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Dissertation Defense

Dissertation Defense. Importance of Leadership Competencies and Content for Athletic Training Education and Practice: A Delphi Technique and National Survey. Matthew R. Kutz. The perils of not understanding leadership. Introduction of Problem. Leadership identified as a need in AT

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Dissertation Defense

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  1. Dissertation Defense Importance of Leadership Competencies and Content for Athletic Training Education and Practice: A Delphi Technique and National Survey MatthewR. Kutz

  2. The perils of not understanding leadership

  3. Introduction of Problem • Leadership identified as a need in AT • Little leadership literature in AT • If any, mostly theoretical • No literature in AT reports important competencies or content

  4. Outcomes: Why leadership is important • Fosters awareness of mission and direction • Fosters team • Transforms and develops • Fosters innovation and creativity • Fosters dedication • Higher performance (Avery, 2006; Maccoby, 2000; House & Aditya, 1997; Zornada, 2005)

  5. Purpose of this Study • Develop research-based list of leadership competencies needed for practice. • Identify leadership content and competencies • For inclusion in athletic training education • Differentiate by ATEP type & respondent group

  6. Research Questions Phase 1 • Leadership competencies • Leadership content Phase 2 • Leadership competencies (per respondent category and demographics) • Typology of leadership competencies and content

  7. Other Terms Leadership Management Demographic Variables Delphi Technique National Survey (LDAT) Importance of Leadership Competencies Importance of Leadership Content For Practice For Inclusion in ATEPs Ind. variables Different A.T. roles Four types of ATEP Definition of Terms

  8. Justification • Supports and adds to RDS and GRC statements • A.T. literature does not address leadership competencies or content issues • Identifies leadership important for AT practice • AT stakeholder values

  9. Desired Hiring Criteria Outcomes of Leadership RDS Identifies Leadership GRC Discusses Leadership NATA Educational Competencies Background to Literature Review Evolving/ Emerging Profession

  10. RDS Literature Review Role of higher education in curriculum Leadership theory & related behaviors Evolution of AT education • Leadership development & competency development in AT education Leadership development & competency development in healthcare Leadership education & competency development Leadership instruction

  11. Type 1 Type 2 Type 3 Type 4 Undergraduate-level leadership competencies & content Higher Education graduate-level leadership competencies & content Master’s-level appropriate leadership competencies & content Doctoral-level appropriate leadership competencies & content Entry-Level Baccalaureate Advanced-Practice Mastery Scholar/Expert Professional (Novice) Entry-Level Master’s Post-Certification Master’s Post-Certification Doctorate Leadership Content & Competency Continuum Theoretical Framework

  12. Research Design Two Phases, non-experimental, mixed-methods • Phase One: Exploratory Research • Phase Two: Causal Comparative

  13. Population & Sampling Plan Phase One: Delphi Technique • Target Population • 25,906 Eligible ATs • Estimated 1,218 faculty • Accessible Population • Faculty Experts • Practitioner Experts • Purposive Sampling Plan • Faculty Experts (limited to PD’s) • Practitioner Experts

  14. Population & Sampling Plan National Survey (LDAT) • Target Population • 25,906 ATs. • Estimated 1,218 faculty • Accessible Population • 25,906 certified NATA members in the USA. • 1,218 Full time ATC faculty members • Sampling Plan • Simple random sample 1,000 certified NATA members • Total accessible population of AT full-time faculty (N=1,218)

  15. Primary Roles Practitioner ELB ELM PCM DOC

  16. Demographic Characteristics Asian-American Native-American Male Female African-American Hispanic Caucasian

  17. Demographic Characteristics Age Delphi (N=18) LDAT (N=161)

  18. Demographic & Professional Characteristics 30-40K CSCS Region 4 Masters Head AT Coll./Univ.

  19. Professional Characteristics Highest Degree Earned B.A. M.S. Doctorate

  20. Professional Characteristics Years Experience 0-10yrs 11-15yrs 16-20yrs 21-25yrs >26yrs

  21. Professional Characteristics Certification Route 5yr rule Internship Curriculum ATEP

  22. Comparative Analysis

  23. Results & Interpretations

  24. Instrumentation

  25. Psychometric Interpretations • Reliability is acceptable • Validity is well established

  26. Round 1 All significant @ M=1.5, p<.05 10 additional competencies added Round 2 (practice) All significant @ M=1.0, p<.05 Round 2 (inclusion) 48:49 significant @ M=1.0, p<.05 Results & InterpretationsResearch Question 1

