Leading Collaboratively

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Leading Collaboratively

• National Conference for College Women Student
  Leaders
• University of Maryland
• Christy Anthony, Julie Mills, Andrew
  Toczydlowski, Emily Whelden

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• Check In
• What brought you here today?
• What bring us, as presenters, here today?

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Background Models of Student Leadership/ Identity
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Student Development TheoryKohlbergs Stages of
Moral Development

• Pre-Conventional
• Morality is judged by its direct consequences
  solely concerned with the self in an egocentric
  manner
• Stage I obedience and punishment driven
• Stage II self-interest driven
• Conventional
• Morality is judged by comparing ones actions to
  societys views and expectations
• Stage III interpersonal accord and conformity
  driven
• Stage IV authority and social order and
  obedience driven
• Post-Conventional
• There is a growing realization that individuals
  are separate entities from society, and that the
  individuals own perspective may take precedence
  over societys views
• Stage V social contract driven
• Stage VI universal ethical principles driven

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Gilligans Model of Womens Moral Development

• Men tend to morally reason in the justice
  voice whereas women do so in the care voice
  because of womens concern with others
  well-being (Pascarella Terernzini, 43).
• Three Stages
• Level I Orientation to Individual Survival
• Level II Goodness as Self-Sacrifice
• Level III The Morality of Nonviolence

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Educative Judicial ProcessesFairness,
Educational Value and Moral Development (Mullane,
1999)

• Students perceptions of disciplinary process
  fair and/or educational?
• Relationship of perception with moral development
• Findings
• Process had educational value and was fair
• Perception of fairness contributed little to
  moral development
• The higher the level of moral development, the
  more likely students perceived educational value
• Students scoring lower on DIT are less likely to
  change their behavior
• Limitation Only 5 of the 73 participants were
  female
• Recommendation Student Affairs professionals
  should implement moral development training into
  judicial processes

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Perceived Learning and Anticipated Future
Behaviors (Howell, 2005)

• Perceived learning and future behavior of college
  students going through judicial process
• Results Students will
• Think about the consequences of their actions in
  the future
• Increased empathy and thought about how their
  actions would affect others
• Better able to understand the reasoning behind
  various policies and procedures
• Most said that they would not repeat their
  specific behavior or would be more careful in the
  future
• Conclusion Sanctions should encourage outcomes
  of three results

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Works Cited

• Howell, M. T. (2005). Students' perceived
  learning and anticipated future behaviors as a
  result of participation in the student judicial
  process Electronic version. Journal of College
  Student Development, 46(4), 374-392.
• Kohlberg, L. (1976). Moral stages and
  moralization The cognitive-developmental
  approach. Moral Development and Behavior Theory,
  Research and Social Issues. Holt, NY Rinehart
  and Winston.
• Mullane, S. P. (1999). Fairness, educational
  values, and moral development in the student
  disciplinary process Electronic version. NASPA
  Journal, 36(2), 86-95.
• Pascarella, E.T. Terenzini, P. T. (2005). How
  college affects students San Francisco, CA
  Jossey-Bass.

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Model of Student Advocates
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Types of Student Advocates

• Revolutionary
• Facilitator
• Pushover

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Characteristics of a Revolutionary Leader

• Go to the students
• Take charge
• Want to fight
• Start strong
• Dont trust administrators
• Bring havoc
• Less mature, dont understand the whole picture
• Only understand their point of view

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Characteristics of a Facilitator

• Seeks to find different opinions
• Listens first open to hearing other views before
  making a change
• Seeks to get all power players in the same
  place/room
• Compromise
• Lead group discussions
• Tries to please everyone
• Sees the good/ bad in change and tradition
• Sets small goals sees change as incremental
• Understands multiple sides of the issue
• Trusts some administrators and seeks their
  assistance

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Characteristics of a Pushover

• Crowd Pleaser
• Seeks to Impress
• One Step Out the Door sees leadership as a way
  to boost their resume
• Annoyed by the revolutionary
• Rarely sees students point of view
• Annoyed by revolutionaries
• Wants to get ahead
• Not apt/ open to change stays constant
• Have no views of their own

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Working with the Different Leaders

• Revolutionary
• Want to be heard Listen First
• Understand that they do not trust administrators/
  student leaders work to build their trust
• Let them hear the other points of view and be
  open to their responses
• Remember Their first response is to fight!
  Try to let them cool down and know the other
  views before they start a revolution.

