WORKPLACE LEADERSHIP 1
WORKPLACE LEADERSHIP THROUGH PROFESSIONAL DEVELOPMENT: LAMBTON COLLEGE SUPPORT STAFF GROUP
By
HEATHER DIANNE COURTNEY-TORRES
Integrated Studies Project
submitted to Dr. Angela Specht
in partial fulfillment of the requirements for the degree of
Master of Arts – Integrated Studies
Athabasca, Alberta
September, 2010 WORKPLACE LEADERSHIP 2
ABSTRACT
This project focuses on the need for post secondary intuitions, more specifically
Lambton College, to react to global pressures by maintaining a competitive edge by investing in training and development of the support staff employee group. Support staff are responsible for front line requests from internal and external stakeholders and in most cases are the first point of contact. This employee group is a viable resource for the
College in executing institutional objectives by effectively meeting the needs of internal and external clients. Since the Ontario College System is being influenced by ministry initiatives which are diversifying the student enrollment, support staff are experiencing changes to their roles and expectations within Lambton College and across the province of Ontario. By integrating a theoretical and pedagogical principal to an applied workplace leadership program, a well-built certificate can meet both the professional development needs Lambton College’s support staff while acknowledging its organizational mission and mandate. This workplace leadership certificate focuses on many subject areas in developing leadership skills such as communication, customer service, critical and creative thinking, cultural/community sensitivity, coaching and leading teams, Strengths based leadership, project management, the Ontario college system, entrepreneurial spirit. The underlying theme of the workplace leadership certificate highlight concepts from Lambton College’s newly adopted positive psychology assessment called Strengths
Quest. By using positive psychology through workplace leadership training and development, Lambton College will be able to improve employee confidence, knowledge and skills in the workplace. In effect, by possessing leadership traits, staff will develop more self-confidence in themselves and in what they do and therefore will become more productive while assisting the College meet its goals of improving processes to maintain a competitive edge. WORKPLACE LEADERSHIP 3
CONTENTS
INTRODUCTION …………………………………………………………………………. 4
ONTARIO COLLEGE SYSTEM ………………………………………………………… 5
PROFESSIONAL DEVELOPMENT IN WORKPLACE ………………………………. 11
SUPPORT STAFF WORKPLACE TRIANING ………………………………………... 14
SUPPORT STAFF WORKPLACE LEADERSHIP CURRICULUM …………………. 21
FEEDBACK AND MOVING FORWARD ………………………………………………. 28
CONCLUSION ……………………………………………………………………………. 31
REFERENCES …………………………………………………………………………… 33
APPENDIX 1 ……………………………………………………………………………… 37
APPENDIX 2 ……………………………………………………………………………… 41
WORKPLACE LEADERSHIP 4
Workplace Leadership through Professional Development:
Lambton College Support Staff Group
Introduction
Increasing enrollment and diversification of the student population within Ontario post-secondary educational institutions have created specific challenges for provincial colleges and their support staff. In order to meet these challenges head on and improve the quality of education and assistance new and existing demographic of students receive, colleges would benefit from investing in training and the development of their support staff, who represent the first line of communication for all internal and external stakeholders. This project focuses on the need for post secondary intuitions, specifically
Lambton College, to maintain a competitive edge by investing in training and development of its support staff employee group. This employee group is a viable resource for Lambton College in executing institutional objectives when responding to the needs of internal and external clients. Given the important role of support staff within the College, they need to be provided with relevant professional development, such as workplace leadership, in order to develop their skill set and improve their ability to serve
College stakeholders.
Workplace leadership is viewed as influencing without authority. This leadership style goes beyond formal positions and can be seen in traits such as drive, honesty and moral character, intelligence, relevant knowledge, self-confidence as well as the desire to influence others (DeCenzo, 1997, 363). By possessing leadership traits through training, staff are believed to develop more self-confidence in their work and as a result become more productive.
A well developed workplace leadership certificate can help meet both the professional developmental needs of support staff while fulfilling Lambton’s strategic plan. By using positive psychology through a newly adopted assessment called WORKPLACE LEADERSHIP 5
Strengths Quest, Lambton College should consider workplace leadership training as a means to improve employee confidence, knowledge and skills in the workplace. In effect, this will help the College meet its goals of improving processes to ensure student success while maintaining a competitive edge.
Ontario College System – Lambton College
The Ontario College System, which include faculty and support staff, are supported by the Ontario Public Service Employees Union (OPSEU). The purpose of this project is to focus on the role of support staff within the college system, specifically
Lambton College. With approximately, 275 full-time employees at Lambton, the Support
Staff group consists of 123 full-time employees, which represent 45% of the total employee group (Lambton College, 2009, Organizational Chart). This group, through many departments, including Registrar’s Office, Financial Aid, Student Success
Services, Information Technology, Marketing & Recruitment, International Services,
Library Resource Centre, Dean’s assistants, and laboratory technologists, are usually the first point of contact for students, staff, faculty and others who wish to access the college’s services. In effect, this makes the support staff group a viable resource for the
College in executing institutional effectiveness.
Lambton College’s support staff are experiencing transformations to their roles due to many influencers seen through changes in policies and practices to meet the needs of stakeholders (students, staff, community members, and political leaders).
Maehal (2000) states, colleges “must choose to make extensive changes in their accustomed policies and practices to embrace serving adult learners as a central part of their missions; otherwise, they risk being replaced by other servers ready to adapt to the new conditions” (p.5). Lambton is experiencing changes with the introduction of new technologies such as online learning; diverse student population due to online learners, an increase in mature student enrollment and international student interest; global WORKPLACE LEADERSHIP 6 competition of other learning institutions; and, the increased need for educational training within the workplace. There is approximately 1,000 full-time support staff across the Ontario College system (OPSEU, 2004, p.1). From 1987-2002, support staff hires across Ontario increased by 1%, while student enrollment increased 43% (OPSEU,
2004, p.9). Considering support staff are the first point of contact, these employees have a crucial impact on the portrayal of the College’s image. As colleges grow and respond to external and internal pressures, support staff are directly impacted. The changes in the workforce stem, in part, from the effects of global competition across the world.
Employers and employees’ expectations and images of the workforce are changing due to heightened competition. Globalization effects people, cultures and economies all over the world, as our communities are becoming more and more interconnected (Hytten,
2009, p.397). This interconnection increases the demands on institutions to offer diversified services to meet the needs of people from all over the world. Professor Hytten defined globalization as a pattern of “what happens when the movement of people, goods, or ideas among countries and regions accelerates” (2009, p.397). Global pressures can have many impacts on organizations, which can encourage employers and employees to embrace different viewpoints and ideas. This will allow for organizations to enhance employee knowledge, cultivate and understand tolerance and develop enriching social arrangements (Hytten, 2009, p.398). Being open to change and what change brings is important for organizations dealing with heightened competition.
