WELCOMEto the Academy for Leadership and Development

WELCOME TO THE ACADEMY

23 Years of Leadership Development Over 200 Academies Over 8,000 Participants

Our Mission is......to design and promote world-class training programs and services to advance academic and administrative leadership for post-secondary institutions worldwide in an era of change.

Academy Classroom

OVERVIEW Good News! Recognizing US Building Community Learning Styles Program Principles/Values Program Components Program Outline Path to Transformational Leadership

GOOD NEWS!A wise person once said, “The bad news is that you can’t have it all. The good news is that when you know what’s

really important, you don’t want it all anyway.”By Unknown

“The bad news is that time flies.

The good news is that you’re the pilot.”

CORNERS

LEADERSHIP LINEUP

PARTNER ACTIVITY INTERVIEW GUIDE Share one of your success stories as

an organizational leader

Share one of your most difficult roles/responsibilities as an organizational leader

BUILDING COMMUNITYEight Habits of the Heart• Nurturing Attitude• Dependability • Responsibility• Friendship• Brotherhood• High Expectations• Courage• Hope

Clifton Taulbert

OPERATIONAL GUIDE• Appreciate, value, and respect differences• Maintain confidentiality; no rank in the room• Everyone participates; no one dominates• Help us stay on track, be on time, stay

engaged• Give freely of your experience• Keep an open mind• Maintain a positive and appreciative group

dynamic• One speaker at a time; do not interrupt• Be an active and objective listener• Have fun!

ISSUE BANKThe Issue Bank is a blank sheet of paper that is posted and used to record important issues.

Items to include in the Issue Bank:• Topics that will be addressed later• Questions that should be deferred until

the end of the current agenda• Items that should be the subject of

future agendas• Announcements

ANYONE MAY POST AN ISSUE!

PROGRAM GOAL

Provide relevant, learner-centered training and professional

development for organizational leaders that is engaging,

meaningful, useful, and which results in positive change and

professional growth.

CHILDREN vs. ADULT LEARNERS

Adapted from Train the Trainer, 2nd Edition, Ittner & Douds, 1997

Children Adults

Rely on others to decide what is important to be learned.

Decide for themselves what is important to be learned.

Accept the information presented at face value.

Need to verify the information based on their beliefs and experiences.

Expect what they are learning to be useful in their long-term future.

Expect what they are learning to be immediately useful.

Have little or no experience upon which to draw are relatively "clean slates."

Have much past experience on which to draw may have fixed viewpoints.

Have little ability to serve as a knowledgeable resource to teacher or fellow classmates.

Have significant ability to serve as resource to the trainer and fellow learners.

HOW DO I LEARN BEST? LEARNING STYLE SURVEY

A B C DTalking Listening

Acting Reacting

Taking small steps Observing overall picture

Being quick Being deliberate

Experimenting Digesting

Carrying out ideas Thinking up ideas

Changing Remaining constant

Being animated Being reserved

Doing Watching

Being goal oriented Being process oriented

Being practical Seeing ideals

Changing as I go Mapping out in advance

Finding solutions Identifying problems

Formulating answers Formulating questions

Total the number of “A”s, “B”s, “C”s, and “D”s you checked and write them below.“A”s __________ “B”s __________ “C”s __________ “D”s __________

HOW DO I LEARN BEST? LEARNING STYLE SURVEY

1 2 3 4

Intuitive Logical

Personally involved Impersonally objective

Emotional Intellectual

Supportive Critical

Eager to discuss with others Prone to analyze by myself

Interested in new experiences Interested in new ideas, models

A believer in opinion A believer in theory

Accepting Questioning

Feeling Thinking

A quick risk taker A slow risk taker

Prone to trial and error Prone to planning and organizing

People-oriented Task-oriented

Ready to jump in Wanting facts first

Dependent Independent

Total the number of “1”s, “2”s, “3”s, and “4”s, and write them below.“1”s __________ “2”s __________ “3”s __________ “4”s __________

LEARNING STYLE PROFILE

4

3

1

2

A B C D

Doing Watching

Feeling

Thinking

LEARNING STYLE PROFILE

4

3

1

2

A B C D

Doing Watching

Feeling

Thinking

LEARNING STYLE PROFILE

4

3

1

2

A B C D

Doing Watching

Feeling

Thinking

Enthusiastic Imaginative

LogicalPractical

LEARNING STYLE ACTIVITY AND DISCUSSION

• Write, draw, or somehow represent the characteristics of your learning style.

