volunteer leadership opportunities (question 5): To support and drive change; To give back to the professions; To contribute to best practices; To impact our professional associations; To learn new skills; To advance their career opportunities. CAPCSD Leadership 2017
29 3/26/2017 Survey Results How do you foster the development of leadership characteristics and skills in your academic program (question 6)? Academic courses: 73% Clinical experiences: 63% Practicum seminars: 42% Other: Student organizations, state & national organizations Leadership opportunities: campus, dept, university Advising/mentoring/modeling Research experience Coursework/clinical experiences CAPCSD Leadership 2017
30 3/26/2017 Survey Results If you selected “academic courses” (73%) in the previous question, please specify (question 7): All courses have elements of leadership All disorder courses and seminars Grand Rounds Brown bag lunches/lectures Capstone course Case conference Clinical seminars/internships Clinical/management course Designated leadership course Contemporary issues course CAPCSD Leadership 2017
31 3/26/2017 Survey Results If you selected “clinical experiences” (practicum) (63%) in the previous question, please specify (question 9): In-service training: 48% Leading groups for grand rounds: 45% Other: 13% Discussion groups; Leading community group sessions; Presenting at college-wide symposia Running support groups Student leadership in service planning and delivery CAPCSD Leadership 2017
32 3/26/2017 Survey Results At what point(s) during students’ academic careers do they participate in these development activities (question 10) ? 2nd year of graduate school: 65% NSSLHA meetings: 64% 1st year of graduate school: 61% During professional meetings: 56% (ASHA; NSSLHA; State meetings; AAA; ADA;DAA; NBASLHA In their undergraduate program: 44% Varies, depending on the activity: 31% CAPCSD Leadership 2017
33 3/26/2017 Survey Results What areas of leadership do you cover in your academic and/or clinical curriculum (question 11) ? Ethics Collaboration Critical thinking Advocacy Problem-based learning Problem-solving Learning diversity Service learning Importance of leadership Team-building activities Volunteer leadership CAPCSD Leadership 2017
34 3/26/2017 Survey Results What areas may represent “GAP” areas in your academic and/or clinical curriculum (question 11) ? Mediation and negotiation Strategic planning Developing policies & procedures Self-assessment & leadership potential Models of styles of leadership Organizational structure & culture Self-management Personal characteristics for effective leadership Creating community CAPCSD Leadership 2017
35 Survey Results Questions providing key findings:3/26/2017 Survey Results Questions providing key findings: #3: What barriers have prevented or discouraged you from volunteer leadership? Lack of information about volunteer opportunities Self-perception of individuals feeling they are lacking skills Lack of confidence to assume leadership roles CAPCSD Leadership 2017
36 Survey Results Questions providing key findings:3/26/2017 Survey Results Questions providing key findings: #13: What sources do you use for finding information? ASHA must ensure that the ASHA website continues to be user-friendly Website must give people an overview of what they are looking for CAPCSD Leadership 2017
37 Survey Results Questions providing key findings:3/26/2017 Survey Results Questions providing key findings: #14: What additional resources could ASHA offer? There was clear interest on the part of respondents to encourage ASHA to continue in its thinking about providing some additional support to academic programs CAPCSD Leadership 2017
38 Survey Results Questions providing key findings:3/26/2017 Survey Results Questions providing key findings: #16: What resources would you like to see ASHA make available to you to facilitate your awareness of leadership opportunities within the Association? There is clearly support for the CLC and their thinking about the development of a leadership guide in terms of the CLC/LCNB taking on somewhat of an umbrella to make sure that all of the opportunities and education activities are presented in a very organized way. CAPCSD Leadership 2017
39 Survey Results Questions providing key findings:3/26/2017 Survey Results Questions providing key findings: #17: If a leadership guide was available to you through ASHA, how would you rate the importance of each of the following areas for inclusion in the guide? If responses from Question 11 (what areas of leadership do you cover in your academic and/or clinical curriculum) and Question 17 are merged, there appears to be an interest in areas that would elaborate upon and/or augment areas that are covered in the respondents academic and/or clinical curriculum. CAPCSD Leadership 2017
40 Survey Results Those interest areas include:3/26/2017 Survey Results Those interest areas include: Problem-solving and decision-making Time management Strategic planning Conflict management Coaching and mentoring Development of leadership styles The interaction between Questions 11 & 17 provides guidance in looking at outcomes that academic programs think are important. CAPCSD Leadership 2017
41 Survey Results Questions providing key findings:3/26/2017 Survey Results Questions providing key findings: One last major statistic to note was the answer to Question 20: How familiar are you with the ASHA web page, “Get Involved”? The data showed 50% of respondents were not at all familiar, and only 3.2% were very familiar. CAPCSD Leadership 2017
42 Questions for Breakout Groups3/26/2017 Questions for Breakout Groups Do we agree that enhancing the leadership curriculum with supports for faculty is important to leadership development for our students? CAPCSD Leadership 2017
43 Questions for Breakout Groups3/26/2017 Questions for Breakout Groups Do faculty already have sufficient resources to draw from now, and/or are they sufficiently prepared to deliver this content? CAPCSD Leadership 2017
44 Questions for Breakout Groups3/26/2017 Questions for Breakout Groups If not, what would be the best possible framework or most useful strategies to share information with programs or support faculty, particularly related to those gap areas they are currently experiencing in presenting leadership content (question 11). CAPCSD Leadership 2017
45 Questions for Breakout Groups3/26/2017 Questions for Breakout Groups Where would you like (or expect) to find resources to facilitate developing leadership knowledge and skills (for yourself or for your students)? CAPCSD Leadership 2017
46 Questions for Breakout Groups3/26/2017 Questions for Breakout Groups What additional resources could ASHA offer that would benefit you in meeting the needs of your students as they develop and expand their leadership potential? CAPCSD Leadership 2017
47 Questions for Breakout Groups3/26/2017 Questions for Breakout Groups What resources would you like to see ASHA make available to you to facilitate your awareness of leadership opportunities within the Association? CAPCSD Leadership 2017
48 Questions for Breakout Groups3/26/2017 Questions for Breakout Groups What format would you like to see a volunteer leadership guide assume? CAPCSD Leadership 2017
49 Questions for Breakout Groups3/26/2017 Questions for Breakout Groups What would be the benefits of CAPSCD and ASHA working together to develop a ‘Volunteer Leadership Guide’? CAPCSD Leadership 2017
50 Questions for Breakout Groups3/26/2017 Questions for Breakout Groups Next Steps? Thank-you CAPCSD Leadership 2017