Doctoral Program in Organizational Leadership Doctoral Program in Organizational Leadership: Outcomes, Competencies, and Assessments

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1 College of Education and Organizational Leadership Doctoral Program in Organizational Leadership Doctoral Program in Organizational Leadership: Outcomes, Competencies, and Assessments

2 Doctoral Program in Organizational Leadership: Outcomes, Competencies, and Assessments Executive Summary Historical Overview University of La Verne The University of La Verne (ULV) was founded in 1891 as Lordsburg College by members of the Church of the Brethren who moved west. Both the college and the agricultural community were renamed La Verne in In the 1920s and 1930s, three quarters of the student body were in teacher education. During the next three decades, campus facilities multiplied fourfold, the Board of Trustees became independent of church, and the student body increased while maintaining its commitment to service and to sound, values-oriented education. In 1955, the Western College Association (now WASC) accredited La Verne. A decade later, the college awarded its first master s degree, and in 1979, it conferred its first doctorate. In 1969, La Verne began offering degree programs off campus, and the following year, it opened its College of Law. Reflecting these profound changes, the college reorganized in 1977 as the University of La Verne (ULV). In 1981, ULV founded its Orange County campus and a campus in the San Fernando Valley in A decade later, it created campuses in Ventura County and San Bernardino/Riverside Counties. In 2000, the College of Law moved to Ontario, CA. Continuing the trend to provide programs throughout the region, campuses developed in Kern County, San Luis Obispo, and Victorville. The University is a Hispanic and minority serving institution. Today, the University of La Verne is a Carnegie Doctoral Research University in Southern California enrolling over 8,500 students in four colleges: the College of Arts and Sciences (CAS), the College of Business and Public Management (CBPM), the College of Education and Organizational Leadership (CEOL), and the College of Law (COL). The branch campuses are administered through the Regional Campus Administration. Page ii

3 Doctoral Program in Organizational Leadership The Doctoral Program in Organizational Leadership is part of the College of Education and Organizational Leadership. The program began at the University at La Verne in 1976 and conferred the first doctorates in education (Ed.D.) in The Program has established a reputation for producing effective educational and organizational leaders. Hundreds of doctoral alumni serve as school district superintendents, principals, or in executive support positions at county, state, or U.S. offices of education. Additionally, doctoral alumni serve in higher education as university and community college presidents, deans, vice-presidents, directors, and faculty. Doctoral alumni also hold positions as leaders in nonprofit, for profit, and government organizations. Current Program Curriculum and Competencies The mission of the Doctoral Program in Organizational Leadership is to develop leaders and architects of change who make significant contributions to the organizations and communities they serve. Based on the philosophy of theory to practice, the doctoral program employs a developmental approach to learning. The program is framed by leadership, change, and contribution developed across three years and culminating in a major contribution to the field through a dissertation. Each year focuses on a specific arena: personal/interpersonal, teams, and organization. These arenas become the focus for mastering the strategies and processes of leadership and change. Students are engaged in a research sequence that provides academic experiences in preparation for achieving a quality research study toward completion of the doctoral degree. This developmental approach to learning allows for knowledge and skills to be continually refined and reinforced over time in real world application. Delivery The delivery system is based on the latest neuro-cognitive research and adult learning theory. Research and learning theory were also used to design a blended approach for delivering content. Integrating face-to-face meetings and virtual interactions through technology facilitate learning. In addition, Learning Groups in the student's geographic area provide ongoing support and opportunities for reflection and coaching. Student Learning Outcomes (SLOs) Multiple SLOs within each year, expressed as outcomes, are noted throughout the document. Three program SLOs were identified for assessment with two SLOs assessed during the years and one initially assessed in Page iii