As global competition increases, the entire post-secondary educational system in
Ontario, students, community members and government officials, expect support staff to be more flexible when carrying out services to ensure student success. In 2008, the
Ontario Public Service Employee Union support staff collective agreement was being renewed in response to global pressures and the changing educational system. The first WORKPLACE LEADERSHIP 7 main theme that management anticipated incorporating into the workplace, which directly affects support staff, was to improve processes so employees are able to respond and resolve unique issues and circumstances within their own environment.
Secondly, management needs to encourage term specific employees by focusing on professional development and movement between different jobs within the college system (OPSEU, 2008, Bargaining Bulletin). Process improvements and professional development encourage flexibility within the workplace. Instead of doing ordinary tasks, support staff are being pressured to use critical and creative thinking while being more productive. These demands can result in great opportunities of growth for support staff, as long as they are given the proper resources to carry out their tasks.
In addition to management demands, a report written by Ontario Public Service
Employee Union, A Strategy for Quality Education (2004), summarizes the post- secondary educational system in Ontario is under great stress (p.1). This report highlights areas that are in need of attention in order for college’s to provide quality educational experiences, accessible services and instructive options for all students.
While the economy and society are demanding a more educated workforce colleges must be able to identify these trends by responding to these demands as well as from the demands of students seeking higher education (OPSEU, 2004, p.1). As the need for higher and quality education has grown, funding for post-secondary institutions has decreased. The trend throughout Canada, in particular Ontario is that, “provincial spending has declined and responsibility for funding education has been offloaded onto students and their families” (OPSEU, 2004, p.2). Since funding has decreased, students are responsible for funding their own education and the expectation of quality education becomes more important. In addition, society’s expectations are increasing. In 2004,
Human Resources Development Canada forecasted that “more than 70% of new jobs would require some form of postsecondary education” (OPSEU, 2004, p.2). The growing WORKPLACE LEADERSHIP 8 need for higher education raises the issue of accessibility for all students, which increases pressure on college's to respond. The need for more accessible education is evident through various government initiatives. Shults believes these changes are because “community colleges are bound by service to constituencies at the local, state, societal, and global levels and serve diverse and often underprepared student populations” (2008, p.1). There is an expectation to provide services and education to an array of needs, including those with disabilities, from low income families, as well as immigrant, international and aboriginal students. At the same time, there is a tremendous inequality of access to higher education for these groups in Ontario (OPSEU, 2004, p.3).
This inequality mainly stems from these groups not having the resources to fund and support their educational needs. Colleges are recognizing this need and are creating better services and pathways to provide the proper resources so everyone has a better chance of becoming educated. For example, with the help of the provincial government, colleges and universities receive funding on a yearly basis for a program called the
Ontario First Generation Bursary. First generation students are defined as those whose parents have not participated in post-secondary studies (Ministry of Training, Colleges and Universities, 2010). Funding for these students is intended to encourage them to increase their level of education and succeed economically, socially and culturally.
Encouraging these students to succeed educationally will in effect result in a more educated diverse population. Accommodating the needs of a diverse student population demands more flexibility and tolerance from support staff because students may not be used to the educational system and need more assistance with accessing the College’s services therefore reaching out to support staff to help solve issues or answer questions.
In addition, Lambton College has been influenced by other government funded programs such as Second Career and the School to College to Work Initiative (SCWI), while simultaneously receiving less funding due to the economic downturn. Second WORKPLACE LEADERSHIP 9
Career is a provincial program for Ontarians who have been laid off and provides these people with skills training and financial support to help them find employment in a new more employable sector (Ministry of Training, Colleges and Universities, July 2010). In effect, Lambton College introduced a number of new, more flexible programs and opportunities to meet the needs of this diverse group of mature students (Annual Report,
2008-2009, p.4). The School to College to Work Initiative is another provincial program that has increased the diversity in Lambton’s enrollment. This initiative offers high school students, usually those at risk of not graduating high school, an opportunity to experience college as an option for the future (Annual Report, 2008-2009, p.5). Through this program, Lambton College is leading the way across the province by providing countless opportunities for high school students (Annual Report, 2008-2009, p.5).
Oblinger (2010), states “students of all ages today demand greater engagement and flexibility in terms of resources, support services and course offerings” (p.4). The First
Generation Bursary, Second Career and School to College to Work Initiative government initiatives are ways to encourage diverse populations to participate in post-secondary education and in effect will increase the productivity of the overall workforce. Since increased enrollment is partly due to these programs, more support staff jobs will be created or changed in order to focus on ensuring student success. The government funded programs could affect changes in staffing and processes of student services to educate and assist students with the College system. Support staff will be expected to learn how to accommodate multiple requests from various groups of students to help give these students a positive post-secondary experience.
Lambton College is also actively increasing its enrollment with an international student base. According to Lambton College’s 2008-2009 Annual Report, the institution experienced a record number of international students and is continually growing each year (2008/2009, p.8). From 2008-2009, international education brought in WORKPLACE LEADERSHIP 10 approximately $2.5 million, out of the $12.7 million the College receives in tuition fees
(Annual Report, 2008/2009, p.8). In effect, Lambton’s program and course deliveries have been improved to meet the needs of its diverse student population nationally and internationally, which has directly influenced the roles of support staff. Having such diverse groups of students on campus requires more specialized student services because each student requires different accommodations depending on their personal and academic situation. Trying to meet the needs of all students will directly influence the job expectations of support staff because they will need to be educated on cultural differences. Support staff will need to gain a cultural sensitivity to the personality differences of international students to effectively communicate with these students to make them feel more comfortable in the college setting. Due to all these changes to student enrolment, employees need to consider opportunities to become more engaged in creating a desirable workplace for themselves while meeting the college’s operational goals.
As an employer, Lambton College must understand the influence of globalization and embrace global pressures that are demonstrated through government initiatives and the College’s own competitive needs. Lambton College strives to provide an innovative learning environment for the college community through the objectives set out in its strategic plan. The Strategic Plan is broken down into sections highlighting the College’s mission, values and strategic priorities. The strategic priorities of Lambton College highlights academic excellence, student success, technological and service excellence, community success and accountability for administration, faculty and staff to deliver
(Lambton College, 2008, Strategic Plan). As Lambton College faces the challenges of competing in a global environment, administration is pursuing opportunities to enhance strategies to adapt to the needs of its internal and external stakeholders. While specific provincial government initiatives provide funding for Lambton, other funding for the WORKPLACE LEADERSHIP 11
College remains to decline. The College’s Business Plan and Budget Report from spending in 2009 states, “responding to the continuing economic challenges facing the province of Ontario, the budget focused primarily on the spending restraint to deal with record Provincial deficits” (p.5, 2010-2011). The operations of Ontario Colleges, specifically Lambton College, are influenced by expectations from many of its external and internal constituents. As a publically funded institution, Lambton College has a sense of obligation to meeting the educational and training needs of customers, maintaining a partnership with the local community, while following policies and procedures of government standards.