• What kinds of activities and experiences do you prefer as a learner?

• What do you need from others (facilitator and colleagues) to be successful in your learning?

ENTHUSIASTIC LEARNERS• Enthusiastic• Dynamic• Comfortable with others• Good starter• Jumps right in• Impulsive• Creative

IMAGINATIVE LEARNERS• Perceive information concretely• Process reflectively• Believe in their own experience• Are team-oriented• Are good listeners• Think alone first, then with a

group• Care about others in the

classroom

PRACTICAL LEARNERS• Problem solvers• Seek utility and results• Perceive information abstractly and

process it actively• Decisive• Take action on tasks• Like to be in control of the situation• Hard workers

LOGICAL LEARNERS• Organized• Follow a plan• Work independently• Precise, thorough, careful• Follow directions• Calculate the probabilities• Like manipulatives

OVERVIEW OF LEARNING STYLES

Enthusiastic Learners Learners who are active, involved, and also feeling-oriented

Imaginative Learners Learners who are feeling-type learners, but who are also deliberative and studied

Practical Learners Learners who are thinkers and also active problem solvers

Logical Learners Learners who are deliberative, unhurried, and also thinkers, relating most to ideas

Adapted from "Teaching and Learning: The Role of the Academic Leadership Team," Idahlynn Karre, 1993

SYNTHESIS OF EDUCATIONAL RESEARCH• 10% of what they Read• 20% of what they Hear• 30% of what they See• 50% of what they Hear and See• 70% of what they Say• 90% of what they Say as they Do something

Adapted from Train the Trainer, 2nd Edition, Ittner & Douds, 1997

Learning PyramidLearning Pyramid

LectureReading

Audio-VisualDemonstration

Discussion GroupPractice by Doing

Teach Others/Immediate Use

5%10%20%30%50%75%90%

AverageRetention

Rate

Learning Pyramid

PROGRAM PRINCIPLES AND VALUESThe program is designed upon the following leadership principles and values:1. Build and sustain a learning and leading community of leaders.2. Develop effective, inspired, transformational leadership skills.3. Develop leadership communication and coaching skills.4. Appreciate, value, respect, and celebrate diversity.5. Recognize, value, and capitalize on strengths.6. Examine relevant and cutting-edge theory and research.7. Seek results in personal and professional growth.8. Engage in dialogue and discovery, journaling, and reflective practice.9. Seek to understand self and relationships; facilitate communication.10. Make a difference in the lives of others.

PROGRAM PRINCIPLE AND VALUE #1Building and sustaining a learning and leading community

of organizational leaders

• Personal learning contact• Cooperation among leaders• Active learning/time on task• Prompt feedback• High expectations• Quality of professional development experience• Influential interactions with others in the learning community• Supportive environment

PROGRAM PRINCIPLE AND VALUE #2Developing effective, inspired, transformational leadership

The Academy is dedicated to fostering leaders who understand and effectively practice the components of effective, transformational leadership:

• Vision• Creativity• Interaction• Empowerment• Passion

“Leadership is not at all about personality; it’s about practice.”

