PLDI PreDoctoral Leadership Development Institute

Transcription

1 PLDI PreDoctoral Leadership Development Institute Rationale, Goals, Structure, Outcomes

2 PLDI PreDoctoral Leadership Development Institute Rationale, Content, Outcomes

3 It is a very important moment in the life of American higher education where the rate of change, the velocity of change, and the forces of change are making it every more challenging to find successful leaders. Molly Corbett Broad, President American Council on Education Source: How P.D. Eckel and M. Hartley, Presidential Leadership in an Age of Transition. Washington, DC: American Council on Education

4 The Need Colleges and Universities Public and Private Face Unprecedented Challenges Assessment of and accountability for learning and institutional outcomes Questions about value-added and benefit Demands for greater transparency Pressure to achieve efficiencies and cost-reductions Globalization Decayed infrastructures and deferred maintenance Harnessing emerging technologies Evolving role of federal and state government, and college and university governing boards Competition in many forms Erosion of public confidence PLDI Overview 4

5 What Higher Education Leaders Need to Be Able to Do to Address these Challenges The Need The Need Clarify school, department and program mission, aspirations and institutional goals Plan strategically Establish meaningful learning goals and measure outcomes Contain costs Identify new revenue sources Engage colleagues and build consensus on needed directions Be an effective innovator and change agent Become more transparent in decision-making Be skilled in listening to perspectives of multiple stakeholders critics included Explain the value of our work to students, their families, the public, and the many other interested stakeholders PLDI Overview 5

6 A Traditional View of Leadership Developing Leaders Outstanding leadership is provided by individuals who have superior job-specific and technical knowledge and skill The outstanding researcher or teacher should be the ideal higher education leader The potential problem with this way of thinking Other competencies are often more important for outstanding leadership than technical or position-specific knowledge and skill c Copyright 2005 Brent D. Ruben PLDI Overview 6

7 Developing Leaders What Competencies Matter for Excellence in Leadership? Review and analysis of approximately 100 academic and professional writings A thematic framework of competencies based on a broad review and synthesis of this literature A way of organizing a diverse and voluminous array of writings on leadership and leadership effectiveness Provides lists of specific competencies/activities/examples associated with each theme A useful tool for self- or third-party assessment, for personal and organizational leadership development efforts Published by the National Association of College and University Business Officers (NACUBO), 2006 PLDI Overview 7

8 Five Competency Areas Analytic Competencies Personal Competencies -LSC 2.0- Leadership Competencies Scorecard Communication Competencies Organizational Competencies Positional Competencies PLDI Overview From: B.D. Ruben, What Leaders Need to Know and Do, Washington: National Association of College and University Business Officers (NACUBO), 2006

9 Developing Leaders Competencies Important to Effective Leadership Positional Competencies - Knowledge and skills related to the particular discipline, context, or sector Analytic Competencies - Thoughtful reflection on one s own and others behaviors, and careful consideration of the consequences of alternative leadership options and strategies Personal Competencies - Standards, character, and expression of values Communication Competencies - Knowledge and skills necessary for effective interaction in interpersonal, group, organizational, and public settings Organizational Competencies - Administrative capabilities important for leading in organizations of varying purpose, function, and size PLDI Overview 9

10 Developing Leaders Leadership Development for Higher Education Teaching and learning are core values, but we have done little to turn our expertise inward to develop strong leaders for its own institutions The understanding and skills needed do not develop naturally, nor are they correlated to intellectual accomplishment or academic distinction. The traditional approach - acquiring knowledge and skill on the job comes with a steep and often painful learning curve Our tradition of insulating future faculty leaders from leadership roles until they receive tenure comes with a price. The pool of academic leaders who are motivated and trained to assume critical roles is dwindling. The inattention to leadership development limits the ability of individuals with academic, research and teaching experience to create and shape higher education s future. PLDI Overview 10

11 Developing Leaders Leadership Development for Higher Education The increasing need is for individuals with doctoral degrees who: Are well prepared for success within their own discipline Understand colleges and universities Know the challenges these institutions face Have interpersonal and leadership knowledge and competencies Can promote effective collaborative problem-solving at all levels Can effectively fulfill both formal and informal leadership roles Both understand and exemplify ethical leadership This requires new approaches to leadership development in higher education PLDI Overview 11

