Transcript Slide 1

Corey Seemiller, PhD
Director of Leadership Programs
The University of Arizona
Competency Overview
 Competency: Fundamental knowledge, attitude, or skill in a specific
subject area.
 Leadership competency models are used by nearly 75 percent of
businesses (Conger & Ready, 2004).
 Competency models are used across sectors-business, nonprofit,
healthcare, education, military, law enforcement, library science, and
hospitality. Examples include:
 Arizona Nurse Leadership Model (Weston et al, 2008)
 U.S. Air Force Wing Chaplains (Costin, 2009)
 Core Competency Model for Libraries (Ammons-Stephens, Cole, Jenkins-
Gibbs, Riehle, & Weare, 2009)
 Many professional organizations use competency models (Ammons-
Stephens et al, 2009).
Purpose and Rationale
Purpose
Rationale
What We Did
Develop measurable
competencies for student
leadership development
grounded in theory and
research
No universal measurable
outcomes exist in leadership
development
Developed list of 61
leadership competencies for
students (SLCs) with 4
dimensions
Develop measurements to
assess student learning
and development around
leadership
Wanted to benchmark across
leadership programs
Created measurements for
each competency dimension
Link leadership
competencies to those
expected in academic
programs
Wanted to understand the
extent to which leadership is
important across disciplines
Cross-referenced SLCs with
learning outcomes in
academic programs
SLC Creation
 Document analysis to create list of competencies:
 CAS Standards
 Learning Reconsidered
 Relational Leadership Model
 Social Change Model of Leadership Development
 5 Practices of Exemplary Leadership
 Program assessment data
 SLC 1.0 (2008)
 18 categories
 60 competency headers
 Varied in dimensions
Methodology
 16,925 learning outcomes from 475 academic programs within 72 academic
accrediting organizations coded
 Council on Higher Education Accreditation
 U.S. Department of Education
 Association of Specialized and Professional Accreditors
 Refined SLC list
 Looked for frequency and prevalence of the refined list
Accrediting Agencies (CHEA)
AACSB-Business
ACPE-Pharmacy
ARC-PA-Physician Assistant
ACEJMC-Journalism and Mass Communication
AAMFT-Marriage and Family Therapy
AAFCS-Family and Consumer Sciences
ABFSE-Funeral Service
ACCE-Construction
ALA-Library
ACOE-Optometry
APA-Psychology
AABI-Aviation
AAFCS-Family and Consumer Sciences
ABET-Engineering and Technology
ACBSP-Business
ACOTE-Occupational Therapy
APTA-Physical Therapy
ASHA-Speech, Language, and Hearing
AVMA-Veterinary Sciences
CAAHEP-Allied Health
CACREP-Counseling
CADE-ADA-Dietetics
CAHME-Healthcare Management
CCE-Chiropractic
CCNE-Nursing
CIDA-Interior Design
CORE-Rehabilitation
CSWE-Social Work
JRCERT-Radiologic Technology
JRCNMT-Nuclear Medicine Technology
LAAB-Landscape Architecture
NAACLS-Clinical Laboratory Sciences
NASAD-Art and Design
NASD-Dance
NASPAA-Public Affairs and Administration
NAST-Theatre
NCATE-Teacher Education
PAB-Planning
SAF-Forestry
ACF-Culinary
ATMAE-Technology, Management, and Applied
Engineering
COA-Opticianry
CoA-NA-Nurse Anesthesia
IFSAC-Fire Service
IACBE-Business
NASM-Music
NLNAC-Nursing
COAPRT-Parks, Recreation, Tourism, and Related
Professions
TEAC-Teacher Education
Accrediting Agencies (DOE/ASPA)
ACAOM-Acupuncture and Oriental Medicine
ACME-Midwifery Education
ABA-Law
ADA-Dental
AOA-Osteopathy
COCA-Osteopathy
ACPE-Pastoral Education
COMTA-Massage Therapy
CEPH-Public Health
CNME-Naturopathic Medicine
LCME-Medical Education
MEAC-Midwifery
ATS-Theology
AANP-Nurse Practitioners
CAATE-Athletic Training
Co-ARC-Respiratory Care
ASHP-Pharmacy Tech
APsaA-Psychoanalysis
ABAP-Psychoanalysis
GAC-Project Management
FEPAC-Forensic Science
EHAC-Environmental Health
CCIE-Interpretation
SLC Overview
 SLC 3.0 (2011)
 8 categories
 61 competency headers
 4 dimensions of each header
 Knowledge
 Value
 Ability
 Behavior
SLCs
Category
Competency Header
Learning and Reasoning
Research
Other Perspectives
Reflection and Application
Systems Thinking
Analysis
Self Understanding
Personal Values
Personal Contributions
Healthy Relationships
Appropriate Interaction
Helping Others
Others' Contributions
Empathy
Supervision
Organizational Behavior
Power Dynamics
Diversity
Others' Circumstances
Social Justice
Oral Communication
Nonverbal Communication
Listening
Writing
Mission
Vision
Goals
Ethics
Resiliency
Responding to Change
