PLDI PreDoctoral Leadership Development Institute

PLDI

PreDoctoral Leadership Development

Institute

Rationale, Goals, Structure, Outcomes

PLDI

PreDoctoral Leadership Development Institute

“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. 2011.

 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

The Need

Colleges and Universities—Public and Private—Face

Unprecedented Challenges

PLDI Overview 4



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

What Higher Education Leaders Need to Be Able to Do to

Address these Challenges

PLDI Overview 5

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The Need

The Need

A Traditional View of Leadership



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

Copyright©2005 Brent D. Ruben

PLDI Overview 6

12/21/2012 BDR



Other competencies are often more important for

outstanding leadership than technical or position-specific

knowledge and skill

–

c

The potential problem with this way of thinking

• 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

http://www.nacubo.org/x3510.xml

What Competencies Matter for Excellence in Leadership?

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Communication Competencies

Positional

Competencies

Organizational

Competencies

Analytic

Competencies

From: B.D. Ruben, What Leaders Need to Know and Do, Washington: National Association of College and University Business Officers (NACUBO), 2006

Five Competency Areas

PLDI Overview

8

•

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

Competencies Important to Effective Leadership

PLDI Overview 9

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 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.

Developing Leaders

Leadership Development for Higher Education

PLDI Overview 10

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

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Leadership Development for Higher Education

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. 2011. A report on a one-day summit conference of leaders from higher education, industry, the military and nonprofit organizations

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.

The Rutgers Solution:

The PLDI Program

PLDI Overview 13

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

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The Rutgers Solution:

The PLDI 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 Academic Discipline 2010-11 2011-12 2012-13 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 2 2 2

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

An Interdisciplinary Program

PLDI Overview 12/21/2012 BDR

6 5 2 3 4 3 2 2 4 6 8 8 0 1 2 3 4 5 6 7 8 9 Cohort 1 Cohort 2 Cohort 3 PLDI Fellows by Primary Area of Study

Professional Fields Social Science Humanities STEM PLDI Overview 16 12/21/2012 BDR

6 6 5 11 13 12 0 2 4 6 8 10 12 14 Cohort 1 Cohort 2 Cohort 3

PLDI Fellows – Distribution by Gender

Female Male

PLDI Overview 17

3 3 1 1 1 2 9 13 8 3 1 5 1 1 1 0 2 4 6 8 10 12 14 Cohort 1 Cohort 2 Cohort 3 PLDI Fellows

Distribution by Ethnic Group

No response Asian

White, Non Hispanic Hispanic

Black, Non Hispanic

PLDI Overview 18

13 15 13 4 4 4 0 2 4 6 8 10 12 14 16 Cohort 1 Cohort 2 Cohort 3

PLDI Fellows by US/International

International US Citizens

PLDI Overview 19

Student Learning Goals

By taking part in the program as Fellows, students will:

• 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.

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.

 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

Why Fellows Apply

Entering Fellows responses to the question “Why did you apply

to PLDI?”

PLDI Overview 22

 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

Why Fellows Apply

Entering Fellows responses to the question “What do you hope

to gain from participation in the PLDI Fellowship Program?”

PLDI Overview 23

•

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

Program Components

PLDI Overview 24

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

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• 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

Faculty

PLDI Overview 26

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

12/21/2012 BDR PLDI Overview 27

In the 503 Field Experience course, fellows observe senior academic leaders

at Rutgers address problems of practice in higher education.

503: Field Experience

Fellow Mentor

Lisa Ambrose Dr. Courtney McAnuff, VP Enrollment Management Brian Agnew Bruce Fehn, VP Finance and Administration

Alexis Merdjanoff Dr. Jacquelyn Litt, Dean of Douglass Residential College

Nicole Cook Marianne Gaunt, VP for Information Services and University Librarian Cristobal Cardemil Krause Dr. Jorge Reina Schement, Dean, School of Communication & Information Sean Rogers Dr. David Finegold, Sr. VP, Lifelong Learning & Strategic Growth Initiatives

Eleanor Jefferson Dr. Susan Lawrence, Dean for Education Initiatives & the Core Curriculum, School of Arts and Sciences Xi Chen Dr. Christopher Molloy, Interim Provost, Biomedical & Health Sciences

Pavel Ivanoff Reyes Dr. Thomas Farris, Dean, School of Engineering

Kristin Canzano Pinyan Dr. Marie Logue, Asst. VP for Academic Engagement & Planning Ari Novy Dr. Peter Gillies, Director, Institute for Food, Nutrition & Health

Dr. Brent Ruben, Exec. Director, University Center for Organizational Development & Leadership Hanin Rashid Dr. Richard De Lisi, Dean, Graduate School of Education

Shirley Masand Dr. Helen Buettner, Professor, Engineering & Biomedical Engineering Swetha Mahadevan Dr. Peter Gillies, Director, Institute for Food, Nutrition & Health Wendy Wright Dr. Richard Novak, Director, Special Projects for Academic Affairs Jessica Sanders Dr. Jerry Kukor, Dean, The Graduate School – New Brunswick

PLDI Overview 28

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.

504: Capstone Seminar

PLDI Overview 29

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.

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.

Washington Forum

PLDI Overview 30

The Capstone presentation was a great culmination of the program – it seemed to bring everything we talked about together.

It has changed my thinking and I think should be a must for graduate students.

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.

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.

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.

I have a more global

understanding of the way that universities function, as well as my role as a young scholar in the university.

How PLDI Fellows Describe the Program

PLDI Overview 31

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Assessment of Outcomes:

A Progress Report

How much did each course contribute to your

understanding of higher education?

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 501 - Leadership Issues in Higher Ed I 502 - Leadership Issues in Higher Ed II 503 - Experiential Field Learning 504 - Capstone Course Contributed/Significantly Contributed Contributed Somewhat

Did not contribute significantly PLDI Overview 32 12/21/2012 BDR

Assessment of Outcomes:

A Progress Report

How likely would you be to recommend the program to others?

Assessment of Outcomes:

A Progress Report

“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.”

The perspective of a recent PLDI graduate . . .

PLDI Overview 34

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.

• http://www.odl.rutgers.edu/pldi/index.html

• Rutgers Program Helps Ph.D. Students Learn the Ropes of Academic Leadership, The Chronicle in Higher Education, Dec. 10, 2010

http://chronicle.com/article/Rutgers-Program-Helps-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,2011

http://news.rutgers.edu/focus/issue.2010-10-06.0799872240/article.2010-10-11.4776230290

• Rutgers Pre-Doc Leadership Program Holds First Washington Forum, Rutgers Focus, June 6, 2011 http://news.rutgers.edu/medrel/special-content/summer-2011/rutgers-pre-doc-lead-20110602

A Model

PLDI Overview 35

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.

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:

http://www.odl.rutgers.edu/pldi/index.html

or contact

Brent D. Ruben, Ph.D.

Professor II and Director, PLDI

bruben@rutgers.edu

Sponsors

PLDI Overview 37