Professional Development in the Workplace
The strength of an organization in the twenty-first century stems from its ability to position its performance in a global setting. The increase of a global economy impacts the work environment of all organizations, more specifically, employee behavior, human relations and organizational performance (Lussier, 2002, p.24). Employers are investing in employee training because people are seen as a valuable resource as a means to grow and maximize profitability. When using people as a resource, companies must use them wisely because the most productive individuals are those who remain challenged and engaged (Green, 1990, p.9). The size of the support staff group demonstrates the need for Lambton to invest in training and development in order to promote flexibility and adaptability of the changes they are experiencing in their jobs. While encouraging support staff to embrace change, the College must provide the resources to support them. Increased numbers of employees need access to learning and training opportunities in order to do their jobs, and to adapt to changes in their work (Stahmer,
1995, p. 41). To accommodate the continuous changes to the College’s daily operations, support staff must be provided with the appropriate resources to do their job and ensure quality. WORKPLACE LEADERSHIP 12
Providing training and development for support staff actively demonstrates a caring nature for this employee group and in effect, they may be motivated to participate in professional development to meet the objectives of the College’s strategic plan. Many companies use professional development as workplace training and skill development to train a more productive and innovative employee (Canadian Council on Learning, 2007, p.4). Companies who desire to produce a highly effective and efficient workplace must meet the training needs of their employees, while at the same time meeting the needs of external stakeholders through training that is relevant and applicable to demands of external stakeholders. Engaging employees is an important factor with professional development in order to meet the unique needs of individuals. When introducing training and development, staff need to believe the training will be beneficial to them personally and professionally. Ollerhead believes, “People who feel that the organization they’re working for cares enough about them to focus on their training and development, are likely to feel much more motivated” (2009, p.31). In addition, employers must create a culture where the individual employee makes conscious choices and plays a pro-active role in finding the right career development opportunities (Frans van de Cen, 2007, p.45). If employees believe a certain type of professional development training is applicable to their workplace, the more engaged and motivated they will become. In effect, to understand an employee’s training needs is to understand what keeps them engaged and motivated. Jacobson and Kaye (1988) state “organizations that train employees to draw on alterative resources will discover a higher performing, more participatory workforce, where each employee is actively engaged in achieving the goals of the organization” (p.43). In order to encourage employees to draw on their alternative resources, they must encompass the skill, knowledge and confidence to do so and this can be done through leadership training.
By adapting to the training needs of employees, Lambton College will produce a WORKPLACE LEADERSHIP 13 highly effective and efficient workplace. An increasing number of adults need access to learning opportunities and continuous training in order to do their jobs, and to be ready to adapt to changes in their work (Stahmer, 1995, p. 41). Lambton College has identified this need for professional development, which is stated in the Academic and Student
Success Plan (2010):
For an organization to grow and prosper, its employees must grow. Therefore,
there must be some process through which there is an opportunity for career
development for all employees in the many roles that are in the organization.
Career development must also include improved job performance and job
satisfaction for all those who are satisfied in the role they play within the
organization.
Acknowledging the need for career development for support staff is the first step to discovering the type of development that is needed. When developing a new training program for Lambton College, it must be in line with Lambton’s strategic plan and also with the Learning Innovation Centre’s (LInC) operational plan for support staff. The
Learning Innovation Centre is Lambton College’s office of professional development, which facilitates training and development offerings. The Learning Innovation Centre’s operational plan indicates the need to develop support staff, specifically through a leadership certificate to be offered in 2011 (Church, 2010). Professional development is a training tool Lambton is using to enhance the skills of support staff employees.
Lambton has also invested in a strategy to motivate and engage staff through the use of a positive psychology technique called Strengths Quest. This technique encourages staff to reflect on and improve their strengths, rather than focusing on their weaknesses. By offering more positive encouragement, staff can be more productive and happy in the workplace because they can recognize their own successes as well as have a better understanding of their colleague’s strengths. Strengths Quest is a lifelong WORKPLACE LEADERSHIP 14 adventure that is composed of three aspects: discovery, development and application of an individual’s talents in his/her academic life, relationships and career (Clifton,
Anderson, Schreiner, 2006, p.11). This assessment reveals an individual’s top five strengths/talents out of a list of 34 possible themes. Once an individual’s strengths are identified, each individual is given the opportunity to allow the discovery, development and application by generating optimism, providing a sense of direction, generating confidence and also as sense of vitality (Clifton, Anderson, Schreiner, 2006, p.15).
Strengths Quest is a newer concept to Lambton that was introduced in January 2010 and is becoming more popular and accepted by staff. Out of one 123 support staff, 55 have completed the Strengths Quest assessment and that number continues to increase
(LInC, 2010). This increase demonstrates that support staff are interested in developing themselves in the workplace which in effect presents an opportunity for administration to actively develop and invest in more training for this employee group. Workplace leadership training will complement employee strengths through developing their potential to use newfound abilities in compelling and meaningful ways (Shults, 2008, p.11). Through this training, Lambton College’s support staff have an opportunity to become more engaged within the workplace, while playing an active role within the organization’s growth and its ability to maintain a competitive edge.
Support Staff Workplace Leadership Training
Workplace leadership training is a way for an organization to improve company performance through its staff. Through leadership training, an organization can accomplish its goals and objectives by properly training staff to be knowledgeable about their job and their organization's expectations. Essentially, a company’s growth is directly related to individual people, at all levels, making better decisions (Setzer, 2008, p.31).
Workplace leadership training is essential for all staff in order for them to be more knowledgeable and confident when making decisions in the workplace. Individuals WORKPLACE LEADERSHIP 15 without official managerial duties can possess leadership roles within post-secondary institutions (Shults, 2008, p.11). All employees encompass leadership roles within the workplace through making decisions and providing service to stakeholders. Basically, leadership is needed at every level of an organization and is called “non-positional” team-based leadership (McGill, 1998, p.40). For support staff to provide superior service and demonstrate effective decision-making skills, they must be provided with the tools and resources to learn and apply customer service, interpersonal and decision-making skills., Setzer (2008), believes “leadership training can make employees realize they can be more effective on the job because they can better relate to people and become more powerful” (p.32). Workplace leadership training encourages continuous personal and professional improvement for support staff’s well-being.
