learning at the center of leadership: using models & competency-based activities to promote...

Learning at the Center of Leadership: Using Models &

Competency-Based Activities to Promote Student Development

Krista L. Prince, M.Ed.

kprince@email.unc.edu

Coordinator for Leadership Development

Department of Housing and Residential Education

Participants

In an effort to contextualize for a diverse audience, let’s briefly see who is in the room:

Academic Advisors?Organization Advisors?Career Counselors?Who else?

Presenter: Background & Leadership Lens

Current Advisor for the Residence Hall Association & National Residence Hall Honorary

Functional supervisor for 18 master’s- level professionals in their role as student organization advisors

Former facilitator and instructor for Leaders Emerging and Developing (LEAD) living learning community & academic course

Current Instructor for Peer Leadership in the University Environment

Academic Background BA-Psychology M.Ed- Higher Education &

Student Affairs (emphasis on student development theory)

Ph.D- Educational Studies & Cultural Foundations (in progress)

Learning Outcomes

Participants will be familiar with the 8 student leadership competency areas as described by:

Seemiller, C. (2014). The student leadership competencies guidebook. San Francisco, CA: Jossey-Bass.

Participants will identify and be able to explain three learning or leadership theories/models that can ground or guide their work in advising individual student leaders and teams

Participants will experience two competency-based inventories or team-builders that can be facilitated with their students

Student Learning & Competencies

Student Learning is defined by the American College Personnel Association and National Association of Student Personnel Administrators, in Learning Reconsidered (2004), as “a complex, holistic, multi-centric activity that occurs throughout and across the college experience” (p. 5).

Corey Seemiller (2014) defines competencies as “knowledge, values, abilities, and behaviors that help an individual contribute or successfully engage in a role or task” (p. xv).

“What do students need to know, believe, be able to do, and engage in to be effective leaders in college, in their

careers, and in society?” (p. xv).

Available Online through UNC Libraries!

Overview:Theories to Enhance and Guide Advising

Learning Theories

• Fink (2003) Taxonomy of Significant Learning

• Kneflekamp & Widick (1984) Developmental Instruction Model

• Kolb (1984) Experiential Learning Cycle

• Baxter Magolda (2004) Learning Partnerships Model

Leadership & Advising Theories/Models

• Hersey & Blanchard (1996) Situational Leadership

• Komives, Longerbeam, Owen, Mainella (2006) Leadership Identity Development Model

• Bloom, Hudson & He (2008) Appreciative Advising

• Transactional v. Transformational leadership

• Tuckman (1965) Stages of Group Development

• Bennis & Shepard (1956)

• Bales (1965) Equilibrium Model of Development

Group Development Models

Competency Learning and Reasoning (Reflection & Application)

Kolb (1984): Cycle of Experiential Learning

&

Magolda (2004): Learning Partnerships Model

CompetenciesSelf-Awareness & Development

Strategic Planning

Bloom, Hudson, & He (2008): Appreciative Advising

CompetencyGroup Dynamics (group development)

Tuckman (1965): Stages of Group Development

Putting it all together: Competency-based

activities (Concrete Experience)Ask No Questions (Communication)

Importance/Urgency Matrix (Strategic Planning& Goal-setting; Personal Behavior)

Love Languages Inventory: (Self-awareness; Interpersonal Interaction: motivation)

Conflict Mode Indicator: (Communication-conflict negotiation; Self-Awareness

Reflection & Abstract ConceptualizationWhat reactions do you have to these models or activities?

How might they be useful in your work with students?

Reference:Kimberly White (2015)Leadership Development & Life in the Yellowhammer State (Blog)

References & ResourcesDunkel, N.W., Schuh, J.H., & Chrystal-Green, N.E. (2014). Advising

Student Groups (2nd ed.). San Francisco, CA: Jossey-Bass.

Kane, C., & Fick, B. (2015). Beyond meetings: Lessons and successes in advising student organizations. A. Fields & T. Krieglstein (Eds.). Student Affairs Collective.

Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice- Hall, Inc.

Komives, S.R., Dugan, J.P., Owen, J.E., Slack, C., Wagner, W. (2011). The handbook for student leadership development (2nd ed.). San Francisco, CA: Jossey-Bass.

Seemiller, C. (2014). The student leadership competencies guidebook. San Francisco, CA: Jossey-Bass.

Appreciative Advising Website: http://www.appreciativeadvising.net/

Questions?Thank you!

kprince@email.unc.edu