LDRS/MAEL 697/698: Leadership Integration Project Manual 2014-2015

Transcription

LDRS/MAEL 697/698:
Leadership Integration Project
Manual 2014-2015
Updated 10 June, 2014
MA in Leadership Program
Trinity Western University
7600 Glover Road, Langley, BC, Canada, V2Y 1Y1
Website: www.twu.ca/leadership
Copyright © 2013 by MA in Leadership Program. All Rights Reserved.
Notes
If you wish to cite this manual, consider it to be an unpublished manuscript with a university
cited (see item 58 on page 211 of the APA6 manual). It would be cited in the main body of text
thus: (Leadership Integration Project Manual 2014-2015, 2014, p. ?).
Leadership integration project manual 2014-2015. (2013). Unpublished manuscript, Master of
Arts in Leadership, Trinity Western University, Langley, Canada
LDRS/MAEL 697/698 Manual CA ©
2
CONTENTS
LEARNING INTEGRATION PROJECT DESCRIPTION . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
LEADERSHIP COMPETENCY FRAMEWORK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
ACTIVITIES AND PROCEDURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
APPENDICES
Appendix 1: Leadership Competency Cross-Curricular Map . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Appendix 2a: Part Time Learner Specific Dates Summaries Summer 14 Intake. . . . . . . . . . 21
Appendix 2b: Part Time Specific Dates Summaries Winter 15 Intake . . . . . . . . . . . . . . . . . . . 23
Appendix 3a: Full Time Specific Dates Summaries Summer 14 Intake . . . . . . . . . . . . . . . . . . 25
Appendix 3b: Full Time Specific Dates Summaries Winter 15 Intake . . . . . . . . . . . . . . . . . . 27
Appendix 4: Leadership Competency Focus Selection Worksheets . . . . . . . . . . . . . . . . . . . . 29
Appendix 5: Leadership Competency Activity Planning Worksheets . . . . . . . . . . . . . . . . . . . 39
Appendix 6: Major Project Option
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
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Learning Integration Project Description
The purpose of LDRS/MAEL 697/698 is to provide learners the opportunity to integrate their
learning in the Master of Arts in Leadership and the Master of Arts in Educational Leadership
programs and apply the curriculum themes of:
1) transformational servant leadership
2) values based leadership
3) leadership ethics
Please refer to program monographs distributed at orientation for further details.
Course Description
The process of designing and completing LDRS/MAEL 697/698 is the practical exercise of higher
order learning processes LDRS/MAEL 697/698 is focused on integrating the learning from various
courses into a more comprehensive understanding and personal practice of leadership. Courses
will be collectively analyzed and re-evaluated to determine meta-themes to inform a deeper level of
scholarly inquiry in the field of leadership. Furthermore, LDRS/MAEL 697/698 will ensure that
each student is focused on an individualized educational plan as he or she navigates through each
course and learning experience.
LDRS/MAEL 697/698 consists of a total of four credit hours of work, and represents the final
demonstration of a learner’s ability to integrate practical program curriculum content and
demonstration of MA Lead’s defined leadership competencies: Visioning and Strategic Thinking;
Adaptability and Change; Results; Team Leadership; People Development; Innovation;
Transformational Servant Leadership Values and Ethics; Service and Quality
Orientation; Relationships & Collaboration; Planning & Organizing; Higher Ordered
Thinking and Analysis.
LDRS/MAEL 697/698 consists of a series of elements negotiated between the student and the
advisor, which demonstrate leadership development and value added to employers. LDRS/MAEL
697/698 requires competent use of evidence-based scholarly knowledge, ability to analyze an issue,
discipline in the problem-solving process, and scholarly documentation and presentation of
information.
Learning Outcomes
Learning outcomes for LDRS/MAEL 697/698 are as follows:
•
•
Through praxis, learners will propose and implement a learning and life leadership plan
that integrates knowledge and experiences gained in the MA Lead program.
Assemble together diverse aspects of leadership into a focused whole using Boyer’s model
of Scholarship:
4
o
o
o
o
•
Discovery
Integration (primary focus)
Application (primary focus)
Teaching
Document learning activities regarding the development of personal leadership competency
in the following areas: Visioning and Strategic Thinking; Adaptability and Change;
Results; Team Leadership; People Development; Innovation; Transformational
Servant Leadership Values and Ethics; Service & Quality Orientation; Relationships &
Collaboration; Planning & Organizing; Higher Ordered Thinking & Analysis.
Navigating This Manual
The following pages of this manual comprise a rationale and description of the processes that
comprise the Learning Integration Project (LIP). In this, the what, why, and how is given. This first
section has begun to address the question of what the LIP is about. The following section,
LEARNING COMPETENCY FRAMEWORK, will address why we are engaging in the LIP. The final
section, ACTIVITIES AND PROCEDURES, will address how we will engage in the learning processes
that together comprise the LIP.
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Leadership Competency Framework
Master of Arts in Leadership Program Competencies
Sheila Murray Bethel has suggested working definition of competence: “Competence means doing
the right thing the right way at the right time” (2009, p. 24). The Master of Arts in Leadership
program is specifically designed to foster the development of personal leadership competence in
terms of the eleven leadership competencies 1 depicted in the chart below. These may be thought of
in terms of three dimensions. The first two dimensions, Transformational Servant Leadership
Values and Ethics and Higher Ordered Thinking and Analysis, are considered to be foundational
dimensions, and both undergird and are integral to the other nine (Dimension 3). Hence,
Dimension 1: Transformational Servant Leadership Values and Ethics and Dimension 2: Higher
Ordered Thinking and Analysis provide a foundation and a frame for the remaining nine leadership
competencies subsumed in Dimension 3. The relationship may be visually depicted as follows:
Figure 4. Master of Arts in Leadership Program Competencies
1
These leadership competencies and indicators are adapted by Kirk Mitchell, Interim Program Director from
http://drypen.in/featured-articles/13-leadership-competency-modelcompetencies.html
6
The nine leadership competencies in Dimension 3 are not hierarchical in any way, and are
numbered only for the sake of convenience. Every course in the Master of Arts in Leadership
program specifically focuses on a number of these nine competencies. However, every learner in
this program is expected to graduate with skill in each and every leadership competency described
here. Following is a brief description of the competencies. Elaboration may be found in the
monograph collection distributed at orientation.
DIMENSION 1- Leadership Competency: Values and Ethics
Transformational Servant Leadership Values and Ethics may be manifest by the following
indicators:




Abides by a strict code of ethics and behaviour (i.e. chooses an ethical course of action
and does the right thing, even in the face of opposition; encourages others to behave
accordingly).
Acting fairly (i.e. Treats others with honesty, fairness and respect; makes decisions that
are objective and reflect the just treatment of others).
Taking responsibility (i.e. Takes responsibility for accomplishing work goals within
accepted timeframes; accepts responsibility for own decisions and attempts to learn
from mistakes).
Understanding, identifying, assessing and managing risk while striving to attain
objectives. Conducting risk assessment when identifying or recommending strategic
and tactical options. Also providing organizational guidance on risk
DIMENSION 2- Leadership Competency: Higher Ordered Thinking & Analysis
Higher Ordered Thinking and Analysis may be manifest by the following indicators:


Resolves difficult issues and challenges through careful and systematic evaluation of
available evidence, information, possible alternatives and consequences.
Considers many sources of information and evaluates the information against
possible courses of action, and carefully deliberates before a final decision is made.
DIMENSION 3
Leadership Competency 3.1: Visioning and Strategic Thinking
Visioning and Strategic Thinking may be manifest by the following indicators:
 The ability to provide strategic leadership and direction and communicate the vision to
encourage alignment within the organization.
 Has the skill and mindset to address issues for sustaining competitive edge and provide
the relevant organizational response.
 The issues cover a wide spectrum of areas including people, technology, products,
market opportunities, competitive threats and customers.
 Understands rapidly evolving environmental trends at national and global levels.
Leadership Competency 3.2: Adaptability and Change
Adaptability and Change may be manifest by the following indicators:
7



Is open and responsive to personal change.
Changes the overall strategy, tactical plan, goal or project to fit the situation.
Personal willingness and ability to effectively work in, and adapt to change and adapts
personal style/approaches to meet change requirements and is able to adjust to the
changing needs.
Leadership Competency 3.3: Results
Results may be manifest by the following indicators:
• Motivated by success and passionate about working and achieving higher results.
• Persists to complete tasks / responsibilities, even in the face of difficulties, is optimistic
and tenacious all through.
• Operates with personal ownership and looks for ways and means to improve
performance all the time.
Leadership Competency 3.4: Team Leadership
Team Leadership may be manifest by the following indicators:
 Sets and champions a clear future direction and demonstrate the actions expected in
others, including a high standard of performance.
 Takes responsibility not just for the deliverables but also for enabling success of the
business enterprise.
 Sets high standards of performance for self and others and provides a clear direction for
the team to achieve objectives.
Leadership Competency 3.5: People Development
People Development may be manifest by the following indicators:
 A desire to work to develop the long term capability of others.
 Fostering the growth of people allows them to better meet organizational needs, to be
more efficient, and gives them greater satisfaction in their contribution and role in the
business enterprise.
Leadership Competency 3.6: Innovation
Innovation may be manifest by the following indicators:
 The ability to sight business opportunities and take them to a logical end.
 This is done by generating creative ideas, applying sound commercial acumen.
 Takes an innovative approach to problem solving.
 It includes the ability to “think out of the box”, to go beyond the conventional, and a
willingness to try out different solutions.
 At the Senior Executive level and above, it is the ability to champion innovation and
encourage new ideas from employees.
Leadership Competency 3.7: Service & Quality Orientation
Service and Quality Orientation may be manifest by the following indicators:
Service
 Understands and anticipates the needs of internal and external customers.
 Discovers and meets customer’s underlying needs.
8
Partners with the customer to create value .
Tracks and anticipates market trends and patterns, conceptualizes / customizes
products and services to address and shape customer needs.
 Provides support and resources to team members to serve their customers.
 Creates positive perception of own product/organization in the mind of the customer.
 Becomes a trusted advisor and mentor to customers.
Quality
 Promotes and maintains high standards of quality at work.
 Applies discipline and a detail orientation to work activities and constantly looks for
ways to improve the quality of products or services.
 Encourages others to create and sustain high quality standards in their work.