4 SLO #1. Students are able to demonstrate knowledge of leadership skills as they relate to personal/interpersonal, team, and organization. SLO #2. Students are able to integrate learnings in order to apply theory to practice. SLO #3. Students are able to make a major culminating contribution to the field via dissertation. Measurement: Sources of Data-Based Evidence for SLOs Source(s) of Evidence for SLO #1 Evidence of knowledge of leadership skills as they relate to personal/interpersonal, team, and organization is demonstrated through student self-assessment and self-development. Throughout the program, faculty continuously guide and review student self-assessments with a final review of a Leadership Development Plan via a portfolio prepared by the student. This ongoing process provides students with the opportunity for reflection and change. SLO #1 Data: During the program, students complete a variety of instruments in (e.g., Leadership Competencies Assessment, Servant Leadership self- assessment, DiSC, Emotional Intelligence, etc.) that require a student to assess their performance as a leader. One example of data-based instruments used in the program is the Leadership Practices Inventory (LPI) which is a benchmark assessment developed by Kouzes and Posner (2003) used to measure individual leadership behavior against a well-established best practices leadership model. The LPI includes five best practices, which are suggested to be needed by all effective leaders. Students participate in coaching and mentoring where they have opportunities to discuss their scores on the assessments and plan further development. To prepare for the LPI, students attend an introductory workshop on the five best practices, read The Leadership Challenge (Kouzes & Posner, 2008), self-assess their application of the five practices using the LPI, complete a self-reflective workbook on their use of the five practices, and then write a paper outlining actionable goals for improving their use of their lowest scoring practices. The students' reported scores represent the average scores students achieved in each of the five practices (for the cohort), along with the standard deviation for that average. Students receive a detailed 10 page software-generated report which provides them with additional insight into their performance in each of the five best practices along with their scores. The opportunity to see how the five best practices model applies in their own leadership is a valuable opportunity for students. Table 1 illustrates the 2011 average scores in aggregate. The score for each practice can range from a high of 60 (engages in the behavior almost all of the time) to a low of 6 (almost never). Page iv

5 Table Average Scores in Aggregate Including Standard Deviation FIVE PRACTICES AVG STD DEV Model the Way Inspire a Shared Vision Challenge the Process Enable Others to Act Encourage the Heart Leader Surveys Tallied: N=40 Source(s) of Evidence for SLO #2 Evidence that students are integrating doctoral learnings of theory to practice is demonstrated during the program and/or post-program through course assignments, fieldwork, assessment instruments, promotions at work and/or new leadership roles, and by supervisor feedback. SLO #2a Data: During the final term of the third year of the program, students complete the Social Change Initiative (SCI) Capstone Project. This project addresses the year three outcome expectations. In addition, this assignment corresponds directly to the key components of the University s mission: It is the mission of the University of La Verne to provide opportunities for students to achieve their educational goals and become contributing citizens to the global community. The University of La Verne shares four core values that promote a positive and rewarding life for its students through fostering a genuine appreciation and respect for: A Values Orientation, Community and Diversity, Lifelong Learning, and Community Service. Through experiential service learning, this assignment necessitates that the student applies theory to practice by engaging in social change with a nonprofit organization. Further, the student demonstrates in writing their mastery of skills and knowledge through quality scholarly writing similar to that of a paper submitted for an academic peer-reviewed presentation. Students remark on the significance of this assignment as a meaningful learning experience and as an opportunity to benefit society. The Doctoral Program in Organizational Leadership was recognized for the Social Change Initiative Project and received the National 2011 Communitas Award for excellence in community service. Page v

6 SLO #2b Data: In 2010, Supervisors of a random sample of 25 program graduates were contacted with permission. The supervisors received an online survey asking them to rank the graduate on the frequency with which this individual displays the following leadership skills. The twelve leadership skills are: 1. with others, 2. Deals skillfully with conflict, 3. Coaches others effectively in a variety of organizational settings, 4. Promotes teamwork, 5. Facilitates teams effectively, 6. Uses appropriate information in decision making, 7. Communicates the vision of the organization, 8. Builds a healthy organizational environment, 9. Establishes effective organizational systems, 10. Promotes continuous improvements in the organization, 11. Builds positive relationships, and 12. Uses technology effectively. The survey was based upon a 6-point Likert scale: 1-Almost never, 2-Seldom, 3-Sometimes, 4-Often, 5- Usually, and 6-Almost Always. Table 2 presents the cumulative percentage of University of La Verne s Doctor of Education graduates who Often, Usually, or Almost Always display the preferred skills as noted by the respondents. Table 2. Cumulative % of Ed.D. Graduates who Often, Usually, or Almost Always Display Preferred Leadership Skills as perceived by Supervisors 1. Communicates well with others 93% 2. Deals with conflict skillfully 93% 3. Coaches others effectively in a variety of organizational settings 93% 4. Promotes teamwork 93% 5. Facilitates teams effectively 93% 6. Uses appropriate information in decision making 100% 7. Communicates the vision of the organization 100% 8. Builds a healthy organizational environment 93% 9. Establishes effective organizational systems 85% 10. Promotes continuous improvements in the organization 100% 11. Builds positive relationships 93% 12. Uses technology effectively 93% Mean (M = 94.08%) Page vi

