Leadership Emory: An Overview

1. Leadership Emory: An Overview An Initiative of the Division of Campus Life Coordinated by the Office of Student Leadership & Service

2. Leadership Steering Committee Kudos • Matt Garrett & Bridget Riordan • Paul Fowler • Marc Cordon • Andy Wilson • Harold McNaron • Buck Cooke • Lauren Kent-Delany • Tanya Willard • Jill Camper • Jean Chung, Thomas Anderson, Scott Campbell • Our Colleagues at Oxford

3. Background and Goals • History of the creation of the Office of Student Leadership & Service • Desire to develop a world-class leadership office • Looking nationally: How can we be ahead of the national curve in leadership education for our students

4. Realizations • We all do leadership development • We all don’t use a common language to help students make meaning of their experiences • The O.S.L.S. is not the owner of leadership development, but we can be a hub and a resource

5. Process and Timeline • March 2010: Bridget and Matt at NASPA • April – August: Leadership Steering Committee • Fall: Administrative Preparation • Spring: Development and Rollout • Fall 2011 – Spring 2012: Initial Pilot

6. Leadership Emory: Values, Assumptions, and Theory

7. Leadership Emory Language • . . . view[s] the “leader” basically as a change agent, i.e., one who fosters change.  Leaders, then, are not necessarily those who merely hold formal “leadership” positions; on the contrary, all people are potential leaders.  Furthermore, since the concepts of “leadership” and “leader” imply that there are other people involved, leadership is, by definition, a collective, [relational,] or group process" (Leadership Reconsidered, 2008, p.8). • Leadership development is a life-long process, and leaders are lifelong learners. • Leadership can be described as “Conviction in Action” (Roberts, 2007).

8. Values about Leadership • Leadership development is a life-long process, and leaders are lifelong learners. • Leadership is collaborative. • Leadership should be values-based. • Leadership is a process rather than a position. • All students are potential leaders. • Service is a powerful vehicle for developing students’ leadership skills. (Social Change Model of Leadership) • Leadership is concerned with effecting change on behalf of others and society.

9. Leadership Emory 3) Collaboration and problem solving 4) Sharing the “Commitment to Action” 1) Awareness of self and empathy with others 2) Ethical Leadership principles and practices 5) Ethical engagement and citizenship

10. The Five Core Tenets of Leadership at Emory

11. Tenet 1:Awareness of Self and Empathy with Others Learning self-reflection that includes an increasing awareness of one’s beliefs, values, and abilities, as well an increasing ability to understand and appreciate the beliefs, life experiences, and values of others.

12. Tenet 1: Awareness of Self and Empathy with Others Self: • Acknowledges and articulates personal skills, abilities, and challenges • Understands the impact of various identities on self: Ability, Age, Class, Ethnicity, Gender Identity, Race, Religion/Faith, Sex, Sexual Orientation, Multiple Identities • Achieves balance between education, work, and unstructured free time • Openly receives feedback about self from others • Develops/produces personal/educational goals • Functions without need for reassurance • Understands one’s own knowledge and applies previously understood information and concepts to new situations and settings • Articulates career choices based on assessments of personal interests, values, skills, and abilities • Recognizes characteristics of preferred work environments and team dynamics Others: • Understands skill set of others in a group • Seeks opportunities to understand the belief systems of others • Gathers feedback through evaluations and assessment • Develops meaningful interpersonal relationships • Establishes trust and mutually-rewarding relationships with students, faculty, staff, friends, and colleagues • Listens to and reflects upon others’ points of view • Recognizes and celebrates the contributions that diversity brings to campus and society • Understands the impact of various identities on others: Ability, Age, Class, Ethnicity, Gender Identity, Race, Religion/Faith, Sex , Sexual Orientation, Multiple Identities

13. Tenet 2:Ethical Leadership Principles and Practices Learning fundamental principles and practices associated with ethical leadership skills, as well as developing congruence between one’s own values and one’s actions (integrity).

14. Tenet 2:Ethical Leadership Principles and Practices • Demonstrates willingness to scrutinize/analyze personal values and beliefs • Identifies personal, work, and lifestyle values and explains how they influence decision-making • Understands how culture influences one’s own values • Acts with integrity to make decisions in congruence with personal values and the mission of the institution and/or organization • Practices self-accountability and responsibility • Maintains/develops relationships that support and clarify personal values, goals, and interests • Takes reasonable risks • Initiates actions toward achievement of goals • Chooses behaviors and environments that promote health and reduce risks • Understands how various personal identities may impact/influence values

15. Tenet 3:Collaboration and Problem Solving Learning the ability to work cooperatively and effectively with others in ways that empower individuals by using gifts and contributions from all participants.

