The Pyramid of Leadership for Learning/Training Leaders
This competency listing is divided into three main groups, Core Competencies, Leadership Competencies, and Professional Competencies. These three groups of competencies can be thought of as the Pyramid of Leadership, which collectively form the basic requirements for becoming a leader. Since this site has a lot of readers interested in the training/learning craft, the professional competencies have been directed toward learning and training leaders.
- - By Martin Springborg
This is a literature review that applies the main theories of transactional, transformational, charismatic and contingency leadership to the academic environment and our focus on scholarship/research and teaching practice
- - By L Milne
- The concept of leadership has been around for centuries beginning with Plato’s belief that leaders are created based on his or her class position, whereas, current leaders are created based on his or her relationships with other individuals. In August 1994, 54 researchers from 38 countries gathered for the first GLOBE research conference, and during this conference the researchers came to a consensus on the universal definition of leadership (House, Javidan, & Dorfman, 2001): the ability of an individual to influence, motivate, and enable others to contribute toward the effectiveness and success of the organizations of which they are members. A leader’s upbringing, life experiences, and daily interactions define his or her leadership style. The difference between a
good leader and a
great leader is his or her ability to adapt to change (Collins, 2001). Good leaders tend to follow his or her leadership plans even when the leadership plan is not working, but a great leader will adjust his or her leadership plans accordingly. - This paper used the scholarship, practice, and leadership model to determine the future effectiveness of transformational, transactional, contingent, and charismatic leadership styles through knowledge management, informatics / innovations and rapid change, and ethics.
EBSCOhost: Colleges Need to Offer Clear Paths to Leadership
Paths to leadership positions: a comparison between higher ed. and corporate worlds.
- - By Martin Springborg
In the university initiative described in this article, a series of project teams were funded to work on a variety of collaborative projects. The focus of this piece is on the framework that was developed and executed to select, support, and evaluate these teams. The framework is explained and described using data gathered throughout the study and discussed using Kolb's components of organizational support for teams.
- - By Martin Springborg
Building a Leadership Community: One University’s Experience
This article describes one university's approach to developing collaborative alliances within the university and between members of the university community and stakeholders in the community.
- - By Martin Springborg
Needed: A New Generation of Problem Solvers
Higher-education administrators and faculty members should not focus so much on today's financial concerns that they lose sight of such pressing issues. The problems are complex and interconnected, spilling across academic disciplines and often across national borders. Solutions will require theoretical knowledge and practical problem-solving skills, including the capacity to build and lead teams drawn from a variety of disciplines. They will require leaders who can cross boundaries of science, policy, geography, theory, and practice. In other words, they will require a new generation of sustainable-development practitioners.
- - By Martin Springborg
Leading Assessment: From Faculty Reluctance to Faculty Engagement
This article from Academic Leadership Live gets right to the heart of one of the biggest needs and challenges in higher education--assessment of student learning--and makes valuable suggestions for engaging faculty as leaders. Only through doing so, Don Haviland argues, can assessment become the core of how we do things instead of the latest bureaucratic accountability swirl.
- - By L Milne
- Yet while it has outlasted many other higher education reforms, assessment of student learning (arguably) seems to have stalled as a vehicle for transforming higher education. Yes, data collection is happening in many places and there are pockets of excellence (e.g., Alverno College, Truman State), but assessment is hardly a mature endeavor, tied in to the planning and budgeting processes, retention and tenure expectations, or the culture of much of higher education (Wright 2002). Much assessment focuses on student satisfaction and post-college success (as opposed to actual learning), while few investigations of learning address high-level or complex cognitive skills (Peterson and Vaughan 2002).
- Much assessment takes place because of accreditation expectations, conducted with a compliance mentality and doing little to transform faculty or institutional practice.
- Angelo (2002) argues that for a scholarship of assessment to thrive, we must align faculty culture, institutional structures, and leadership for change.
- It is up to us as leaders to create a climate where it is not accreditation that drives assessment, but rather a process of inquiry (driven and owned by faculty) that also fulfills accreditation requirements.
- These assessment leaders should be able to communicate and support the attainment of basic expectations for effective assessment
- nstitutions must also attend to professional development that will help faculty build a common language and practice of assessment. At one institution, we used weekly learning communities to build faculty skills in effective assessment; department representatives learned about assessment together and then mentored their department colleagues. At another institution, we held monthly workshops where multiple faculty from departments came together for skill-building and shared work time. Faculty valued this approach for the time it gave them to collaborate. Whether it is one of these or some other model, institutions should use ongoing professional development to give faculty the tools for assessment success.
