Individual Development Plan

Presented in 
partial fulfillment 
of the requirements for the 
Leadership Program 
Andrews University 
School of Education

VISION STATEMENT

Who am I?

In some fashion this question surfaces throughout the transitions of life--birth, school milestones, marriage, work opportunities, mid-life crisis, career changes, and yes, embarking upon doctoral education. The answer comes quickly and easily when engaged in everyday conversation, for I describe the roles I fill, such as wife, mother, daughter, sister, church board member, educational administrator, committee chair, friend, boss, volunteer, and student. But honestly answering the question, "Who am I?" requires that I examine the personality and qualities of character that accompany me as I fulfill each of the roles in my life. Who is <student name>, the person? Let me introduce you.

I am

What I want to be

Since my high school years, I have been recognized by others as a quiet leader. Though not the extrovert of my peer group, friends and teachers would seek my opinions and would encourage me to accept increasing levels of responsibility in my school and church community. After leaving high school, as I became part of a larger community, I felt shy and self-conscious. I intentionally pulled away from responsibilities other than my studies during my college and graduate school years. Toward the end of graduate school I found myself once again seeking greater independence in my work and an opportunity to make a difference by pursuing a teaching career.

Several years later I accepted my first management position and have filled many leadership roles within the past ten years. I love the diversity and challenge of my work. But sometimes when problems close in, I fantasize about not wearing the mantle of leadership. However, being a leader, like being a Christian, is not something that one puts on and takes off. Leadership becomes a part of who I am, the way I think, how I view life and how I approach relationships. While I have been successful in leading, evidenced by affirmations of others and by receiving increasing levels of responsibility and opportunities to serve, one never "arrives." Similar to the process of becoming educated, the more I understand about leading, the greater my need for improvement. So I want to become a better leader.

What is a Leader?

A problem or an opportunity is fertile ground for a leader to emerge, for a leader identifies the key issues and becomes an agent for positive change. A leader helps make the world a better place by doing something constructive, rather than criticizing. Leadership may be high-powered and visible, like the leadership seen in the international arena. While this type of leadership has its place, leadership occurring at the places where we live, at our homes, schools, churches, and places of work, affects the life blood of our country and of our world.

Leaders make a positive difference in the life of an individual, such as a young mother nurturing and guiding her children. They make a positive difference in a community, like the volunteer who organizes resources for the needy and homeless. They make a difference in a nation as they work for justice and equality within your neighborhood and mine.

As needs change, different leadership roles (and individuals to fill them) emerge. Being a leader depends on vision and commitment, not on academic degrees and one's social position. Probably no two leaders approach leadership in exactly the same way. Cookbook recipes for leadership do not exist, for leadership is a function of our personhood. However, qualities of leaders can be described:

A Leader is Honest.

Leader knows that actions mean more than words. Leading by example, leaders demonstrate what is important and what motivates their leadership by how they spend their time, what priorities govern their agenda, what questions they ask, what people they see and how they approach problems and challenges. Not mythical heroes, leaders do real work, live by the rules expected of others, and encourage others to do the same.

"Sometimes when I consider what tremendous consequences come from little things...I am tempted to think...there are no little things."
                       
--Bruce Barton

As authentic people, leaders are aware of the internal struggle they face as they lead. Sometimes the struggle confronts one’s motivations for leading by asking "Are you really functioning from a desire to help others or a desire for the things that leadership gives you?" Some struggles find their voice in seeking ways to make dreams a reality and in conquering fears and insecurities. In the end, the leader's greatest joy comes from serving others.

Honest leaders keep their word and their commitments; they are guided by convictions and are predictable. Leaders understand that everyday choices can eventually contribute to eternal destiny. Leaders hold a realistic view of their capabilities and contributions and do not possess an exaggerated sense of self-importance.

A Leader is Competent.

Competency arises not only from technical areas of expertise, but even more from intellectual, relational and spiritual capabilities. Intellectual capabilities, such as the ability to plan, organize and prioritize life around those things that we value and wish to attain, are expected in a leader. Such a leader also takes effective action, understanding the importance of appropriate timing and readiness.

"I see my work with people as my greatest joy, my greatest gift, and my greatest accomplishment."
                    --Laurie Beth Jones

Relational abilities, demonstrated consistently and sincerely, distinguish leaders who are truly loved by those they lead. Relationally competent leaders seek win-win solutions because they value others. They understand their own responsibilities and allow others to be responsible for their own feelings and actions. Leaders endeavor to know and understand by listening to and empathizing with others. They communicate openly and effectively, revealing their genuine affection for others. They convey a sense of humor and an ability to laugh at themselves.

Spiritual maturity provides an inner peace and internal self-actualization for the leader. Such leaders understand and accept the human condition. They tolerate human imperfection and convey a love that becomes increasingly inclusive, rather than exclusive. They reason by stories and life experiences, not just by facts, for people and situations are seen within a context. Such leaders recognize their dependency on God, who granted them the gift of choice, and their interdependency with others. They are mature enough to hold things in tension without having to categorize and pigeon-hole. They can live with contradictions and mysteries without losing direction.

A Leader Looks to the Future.

"Believe the best about people and if you're wrong, remember this--you've only erred on the side of love."
                        --Robert Schuller

Such leaders consciously approach life, problems and challenges from a positive position. They seek and discover the "silver linings" when the situation looks bleak. New ideas and change are a friend for leaders to warmly embrace rather than to fear because they are grounded in strong principle rather than in feelings. Leaders choose to be hopeful and to focus their attention and energy to those people, circumstances and events that are within their circle of influence. They see promise and possibilities in situations, events, and most importantly, people. They choose to believe the best about others, and look at them through eyes of love. Leaders are encouragers, not critics.

As makers of meanings, leaders appreciate the present moment, even moments of chaos and ambiguity, and connect it intentionally and decidedly to the future. Because leaders have meaning and purpose in life, they are able to clearly state and restate goals and plans which instill purpose and direction for those they lead.

"To have integrity, the individual cannot merely be a weathervane turning briskly with every doctrinal wind that blows. The individual must possess key loyalties and key convictions which can serve as a basis of judgment and a standard of action."
                       -- John Studebaker

A Leader Inspires.

Leaders possess passion, enthusiasm and confidence in the validity of the goal. Their personal conviction, coupled with an ability to communicate the vision in ways that others understand and embrace, keep them engaged over the long haul, even when faced with discouragement and set backs. They stand up for their belief, while still remaining open, accessible and approachable to others. As credibility heightens, leaders become increasingly able to persuade by their presence. Others seek the opinions of the leader, yet possess greater confidence in their own ideas because they have been positively challenged, nurtured and developed through their association together.