Workplace leadership training is most beneficial when all levels of employees are encouraged to participate. Green (1990) argues that post-secondary institutions should invest in leadership training:
The benefits of leadership development accrue to the institution, since a college
or university is only as good as its faculty and staff. The ability to attract, retain
and develop good people is central to institutional effectiveness; individual and
institutional developments are inextricably tied together (p.8).
With proper workplace leadership training, all employees will have the ability to grow and prosper within their current and future roles within the College, which can positively impact increased job performance and job satisfaction. Workplace leadership training encourages continuous personal and professional improvement for the well-being of support staff. This type of training will be a benefit to support staff because it can create a common language and experience that will hopefully influence other support staff to participate in the leadership training or at least learn and be mentored from those who have already completed the training. Developing and offering a program for support staff WORKPLACE LEADERSHIP 16 can provide a common language, a shared experience and help to establish or clarify common goals (Green, 1990, p.10). Providing workplace leadership training to support staff should enhance the College’s daily operations and may influence positive institutional change. Green (1990) also believes “as people change and grow, they bring new perspectives and insights to their work; leadership development can serve as a catalyst for institutional change and renewal by introducing new ideas and new ways of doing things” (p.9). Workplace leadership training can help the College, more specifically support staff, to fulfill its commitment to Lambton College’s Strategic Plan by meeting the components laid out in the priorities section:
Technological and Service Excellence: providing superior facilities and services
that exceed student expectations and decision-making made on the frontline; and
Accountability: affecting explicit service standards enhanced through continuous
improvement and accountability; innovation and entrepreneurship encouraged
and supported throughout the organization; and a shared responsibility for
employee wellness and professional development (2010).
Training must be in line with the employee’s needs as well as the College’s needs. The
Canadian Council on Learning (2007) state “training is most effective when it is linked to a firm’s business strategy and integrated with its plans and priorities in order to address challenges and opportunities” (p.7). The workplace leadership training for support staff is a positive investment for the College because it supports the goals of the Strategic Plan and will enhance the interest of support staff to participate.
The purpose of the Support Staff Workplace Leadership Certificate is to enhance the development of support staff to become more confident in themselves and their role within the workplace while helping Lambton meets it priorities in the strategic plan. Refer to Appendix 1 for a draft preliminary proposal of the program. This program proposal explains how leadership training aligns with the College’s Strategic Plan , compares the WORKPLACE LEADERSHIP 17 existing leadership programs available at other institutions, explains the delivery and timeline for the program, and discusses how leadership training can benefit support staff as well as Lambton College. If approved by senior administration, the president and vice- presidents, the program proposal will be sent to the program review committee for final approval in October of 2010. Once the program proposal has been accepted by all the required parties, the training is scheduled to begin in February 2011. Every year the
Learning Innovation Centre organizes a Professional Development Day for support staff and there are plans for one of the training modules to be delivered so that staff who participate have at least one of the training courses completed, which may generate interest to continue with the program. Due to limited resources, the training will be offered to a group of approximately twelve volunteer support staff, selected on a lottery basis, upon the approval from their direct supervisor. There is anticipation that more than twelve support staff will be interested in the training, but the final selection process is still undecided.
The Workplace Leadership Certificate is anticipated to be delivered as an Award of
Completion. Support staff who complete all the required modules will receive this Award, which will be recognized by Lambton College. There has been discussion that the
Human Resource Department at the College will recognize the award of completion and list it as an asset within internal job postings. Having the College recognize the Award of
Completion will communicate to support staff that leadership training is a valuable asset within the workplace. Leadership training must be an institutional commitment, practiced at all levels and encouraged throughout the entire institution (Green, 1990, p.12). Green
(1990) confirms “once the commitment is established, leadership development needs to be institutionalized…it must be compatible with the traditions and culture of the institution” (p.12). If support staff feel that the workplace leadership training is accepted and recognized institutionally there should be a more engaged commitment. WORKPLACE LEADERSHIP 18
The delivery of the training will be offered over the course of nine months so staff appreciate that the learning is an investment and a meaningful tool, which can be applied to their workplace and enhance growth. Over the course of the nine month training each module will be delivered from two to four times a month, two hours per day.
According to the Ontario Public Service Employee Union Support Staff Collective
Agreement section 9.5 support staff are given three professional development days
(2008, p. 36). Staff will be given the option to use these days for the training and in addition, Lambton College will give them the remaining hours. If staff choose not to use their professional development days they will need to make up the time missed from work. As much as the College creates and encourages opportunities for leadership development, support staff must want to seize these opportunities (Green, 1990, p.8).
With the shared time format, staff will more likely be committed to the training and in effect, become more engaged in the workplace because both the College and staff are investing their time.
As part of the preliminary program proposal there must be a comparative analysis of what programs already exists at other post-secondary learning institutions.
Even though it seems obvious that the proposed workplace leadership training will be beneficial for the College and support staff, knowing what other Ontario colleges and universities offer is important to explore. Lambton College offers a Leadership Skills
Certificate offered through The Ontario Management Development Program (OMDP).
Many Ontario colleges and universities offer some form of support staff professional development. Mohawk College offers a Workplace Leadership Certificate Program specifically for its support staff as an opportunity to reflect on and implement strategies for personal and career development (Mohawk College, 2010, Workplace Leadership
Certificate). Algonquin College offers a Leadership Development Certificate Program to their internal workforce that includes managers, supervisors, team leaders, and those WORKPLACE LEADERSHIP 19 wanting to develop leadership competencies (Algonquin College, 2010, Leadership
Development Certificate). This certificate is offered to leaders of external organizations or anyone who intends to become a manager and who is interested in upper leadership training. McMaster University has developed various MVP Professional Development
Workshops that can be applied towards a certificate or diploma. This opportunity is available to the general public and McMaster employees, including supervisors, managers, professional and administrative staff from various industries (McMaster
University, 2010, MVP Workshops). The University of Western Ontario offers a professional certificate Effective Leadership Program. This certificate is for new leaders, as well as those with experience, to begin their leadership development (UWO, 2010,
The Effective Leadership Program). These training opportunities offer a diverse assortment of courses and training techniques, but the majority of them do not focus specifically on a certain college or university employee group.
The leadership training offered at Lambton College, McMaster University and UWO are meant for professionals in the workplace, typically, those who are managers or managers in training. These programs are designed for anyone interested in becoming a manager or to enhance their positional leadership skills. The variety of courses offered are quite theoretical and credit weighted, which requires the completion of assignments and tests. Typically, the people taking these courses are targeted leaders and are expecting to advance in the workplace. The topics of the courses in these programs are interesting to consider as topics for Lambton’s Workplace Leadership Certificate, however, they need to be more applicable to the type of workplace support staff experience.
