Transcript Staff Training - Emory University

INTRODUCTIONS
LEARNING OUTCOMES
Participants will:
•
Understand the theoretical underpinnings of Leadership Emory and have a basic
knowledge of the Social Change Model.
•
Know and be able to incorporate Leadership Emory into programs and services in
their offices or that they supervise.
•
Know both “pre-made” resources and OSLS staff resources.
BACKGROUND AND GOALS
History of the creation of the Office of Student Leadership & Service
Desire to develop a world-class leadership office
Looking nationally: How can we be ahead of the national curve in leadership
education for our students
REALIZATIONS
We all do leadership development
We all don’t use a common language to help students make meaning of their
experiences
The O.S.L.S. is not the owner of leadership development, but we can be a hub and a
resource
MISSION & VISION
Emory’s Mission:
•
Emory University's mission is to create, preserve, teach, and apply knowledge in the
service of humanity
Emory’s Vision:
•
A destination university internationally recognized as an inquiry-driven, ethically
engaged, and diverse community, whose members work collaboratively for positive
transformation in the world through courageous leadership in teaching, research,
scholarship, health care, and social action.
Campus Life’s Mission & Vision:
•
The Division of Campus Life strengthens and enhances Emory University as a
community of learning through our programs, activities, services, and facilities. We
create a welcoming and supportive environment with a commitment to model and
teach holistic well-being, ethical leadership, community service, and global citizenship.
MISSION & VISION
The OSLS Vision
• We envision Emory as a community of scholars where all students graduate with the
knowledge and skills to be ethical leaders and global citizens committed to affecting
positive change.
The OSLS Mission
• The Office of Student Leadership & Service provides students with opportunities to
engage in meaningful leadership development and service-learning experiences.
Leadership Emory’s Vision
• Leadership Emory unites the Emory Community in teaching common elements of
leadership that emphasize the important link between ethical leadership and civic
engagement.
Leadership Emory’s Mission
• All Emory undergraduates will embody the Five Core Tenets of Leadership at Emory,
value their own civic engagement, and understand that leadership is a lifelong process
LEADERSHIP EMORY LANGUAGE
. . . view[s] the “leader” basically as a change agent, i.e., one who fosters
change. Leaders, then, are not necessarily those who merely hold formal
“leadership” positions; on the contrary, all people are potential
leaders. Furthermore, since the concepts of “leadership” and “leader” imply that
there are other people involved, leadership is, by definition, a collective,
[relational,] or group process" (Leadership Reconsidered, 2008, p.8).
Leadership development is a life-long process, and leaders are lifelong learners.
Leadership can be described as “Conviction in Action” (Roberts, 2007).
VALUES ABOUT LEADERSHIP
Leadership development is a life-long process, and leaders are lifelong learners.
Leadership is collaborative.
Leadership should be values-based.
Leadership is a process rather than a position.
All students are potential leaders.
Service is a powerful vehicle for developing students’ leadership skills. (Social
Change Model of Leadership)
Leadership is concerned with effecting change on behalf of others and society.
THE SOCIAL CHANGE MODEL
Group Values:
-Collaboration
-Common Purpose
-Controversy with
Civility
Individual Values:
-Consciousness of
Self
-Congruence
-Commitment
1) Awareness of self and
empathy with others
2) Ethical Leadership
principles and practices
3) Collaboration and problem
solving
4) Sharing the “Commitment
to Action”
Change
Community
Values:
-Citizenship
5) Ethical engagement and
citizenship
AWARENESS OF SELF AND EMPATHY
WITH OTHERS
Learning self-reflection that includes an
increasing awareness of one’s beliefs, values,
and abilities, as well an increasing ability to
understand and appreciate the beliefs, life
experiences, and values of others.
TENET I
Self:
Others:
Acknowledges and articulates personal skills, abilities, and
challenges
Understands skill set of others in a group
Understands the impact of various identities on self: Ability,
Age, Class, Ethnicity, Gender Identity, Race,
Religion/Faith, Sex, Sexual Orientation, Multiple
Identities
Seeks opportunities to understand the belief systems of
others
Gathers feedback through evaluations and assessment
Develops meaningful interpersonal relationships
Achieves balance between education, work, and unstructured
free time
Establishes trust and mutually-rewarding relationships with
students, faculty, staff, friends, and colleagues
Openly receives feedback about self from others
Listens to and reflects upon others’ points of view
Develops/produces personal/educational goals
Recognizes and celebrates the contributions that diversity
brings to campus and society
Functions without need for reassurance
Understands one’s own knowledge and applies previously
understood information and concepts to new situations
and settings
Understands the impact of various identities on others:
Ability, Age, Class, Ethnicity, Gender Identity, Race,
Religion/Faith, Sex , Sexual Orientation, Multiple
Identities
Articulates career choices based on assessments of personal
interests, values, skills, and abilities
Recognizes characteristics of preferred work environments
and team dynamics
TENET I
ETHICAL LEADERSHIP PRINCIPLES
AND PRACTICES
Learning fundamental principles and practices
associated with ethical leadership skills, as
well as developing congruence between one’s
own values and one’s actions (integrity).
