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By Cara McFadden and Don Stenta

The NIRSA Leadership Commission, which is named for one of NIRSA's six strategic values, is charged with the exploration of leadership development within the collegiate recreation profession. In October 2013, the Commission facilitated a summit at The Ohio State University to formulate the work regarding leadership for the year. Given that leadership is a broad and complex topic, the Commission chose to focus on college student leadership development theories for 2013-2014. After exploring a number of theoretical models, NIRSA's Leadership Commission is now positioned to build on these models and create programs and interventions that can facilitate leadership development, resilience, and efficacy.

Developing the leadership capacity in college students is a common concern within higher education settings. However, the need for intentionality in this development is often neglected, as is the fact that it is difficult to do within varying university environments. The Commission's work focused on identifying student leadership development frameworks and models that support the intentional design of student leadership capacity; it explored multiple leadership perspectives with an emphasis on best practices.

The Commission identified multiple frameworks that practitioners can use within collegiate recreation environments. Here are a few highlights from its work:

Student leadership development frameworks

Social Change Model. This model's focus is to advocate for social responsibility and the common good. To accomplish this, the model is made up of seven core values that interact with individual, group, and community stages, with the goal being to engage others in collaborative work. 3;1

Relational Leadership Model. In this model, leadership is defined as a relational process of people attempting together to accomplish change or make a difference to benefit the common good. This transpires through purpose, process, inclusion, empowerment, and ethics. Relationships within a group are built on trust, and talented and diverse group members are critical to the thinking process that contributes to accomplishing social change. 3

Leadership Identity Development Model. This model is stage-based and entails students' progression through one stage of leadership development before beginning the next. The stages are both linear and cyclical, illustrating the complexity of student leadership development. The LID provides a framework with applicability to designing educational programs and other learning experiences to foster leadership identity. 4

Leadership Challenge. The model provides strategies for how leaders engage others to accomplish goals and transform organizations. The components are described as five practices and ten commitments. The commitments of leadership are connected to one of five practices: (a) model the way, (b) inspire a shared vision, (c) challenge the process, (d) enable others to act, and (e) encourage the heart. 5

Assessment of college student leadership development in collegiate recreation

The Multi-Institutional Study of Leadership (MSL) is an instrument based on the Socially Responsible Leadership Scale measuring the Social Change Model of Leadership that was developed by John Dugan in 2006. Now, the MSL assesses a broader range of leadership and college outcomes and the experiences that influence them.

These efforts and the collective work of MSL are a result of the shared commitment and investment made by leadership educators across the world. To date, the administrators of the MSL have collected data from over 250 colleges and universities in Canada, Jamaica, Mexico, and the United States. Various components of the MSL have also been used in China, Colombia, Italy, Japan, Kenya, Lithuania, and Turkey. 2

In 2014, Dugan, Torrez and Turman published Leadership in Intramurals and Sport Clubs: Examining Influences to Enhance Educational Impact. The report identified key insights for how these experiences influence student leadership development:

Students who participate in aspects of campus recreation demonstrate higher leadership capacity and efficacy than many of their peers.

Students in club sports scored lower than peers involved in intramural sports and/or a combination of sports and club sports on both leadership efficacy and resilience.

Aggregation of aspects of campus recreation experiences may mask important distinctions in both educational outcomes and their influences.

There is room to bolster the influence of participation in campus recreation on resilience and social perspective taking. 2

Conclusion

Collegiate recreation professionals as well as our higher education partners must engage in using frameworks that support intentionality and quality assessment of college student leadership development. The Commission's work from the past two years provides perspectives that are practical in nature and can be applied to the collegiate recreation environment. In addition, a valid and reliable measure- John Dugan's 2006 MSL study -of student leadership capacity exists to measure outcomes of development.

During the 2015 NIRSA Annual Conference & Recreational Sports Expo, there will be multiple opportunities to attend presentations to hear about the Commission's work over the past two years: Strategic Values Joint Town Hall, New Directions: Student Leadership in Collegiate Recreation, Collegiate Recreation Student Employees as Leader, and The Social Change Model of Leadership and Recreation.

A new Wiley book series called New Directions for Student Leadership will premiere in 2015 and will include four issues. The issue titled "Student Leadership Development through Recreation and Athletics" is designed to engage higher education professionals with concrete competencies that will enhance their understanding of how students' leadership capacity is developed in recreation and athletic environments. ⁶

With a variety of students involved in groups on our campuses, the issue provides a great resource for practitioners and educators to enhance their abilities to positively influence the leadership development of students throughout their time at the university.