The leadership training options at Mohawk and Algonquin College are similar to the type of training Lambton College would like to offer support staff; Mohawk’s program is specially targeted to support staff so the type of courses and the learning outcomes are WORKPLACE LEADERSHIP 20 similar concepts of what Lambton is interested in offering. However, the length of
Mohawk’s program is too long and even though the courses are relevant topics, they are not specific enough to Lambton’s workplace. The delivery of Algonquin’s program is more ideal for the training method of Lambton’s program. The delivery modules of the subject areas are more practical for support staff. Both Algonquin’s and Mohawk’s programs can be easily applied to the workplace because they were developed for actual staff at each of the colleges.
Workplace leadership training is a positive approach to pursue in order to keep support staff engaged and efficient in the workplace. The overall goal of the Certificate is to provide Lambton College support staff with the opportunity to participate in training that will benefit themselves personally and professionally. Participants will have the opportunity to positively influence their colleagues through the skills they have developed. Green (1990) believes that “professional development can contribute to one’s competence on the job. Essential to effectiveness in every organization are employees who know their jobs, are abreast of the latest information they need to do their jobs, and know how to get access to resources they need” (p.9). The desired outcome of the Support Staff Workplace Leadership Certificate is to enhance the development of support staff by using their professional and personal resources to become more confident in themselves and their role within the workplace. This leadership training will help develop more knowledgeable and better connected staff. In effect, some staff may feel encouraged to grow within the organization, and this training certificate provides an important component for succession planning. However, the purpose of the workplace leadership training for Lambton’s support staff is not necessarily to prepare and encourage all staff to want to advance into management roles. There will be no guarantee for advancement upon completion of the training, however, this training will help the College target leaders as a way to inspire these future WORKPLACE LEADERSHIP 21 leaders for succession planning advancement to management in the College or elsewhere. McGill and Slocum believe organizations need to know who its leaders are and how to develop their leadership abilities to effectively deal with leadership situations and succession planning (1998, p.45). To target leaders in the workplace begins with general leadership training so employees can learn about themselves and where they fit into the organization (Setzer, 2008, p.30). Preparing support staff for the future and encouraging them to reflect on their role within the College is an important tactic to stay competitive.
Support Staff Workplace Leadership Curriculum
The development of the courses within the Workplace Leadership Certificate is important to align with the needs and expectations of both the College and its support staff. Jacobson and Kaye (1988) believe “professional development training requires adjustments in attitude, perspective, thinking and orientation of trainers and employees.
These adjustments are not just in how they perform their jobs each day, but also in how they perceive their jobs and their roles in the organization (p.43). Support staff must be interested in the type of training they will receive in order for them to commit to it. Refer
Appendix 2 for the Workplace Leadership Training Learning Outcomes. Once the learning outcomes are approved by Lambton’s senior management, a meeting will be scheduled with Lambton’s Support Staff Professional Development Committee to ensure staff will be receptive to the training. The learning outcome modules focus on communication, customer relationship management, critical and creative thinking, cultural and community sensitivity, coaching and leading teams, strengths based leadership, project management, the Ontario College system, and entrepreneurial spirit
(Work Place Learning Outcomes, 2010). This workplace leadership training is a way for
Lambton to create a positive environment and give support staff the opportunity to excel, which is important when introducing professional development training (DeCenzo,1997, WORKPLACE LEADERSHIP 22 p.326). The topics of the learning outcomes directly relate to the role of a support staff member as it pertains to the College’s Strategic Plan .
Communication is an important skill, not only in the workplace, but in everyday life.
The learning outcome is to develop staff to “communicate effectively in leadership roles as a team leader or team member by identifying ways to improve interpersonal relationships, such as active listening skills and giving and receiving feedback” (Work
Place Learning Outcomes, 2010). Gaining excellent communication skills will assist staff to meet all areas of Lambton’s Strategic Priorities, as well as meeting the statement in the Values section, “in all our interactions, we commit to open and effective communication” (Lambton College, 2008 Strategic Plan). This training will prepare staff to communicate more effectively on a day to day basis and during difficult tasks.
Presentation Coach, Linowes (1999) believes “the ability to communicate well is a valued skill…and employers need to help employees see how enhanced well-being and an ability to communicate effectively can rebound to their benefit on the job (p.24).
Communication skills are imperative for employees to be successful within the workplace by responding to requests from internal and external stakeholders.
Customer service is a very important component for Lambton to be competitive with other post-secondary learning institutions. The learning outcome will train support staff to
“apply essential competencies in customer service to meet the needs of a customer/colleague in a friendly, courteous and convenient environment; and to utilize the College’s computer student systems such as WedAdvisor, Datatel, and Lambton
Instructional Online Network (LION) to support student success” (Work Place Learning
Outcomes, 2010). Support staff need to represent all aspects of customer service and understand Lambton’s student computer systems in order to effectively respond to student and staff requests. Lambton College must ensure that support staff understand what complete customer focus means at a practical level (Ollerhead, 2009, p.31). Staff WORKPLACE LEADERSHIP 23 must identify Lambton’s customers, their needs and most importantly, how to meet these needs (Ollerhead, 2009, p.29). The training support staff receives will assist them in identifying Lambton’s customers and be able to utilize resources to provide superior customer service. The majority of Lambton’s, strategic priorities highlight aspects of providing customer service, more specifically technological & service excellence, which states Lambton will provide “superior facilities and services that exceed student expectations” (Lambton College, 2008, Strategic Plan). Realistically, in order for
Lambton to meet all components of its strategic plan, customer service is a key factor for success.
Critical and creative thinking enhances customer service because in order to provide customer service, support staff must be able to make decisions in an effective and efficient manner, while keeping the customers and Lambton’s needs in mind. The learning module will train staff to “define and explain creative and critical thinking in relation to the role of the leader in decision-making; and debate an issue or problem using creative and critical thinking skills” (Work Place Learning Outcomes, 2010). This module is anticipated to provide support staff with the confidence to make critical and creative decisions on their own or with colleagues by debating an issue or a problem that affects their workplace. Critical and creative thinking are essential skills for support staff because in the Strategic Plan under technological and service excellence it highlights
“decision-making to be promoted on the front line” (Lambton College, 2008, Strategic
Plan). Since support staff are the front line staff, this direction speaks directly to them.
