Researchers have spent years investigating the demands, multiple roles, and critical nature of organizational leaders in higher education, agreeing that they are complex and multidimensional. Given the research trends over the past few decades, as well as the current range of issues facing higher education today, it appears logical to predict a continuous increase in role demands and complexity for educational and organizational leaders.
How do we prepare leaders who…..?
• Understand themselves
• Know how to build relationships
• Have the skills to develop and work with teams
• Think and plan critically and strategically
• Connect their communities
This kind of systemic change in leadership development requires a relevant, learner-centered program. Participants require a theoretical and intellectual base from which to build their leadership experiences, responsibilities, and insights.
Leader development must be carefully designed to broaden participant knowledge of leadership theories and principles, as well as develop supervisory and managerial skills. Training must help participants apply concepts, practices, and processes as they relate to the needs of actual work situations. Training must be problem-based, with a situated learning environment, rich with authentic applications, collaboration, and assessments. The format must be practical and connected to the participants’ experiential world and/or context of their reality. The Academy works to convert the goal for development into an actuality, empowering participants to soar, to sail, to step forward bravely into the unknown. To this end, mentoring and coaching for success are keys to effective leadership training.
The Academy for Leadership and Development offers The Foundation Academy, with opportunities to acquire and understand major research and theoretical developments in leadership. This Academy seeks to facilitate a journey of discovery and development, one that invites participants to get to know themselves, find their voice, and develop confidence as change agents in their lives and organizations. Participants have the ability to develop proficiency in selecting, integrating, and applying appropriate concepts from social and behavioral science and adult education, formulating and implementing approaches to leadership challenges, concepts, and practices. The Foundation Academy provides a systems approach to transformational leadership and is dedicated to long-term, positive change. It is designed to be inclusive and focus on leadership at all levels in the organization, creating a dialogue that leads to discovery, new knowledge, innovation, and insight.The Academy training is built upon a foundation of leadership research, theory, competencies, and best practices. Training occurs over time, developing leaders with measured outcomes. Leaders are mentored and coached during their Academy year and provided with ongoing personal and electronic conversations, keeping leaders connected to each other and the Academy.
The Foundation Academy provides a solid basis of leadership theory, tips, tools, and practical skills all intended to facilitate the success of the NEW and/or EMERGING leader. As new and/or emerging leaders, Foundation Academy participants engage in opportunities for building leadership capacity, gaining useful knowledge, perspectives, and understandings about themselves and their leadership environment. This program is designed to facilitate personal and professional growth, drawing from theoretical and practical experiences in order to help participants find their voice and build confidence.
Program participants include, but are not limited to, the Program Chair, Director, Department Leader, Administrative Leader, Student Service and Human Resource Leader, Associate Dean, Dean, Associate Vice President, or Vice President.
The Academy for Foundation Leadership is limited to 60 participants per program.
As new and emerging leaders, Foundation Academy participants engage in a journey of self-discovery and development that builds on two key themes: “Know yourself” and “Know your world”. Based on the concept of training over time, participants utilize knowledge and insight about themselves to expand case studies and discussions relevant to the demands placed on higher education and organizational leaders. Each session integrates theoretical leadership concepts and practical experiences, allowing participants to thoroughly understand, internalize, and apply leadership models and competencies.
Four basic criteria are incorporated in both the design and delivery of the Foundation Academy:
Outcomes of the Foundation Academy include:
Academy facilitators and participants build a sense of commitment and community by developing shared images of the future they seek to create, as well as guiding principles and practices that are needed to achieve that future.
Academy facilitators are subject matter experts and practitioners in the field of higher education and leadership. They work to establish a good foundation of knowledge in both areas in order to aid participant growth and development.
Guest speakers may be added to help contextualize the discussion and ensure participants gain perspective of the many issues being confronted by higher education and organizational leaders.The overall focus of the Foundation Academy is to establish a high quality, cost-effective leadership development program, empowering practitioners to better engage the world around them while feeling more confident exercising their leadership voice in an era of increasing challenge, uncertainty, and change.
The Foundation Academy consists of two, 5-day residential sessions, one year apart. These sessions are identified as Part 1 of 2, and Part 2 of 2. A yearlong practicum experience occurs between these training sessions, with support and guidance provided by Academy Facilitators, self-selected mentors, and an Academy liaison.
The Practicum includes:
Individualized Professional Development Plan (IPDP)
Participants develop and implement individualized action plans to address leadership topics and competencies covered in the first training session, Part 1. Participants expand their plan to include other leadership topics covered during the second training session, Part 2.
Mentoring and Coaching
After completing Part 1 of the Foundation Academy, participants self-select an internal and/or external mentor who will provide support, guidance, and feedback during the practicum year. A mentor selection form is submitted to the Academy, providing information about the chosen mentor.