12 How Do We Ensure Future Leadership? Intentionally seek leaders - Look in traditional and nontraditional places, especially outside the academy, to women and minorities Make leadership development a strategic institutional priority - Elevate the importance of such efforts to become a priority in strategic plans Rethink the pipeline and ladder metaphors Have multiple points of entry, from multiple backgrounds, select individuals with appropriate kinds of experience, skills and knowledge regardless of positions through which the persons gains them. Focus on building and leading teams and crossing boundaries Future leaders will need skills in building, leading, sustaining and evaluating teams; and in understanding and building bridges to external constituencies Expand traditional leadership development content Emphasize: 1) Skill in building and leading teams; and 2) effectiveness not only on the campus, but also beyond it in the community, region, and possibly nation Remake the search process - Re-conceptualize the search process P.D. Eckel and M. Hartley, Presidential Leadership in an Age of Transition. Washington, DC: American Council on Education A report on a one-day summit conference of leaders from higher education, industry, the military and nonprofit organizations

13 The Rutgers Solution: The PLDI Program The PreDoctoral Leadership Development Institute (PLDI) was developed to address the professional development gap The PLDI program is designed to: Provide an innovative, interdisciplinary, pre-career university program to respond to a critical area of need in higher education enhanced leadership at all levels; Create a program structure and curricular offerings that address fundamental elements of administrative theory and practice needed by leaders at multiple levels across academe; Provide higher education leadership training to graduate students completing PhDs in the full range of disciplines and intending to begin their career as a faculty member in that discipline; Contribute to the conversation about higher education leadership theory and practice within the university and nationally; Stimulate increased teaching/learning and reflection on leadership practice among university leaders involved with the PLDI program; and Provide a model for addressing leadership issues and encourage adoption of similar and collaborative approaches elsewhere. PLDI Overview 13

14 The Rutgers Solution: The PLDI Program The Institute aims to enhance leadership knowledge, competency, motivation and skills among students early in their doctoral education, and to do so in a way that enhances their traditional discipline-based studies. The components of PLDI include both didactic and experiential elements that together, provide fundamental knowledge of higher education from historical and contemporary perspectives, overview the array of problems and opportunities confronting the academy and other large institutions today, and examine approaches and competencies required of leaders to meaningfully address these challenges. PLDI Overview 14

15 An Interdisciplinary Program Now in its second year, the Rutgers PLDI Fellows program offers a unique two-year educational experience for approximately 30 Ph.D. students (approximately 15 per cohort) PLDI is open to any Rutgers University doctoral student PLDI participants come from a broad range of disciplines in the university Doctoral students who wish to be considered for participation need to be nominated by a program director, department chair, dean, or vice-president The program places particular emphasis on recruiting women and minorities in order to enhance diversity among future academic administrators nationally PLDI Overview Academic Discipline Anthropology 2 Art History 1 Biomedical Engineering 1 1 Bilingualism/Language Acquisition 1 Business 1 Chemistry and Chemical Biology 1 Classics 1 1 Communication and Information 2 1 Comparative Literature 1 Computer Science 2 Criminal Justice 1 Ecology and Evolution 1 Education Educational Psychology 1 Electrical and Computer Engineering 1 Food Science 2 1 Geography History 1 Humanities 1 Italian Studies 1 Library and Information Sciences 1 Management and Labor Relations 1 Microbial Biology 1 Organizational Communication 1 1 Organizational Management 1 Plant Biology 1 1 Planning and Public Policy 1 Political Science 1 Social Work 2 1 Sociology 1 2 Spanish and Portuguese Studies 1 Women s and Gender Studies 1

16 PLDI Fellows by Primary Area of Study Cohort Cohort Professional Fields Social Science Humanities STEM Cohort PLDI Overview 16

17 PLDI Fellows Distribution by Gender Cohort Cohort Female Male Cohort PLDI Overview 17

18 PLDI Fellows Distribution by Ethnic Group Cohort Cohort No response Asian White, Non Hispanic Hispanic Cohort Black, Non Hispanic PLDI Overview 18

