Here at LeaderShape, we are often in conversations with individuals interested in bringing The LeaderShape Institute to their campus or organization. People are supportive. They are on board. But you need evidence and data to help make the case to your colleagues.
This is the fourth installment (of several) that showcases research conducted by third party researchers.
This post focuses on the impact The LeaderShape Institute has made with participants from the University of Wisconsin-Madison over the course of 10 years.
The following are direct quotes that highlight the results from Zogg & Mastalski's (2008) research and paper presented at the 38th ASEE/IEEE Frontiers in Education Conference, Saratoga Springs, NY:
-----
----
“…the purpose of this assessment was to determine the outcomes, based on participant responses, of the UW-Madison’s campus-based LeaderShape sessions. The results, therefore, of this assessment are the seven outcomes (i.e., the seven codes that were extracted during the qualitative data analysis process) of the UW-Madison’s campus-based LeaderShape sessions. Those seven outcomes include: (a) changed goals and aspirations; (b) self discovery; (c) application of knowledge; (d) actions planned and taken; (e) changed concept of leadership; (f) increased understanding of values and convictions; and (g) celebration of diversity.” (p. S4B-15)
“Changed Goals and Aspirations
Those five suboutcomes include: (a) goal definition and articulation; (b) more outwardly focused; (c) goal achievement, attainment, and realization; (d) increased self-confidence and ability to take risks; and (e) visionary mindset.” (p. S4B-15)
“Self Discovery
Those five suboutcomes include: (a) skill set; (b) character; (c) leadership style, skills, and abilities; (d) the importance of trusting, and opening up to, others; and (e) personality.” (p. S4B-15-S4B-16)
“Application of Knowledge
Those four suboutcomes include: (a) in their careers; (b) on campus; (c) all the time; and (d) in the community.” (p. S4B-16)
“Actions Planned and Taken
Those four suboutcomes include: (a) involved, or have the desire to be involved, in associations, the community, and organizations; (b) have taken, or have the desire to take, on leadership roles; (c) created, or have the desire to create, something new; and (d) improved, or have the desire to improve, something.” (p. S4B-16)
“Changed Concept of Leadership
Those four suboutcomes include: (a) improved understanding of different styles of leadership; (b) value the importance of emotional intelligence; (c) value a visionary mindset; and (d) value communication and facilitation.” (p. S4B-17)
“Increased Understanding of Values and Convictions
Those four suboutcomes include: (a) improved emotional intelligence; (b) increased commitment to act in accord with values and convictions; (c) increased self-confidence; and (d) improved ability to prioritize.” (p. S4B-17)
“Celebration of Diversity
Those five suboutcomes include: (a) honor individual differences; (b) treat others with respect; (c) appreciate diversity and the inclusion of others; (d) communicate with others; and (e) be open minded.” (p. S4B-17)
"Participant responses focused on several suboutcomes within each of the seven outcomes. Three of those suboutcomes were found within two different outcomes. The first dual role suboutcome, a visionary mindset, was found within the changed goals and aspirations outcome and the changed concept of leadership outcome. The second dual role suboutcome, emotional intelligence, was found within the changed concept of leadership outcome and the
increased understanding of values and convictions outcome. The third dual role suboutcome, leadership style, was found within the self discovery outcome and the changed concept of leadership outcome.
Embracing and valuing a visionary mindset, the first dual role suboutcome, was discussed by participants in regards to two different outcomes (i.e., changed goals and aspirations and changed concept of leadership). This dual role suboutcome is especially important in light of the theoretical framework of The LeaderShape Institute (i.e., transformational leadership) that emphasizes the creation of a personal vision. As evident by participant responses, participants learned to adopt a visionary mindset in regards to their goals and aspirations and that effective leaders adopted a visionary mindset and strove to achieve visionary buy-in amongst their followers.
An increased understanding of the concept of, and their own capacity of, emotional intelligence, the second dual role suboutcome, was discussed by participants in regards to two different outcomes (i.e., changed concept of leadership and increased understanding of values and convictions). This dual role suboutcome is especially important in light of the theoretical framework of The LeaderShape Institute (i.e., transformational leadership) that emphasizes perceptions, attitudes, and commitments. This dual role suboutcome is also especially important in light of two of the four outcomes that The LeaderShape Institute works to help participants achieve which include “'to increase their commitment to acting consistently with core ethical values, personal values and convictions”' and “'to increase their capacity to develop and enrich relationships as well as to increase their commitment to respecting the dignity and contribution of all people”'. Participant responses touched on all four aspects of emotional intelligence which include: (a) self-awareness, (b) self management, (c) social awareness, and (d) relationship management. Being cognizant of, and understanding the use for, different styles of leadership, the third dual role suboutcome, was discussed by participants in regards to two different outcomes (i.e., self discovery and changed concept of leadership). Although this suboutcome isn’’t directly related to either The LeaderShape Institute’’s theoretical framework or stated outcomes, it is still important given the context that this is one of the primary lessons learned by participants at the UW-Madison’’s campus-based sessions of LeaderShape. Given the fact that many participants may not have been familiar with the different styles of leadership discussed at LeaderShape, it was important for participants to learn this background information before proceeding to learn more of the higher order concepts also discussed" (p. S4B-18).
-----
Zogg, J., & Mastalski, M. (2008, October 22-25). Outcomes of the University of Wisconsin-Madison's campus-based sessions of LeaderShape. Paper presented at the 38th ASEE/IEEE Frontiers in Education Conference, Saratoga Springs, NY.
No comments:
Post a Comment