Leadership Competency 3.8: Relationships & Collaboration
Relationships and Collaboration may be manifest by the following indicators:
 Leverages relationships with a diverse group of people across levels and functions for
work and/or non-work related goals.
 Gives equal attention to internal and external customer requirements.
 Handles disagreements and conflicts effectively and seeks to resolve them.
 Understands others’ underlying concerns, emotions and feelings.
 Focuses on building diversity and depth of relationship with associates and customers.
 Leads through awareness of the emerging needs to leverage relationships.
 Shows and encourages mutual respect.
Leadership Competency 3.9: Planning & Organizing
Planning and Organizing may be manifest by the following indicators:
 Effectively organizing and planning work according to organizational needs by defining
objectives, needs and priorities.
 Efficiently manage their time and the time of others and effectively handle multiple
demands and competing deadlines. Identify goals, develop plans, estimate time frames
and monitor progress.
The activities described in the following section are intended to accomplish integration of
Dimensions 1, 2 and 3 as the program core and stream courses are engaged.
9
Activities and Procedures
Personality Assessment Inventory Rationale
Why is a personality assessment required for the capstone Leadership Integration Project (LIP)?
Based on psychology, personality involves two main components. The first is human nature—what
all people are like, deep inside. The second is individual differences—the important ways in which
people differ from one another. Leaders who do not understand human nature and individual
differences are poorly equipped to motivate people and help them perform. However, with a clear
understanding of human nature and individual differences, individuals are in a strong position to be
effective in leaders. The awareness and study of personality has a long history. There is evidence
that early societies, from the Chinese in the East to the Greeks in the West, speculated about human
nature and human uniqueness. Personality differences have great implications to leadership.
Every individual has a personality, and because the primary responsibility of leaders is
dealing with people, it’s important for leaders to grasp the different types of personality and
the implications of each type for the work world. With a clear understanding of human
nature and individual differences, leaders are equipped to fulfill their mission as TSL
leaders. In particular, knowledge of personality translates into effectiveness in hiring
employees, leading employees, and managing oneself (Hogan & Kaiser, 2008, p. 3).
Most core courses in this program will employ at least one personality/self-awareness assessment
to enhance self-understanding. These may include the MLQ, Hogan Personality Inventory,
Emotional Intelligence 2.0, Social Styles, Kolb Learning Styles, and Strategic Leading (HBRF).
LDRS/MAEL 697/698 Activities and Assignments Sequence
The sequence of activities and assignments for is generally as follows. Specific timelines are in
Appendix 2a for part-time learners beginning in the summer, Appendix 2b for learners beginning in
the winter, Appendix 3a for full-time learners beginning in the summer and Appendix 3b for fulltime learners beginning in the winter. The dates for deliverables for certificate learners moving to
full degree completion will be determined on an individual basis.
TIME
Orientation
During
LDRS 500
ACTIVITY
LDRS 591
Learners oriented to
foundational Dim. 1 & Dim.2.
Hogan Personality Inventory
will be completed when oncampus prior to LDRS 591.
The MLQ will be engaged in
LDRS 500. Individualized
support will be available.
PERSONNEL
Various
HPI Coordinator
MATERIALS &
SUPPORTS
ASSIGNMENT
Dim. 1 & Dim. 2
overview materials
Access code to
Personality
Inventory on-line
10
During
LDRS 591
Prior to
Advising
Session #1
Advising
Session #1
Prior to
Advising
Session #2
Advising
Session #2
Prior to
Advising
Session #3
Advising
Session #3
Prior to
Advising
Session #4
Advising
Session #4
Prior to
Advising
Session #5
Advising
Session #5
Advising
Session #6
Introduction to LDRS/MAEL
697/698. Provide overview,
background materials,
discussion of guidelines for
MLQ/HPI assignment, and
marking of the assignment in
LDRS 591. Included will be a
time to de-brief the HPI
results if necessary.
LDRS/MAEL 697
Learner submits MLQ/HPI
Reflection Assignment to
advisor for their reflection.
LDRS 591
Instructor, HPI
Coordinator
Discuss MLQ/HPI Reflection
Assignment from LDRS 591
and set Assignment #1
LDRS/MAEL 697
Learner submits Assignment
#1 to advisor for grading.
Capstone
Advisor
Debrief Assignment #1 and
set Assignment #2
Capstone
Advisor
LDRS/MAEL 697
Learner completes
Assignment #2 before
coming to Advising Session
#3.
set Assignment #3
LDRS/MAEL 697
#3 before coming to Advising
Session #4.
set Assignment #4
LDRS/MAEL 698
#4 before coming to Advising
Session #5.
set Assignment #5
LDRS/MAEL 698
Meet at least once to review
emerging drafts of
Assignment #5
LDRS/MAEL 698
Advisor marks final
assignment and posts course
mark.
MLQ/HPI Reflection
Assignment as part of
LDRS 591
Capstone
Advisor
Capstone
Advisor
See Appendices 4 &
5 for relevant
Planning Worksheets
Assignment #1 = 33
1/3% of LDRS/MAEL
697
Assignment #2 = 33
1/3% of LDRS/MAEL
697
Capstone
Advisor
Capstone
Advisor
Capstone
Advisor
Assignment #3 = 33
1/3% of LDRS/MAEL
697
Capstone
Advisor
Capstone
Advisor
Assignment #4 = 33
1/3% of LDRS/MAEL
698
Capstone
Advisor
Capstone
Advisor
Capstone
Advisor
Assignment #5 = 66
2/3% of LDRS/MAEL
698
11
LDRS 697/698 Activities and Assignments Guidelines
Completed in LDRS 591: MLQ/HPI Reflection and Response
[N.B. The MLQ/HPI Reflection and Response will be completed and graded in LDRS 591. This
assignment will be handed in to the Advisor prior to Advising Session #1 to allow for discussion.
This information is only included here to provide continuity between LDRS 591 and LDRS/MAEL
697/698.]
1. Review and reflect on the results of the Personality Inventory and other inventories taken
in the MA Lead program and elsewhere.
2. Write a short (1500 word) response to
a. Your initial thoughts
b. Areas of agreement or disagreement
c. New understandings about you—either confirming or disconfirming previously held
self-perceptions. Be sure to reference other personality inventory assessments you
may have completed.
3. Submit this reflection paper to your 697/698 Advisor prior to coming to Advising Session
#1.
Assignment #1 (LDRS 697): Leadership Competency Improvement Focus Proposal
1. Begin by reflecting on “the significant questions that can be answered empirically” (Gall,
Gall & Borg 2007, p. 35) that are relevant to you in your professional life.
2. Second, with the above context in mind, work through each one of the Leadership
Competency Focus Selection Worksheets for Dimension 3.1 through 3.9 (found in Appendix
4). Refer back to the leadership competency descriptions for more detail.
a. Provide your personal self-ratings for how you perceive yourself in demonstrating
the complementary skills suggested for each leadership competency. Please notice
the directionality in the rating scale. Circle or otherwise indicate your personal