7 Source(s) of Evidence for SLO #3 The major culminating contribution is evidenced through the completion of a dissertation guided by an advisor and committee. Students should be prepared to employ sound methods in order to conduct research and successfully complete the dissertation process. In , the faculty decided to conduct an exploratory review of a sample of proposed methods chapters during the academic year. As of this writing, the review is continuing through the academic year. SLO #3 Data: The methods review committee blind reviewed 15 dissertation methods chapters submitted during the academic year. Content areas were assessed on scale of 1 3 as follows: 1 = Needs major revision 2 = Adequate, meets minimal standards 3 = Fully adequate The following rubric was developed from a review of the literature and used to establish foundational expectations for sound methods. CONTENT FOCUS AREAS INDICATORS Purpose/Questions The purpose statement and research questions are present in chapter three. The variables are identified, type of research is identified, and there is a base of methodology (who, how, what). Type of Research Discussion of research type is present. Discussion describes the type(s) of research and includes the applicability for the study, the strengths and some limitations. Use of literature citation. Population and Sample Section clearly identifies the population and the sample; how the sample was selected; and the size of the population/sample. Sample is of sufficient size/scope to overcome the problem of sample bias. Researcher provides an explanation if the sample is limited to a particular organization such as a single school, district, business, NPO, etc. Use of literature citation. Page vii

8 Instrumentation Type of data collection instrument(s) is clearly described. When applicable, content validity, reliability, interrater reliability and/or field testing are addressed and clearly described. Use of literature citation. Data Collection The how and when of data collection is fully described. The need for IRB approval and Informed Consent are addressed. Use of literature citation is value added. Data Analysis The type of statistical and/or qualitative analysis is clearly described. Use of literature citation. Limitations Limitations of methodology are acknowledged. The results of the review revealed that, on the scale of 1-3, the overall quality is adequate to fully adequate for the Ed.D. student dissertations. Purpose/Questions were present and appropriate (M = 2.85). Type of research discussion were present and appropriate (M = 2.85). Population/sample were clearly identified (M = 2.73). Data collection process discussions were clear (M = 2.77). Limitations were expressed (M = 2.81). Results and Closing the Loop Students develop and display their skills through assignments, experiential, projects and a culminating contribution via dissertation that integrates the skills and knowledge developed during the program. SLO #1: Feedback from learning group leaders indicated a need to help students better reflect and analyze some elements of their Leadership Development Plan e.g.: personal assessment data. Faculty continuously reviews and redesigns the Leadership Development Plan (LDP) to provide improved clarity about the content and process of reflecting, analyzing, synthesizing, and creating action plans to further students leadership development. During semi-annual LDP coaching sessions, learning group leaders indicated better synthesis and integration of the various student assessment data and more effective action plans. Page viii

9 SLO #2: Faculty continuously monitor and assess student assignments and fieldwork and make appropriate adjustments on an ongoing basis. Fieldwork, such as the Social Change Initiative Capstone Project in year three, offers students practice opportunities in organizational environments. Faculty review progress through instruments that generate self-assessments as well as supervisor s feedback through 360 degree evaluations. Students also report promotions and/or new job opportunities each year during community and/or plenary events, practicums, and also following completion of coursework through the alumni association. Leadership skills and behaviors are assessed through a 360 evaluation during coursework. In 2010, a sample of supervisors provided feedback regarding 12 critical leadership skills of alum (program case study). The results indicated that the alum displayed the 12 critical leadership skills often, usually, and/or almost always for a mean of 94.08% (M). SLO #3: Organizational Leadership Faculty are committed to quality dissertation research. Ongoing discussions related to dissertations ensued between 2006 and the present. Faculty have produced academic texts specific to dissertation work e.g.: The Dissertation Journey (now in its 2 nd edition as a best-seller in its category) by Carol M. Roberts and The Literature Review by Lawrence A. Machi and Brenda T. McElvoy. In 2007, faculty researched, convened a panel, and published a peer-reviewed journal article, Are We There Yet? Discourse on Advancing Completion of the Dissertation Phase of Doctoral Work by L. Hyatt, Carol M. Roberts, Sherry Magee, and Doug DeVore. In the academic year, faculty developed an Assessment Guide for Dissertation Methods in order to conduct a year-long exploratory review of proposed dissertation methods chapters. A faculty committee issued a report on their findings at the beginning of the academic year. Going Forward Recommendations Based on Data SLO #1 Recommendations Ongoing review and evaluation of evidence of knowledge of leadership skills as they relate to personal/interpersonal, team, and organization as demonstrated in the Leadership Development Plan through: 1. Student self-assessments 2. Instruments e.g.: LPI, emotional intelligence, 360 evaluation, etc. 3. Coaching/mentoring process 4. Via a portfolio prepared by the student SLO #2 Recommendations Monitor and assess evidence that students integrate doctoral learnings and apply theory to practice demonstrated during and post-program through: 1. Course assignments including self-evaluations Page ix