"The main thing in life is to keep the main thing the main thing."
                              -- Stephen Covey

Leaders’ keen personal self-awareness signal when they themselves are in need of renewal of their mind, body, soul and spirit. They take the necessary time to withdraw from others to reorient themselves with their mission and values in life. To do this requires that they prioritize and practice systematic neglect of those things that are non-essential.

Leader also know how to follow. Having walked in the shoes of leadership, they understand the struggles of other leaders and treat them with kindness and understanding. They desire, even insist on, being lead by another leader who is motivated by love and commitment to service. They submit authority to other people, as appropriate. Ultimately, Christ is their model for leadership.

"I am only one, but I am one; I cannot do everything, but I can do something; What I can do, I ought to do; And what I ought to do, by the grace of God I will do."
                 
-- Unknown

How does this relate to me?

The leader described above rarely, if ever, lives in human flesh. Through my own efforts I am incapable of reaching such an ideal, but with Divine wisdom and power I can authentically be this kind of leader more consistently and completely. I desire this for my life.


COMPETENCY DEVELOPMENT

Leadership Competency #1a: An effective teacher / instructor with skills in using, evaluating, and adapting instructional materials.

Competency Goal

Become effective in using, evaluating and adapting instructional materials within the organizational setting, specifically in the area of problem-based learning.

Past Experience

 

Portfolio Documentation

     

Taught psychiatric nursing for 2.5 years. Selected objectives, content and texts. Organized syllabi, learning experiences, and evaluation methods.

 

"Teacher of the Year Award" from students in the LLU School of Nursing.

     

Assistant Leader in various Sabbath School divisions for 8 years.

 

Sample Sabbath School program outlines.

     

Evaluated teaching of nursing faculty within nursing department.

 

Statement from supervisor attesting to activity.

     

Plan of Action

Refer to the following projects for plan of action and portfolio documentation:

Personal Growth
Problem-Based Learning
The Well-Read PhD

Leadership Competency #1b: An effective teacher / instructor with skills in instructional management to accommodate individual variability.

Competency Goal

Demonstrate skill in assessing individual employee learning needs and adapting personal coaching to their needs.

Past Experience

 

Portfolio Documentation

     

Taught clinical psychiatric nursing for 2.5 years.

 

“Teacher of the Year” Award from junior level students in the LLU School of Nursing.

     

Mentored/coached nursing faculty in dealing with individual students who experienced difficulty in meeting course requirements.

 

Statements from faculty giving evidence of understanding instructional management process.

     

Plan of Action

Refer to the following projects for plan of action and portfolio documentation:

Assessing, Mentoring, Coaching, Communicating
Personal Growth
Problem-Based Learning
The Well-Read PhD

Leadership Competency #1c: An effective teacher / instructor with skills in instructional strategies.

Competency Goal

Demonstrate skill in using different instructional strategies, particularly as they relate to problem-based learning, with faculty and staff adult learners in an organizational setting.

Past Experience

 

Portfolio Documentation

     

Taught psychiatric nursing for 2.5 years. Selected objectives, content and texts. Organized syllabi, learning experiences, and evaluation methods.

 

"Teacher of the Year Award" from students in the LLU School of Nursing.

     

Assistant Leader in various Sabbath School divisions for 8 years.

 

Sample Sabbath School program outlines.

     

Plan of Action

Refer to the following projects for plan of action and portfolio documentation:

Assessing, Mentoring, Coaching and Communicating
Personal Growth
Problem-Based Learning
The Well-Read PhD

Leadership Competency #2a: A dynamic change agent with skills in planning and implementing change.

Competency Goal

Demonstrate skill in planning, implementing and evaluating the strategic planning process and in taking the lead role in major organizational change.

Past Experience

 

Portfolio Documentation

     

Chair of college Wage and Benefits Committee that provided change recommendations to faculty, administration and Board of Trustees.

 

Testimonial from college president regarding my role as chair in planning and implementing the change. Summary of presentation to faculty and Board of Trustees re: recommendations for change.

     

Led process for evaluating viability of an evening nursing program. Made recommendations for discontinuing program and planned strategies for implementing change.

 

Copy of proposal to discontinue program presented to nursing faculty, college administration, and Academic Affairs. Summary of the communication of change to parties affected by change.

     

Facilitated development of a new nursing curriculum from inception to approval by college Academic Affairs Committee. Communication of plan to approving bodies and constituent groups.

 

Meeting minutes reflecting process of developing faculty commitment to change. Copy of goals, time line for change and communication plan.

     

Participant in strategic planning process for college.

 

Meeting minutes and strategic planning documents giving evidence of participation.

     

Plan of Action

Refer to the following projects for plan of action and portfolio documentation:

Baccalaureate Degree
New Leadership Role
Personal Growth
Strategic Planning

Leadership Competency #2b: A dynamic change agent with skills in developing human resources.

Competency Goal

Improve the skill and expertise of faculty and staff within the college, using my role as administrator.

Past Experience

 

Portfolio Documentation

     

Mentored a graduate student practicum experience in nursing administration.

 

Letter of appreciation from the student’s faculty advisor.

     

Developed the abilities of subordinates during my 9+ years experience in middle management positions.

 

Leadership opinion surveys from subordinates. Expert testimony from supervisor(s).

     

Planned and implemented the annual faculty pre-session experience.

 

Agenda and minutes of pre-session events. Reflection on the purpose of pre-session and analysis of the event.

     

Planned and received approval from KMC Nursing Education to provide two nursing faculty workshop(s).

 

Documents granting approval for and evaluation of workshop(s).

     

Plan of Action

Refer to the following projects for plan of action and portfolio documentation:

Assessing, Mentoring, Coaching and Communicating
Baccalaureate Degree
New Leadership Role
Personal Growth
Strategic Planning

Leadership Competency #2c: A dynamic change agent with skills in public relations.

Competency Goal

Understand the elements of an effective marketing plan for at least two professional programs at KCMA.

Past Experience

 

Portfolio Documentation

     

Chaired a taskforce designed to improve recruitment of nursing assistants, and ultimately registered nurses, to KMC. Process included conducting analysis of situation, survey of nurse managers and nursing students, and development of various activities and events to improve nursing recruitment.

 

Relevant documents of recruitment processes and events. Expert testimonial from Vice-President for Nursing.

     

Planned a workshop for nursing managers entitled "Interviewing Skills: Communicating/Marketing Nursing on Your KMC Nursing Unit," in response to challenges of recruiting nurses to the institution (1989).

 

Personal notes, documents and workshop outline.

     

Prepared, in collaboration with faculty, revisions of Academic Bulletins (1990, 1992, 1994) for nursing department. Chaired sub-committee for making major revisions "Education" section of Bulletin for 1994.

