Leadership Development for Graduate Students: Skills that

Transfer Across Settings

Y. Evie Garcia, PhD Associate Dean, Graduate College

Mia Ryneal, MA

Vice-President, Graduate Student Government Graduate Assistant, Graduate College

Agenda Brief Overview of Leadership Literature Outline Rationale and Purpose of

Developing an Inclusive Model of Leadership Competencies

Leadership Competencies – Reflection of Strengths, Needs, and

Leadership Development Plan Making Sure Goals are Relevant &

Getting Buy-In

Trait Type Theories (Zaccaro, 2007)

“Great man” or “Hero” description of leadership – Early approach (late 1800s or before to 1950-ish):

Situational approach paradigm shift (1948-1980’s)

Revitalization of trait-based approaches as complex interactions (1980s to present) – Characteristics/behaviors/situation leader

effectiveness Distal (cognition, personality, values) vs.

proximal (knowledge, skills, competencies) – Implications for training

Situation Approaches to Leadership (Vroom & Jago, 2007)

Parallel shift from personality to social theories Leadership as process, not person (interaction

between leader behavior and situation) Contingency Model: task vs. relationship focus &

outcomes (Fiedler); Least Preferred Coworker – Leadership style and situation should be complementary

Path-Goal Theory: Leaders facilitate individual employee and group goals by clarifying, structuring, rewarding, and providing resources for success as needed (House)

Normative/Prescriptive Model: Degree to which employees are involved in decision-making varies with situation using implicit decision trees (Vroom & Jago) – Related to trait approach—consistency of behavior

depending upon categories of situations

Systems Model (Robert Sternberg, 2007)

WICS (Wisdom, Intelligence, and Creativity—Synthesized)

System for analyzing situations, making decisions and implementing plans to achieve outcomes.

Transformational & Transactional Leadership Models

(Avolio, 2007; Bono & Judge, 2004; Judge & Piccolo, 2004) Transformational

– Idealized influence—high ethical standards and moral values – Inspirational motivation—articulated, enthusiastic values and

vision – Intellectual stimulation—encourage creativity, ideas, and

strategies, challenging the norm – Individual consideration—coaching approach to employee

development Transactional—means of monitoring & controlling

– Contingent rewards for employee behavior – Management by exception active—monitor & correct proactively – Management by exception passive—correct problems as they

arise – Laissez-faire

These aspects are often used together; combines leader behaviors and situational factors of other theories

To Summarize Leadership models have increased in

complexity/dimension Most include leader behaviors, situational

factors, follower behaviors, and interactional effects

Few delve meaningfully into the effects of culture, worldview, outgroup perspectives or other such factors important to women, leaders of color, LGBTQA, and other typically marginalized groups.

Leadership Competencies Behaviors, abilities, skills, and knowledge that

directly impact performance success The study of leadership competencies can

flexibly nest within and expand upon a variety of broader theories (Gentry & Sparks, 2012) – Study across 40 countries of 9,942 managers

• Resourcefulness, change management, building and mending relationships were competencies common to many

Issues Typically Neglected by Existing Theories

Broader repertoire of world views Value exploring diverse perspectives to solve

complex problems Inclusion and empowerment of team members

to problem-solve effectively Recognition of inequitable systems Advocacy for those lacking privilege Powersharing and outgroup negotiation

strategies Keen awareness of cultural differences and

potential misunderstandings Courage in addressing difficult social situations

Juana Bordas: Multicultural Leadership Principles

I to We: From Individualism to Collective Identity

A Leader Among Equals: Community-Conferred Leadership

Leaders as Guardians of Public Values: A Tradition of Activism

Leaders as Community Stewards: Working for the Common Good

Why Focus on Leadership Competencies? Examining leadership competencies is a

good place to begin developing as a leader in practical ways

Identifying competencies have implications for developing and assessing leadership training interventions; competencies incorporate knowledge, skills, and abilities with a focus on observable behaviors

To Summarize There is emerging scholarship examining the

complexities of the roles of culture and social identities in leadership

This work serves to expand and challenge old paradigms and to create new inclusive paradigms geared toward increasingly diverse environments

Managing Volunteers: The Challenges

“No matter how well intentioned volunteers are, unless there is an infrastructure in place to support and direct their efforts, they will remain ineffective at best or, worse, become disenchanted and withdraw, potentially damaging recipients of services in the process” (Grossman & Furano, 2002). Reliability Building an organizational culture of care Personality Conflicts Volunteer Retention Volunteer Fatigue

Source: Troth, M. A. (2008). Challenges in volunteer management. Charlotte, N.C.: IAP-Information Age Pub..

Managing Volunteers: Improving Outcomes

Identify Interest in Participation Properly screen volunteers and assess capabilities Understand and clarify Volunteer expectations Identifying the hesitation to participate rather than accepting ‘No’ Manage the scheduling of volunteers Empower volunteers with decision-making capabilities Motivate Volunteers through recognition and reward If communication remains ineffective and problems persist, dismiss the volunteer

Sources: Connors, T. D. (1995). The volunteer management handbook. New York: Wiley. Johnson, D. W. (1978). The care & feeding of volunteers. Nashville: Abingdon Sequeira, M. (2008). 365 ways to motivate and reward your nonprofit volunteers every day: with little or no money. Ocala, Fla.: Atlantic Pub. Group

Who are Stakeholders?

Primary Stakeholders Those with a formal, official, or contractual relationships and have a direct and necessary economic impact upon the organization. Secondary Stakeholders Those not directly engaged in the organization's economic activities but are able to exert influence or are affected by the organization. Source: Savage, Nix, Whitehead, and Blair (1991) Strategies for assessing and managing organizational stakeholders. Academy of Management Executive, Vol. 5 No. 2: 61-75.