10 2. Fieldwork/Experiential learning 3. Supervisor s feedback through 360 degree evaluations 4. Alumni data-base SLO #3 Recommendations: Continue methods reviews and collect data to monitor quality and to inform current a future dissertation processes. Use data to identify needs for professional development of dissertation chairs. 1. Methods assessment data were distributed to dissertation chairs at the beginning of the academic year. The methods assessment data are also scheduled to be distributed to dissertation chairs at the beginning of the academic year. 2. Develop and implement professional development for dissertation chairs including webinars and short video presentations The Dissertation Electronic Newsletter (DEN), created in 2011, includes articles that support dissertation advising. 4. Continue the methods review process in and report findings at the beginning of the academic year. Organization of the Report The Doctoral Program in Organizational Leadership Outcomes, Competencies, and Assessments presents a snapshot of the program components organized by year including Year-One Leadership Arena (personal/interpersonal), Year-Two Leadership Arena (team), Year-Three Leadership Arena (organization), and Year-One and Year-Two Research. In Part I, each Leadership Arena and Research section begins with an executive summary that provides the reader with an introduction, a description of the year focus, and expected outcomes. This is followed by a table detailing the connections between each of the Leadership and Research courses and their respective outcomes, competencies, assessments, and strands (course-focused themes). Part II of the report offers information specific to data-driven program improvement examples. Following an introduction, program-wide data and correlating improvements including three program student learning outcomes (SLOs) are identified along with the sources of evidence, the results relative to closing the loop, and recommendations. An appendix section is also included. Page x

11 Doctoral Program in Organizational Leadership Outcomes, Competencies, and Assessments Page 1

12 CONTENTS PART I: Outcomes, Competencies, and Assessments 4 Year One: Personal-Interpersonal Arena... 5 Personal-Interpersonal Arena Executive Summary.. 5 Introduction... 5 Description...5 Outcomes...6 Personal-Interpersonal Arena Outcomes, Competencies, and Assessments...7 Year Two: Team Arena...13 Team Arena Executive Summary...13 Introduction...13 Description...13 Outcomes...13 Team Arena Outcomes, Competencies, and Assessments...15 Year Three: Organizational Arena...26 Organizational Arena Executive Summary...26 Introduction...26 Description...26 Page 2

13 Outcomes...26 Organizational Arena Outcomes, Competencies, and Assessments...28 Research Arena...33 Research Arena Executive Summary.33 Introduction..33 Description 33 Year 1 Research Outcomes, Competencies, and Assessments...35 Year 2 Research Outcomes, Competencies, and Assessments...37 Year 3 Research Outcomes, Competencies, and Assessments...40 PART II: Use of Data for Program Improvement 41 Overview 42 Sample Data-Driven Improvements Appendices Page 3