(Kouzes and Posner, 2002)

PROGRAM PRINCIPLE AND VALUE #3Developing leadership communication and coaching skills

• Principles of communication• Listening for leaders• Messages: verbal and

nonverbal• Giving and receiving

feedback• Managing conflict• Establishing and maintaining relationships• Coaching for success

PROGRAM PRINCIPLE AND VALUE #4Appreciate, value, respect, and celebrate diversity

• Be open to differences among people

• Empathize with the other person

• Communicate positivity to others

• Use immediacy to unite yourself with others

• Engage in effective interaction management• Communicate expressiveness• Be other-oriented

PROGRAM PRINCIPLE AND VALUE #5Recognize, value, and capitalize on strengths

• Accept strengths and help others accept and value the talents they have

• Value and inspire team members to recognize each other’s talents

• Connect and get individuals to connect their talents to crucial outcomes

PROGRAM PRINCIPLE AND VALUE #6Examine relevant and cutting-edge theory and research on leadership

The Academy will strive to present material and experiences that are relevant to post-secondary education experiences, your situation(s), and your learning needs.

PROGRAM PRINCIPLE AND VALUE #7Seek results in personal and professional growth

• Cultivating change through collaborative reflection

• Taking the time to talk• Having the courage to slow

down and start conversations with each other

• Reflecting together to become more aware of each other’s actions and intentions

• Approaching issues together with curiosity, not certainty• Listening for the differences, for what’s going to

surprise us, for what we didn’t expect to hear

PROGRAM PRINCIPLE AND VALUE #8Engage dialogue and discovery: journaling and reflective practice

• Journaling is the process of recording one’s reflective thoughts

• The format for one’s journal varies from one individual to another

PROGRAM PRINCIPLE AND VALUE #9Seek to understand self and relationships for the express

purpose of mindful communication and leadership

“The true force that attracts others is the force of the heart.”

(Kouzes and Posner, 2002)

“Transformation begins with trust. Trust is the essential link between

leader and led, vital to people’s satisfaction and loyalty, vital to

followership.”(Evans, 2002)

PROGRAM PRINCIPLE AND VALUE #10Make a difference in the lives of individuals, teams,

colleges, and communities

One person can make a difference in an organization!

PROGRAM COMPONENTS• Initial five-day seminar, including the development of an

Individual Professional Development Plan (IPDP)• Practicum experience: implementation of an Individual

Professional Development Plan, reflective practice, and journaling

• Mentoring • Online connection via LinkedIn• Closing five-day seminar • Optional – graduate credit

THE PRACTICUM• Implementation of an Individual Professional Development

Plan (IPDP)• Selecting mentors• The Academy Liaison/Coach• Electronic forum• Reflective practice and journaling

PROGRAM TOPIC AREASFirst session in residence • Welcome And Overview

• Complex Role of Organizational Leaders

• Integrating and Celebrating Strengths

• Learning Leadership - Finding Your Voice

• Understanding Self and Others: Work Behavioral Styles

• Strategic Thinking and Acting

• Building Global Awareness and Cultural Intelligence

• Leading Effective Teams

• Effective Communication

• The Leadership Practicum

• Program Review and Closing

PROGRAM TOPIC AREASSecond session in residence • Welcome and Practicum Reflection

• Strengths-Based Leadership

• Adaptive Leadership

• Leading and Managing Change

• Organizational Culture and Cultivating Followership

• Leader as Manager

• Leadership Assessment (MLQ)

• Managing the EnterprisePlanning and Resourcing - Organizing and StaffingAssessing and Evaluating - Managing ConflictCoaching - Crisis Management - Developing Others

• The Leader’s Ethical Compass

• Celebrating Excellence, Closing, and Graduation

THE PATH TOWARDS TRANSFORMATIONAL LEADERSHIP

• Begins today/anew• Builds on the past• Is mindful of the present

(governing realities)

• Looks to the future• Leverages your strengths• Seeks to shape/inform

difference makers

VIDEO

QUESTIONS AND REFLECTION

REFERENCES• In doing research for a comprehensive

book entitled Leadership for the Twenty-First Century, Joseph Rost listed over 500 works focused on leadership, largely published in the 1980s when the industry exploded with literature on the subject.

• Today the field has been greatly expanded to focus not just on the “leader” but also on followers, peers, work setting, context, and culture.

Forward favorite references you feel may be relevant to:academy@chairacademy.com