Competency 1: Exploring Leadership

1. Students will be able to define leadership, integrating a minimum of three different leadership concepts and models. (Students may use any nomenclature, but must be able to identify at least three fundamentally different styles and articulate circumstances in which each might be particularly effective.) 

2. Students will be able to describe the way in which their personal leadership philosophy is shaped by a minimum of two leadership models.

    Sample Concepts:
   What is leadership; what does it mean to be a leader; why is leadership important; leadership attitude; purpose of leadership; leadership and values; leadership motives; responsibility and accountability; leadership without authority

Sample Models:
Socially Responsible Leadership, Leadership Identity Development, Kouzes and Posner’s Leadership Challenge, Service Leadership, Emotional Intelligence and Leadership, etc.

Suggestions for Learning:

• Enroll in the six-week Leaders in Residence (LIR) class
• Attend the Greek Odyssey (for new members to the Greek community)
• Participate in the President’s Leadership Academy
• Attend First Year Success Series Presentations related to leadership
• Attend an Outdoor Programs activity or workshop
• Become involved with a student organization
• Enroll in one of the many leadership courses offered at BGSU (See Provided List)
• Analyze experiences working in a research lab, co-op, or other internship experience
• Personal reading and reflection

Recommended Readings:
Astin, A. W. (1993). What matters in college: Four critical years revisited. San Francisco: Jossey-Bass. 

Bennis, W., & Goldsmith, J. (1994). Learning to lead. Massachusetts: Addison-Wesley Publishing Company.

Gardner, J. (1990). On leadership. New York: Free Press.

Goleman, D. (2000, March-April). Leadership that gets results. Harvard Business Review. P. 79-90. 

Haas, H., & Tamarking, B. (1992). The leader within. New York: Harper Business. 

Higher Education Research Institute. (1996). A social change model of leadership development guidebook. Los Angeles: Higher Education Research Institute. 

Kouzes, J., & Posner, B. (2002). The leadership challenge. San Francisco, CA: Jossey-Bass. 

Komives, S., et al. (2006). A leadership identity development model: Applications from a grounded theory. Journal of College Student Development, 47(4), 401-418. 

Komives, S., Lucas, N., & McMahon, T. (1998). Exploring leadership: For college students who want to make a difference. San Francisco, CA: Jossey-Bass. 

Kotter, J. P. (2001, December). What leaders really do. Harvard Business Review.

Rost, J. C. (1993). Leadership for the twenty-first century. Westport, CT: Praeger.

Stein, S. J., & Book, H. E. (2000). The EQ Edge: Emotional Intelligence and your Success. Toronto: Stoddart Publishers.

Competency 2: Self-Awareness and Leadership

 2a. Personal Leadership Skills

a.   Students will be able to identify leadership strengths and areas for improvement within the framework of multiple leadership models. 

b.   Students will demonstrate an understanding of the relationship between personality dimensions and leadership tendencies. 

c.    Students will be able to describe ways in which their leadership style is perceived by others.

Suggestions for Learning:

• Attend First Year Success Series Presentations focused on leadership
• Enroll in one of the many leadership courses offered at BGSU
• Enroll in UNIV131: Career and Life Planning
• Meet with an advisor in the Career Center
• Complete a personality inventory (i.e. Kiersey Temperament Sorter, Meyers-Briggs Type Indicator, True Colors, Student Leadership Practices Inventory, etc.) and conduct self-assessment
• Analyze practical learning experiences such as an internship, co-op, or research assistantship
• Serve as a leader in a student organization, class, or internship/co-op experience
• Request and reflect upon feedback from supervisors, professors, mentors, and/or peers
• Develop a written plan for self-improvement that includes strategies to continue enhancing strengths as well as ways to address limitations/challenges; Establish a timeline for completing the strategies/experiences you identified; follow-through with this plan and reflect upon your growth

 2b. Personal Values Clarification

1. Students will be able to identify personal values and describe the influences on/origins of their values 

2. Students will be able to describe the influence of their values on their personal leadership style and articulate this understanding in a personal leadership philosophy. 

3. Students will be able to articulate similarities and differences in values across people and discuss the impact of differing values on group problem-solving and decision-making.

 Suggestions for Learning:

• Attend BGSU’s LeaderShape Institute
• Enroll in UNIV111: Springboard
• Enroll in the Advanced Leaders in Residence (ALIR) class
• Enroll in the Emerging Leaders Program through Greek Affairs
• Participate in the S.M.A.R.T. Program
• Participate in the President’s Leadership Academy
• Serve as an Orientation Leader
• Become involved with a student organization; take on greater leadership roles
• Write a personal statement or cover letter addressing what you value/feel passionate about, what motivates you, and how these things influence your decision to pursue certain activities

Recommended Readings:

Bolman, L. G., & Deal, T. E. (1995). Leading With Soul: An Uncommon Journey of Spirit. San Francisco: Jossey Bass.

Covey, S. R. (1989). The Seven Habits of Highly Effective People: Restoring the Character Ethic. New York: Simon and Schuster. 

Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal Leadership: Realizing the Power of Emotional Intelligence. Boston: Harvard Business School Press

Competency 3: Exploring Personal and Professional Ethics

a.   Students will be able to demonstrate awareness and understanding of ethical issues facing citizens and professionals in student’s chosen field of study. 

b.    Students will be able to critically evaluate an important ethical issue, logically and impartially, from multiple perspectives.

c.    Students will be able to articulate personal moral principles and ways to apply these principals in ethical decision making.

Suggestions for Learning:

• Enroll in the President’s Leadership Academy
• Enroll in UNIV100
• Enroll in UNIV111: Springboard or UNIV211: Upper Springboard
• Take the Advanced Leaders in Residence (ALIR) course or serve on the Peer Leadership Council
• Enroll in an ethics course related to your major
• Serve on a misconduct hearing panel
• Serve on the Student Budget Committee
• Attend FYSS Series presentations related to ethics and values
• Select a current societal issue and write a position paper defining the ethical issue, presenting both sides of the argument, and defending your position on the topic.

 Recommended Readings:

Banaji, M. R., Bazerman, M. H., & Chugh, D. (2003, December). How (un)ethical are you? Harvard Business Review, 1-8. 

Bennis, W. G. (2002). Geeks and Geezers: How Era, Values, and Defining Moments Shape Leaders. Boston: Harvard Business School Press. 

Rost, J. (1991). Leadership and ethics in the 1990s.In Leadership for the Twenty First Century. New York: Praeger.

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