14 PART I: Outcomes, Competencies, and Assessments Page 4

15 Year One: Personal-Interpersonal Arena (Competency-Based Type Syllabus) Personal-Interpersonal Arena Executive Summary Introduction First-year students focus on leadership and change in the personal and interpersonal arenas. They develop knowledge and skills related to personal awareness and interpersonal effectiveness. Some specific theory strands studied include self leadership, authentic leadership, planning, personal and interpersonal communication, personal and interpersonal conflict, coaching, and third-party intervention. Because the key to leadership is knowledge and mastery of self, students participate in a series of self-assessment activities followed by interpretation and guided feedback. Some of the self-appraisal instruments include NLP (neuro-linguistic programming), Jungian types, emotional intelligence, Enneagram, conflict types, LCA (360-degree leadership competency assessment), and managing personal energy. This self-knowledge becomes the basis for a personal Leadership Development Plan that guides the next two years of study. Additional self-awareness activities include identifying strengths and weaknesses, clarifying core values, defining a personal and professional vision for the future, developing a life purpose statement, and exploring the shadow self those positive and negative parts of the self hidden from view. Description The principles of authentic leadership are explored in-depth. Leaders, to be effective, must continually grow in three areas: knowledge, skills, and being. Being includes the leader s character, love, and compassion that inspires others to grow and change. Students further explore practices that help them and others live from a standpoint of possibility rather than scarcity and restrictions. During the personal arena, students learn and practice the strategies and techniques of persuasive communication. They develop a position on a controversial issue and learn how to support that position with persuasive arguments based on rhetorical principles. In addition, students receive feedback on their oral presentation skills verbally and nonverbally and develop strategies for improvement. In the interpersonal arena, resource development focuses on human capital. Students experience and practice a variety of communication, conflict, and coaching theories and models that improve their ability to build and nourish relationships and handle difficult and important conversations in a safe and constructive way. Some strategies covered are nonviolent communication and Page 5

16 crucial conversations. Students also learn several coaching models pertinent to leading and developing others, such as co-active coaching, confrontation coaching, and third-party intervention. Through readings, online presentations, role play experiences, personal and group reflection, individual feedback, webinars, practicums, and fieldwork activities, students gain the knowledge and skills required for effectively leading self and others. Outcomes Students will: 1. Learn several leadership typing systems and apply them to their leadership practice 2. Learn the concepts and characteristics of authentic leadership and integrate them into their leadership style 3. Develop mastery of the personal competencies associated with emotional intelligence 4. Understand and integrate into leadership practice techniques of managing personal energy and responding effectively to stressful and challenging situations 5. Understand and explore the positive and negative parts of the self hidden from view 6. Become proficient in reflection on self and leadership practices 7. Understand and apply the principles, strategies, and techniques of persuasive communication in writing 8. Understand and apply the principles, techniques, and behavioral skills related to speaking persuasively 9. Understand and apply the concepts of nonviolent communication and reflect on their use in a variety of settings 10. Understand and practice conducting difficult and important conversations in a safe and constructive way 11. Understand and practice the foundational coaching skills of (a) asking powerful questions, (b) listening effectively, and (c) 12. developing trust and rapport 13. Identify on-the-job strengths and areas for growth in leadership behaviors 14. Develop an understanding and skills in confronting others in a coaching situation 15. Understand one s own core behavioral style and that of others and adjust to others style for more effective communication 16. Identify interpersonal habits that challenge effectiveness in personal and professional relationships 17. Understand and apply the dynamics and strategies of third-party interventions in conflict situations 18. Learn to lead from a standpoint of possibility rather than scarcity and restrictions 19. Reflect on key learnings and experiences in year-one of the doctoral program Page 6

17 Personal-Interpersonal Arena Outcomes, Competencies, and Assessments Arena Course Outcome Competency(s) Assessment(s) Strands Personal/ Interpersonal (Arena 1) Personal/ Interpersonal (Arena 1) Personal/ Interpersonal (Arena 1) Executive Leadership (675) Executive Leadership (675) Decision Making (677) Executive Leadership (675) Decision Making (677) Learn several leadership typing systems and apply them to their leadership practice. Learn the concepts and characteristics of authentic leadership and integrate them into their leadership style. Develop mastery of the personal competencies associated with emotional intelligence. Demonstrate flexibility in integrating the following typing systems into their leadership practice: NLP Jungian Types Enneagram DISCstyles Exhibit authentic leadership characteristics in their leadership roles Critically reflect on life experiences (significant events, key experiences, and persons) related to leadership development and compare with authentic leaders described in True North and Leading Coherently. Exhibit growth in the emotional intelligence components of Self Awareness and Self Management. Reflection papers that document proficiency using typing systems with individuals in the workplace. Written case studies that document the integration of typing systems while coaching others. 360-degree Leadership Competency Assessment (LCA) Written Leadership Autobiography Coaching sessions with Learning Group Leader 360-degree Leadership Competency Assessment (LCA) Emotional Intelligence Appraisal Formal written Action Plan (Goals and steps for Leadership Conflict Coaching/ Mentoring Leadership Change Leadership Change Decision Making Leadership Decision Making Change Page 7

