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Leadership Programs at Ku: an Analysis of 10 Student Affairs Leadership Programs

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Leadership Programs at Ku: an Analysis of 10 Student Affairs Leadership Programs LEADERSHIP PROGRAMS AT KU: AN ANALYSIS OF 10 STUDENT AFFAIRS LEADERSHIP PROGRAMS Student Affairs Research Committee Barbara Ballard Robert Brown Frank DeSalvo Phil Garito Marla Herron Chris Johnson Sandra Reed Diana Robertson Randy Timm John Wade 2 INTRODUCTION Statement of the Problem The University of Kansas (KU), Division of Student Affairs clearly recognizes the importance of providing programs that are designed to attract and develop student leaders. Programs conducted by the Department of Student Housing, for example, develop the skills necessary to allow a student to be successful in housing governance. The Office of Multicultural Affairs targets potential minority student leaders. The Emily Taylor Women’s Resource Center provides training for women to be effective leaders. The Organizations and Leadership Office offers leadership programs to members of Greek Organizations, and recently spearheaded the successful effort to establish a leadership minor that is housed in the Department of Communications Studies. However, an overview and analysis of many of the existing leadership programs offered under the auspices of the Division of Student Affairs has not been conducted in some time. There are no data to speak to factors such as coordination across programs, intentional selection of a theory base(s) and promotion of a specified leadership style(s), sequence of progression in levels of training, and comprehensiveness of target populations. LITERATURE REVIEW The literature addressing “leadership” is vast and spans many fields and disciplines. Leadership can be studied theoretically or philosophically, from the perspective of traits, skills, and attributes, and in terms of trends and needs on an individual, local, or global level. For the purposes of this study, select articles and documents were chosen to view leadership from the following angles: 1) Leadership and today’s students, (2) Leadership needs in higher education and, (3) Program design and assessment. Leadership Orientation of Today’s Students Several readings urged leadership training program designers to pay heed to the changing dynamics among America’s youth, and in the American higher education community. Young Americans are motivated to get involved and help others on a personal level (Hart and Associates, 1998). Today’s students are more grass roots oriented; top-down leadership is not a common framework from which these students work. They share a sense of collective responsibility, expect cooperation among diverse individuals, embrace difference, and are generally sensitive toward others. Effective leadership must, therefore, empower and encourage others to act. Inclusiveness is a heralded value. Nuss (1994) stated that leadership must be geared toward the common good. She called for a shift in focus from the rights of individuals to the needs of the community and a sense of mutual responsibility. This can be accomplished by emphasizing cooperative, not competitive, environments that transcend our administrative boundaries, enhancing conflict resolution skills and role modeling. A community that is focused on the common good must be purposeful, open, just, disciplined, caring, and collaborative. Kezar (2000) also favored a collaborative environment. Hierarchical structures are no longer effective in higher education. Engaging staff in the leadership process and bringing diverse voices to the table are imperative. Specifically, Kezar states that those in positions of power must reflect on how their position influences their perspective, thus opening themselves to the 3 value of hearing multiple perspectives. The multiple perspectives must be discussed, rather than seen as obstacles. Differences must be embraced, and ultimately leaders need to determine what should be valued in the institutional context. This collaborative approach to decision-making should be modeled and taught to young leaders. Leadership Needs in Higher Education In a study researching the effects of campus student government involvement, Kuh and Lund (1994) found that students learned important practical competencies related to the skills needed in today’s workplace. The article focused on the personal growth experienced by these leaders while also promoting other leadership opportunities on campus. Kuh and Lund also touted the importance of leadership training to institutional vitality. Mission statements indicate the role leadership education plays in our college and university environments. Boatman (1999) promotes, defines and describes the use of leadership audits on campuses. In addition to formal programs, Boatman asserts that the college experience provides an informal laboratory for leadership development. Implementing a campus leadership audit, Boatman suggests, provides a descriptive process of the available activities and a diagnostic process to provide for future activities. Peers consistently viewed effective student leaders as challenging, inspiring, enabling, and encouraging role models, according to Posner and Brodsky (1994). Posner and Brodsky, designers of the Leadership Practices Inventory (LPI), found that effective leaders demonstrated these qualities more frequently than their less effective counterparts. While the LPI originally demonstrated effectiveness on fraternity chapter presidents, in this study the authors used the tool to research its effectiveness with sorority presidents. In doing so, the authors also the found that the practices of effective student leaders did not vary according to gender. The study also suggested that the tool could be used as “pre-work” for student leadership conferences. Program Design and Assessment The United States Army (1999) published leadership performance indicators to be used in evaluating and counseling officers. These indicators provide a comprehensive view of the leadership role as defined by the Army, including values, attributes, skills, and actions. Each category of indicators lists the behaviors that define or describe these characteristics of a leader. This document can serve as a model for the development of an intentional curriculum or evaluation system. Defining the needs, intended outcomes, or expectations for leadership training assists in the provision of deliberate and purposeful training programs. In a study of the leadership attributes of vocational educators (Moss, Leske, Jensrud, & Berkas (1994), important suggestions for the design and assessment of leadership training were offered. The investigators used a variety of methods to assess the effectiveness of training programs, including: 1) a standardized instrument; 2) a participant satisfaction survey; 3) a self-report behavior and performance survey; 4) interviews; and 5) focus groups. These efforts provided valuable information regarding program costs, participant satisfaction level, attribute change effects, and behavioral effects. From this information, program designers can evaluate the training programs in a comprehensive fashion. The results of the vocational educators leadership training study also provided specific suggestions regarding leadership-training methodology. Structured programs with active participant involvement lead to greater improvement in attributes. Team building exercises were 4 recommended to build a safe, supportive environment for learning. Self-assessment activities, in conjunction with self-development planning, were determined to be very useful to participants. Incorporating simulations and activities that allow for guided practice in applying leadership attributes was suggested. Additionally, observations of and interviews with leaders were considered to be effective means of learning about leadership. The authors cautioned training program designers to take into consideration the number of attributes one intends to affect and the difficulty of affecting those attributes when planning leadership programs; seeking balance between the degree of challenge, the length of the program, and the number attributes addressed was suggested. Woodward (1994) asserted that the perception of self-interest and profit, rather than a goal for the common good, was changing the dynamics of American leadership. Woodard promoted the need for enlightened, altruistic leaders by forecasting the needs of leaders in the year 2002. To better insure the cultural value of improving the human condition, a values oriented development was suggested. He recommended that (as suggested by Roberts and Ullom [1989]) faculty and staff should work collaboratively to create leadership development opportunities, including theory, values clarification, skills development, societal issues, and experience. Helen Astin (1996) combined the need for personal and group values exploration to create a Social Change Model of leadership development. In doing so, the group developing the model let go of the idea that leaders are defined by the presence of followers. Rather, this program was created to foster a strong sense of civic responsibility and a desire for social change in all participating members. To this end, the Social Change Model emphasizes collective action, shared power, and passionate commitment to social justice. Through the use of a community service project, the model focuses on seven core values divided into three groups. The Personal Values section explores the consciousness of self, congruence, and commitment. The Group Values focused on the need for collaboration as a core value to the entire model; common purpose in shared values between
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