Leadership Development Within
Academic Curriculum:
Survey Results From Program
Directors
C. Frederick Britten, Ph.D.
Fort Hays State University
Patty A. Prelock, Ph.D.
University of Vermont
Allan O. Diefendorf, Ph.D.
Butler University
Disclosures
• Dr. Britten has no financial or non-financial
disclosures to make.
• Dr. Prelock has no financial or non-financial
disclosures to make.
• Dr. Diefendorf has no financial or nonfinancial disclosures to make.
One Disclosure
• At the time of the submission of the proposal
for this presentation, the presenters were all
three members of the Committee on
Leadership Cultivation (CLC) of the American
Speech-Language-Hearing Association.
Currently, Dr. Britten remains as a member of
the CLC.
• However, we are not here representing this
committee.
Objectives of this Session
• Identify the elements associated with leadership
development in graduate programs
• Identify what Program Directors (experienced
leaders) think are the reasons why students
should assume volunteer leadership roles
• Discuss the importance (short term and long term) of
comprehensive and consistent leadership training in
graduate CSD Programs
• Describe the gaps in leadership content in graduate CSD
programs
Being a Leader requires . . .
Feeling
Responsibility
Action
Truth
We must
become the
change we
want to see
Gandhi
Leadership also requires
(Pearson, Porritt, & Long, 2007)
Different styles
Different characteristics
and behaviors
Structures that
empower
Successful Leaders . . .
Pearson, A., Porritt, K., & Long, L. (2007). Comprehensive Systematic Review of Evidence on
Developing and Sustaining Nursing Leadership that Fosters a Healthy Work Environment in
Healthcare. International Journal of Evidence Based Healthcare, 5, 208-253.
• Develop knowledge and skills for leadership
• Enhance their leadership role through professional development
• Encourage, mentor and support staff in their professional
development
• Exhibit emotional intelligence
• Collaborate to improve outcomes for staff and patients
• Motivate, support, listen, and provide information
• Demonstrate honesty in the work environment
Successful Leadership is linked to ...
•
•
•
•
Organizational structure
Support for people in leadership roles
Support for staff
Positive organizational climate that is flexible,
responsible, with clear expectations and reward
systems
• Team commitment
Pearson, A., Porritt, K., & Long, L. (2007). Comprehensive Systematic Review of Evidence on Developing and
Sustaining Nursing Leadership that Fosters a Healthy Work Environment in Healthcare. International Journal of
Evidence Based Healthcare, 5, 208-253.
Leaders also require . . .
Goleman, D. (2005). Emotional intelligence-Why it can matter more than IQ.
Random House. NY:NY.
.
• Skill in perceiving, understanding, and
managing emotions and
feelings
• Awareness of self
• Awareness of others
An Emotionally Intelligent Leader…
Goleman, D. (2005). Emotional intelligence-Why it can matter more than IQ. Random House.
NY:NY.
•
•
•
•
Believes that leadership is serving others
Knows his/her personal strengths and weaknesses
Is aware of concerns of people being led
Knows when to take a stand, even when it is
unpopular, yet good for the organization
• Uses values to guide day-to-day decisions
• Uses criticism from others to improve self
An Emotionally Intelligent Leader…
Goleman, D. (2005). Emotional intelligence-Why it can matter more than IQ. Random House. NY:NY.
•
•
•
•
•
•
Takes time to personally reflect
Notices how others feel
Learns from mistakes
Empathizes with people
Calibrates personal humility
Builds trust by being reliable and sincere
A Servant Leader is . . .
Robert K. Greenleaf, Center for Servant Leadership.
https://www.greenleaf.org/what is servant leadership; retrieved March 4, 2017
“. . . servant first… It begins with the natural feeling
that one wants to serve, to serve first. Then
conscious choice brings one to aspire to lead. That
person is sharply different from one who is leader
first, perhaps because of the need to assuage an
unusual power drive or to acquire material
possessions…The leader-first and the servant-first
are two extreme types. Between them there are
shadings and blends that are part of the infinite
variety of human nature.”
Servant Leadership
Leadership Philosophy and Practices
Autry, J.A. (2004). The servant leader. Three Rivers Press. NY:NY.
• Traditional Leader
– Autocratic
– Based on accumulation & exercise of
power
– Top of the Pyramid (Top Down)
• Servant-Leader
– Shares power derived from the people
– Puts needs of others first
– Helps people develop & perform at
their highest level for the good of the
group (organization, community, etc.)
Characteristics of the
Leader as Servant
Autry, J.A. (2004). The servant leader. Three Rivers Press. NY:NY.