18 Arena Course Outcome Competency(s) Assessment(s) Strands improvement) Personal/ Interpersonal (Arena 1) Personal/ Interpersonal (Arena 1) Personal/ Interpersonal (Arena 1) Executive Leadership (675) Decision Making (677) Executive Leadership (675) Executive Leadership (675) Decision Making (677) Understand and integrate into leadership practice techniques of managing personal energy and responding effectively to stressful and challenging situations Understand and explore the positive and negative parts of the self hidden from view Become proficient in reflection on self and leadership practices Learn how to manage their personal energy in the areas of mind, body, heart, and spirit in service of a life purpose Develop skills in the techniques of Freeze-Frame and Heart Lock-In Identify and learn to manage the positive and negative shadows that impact them personally and during their role as a leader. Reflect on the various selfassessment instruments taken, find patterns among them, and set goals and action steps to improve their leadership practice. Learning Group Leader observations and assessment during learning group meetings Sharing progress with peers and faculty at Practicum Written plan of action to manage personal energy in the four areas of mind, body, heart, and spirit Written talking points that document practice using Freeze-Frame and Heart Lock-in to effectively address challenging situations Written paper that documents self observations, feedback, and strategies used to assist in managing shadow behavior Leadership Development Plan 360-Degree Leadership Competency Assessment Leadership Decision Making Change Leadership Leadership Change Decision making Page 8

19 Arena Course Outcome Competency(s) Assessment(s) Strands Personal/ Interpersonal (Arena 1) Personal/ Interpersonal (Arena 1) Personal/ Interpersonal (Arena 1) Personal/ Interpersonal Executive Leadership (675) Resource Development (678) Executive Leadership (675) Resource Development (678) Resource Development (678) Resource Management (694) Resource Development Understand and apply the principles, strategies, and techniques of persuasive communication in writing Understand and apply the principles, techniques, and behavioral skills related to speaking persuasively Understand the concepts of non-violent communication and reflect on their use in a variety of settings Understand how to handle difficult and Develop a position on a controversial issue and support that position with effective arguments based on rhetorical principles Prepare and deliver a persuasive speech with audience feedback Demonstrate understanding of nonverbal techniques for delivering a persuasive speech Reflect on experiences using non-violent communication in a variety of personal and professional settings Demonstrate mastery of non-violent communication techniques Demonstrate the ability to create powerful and Position paper Videotape of an 8-minute persuasive speech followed by feedback from peers and faculty Paper that identifies strengths and growth areas in persuasive speaking and strategies for improvement Field Notes that document daily experiences using non-violent communication Reflection paper that summarizes experiences using non-violent communication Case study paper demonstrating use of nonviolent communication techniques in coaching and conflict situations Webinars with faculty to assess progress in effectively Leadership Leadership Leadership Conflict Coaching Conflict Page 9

20 Arena Course Outcome Competency(s) Assessment(s) Strands (Arena 1) (678) Resource Management (694) Personal/ Interpersonal (Arena 1) Personal/ Interpersonal (Arena 1) Personal/ Interpersonal (Arena 1) Resource Development (678) Resource Management (694) Resource Development (678) Resource Management (694) Resource Development (678) Resource Management (694) important conversations in a safe and constructive way Understand the foundational coaching skills of (a) asking powerful questions, (b) listening effectively, and (c) developing trust and rapport Identify on-the-job strengths and areas for growth in leadership behaviors Develop an understanding and skills in confronting others in a coaching situation persuasive dialogue with others while minimizing anger and hurt feelings Demonstrate proficiency in coaching skills and in the flexibility and insight to draw upon a variety of coaching and communication strategies most useful to a coachee and the situation Demonstrate the ability to reflect on 360-degree feedback about leadership behaviors and design a plan for improvement Demonstrate the ability to coach an individual whose behavior or performance is in need of improvement. holding crucial conversations in the workplace or personal life Role plays to assess mastery of crucial conversation skills Role play activities to assess understanding of effective coaching and communication skills Paper that documents activities and reflections on a coaching experience Action plan for growth Role play activities to assess communication and coaching skills Written talking points that document the coaching experience. Leadership Coaching/ Mentoring Leadership Decision Making Change Leadership Conflict Coaching/ Mentoring Personal/ Interpersonal (Arena 1) Resource Development (678) Resource Understand one s own core behavioral style and that of others and adjust to others style Determine and distinguish the natural preferences of four major behavioral styles: directing, DISCstyles assessment Paper that documents experiences interacting with others using strategies that Leadership Conflict Page 10