ratings.
b. Suggest one or two additional skills that you think relevant to each leadership
competency, and provide your personal self-ratings.
c. After reflecting, briefly describe how these skills and this leadership competency
intersects with your professional life.
d. Determine the three competencies that you want to focus on in your LIP (LDRS 697698). These will be selected on the basis of relevance to your personal and
professional life.
3. Utilize only the three relevant planning sheets provided in Appendix 5 to plan how you will
address the chosen competencies in Assignments 2-4 and culminating in Assignment 5.
4. Write a proposal that includes the following three elements. First, in a page or less, identify
a significant issue in your personal professional life. This issue will suggest questions that
will guide your activities in LDRS 697/698. Second, provide a written reflective summary
(250-600 words) of which leadership competencies you wish to address in LDRS/MAEL
697/698 and why you have selected them. Third, provide a proposal section (300-800
words, approximately)in which you identify activities you will engage in in order to bring
personal growth in the selected leadership competencies, and how you anticipate that they
will converge in the final integration activity in Assignment 5. This proposal
12
a. Will include the three LC Improvement Focus Papers as described below.
b. May include a variety of professional development activities and experiences that
will contribute to your development in these chosen competencies.
c. Will include details regarding the anticipated approach to Assignment 5.
d. Will include a concrete timeline giving details of anticipated time frames for
completion of the elements. Your advisor will provide a planning sheet to assist you
in this.
5. Evaluation for Assignment #1 will be based on completion of all of the elements described
above.
Assignments #2-4 (LDRS 697/698): LC Improvement Focus Papers
LC Improvement Paper Guidelines:
1. Begin by choosing a case illustration or critical work incident in order to profile better the
integration of the selected competency/skill in practical operation. (Approximately 250
words)
2. Conduct a review of precedent literature related to and arising from the case
illustration/critical work incident.
3. Analyze the selected precedent literature in terms of Dimension 1 (Transformational Servant
Leadership Transformational Servant Leadership Values and Ethics) and Dimension 2
(Higher Ordered Thinking and Analysis).
4. Create a synthetic summary of best practices learned from investigations into this area of
leadership competency and other activities conducted. (Steps 2-4 should be similar to the
last assignment in LDRS 591, and be under 2500 words, exclusive of the References list.)
5. Reflect on Step #4 in regards to implications for personal action. Address knowledge of self,
needs of others, and organizational objectives, integration of relevant concepts, knowledge
learned, and an action plan for future implementation. (Approximately 500 words)
6. Based on Step #5, articulate a personal action plan. (Approximately 250-350 words)
Note: APA 6 format is mandatory. Ten or more high quality references should be cited.
Assignment #5 (LDRS 698): Integration Assignment
Assignment #5 will be the integration and application of what has been discovered in the preceding
three investigations of precedent literature. This final integration assignment should be a proposed
solution to a particular issue and may be comprised of a written paper 2, a publishable journal
article, a video presentation, a blog, or another format of presentation negotiated with your advisor
that makes evident:
•
•
•
The learner’s personal leadership philosophy;
Reflection on what they have learned in their investigation into their three chosen
improvement areas;
Reflection on and evidence of application of Transformational Servant leadership to their
personal Leadership Integration Project.
If a written paper format is chosen, it will follow an organization similar to the following:
Cover page
Executive Summary
2
MAEL learners must produce a final paper to satisfy the requirements of the Teacher Qualification Service.
13
Table of Contents
Chapter 1 – Overview of Leadership Competency Approach
• Discussion of the primacy of transformational servant leadership
• Overview the scenario(s) or issue(s) you will investigate and how TSL
principles will help you in addressing them.
Chapter 2- Selected Leadership Competencies
• Personality assessment of self, based on personality inventories taken to
date.
• LC Assessment (based on Assignment #1). Discuss which competencies are
selected and why.
Chapter 3- Literature Review Synthesis (based on Assignments #2-4, Step 4)
Chapter 3 rests on the foundation of:
• Transformational Servant Leadership Values & Ethics
• Higher Ordered Thinking and Analysis
Chapter 3 represents a synthesis of knowledge and theories that contribute to
establishing best practices.
Chapter 4 - Analysis and Findings
• Improvement Plan 1 based on lit synthesis from Assignment #2, Step 5.
Chapter 5 – Conclusion & Recommendations (expanded in Assignment #5, based on
Assignments #2-4, Step 6)
References
14
LDRS 697/698 Grading Rubric
Specific grading rubrics will be developed by the LDRS/MAEL 697/698 Advisor in accordance with and
appropriate to the learner selected activities. In an effort to ensure consistency in the MA in Leadership
assignment of grades and to inform graduate students of assessments of the quality of work at the
graduate level, the following interpretation of grades in assignments and courses offers a guideline.
LETTER
GRADE
%
GRADE
POINT
VALUE
A+
95-100
4.3
A
90-94
4.0
A-
85-89
3.7
B+
80-84
3.3
B
75-79
3.0
B-
70-74
2.7*
C
<70
2.0
MEANING IN GRADUATE WORKNOTE: FOR ASSIGNMENTS THAT MEET CRITERIA
IN SEVERAL CATEGORIES, INSTRUCTORS WILL ASSIGN AN AVERAGE GRADE.
Exceptionally well-reasoned, compelling development of position. Outstanding
incorporation of personal vision as well as of references and resources. Strikingly
appropriate examples. Extraordinary insight, critical analytical and evaluative
ability, and creativity. Superlative style and language usage. Makes an original
contribution and is potentially publishable.
Well-argued and convincing development of position. Insightful incorporation of
personal vision as well as of references and resources. Notably appropriate
examples. Excellent insight, critical analytic and evaluative ability, and creativity.
Impressive style and language use.
Thorough and plausible development of position. Skillful incorporation of
personal vision as well as of references and resources. Very good examples. Very
good insight, analytic and evaluative ability, and creativity. Commendable and
fluent style and language usage.
Proficient development of position. Appropriate incorporation of personal vision
as well as of references and resources. Relevant examples. Good quality insight,
analytic and evaluative ability, and creativity. Clear and correct style and language
usage.
Competent development of position, but possibly with some gaps and/or
limitations. Satisfactory incorporation of personal vision as well as of references