TENET II
Demonstrates willingness to scrutinize/analyze personal values and beliefs
Identifies personal, work, and lifestyle values and explains how they influence
decision-making
Understands how culture influences one’s own values
Acts with integrity to make decisions in congruence with personal values and the
mission of the institution and/or organization
Practices self-accountability and responsibility
Maintains/develops relationships that support and clarify personal values, goals, and
interests
Takes reasonable risks
Initiates actions toward achievement of goals
Chooses behaviors and environments that promote health and reduce risks
Understands how various personal identities may impact/influence values
TENET II
COLLABORATION AND PROBLEM
SOLVING
Learning the ability to work cooperatively and
effectively with others in ways that empower
individuals by using gifts and contributions
from all participants.
TENET III
Holds others and self accountable for
responsibility
Measures organizational effectiveness
Coordinates and manages events effectively
Experiences using financial resources appropriately
(budgeting)
Implements risk management strategies
Manages program development and
implementation
Treats others with respect
Works cooperatively with others
Seeks involvement and feedback from others
Delegates effectively
Creates formal and informal networks with
other student leaders
Promotes and conducts joint programs between
organizations
Learns to be an effective communicator:
Conveys messages and influences others through
writing, speaking, and non-verbal expression
Uses and chooses not to use technology appropriately
Develops and facilitates thoughtful presentations
Works in multicultural team settings
Illustrates effective listening skills
Seeks involvement with people different from
oneself.
Uses complex information from a variety of sources
including personal experience and observation to
form a decision or opinion
Accepts and completes responsibilities in a timely
manner
Sees controversy and conflict as sources of creativity
Understands how various personal identities
may influence the group dynamics process
TENET III
SHARING THE “COMMITMENT TO
ACTION”
Developing the motivation to translate
knowledge into action, foster buy-in and
support, and to become actively involved in
individual and collaborative efforts to foster
personal and social change.
TENET IV
Participates in a strategic planning process for a group or organization
Understands the importance of a mission and clear vision
Motivates others to follow through on commitments
Energizes and influences group members
Shares personal passion and motivates others to join
Establishing buy-in and support for new ideas/creative ideas
Values feedback from others to shape a shared vision or direction
Understands how various personal identities may guide commitment,
motivation, etc.
Ability, Age, Class, Ethnicity, Gender Identity, Race, Religion/Faith, Sex, Sexual
Orientation, Multiple Identities
TENET IV
ETHICAL ENGAGEMENT AND
CITIZENSHIP
Promoting positive civic engagement and social
responsibility through an ethic of service and a
concern for justice.
TENET V
Challenges unfair, unjust, or uncivil behavior in other individuals or groups
Participates in service and volunteer activities
Understands the importance of civic engagement
Promotes and supports orderly change of community, social, and legal
standards/norms
Advocates equality and inclusiveness
Positively impacts others’ perspectives on diversity
TENET V
EASY/READY TO USE RESOURCES
•
Ready-made PowerPoint Template
•
Resources and Activity Pages
INCORPORATING LEADERSHIP EMORY
•
Take 10 minutes to think about programs in your office that directly impact
students
•
Make a list of 3-5 ways that you can incorporate Leadership Emory into that
program
•
Be prepared to share a few ideas with the group
HOMEWORK
•
Program Book Compilation
FUTURE PROGRAMMING/COMPONENTS
Integration throughout the Division
 Connect with any development programs or training in all of our offices
 Short training opportunities this summer for all Division of Campus Life staff
 Posters in all staff offices
Common Roadmap and Program Book
 One stop resource guide for participation in all of our Division of Campus Life
programs
 April and May program collection/summer printing
EXAMPLES OF INTEGRATION
Leadership Living Learning Community
 Not “reinventing the wheel” (i.e. credits for Empathy with Others and Collaboration
during Unity Month)
Peer Leader Trainings (RA, OL, M.O.R.E., Athletes)
SHCS Trainings (Healthy Behaviors and Self Awareness)
Greek Life Leadership Weekends/Retreats/Trainings
Unifying language for our programmatic outcomes
Division Wide Assessments based on the Five Tenets
FUTURE PROGRAMMING/COMPONENTS
Assessment and Leadership Coaching
 Student self-assessments and rubrics
 One-hour Leadership Coaching sessions in the OSLS/DCL
Integration of Student Peer Leadership Coaches
 Future use of RAs, Orientation Leaders, etc… to serve as leadership coaching mentors to
younger students
OSLS Staff Assistance in enhancing/developing Leadership Curriculums for any programs
on campus
 LGBT Student Leader Leadership Curriculum
 Leadership Living Learning Community
 Working with the Career Center on customizable discipline- specific leadership
curriculums
Leadership Emory Scholars
 Work Study/Student Employment Grants
OVERVIEW OF WEBSITE COMPONENTS
LEAD.EMORY.EDU
Language
Location of Future Program Information
Location of Staff Resources
Location of Future Assessments
Program Book Compilation Link
PROGRAMMATIC INTEGRATION ACTIVITY
Get into groups of two to three people
Using one program from your office, think about how you can integrate Leadership
Emory into that program
• Language
• Philosophy
• Social Change Model
Discuss these integrations with the larger group