Critical and creative thinking is a conceptual skill that is important in workplace leadership training because it allows staff to look at the ‘big picture’ by giving them the ability to think in the abstract, analyzing lots of information and making connections
(DeCenzo, 1997, p.369). This type of skill is important for staff to think of new and innovative solutions that they may have never considered before. WORKPLACE LEADERSHIP 24
Cultural and community sensitivity is important for Lambton’s support staff because as the student population diversifies staff need to be more open-minded. This learning outcome will train support staff to “develop leadership capabilities and cultural sensitivity as a citizen of the local community and across Ontario, Canada, and internationally by volunteering and getting involved in a worthy cause; and to demonstrate sensitivity to the diversity of cultures and designated groups at Lambton” (Work Place Learning
Outcomes, 2010). This type of training is important to Lambton College stating “in all our interactions, we commit to fair and equitable treatment of all, respect for individual perspectives and diversity and an environment that empowers people to be innovative and caring” (2008, Strategic Plan). All post-secondary learning institutions, specifically
Lambton College, are experiencing a change in demographics of its learners. Miehal
(2000) believes “these learners possess a full range of learning needs, circumstances and preferences. There must be greater flexibility and recognition of adult characteristics in order to serve them; some of these characteristics are family, culture, part-time studies, changing workforce and the aging population” (p.7). Developing an understanding of the diverse population that support staff work with on a daily basis will build a sensitivity and respect for diversity.
Coaching and leading teams is a way for support staff to work well with colleagues to assist in their department’s operational success. The learning module will have support staff “compare and contrast leadership and management skills; examine fundamental changes that have occurred in organizations which have led to the evolution of a team based approach; and identify characteristics of group dynamics by performing coaching and mentoring skills to develop and improve individual and team effectiveness” (Work
Place Learning Outcomes, 2010). Gaining an understanding of group dynamics allows staff to work well together to provide superior service. Stated under technological and service excellence of Lambton’s strategic direction, “We enhance our programs and WORKPLACE LEADERSHIP 25 services through caring, competent employees and the innovative use of technologies”
(Lambton College, 2008, Strategic Plan). Providing support staff with coaching and leading skills will encourage team cohesiveness and improved support systems. Peers can be a valuable resource acting as teachers and mentors providing information on issues and by providing feedback in less threatening ways (Green, 1990, p.11).
Lambton’s support staff is diverse, so understanding the dynamics of one’s colleague can help staff appreciate these differences and work effectively in teams and mentorship roles.
Strengths based leadership stems from the Strengths Quest assessment that all staff participating in the training will have completed. The learning outcome will have staff
“apply Strengths based leadership to develop, encourage and enhance engagement levels; and discuss attributes of the four principle Strength Leadership Themes” (Work
Place Learning Outcomes, 2010). Strengths based leadership will be incorporated into every learning module of the workplace leadership training, however, there will be time dedicated solely to Strengths learning. This type of training is part of the professional development plan, found in the strategic direction accountability stating Lambton has a
“shared responsibility for employee wellness and professional development” (Lambton
College, 2008, Strategic Plan). Strengths training is a valuable tool for staff to become more self aware and comfortable with changes in the workplace. Setzer (2008) believes
“a way to measure and improve social competence involves measuring an employee’s emotional intelligence, demonstrated through self-awareness, social awareness, self- management and social skills” (p.31). This is the purpose of Strengths training because it creates emotional intelligence in participants so they are able to become more aware of their talents and potential strengths (Clifton, Anderson, Schreiner, 2006, p.5). As support staff become more cognizant of their own strengths, as well as their colleagues strengths, they will be more flexible to adapt to their changing work environment. WORKPLACE LEADERSHIP 26
Project management is a unique component to workplace leadership training. The training will encourage staff to “create and sustain a professional portfolio that develops strategies for personal and professional development to enhance work performance and maximize career opportunities; and using one’s own strengths, lead a departmental or college project utilizing project management processes and tools in order to effectively maximize resources” (Work Place Learning Outcomes, 2010). This part of the training allows support staff to create their own portfolio and to utilize their skills by applying what they have learned to a real work situation. The portfolio will be a professional development tool to be reviewed with a manager during their yearly performance review.
This way, staff will be able to communicate to their manager what they have learned and how they will use their new skills to positively impact their department and the College as a whole. To develop workplace leadership in staff, they must take ownership of their opportunities and abilities as well as take responsibility for their own learning and continued growth (Green, 1009, p.8). The workplace leadership training allows staff to develop their own portfolio to give them a valuable tool when looking to grow within their role or within in the College.
Knowing and understanding the Ontario College System is another unique component to the workplace leadership training. The training will have support staff
“explain the College’s strategic planning process within context of the Ontario College
System and local community; and discuss operational planning and how it supports strategic planning and impacts departmental priorities and outcomes” (Work Place
Learning Outcomes, 2010). This outcome will give staff an opportunity to analyze the
College’s Strategic Plan as well as gain an appreciation for the operational plans of their department. Keeping staff involved in and aware of the future planning of the College will create more of a connection and commitment with all employees. When discussing professional development, Green (1990) firmly believes “the benefits to individuals WORKPLACE LEADERSHIP 27 cannot be isolated from the outcomes of the institutional context in which these individuals work; with more skill and knowledge employees will be even more productive”
(p.9). When professional development and institutional goals are integrated, both the institution and the employee prevail.
The entrepreneurial spirit module is a way for support staff to personally invest themselves in the future of Lambton College. The learning outcome encourages support staff to “identify the significance of entrepreneurship and innovation in the operations and growth of community college programs and services” (Work Place Learning
Outcomes, 2010). As Lambton’s community diversifies, staff need to become more committed and supported by the College. Under the strategic direction of accountability, it states Lambton promotes “innovation and entrepreneurship is encouraged and supported throughout the organization” (Lambton College, 2008, Strategic Plan).
Encompassing an entrepreneurial spirit allows staff to prepare for the future usually by taking on new challenges. This progression is a way for staff to broaden their horizons by giving them new experiences and provides exposure to new and unique organizational activities (DeCenzo, 1997, p.448). Gaining a well-rounded understanding of the College’s operations will give support staff the tools to visualize their future and the College’s future.
The facilitation of the workplace leadership training is just as important as the content. To make learning more applicable, Lambton has planned to encourage its own staff to facilitate the modules. Some of Lambton’s internal key subject matter experts will be asked to play a role in the delivery of the training content. This allows staff to learn from experts within the College and directly relate what they are learning to the workplace. Having Lambton’s own staff participate in the facilitation also promotes an entrepreneurial spirit College-wide. This type of format complements William Maehal’s four pillars of learning; learning to live together, learning to know, learning to do, and WORKPLACE LEADERSHIP 28 learning to be (2000, p.4). All participating and facilitating staff will grow an appreciation of each other and an understanding of the College’s operations, and in a sense, learning to live together. Learning to know encourages staff to hear from experts in the field and learn skills that make people successful. Learning to do is a skill in itself because it requires staff to take what they know and actually apply it to the workplace. Having
Lambton staff facilitate the teaching, allows the facilitators the opportunity to mentor staff to apply applicable skills in order to do their job better. Learning to be is the end result of the training where staff are able to know, do and then live what they have learned. The facilitators of the training have been successful within the College, so their guidance will help trace a path for staff to be a role model to peers and a pillar of the organizations success. The success of post-secondary learning institutions does not lie in their ability to seek and fix problems such as enrollment, revenue and budget problems, but their ability to develop its human capital in an attempt to realize the organizations full operating potential (Shults, 2007, p.3). Investing in staff through workplace leadership as professional development is a positive step forward like the right avenue for Lambton
College in order to maintain a competitive edge and sustain operations into the future.