 

Copies of relevant sections of the Academic Bulletins, 1990, 1992, 1994. Expert testimonial from Academic Dean.

     

Created text and consulted with College Relations for nursing promotional brochures.

 

Sample copies of nursing promotional brochures.

     

Assisted faculty in the planning and presided at annual nursing ceremonies (Nursing Dedication and Nursing Pinning). Ceremonies are attended by family and friends of students and by members of the community.

 

Sample copies of program brochures.

     

Expert witness testimonial from College President Chaired Nursing Advisory Committee for 6 years. [This committee is comprised primarily of nurses from various community agencies. Members provide input to the Nursing Division for curricular and planning issues.]

 

Sample copies of meeting minutes. Expert witness testimonial from Academic Dean.

     

Facilitated annual meetings between teaching faculty and staff at clinical agencies where KCMA has affiliations.

 

Expert witness testimonial from Clinical Coordinator.

     

Plan of Action

Refer to the following projects for plan of action and portfolio documentation:

Baccalaureate Degree
Public Relations, Marketing and Recruitment
Strategic Planning

Leadership Competency #3a: An effective organizer with skills in organizational development.

Competency Goal

Facilitate, implement and evaluate improvement to organizational processes for KCMA, specifically in various areas of Student Services. Lead overall process of college strategic planning for KCMA. Chair task force responsible for strategic planning goal of “Market Responsive Programming.”

Past Experience

 

Portfolio Documentation

     

Chaired sub-committee to create organizational section of the Faculty Handbook.

 

Provide "before" and "after" copies of the organizational sections of KCMA's Faculty Handbook.

     

Co-chaired an interdisciplinary committee on cross training for KMC and developed recommendations.

 

Copy of recommendations to KMC executive team. Expert witness testimonials from College President and Co-chair.

     

Created at least six job descriptions for various administrative, faculty and staff positions within the college.

 

Copies of job descriptions.

     

Planned and presided during site visit from Ohio Board of Nursing for the purpose of determining continuing program approval.

 

Agenda from visit. Documentation of approval granted. Expert witness testimonial from Academic Dean.

     

Organized the involvement of faculty in the process of writing the self-study for re-accreditation by the National League for Nursing. Wrote multiple sections and edited manuscript. Planned and presided during site visit from NLN program evaluators.

 

Relevant meeting minutes. Self-study manuscript. Agenda from visit. Re-accreditation approval report from NLN. Expert witness testimonial from Academic Dean.

     

Participated in development of mission/vision/values for KMC. Facilitated the development of the mission statement within the KCMA nursing department.

 

Relevant meeting minutes and documents.

     

Participated in the college strategic planning process since 1990.

   
     

Relevant meeting minutes and documents.

   
     

Plan of Action

Refer to the following projects for plan of action and portfolio documentation:

Baccalaureate Degree
New Leadership Role
Public Relations, Marketing and Recruitment
Strategic Planning

Leadership Competency #3b: An effective organizer with skills in allocating resources.

Competency Goal

Be skilled in allocating resources within my work environment and in allocating my own personal resources of money, time and activity.

Past Experience

 

Portfolio Documentation

     

Annual budget preparation and monitoring of two million dollar budget for nursing department.

 

Expert witness testimonial from Academic Dean and College President regarding my ability to prepare and manage nursing budget.

     

Chaired faculty committee to develop faculty workload measurement.

 

Meeting minutes. Written summary of committee recommendations, problems, and challenges.

     

Annual preparation of faculty assignments.

 

Samples of assignment worksheets with a written summary of the application to the budget process.

     

Preparation of FTE allocations for new nursing curriculum.

 

Summary of FTE allocation plan.

     

Plan of Action

Refer to the following projects for plan of action and portfolio documentation:

Baccalaureate Degree
New Leadership Role
Personal Growth
Public Relations, Marketing and Recruitment
Strategic Planning

Leadership Competency #3c: An effective organizer with skills in interpreting laws, regulations, and policies.

Competency Goal

Demonstrate a working knowledge of laws, regulations, and policies impacting health care education.

Past Experience

 

Portfolio Documentation

     

Wrote several institutional policies, collaborating with affected departments as needed. Communicated policies to user groups. Student Experience Policy for KMC Educational Assistance Policy for KMC Substance Abuse Policy for KCMA (to comply with Federal Registry guidelines) Bloodborne Pathogen Policy for KCMA (based on CDC guidelines) Statements on disability for KCMA students (responding to ADA laws)

 

Copies of policies developed.

     

Facilitated major revisions of departmental policies. Interpreted policies to students, nursing faculty, and administration.

 

Copy of departmental policy manual. Testimonials from nursing faculty and Academic Dean about effectiveness in interpreting policies.

     

Interpreted State Rules from the Ohio Board of Nursing with sufficient clarity to receive approval during site visit in 1993, approvals following submission of annual report to the Board, and to provide graduates with necessary information/documentation to be eligible for NCLEX examination.

 

Evidence of annual approvals for past 3 years. Testimonial from staff member who implements State Board licensure regulations with graduates.

     

Plan of Action

Refer to the following projects for plan of action and portfolio documentation:

Baccalaureate Degree
New Leadership Role
The Well-Read PhD

Leadership Competency #4a: A collaborative consultant with skills in effective communication.

Competency Goal

Demonstrate skills in creative writing and in public speaking.

Past Experience

 

Portfolio Documentation

     

Completion of MS in psychiatric nursing, which had emphasis on interpersonal and group communication. Specific courses included: NRSG 572, Psychiatric Nursing, 13 qtr. units PSCH 561, Counseling Theories and Techniques, 4 qtr. units PSCH 563, Group Process, Theory & Process, 4 qtr. units

 

Transcript from LLU.

     

Experienced and skilled in technical writing.

 

Samples of technical writing, such as letters, memos, policies, reports, proposals.

     

Taught basic communication to nursing students for 2.5 years.

 

"Teacher of the Year" Award from junior level students in LLU School of Nursing.

     

Demonstrated effective interpersonal communication with faculty, staff, students, administration during past seven years.

 

Testimonials from administration and co-workers. Evaluation of communication skills by subordinates and superiors through Empowerment Mirror survey.

     

Plan of Action

Refer to the following projects for plan of action and portfolio documentation:

Assessing, Mentoring, Coaching and Communicating
Baccalaureate Degree
New Leadership Role
Public Relations, Marketing and Recruitment
Strategic Planning
The Well-Read PhD

Leadership Competency #4b: A collaborative consultant with skills in evaluation and assessment.

Competency Goal

Evaluate and assess systems effectiveness within work areas of responsibility and within personal areas of growth.

