Today in History

1. Today in History Lindbergh completed the first solo transatlantic flight – flew OVER St. Johns

2. Your one minute writing themes • Self and leadership (day to day work) • Describe the learning in what we do (substance and buy in) • Plan new program- revise current program • Learn more about a leadership theory • Apply the experiential learning cycle • Integrate models/theories with each other • Bring this back to my staff/students

3. Developmental Readiness, Motivation,and Leader Identity NACA-NIRSA – Memorial University IELI May 2014 Susan R. Komives

4. THANKS TODevelopmental Readiness and Undergraduate Leadership EducationNLS 2013 Becky Reichard, PhD Assistant Professor July 22, 2013

5. Readiness for… Leader Development Motivation to Develop Ability to Develop Self-awareness Self-complexity Meta-cognitive ability • Interests & goals • Learning goal orientation • Developmental efficacy “both the ability and motivation to attend to, make meaning of, and appropriate new knowledge into one’s long-term memory structures” (Hannah & Lester, 2009, p. 37) Hannah & Avolio (2010)

6. Blank Slate vs. Life Stream A life stream is the accumulation of formative experiences determined by the life we live. Avolio

7. Trajectories of Development as a Leader • Developmental trajectories refer to longitudinal evolution of one’s development as leader (Nagin, 2005) • Optimal positive trajectory: maximize gains-minimize losses (Day et al, 2009) • Trajectories of experiences that build leadership skills and identity (DeRue & Ashford)

8. MAP YOUR OWN TIME LINE • Use 11x14” paper • Colored markers • Note trigger events/critical events Post & Share

9. When the Life Stream Brings Rapids… “Trigger Events” • Examples: • Novelty • Difficult goals • Conflict • Dealing with adversity • Disequilibrium, out of comfort zone • Question own skills, abilities, assumptions

10. Trigger events impact the trajectory of our life stream.

11. Cultural / Generational Trigger Events

12. Early Individual Trigger Events • Family experience, parents, siblings • School experience, teachers • Religious experiences • Peer groups • Work experiences • Participation in extra-curricular activities

13. Readiness for… A Developmental ‘stretch’ Experience (trigger) Expert • With expertise, cognitive scripts easily guide behavior and the leader is ready for development/new challenge. • Developmental readiness = how prepared a leader is to benefit and learn from a developmental experience. • Where are your undergraduate students in terms of novice vs. expert performance? Typical Performance Maximum Performance Novice Day, Harrison, & Halpin (2009)

14. Varying Reactions to ‘tipping points’ • Two leaders may encounter the same leadership challenge and one may learn and one may not • Importance of developmental readiness & support for development • If properly interpreted and processed, triggers stimulate LD & new ways of approaching leadership issue.

15. Stretch Experience: Adolescence Changing Size of the Pond, Big Fish-Little Fish Trajectories in Flux

16. Role of Youth Activities • Through adolescent participation in extracurricular activities (e.g., clubs and sports), youth learn about competition, teamwork, social skills, commitment(Fredericks & Eccles, 2006; Murphy & Reichard, 2011) • Preparing them for leadership roles later in life (Chelladurai, 2011)

17. Adolescent Participation in Clubs Fullerton Longitudinal Study Reichard et al (in progress)

18. Adolescent Participation in Sports Fullerton Longitudinal Study Reichard et al (in progress)

19. Adolescent Participation in Sports Fullerton Longitudinal Study Reichard et al (in progress)

20. Stretch Experience: Entry into College • Another major transitional experience is moving from H.S. to College • Importance of support in maintaining positive trajectories of leader development through stretch experiences (Day et al, 2009) • Role of undergraduate leadership education

21. Example: International Experience as Trigger • Developmental Readiness: • Cognitive, Social, Psych Resources • Motivation and Ability to Develop Engagement in Trigger: • Observation/Learning • Interacting • Integrating/Changing • Trigger Event: • Culturally novel situation • Radically different norms • Cultural Competence: • Broadened perspective • Change in identity • (CQ & Ethnocentrism) Reichard et al (under review)

22. So, how can we develop more and better leaders?

23. Developmental Readiness & Support Trigger Events • Carefully manage and support stretch experiences • Assess and increase students’ readiness for development and for leadership • Create planned trigger events/stretch experiences for students • Help students interpret and make sense of stretch experiences through structured reflection Trajectories of development Adult leader emergence

24. True or False My programs and engagement with my office develops students into leaders.

25. Great, but… What we really care about is if your work develops students into continuous developers of their leadership.