Why is stakeholder buy-in Important? “To succeed, responsible leaders bundle the energy of different constituencies and enable the creation of value networks

(Lord and Brown, 2001:141) of multiple stakeholders, which enhance social capital and thereby contribute to both a sustainable business and the common good” (Maak: 330).

They assist with who, when, and how to coordinate. They build social capital, also known as the capacity for individuals to act collectively.

Challenges Balancing competing stakeholder claims Responsible and Ethical Leadership

“Responsible leadership is thus the ability to enable and broker sustainable, mutual beneficial relationships with stakeholders, to create stakeholder goodwill and trust and ultimately a trusted business in society – that is, one of multi-stakeholder benefit” (Maak, 331).

Identifying and Using Stakeholder Competencies and Resources Source: Maak, T. (2007) Responsible Leadership, Stakeholder Engagement, and the Emergence of Social Capital. Journal of Business Ethics , Vol. 74:329–343.

Mobilizing and Assessing Stakeholder Participation Stakeholder assessment should consider the following:

I. Their potential to threaten the organization II. Their potential to cooperate with it.

Participation Types and Interaction Strategies Source: Savage, Nix, Whitehead, and Blair (1991) Strategies for assessing and managing organizational stakeholders. Academy of Management Executive, Vol. 5 No. 2: 61-75

Selected References Avolio, B. J. (2007). Promoting more integrative strategies for

leadership theory-building. American Psychologist, 62(1), 25-33. doi:10.1037/0003-066X.62.1.25

Bono, J. E., & Judge, T. A. (2004). Personality and Transformational and Transactional Leadership: A Meta-Analysis. Journal Of Applied Psychology, 89(5), 901-910. doi:10.1037/0021-9010.89.5.901

Bordas, J. (2007). Salsa, soul and spirit: Leadership for a multicultural age. San Francisco, CA: Berrett-Koehler Publishers.

Chen, C. C., & Van Velsor, E. (1996). New directions for research and practice in diversity leadership. The Leadership Quarterly, 7(2), 285-302. doi:10.1016/S1048-9843(96)90045-4

Chin, J. L. (2008). In Denmark F. L., Paludi M. A. (Eds.), Women and leadership. Westport, CT, US: Praeger Publishers/Greenwood Publishing Group, Westport, CT. http://search.proquest.com/docview/622055057?accountid=14553

Chin, J. L., & Sanchez-Hucles, J. (2007). Diversity and leadership. American Psychologist, 62(6), 608-609. doi:10.1037/0003-066X62.6.608

Selected References (con’t) Eagly, A. H., & Chin, J. L. (2010). Diversity and leadership in a

changing world. American Psychologist, 65, 216–224. doi:10.1037/a0018957

Eagly, A.H. (2005), “Achieving relational authenticity in leadership: does gender matter?”, The Leadership Quarterly, Vol. 16, pp. 459-74.

Eagly, A.H. (2007), “Female leadership advantage and disadvantage: resolving the contradictions”, Psychology of Women Quarterly, Vol. 31, pp. 1-12.

Fassinger, R. E., Shullman, S. L., & Stevenson, M. R. (2010). Toward an affirmative lesbian, gay, bisexual, and transgender leadership paradigm. American Psychologist, 65(3), 201-215. doi:10.1037/a0018597

Selected References (con’t) Genty, W. A., & Sparks, T. E. (2012). A convergence/divergence

perspective of leadership competencies managers believe are most important for success in organizations: A cross-cultural multilevel analysis of 40 countries. Journal Business Psychology, 27, 15–30. DOI 10.1007/s10869-011-9212-y

Graen, G. B., & Uhl-Bien, M. (1995). Relationship-based approach to leadership: Development of leader-member exchange (LMX) theory of leadership over 25 years: Applying a multi-level, multi-domain perspective. Leadership Quarterly, 6, 219–247. doi:10.1016/1048- 9843(95)90036-5

Hofstede, G. (2001). Culture’s consequences (2nd ed.). Thousand Oaks, CA: Sage.

Hooijberg, R., & DiTomaso, N. (1996). Leadership in and of demographically diverse organizations. The Leadership Quarterly, 7, 1-19. doi:10.1016/S1048-9843(96)90032-6

Jogulu, U. D. (2010). Culturally-linked leadership styles. Leadership & Organization Development Journal, 31(8), 705-719. doi:10.1108/01437731011094766

Selected References (con’t) Judge, T. A., & Piccolo, R. F. (2004). Transformational and

Transactional Leadership: A Meta-Analytic Test of Their Relative Validity. Journal Of Applied Psychology, 89(5), 755-768. doi:10.1037/0021-9010.89.5.755

Offermann, L. R., & Phan, L. U. (2002). In Riggio R. E., Murphy S. E. and Pirozzolo F. J. (Eds.), Culturally intelligent leadership for a diverse world. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers, Mahwah, NJ. http://search.proquest.com/docview/619588265?accountid=14553

Sanchez-Hucles, J. V., & Davis, D. D. (2010). Women and women of color in leadership: Complexity, identity, and intersectionality. American Psychologist, 65, 171–181. doi:10.1037/a0017459

Sternberg, R. J. (2007). A systems model of leadership: WICS. American Psychologist, 62(1), 34-42. doi:10.1037/0003-066X.62.1.34

Vroom, V. H., & Jago, A. G. (2007). The role of the situation in leadership. American Psychologist, 62(1), 17-24. doi:10.1037/0003-066X.62.1.17

Zaccaro, S. J. (2007). Trait-based perspectives of leadership. American Psychologist, 62(1), 6-16. doi:10.1037/0003-066X.62.1.6