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Leadership Definitions Workshop
The document discusses a workshop on leadership discourses and student definitions of leadership. The intended outcomes are to identify prominent leadership frameworks, recognize the usefulness of card sorting techniques, and highlight examples of leadership definitions expressed by college students. An overview of the workshop plan is provided, including introducing leadership discourses and frameworks, conducting small group card sorts of leadership definitions, and discussing prominent themes.
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Leadership Definitions Workshop
- 1. Leadership Discourses: Exploring Students’ Definitionsof Leadership ERIC K. KAUFMAN I. DAMI ALEGBELEYE D. ADAM CLETZER
- 2. Intended Outcomes forthis Workshop Copyright 2017 • Virginia Tech • All Rights Reserved 7/9/18 2 Identify prominent leadership discourses and related frameworks; Recognize the potential of card sorting for group facilitation and qualitative research; Highlight specific examples of leadership discourses, as expressed through college students’ definitions of leadership.
- 3. Copyright 2017 •Virginia Tech • All Rights Reserved3 7/9/18
- 4. Overview of OurPlan Copyright 2017 • Virginia Tech • All Rights Reserved 7/9/18 4 Intro to the MSL and leadership discourses. Frameworks for sorting leadership definitions. Overview of the card sort technique. Small group card sorts of leadership definitions. Discussion of prominent themes and discourses. Dialogue about opportunities for future application.
- 5. Purpose of theMSL To examine student leadership values at both the institutional and national levels with specific attention to the campus experience factors that influence leadership development in college students. To build an international research program that advances college student leadership development. 5 7/9/18
- 6. MSL Conceptual Model Copyright2017 • Virginia Tech • All Rights Reserved 7/9/18 6
- 7. Outcome Measures Quantitativescales: Social Change Model; Leadership efficacy; Growth in cognitive complexity; Social perspective taking; Resiliency; Hope; Social change behavior frequency; Collective racial esteem; Spirituality and Motivation to lead Open ended prompt: Please provide a brief definition of what the term leadership means to you. 7 7/9/18
- 8. Why Care AboutLeadership Definitions? 7/9/18 8 • Definitions help us gauge where students are in their development and inform our coursework (Komives, et al., 2005). • Definitions may reveal a student’s discourse of leadership, which gives rich insight into their experience (Western, 2013). • Definitions can be used to help us plot the development of students’ leadership development across time (Keating, Rosch, & Burgoon, 2014).
- 9. Model for LeaderDevelopment Across the Life Span (http://tiny.cc/ALCE-104) 7/9/18 9
- 10. How Do YouMake Sense Thousands of Definitions of Leadership? There are as many definitions of leadership as there are persons who have attempted to define it (Bass, 1990). As a leadership educator, what model or framework would you use to organize students’ leadership definitions in a meaningful way? 7/9/18 Copyright 2017 • Virginia Tech • All Rights Reserved10
- 11. Leadership Through theAges [Graphic from https://rapidbi.com/leadership-through-the-ages/]
- 12. Discourses of Leadership Western (2013)identified these discourses from a meta- analysis of leadership from historical, socio-political, and economic perspectives. www.simonwestern.com To cite work: Western S. (2008) Leadership a Critical Text, Sage London
- 13. Leadership Perspectives Taxonomy While Grint’s (2010)taxonomy captures different perspectives, they are not mutually exclusive. 7/9/18 Copyright 2017 • Virginia Tech • All Rights Reserved13 Image developed by Brad Jackson (2009) for “What’s So Different (and Difficult) About Leading in New Zealand?”
- 14. Leadership Identity Development (LID) A keyadvantage of the LID model provided by Komives and colleagues (2005) is that it is an emergent grounded theory from research with college students. 7/9/18 Copyright 2017 • Virginia Tech • All Rights Reserved14
- 15. Other Models & Frameworks Whatcategories would your recommend? 7/9/18 Copyright 2017 • Virginia Tech • All Rights Reserved15
- 16. Card Sorting Copyright 2017• Virginia Tech • All Rights Reserved 7/9/18 16 Technique for revealing mental models for how information is organized (Hinkle, 2008). Exploratory technique for identifying categories of significance (Rugg & McGeorge, 2005). Can be a qualitative substitute for a quantitative factor analysis (Santos, 2006).