19 PLDI Fellows by US/International Cohort Cohort International US Citizens Cohort PLDI Overview 19

20 By taking part in the program as Fellows, students will: Student Learning Goals Become familiar with contemporary challenges and issues facing higher education and higher education leaders; Develop an understanding of fundamental perspectives and concepts of leadership as they apply in higher education settings; Enhance their awareness of the multiple factors, constituencies, perspectives, policies, practices and other factors, that influence decision-making in higher education; Become familiar with important dimensions of higher education and administration in colleges and university, including mission, organizational structure, governance, finance, legal and regulatory issues, diversity, and ethics; Acquire an understanding of leadership styles and strategies and their impact; Develop an analytic/critical perspective relative to leadership perspectives and concepts; Be able to assess group and organizational leadership practices and situations; Enhance personal and professional leadership competence; and Acquire the skills and commitment necessary for self-assessing their own leadership performance. PLDI Overview 20

21 Post-completion Goals As Fellows complete the program and begin their professional careers, they will: Be able to explain what they learned from participating in the PLDI program; Use the knowledge acquired from the PLDI program to clarify their career aspirations, broaden options and enhance their job search; Apply concepts and competencies from PLDI as they enter and advance in the academy; and Maintain a commitment to personal and professional development in the area of leadership theory and practice. PLDI Overview 21

22 Why Fellows Apply Entering Fellows responses to the question Why did you apply to PLDI? I would like to build upon my leadership and organization skills and further my knowledge of the framework of higher education structures To better understand university leadership issues The attractiveness of university leadership positions as a career option To understand the ways in which leadership affects stakeholder relations, structural and strategic management, and ethical balance To meet my long term career goal and position myself to be able to do so To better prepare myself to take on a higher level administrative role For the opportunity to explore organizational communication in an academic setting PLDI Overview 22

23 Why Fellows Apply Entering Fellows responses to the question What do you hope to gain from participation in the PLDI Fellowship Program? To network with like-minded individuals and current academic leaders A deeper understanding of the pressures and decision-making processes Better understanding of initiatives to address emerging challenges A CV boosting skill of academic organization to open doors for my career goals To understand leadership styles and gain leadership skills A better perspective as to what it means to be a leader in higher education A broader perspective on the challenges facing higher education outside the classroom and the complexity of those challenges An understanding of university infrastructure Greater knowledge of the workings of academia PLDI Overview 23

24 Program Components The Four-Course Sequence Leadership Issues in Higher Education (501 & 502) Leadership Field Experiences (503) Capstone Seminar (504) Leadership Series and Roundtable Washington Higher Education Forum E-Leadership Portfolios PLDI Overview 24

25 Faculty The PLDI faculty includes senior faculty and administrative leaders from a variety of fields and offices at Rutgers, including Deans of Engineering, Education, Arts and Sciences, Biological and Life Sciences, the Graduate School, Communication, and Pharmacy, as well as the senior administrators in Academic Affairs, Administration and Finance, Budgeting, Institutional Research and Planning, and External Relations. PLDI Overview 25

26 Faculty Monica Barrett, J.D. Senior Associate General Counsel Joseph Barone, Pharm.D. Acting Dean, Ernest Mario School of Pharmacy Barbara E. Bender, Ed.D. Associate Dean, Graduate School-New Brunswick Joan W. Bennett, Ph.D. Associate Vice President, Women in Science, Engineering and Mathematics Gregory S. Blimling, Ph.D. Lecturer, Graduate School of Education Kenneth J. Breslauer, Ph.D. Vice President, Health Science Partnerships Helen M. Buettner, Ph.D. Professor, Biomedical Engineering Alberto M. Cuitino, Ph.D. Professor, Mechanical and Aerospace Engineering Richard De Lisi, Ph.D. Dean, Graduate School of Education Bruce C. Fehn, CPA Senior Vice President, Finance and Administration Vivian Fernandez, M.A. - Vice President, University Human Resources Faculty and Staff David L. Finegold, Ph.D. Senior Vice President, Lifelong Learning and Strategic Growth Initiatives James Giarelli, Ph.D. Chair, Educational Theory, Policy and Administration Gary A. Gigliotti, Ph.D. Associate Vice President, Academic Affairs- Teaching and Assessment Research Robert M. Goodman, Ph.D. Executive Dean, School of Environmental and Biological Sciences Douglas Greenberg, Ph.D. Executive Dean, School of Arts and Sciences- NB Robert J. Heffernan, Ph.D. Director, Institutional Research and Planning Carol Herring President, Rutgers University Foundation and Executive Vice President for Development and Alumni Relations Kathleen M. Immordino, Ph.D. Director, Organizational Research and Assessment, University Center for Organizational Development and Leadership James E. Kohl Vice President, Administration and Public Safety Jerome J. Kukor, Ph.D. Dean, The Graduate School Susan E. Lawrence, Ph.D. Director, New Brunswick Core Curriculum and Dean, Educational Initiatives Barbara A. Lee, J.D., Ph.D. Professor, SMLR - Human Resource Management Laurie K. Lewis, Ph.D. Associate Professor, School of Communication and Information Richard D. Ludescher, Ph.D. Campus Dean, Cook Campus Jennifer S. Mandelbaum, Ph.D. Professor, School of Communication and Information Richard L. McCormick, Ph.D. President Emeritus, Rutgers, The State University of New Jersey Christopher J. Molloy, Ph.D., R.Ph. Interim Provost, Biomedical/Health Science Richard Novak, Ed.D. Director of Special Projects for Academic Affairs Continuous Education and Outreach Brent D. Ruben, Ph.D. Professor II, Communication and Executive Director, University Center for Organizational Development and Leadership Jorge Reina Schement, Ph.D. Dean, School of Communication and Information Kathleen M. Scott, Ph.D. Associate Vice President, Instructional Support and Professor, Cell Biology and Neuroscience Donald E. Smith, Ph.D. Vice President, Information Technology Alfred F. Tallia, M.D., M.P.H. Professor and Chair, Dept. of Family Medicine and Community Health, Robert Wood Johnson Medical School Sherrie Tromp Associate Director, University Center for Organizational Development and Leadership Harvey Waterman, Ph.D. Associate Dean, Graduate School-New Brunswick Nancy S. Winterbauer Vice President, University Budgeting PLDI Overview 26