NIRSA Leadership Commission members

Co-Chairs:

Don Stenta, The Ohio State University
Cara McFadden, Elon University

Members:

Josh Downing, Butler University
Justine Gilman, University of Southern California
Stacey Hall, RCRSP, CRSS, University of New Hampshire
Sadat Khan, North Carolina State University
Gordon Nesbitt, CRSS, Millersville University
Mike Weinberger, University of California, Berkeley

For more information about the NIRSA Leadership Commission, please contact Co-Chair Don Stenta or Co-Chair Cara McFadden.

References

1. Dugan, J. P. (2006). Explorations using the social change model: Leadership development among college men and women. Journal of College Student Development, 47(2), 217-225.

2. Dugan, J. P., Torrez, M. A., & Turman, N. T. (2014). Leadership in intramural sports and club sports: Examining influences to enhance educational impact. Corvallis, OR: NIRSA.

3. Komives, S. R., Lucas, N., & McMahan, T. R. (2013). Exploring leadership: For college students who want to make a difference. San Francisco, CA: Jossey-Bass.

4. Komives, S.R., Longerbeam, S. D., Owen, J. E., Mainella, F. C., & Osteen, L. (2006). A leadership identity development model: Applications from a grounded theory. Journal of College Student Development, 47(4), 401-418.

5. Kouzes, J. M. & Posner, B. Z. (2012). Leadership challenge: How to make extraordinary things happen in organizations. San Francisco, CA: Jossey-Bass.

6. Stenta, D. & McFadden, C.W. (Eds.) (in press). Student leadership development through recreation and athletics. New Directions for Student Leadership, San Francisco, CA: Jossey-Bass.

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Developing leadership capacity in college students involved with collegiate recreation

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By Cara McFadden and Don Stenta The NIRSA Leadership Commission, which is named for one of NIRSA's six strategic values, is charged with the exploration of leadership development within the collegiate recreation profession.

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Abstract

Objective. To assess the effectiveness of the Student Leadership Development Series (SLDS), an academic-year--long, co-curricular approach to developing leadership skills in pharmacy students.

Design. Participants met once per month for activities and a college-wide guest speaker session. Students also completed monthly forms regarding what they had learned, participated in poster presentations, and created a personal leadership platform.

Assessment. One hundred twenty-three students participated in the program between 2008 and 2013. On monthly evaluation forms and a summative evaluation, students indicated that the program helped them feel prepared for leadership opportunities and increased their desire to pursue leadership. They valued interacting with pharmacy leaders from the community and learning how they could distinguish themselves as leaders.

Conclusions. The SLDS provided pharmacy students with an opportunity to explore personal leadership styles and develop broader understanding of leadership, and increased their desire to pursue leadership positions in the future.

Keywords: student pharmacist, leadership. leadership development program

INTRODUCTION

Changes in health care, including the expanded use of health information technology and the implementation of health care reform, have resulted in new roles for pharmacists including greater involvement in patient care and disease state management while managing medication costs. Closing the gap between the vision of ideal pharmacy practice that is focused on optimal medication use and the current state of pharmacy practice necessitates leadership within the profession. Thus, the pharmacy profession must expend efforts to expose students to the concepts of leadership and professionalism during their education. By doing so, these future pharmacists can receive the tools necessary to identify opportunities for leadership and deal with leadership challenges that may arise during their careers. The Accreditation Council on Pharmacy Education (ACPE) recognized this need and called for colleges and schools to "foster leadership development" in standard 23 of the ACPE guidelines, and "to provide strategies to develop consistent socialization, leadership, and professionalism in students throughout the curriculum" in guideline 26.1. Furthermore, the 2008-2009 Argus Commission called for the academy to strengthen leadership development in pharmacy students using both curricular and co-curricular approaches.

Given these recommendations, development of leadership skills in students is an important task of pharmacy education programs. Some colleges and schools of pharmacy have offered elective leadership courses, incorporated additional leadership concepts into established courses, and offered leadership concentrations to their students. Other colleges and schools have teamed up with state associations to offer leadership programming or held annual conferences and retreats, all of which have been successful.

Drake University is a private institution with university level leadership programs and a newly implemented undergraduate concentration in leadership. In 2006, the College of Pharmacy & Health Sciences implemented the Student Leadership Development Series (SLDS) to bring together student leaders within the college to discuss and reflect on their leadership roles and styles, and to provide an opportunity for collaboration among students on projects and programming. We describe the development, implementation, and evaluation of this academic year-long program, which has a curriculum that combines curricular and co-curricular experiences and provides students with opportunities to apply the skills and concepts introduced to them.