Past Experience

 

Portfolio Documentation

     

Attended program evaluator workshop sponsored by National League for Nursing, with the goal of being selected as an NLN program evaluator.

 

Workshop attendance certificate and letter of acceptance as program evaluator.

     

Wrote major sections and edited self-study for re-accreditation of nursing program. Process included assessment of nursing program in relation to 24 criteria, summative program evaluation based on outcome criteria and analysis of strengths and weaknesses.

 

Self-study document.

     

Assessed evening nursing program for viability, noting financial, applicant trends and programmatic factors.

 

Analysis of data, with recommendation to administration and faculty.

     

Attendance at national conference about faculty evaluation gave rise to development of faculty evaluation tool, working in collaboration with the Academic Dean and Director of General Education.

 

Evidence of workshop attendance. Faculty evaluation tool that was created. Written analysis of the effectiveness of the tool.

     

Plan of Action

Refer to the following projects for plan of action and portfolio documentation:

Assessing, Mentoring, Coaching, and Communicating
Baccalaureate Degree
New Leadership Role
Personal Growth
Problem-Based Learning
Public Relations, Marketing and Recruitment
Strategic Planning

Leadership Competency #4c: A collaborative consultant with skills in problem-solving and decision-making.

Competency Goal

Be recognized as a collaborative consultant in broad scope of KCMA operations.

Past Experience

 

Portfolio Documentation

     

Demonstrated skills in conflict resolution with faculty and/or students.

 

Memos and reflections giving evidence of at least two situations which required problem-solving and decision-making skills.

     

Eight years experience in middle management positions.

 

Testimonials from supervisors which reflect excellent problem-solving and decision-making skills.

     

Initiated and facilitated the process of curriculum analysis, with identification of key problem areas. Collaborated with nursing faculty, advisory committee, college faculty and staff to develop curriculum model which addresses key problems areas. Determined time line with necessary modifications, and fostered timely decision-making without impacting program quality.

 

Relevant meeting minutes. Expert testimonial from Academic Dean.

     

Plan of Action

Refer to the following projects for plan of action and portfolio documentation:

Baccalaureate Degree
New Leadership Role
Public Relations, Marketing, Recruiting
Strategic Planning

Leadership Competency #5a: A reflective researcher with skills in reading and evaluating research.

Competency Goal

Demonstrate ease and skill in reading and evaluating 90% of the most common types of research, with ability to understand and use vocabulary appropriate to scholarly research.

Past Experience

 

Portfolio Documentation

     

Graduate level course in general research methods. GRAD 501, General Research Methods/Methodology

 

Transcript review from LLU.

     

Satisfactory completion of Research Thesis in Psychiatric Nursing.

 

Transcript review from LLU.

     

Plan of Action

Refer to the following project for plan of action and portfolio documentation:

Problem-Based Learning
Research

Leadership Competency #5b: A reflective researcher with skills in conducting research.

Competency Goal

Demonstrate skill in conducting at least two research projects using both a quantitative and qualitative approach.

Past Experience

 

Portfolio Documentation

     

Completion of research thesis for master's degree in nursing, NRSG 695, Research Thesis in Psychiatric Nursing.

 

Copy of thesis (provided with application) and LLU transcript.

     

Plan of Action

Refer to the following projects for plan of action and portfolio documentation:

Research

Leadership Competency #5c: A reflective researcher with skills in reporting research.

Competency Goal

Utilize at least three different methods in reporting research.

Past Experience

 

Portfolio Documentation

     

Successful oral examination of master's thesis.

 

Transcript from LLU indicates "S" grade on research thesis.

     

Plan of Action

Refer to the following projects for plan of action and portfolio documentation:

Research

Leadership Competency #6a: A competent scholar with a working knowledge of educational foundations.

Competency Goal

Demonstrate working knowledge of educational foundations from the perspectives of philosophy, history and integration of faith and learning.

Past Experience

 

Portfolio Documentation

     

Course in Introduction to Spiritual Care at graduate level. Courses in religion and philosophy at undergraduate level.

 

Transcript documentation from graduate and undergraduate studies.

     

Plan of Action

This competency will be fulfilled by successful completion of EDUC 756, Advanced Studies in Educational Foundations, 2 hours.

Leadership Competency #6b: A competent scholar with a working knowledge of theories of learning and human development.

Competency Goal

Demonstrate a working knowledge of the psychology of learning and instruction, developmental psychology and principles of behavior.

Past Experience

 

Portfolio Documentation

     

Graduate courses in EDCI 515, Curriculum Development in Higher Education NRSG 507, Concept and Theory Development in Nursing: Counseling Theories and Techniques. PSY 460, Psychology of Abnormal Behavior

 

Transcript document from LLU.

     

Undergraduate courses in PSY 111, General Psychology PSY 251, Human Growth and Development

 

Transcript document from KCMA and AU.

     

Plan of Action

This competency will be fulfilled by successful completion of EDUC 689, Learning Theories Applied, 2 hours.

Leadership Competency #6c: A competent scholar with a working knowledge of theories of leadership and management.

Competency Goal

Demonstrate a working knowledge of theories of leadership and management.

Past Experience

 

Portfolio Documentation

     

Graduate courses in nursing leadership. NSG 544 Nursing Leadership NSG 545 Practicum in Nursing Leadership

 

Transcript from LLU

     

Eleven years experience in nursing leadership positions, 8 in nursing education and 3 in nursing service.

 

Testimonials from supervisors.

     

Completion of one year residency (1985) in nursing administration at KMC. Residency included practical experience in understanding leadership and management of every department within KMC, reading current leadership texts, attending conferences, and participating in leadership projects assigned by faculty mentor.

 

Certificate of completion of residency program.

     

Plan of Action

Refer to the following projects for plan of action and portfolio documentation:

Assessing, Mentoring, Coaching and Communicating
New Leadership Role
Strategic Planning
The Well-Read PhD

Leadership Competency #6d: A competent scholar with a working knowledge of social systems, including family dynamics, political issues and bureaucratic structures.

Competency Goal

Demonstrate a working knowledge of social systems, including family dynamics, political issues and bureaucratic structures.

Past Experience

 

Portfolio Documentation

     

Graduate courses in nursing leadership. NSG 544, Nursing Leadership NSG 545, Practicum in Nursing Leadership NRSG 577, Family Systems Theory

 

Transcript from LLU.

     

Eleven years experience in nursing leadership positions, 8 in nursing education and 3 in nursing service.

 

Testimonials from supervisors.

     

Completion of one year residency (1985) in nursing administration at KMC. Residency included practical experience in understanding bureaucratic structures impacting leadership and management of every department within KMC, reading current leadership texts, attending conferences, and participating in leadership projects assigned by faculty mentor.