- Assessment leaders must be able to conceptualize a system, bring people together around a vision, and build cross-unit partnerships that support faculty work. They should be able to orchestrate the process of assessment, helping faculty see and realize the vision of assessment for improvement rather than accountability.
- Still, institutions should identify one or more faculty members to facilitate or coordinate assessment. Assessment leaders do not need to excel in statistics and measurement; this idea is a misconception based on a focus on the mechanics of working with data.
- This assessment leader should also be visible. He or she should be able to communicate the values of assessment and the plan for moving forward, as well as reach out to faculty to engage in professional development and share resources. Moreover, he or she should be committed to soliciting the feedback of faculty as assessment work unfolds. Giving faculty clear channels through which they can raise questions about assessment, share concerns, and evaluate the effectiveness of the effort is essential to turning reluctance into buy-in.
- These leaders cannot be expected to do their work on top of existing faculty duties.
Promoting Organizational Learning in Higher Education to Achieve Equity in ...
This chapter describes a project in which teams of faculty, administrators, and staff from fourteen colleges and universities engaged in organizational learning for the purposes of identifying and improving inequitable educational outcomes for African American and Latino students.
- - By Martin Springborg
- - By Martin Springborg
A COLLABORATIVE MODEL FOR LEADING ACADEMIC CHANGE
This is the text of Chapter 2 of Ann F. Lucas's book, Leading Academic Change. It was reprinted on the listserv, "Tomorrow's Professor," by permission of the publisher, Jossey-Bass.
It provides a practical guide (8 steps) to leading change, based on a project at Fairleigh Dickinson University's Department of Management and Marketing. As the author notes in the conclusion, the principles and process can be applied to any academic setting.- - By L Milne
- Although this change process was used in a management and marketing
department, the dynamics of change are the same in any department.
A leader is needed, one who ca manage resistance and conflict so
that the department is strengthened and faculty are revitalized
rather than demoralized by the process.
Leadership style and team processes in self-managed teams
"Team leadership merits continued attention because leaders have an impact on how the team develops and performs. In this article, team processes are explored within self-managed teams that develop different leadership styles. In particular, two leadership styles are compared: shared leadership and single leadership. "
- - By Martin Springborg
"Recently, there has been growing interest in more fully examining the situational conditions under which the positive effects of charismatic or transformational leadership are actually achieved. The positive impact of transformational leadership on follower performance has received wide support in the literature. However, much less is known about the impact of transformational leadership on team performance."
- - By Martin Springborg
Leadership and Change (Dale Lick)
This book chapter is well worth the reading for its analysis of the need for change now in higher education, its review of some of the literature on change, and its helpful description of roles in the change process. Best of all is the 11-step process that Dale Lick and Roger Kaufman (both experienced faculty members who have gone on to consulting careers in university planning and leadership) call The Change Creation Process.
The article is copyright Jossey-Bass, 2002 and should not be reproduced.
Full citation: Lick, D. (2002). Leadership and change. In R.M. Diamond (Ed.), Field guide to academic leadership. San Francisco: Jossey-Bass.- - By L Milne
Fall 09 Meeting Handouts - CTL Faculty Development Teams
Online copies of all the handouts shared at the Fall 2009 Faculty Development meeting at Ruttger's.
- - By L Milne
Transformational Leadership - What Is Transformational Leadership
Have you ever been in a group situation where someone took control of the situation by conveying a clear vision of the group’s goals, a marked passion for the work and an ability to make the rest of the group feel recharged and energized? This person just might be what is called a transformational leader.
- - By Martin Springborg
Miller.pdf (application/pdf Object)
This study was designed to discover which leadership styles executives of environmental advocacy nonprofits used to enhance their inter-organizational collaborative efforts. The study was undertaken in two phases. The first phase asked foundation funders of environmental advocacy organizations to identify who they viewed as being successful leaders of collaborative processes. The second phase involved semi-structured interviews with several of the leaders of collaborations nominated as “successful” by the foundation funders.
The study includes definitions for a variety of leadership styles and compares each styles character traits.- - By Martin Springborg
Teaching Teamwork for Educational and Professional Success (Teaching and Learning Laboratory @ MIT)
As there is increased emphasis in universities on helping students acquire the skills they will need to succeed professionally and personally, more instructors are experimenting with student teams. But it is not sufficient to put students in groups and ask them to work together—students need to be taught the skills they will need to function successfully in this kind of situation.
- - By Martin Springborg
Books for Your CTL Faculty Development Library
Book options for your campus CTL Library.
- - By Martin Springborg
Posted from Diigo. The rest of CTL Leaders group favorite links are here.