Lambton College Administration Feedback and Moving Forward
As part of the approval process in order for the workplace leadership certificate to move forward, many senior directors must review the contents. The Director of the
Learning Innovation Centre, Donna Church, has been providing mentorship during the development of the program. Church has provided her feedback regarding her support for the workplace leadership training for support staff (personal communication, August
25, 2010):
“Heather Courtney-Torres approached me months ago with a number of
concepts that she was considering for her finale project involving her Master’s
program. We discussed the composition of the three work groups at Lambton WORKPLACE LEADERSHIP 29
College and the development needs of many. Concurrent with Heather’s
academic work is the ongoing initiative Lambton has undertaken regarding
strength assessment for all employees.
Strength Quest, based on positive psychology and championed by
Donald Clifton, PH.D was brought into the college community at the front line and
as a result has been embraced by our support staff group, who has entered into
discussing among themselves and with their managers regarding their talents
and the composition of their department. This type of dialog is positively
impacting our work culture.
It is from a place of strength we have asked how we can better support
our staff in developing their leadership skills. I suggested to Heather that a
comprehensive approach to the development of a program for Support Staff
which focused on Leadership in an identified need and something that she may
wish to consider. Heather’s recent immersion into strengths provided an
opportunity to look at this potential program through an entirely new lens.
Our initial discussion focused on Lambton College’s Strategic Plan and
the alignment of such a program with our College Priorities. More specifically
Technological and Service Excellence and Accountability with the identified
outcomes being: decision making promoted on the front line, explicit service
standards and shared responsibility for employee wellness and professional
development.
The preliminary proposal work provided Heather with an opportunity to
research and assesses best practices across the Ontario college system. This
comparator work created dialog with internal and external stakeholders which
generated a framework for intended learning outcomes, type of credential and
workshop content. Heather’s work was presented to me for critical input and WORKPLACE LEADERSHIP 30
discussed with the Director of Human Resources. The preliminary proposal
focusing on Leadership skills is positioned with strengths. Heather remains
cognisant of the importance of an approach which, respects that we all have
different talents and they need to be built upon, and the resulting strengths will
occur. This acquisition of strengths is hard work and involves peer support, a
formal opportunity to learn, and most importantly apply.
Heather’s work has stimulated strong interest among managers who are
keen to support the ever changing staff needs of a dynamic organization. Key to
this health in the workplace is the investment in the development of our team
members. Heather will be presenting her proposal work to the Senior
Management Team in October 2010. In addition our current Support Staff
Professional Development Committee will be consulted on a regular basis.
Formal feedback on the Preliminary proposal will be garnered from key
stakeholders. Heather will have an opportunity to reflect on this intelligence and
revise her proposal work.
The finished Support Staff Leadership Proposal will be presented to the
college’s Program Development Committee. This group is comprised of the
Academic Deans, Registrar, Director Student Success, Vice President Academic
and Director Learning Innovation & Part-time Studies. The formal support of this
standing committee is a requirement for any program moving to final approval
stages” (Church, 2010).
Church’s support of the workplace leadership certificate demonstrates the probability of the preliminary program proposal and learning outcomes to be approved by senior administration. Once the program has gone through the appropriate approval channels, the learning outcomes will be developed into curriculum for delivery in the early months of 2011. WORKPLACE LEADERSHIP 31
In order to ensure support staff can maximize their workplace productivity,
Lambton must provide opportunities of skill and knowledge development through training. The Canadian Council on Learning (2007) believes that “training is most effective when it is linked to a firm’s business strategy and integrated with its places and priorities…” (p. 7). Lambton College encourages professional development, especially with the support staff group. As part of the College’s academic and student success plan for 2010/2011, under academic excellence, professional development is a priority. This plan proposes to “support the development and growth of support staff in achieving their professional goals” (Lambton College, 2010, Academic & Student Success Plan). It is important for the longevity of Lambton College to constantly encourage staff to develop their skills.
Conclusion
Post-secondary institutions are considering various strategies in order to react to global pressures and sustain operations well into the future. Lambton College is a smaller, rural post-secondary institution, compared to the other Ontario Colleges, and is preparing well for the influx of various pressures. Lambton College is reacting to the competitive pressures it experiences through changes to program and course delivery, providing the necessary support and services to ensure student success, meeting expectations of its diverse student population, growing global competition, and ministry involvement, all the while striving to meet the training and development needs of its employees. These pressures are changing the roles of all employees, especially the role of the support staff group. This group is a viable resource for executing institutional objectives and therefore needs to be more flexible and resourceful to meet the needs and objectives of Lambton College while at the same time responding to the requests of customers. The important role support staff play in Lambton College demonstrates the need for the College to provide professional development through workplace leadership WORKPLACE LEADERSHIP 32 training. By providing workplace leadership training and development to support staff,
Lambton College will be able to maintain a competitive edge to compete on a global level. The Workplace Leadership Certificate encompasses a variety of topics to promote and develop leadership skills. In addition, the use of positive psychology, through
Strengths Quest training, will become integrated into the training so staff can develop and focus on their strengths to become more self-aware and understanding of their colleagues strengths. Shults (2008) believes:
“Focusing on building strengths and improving organizational capabilities via
explicit appreciation and development of human capital, a college allows itself to
move toward an abundance and reach upward toward an improved state of
functioning that is organizational vitality” (p. 3).
With the development of strengths based leadership skills Lambton College’s support staff will be prepared with the skills to perform at optimal levels. Lambton will be prepared to meet the demanding needs of its internal and external stakeholders brought on by global competition, governmental initiatives and diversified student enrollment. In essence, understanding these impacts and adapting to these changes will eventually alter an organization’s product and also the expectations of employee performance.
Companies must view change as a way of life because the ability to manage change determines its success (Lussier, 2002, p.414). A company must be able to embrace global pressures and the changes happening to its institution to maintain a competitive edge and grow globally.
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WORKPLACE LEADERSHIP 37
Appendix 1 Preliminary Program Proposal Foundations of Workplace Leadership for Support Staff
Step 1: Identification of Opportunity This form is required when requesting preliminary approval of a new full or part- time credit program from the Program Development Committee. This approval is required before a new program can be advertised in college marketing material. Credential Framework for the Proposed Program (Check One)
X Board of Governors Certificate or Award of Completion Ontario College Certificate Ontario College Diploma Ontario College Advanced Diploma Ontario College Graduate Certificate Applied Degree X Explore Flexible Delivery Format – Workshops
Validation of Current Credential and Program Titles
The proposal requires an investigation into current CVS/MTCU program approvals to ensure that the suggested titleage and credential is in compliance with the Framework for Programs of Instruction.