 

Certificate of completion of residency program.

     

Plan of Action

Refer to the following project for plan of action and portfolio documentation:

The Well-Read PhD

Leadership Competency #6e: A competent scholar with a working knowledge of educational technology and its application.

Competency Goal

Demonstrate a working knowledge of software programs utilized in education.

Past Experience

 

Portfolio Documentation

     

Working knowledge of word processing software, specifically Word Perfect.

 

Approved IDP.

     

Plan of Action

Refer to the following projects for plan of action and portfolio documentation:

Assessing, Mentoring, Coaching, and Communicating
New Leadership Role
Personal Growth
Research

This competency will also be fulfilled by successful completion of EDUC 689, Educational Technologies, 3 hours.


INDIVIDUAL
DEVELOPMENT
PLAN
PROJECTS

ASSESSING, MENTORING,

COACHING, COMMUNICATING

 

Perhaps as an outgrowth of my personality (a Myers-Briggs “ISFJ”), I prefer to demonstrate my leadership abilities in one-to-one relationships and small group settings. Skills in teaching, human resource development and consulting thus evidence themselves through individuals as we work closely together in an ongoing manner or in time-limited task functions. I endeavor to both maximize this aspect of my leadership ability that I believe I already do effectively, and also expand my abilities in communication within larger forums and through electronic mediums.

Plan of Action

 

Portfolio Documentation

     

1. Relate the mentoring/coaching process to teaching and instruction.

 

Summary paper

     

2. Mentor/coach the Interim Nursing Director in understanding new role and facilitate problem-solving in areas she determines relevant.

 

Statement from Interim Nursing Director of effectiveness in mentoring/coaching.

     

3. Mentor/coach direct reports in roles. Assess individual learning needs and determine effective methods of facilitating further learning based on individual needs.

 

Analysis of effectiveness in mentoring/coaching role from President and through Leadership evaluation instrument.

     

4. Participate in 4-day “Dynamic Communicators” workshop for more effective communication and public speaking.

 

Evidence of improved communication abilities, particularly public speaking, as determined by workshop facilitators.

     

5. Serve as a program evaluator for National League for Nursing, interpreting NLN criteria to faculty, students, administrators within other colleges.

 

Testimonial from fellow program evaluator(s). Evaluation from faculty and administrators of program(s) where I have been a site visitor.

     

6. Demonstrate ability to communicate through Internet.  Electronic network dialog.

   
     
7. Attend week-long Leadership Facilitator Training workshop, sponsored by Kettering Medical Center. Documented workshop attendance, with evaluation of hands-on teaching practice.
8. Conduct at least 3 Leadership Training in-services. Expert evaluation. Evaluation by attendees
9. Conduct in-service on how to use one educational technology method, i.e. PowerPoint, Datatel, etc. Evaluation by attendees.

Competencies Addressed by Assessing, Mentoring, Coaching, Communicating

1a

An effective teacher/instructor with skills in using, evaluating and adapting instructional materials. [7, 8, 9]

1b

An effective teacher/instructor with skills in instructional management to accommodate individual variability. [1, 2, 3, 7, 8, 9]

1c

An effective teacher/instructor with skills in instructional strategies. [1, 3, 7]

2b

A dynamic change agent with skills in developing human resources. [2, 3]

4a

A collaborative consultant with skills in effective communication. [1, 2, 3, 4, 5, 6]

4b

A collaborative consultant with skills in evaluation and assessment. [3, 5]

6c

A competent scholar with working knowledge of theories of leadership and management. [2, 3, 5]

6e

A competent scholar with a working knowledge of educational technology and its application. [6]

BACCALAUREATE DEGREE

In 1994-1995 a strategic plan for Kettering College of Medical Arts was developed that encompassed three primary goals for the 1995-1996 academic year, as well as secondary goals to be accomplished at a later time. One of the three primary goals, “Market Responsive Programming,” included the exploration and development of a baccalaureate program at KCMA to meet the needs of allied health professionals within our community. In June, 1995 I was appointed the new Dean of Student and Support Services for KCMA and became responsible for chairing the “Baccalaureate Taskforce.” This taskforce became the group of individuals who championed the movement of our two-year college to baccalaureate status.

Plan of Action

1. Form cohesive, productive working team through the process of chairing the taskforce.

 

Portfolio Documentation

Evaluation by taskforce members.    

2. Develop needs assessment to include students, alumni and employers. Needs survey and analysis.
3. Develop project time line, activities, and assignments. Time line.
4. Develop curriculum for proposed baccalaureate program, with input from faculty, consultants, advisory council and external approving bodies. Copy of curriculum proposal. Letters of support from project consultants. Program approval granted by Ohio Board of Regents and North Central Association.
5. Develop financial feasibility analysis, including projected revenues, expenses and enrollment targets. Financial summary and enrollment projections.
6. Facilitate communication about the project among various stakeholders---faculty, administration, consultants, advisory council, KCMA Board of Trustees and external approving bodies. Meeting minutes. Testimonials from college Administration. Personal reflections about role in process. Evaluation of role by taskforce members.
7. Develop marketing/recruitment strategies for new program, to be implemented after approvals from Ohio Board of Regents and North Central Association. Marketing plan Advertisement for BS program BS-specific recruitment materials, i.e. data sheets
     

Summary of role with evaluation from Director of College Relations.

   
     

Competencies Addressed by the Baccalaureate Project

2a

A dynamic change agent with skills in planning and implementing change. [1, 2, 3, 4, 5, 6, 7]

2b

A dynamic change agent with skills in developing human resources. [1, 4]

2c

A dynamic change agent with skills in public relations. [6, 7]

   

3a

An effective organizer with skills in organizational development. [1, 2, 3, 4, 5, 6, 7]

3b

An effective organizer with skills in allocating resources. [3, 5, 7]

3c

An effective organizer with skills in interpreting laws, regulations, and policies. [4]

   

4a

A collaborative consultant with skills in effective communication. [1, 2, 3, 4, 6, 7]

4b

A collaborative consultant with skills in evaluation and assessment. [1, 2, 3, 4, 5]

4c

A collaborative consultant with skills in problem-solving and decision-making. [1, 2, 3, 4, 5, 6, 7]

NEW LEADERSHIP ROLE

One month prior to beginning the Leadership PhD Program, I was appointed to a new position at our college--Dean of Student and Support Services. Previous to this appointment, I had served in two different middle-management positions at Kettering Medical Center for nine years as nursing director in both service and educational settings. This change represented not only an expansion of responsibility within an organization with its recognition of my role as “administrator,” but also a change from my career identification as a “nurse.” In this new role, I began supervision of diverse departments for which I had neither content expertise, nor specific educational training. The various activities within this heading relate to adaptation to my new position, to the people, to work processes, to new content and to expectations of others and myself.