DESIGN

The objectives of the SLDS program were to provide students the opportunity to:

(1) Differentiate their personal leadership styles, "hidden potential," and how they could distinguish themselves as a leader;

(2) Discuss the obstacles they face as leaders, share ideas, solve problems, and network in a collaborative, supportive environment;

(3) Demonstrate the art of building relationships;

(4) Evaluate their capacity to serve as mentors to the members of their individual organizations and be better equipped to develop their employees in the future; and

(5) Practice the use of leadership principles and skills to achieve a desired outcome - preparing them for the workplace.

lists the activities that were used to accomplish each of these program objectives.

When the program was founded in 2006, participants consisted of the elected student organization leaders who came together for a few meetings each semester to complete the FISH! Philosophy leadership development activities. Following positive feedback from the participants and an interest in developing future leaders, applicants to the SLDS program submitted an application beginning in the 2009-2010 academic year. The application addressed students' interest in participating, what they hoped to learn about themselves during the process, what skills they hoped to develop during the program, and why they believed it was important for them to learn about themselves and develop their leadership skills. The goal of the application process was to choose a well-rounded group of participants with a wide range of leadership experiences.

illustrates the structural design of the program that was used to provide the students with a foundational curriculum that used co-curricular activities including guest speakers and the students' own research presented in a poster session. In addition, the program provided the opportunity for students to apply their leadership knowledge and skills through implementation of the concepts in the various organizations in which they were involved, and for development of their leadership platform.

Participants committed to meet 2 hours each month over the course of 1 academic year (approximately 7 meetings). The meetings were divided into a 1-hour small-group session and a 1-hour guest speaker presentation. During the small-group session, students engaged in discovery and self-reflection on a chosen topic. A college staff member trained in leadership development facilitated the small-group sessions, using the tenets of the FISH! Philosophy (choose your attitude, be there, play, and make their day) and the Student Leadership Challenge practices (model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart). The leadership toolkits for each approach/philosophy provided context, examples, and practical advice for activities, group discussion, and self-reflection. Through small-group exercises, activities, and discussions, the participants had the opportunity to explore and evaluate their leadership growth and understanding.

The guest speaker session on leadership, which was open to all students in the college, consisted of a presentation by a leader from the university, community, or pharmacy profession. Guest speakers and presentation topics were selected to align with the monthly small-group topics and discussion. Prior to the presentations, the guest speakers were provided information regarding the FISH! Philosophy, Student Leadership Challenge practices, and the topic and goals for that month's small-group session. Because the guest speaker sessions were open to the entire college and not just the current participants, different speakers were identified each year. The presentations were recorded and made available to the student body and faculty and staff members on the Drake University iTunesU site. Appendix 1 lists the curricular topics and presentations for academic year 2012-2013.

During monthly meetings, students engaged in self-reflection, self-discovery, and discussion through monthly challenges and reflective worksheets and activities. In between the meetings, participants completed SLDS implementation forms, which asked the students to reflect on the guest speaker and small-group session messages and how they would implement what they had learned. In addition, they participated in a group discussion board where they were able to share their thoughts and experiences. These activities, worksheets, and forms encouraged students to put into practice the lessons and skills they had discovered, as well as create intentional self-reflection on how they would apply or had applied the group discussions and activities to their personal leadership development. In addition, the activities, worksheets, and forms allowed the facilitators to assess the effectiveness of the activities and discussion, as well as the students' understanding of the topics.

Understanding that participation in the curricular components as well as the co-curricular activities required a significant time commitment, a point structure ( Appendix 2) was established to track participation and completion of the various activities. The top point earners were awarded travel funds to attend a conference or meeting the following academic year that would further enhance their leadership skills. The travel awards were announced at a celebration banquet that was held at the end of the program.

Beginning in 2009-2010, participants were given the opportunity to work with other participants to research a leadership topic and present a poster on a self-selected leadership topic for the college's annual Pharmacy & Health Sciences Day. Through this activity, participants developed teamwork and communication skills by working together and with faculty and staff members. Each poster group, consisting of 2-4 participants, was encouraged to meet with faculty and staff members regarding their research process, questions, and poster design. Although optional, creation of a poster and participation in the poster session was strongly encouraged. Administrators and faculty and staff members from the campus community served as judges, evaluating the teams on their selected leadership topic, ability to discuss their findings, depth of research, and poster readability. The scores and judges' comments were compiled and returned to the student groups. While the poster session was not a competition, the 2 posters earning the highest points were recognized during the recognition dinner.