27 501 & 502: Seminars Leadership Issues in Higher Education Course Topics 501 Topics Leadership Challenges in Higher Education Structure and Administration of Higher Education Defining a Vision and Pursuing Excellence: The Fundamental Goal of Leadership Theories and Concepts of Leadership Leadership Styles, Transitions, Strategies and Legacies Formal and Informal Leadership: Faculty Panel Decision-making, Engagement, Communication: Case Study Legal and Regulatory Issues: Faculty Panel Financial and Budgeting Issues: Faculty Panel Case Study Presentation by PLDI Fellows 502 Topics The American College The Multiple Cultures of the Academy Accreditation and Assessment Contemporary Issues in Academic and Student Affairs Federal, State and External Relations: Faculty Panel Strategic Planning: A Critical Leadership Tool: Case Study Understanding, Planning. Leading Change: Faculty Panel Ethics in Higher Education Leadership Case Study Presentation by PLDI Fellows PLDI Overview 27

28 503: Field Experience In the 503 Field Experience course, fellows observe senior academic leaders at Rutgers address problems of practice in higher education. Fellow Lisa Ambrose Brian Agnew Alexis Merdjanoff Nicole Cook Cristobal Cardemil Krause Sean Rogers Eleanor Jefferson Xi Chen Pavel Ivanoff Reyes Kristin Canzano Pinyan Ari Novy Hanin Rashid Shirley Masand Swetha Mahadevan Wendy Wright Jessica Sanders Mentor Dr. Courtney McAnuff, VP Enrollment Management Bruce Fehn, VP Finance and Administration Dr. Jacquelyn Litt, Dean of Douglass Residential College Marianne Gaunt, VP for Information Services and University Librarian Dr. Jorge Reina Schement, Dean, School of Communication & Information Dr. David Finegold, Sr. VP, Lifelong Learning & Strategic Growth Initiatives Dr. Susan Lawrence, Dean for Education Initiatives & the Core Curriculum, School of Arts and Sciences Dr. Christopher Molloy, Interim Provost, Biomedical & Health Sciences Dr. Thomas Farris, Dean, School of Engineering Dr. Marie Logue, Asst. VP for Academic Engagement & Planning Dr. Peter Gillies, Director, Institute for Food, Nutrition & Health Dr. Brent Ruben, Exec. Director, University Center for Organizational Development & Leadership Dr. Richard De Lisi, Dean, Graduate School of Education Dr. Helen Buettner, Professor, Engineering & Biomedical Engineering Dr. Peter Gillies, Director, Institute for Food, Nutrition & Health Dr. Richard Novak, Director, Special Projects for Academic Affairs Dr. Jerry Kukor, Dean, The Graduate School New Brunswick PLDI Overview 28