  27. Round 1 28:30 significant @ M=1.5, p<.05 5 additional content areas added Round 2 31:35 significant @ M=1.0, p<.05 Results & InterpretationsResearch Question 2

  28. Results & InterpretationsResearch Question 3 • 95% at least moderately important • 2 items rated higher by practitioners • 4 factors extracted, α = .83 to .93 • Personality Characteristics • Diagnosing context/People skills • Communication/ Initiative • Strategic Thinking

  29. Results & InterpretationsResearch Question 4 • Only Crisis mgmt. rated higher by females • 0 items rated different by certification route • Type of degree • Masters in AT rated all 4 factors higher… • Years of experience • 11-20yrs. rated all 4 factors higher… • Factor Correlations r=.64 to .85 • Age:years AT r=.87 • Age:edu level r=.16

  30. Results & InterpretationsResearch Question 5 • 1 item rated higher by practitioners for ELB • 1 item rated higher by practitioners for ELM • 2 items rated higher by practitioners for PCM • 3 items rated higher by practitioners for DOC Individual Comps • 13 > ELM to ELB (27%) • 21 > PCM to EL (43%) • 9 > DOC to PCM (18%) 4 factors extracted for inclusion in ATEPs • α = .88 to .93 • Level of importance of each factor significantly increases with level/type

  31. Results & InterpretationsResearch Question 6 • 1 item rated higher by practitioners for ELB • 0 items rated higher by respondents for ELM • 0 items rated higher by respondents for PCM • 1 item rated higher by faculty for DOC Individual Content • 18 > ELM to ELB (51%) • 25 > PCM to EL (71%) • 7 > DOC to PCM (20%) 3 factors extracted • α = .84 to .91 • All ELM>ELB, all PCM>EL; 1 & 3 DOC>PCM

  32. Competency Factors Personality Characteristics Diagnosing context/ Strategic Thinking Initiative People skills/ Communication Content Factors Managerial Leadership and Knowledge Management Leadership Theories Leadership Issues, Trends, and Policies Factor Analysis: RQs 5,6 Factor names were based on the literature.

  33. Other Findings • 18 practice competencies (37%) experts > national • 6 edu. competencies national > experts • 7 edu. competencies experts > national • 13 practice competencies masters in AT > other masters

  34. Limitations • Internal validity • Selection bias • The length of time • External validity • Response rate • Overrepresentation of employment setting • Ethnicity and generalized to United States • Similarity of leadership and management competency language

  35. Conclusions • There is a high degree of agreement between all respondents • The leadership competencies and content for athletic training practice and inclusion in education are supported. • Usable research-based list of leadership competencies important for athletic training practice and for inclusion in athletic training education. • Usable research-based list of leadership content areas important for inclusion in athletic training education.

  36. Conclusions • Leadership constructs important for athletic training practice are: • Personality Characteristics • Diagnosing Context/People Skills • Communication/Initiative • Strategic Thinking

  37. Conclusions • Leadership constructs important for inclusion in athletic training education are: • Managerial Leadership and Knowledge Management • Leadership Theories • Leadership Issues, Trends, and Policies

  38. Implications • Leadership curriculum and CEUs based on the 4 factors • Entry-level masters’ graduates should have “advanced” competence in leadership • Leadership development emphasis placed on the experience and age, less on gender

  39. Implications • Increasing levels of importance should be placed on leadership as AT progress in edu/experience • Highest importance placed on Diagnosing Context

  40. Future Inquiry • Further validate with Structural Equations Modeling (SEM) • More diversified field of primary respondent roles and settings • Leadership impact on athletic training success • How leadership competencies can be taught and objectively measured (input of stakeholders)

  41. Future Inquiry • Delineate leadership competencies and management competencies • Perceived differences in expected outcomes of leadership according to level/type. • Leadership competency’s and content’s influence on practice • Investigate how leadership influences role and placement • Delineate leadership behaviors based stakeholder’s values

  42. “Every day brings new challenges and problems that must be solved. The athletic trainer must be able to adapt to new situations with ease… [and] easily adjust and adapt to a given situation.” (Prentice, 2006, p. 20)

  43. Thank You!

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