Success Factors Of Grow Your Own Leadership Development Programs In Middle Atlantic And Texas Community Colleges
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| Author | : Robert Boswell |
| Publisher | : |
| Total Pages | : |
| Release | : 2015 |
| Genre | : |
| ISBN | : |
Current leaders in community colleges are approaching retirement. Senior administrators and faculty members are projected to retire in vast numbers creating a leadership shortage in community colleges. To address the shortage, Grow Your Own (GYO) leadership development programs are supported by literature as a primary solution. The purpose of this research was to describe success factors for implementing GYO leadership development programs in community colleges. This study investigated the behaviors or actions necessary to implement a GYO leadership development program, pros and cons related to implementation, confidence to implement, and the change processes utilized to facilitate implementation. Interviewed were 10 program coordinators who represented 19 community colleges in Texas and states in the Middle Atlantic Region of the United States (Maryland, New Jersey, New York, Pennsylvania, Virginia, and West Virginia). The success factors that emerged were (a) support, (b) research, (c) development, and (d) appraisal. Support refers to obtaining assistance from within and outside the college. Research involves benchmarking other GYO programs and identifying instructional objectives. Development refers to developing the instructional strategy used to achieve objectives and selecting the instructional material to facilitate GYO learning. Appraisal refers to assessing the effectiveness of the program during application as well as assessing the program effectiveness post program application. The findings in this study offer preliminary evidence of success factors and strategies for implementing a GYO leadership development program in community colleges.
| Author | : |
| Publisher | : |
| Total Pages | : 254 |
| Release | : 2012 |
| Genre | : |
| ISBN | : |
Community colleges across the nation are facing a critical void in leadership during a time of unprecedented budget constraints due to the retirements of baby boomer presidents and vice presidents who started their careers in the 1960s and 1970s. Results from the Career and Lifestyles Survey indicated that 84% of the community college presidents across the nation planned to retire by 2016. The leadership development options that currently exist to train future community college leaders include university-based educational programs (Ed. D. and Ph. D.), short-term conferences and workshops, and internal succession planning "grow your own" (GYO) programs. Succession planning programs known as GYO programs emerged in the early 2000s as a strategy to recruit employees who are interested in career advancement into the leadership pipeline and prepare them for leadership positions. This study explores the results of a GYO succession planning program in recruiting and preparing employees for career advancement. A qualitative case study was conducted to gain an in-depth understanding of the GYO program participants' experiences in the program, the impact of the program on their career advancement behaviors, and the effectiveness of the program in filling the leadership pipeline. The American Association of Community Colleges Competencies for Community College Leaders and two of Malcolm Knowles' assumptions on andragogy were used as theoretical frameworks to guide investigation of the GYO program. This study is intended to inform community college leaders, those professionals who create leadership development programs, and aspiring leaders about the status of one GYO program.
| Author | : |
| Publisher | : |
| Total Pages | : 44 |
| Release | : 2003 |
| Genre | : Community college administrators |
| ISBN | : |
| Author | : Jeffrey William Focht |
| Publisher | : |
| Total Pages | : 188 |
| Release | : 2010 |
| Genre | : Community college administrators |
| ISBN | : |
Due to the immense growth of community colleges since the 1960s and particularly over the last decade, a leadership gap now exists as presidents, provosts, and deans retire in record numbers. This diminished leadership pipeline can be attributed to two main factors: the obvious increase in retirement of senior executives completing their academic careers and a subsequent decrease of qualified successors capable of handling the expanding and diverse complexities associated with present-day community college leadership. While positions become available, the likelihood of finding willing and capable executive leaders is dwindling. Some leaders have acquired experience by moving through the ranks of the higher education system, enabling them to be effective leaders at each successive level. Others have participated in either doctoral programs specific to community colleges or other external professional development programs, thus fortifying them with a viable leadership repertoire. Recent efforts to counteract this leadership gap, however, are the creation of campusbased leadership development programs at community colleges to literally assist administrators in "growing your own" leaders. A corollary intent is to fortify a new leadership pipeline within the two-year system. These "academies" or "institutes" are committed to honing leadership expertise, providing comprehensive knowledge of an institution or system, and fostering a breadth of understanding of the community college sector. This study is a qualitative analysis comparing three campus-based leadership development programs and their impact on leadership capacity as perceived by program graduates. What components of a community college leadership academy contribute most to both an understanding and practice of leadership? After completing a campus-based leadership program, how do graduates now define leadership and what do they identify as the most effective competencies for a community college leader? For those developing or improving community college leadership programs, what thematic components are most critical to optimize an understanding and practice of leadership? This research provides comprehensive interviews with program graduates to supply valuable interpretations and data collection on the best practices of campus-based community college leadership programs.