and resources. Satisfactory examples. Reasonable insight, analytic and evaluative
ability. Little creativity. Generally satisfactory style and language usage, but
possibly with some minor flaws.
Unimpressive development of position. Position not completely consistent with
personal vision or references and resources not taken fully into account or
examples are basic or not completely convincing or lacking acceptable insight and
analytic and evaluative ability. Style and language usage with weaknesses (e.g.,
clarity, coherence, grammar). Overall quality shows noticeable deficiencies.
Unacceptable work at graduate level. Shows lack of understanding and/or
competence in several of the criteria described above. This grade is a failing
grade at the graduate level, and students receiving a “C” course grade are
required to re-take the course.
Note: * a grade of “B-“carries a GPA of 2.7. Learners require a composite GPA of 3.0 to graduate.
Other Designated Grades
INC = Incomplete. A grade may be incomplete if assignments remain outstanding in a course or if the instructor has not yet
submitted a grade. If assignments remain outstanding at the end of a course, students must obtain and complete an incomplete
grade form from Enrollment Services.
W = Withdrew. This grade is assigned for students withdrawing during the first half of the course.
WP /WF = Withdrew passing / Withdrew failing. These grades are assigned to students withdrawing during the second half of
a course. Grades are not computed into the cumulative GPA. A student may withdraw from a course only because of severe
extenuating circumstances and if approval is granted by the Program Director and the Dean of Graduate Studies. Updated:
April 30, 2012 Kirk Mitchell
15
References
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http://www.businessdictionary.com/definition/adaptability.html
Anderson, L. & Krathwohl, D. (Eds.) (2001). A taxonomy for learning, teaching and assessing: A
revision of Bloom`s taxonomy of educational objectives. New York, NY: Longman.
Bass, B., & Avolio, B. (1994). Improving organizational effectiveness through transformational
leadership. Thousand Oaks, CA: SAGE Publications
Bethel, S. (2009). A new breed of leader: 8 leadership qualities that matter most in the real world.
New York, NY: Berkley Books.
Bloom B. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York,
NY: David McKay
Boyer, E. (1997). Scholarship reconsidered: Priorities for the professoriate. San Francisco, CA:
Jossey-Bass.
Change, (n.d.). In BusinessDictionary. Retrieved from
http://www.businessdictionary.com/definition/change.html
Churches, A. (2009). Bloom’s digital taxonomy. Retrieved from
http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
Collaboration, (n.d.). In BusinessDictionary. Retrieved from
http://www.businessdictionary.com/definition/collaboration.html
Competence, (n.d.). In BusinessDictionary. Retrieved from
http://www.businessdictionary.com/definition/competence.html
Education Queensland, New Basics Branch and the Queensland School Reform Longitudinal Study.
(2002). A guide to productive pedagogies: Classroom reflection manual. Retrieved from
http://education.qld.gov.au/public_media/reports curriculum-framework/productivepedagogies/
Ethics, (n.d.). In BusinessDictionary. Retrieved from
http://www.businessdictionary.com/definition/ethics.html
Fink, L. (2013). Creating significant learning experiences: An integrated approach to designing
college courses. San Francisco, CA: Jossey-Bass
Gall, M., Gall, J., & Borg, W. (2006). Educational research (8th ed.). Boston, MA: Pearson/Allyn &
Bacon
Greenleaf, R. (1991). The servant as leader. First distributed as pamphlet in 1970 [revised edition],
in Greenleaf, R. Servant leadership: A journey into the nature of legitimate power and
greatness. New York, NY: Paulist Press.
16
Heracleous, L. (1998). Strategic thinking or strategic planning? Long Range Planning, 31(3), 481487.
Hogan, R, & Kaiser R. (2008). Quality Control: Why leaders need to understand personality.
Leadership in Action, 28( 5), pp.3-7. Retrieved from
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Innovation, (n.d.). In Business Dictionary. Retrieved from
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Hualien, October, 2000. Retrieved from
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1026&context=artspapers
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Praeger Publishers.
Landy, F. , & Conte, J. (2004). Work in the 21st century: An introduction to industrial and
organizational psychology. New York, NY: McGraw-Hill.
Laug, J. (2004). Defining servant leadership: A recommended typology for servant leadership
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Virginia Beach, VA. Retrieved from
http://www.regent.edu/acad/global/publications/sl_proceedings/home.shtml
Leadership, (n.d.). In BusinessDictionary. Retrieved from
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http://www.pcrest.com/PC/FGB/test/2_5_1.htm
Organizing, (n.d.). In BusinessDictionary. Retrieved from
http://www.businessdictionary.com/definition/organizing.html
Patton, M. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage
Planning, (n.d.). In BusinessDictionary. Retrieved from
http://www.businessdictionary.com/definition/planning.html
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http://www.businessdictionary.com/definition/quality.html
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Results, (n.d.). In BusinessDictionary. Retrieved from
http://www.businessdictionary.com/definition/result.html
Starratt, R. (2004). Ethical Leadership. San Francisco, CA: Jossey-Bass.
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http://www.businessdictionary.com/definition/service.html
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skill.html
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http://www.businessdictionary.com/definition/ team.html
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http://www.transformationalleadership.net/products/TransformationalLeadershipReport.
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http://www.businessdictionary.com/definition/visioning.html
18
631
634
Dim. 1
Dim. 2
Dim. 3.1
Dim. 3.2
Dim. 3.3
Dim. 3.4
Dim. 3.5
Dim. 3.6
Dim. 3.7
Dim. 3.8
Dim. 3.9
Values &
Ethics
Higher Order
Thinking &
Analysis
Visioning &
Strategic
Thinking
Adaptability
& Change
Results
Team
Development
People
Development
Innovation
Service &
Quality
Orientation
Relationship
&
Collaboration
Planning &
Organization
COURSES
Dim. 1
Dim. 2
Dim. 3.1
Dim. 3.2
Dim. 3.3
Dim. 3.4
Dim. 3.5
Dim. 3.6
Dim. 3.7
Dim. 3.8
Dim. 3.9
Values &
Ethics
Higher Order
Thinking &
Analysis
Visioning &
Strategic
Thinking
Adaptability
& Change
Results
Team
Development
People
Development
Innovation
Service &
Quality
Orientation
Relationship
&
Collaboration
Planning &
Organization
COURSES
Dim. 1
Dim. 2
Dim. 3.1
Dim. 3.2
Dim. 3.3
Dim. 3.4
Dim. 3.5
Dim. 3.6
Dim. 3.7
Dim. 3.8
Dim. 3.9
Values & Ethics
Higher Order
Thinking &
Analysis
Visioning &
Strategic
Thinking
Adaptability &
Change
Results
Team
Development
People
Development
Innovation
Service &
Quality
Orientation
Relationship
&
Collaboration
Planning &
Organization
COURSES
Appendix 1: Leadership Competency CrossCurricular Matrix
COMMON COURSES
500
501
502
503
504