• Primary Function of Leader
– Assure the organization’s people have clear
understanding of the vision
– Directly align the work with goals to be accomplished &
goals of the organization
• 5 Ways of “Being”
–
–
–
–
–
Be Authentic
Be Vulnerable
Be Accepting
Be Present
Be Useful
Where there is no vision,
there is no hope
- George Washington Carver
A Guide to Leadership
(Prelock, P.A. 2016. Women in Leadership. Presentation for women leaders in
athletics at the UVM )
Listen
Empathy
Advocacy & Accountability
Determination
Empowerment
Sense of purpose
Help giving & Honesty
Initiation & Imagination
Praise
Leadership Lessons
by
Jim Kouzes, http://sourcesofinsight.com/the-top-ten-leadership-lessons/
Retrieved March 4,2017
Lesson 1: Leadership is everyone’s business.
Lesson 2: Credibility is the foundation.
Lesson 3: Personal values drive commitment.
Lesson 4: You either lead by example, or you don’t lead at all.
Lesson 5: Looking forward is a leadership prerequisite.
Lesson 6: It’s not just the leaders vision.
Lesson 7: Challenge provides the opportunity for greatness.
Lesson 8: Leaders are team players.
Lesson 9: Leadership is a relationship.
Lesson 10: Caring is at the heart of leadership.
Leadership Cultivation and
Nomination Board (LCNB)
Committee on
Nominations and
Elections
Committee on
Leadership Cultivation
ASHA Leadership Cultivation
Educating
members
Assessing
Leadership &
Developing a
Tiered training
Program
Engaging at
Convention
Building a
Community
Collaborating
with RPOs
Establishing a
Foundation for
Volunteerism
Future Leadership: Developing a
Tiered Training Program
• Developing a pipeline of volunteer leaders to
serve on committees, boards, and councils at the
local, state, or national level:
– Focus on Students
– Focus on ASHA Members
Future Leadership: Developing a
Tiered Training Program
• What areas of focus we might consider?
– What are the content areas in Leadership
training?
– What does “supporting and mentorship” look like
in a tiered approach?
– How do individuals conceptualize a “Leadership
Guide” that Academic Program Directors could
use in the classroom with CSD students?
Coming in 2017:
ASHA’s Leadership Academy
• Includes all levels of leadership including entry, emerging and
experienced.
• All members can develop their leadership skills based on interest,
and time availability and members can use their skills for the
profession or for state or ASHA volunteer leadership.
• The Academy will help identify and train members for ASHA to
produce a strong pipeline of future leaders for the association and
the professions.
• Members can earn CEUs by taking the webinars.
• The Leadership Academy will be developed in phases. Phase 1 will
be launched this year.
CLC decided to survey CSD
Academic Program Directors/Chairs
• To determine the following:
– Leadership background
– Role(s) in motivating students to serve as volunteer
leaders
– Why is leadership development important
– Approach to developing leadership skills in students
– Leadership sources/resources used
– Knowledge of ASHA leadership training opportunities
– Resources you would like to see developed;
– Formats that would optimize/facilitate leadership
development
Survey Methodology
• 21 questions divided into 7 sections:
1. Your volunteer leadership background (1-3);
2. Your role in motivating students to serve as
volunteer leaders (4-5);
3. Development of leadership skills in students
(6-12);
4. Leadership resources (13-14);
5. Asha leadership training opportunities (1518);
6. Asha volunteer leader opportunities (19-20);
7. Comments (21).
Survey Methodology
• The ASHA Surveys and Analysis Team
administered the web survey to academic
program directors in February 2016
– N=341
• 3 undeliverable e-mail address
• 10 opted out
• Respondents: 153 of 328: 46.6% response rate
Survey Results
• Over the course of your career, have you
been involved with volunteer leadership
at the local, state, or national level
(question 1) ?
–Yes: 92%
–No: 8%
Survey Results
• Do you view yourself as being
responsible for motivating your students
to become involved with volunteer
leadership (question 4) ?
–Yes: 93%
–No: 2.8%
–Uncertain: 4.1%
Survey Results
• Academic program directors cited the
following as the top reasons why students
should get involved in volunteer leadership
opportunities (question 5):
– To support and drive change;
– To give back to the professions;
– To contribute to best practices;
– To impact our professional associations;
– To learn new skills;
– To advance their career opportunities.
Survey Results
• How do you foster the development of
leadership characteristics and skills in your
academic program (question 6)?
– Academic courses: 73%
– Clinical experiences: 63%
– Practicum seminars: 42%
– Other:
•
•
•
•
•
Student organizations, state & national organizations
Leadership opportunities: campus, dept, university
Advising/mentoring/modeling
Research experience
Coursework/clinical experiences
Survey Results
• If you selected “academic courses” (73%) in
the previous question, please specify (question
7):
–
–
–
–
–
–
–
–
–
–
All courses have elements of leadership
All disorder courses and seminars
Grand Rounds
Brown bag lunches/lectures
Capstone course
Case conference
Clinical seminars/internships
Clinical/management course
Designated leadership course
Contemporary issues course
Survey Results
• If you selected “clinical experiences”
(practicum) (63%) in the previous question,
please specify (question 9):
– In-service training: 48%
– Leading groups for grand rounds: 45%
– Other: 13%
•
•
•
•
•
Discussion groups;
Leading community group sessions;
Presenting at college-wide symposia
Running support groups
Student leadership in service planning and delivery
Survey Results
• At what point(s) during students’
academic careers do they participate in
these development activities (question 10) ?