The following Ontario Colleges and Universities offer similar credential and program titles:
Algonquin College Leadership Development Program - Award Lambton College Leadership BOG Certificate McMaster University MVP Professional Development Workshops Mohawk College Workplace Leadership Certificate Program - Award University of Western Ontario Effective Leadership Program
These Leadership programs are in-house offerings for staff interested in building on the knowledge, skills and competencies involved in becoming a better leader and/or influencer personally and professionally while encouraging and mentoring colleagues within the workplace. Prospective applicants include current or future leaders, support staff and staff from external organizations. WORKPLACE LEADERSHIP 38
Step 2: Strategic Plan Give a short description of the program and address the following; does the program fit with Lambton College’s Strategic Plan and current program mix.
Technological and Service Excellence: • Superior facilities and services that exceed student expectations
• Decision-making made on the frontline. Accountability : • Explicit service standards enhanced through continuous improvement and accountability
• Innovation and entrepreneurship encouraged and supported throughout the organization
• Shared responsibility for employee wellness and professional development Workplace Leadership training for support staff meets the above components of Lambton’s Strategic Plan. For support staff to provide superior service and demonstrate effective decision making to students, staff must be provided with the tools to learn and apply customer service skills, interpersonal skills and decision-making skills. In addition, Workplace Leadership training encourages continuous personal and professional improvement for support staff’s wellbeing. More specifically, about support staffs role within Lambton College the College’s Support Staff Appraisal and Policy Procedures, states: For an organization to grow and prosper, its employees must grow. Therefore, there must be some process through which there is an opportunity for career development for all employees in the many roles that are in the organization. Career development must also include improved job performance and job satisfaction for all those who are satisfied in the role they play within the organization (Lambton College, 2010, Academic and Student Success Plan). Leadership is a strength that all employees should possess in the workplace. Leadership goes beyond formal positions and can be seen in traits such as; drive, honesty and moral character, intelligence, relevant knowledge, self-confidence and the desire to influence others (De Cenzo, 1997, 363). By WORKPLACE LEADERSHIP 39 possessing leadership traits, workers develop more self-confidence in them and in what they do and therefore can become more productive. Step 3: Unique Program Aspects
How and through what means will the program be offered?
• Non-credit, award of completion • Workshops during the work week, through shared time, ie. 2:30pm – 4:30pm • Portfolio development • Consultation with manager and colleagues
Step 4: Potential Student Interest
Who will participate in this training opportunity? Any Lambton College full-time support staff employee is eligible for this training opportunity. With approximately, two hundred and seventy-five full-time employees at Lambton, the Support Staff group consists of one hundred and twenty-three full-time employed, which is 45% of the total employee group (Organizational Chart, 2009). Attention must be focused on Support Staff so they are able to do their job to their greatest potential to meet the College’s objectives.
Step 5: Potential Industry or Professional Interest
Why is this topic important? Provide some background information and employment options.
For a company, and similarly for educational institutions, to maintain a competitive edge in the global world, they must invest in their employees. The Canadian Council on Learning (2007) claims “[e]very day new products, new firms, new industries and new technologies are emerging all the time; skills are becoming dated and new ones are required” (p. 2). Adopting a strategy of promoting life-long learning, organizations must invest in workplace professional development. WORKPLACE LEADERSHIP 40
The overall purpose of this project is to demonstrate the importance of workplace leadership and professional development. Employers need to encourage their staff to take advantage of lifelong learning opportunities and to allow staff to become more self-aware and believe they hold a valid role in their company’s or in this case, college’s success. In order to encourage staff to adopt a lifelong learning outlook, employers need to provide accessible and relevant learning opportunities for their staff.
Step 6: Timeline to offer this Program
When will this program be implemented?
This training will be implemented in the 2011 winter term. The Support Staff PD day is going to be held in February 2011 and one of the workshops will be held during the event so everyone who participates will receive recognition for the completion of the module. The module for this day is still undecided. This concept was brought to the Support Staff PD Committee and has been approved.
Step 7: Endorsements Administration Approve Reject Date Signature Judy Morris, VP Academics Donna Church, Director, LInC & Part-Time Studies
Professional Development Committee (PDC)
WORKPLACE LEADERSHIP 41
Appendix 2 Workplace Leadership Learning Outcomes
Communication Proposed Hours: 4 Facilitator: • Communicate effectively in leadership roles as a team leader or team member by identifying ways to improve interpersonal relationships such as active listening skills and giving and receiving feedback.
Customer Service Proposed Hours: 4 Facilitator: • Apply essential competencies in customer service to meet the needs of a customer/colleague in a friendly, courteous and convenient environment. • Utilize the college student systems such as WedAdvisor, Datatel, and LION to support student success.
Critical & Creative Thinking Proposed Hours: 4 Facilitator: • Define and explain creative and critical thinking in relation to the role of the leader in decision-making. • Debate an issue/problem using creative critical thinking skills.
Cultural/Community Sensitivity Proposed Hours: 4 Facilitator: • Develop leadership capabilities and cultural sensitivity as a citizen of the local community and across Ontario, Canada, and internationally by volunteering and getting involved in a worthy cause. • Demonstrate sensitivity to the diversity of cultures and designated groups at Lambton.
Coaching & Leading Teams Proposed Hours: 4 Facilitator: • Compare and contrast leadership and management skills. • Examine fundamental changes that have occurred in organizations which have led to the evolution of a team based approach. • Identify characteristics of group dynamics by performing coaching and mentoring skills to develop and improve individual and team effectiveness.
Strengths Based Leadership Proposed Hours: 2 Facilitator: • Apply Strengths based leadership to develop, encourage and enhance engagement levels. • Discuss attributes of the four principle Strength Leadership Themes.
Project Management Proposed Hours: 8 Facilitator: • Create and sustain a professional portfolio that develops strategies for personal and professional development to enhance work performance and maximize career opportunities. • Using one’s own Strengths, lead a departmental or college project utilizing project management processes and tools in order to effectively maximize resources.
Ontario College System Proposed Hours: 4 Facilitator: • Explain the College’s strategic planning process within context of the Ontario College System and local community. • Discuss operational planning and how it supports strategic planning and impacts departmental priorities and outcomes.
Entrepreneurial Spirit Proposed Hours: 4 Facilitator: • Identify the significance of entrepreneurship and innovation in the operations and growth of community college programs and services.