612X
591
697
/698
X
X
X
X
X
X
X
X
611
614
616
617
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X*
X*
X
X
X
X*
X*
X
X
X
X*
X*
X
X
X
X
X
X
X
X
X
X*
X*
X
X
X
X*
X*
X
X
X
X
X
X
X
X
X
X*
X*
X
X
X
X*
X*
X
X
X
X
X
X
X
19
X
X
X
X
X
X
X
X*
X*
X
X
X
X*
X*
* Denotes may be a focus, depending on learner choices made during the course.
BUSINESS
X
X
X
HEALTH
X
Dim. 1
Dim. 2
Dim. 3.1
Dim. 3.2
Dim. 3.3
Dim. 3.4
Dim. 3.5
Dim. 3.6
Dim. 3.7
Dim. 3.8
Dim. 3.9
Adaptability &
Change
Results
Team
Development
People
Development
Innovation
Service &
Quality
Orientation
Relationship
&
Collaboration
Planning &
Organization
620
623
624
625
626
X
Visioning &
Strategic
Thinking
EDUCATION
X
X
X
Higher Order
Thinking &
Analysis
651
653
654
Values & Ethics
COURSES
Dim. 1
Dim. 2
Dim. 3.1
Dim. 3.2
Dim. 3.3
Dim. 3.4
Dim. 3.5
Dim. 3.6
Dim. 3.7
Dim. 3.8
Dim. 3.9
Values & Ethics
Higher Order
Thinking &
Analysis
Visioning &
Strategic
Thinking
Adaptability &
Change
Results
Team
Development
People
Development
Innovation
Service &
Quality
Orientation
Relationship
&
Collaboration
Planning &
Organization
COURSES
Dim. 1
Dim. 2
Dim. 3.1
Dim. 3.2
Dim. 3.3
Dim. 3.4
Dim. 3.5
Dim. 3.6
Dim. 3.7
Dim. 3.8
Dim. 3.9
Values & Ethics
Higher Order
Thinking &
Analysis
Visioning &
Strategic
Thinking
Adaptability &
Change
Results
Team
Development
People
Development
Innovation
Service &
Quality
Orientation
Relationship
& Collaboration
Planning &
Organization
COURSES
CHRISTIAN MINISTRY
641
X
X
X
X
646
X
X
X
X
647
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
20
X
X
NON PROFIT
X
X
X
X
X
X
Appendix 2a: Part Time Learner Activities and
Assignments Specific Dates
LDRS 697/698 PART TIME LEARNER (CANADA) Summer Intake
Time lines and Deliverables (120 - 150 hours = 3 credits)
PT Learners will have 2 years to complete the LDRS/MAEL 697/698 requirements
Quarters
SUMMER 1
PT Date and
Deliverables
July- August
Orientation – Capstone
begins
LDRS 697/698 Advising Sessions &
Assignments
MA Lead/ MAEL orientation introduce the
course in general terms, including an
orientation to Dimensions 1 and 2.
Grading
No grading yet
*Graded in 591
The MLQ and HPI will be done in
conjunction with LDRS 500, and will be
supported in this.
FALL 1
September – December
October
Advising Session #1
WINTER 1
January-March
February
Advising Session #2
SPRING 1
March-May
April
Advising Session #3
LDRS 591
• Intro to 697/698
• MLQ/HPI debriefing opportunity
• Provide guidelines to complete
MLQ/HPI Reflection and Response
Paper (submit copy to 697/698
advisor).
REGISTER: Start LDRS 697 by October 1–
pay FOR 2 credits
Provide a copy of your MLQ/HPI Reflection
Assignment from LDRS 591 to your advisor
prior to coming to Advising Session 1.
October Fall 1- Advising Session #1
Discuss MLQ/HPI Reflection Assignment
from LDRS 591. Advisor will set Assignment
#1.
Complete and submit Assignment #1 prior
to Advising Session 2.
February Winter 1- Advising Session #2
Debrief Assignment #1. Advisor will set
Assignment #2.
to Advising Session 3
April Spring 1- Advising Session #3
Assignment #3.
21
Assignment #1 =33
1/3% of LDRS/MAEL
697
Target Due Date:
December 15
Assignment #2 =33
1/3% of LDRS/MAEL
697
Target Due Date:
March 15
SUMMER 2
July /August
on campus
Informal meeting with your advisor is
recommended.
FALL 2
September-November
pay FOR 2 credits
to coming to Advising Session #4.
October
Advising Session #4
October Fall 2- Advising Session #4
Assignment #4.
to coming to Advising Session #5
WINTER 2
January-March
February
Advising Session #5
SPRING 2
March-May
April
Advising Session #6
SUMMER 3
Graduation in
November
Assignment #5.
April Spring 2- Advising Session #6
Discuss drafts of Assignment #5 as
necessary.
Assignment 5 due August 31 for graduation
in November.
22
Assignment #3=33
1/3% of LDRS/MAEL
697
Target Due Date:
September 15
Assignment #4 =33
1/3% of LDRS/MAEL
698
Target Due Date:
December 15
Assignment #5 =66
2/3% of LDRS/MAEL
698
Target Due Date:
August 31
Appendix 2b: Part Time Learner Activities and
LDRS 697/698 PART TIME LEARNER (CANADA) Winter Intake
PT Learners will have 2 years to complete the LDRS/MAEL 697/698 requirements
PT Date and
Deliverables
Quarters
WINTER 1
begins
Assignments
Grading
No grading yet
*Graded in 591
supported in this.
WINTER 1
January-March
February
Advising Session #1
Advising Session #2
SPRING 1
March-May
July
LDRS 591
• Intro to 697/698
advisor).
REGISTER: Start LDRS 697 by February 1–
pay FOR 2 credits
February 15- Advising Session #1
#1.
May 15- Advising Session #2
Assignment #2.
July 15- Advising Session #3
23
Assignment #1=33
1/3% of LDRS/MAEL
697
Target Due Date:
March 15
Assignment #2 =33
1/3% of LDRS/MAEL
697
SUMMER 1
FALL 1
Advising Session #3
Assignment #3.
July /August
on campus
September-December
Informal meeting with your advisor is
recommended.
December
Advising Session #4
December 15- Advising Session # 4
Assignment # 4.
.
REGISTER: Start LDRS 698 by January 1–
pay FOR 2 credits
WINTER 2
January-March
Spring 2
March-May
May
Advising Session #5
Summer 2
July-August
Advising Session #6
August
Graduation in
November
Assignment #5.
Ongoing
necessary.
in November
24
Target Due Date:
June 30
Assignment #3=33
1/3% of LDRS/MAEL
697
Target Due Date:
October 15
Assignment #4=33
1/3% of LDRS/MAEL
698
Target Due Date:
March 30
Assignment #5 =66
2/3% of LDRS/MAEL
698
Target Due Date:
August 31
Appendix 3a: Full Time Learner Activities and
LDRS 697/698 FULL TIME LEARNER (CANADA) Summer Intake
FT Learners will have 1 year to complete the LDRS/MAEL 697/698 requirements
Quarters
SUMMER 1
PT Date and
Deliverables
July- August
begins
Assignments
Grading
No grading yet
*Graded in 591
supported in this.
LDRS 591
• Intro to 697/698
advisor).
FALL 1
September – December
September
Advising Session #1
December
Advising Session #2
WINTER 1
January-March
February
Advising Session #3
pay FOR 2 credits
September Fall 1- Advising Session #1
#1.
December Fall 1- Advising Session #2
Assignment #2.
25
Assignment #1=33
1/3% of LDRS/MAEL
697
Target Due Date:
December 15
Assignment #2 =33
1/3% of LDRS/MAEL
697
Target Due Date:
WINTER 1
January-March
April
Advising Session #4
SPRING 1
March-May
June
Advising Session #5
SUMMER 2
June-August
July
Advising Session #6
Graduation in
November
Assignment #3.
April Spring 1- Advising Session # 4
Assignment # 4.
REGISTER: Start LDRS 698 by March 15–
pay FOR 2 credits
June Spring 1- Advising Session #5
Assignment #5.
July Summer 2
necessary.
in November.
26
January 31
Assignment #3=33
1/3% of LDRS/MAEL
697
Target Due Date:
March 15
Assignment #4=33
1/3% of LDRS/MAEL
698
Target Due Date:
June 15
Assignment #5 =66
2/3% of LDRS/MAEL
698
Target Due Date:
August 31
Appendix 3b: Full Time Learner Activities and
LDRS 697/698 FULL TIME LEARNER (CANADA) Winter Intake
FT Learners will have 1 year to complete the LDRS/MAEL 697/698 requirements
Quarters
WINTER 1
PT Date and
Deliverables
begins
Assignments
Grading
No grading yet
*Graded in 591
supported in this.
WINTER 1
January-March
February
Advising Session #1
Advising Session #2
SPRING 1
March-May
LDRS 591
• Intro to 697/698
advisor).
REGISTER: Start LDRS 697 by February 1–
pay FOR 2 credits
February 15- Advising Session #1
#1.
Assignment #2.
27
Assignment #1=33
1/3% of LDRS/MAEL
697
Target Due Date:
March 15
Assignment #2 =33
1/3% of LDRS/MAEL
July