- 17. Leadership Through theAges [Graphic from https://rapidbi.com/leadership-through-the-ages/]
- 18. Findings & Insights 7/9/18 Copyright2017 • Virginia Tech • All Rights Reserved18
- 19. Implications for Youand Others? 7/9/18 19
- 20. Questions for Consideration? Copyright2017 • Virginia Tech • All Rights Reserved 7/9/18 20
Editor's Notes
- #2 Ever wonder how our emerging leaders frame and think about leadership? That insight could help us understand the future of leadership while revealing key priorities for leadership education, development, and research. This workshop will uncover the leadership discourses among college students through the collective wisdom of the workshop participants. The facilitators will engage the leadership educators and scholars in the room in a collaborative card-sort process of college students’ definitions of leadership, as captured through the Multi-institutional Study of Leadership (MSL). Options for closed sort categories will be based on prior research, but open sorting will also be encouraged.
- #5 The general structure and flow of the workshop will be as follows: Introduction to the MSL and the concept of leadership discourses (10 minutes). Small-group brainstorming of frameworks and models for sorting leadership definitions (10 minutes). Large-group sharing of proposed frameworks and models for sorting leadership definitions (10 minutes). Overview of the card sort technique of facilitation and qualitative research (5 minutes). Small group card sorts of leadership definitions collected through the MSL (30 minutes). Discussion and debrief of prominent themes and discourses emerging from the card sort process (15 minutes). Dialogue about opportunities for future application (10 minutes).
- #6 The definitions provided in this workshop will draw on the work of the Multi-institutional Study of Leadership (MSL). For more than 15 years, the MSL has been collecting students’ definitions of leadership. This international research program focuses on understanding the influences of higher education in shaping socially responsible leadership capacity and other related student outcomes (Dugan, Kodama, & Correia, 2013; Dugan & Komives, 2007).
- #8 This slide is useful to interest your audience in the depth of the data set. These outcome measures all have pretest measures in the data; you could analyze your data to control for their pre-college level to see what significant growth is occurring at college *Collective Racial Esteem, Spirituality, and Motivation to Lead are substudies. As such no student completed more than one set and you will have approximately 50% of your sample the completed the CRE scales with the other 50% completing the Spirituality/ Motivation to Lead scales.
- #9 Bernard Bass (1990) famously observed that there are as many definitions of leadership as there are persons who have attempted to define it. Leadership educators, in particular, know this to be true. Oftentimes, the first assignment of a leadership course asks students to write their own definition of leadership. These definitions serve to solidify students’ often nebulous conceptualization of leadership. However, students’ definitions of leadership are also valuable to educators. Definitions give us insight into a student’s conceptualization of what leadership is, and what a leader should be (Kaufman, Thornton, & Courtney, 2017). Definitions help us gauge where students are in their development and inform our coursework (Komives, et al., 2005). Definitions may reveal a student’s discourse of leadership, which gives rich insight into their experience with leadership (Western, 2013). Definitions can also be used to help us plot the development of students’ leadership development across time (Keating, Rosch, & Burgoon, 2014).
- #11 The workshop will utilize three well-known classifications of leadership: (a) Komives et al.’s (2005) Leadership Identity Development Model; (b) Grint’s (2010) taxonomy of leadership; and (c) Western’s (2013) four discourses of leadership. In addition, participants will be asked to derive their own classification system. A facilitator-guided debrief will allow further dialogue and advance the collective understanding of leadership discourses among emerging leaders.
- #12 https://rapidbi.com/leadership-through-the-ages/
- #13 Discuss why invisible leadership surfaced as a new approach to leadership
- #14 Image developed by Brad Jackson (2009) for “What’s So Different (and Difficult) About Leading in New Zealand?”
- #17 This workshop will tackle the process of parsing students’ definitions of leadership through the collective wisdom of the workshop participants. The specific strategy applied will be card sorting, a technique for revealing mental models for how information is organized (Hinkle, 2008). Rugg and McGeorge (2005) note that sorts are appropriate as an exploratory technique for identifying categories of significance, yet they may also be appropriate for piloting the usefulness of a predefined set of categories. When identifying new categories, the process is called open card sorting; when validating an existing set of categories, the process is called closed card sorting (Hinkle, 2008). Research suggests the card sort technique can be a qualitative substitute for a quantitative factor analysis (Santos, 2006). The basic idea is that card sorting invites participants to group items in a way that makes sense to them. For this workshop, the facilitators will engage the leadership educators and scholars in the room in a collaborative card sort process to reveal themes and leadership discourses embedded in the leadership definitions of college students.
- #18 https://rapidbi.com/leadership-through-the-ages/