29 504: Capstone Seminar The 504 Capstone Seminar is designed as an integrating experience, providing opportunities for further exploration of themes and topics of interest to the group. This year s Capstone Seminar focused on multiple aspects of the Penn State Scandal. PLDI Overview 29

30 The one-day Washington Forum provides Fellows with the opportunity to learn about challenges facing higher education from individuals who are directly involved in shaping policy and practice at the national level. Washington Forum Fellows interact with legislators, national higher education association leaders, representatives from the U. S. Department of Education and individuals from other Washington-based organizations and governmental agencies. The Forum focuses on the complex issues facing higher education, and the personal and institutional leadership challenges and competencies needed to address them. PLDI Overview 30

31 The Capstone presentation was a great culmination of the program it seemed to bring everything we talked about together. PLDI gave me a much deeper understanding of how higher ed functions, and I am excited to use its lessons in improving the field in my future career. Assessment of Outcomes: A Progress Report How PLDI Fellows Describe the Program It has changed my thinking and I think should be a must for graduate students. I feel much better prepared for the interpersonal dynamics I will engage in when working with Administrators because I have a stronger foundation of knowledge relative to how the university functions. Hearing from executives about their experiences & challenges -- provides for a better understanding of issues that confront many leaders in the University. The value of learning about university structure from the angle offered by the program was tremendous. I have a more global understanding of the way that universities function, as well as my role as a young scholar in the university. PLDI Overview 31

32 Assessment of Outcomes: A Progress Report How much did each course contribute to your understanding of higher education? 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% n= Leadership Issues in Higher Ed I Leadership Issues in Higher Ed II Experiential Field Learning Capstone Course Contributed/Significantly Contributed Contributed Somewhat Did not contribute significantly N=16 PLDI 2012 Fellows Cohort PLDI Overview 32

33 Assessment of Outcomes: A Progress Report How likely would you be to recommend the program to others? Not likely 0% Somewhat likely 0% Very likely/likely 100% n=16 0% 20% 40% 60% 80% 100% N=16 PLDI 2012 Fellows Cohort PLDI Overview 33

34 The perspective of a recent PLDI graduate... I am so grateful for PLDI for preparing me to be in a leadership role. I never thought I would be in this role so soon and without the program, I don't think I would have made it. PLDI Overview 34

35 A Model Even in this early stage of development, the Rutgers PLDI program has received substantial visibility and has served as a catalyst in the formation of similar programs at other educational universities around the country. Rutgers Program Helps Ph.D. Students Learn the Ropes of Academic Leadership, The Chronicle in Higher Education, Dec. 10, PhD/125679/?sid=at&utm_source=at&utm_medium=en Preparing the Next Generation of Academic Leaders: New Rutgers institute trains pre-docs for transition from faculty to administration, Rutgers Focus, October, Rutgers Pre-Doc Leadership Program Holds First Washington Forum, Rutgers Focus, June 6, PLDI Overview 35

36 PLDI Executive Committee Brent D. Ruben, Ph.D. Director, PLDI Program; Professor II and Executive Director, Center for Organizational Development and Leadership Barbara E. Bender, Ed.D. Associate Dean, Graduate School - New Brunswick Richard De Lisi, Ph.D. Professor and Dean, Graduate School of Education Jerome J. Kukor, Ph.D. Professor and Dean, Graduate School - New Brunswick Barbara A. Lee, J.D., Ph.D. Professor, School of Management and Labor Relations PLDI Course Coordinators 501 Brent D. Ruben, Ph.D. 502 Barbara E. Bender, Ed.D. 503 Richard De Lisi, Ph.D. 504 Brent D. Ruben, Ph.D. PLDI Overview 36

37 Sponsors The PreDoctoral Leadership Development Institute is sponsored by The University Center for Organizational Development and Leadership, The Graduate School-NB, and The Graduate School of Education with support from The Office of the Executive Vice President for Academic Affairs and The School of Communication and Information ODL Leadership Development Programs of which PLDI is a signature program have been generously supported by grants and contributions from Johnson & Johnson, AT&T, the Mellon Foundation, Anne Thomas, Francis and Mary Kay Lawrence, and other Rutgers faculty and staff. For further information: or contact Brent D. Ruben, Ph.D. Professor II and Director, PLDI bruben@rutgers.edu PLDI Overview 37