Plan of Action

 

Portfolio Documentation

     

1. Prepare, implement and analyze budget for Student and Support Services for at least one fiscal year.

 

Reflection on the approved budget for one fiscal year compared with budget outcomes.

     

2. Understand the impact Student and Support Services budgets have on overall college budget and operations.

 

Expert opinions from President. Recommendations, with follow-up, for improvement in budget processes, information/data needs and/or resource allocations within the college.

     

3. Understand the relationship of enrollment management processes to college budget.

 

Expert opinion from President and others involved in enrollment management.

     

4. Assess working environment within Student and Support Services for resource allocation and systems effectiveness, specifically in the areas of secretarial/clerical supports, admissions, records, student finance, college relations and residence hall.

 

Reflect on the process of assessment and resulting recommendations; evaluate changes and challenges. Expert opinion from President.

     

5. Develop expertise in identifying problems and decision-making within new area of responsibility.

 

Expert opinion from President.

     

Three written examples of problem-solving processes which give evidence of sound decision-making capabilities.6. Be recognized as a knowledgeable administrator of KCMA by at least three sources external to Student and Support Services.

 

Testimonials from college administration and two other sources external to my departments. Reflective journal of a consultation experience provided to other departments.

     

7. Work with Student Services team to develop, implement and evaluate changes to the registration process.

 

Team meeting minutes. Reflection on group process. Evaluation by staff and students of the effectiveness of registration at KCMA.

     

8. Initiate, develop and evaluate planning process for Student and Support Services activities for one year.

 

Written plan. Team meeting minutes. Analysis by team members of process.

     

9. Attend workshop to acquire general background of laws/regulations affecting Student and Support Services, i.e. FERPA and financial regulations.

 

Documentation of workshop attendance. Examples of application of knowledge to new work area evidenced by discussions with faculty advisor.

     

10. Learn how to use the Datatel computer system for academic administration. 11. Identify areas of growth needed for leadership staff. Coach for increased effectiveness and reassess within 6-12 months.

 

Personal assessment and expert evaluation. Written summary. Expert opinion of President regarding leadership capabilities in developing human resources.

     

Competencies Addressed by New Leadership Position

2a

A dynamic change agent with skills in planning and implementing change. [4, 7, 8]

2b

A dynamic change agent with skills in developing human resources. [4, 5, 8, 11]

   

3a

An effective organizer with skills in organizational development. [1, 2, 3, 4, 5, 6, 7, 8, 11]

3b

An effective organizer with skills in allocating resources. [1, 2, 3, 4, 7, 8]

3c

An effective organizer with skills in interpreting laws, regulations and policies. [5, 9]

   

4a

A collaborative consultant with skills in effective communication. [2, 3, 6]

4b

A collaborative consultant with skills in evaluation and assessment. [1, 2, 3, 4, 5, 6, 7, 8, 10, 11]

4c

A collaborative consultant with skills in problem-solving and decision-making. [1, 2, 4, 5, 6, 7, 9, 11]

   

6c

A competent scholar with a working knowledge of theories of leadership and management. [4, 5, 6, 7, 8, 11]

6e

A competent scholar with a working knowledge of educational technology and its application. [10]

PERSONAL GROWTH

While all the activities encompassing the pursuit of a PhD in Leadership could apply under the area of “personal growth,” in this section I choose to focus on those activities that have a particular impact on my life outside of the work arena. Indeed, because of my “work-a-holic” tendencies, the need for personal growth carries significant relevance to whether I am ultimately successful in this adventure called “Life,” and certainly to my success as a leader.

Plan of Action

1. Assess family needs/opportunities using MAPPING process. Develop plan for addressing identified needs.

 

Portfolio Documentation

Plan developed from identified needs, with reassessment within one year.

     

2. Develop, implement and evaluate family financial planning and management.

 

Develop and allocate our family budget, demonstrated by computer analysis (Quicken) of variances over 6 month period. Include evidence of long-range financial planning.

     

3. Improve use of time to accomplish family goals.

 

Evaluate and summarize use of personal time for a two-week period. Determine areas of need and opportunities for making positive changes. Incorporate identified changes. Evidence the activity by personal reflection and by evaluations from family members.

     

4. Improve physical health and well-being.

 

Implement an ongoing, consistent exercise program. Summarize by personal reflection and exercise log for 3 month period of time. Reduce weight by 20 pounds and maintain for 12 months.

     

5. Enhance relationship with God, through development and implementation of plan for spiritual discipline.

   
     

Plan for spiritual discipline and accompanied documentation. Examples of activities may include log, journal, spiritual retreat, etc.

6. Relate above areas of personal growth to adult learning principles. Give evidence of how I have applied teaching and instruction to my personal growth, and how it demonstrates skills as an effective teacher/instructor.

 

Written analysis.

     

Competencies Addressed by Personal Growth

1a

An effective teacher/instructor with skills in using, evaluating and adapting instructional materials. [6]

1b

An effective teacher/instructor with skills in instructional management to accommodate individuals variability. [6]

1c

An effective teacher/instructor with skills in instructional strategies. [6]

   

2a

A dynamic change agent with skills in planning and implementing change. [1, 2, 3, 4, 5]

2b

A dynamic change agent with skills in developing human resources. [1, 3, 4, 5]

   

3b

An effective organizer with skills in allocating resources. [2, 3, 4]

   

4b

A collaborative consultant with skills in evaluation and assessment. [1, 2, 3, 4, 5, 6]

   

6e

A competent scholar with a working knowledge of educational technology and its application. [2]

PROBLEM-BASED LEARNING

Problem-based learning has gained an audience in recent years, though it does not represent a new method of teaching and learning. Health-care related disciplines, such as medicine, physical therapy and nursing, have devised curricula centered on this approach to learning. I have been impressed in my limited exposure to problem-based learning that it is a learning approach well suited to the adult learner. I am curious about its application to an organizational model. Can problem-based learning principles be used effectively in organizational settings to help employees become better learners and experience feelings of empowerment within their work? Can I be a more effective teacher/instructor as an administrator within my organization using instructional strategies and materials with individual employees?

Plan of Action

 

Portfolio Documentation

     

1. Conduct an overview of literature relevant to the topic of problem-based learning.

 

Written literature review.

     

2. Analyze applicability of instructional strategies and materials to the organizational setting.

 

Written summary. Discussion with faculty advisor.

     

3. Devise potential, specific research questions on the topic of problem-based learning in the organizational setting, using knowledge acquired through reading and discussion.

 

Research questions.