Responding to Ambiguity
Functioning Independently
Initiative
Self Awareness and
Development
Interpersonal Interaction
Group Dynamics
Civic Responsibility
Communication
Strategic Planning
Personal Behavior
Synthesis
Evaluation
Problem Solving
Decision Making
Developing Original Ideas
Scope of Personal Competencies
Feedback from Others
Developing Competencies
Providing Feedback
Mentoring
Empowerment
Motivation
Collaboration
Group Development
Creating Change
Inclusion
Social Responsibility
Community Development
Facilitation
Conflict Negotiation
Articulating a Point of View
Plan
Organization
Time Management
Follow Through
Responsibility for Personal Behavior
Positive Attitude
Confidence
Excellence
Results
 50% of all 16,925 outcomes have one or more SLCs (8540)
 84.4% of 475 academic programs have one or more SLCs
 98.9% of 72 accrediting organizations have one or more SLCs
 64.75% of all SLCs appear in at least one program (158/244)
 98.4% of all SLC headers appear in at least one program
(60/61)
 Confidence did not appear
 Leadership: Word appears in 36.6% of all 72 accrediting
organizations
Average # SLCs Per Academic Program
Field
Average # of SLCs per academic program in this field
Counseling/Therapy
22.3
Public Service
18.7
Retail
16.0
Culinary
15.0
Education
13.0
Health/Medical
12.9
Architecture/Construction
10.8
Information/Communication
10.0
Art/Design
9.1
Aviation
8.0
Business
7.1
Theology
6.8
Science
6.75
Environmental
6.3
Law
5
Performance
3.4
Computer Science
3.3
Engineering
1.3
SLCs by Prevalence and Frequency
Competency
Prevalence
Frequency
UA Student Growth
Oral Communication (Ability)
55.16%
759
(93%) n=631
Evaluation (Ability)
50.74%
1201
(93%) n=192
Writing (Ability)
47.58%
414
(82%) n=373
Analysis (Ability)
35.58%
386
(93%) n=374
Decision Making (Behavior)
33.47%
420
NA
Developing Original Ideas (Behavior)
29.89%
324
NA
Collaboration (Ability)
25.05%
255
(95%) n=313
Synthesis (Ability)
23.37%
191
(92%) n=285
Others’ Circumstances (Knowledge)
21.89%
318
(96%) n=318
Articulating a Point of View (Ability)
21.89%
308
(91%) n=110
Appropriate Interaction (Ability)
21.47%
256
(94%) n=382
Plan (Ability)
19.37%
240
(90%) n=216
Academic Success Predictors
Competency
*Goals (Ability)
(92%) n=219
*Confidence(Ability)
(99%) n=70
*Problem Solving (Ability)
(92%) n=453
*Oral Communication (Ability)
(93%) n=631
*Collaboration (Ability)
(95%) n=313
*Healthy Relationships (Ability)
(89%) n=179
Time Management (Ability)
(94%) n=36
Organization (Ability)
(93%) n=121
Resiliency (Ability)
(100%) n=22
Follow Through (Ability)
(99%) n=68
Initiative (Ability)
(95%) n=59
*Le, H., Casillas, A., Robbins, S.B., & Langley, R. (2005). Motivational and skills, social, and self-management predictors of college outcomes: Constructing the student
readiness inventory. Educational and Psychological Measurement, 65(3), 482-508.
Resources
 Student Leadership Competencies Indicator:
slc.webhost.uits.arizona.edu/quiz.php
 Academic Program Search (search for competencies by academic
program): slc.webhost.uits.arizona.edu/slcsbycareer.php
 Leadership Competency Search (search for leadership opportunities by
competency): slc.webhost.uits.arizona.edu/leadprogrambyslc.php
 Leadership Program Search (search for competencies by leadership
program): slc.webhost.uits.arizona.edu/leadprogrambyslc.php
 Handouts based on UA Colleges and recommended leadership programs
for particular majors is available at leadership.arizona.edu/slc
Implications
 Student involvement in leadership programs can contribute to the
development of competencies that:
 Can contribute generally to academic success (goal setting, collaboration)
and/or are specifically expected for success in one’s academic program
(Increased academic success is linked to higher retention, ACT, 2010)
 Can contribute to academic integration as concepts learned in one setting
(leadership program) are reinforced in another (classroom) (Increased
academic integration can positively impact retention, Tinto, 1982)
 Students can understand how the competencies they have and/or enjoy
using are expected of their academic program (major congruence).
 Do the competencies the student has fit with those needed in the academic
program?
 Are the competencies needed of interest to the student to develop and/or use?
 Students can find a leadership program that will help them develop the
competencies they need in their academic program.