Leadership for a better world: Instructor manual
WENDY WAGNER, DANIEL T. OSTICK , SUSAN R. KOMIVES
LEADERSHIP
FOR A
BETTER WORLD
U N DER STA N DI NG THE SOCIAL CHANGE MODEL OF
LEADERSHIP DEVELOPMENT
INSTRUCTOR'S MANUAL
National Clearinghouse for Leadership
Programs
LEADERSHIP FOR A BETTER WORLD: UNDERSTANDING THE SOCIAL CHANGE MODEL OF LEADERSHIP DEVELOPMENT
AN INSTRUCTOR'S GUIDE
WENDY WAGNER DANIEL T. OSTICK SUSAN R. KOMIVES AND ASSOCIATES
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TABLE OF CONTENTS
INTRODUCTION ....................................................................................................................... 3 WHAT IS SOCIAL CHANGE? ...................................................................................................... 9 AN OVERVIEW OF THE SOCIAL CHANGE MODEL OF LEADERSHIP DEVELOPMENT .................. 32 APPLYING THE SOCIAL CHANGE MODEL: A CASE STUDY APPROACH...................................... 51 CHANGE ................................................................................................................................ 56 CITIZENSHIP........................................................................................................................... 74 COLLABORATION ................................................................................................................... 89 COMMON PURPOSE ............................................................................................................ 105 CONTROVERSY WITH CIVILITY ............................................................................................. 118 CONSCIOUSNESS OF SELF .................................................................................................... 134 CONGRUENCE...................................................................................................................... 151 COMMITMENT .................................................................................................................... 162 BECOMING A CHANGE AGENT ............................................................................................. 176
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INTRODUCTION
THE SOCIAL CHANGE MODEL APPROACH TO LEADERSHIP
This instructor's guide for Leadership for a Better World: Understanding the Social Change Model of Leadership Development is intended to assist instructors in finding additional resources and approaches to teaching the social change model of leadership development. For over a decade, the model has been used in courses and co-curricular leadership workshops to help foster students' awareness of leadership processes and learn to approach this work collaboratively with others. The strength of the model lies in the conceptual simplicity of the individual, group and community values, along with the complexity inherent in each individual value. Students can quickly understand the model and yet spend a lifetime learning to be the person who creates groups that function in the ways it describes.
Leadership for a Better World dedicates a chapter to each of the Cs. Before delving into each, this introduction will explore a few important overall points. For leadership educators who are not already familiar with the model, it is important to make note of some of the key aspects of the model emphasized by the "Working Ensemble" who created it, including their way of defining leadership and their approach student leadership development.
Collaborative Leadership for Social Change
The Working Ensemble described the leadership educator's role in this way, "The ultimate aim of leadership development programs based on the proposed model would be to prepare a new generation of leaders who understand that they can act as leaders to effect change without necessarily being in traditional leadership positions of power and authority" (HERI, 1996, p. 12). The Social Change Model promotes a particular approach to leadership and leadership development. It is a nonhierarchical approach, meaning it is not necessary to have authority, an elected position, or a title in order to participate in a group's leadership processes. It emphasizes mutually defined purposes and commitment to making a difference rather than pursuit of position of power. Its major assumption is that leadership is ultimately about change, particularly change that benefits others in our local and global communities.
Experiential Education and Service-Learning
The Working Ensemble felt strongly about the role of experiential learning, and service-learning in particular for facilitating student learning of the social change model. The model was, "designed to make maximum use of student peer groups to enhance leadership development in the individual student" (HERI, 1996, p. 12). Leadership for a Better World makes consistent use of the Kolb model (1981), particularly in the journal probes at the end of each chapter, which
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encourage students to engage in all stages of the Kolb experiential learning cycle: concrete experience, reflective observation, abstract conceptualization and active experimentation cycle.
Familiarity with the Kolb model will aid leadership educators in designing meaningful experiences and reflections. For more on Kolb see:
? Kolb, D. A. (2005). The Kolb learning style inventory, version 3.1: self scoring and interpretation booklet. Boston, MA: Hay Transforming Learning Direct This inventory measures learning styles associated with the model and is a useful supplement to the activities in this guide.
? ? Kolb, A. & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing
experiential learning in higher education. Academy of Management Learning and Education, 4(2) 193-212. ? Kolb, D. A., Baker, A. C. & Jensen, P. J. (2002). Conversation as experiential learning. In Baker, A. C., Jensen, P. J., Kolb, D. A. and Associates, Conversational learning: An experiential approach to knowledge creation. Westport, CT: Quorum. ? Osland, J. S., Kolb, D. A. & Rubin, I. M. (2001). Organizational behavior: An experiential approach. Upper Saddle River, NJ: Prentice Hall. ? Kolb, D. A. (1981). The Learning Style Inventory technical manual. Boston: McBer & Co.
In this instructor's guide, all suggested classroom activities are labeled to indicate which stage of Kolb's model the activity addresses. Leadership educators are strongly encouraged to engage students in a variety of activities and assignments in order to address all stages of the experiential learning. To that end, a semester-long service-learning project is highly recommended by the Working Ensemble members and the chapter authors of Leadership for a Better World. As students work in small groups to design and implement their own social change project, they are able to use the language of the Cs to reflect both individually and as a group about the processes that helped them create common purpose or be congruent with their own values while being inclusive of other perspectives.
Another approach to experiential learning is to encourage students to use an existing campus or community involvement (such as a student organization) as a learning lab for the semester. This requires students to learn to be observant of themselves and others while also being engaged in the group's processes. Students can learn from each other by sharing their observations and reflections in class, which has the added benefit of allowing them to examine how the model operates in a variety of contexts.
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