     

Competencies Addressed by Problem-Based Learning

1a

An effective teacher/instructor with skills in using, evaluating, and adapting instructional materials. [2]

1b

An effective teacher/instructor with skills in instructional management to accommodate individual variability. [2]

1c

An effective teacher/instructor with skills in instructional strategies. [2]

   

4b

A collaborative consultant with skills in evaluation and assessment. [3]

   

5a

A reflective researcher with skills in reading and evaluating research. [1, 3]

PUBLIC RELATIONS, MARKETING AND RECRUITMENT

As Dean of Student and Support Services, one of my areas of responsibility is the department of College Relations. This department has been in need of more personnel resources to meet recruitment challenges for at least the past two years. A few months after I became Dean of Students, College Relations also experienced a change of leadership in January, 1996. To become more effective in understanding and advocating for the needs of this department, and to personally develop a beginning level of competency in public relations, marketing and recruitment, a variety of activities are proposed.

Plan of Action

 

Portfolio Documentation

     

1. Attend 2-3 breakout sessions of AACRAO in 1996 specific to the subject of public relations, marketing or recruitment.

 

Brief reflections about my exposure to this new field, including the experience of being with other SDA recruiters and specific content of the sessions.

     

2. Do at least one recruitment visit for KCMA, including public speaking and individual contacts with prospects, prior to training with an experienced recruiter. 3. Accompany experienced recruiter on a recruitment visit to an Adventist academy.

 

Personal reflections about recruitment experience, including what worked, improvement needed, questions and areas for additional learning. Personal reflections about recruitment experience, including what was observed, personal strengths and areas for growth, what was learned about recruitment and about providing leadership to the Director of College Relations.

     

4. Do a repeat recruitment “tour,” taking the lead in several specific recruitment activities, as arranged with the Director of College Relations. These activities will be determined based upon the personal strengths and areas for growth identified during the previous visit.

 

Personal reflections about recruitment experience, comparing and contrasting with previous experience. Summary of strengths and area for continued growth identified by experienced recruiter.

     

5. Develop, in collaboration with the Director of College Relations, a general marketing plan for KCMA and advertising/recruitment materials specific to the baccalaureate program. Address how to meet personnel needs for College Relations.

 

Marketing plan. Advertisement for BS program and recruitment brochure(s).

     

Summary of role, with evaluation from Director of College Relations.6. Attend seminar pertinent to public relations, marketing and recruitment during 1997.

 

Personal reflection of seminars, noting any changes in understanding, awareness and continued growth needs after at least one-year exposure to the field.

     

Competencies Addressed by Public Relations, Marketing and Recruitment

2c

A dynamic change agent with skills in public relations. [1, 2, 3, 4, 5, 6]

   

3a

An effective organizer with skills in organizational development. [5]

3b

An effective organizer with skills in allocating resources. [5]

   

4a

A collaborative consultant with skills in effective communication. [2, 3, 4, 5]

4b

A collaborative consultant with skills in evaluation and assessment. [1, 2, 3, 4]

4c

A collaborative consultant with skills in problem-solving and decision-making. [5]

RESEARCH

No reputable PhD would be complete without skills in research. Because I felt research was not a strength of the master’s degree program that I completed, and particularly because I completed the program almost twenty years ago, my ability to read, evaluate, conduct and report research will have to be initially grounded in course work. Research skills will be demonstrated through research projects, one of which will be the precursor to the dissertation.

Plan of Action

 

Portfolio Documentation

     

1. Successful completion of assignments and requirements for the following courses: EDUC 630, Leadership Orientation EDRM 430, Computers in Statistics I (local university) EDRM 519, Statistics II (or equivalent course at local university) EDRM 884, Qualitative Statistics

 

Transcript. Course assignments submitted as additional documentation.

     

2. One quantitative research project and one qualitative research project. Problem-based learning will be one of the research topics.

 

Written research project includes typical research elements, including literature review, statement of problem, methodology, data collection and analysis, summary, conclusions and recommendations.

     

3. Report research to other professionals through the Internet and at least one other method.

 

Internet publication. One additional reporting method.

     

4. Attend one national or regional research conference, preferably in the area of education.

 

Documentation of workshop attendance. Reflective journal of conference experience.

     

Competencies Addressed by Research

5a

A reflective researcher with skills in reading and evaluating research. [1, 2, 4]

5b

A reflective researcher with skills in conducting research. [2]

5c

A reflective researcher with skills in reporting research. [3]

   

6e

A competent scholar with a working knowledge of educational technology and its application. [1, 2, 3]

STRATEGIC PLANNING

In 1994-1995 the Director of Grants and Research for Kettering College of Medical Arts lead the college faculty and staff through a strategic planning process with full support of college Administration. The plan, designed to be accomplished in three-to-five years, encompassed primary and secondary goals. Several of the objectives within the primary goals were accomplished during the first year of implementing the strategic plan. At the beginning of year two, the Director of Grants and Research was reassigned to another department within the Medical Center, creating the need to move leadership for the strategic planning process to another individual. In fall, 1996 I was asked to take the lead role in strategic planning for the college, working in concert with the college President.

Plan of Action

 

Portfolio Documentation

     

1. Work through appropriate College channels to determine the process for accomplishing strategic planning that includes all stakeholders--faculty, staff, board of trustees, and others as appropriate.

 

Personal reflection.

     

2. Modify strategic plan to focus on current year’s activities, updating goals, objectives, action plans, time lines and achievements.

 

Strategic plan document.

     

3. Identify institutional resources available to accomplish plan. Collaborate with appropriate college leadership in assigning tasks.

 

Personal reflections about resource allocation process.

     

4. Ensure continued diligence in accomplishing plan, encouraging the development of individuals to new roles of responsibility.

 

Personal reflections about human resource challenges in accomplishing strategic plan through others, direct reports and non-direct reports.

     

5. Provide ongoing communication to faculty, staff and Board of Trustees about strategic planning process and progress.

 

Testimonial from President. Meeting minutes.

     

Competencies Addressed by Strategic Planning

2a

A dynamic change agent with skills in planning and implementing change. [1, 2, 3, 4, 5, 6]

2b

A dynamic change agent with skills in developing human resources. [1, 3, 4]

2c

A dynamic change agent with skills in public relations. [5, 6]

   

3a

An effective organizer with skills in organizational development. [1, 2, 3, 4, 5]

3b

An effective organizer with skills in allocating resources. [3, 4]

   

4a

A collaborative consultant with skills in effective communication. [1, 2,4, 5, 6]

4b

A collaborative consultant with skills in evaluation and assessment. [1, 3, 4]

4c

A collaborative consultant with skills in problem-solving and decision-making. [1, 3, 4, 5]

   

6c

A competent scholar with a working knowledge of theories of leadership and management. [1, 2, 3, 4, 5]

The Well-Read PhD

One of my expectations for degree completion is that I will be a well-read professional in a variety of areas pertaining to leadership. Despite this expectation, my tendency is to become involved in the task elements of work (or school) that I do not take time to read extensively. For this reason, I have chosen to have “The Well-Read PhD” as a separate activity or project. It will take focused attention on my part to ensure that it happens. The ideas for reading listed here are in addition to the readings that will be a part of course work and research included in the PhD. My selection of authors is incomplete and I would invite suggestions from faculty advisors.