Advising Session #3
SUMMER 1
June-August
FALL 2
September-December
October
Advising Session #4
WINTER 2
January-March
January
Advising Session #5
Advising Session #6
March
Graduation in
November
July 15- Advising Session #3
Assignment #3.
697
Target Due Date:
June 30
October 1- Advising Session # 4
Assignment # 4.
pay FOR 2 credits
.
Assignment #3=33
1/3% of LDRS/MAEL
697
Target Due Date:
September 15
Assignment #4=33
1/3% of LDRS/MAEL
698
Target Due Date:
December 15
January 15- Advising Session #5
Assignment #5.
Ongoing
necessary.
Assignment 5 due March 31 for graduation
in November
28
Assignment #5 =66
2/3% of LDRS/MAEL
698
Target Due Date:
March 31
Appendix 4: Leadership Competency Focus
Selection Worksheets
The following pages provide ratings worksheets to guide the learner in identifying three of the
Dimension 3 Leadership Competencies to particularly focus on in LDRS 697/698. Specific
instructions and guidelines for completion of these exercises will be given in LDRS 591.
29
LDRS 697 Leadership Competency Focus
Selection Worksheet
Rating Instructions: My personal self-ratings of my abilities regarding the skills related to this
Leadership Competency are as follows.
3.1 Skills Rating
Interpret global organizational trends.
Define mission, purpose and core values.
Creatively envision future oriented organizational goals.
Formulate strategic direction consistent with the futureoriented organizational goals.
Weak
Adequate Strong
1
2
3
4
5
1
2
3
4
5
1
1
2
2
3
3
4
4
5
5
Communicate vision such that employees share a common
vision.
1
2
3
4
5
Foster employee alignment with strategic direction in
attaining the future-oriented organizational goals.
1
2
3
4
5
1
2
3
4
5
[learner supplied]
[optional-learner supplied]
1
2
3
4
Personal Reflections: [How does this Leadership Competency and associated skills
intersect with your professional life?]
Name:
Date:
30
5
Selection Worksheet
3.2 Skills Rating
Interpret environmental and global organizational trends.
Accurately assess organizational strengths and
improvement needs.
Analyze and organize information to create change in the
desired direction.
Link desirable change to results objectives and priorities.
Provide encouragement and motivation during change
processes.
Engage in systematic, timely communication.
[learner supplied]
Weak
Adequate Strong
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
1
1
2
2
2
3
3
3
4
4
4
Name:
Date:
31
5
5
5
Selection Worksheet
3.3 Skills Rating
Weak
Adequate Strong
1
2
3
4
5
Articulate and resource future oriented strategic goals to
achieve results objectives.
1
2
3
4
5
Engage in conflict resolution with the results objectives in
mind.
1
2
3
4
5
Foster an organizational ethos characterized by learning
and critical thinking.
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Describe and define issues.
Set priorities, financial and non-financial objectives
consistent with balanced stakeholder achievement
expectations.
Encourage others to engage in and be accountable for
results-oriented initiatives through transparent
monitoring and reporting.
[learner supplied]
1
1
2
2
3
3
4
4
Name:
Date:
32
5
5
Selection Worksheet
3.4 Skills Rating
Value differentness and diversity.
Model self-knowledge to foster team effectiveness.
Blend complementary skills by fostering a climate of
collaboration.
Weak
Adequate Strong
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Providing flexible project leadership structures, linking
teams to organizational expectations.
1
2
3
4
5
Build team skills and processes in order to prepare others
to embrace challenging assignments.
1
2
3
4
5
Identify and be accountable for employee team work
capacities and task commitment.
1
2
3
4
5
1
2
3
4
5
[learner supplied]
1
2
3
4
Name:
Date:
33
5
Selection Worksheet
3.5 Skills Rating
Model personal responsibility and accountability.
Empower others based on shared directions.
Foster personal and community connectedness through
relationship building.
Weak
Adequate Strong
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Ability to discover personal authenticity, finding meaning,
purpose and direction in self and in others.
1
2
3
4
5
Model commitment to training and professional
development in self and in others.
1
2
3
4
5
Accurately access current developmental needs of self and
others.
1
2
3
4
5
1
2
3
4
5
[learner supplied]
1
2
3
4
Name:
Date:
34
5
Selection Worksheet
3.6 Skills Rating
Creative thinking.
Fostering team and organization learning.
Maintaining focus on results objectives.
Delegating effectively.
Learning from failures and mistakes.
Exhibiting personal commitment to continuous
improvement by seeking, recognizing and taking advantage
of opportunities to improve performance.
[learner supplied]
Weak
Adequate Strong
1
2
3
4
5
1
2
3
4
5
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
4
4
4
4
4
4
Name:
Date:
35
5
5
5
5
5
5
Selection Worksheet
3.7 Skills Rating
Provide service with a clear sense of social responsibility.
Focus on prioritized performance objectives.
Ensure service consistency.
Develop the capacity to improve the quality of service
through the empowerment and valuing of others in the
organization.
Weak
Adequate Strong
1
2
3
4
5
1
2
3
4
5
1
1
2
2
3
3
4
4
5
5
Ensuring that what is provided is consistent with the
organizational purpose or mission.
1
2
3
4
5
Ensuring that how the goods or service are provided is
consistent with the organizational purpose or mission.
1
2
3
4
5
1
2
3
4
5
[learner supplied]
1
2
3
4
Name:
Date:
36
5
Selection Worksheet
3.8 Skills Rating
Weak
Adequate Strong
1
2
3
4
5
1
2
3
4
5
Provide intellectual stimulation and individualized
consideration of subordinates.
1
2
3
4
5
Negotiate for understanding and consensus to achieve
organizational goals and to resolve conflict.
1
2
3
4
5
Develop personal knowledge and skills relating to
coaching, counseling and mentoring.
1
2
3
4
5
1
2
3
4
5
Build connections with others in the organization based on
shared aspirations, a sense of community and trust.
Understand the spheres, means and limits of influence.
Facilitate ongoing development of competencies and skills
in subordinates by fostering job development, challenge
and enrichment.
Maintain mental and physical heath and well being for self
and others in the organization
1
1
2
2
3
3
4
4
Name:
Date:
37
5
5
Selection Worksheet
3.9 Skills Rating
Weak
Adequate Strong
Engage in strategic planning oriented to future, employee
and organizational interests.
1
2
3
4
5
Proactively anticipate, identify and adjust to external
influences.
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Creatively envision future oriented organizational goals.
Establish the course of action necessary to reach
organizational objectives.
Communicate effectively orally and in writing.
Organize authority for action.
[learner supplied]
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
Name:
Date:
38
5
5
5
5
Appendix 5: Leadership Competency Planning
Worksheets
The following pages provide planning worksheets to guide the learner in planning how they will address
both the three Dimension 3 Leadership Competencies they have chosen to particularly focus on in LDRS
697/698 as well as how they will document learning in the other Leadership Competencies.
39
LDRS 697 Leadership Competency
Development Planning Worksheet