16. Tenet 3: Collaboration and Problem solving • Holds others and self accountable for responsibility • Measures organizational effectiveness • Coordinates and manages events effectively • Experiences using financial resources appropriately (budgeting) • Implements risk management strategies • Manages program development and implementation • Treats others with respect • Works cooperatively with others • Seeks involvement and feedback from others • Delegates effectively • Creates formal and informal networks with other student leaders • Promotes and conducts joint programs between organizations • Learns to be an effective communicator: • Conveys messages and influences others through writing, speaking, and non-verbal expression • Uses and chooses not to use technology appropriately • Develops and facilitates thoughtful presentations • Works in multicultural team settings • Illustrates effective listening skills • Seeks involvement with people different from oneself. • Uses complex information from a variety of sources including personal experience and observation to form a decision or opinion • Accepts and completes responsibilities in a timely manner • Sees controversy and conflict as sources of creativity • Understands how various personal identities may influence the group dynamics process

17. Tenet 4:Sharing the “Commitment to Action” Developing the motivation to translate knowledge into action, foster buy-in and support, and to become actively involved in individual and collaborative efforts to foster personal and social change.

18. Tenet 4:Sharing the “Commitment to Action” • Participates in a strategic planning process for a group or organization • Understands the importance of a mission and clear vision • Motivates others to follow through on commitments • Energizes and influences group members • Shares personal passion and motivates others to join • Establishing buy-in and support for new ideas/creative ideas • Values feedback from others to shape a shared vision or direction • Understands how various personal identities may guide commitment, motivation, etc.  • Ability, Age, Class, Ethnicity, Gender Identity, Race, Religion/Faith, Sex, Sexual Orientation, Multiple Identities

19. Tenet 5:Ethical Engagement and Citizenship Promoting positive civic engagement and social responsibility through an ethic of service and a concern for justice.

20. Tenet 5:Ethical engagement and citizenship • Challenges unfair, unjust, or uncivil behavior in other individuals or groups • Participates in service and volunteer activities • Understands the importance of civic engagement • Promotes and supports orderly change of community, social, and legal standards/norms • Advocates equality and inclusiveness • Positively impacts others’ perspectives on diversity

21. Programmatic Integration of Leadership Emory

22. Future Programming/Components • Integration throughout the Division • Connect with any development programs or training in all of our offices • Short training opportunities this summer for all Division of Campus Life staff • Posters in all staff offices • Common Roadmap and Program Book • One stop resource guide for participation in all of our Division of Campus Life programs • April and May program collection/summer printing

23. Examples of Integration • Leadership Living Learning Community • Not “reinventing the wheel” (i.e. credits for Empathy with Others and Collaboration during Unity Month) • Peer Leader Trainings (RA, OL, M.O.R.E., Athletes) • SHCS Trainings (Healthy Behaviors and Self Awareness) • Greek Life Leadership Weekends/Retreats/Trainings • Unifying language for our programmatic outcomes • Division Wide Assessments based on the Five Tenets

24. Future Programming/Components • Assessment and Leadership Coaching • Student self-assessments and rubrics • One-hour Leadership Coaching sessions in the OSLS/DCL • Integration of Student Peer Leadership Coaches • Future use of RAs, Orientation Leaders, etc… to serve as leadership coaching mentors to younger students • OSLS Staff Assistance in enhancing/developing Leadership Curriculums for any programs on campus • LGBT Student Leader Leadership Curriculum • Leadership Living Learning Community • Working with the Career Center on customizable discipline- specific leadership curriculums • Leadership Emory Scholars • Work Study/Student Employment Grants

25. Future Expansions • Expanding into the College and around campus to include other relevant programs • Continue to build strategic allies and partners • Curriculum Courses • Introduction to Leadership • Leadership and Social Entrepreneurship Capstone • Curriculum Minor • Application process managed by OSLS/DCL • Introduction to Leadership Course • Five additional electives: One course that aligns with each of the Five Tenets of Leadership at Emory • Capstone course that includes reflection on those five courses, Leadership in a variety of disciplines, affecting social change, and development of a personal leadership vision

26. OSLS Programs & Strategic Planning • Leadership Emory Courses • Volunteer Emory: • Additional/Redesigned Staff Training • Development of AB Student Staff • Outreach from VE for Leadership in Service Trainings • Volunteer Council • Emerging Leader Experience • Leadership Living Learning Community • Leadership Summit • Student Organization Officers Summit (required) • Leadership Emory: Executive Round Table • Campus Based/Georgia Based LeaderShape Institute®

27. Overview of Website Componentslead.emory.edu • Language • Location of Future Program Information • Location of Staff Resources • Location of Future Assessments • Program Book Compilation Link

28. Next Steps • LSC Meeting with Directors individually throughout summer • Summer Trainings (division wide email soon) • Program Book Compilation • Leadership Coaching Recruitment and Trainings • Posters • Your Staff Meetings – intentional conversations