Plan of Action

 

Portfolio Documentation

     

1. Leadership and Management Jesus CEO: Using Ancient Wisdom for Visionary Leadership, by Laurie Beth Jones. Taking Charge of Change: 10 Principles for Managing People and Performance, by Douglas Smith. The Art of Framing: Managing the Language of Leadership, by Gail Fairhurst and Robert Sarr. Leadership and the New Science: Learning about Organization from an Orderly Universe, by Margaret Wheatley. Managers as Mentors: Building Partnerships for Learning, by Chip R. Bell. Getting to Yes and Getting Together, by Roger Fisher and Scott Brown. Servant Leadership, by Robert Greenleaf

 

E-Mail summaries from readings.

     

Reflection of how two skills from each book have been integrated into my competency development.

2. Social systems Teaching Elephants to Dance, by James Belasco. How to Deal with Discipline Problems in the Schools, by Michael Valentine. Reclaiming Youth at Risk: Our Hope for the Future, by Brendtro, Brokenleg and Backern. The Poisoned Apple, by Betty Wallace and William Graves. The Prodigal Principle, by Martis Jones. Change Forces, by Michael Fullen.

 

Personal reflections of each book. Emphasis will be on analyzing how to integrate the major theme into an aspect(s) of my life.

     

3. Teaching and instruction texts Classroom Assessment Techniques: A Handbook for College Teachers, by Thomas Angelo and Patricia Cross. (1993) Models of Teaching, by Bruce Joyce and Marsha Weil. (1996) Active Learning: Cooperation in the College Classroom, by David Johnson, Roger Johnson, and Karl Smith. (1991)

 

E-Mail summaries from readings.

     

Reflection of how two skills from each book have been integrated into my competency development

.4. Educational foundations texts The New Meaning of Educational Leadership, by Ross Beth Kantor. The Culture of Schools, by Thomas Sergiovani.

5. Educational Laws and Regulations Books and/or brochures on FERPA, grievance, sexual harassment, Americans with Disability Act, Student’s Right to Know, etc.

 

Personal reflections of each book. Emphasis will be on analyzing how to integrate the major theme of the books into an aspect(s) of my life. Analysis of KCMA’s policy statements and compliance with appropriate educational law.

     

Competencies Addressed by The Well-Read PhD

1a

An effective teacher/instructor with skills in using evaluating, and adapting instructional materials. [3]

1b

An effective teacher/instructor with skills in instructional management to accommodate individuals variability. [3]

1c

An effective teacher/instructor with skills in instructional strategies. [3]

   

3c

An effective organizer with skills in interpreting laws, regulations and policies. [5]

   

4a

A collaborative consultant with skills in effective communication. [1]

   

6a

A competent scholar with a working knowledge of educational foundations. [4]

6c

A competent scholar with a working knowledge of theories of leadership and management. [1]

6d

A competent scholar with a working knowledge of social systems, including family dynamics, political issues, and bureaucratic structures. [2]

 

Degree Audit Checksheet

Loma Linda University, Graduate School credits

51 quarter credits

     

GRAD 501

General Research Methods and Methodology

2 credits

NRSG 507

Concept and Theory Development in Nursing

2 credits

NRSG 571

Psychiatric Nursing

4 credits

NRSG 691

Nursing Seminar

1 credit

PSCH 561

Counseling Theories and Techniques

4 credits

EDCI 515

Curriculum Development in Higher Education

3 credits

NRSG 572

Psychiatric Nursing

5 credits

NRSG 692

Nursing Seminar

1 credit

PSCH 563

Group Process, Theory and Process

4 credits

HLSC 536

Behavioral Physiology

3 credits

NRSG 544

Nursing Leadership

3 credits

NRSG 573

Psychiatric Nursing

4 credits

NRSG 577

Family Systems Theory

2 credits

NRSG 545

Practicum Nursing Leadership, Teaching

4 credits

NRSG 695

Research Thesis, Psychiatric Nursing

6 credits

RELP 454

Introduction to Spiritual Care

3 credits

 

   

University of Cincinnati, Graduate School credits

6 quarter credits

     

CENSG 671

Physical Assessment

4 credits

CENSG 681

Physical Assessment Lab

2 credits

     

Andrews University credits:

 
     

Leadership Program Credits

51 quarter credits

EDUC 630

Leadership Orientation

12 credits

EDRM 430

Computers in Statistics, SPSS

2 credits

EDRM 519

Statistics II

4 credits

EDRM 884

Qualitative Research

4 credits

EDUC 690

Ind. Study: Curriculum Development in Higher Education

5 credits

EDUC 689

Seminar in College Marketing

3 credits

EDUC 689

Seminar: Current Trends in Leadership

1 credit

EDUC 690

Ind. Study: Strategic Planning in Higher Education

2 credits

EDUC 689

Seminar in Educational Methods: Problem-based Learning

4 credits

EDUC 689

Seminar in Communication

4 credits

EDUC 689

Seminar in Educational Technology

3 credits

EDUC 689

Learning Theories Applied

2 credits

EDUC 756

Advanced Studies in Educational Foundations

2 credits

EDUC 756

Advanced Studies in Higher Education Administration

3 credits

Dissertation Credits

24 quarter credits

     

SUB-TOTAL CREDITS

132 quarter credits

     

Wright State University

4 quarter credits

 

Statistics I

4 credits

     

TOTAL CREDITS

136 quarter credits

1995 Leadership Program
Individual Development Plan

 

IDP Competency Matrix

Competency Project

1a

1b

1c

2a

2b

2c

3a

3b

3c

4a

4b

4c

5a

5b

5c

6a

6b

6c

6d

6e

Assessing, Mentoring, Coaching and Communicating

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Baccalaureate Degree

 

 

 

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New Leadership Role

 

 

 

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Personal Growth

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Problem-Based Learning

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Public Relations, Marketing and Recruiting

 

 

 

 

 

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Research

 

 

 

 

 

 

 

 

 

 

 

 

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Strategic Planning

 

 

 

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The Well-Read PhD

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Course Work

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