Academy facilitators provide coaching and further guidance and support during the Foundation Academy. Participants also select a "Program Buddy" for peer support during their practicum experience.
Reflective Practice and Journaling
During the practicum experience, participants are encouraged to continually reflect on their leadership capacity and their IPDP. Reflection helps participants establish a benchmark journal of where they are now, determine what they have learned from their objectives and experiences, and what they will do as a transformative leader in the future.
Participants are encouraged to remain engaged in online discussions and webinars. Academy Facilitators are also available during these online connections.
Lifetime Academy Membership is available to all participants, providing an additional forum of collaboration and learning. Membership benefits include a broad spectrum of materials, publications, and events that further enhance leader skill sets, curiosity, and insight.
Several assessments are incorporated into the content and cost of the Foundation Academy, allowing participants useful knowledge and insights about themselves in their personal and leadership environments. In addition, a 360-degree evaluation tool is utilized, allowing participants to evaluate personal growth and development, as well as reflect on the information provided by supervisors and colleagues. With “pre” and “post” leadership survey instruments, these evaluations are measured over time.
The Academy partners with specific organizations for graduate-level credit, available for successful completion of Foundation Academy competencies. This aspect is limited to our specific partners, and their specific programs associated for graduate credit.
Academy Certificate of Completion
With completion of the Foundation Academy, each graduate is recognized with a framed “Certificate of Completion” and a Foundation Academy pin, celebrating his/her efforts and successful attainment of the Foundation Program competencies.
This Academy Program includes two residential sessions, approximately one year apart.
Total Academy Program Cost: $3,700.00* (USD)
Session Part 1: $2,800.00* (USD)
Food and Administrative Costs:
Session Part 2 - $ 900.00* (USD)
Food and Administrative Costs:
*Costs listed above are approximates, dependent upon location, venue, and food packages.
• Additional costs for travel, lodging, and food (outside of package) are the responsibility of each participant.
• Customized Academy schedules have different costs associated with each program.
This Academy Program includes two online sessions, approximately one year apart.
Total Academy Program Cost: $2,600.00* (USD)
Session Part 1: $1,800.00* (USD)
Session Part 2 - $900.00* (USD)
*Costs listed above are approximates
PART 1, Residential Session Topics
PART 2, Residential Session Topics
The Foundation Academy Competencies are aligned with the Competencies for Community College Leaders developed by the American Association of Community Colleges and the Association of Canadian Community Colleges.
1. Be a competent, thoughtful, and introspective leader who values the talents and strengths of self and others
2. Clarify values through a personal and professional mission statement
3. Manage the multiple roles and responsibilities of post-secondary leadership
4. Appreciate, respect, value, and work effectively with others by understanding behavioral styles
5. Value and maximize strengths for engagement and performance excellence
6. Engage in reflective practice and journaling
7. Be a compassionate and conscientious communicator capable of building and sustaining relationships for individual and organizational success
8. Use effective and principle-centered communication
9. Be inclusive by appreciating, respecting, and valuing diversity
10. Build and maintain effective relationships and work team
11. Manage individual and team performance by appropriate delegation
12. Integrate recognition and celebration into the culture of teams and the organization
13. Be a thoughtful and diligent manager of talent who develops, coaches, and mentors others for individual, team, and organizational success
14. Differentiate and develop talent and skill in roles and responsibilities as a leader and manager
15. Develop and effectively lead high performance teams and work groups
16. Effectively mentor, coach, and develop talent
17. Resolve and manage conflict productively
18. Understand and utilize clear and effective practices for hiring for excellence
19. Orient and retain employees and staff through effective management
20. Develop employees and staff through succession planning and professional development opportunities
21. Develop inclusive strategic plans for effectively managing and leading part-time staff
22. Be a studied, strategic, forward-thinking, and innovative leader who creates success through excellence in transformational leadership
23. Investigate and employ contemporary research and theory into organizational excellence and best practices in management and leadership
24. Develop and implement planning processes for strategic planning, scenario thinking, and disciplined decision making
25. Dissect processes and strategies for successfully implementing and managing change
26. Explore and develop specific constructs and behaviors of transformational leadership
The Chair Academy has formed partnerships to offer participants the opportunity to earn credits toward a graduate degree. With successful completion of the Academy Program, see the options available for continued education.
Graduates of the Chair Academy, who are accepted into the RRU Masters of Arts in Higher Education Administration and Leadership (MAHEAL) program, can be granted credit completion for MA HEAL 530: Leading Educational Change in Higher Education Environments, should they make application to do so. The course carries a value of 3 credits. The course credit is not transferable to any other course within the MAHEAL program and applies exclusively to the MAHEAL program
Three (3) credits are offered through Royal Roads University
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