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
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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
Personal Competencies -LSC 2.0- Leadership Competencies Scorecard©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
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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
n=16 N=16How likely would you be to recommend the program to others?
100% 0% 0% Very likely/Likely Somewhat likely Not likely 0% 20% 40% 60% 80% 100% PLDI Overview 33 12/21/2012 BDRAssessment of Outcomes:
A Progress Report
n=16 N=16“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