| Author | : Cynthia Seiss Rowan |
| Publisher | : |
| Total Pages | : 310 |
| Release | : 2012 |
| Genre | : Community colleges |
| ISBN | : |
| Author | : Shawna J. Forbes |
| Publisher | : |
| Total Pages | : 146 |
| Release | : 2019 |
| Genre | : Community colleges |
| ISBN | : |
This study investigated the shared, lived experience of graduates participating in a Grow-Your-Own (GYO) leadership development program at a comprehensive community college with several campuses and educational centers. There is a noted, growing shortage of talented community college leaders needed to address the complex challenges faced by community colleges across the country. This leadership shortage is attributed to an increased number of retirements among community college leaders and a lack of community college leadership development through either university doctoral programs or national professional associations. With GYOs identified as the preferred method of developing emerging community college leaders, it is important to understand the lived experience of participants in GYO programs. The study used an inductive approach to gain a deeper understanding of the phenomenon. From data analysis, three themes emerged to describe the shared lived experience of GYO program participants, including: (a) the value of connectedness, which participants expressed as "being a part of"; (b) understanding how leaders should be developed; and, (c) how participants perceived the impact of their leadership role on college processes, students, and subordinates. At the very center of the phenomenon under study was the essence--connections--which guided policy and practice recommendations. This essence of connections was explored through participants' connection to: (a) colleagues, college leaders, and the institution; (b) the GYO program and how participants perceived and connected to their personal development; and, (c) participants' ability to impact others within the institution. Concluding the study, two inferences were suggested: (a) GYO program structure may assume recruiting participants with a requisite level of confidence needed to lead within the community college; and, (b) an individual's perception of leadership considers a leaders' ability to move projects through the college's internal system. Recommendations for practice include the development of programming dedicated to leaders with more than 10 years of leadership experience and the integration of programming to develop, cultivate, and maintain relationships into the GYO curriculum. Policy recommendations included the development of degree programs or coursework on community college leadership at the university level and implementation of community college GYO programs to address the leadership gap.
| Author | : Susan Tobia |
| Publisher | : Rowman & Littlefield Publishers |
| Total Pages | : 0 |
| Release | : 2018 |
| Genre | : Community college administrators |
| ISBN | : 9781475839579 |
Up and Running is a roadmap for creating a leadership program to meet the needs of colleges and the professional interests of employees. Authors share the basics of starting a program, such as application and selection process, budget, and program format, as well team building, decision making, conflict resolution, and diversity/inclusion.
| Author | : Bianca R. Leon |
| Publisher | : |
| Total Pages | : 164 |
| Release | : 2016 |
| Genre | : Education, Higher |
| ISBN | : 9781339776552 |
Abstract: The purpose of this study is to examine a community college district Grow Your Own (GYO) leadership program in the Western United States, the Multi College Leadership Development Institute (MCLDI). The MCLDI was developed in-house for a multi-campus community college district and offered to interested employees at all position levels with the intent to provide them the opportunity to develop and enhance their leadership skills and abilities. While most leadership development literature has focused on the presidential role or other senior level positions, the aim of MCLDI is to support leadership development in general; not just for senior level positions, but for mid-level management and academic position leadership as well. This study gathered the perspectives of all those involved, from the leaders who created the program and their experience in doing so, to the program participants and graduates. Providing the different perspectives allows for other campuses to draw from the benefits and challenges that are shared in creating their own program or for comparison to programs that already exist. A qualitative case study approach was utilized to investigate MCLDI and its development, implementation, and the benefits and challenges experienced by the coordinators and participants. Three themes were identified from analyzing across data sources. Building organizational capacity, developing human capital, and program structure emerged throughout the data collected from interviews, observations, and document analysis and were reflected in the findings for each of the research questions.
| Author | : Phillip Wayne Neal |
| Publisher | : |
| Total Pages | : 462 |
| Release | : 2008 |
| Genre | : Community college administrators |
| ISBN | : |
The retirement of community college administrators has led to the creation of leadership development institutes. Yet, few studies exist to understand their comprehensive design, practices, and effectiveness. The purpose of this study was to develop an understanding of, and a framework for, creating and evaluating effective leadership development institutes. The framework was applied to the El Paso Community College's Leadership Development Academy (EPCC-LDA) to examine how its program aligned with the framework; assess the EPCC-LDA's success in meeting its own specified goals of creating more skilled leaders; and understand better how EPCC-LDA decisions, practices, program components and forms of evaluation have led to successful outcomes. The research design followed a descriptive, case study format utilizing both qualitative and quantitative data. This study had several major findings. First, El Paso Community College demonstrated how an effective leadership development institute can be created by focusing its design and implementation on processes, core values, and human interaction. Second, the study's analytic framework was validated through a triangulation of data: research recommendations; EPCC-LDA coordinating committee interviews; and program participant evaluations. Third, El Paso Community College was accomplishing and surpassing its mission of improving employee leadership skills. This study concluded with recommendations for the refinement of its analytic framework, for EPCC-LDA programmatic considerations, and for future studies. By instituting responsive and focused programming that continually meets the needs of the institution, the participants, and leadership in general, leadership development institutes can serve as one effective resource for increasing the flow into the community college leadership pipeline, increasing the skills of those within the pipeline, and improving the pipeline's outflow of diverse leaders.
| Author | : Cynthia Denise McCauley |
| Publisher | : Center for Creative Leadership |
| Total Pages | : 110 |
| Release | : 1994 |
| Genre | : Education |
| ISBN | : 9781882197033 |
This handbook presents findings of a study that examined the outcomes of the Chief Executive Officer Leadership Development Program, which was developed by the Center for Creative Leadership (CCL). The 1-year program was comprised of classroom sessions, coaching, journal writing, and learning projects. Data were derived from: (1) a pre-program survey and questionnaire of 38 participating superintendents; and (2) post-program interviews with the 38 participants and their facilitators, a post-questionnaire completed by participants, and analysis of student journals. Findings indicate that the superintendents improved their leadership competencies and self-awareness. Of the four superintendent subgroups that were identified, two--the New Perspectives subgroup and the Role Expansion subgroup--were more affected than administrators who were already highly effective or more control-oriented. The program, compared to other studies of this nature, resulted in two more prominent outcomes: the view of leadership as a shared responsibility and a broader view of their professional role. Implications of the findings for evaluation of leadership-development programs are: the use of multiple methods enriches analysis; evaluation studies should expect highly individualized outcomes; and evaluation studies provide opportunities for understanding the leadership-development process. Eleven tables and five figures are included. Appendices contain copies of the exit interviews and statistics on subgroup differences. Contains 53 references. (LMI)