1.
2.
Skill Rating of this Competency(from LC Prioritization Worksheets):
 Strong  Adequate  Weak
Will I make this Leadership Competency as a focus of my Personal Leadership Integration
Project?
 Yes  No
PLANNING PROCESS
Confirmation of Topic

Why is this important for your
competency development?

What is the outcome you expect to
discover or attain?

Anticipated intersection with
Transformational Servant
Leadership Values and Ethics
competency (Dimension 1).
[betterment of self, betterment of
others, betterment of organization]

Anticipated intersection with Higher
Ordered Thinking and Analysis
competency (Dimension 2).
Action Plan
• Review critical/related literature
(Assignments 2-4)
• Completion of Assignments
o Target dates for assignments
o Target dates for advising
Sessions
o Please prepare and submit a
comprehensive timeline of
activities for the 3 chosen
leadership competencies and
attach as an appendix to
Assignment 1.
• Other activities and actions
o Professional growth activity?
(conferences, etc.)
o Project? (do something with
someone else)
o Consultation?
• Regarding the final integration part:
o Can be completed in the
allotted time?
o Resources needed?
o How would you
document/demonstrate it?
40


 Will I make this Leadership Competency as a focus of my Personal Leadership Integration Project?
 Yes  No
PLANNING PROCESS
1. Confirmation of Topic


discover or attain?
N.B. Transformational Servant Leadership Values
and Ethics competency (Dimension 1) [betterment
of self, betterment of others, betterment of
organization] underlies your approach to the LIP.
Higher Ordered Thinking and Analysis
(Dimension 2) is employed actively throughout the
LIP processes.
2. Action Plan
This competency will be addressed in Assignment
2/3/4.
(Assignments 2-4)
See the Timetable of Activities planning document.
• Completion of Timetable of Activities
o Target dates for advising Sessions
o The order the three chosen
leadership competencies will be
addressed
• Other activities and actions (primarily for
part-time learners who are working)
(conferences, etc.)
o ProjectConsultation?
• Anticipation of final integrative
assignment (Assignment 5):
o What form will Assignment 5
take?
o Can Assignment 5 be completed
in the allotted time?
o Resources needed?
o How will this competency
assignment contribute to
Assignment 5?
41

 Yes  No
PLANNING PROCESS


discover or attain?
LIP processes.
2. Action Plan
2/3/4.
(Assignments 2-4)
addressed
(conferences, etc.)
take?
o Resources needed?
Assignment 5?
42

 Yes  No
PLANNING PROCESS


discover or attain?
LIP processes.
2. Action Plan
2/3/4.
(Assignments 2-4)
addressed
(conferences, etc.)
take?
o Resources needed?
Assignment 5?
43

 Yes  No
PLANNING PROCESS


discover or attain?
LIP processes.
2. Action Plan
2/3/4.
(Assignments 2-4)
addressed
(conferences, etc.)
take?
o Resources needed?
Assignment 5?
44

 Yes  No
PLANNING PROCESS


discover or attain?
LIP processes.
2. Action Plan
2/3/4.
(Assignments 2-4)
addressed
(conferences, etc.)
take?
o Resources needed?
Assignment 5?
45

 Yes  No
PLANNING PROCESS


discover or attain?
LIP processes.
2. Action Plan
2/3/4.
(Assignments 2-4)
addressed
(conferences, etc.)
take?
o Resources needed?
Assignment 5?
46

 Yes  No
PLANNING PROCESS


discover or attain?
LIP processes.
2. Action Plan
2/3/4.
(Assignments 2-4)
addressed
(conferences, etc.)
take?
o Resources needed?
Assignment 5?
47

 Yes  No
PLANNING PROCESS


discover or attain?
LIP processes.
2. Action Plan
2/3/4.
(Assignments 2-4)
addressed
(conferences, etc.)
take?
o Resources needed?
Assignment 5?
48
Appendix 6: Research Capstone Option
Some learners may wish to include primary research (Boyer’s scholarship of discover) in their capstone.
This option will increase the complexity of the capstone, including research design, data gathering and
interpretation, and Research Ethics Board considerations. These learners may elect to complete a 9
credit research capstone rather than the 7 credit LDRS 591 and LDRS 697/698 capstone. The path to
complete the Major Paper option would consist of the following courses:
 Completion of LDRS/MAEL 591 (3 Credits)
In addition, the learner would complete one additional course:
Learners who elect this option will be required to pay for two additional credits, and would see their
overall program credit requirement increase by two semester hours. Learner election of this option is
contingent upon academically appropriate rationale and requires written approval of the Program
director.
49

LDRS/MAEL 697/698: Leadership Integration Project Manual 2014-2015

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