– 2nd year of graduate school: 65%
– NSSLHA meetings: 64%
– 1st year of graduate school: 61%
– During professional meetings: 56% (ASHA; NSSLHA;
State meetings; AAA; ADA;DAA; NBASLHA
– In their undergraduate program: 44%
– Varies, depending on the activity: 31%
Survey Results
• What areas of leadership do you cover in your
academic and/or clinical curriculum (question 11) ?
–
–
–
–
–
–
–
–
–
–
–
Ethics
Collaboration
Critical thinking
Advocacy
Problem-based learning
Problem-solving
Learning diversity
Service learning
Importance of leadership
Team-building activities
Volunteer leadership
Survey Results
• What areas may represent “GAP” areas in your
academic and/or clinical curriculum (question 11) ?
–
–
–
–
–
–
–
–
–
Mediation and negotiation
Strategic planning
Developing policies & procedures
Self-assessment & leadership potential
Models of styles of leadership
Organizational structure & culture
Self-management
Personal characteristics for effective leadership
Creating community
Survey Results
• Questions providing key findings:
• #3: What barriers have prevented or
discouraged you from volunteer leadership?
– Lack of information about volunteer opportunities
– Self-perception of individuals feeling they are
lacking skills
– Lack of confidence to assume leadership roles
Survey Results
• Questions providing key findings:
• #13: What sources do you use for finding
information?
– ASHA must ensure that the ASHA website
continues to be user-friendly
– Website must give people an overview of what
they are looking for
Survey Results
• Questions providing key findings:
• #14: What additional resources could ASHA
offer?
– There was clear interest on the part of
respondents to encourage ASHA to continue
in its thinking about providing some
additional support to academic programs
Survey Results
• Questions providing key findings:
• #16: What resources would you like to see
ASHA make available to you to facilitate your
awareness of leadership opportunities within the
Association?
– There is clearly support for the CLC and their thinking
about the development of a leadership guide in terms
of the CLC/LCNB taking on somewhat of an umbrella
to make sure that all of the opportunities and education
activities are presented in a very organized way.
Survey Results
• Questions providing key findings:
• #17: If a leadership guide was available to you through
ASHA, how would you rate the importance of each of
the following areas for inclusion in the guide?
– If responses from Question 11 (what areas of
leadership do you cover in your academic and/or
clinical curriculum) and Question 17 are merged, there
appears to be an interest in areas that would elaborate
upon and/or augment areas that are covered in the
respondents academic and/or clinical curriculum.
Survey Results
• Those interest areas include:
– Problem-solving and decision-making
– Time management
– Strategic planning
– Conflict management
– Coaching and mentoring
– Development of leadership styles
• The interaction between Questions 11 & 17
provides guidance in looking at outcomes that
academic programs think are important.
Survey Results
• Questions providing key findings:
– One last major statistic to note was the
answer to Question 20: How familiar are
you with the ASHA web page, “Get
Involved”?
• The data showed 50% of respondents were not
at all familiar, and only 3.2% were very
familiar.
Questions for
Breakout Groups
• Do we agree that enhancing the
leadership curriculum with supports for
faculty is important to leadership
development for our students?
Questions for
Breakout Groups
• Do faculty already have sufficient
resources to draw from now, and/or are
they sufficiently prepared to deliver this
content?
Questions for
Breakout Groups
• If not, what would be the best possible
framework or most useful strategies to
share information with programs or
support faculty, particularly related to
those gap areas they are currently
experiencing in presenting leadership
content (question 11).
Questions for
Breakout Groups
• Where would you like (or expect) to find
resources to facilitate developing
leadership knowledge and skills (for
yourself or for your students)?
Questions for
Breakout Groups
• What additional resources could ASHA
offer that would benefit you in meeting
the needs of your students as they
develop and expand their leadership
potential?
Questions for
Breakout Groups
• What resources would you like to see
ASHA make available to you to facilitate
your awareness of leadership
opportunities within the Association?
Questions for
Breakout Groups
• What format would you like to see a
volunteer leadership guide assume?
Questions for
Breakout Groups
• What would be the benefits of CAPSCD
and ASHA working together to develop a
‘Volunteer Leadership Guide’?
Questions for
Breakout Groups
• Next Steps?
• Thank-you