Strategies in Assessment of Leadership Competencies

Rosch, David M.; Priest, Kerry L.

doi:10.1002/yd.20273

Cited by 4 publications

(7 citation statements)

References 12 publications

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“…For more information on each of these recommendations, please review the relevant articles in NDSL Issue 178. Leadership educators integrating LID into programs and services should give special attention to: Intersections of LID and social identities (Tapia‐Fuselier & Beatty, 2023) Intersections of LID and critical perspectives (Chunoo & Torres, 2023) Intersections of LID and other leadership theories (McCarron et al., 2023) Intersections of LID and co‐curricular and curricular student involvement (Haber‐Curran & Pierre, 2023; Odom & Dunn, 2023) Incorporating research that is extending LID (Rocco & Priest, 2023; Turman & Irwin, 2023) Assessing LID (Hastings & Sunderman, 2023) …”

Section: Critiques and Considerationsmentioning

confidence: 99%

Leadership identity development

Yamanaka,

Owen

2023

New Drctns Student Lead

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This article examines various applications of the leadership identity development (LID) grounded theory and model and explores the process used to apply LID to the construction of collegiate student leadership development experiences. Featured programs include those that use LID as a design element of the program, but do not explicitly teach it; those that explicitly teach the content of the LID theory and model in leadership programs and curricula; and those that use LID at the institutional level to inform university‐wide leadership programming. The article concludes with critiques and considerations for leadership educators interested in applying LID in their leadership education and development programs.

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Section: Critiques and Considerationsmentioning

confidence: 99%

Leadership identity development

Yamanaka,

Owen

2023

New Drctns Student Lead

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“…Table 4 highlights the mean differences between timepoints for the scores from the men and women found using descriptive statistics. As highlighted by Rosch & Priest, one promising way to assess leadership skills is to focus on the relative change over time rather than the exact values [24]. When this method was utilized to explore the data by gender, results showed no significant difference in mean differences between men and women.…”

Section: Gender Comparisonsmentioning

confidence: 98%

“…Table 1. Summary of study of expectations and guiding literature Expectation By complexity level A higher percentage of students will be behaviorally complex on the postassessment than the pre-assessment [7], [13], [22], [28] Students with high initial behavioral complexity will remain high; students with low behavioral complexity will add complexity on post-assessment [13], [24], [25], [28]…”

Section: Research Questionmentioning

confidence: 99%

“…Assessment of leadership programs often includes pre-and post-surveys of student views of their leadership abilities or behaviors [24]. These surveys allow faculty members to note the relative difference in outcomes before and after the course.…”

Section: Introductionmentioning

confidence: 99%

“…These surveys allow faculty members to note the relative difference in outcomes before and after the course. While self ratings tend to show overconfidence [25], the relative change between timepoints can be a valuable indicator of student learning [24]. Self assessments are more accurate when students have multiple opportunities for reflection [24], have more experience, and can benchmark themselves against their peers [25].…”

Section: Introductionmentioning

confidence: 99%

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Self-Assessment of Leadership Behaviors Over Time Among Students in A Mechanical Engineering Capstone Design Course

Komarek,

Bielefeldt,

Knight

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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With the changes in accreditation requirements, engineering programs are deciding how to best teach and assess leadership skills among their students. One frequently utilized method of assessment is giving students a pre-and post-test. The goal of this study is to explore the use of a pre-, mid-, and post-assessment model to assess leadership behaviors among mechanical engineering students in a capstone design course. A quantitative approach was taken, using an adapted Managerial Behavior Instrument, which follows the tenets of the Competing Values Framework (CVF). The CVF highlights that the most effective leaders have skills in all four leadership orientations: Collaborate, Create, Control, and Compete. Those who excel in all areas are shown to have behavioral complexity, which equates to the ability to enact leadership actions that align with the needs of a given context and situation. Mechanical engineering students were given the same survey near the beginning of the year-long course, at just past the mid-point of the course, and in the last week of the course. Data were analyzed for the full sample, by comparing scores for men and women, and by comparing trends of students who started the course with high complexity ratings to those who started the course with low complexity ratings. Results show significant changes from the pre-to post-assessments in the Create, Control, and Compete quadrants. Men, as a group, showed similar trends to the larger sample, while women significantly increased their scores only in Create from pre-to post-assessment. Men and women showed similar change from pre-to post-assessments. Students who rated themselves as behaviorally complex at the beginning of the semester had lower scores at the end of the semester. Students who rated themselves as having low complexity at the beginning of the semester steadily raised their scores on the mid-and post-assessments. These findings are informative to engineering educators who are exploring ways to add leadership development into their curriculum by providing insights on student leadership scores and an example of one assessment method of leadership behaviors. The results implicate intensive team-based courses such as capstone design as being one part of a typical engineering curriculum that contributes to leadership development.

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