26. What is it and why is it important? Leader self-development

27. True or False My programs and engagement with my office increases students’ developmental readiness.

28. Readiness for… Leader Development Motivation to Develop Ability to Develop Self-awareness Self-complexity Meta-cognitive ability • Interests & goals • Learning goal orientation • Developmental efficacy “both the ability and motivation to attend to, make meaning of, and appropriate new knowledge into one’s long-term memory structures” (Hannah & Lester, 2009, p. 37) Hannah & Avolio (2010)

29. Support System Leader Development Process Day, Harrison, & Halpin (2009)

30. Theory of ULE program process/impact on student leader development Reichard & Johnson (2011)

31. Internal Processes  Student Developmental Readiness • Assessdevelopmental readiness (DR) • Draft individualized leader development plan (LDP) • Adjust individual student LDP based on level of DR

32. Examples of Adapting LDP for DR High performance goal orientation • Reduce perceived cost of failure and • Provide supportive behaviors to promote psychological safety • ‘feeling able to show and employ one’s self without fear of negative consequences to self-image, status, or career’ (Avolio & Hannah, 2008) • Incremental goal setting with steadily increasing challenge • Focus on success instead of failure (avoid rumination reflection) • Celebrate incremental success

33. Examples of Adapting LDP for DR Low Developmental Efficacy • Mastery experience • Incremental goal setting with steadily increasing challenge • Set student up for small wins • Vicarious learning • Observing similar other ‘role models’ who develop successfully and the student can emulate • Role-model development from the ‘top’ leaders in ULE (e.g., instructors) • Social persuasion • ‘You can do it!” • Advisors, mentors, instructors, peers encourage student toward development

34. Leadership Identity Development

35. Leader Identity Development “Identity is probably the most important aspect of leader… development” (Hall, 2004, p. 154). Life span development will be enriched also by recent studies conceptualizing “leader” as a social identity (Lord & Brown, 2004; Lord & Hall, 2005; Ruderman & Ernst, 2004).

36. Stop and Think What did you used to think leadership was? What do you think it is now?

37. Leader Development Models Hall and Lord (2005)

38. Leader Development Models • “A multi-level, identity-based approach to leadership development” (Day & Harrison, 2007) • Advanced, complex • Shared property of a social system • Interdependence • Also involve roles and influence • Collective and connected • Multi-level (indiv., team, org) • Mid-level • Influence process • Roles still important LMX • Reciprocal dyadic info. • (ldr-follower) • Individual skills AND relationship building • Basic • Role-based • authority • Individual level • Individual skills

39. Development of Leader Identity • Process can start w/ claim or grant • Iterative, generative • Supported claims • Empowering grants • Likely not a linear process Internalizing a Leader Identity Positive Spiral Negative Spiral DeRue & Ashford

40. Internalizing a Leader Identity Claiming Process Granting Process • Moves and acts to display identity to members • Stating and owning a particular identity • Efforts to recognize that another person is a legitimate holder of a particular identity

41. Relational Leadership Model Leadership is a relational and ethical process of people together attempting to accomplish positive change Komives, Lucas & McMahon (2007) Exploring Leadership (2nd ed.), San Francisco, CA: Jossey-Bass.

42. Relational Leadership Model

43. Developing a Leadership Identity: • A Grounded Theory • Susan R. Komives • Susan Longerbeam • Felicia Mainella • Laura Osteen • Julie E. Owen • Special thanks to • Marylu McEwen and Susan Jones • Funding from • Burns Academy of Leadership & • ACPA Educational Leadership Foundation

44. Leadership Identity Development • Core Category • DEVELOPING A LEADERSHIP IDENTITY • Awareness • Exploration/Engagement • Leader Identified • Leadership Differentiated • Generativity • Integration/Synthesis

45. Leadership Identity Development (LID) • Awareness(Stage One): becoming aware that there are leaders “out there” who are external to self; adults like the president of the United States, one’s mother, or a teacher; • Exploration/Engagement (Stage Two): a period of immersion in group experiences usually to make friends; a time of learning to engage with others (e.g. swim team, boy scouts, church choir); • Leader Identified (Stage Three): viewing leadership as the actions of the positional leader of a group; an awareness of the hierarchical nature of relationships in groups;

46. Leadership Identity Development (LID) • Leadership Differentiated(Stage Four): viewing leadership also as non-positional and as a shared group process; • Generativity (Stage Five): a commitment to developing leadership in others and having a passion for issues or group objectives that the person wants to influence; and • Integration/Synthesis (Stage Six): acknowledging the personal capacity for leadership in diverse contexts and claiming the identity as a leader without having to hold a positional role (Komives, et al., 2005).