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Working with the Different Leaders

• Facilitator
• Let them come to you
• Provide them with plenty of knowledge and
  information on the issue
• Point them in the direction of different
  resources
• Be open to meeting with them and other key
  community members to discuss the different topics
• Remember Sometimes their ideas are lost in the
  process and other views take hold. Make sure
  they do not move into the pushover role or forget
  their potential for change.

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Working with the Different Leaders

• Pushover
• Start a Conversation Seek them Out
• They may tend to avoid conflict situations so
  stay on common ground
• Let them see the facilitator at work shows that
  conflict doesnt have to be negative
• Remember They are a flight risk! They may see
  the best way out of the situation as giving in
  to the other side. Allow them the opportunity,
  in a safe environment, to voice their own
  concerns. Also, understand that sometimes they
  may be right!

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Complexities of Leaders

• Students tend to lean towards one of the
  leadership styles
• Students also must adapt and change their styles
  to be successful
• For example After meeting with administrators
  and understanding their views, you still disagree
  with their point of view. You see that
  administrators are turned off and dont want to
  listen. Thus, you change your tactics and go to
  the students. Or, you realize that by bringing
  up this issue and trying to produce change you
  are aggravating the administration and hindering
  the possibility of support for one of your main
  concerns.

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Model of Student Leaders
Revolutionary
Issue
Facilitator
Result
Pushover
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Creating Win-Win Situations Out of Conflict
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Conflict

• An expressed struggle between at least two
  interdependent parties who perceive incompatible
  goals, scarce resources, and interference from
  others in achieving their goals.
• Things to Remember
• Conflict is not necessarily bad or negative
• Conflict is often a pre-cursor to better
  relationships with more open communication and
  good resolutions to existing problems.

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Reframing Conflict
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Sources of Conflict (adapted from Moore)
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Making it a Win-Win Victory Over Zero-Sum

• Resist the assumption that conflict bad.
• Put the problem over there.
• Ask genuinely inquisitive questions.
• Agree to methods of decision-making/data
  analysis, etc.
• Find shared values.
• Focus on (shared interests), not conflicting
  positions.
• Assume the best motives in others.
• Take small steps to fix the relationship.
• Look to the future, not the past.

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References

• Moore, C.W. (2003). The Mediation Process
  Practical Strategies for Resolving Conflict. San
  Francisco Jossey-Bass.

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Breakout Groups

• Housing and Residence Life Issues
• Code of Conduct
• LGBTQ Issues
• Womens Issues

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Your Task Develop an Action Plan!

• Key issues for administrators and students
• Short term and long term goals
• Your resources
• Potential obstacles

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Tips for Success Part I

• Dont be too professional be a student!
• Meet outside the office
• Casual stop-ins are good
• Anger and outright protest should have limited
  application
• Tap into other student leaders
• Be a regular person
• Pick your fights
• Consider strategic choices
• Talk to the most receptive
• Present in a group setting

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Tips for Success Part II

• Relate as a person
• Seek a middle ground but know your bottom line
• Set a goal, observe the situation, analyze from
  positive/negative
• Balance how much you want to pushback
• Find points of agreement, see the next little
  steps
• Find allies and use them for coaching,
  brainstorming, support and empowerment. Do not
  expect them to yell at their boss or subordinate,
  especially in front of you.
• Have regular meetings
• Do your own homework
• Remember Most administrators like students or
  else they wouldnt be here

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Questions??

• Christy Anthony (anthony_at_american.edu)
• Andrew Toczydlowski (toczydlo_at_american.edu)
• Emily Whelden (ew3977a_at_student.american.edu)