Starting in 2010-2011, the culmination of the SLDS experience for the students was creation of a personal leadership platform. The leadership platform provided students the opportunity to put into words their personal philosophy on leadership. The platform outlined their growth and development as a leader, their leadership beliefs and strengths, and their plan to continue to develop as a leader. In addition to the paper, participants were asked to create a short presentation on their leadership platform to share with the group. For the presentation, students were encouraged to develop an analogy of their leadership style using objects, pictures, or quotes. For example, 1 student described her leadership approach as an ice cream cone. The cone represented her beliefs, values, and foundation for leadership, the ice cream represented her flexible yet firm leadership style, and her leadership skills were represented by the various toppings one could add to the ice cream cone. She further described her ability to take care of problems in a timely manner much like one must take care of an ice cream cone before the ice cream begins to melt.

EVALUATION AND ASSESSMENT

One hundred fifty-nine students completed the program from 2007-2013 (6 academic years), with approximately 25 students participating each year. provides demographics (classification and gender) of the participants. Because of the changes beginning in 2009-2010 when applications were considered on the basis of leadership potential rather than a specified classification, more P1 students participated. The higher number of female students who participated in the program reflected the demographics of the general student population as well as that of the student organization leaders.

To assess the leadership program, both quantitative and qualitative assessments were used. Students' leadership development was evaluated through the monthly implementation forms, poster presentations, creation of their leadership platform, and travel scholarship reflections. Several implementation forms were submitted each month (11-17) and the majority of SDLS students chose to participate in the poster session, with an average of 7 posters and more than 20 participants each year researching a variety of topics (). lists how the 52 travel scholarship awards were used, with most students attending regional and national pharmacy conferences that included leadership programming. Following their return from the meeting, recipients submitted a travel reflection highlighting the leadership programming attended, what they learned, and how they grew from the experience. A number of comments related to the SLDS goals were made in the travel reflections, indicating students not only learned more about leadership at the meetings, but were able to connect what they learned back to the various aspects of the SLDS program.

In addition to evaluating the students' leadership development, participants also completed a summative evaluation of the program at the end of the academic year. Sixty-two percent (66 of 107) of the 2010-2013 program participants completed summative evaluations (). A decrease in overall ratings was noted for the 2010-2011 academic year. The ratings increased again in both 2011-2012 and 2012-2013, with the exception of the guest speakers rating. Survey items, which were rated on a 5-point Likert scale, covered the usefulness of the curricular components of the program and guest speakers in leadership development, as well as the effectiveness of the program overall. In addition to the rated items, students were provided space to respond to specific questions and submit additional comments. Many students believed that the SLDS provided them with the tools to be successful leaders in their organizations and future leadership positions. Students indicated the program goals were accomplished as they learned more about themselves as leaders and how to resolve conflict, develop relationships, and be mentors to other emerging leaders. Students viewed completion of the leadership series as a significant achievement in their professional and leadership development.

To determine whether the program objectives had been met, the implementation forms, travel scholarship reflections, and comments on the summary evaluations were reviewed to identify comments and themes related to each objective:

Differentiate their personal leadership styles, hidden potential, and how they could distinguish themselves as a leader. Several of the reflections indicated students had learned more about themselves as unique leaders, their values, and how they were able to articulate their leadership style to others. They also commented frequently about their realization that one does not have to be in a specific position to be a leader; one can be influential in any position.

Discuss the obstacles they faced as leaders, shared ideas, solved problems, and networked in a collaborative, supportive environment. Participants commented frequently in their reflections that the SLDS program provided them the opportunity to plan for potential scenarios and appropriate actions, along with giving them confidence to discuss their ideas with their various employers.

Demonstrate the art of building relationships. Whether discussing the FISH! Philosophy of "be there" or one of the SLC practices, participants often commented on a new understanding of the importance of building relationships with others in their organizations as well as the value of networking at professional events, particularly in the travel reflections.

Evaluate the capacity of student leaders to serve as mentors to the members of their individual organizations and better equipped them to develop their employees in the future. Many students noted on their new awareness of the SLC practices of "modeling the way" and "enabling others to act," along with their understanding that one needs to encourage others to become more involved.

Provide opportunities to practice the use of leadership principles and skills to achieve a desired outcome, ie, it prepared them for the workplace. Students frequently discussed the benefits of the SLDS program for their futures, particularly in their travel scholarship reflections. They developed an understanding that these skills were important not only during their pharmacy education but in their future as they considered various careers, their outlook for their lives, and the impact that they could have in their future positions in making a difference for themselves, the profession, and patients.

DISCUSSION

By spanning the full academic year, this student leadership development program allowed for both curricular and co-curricular components to be incorporated along with the opportunity for students to apply their knowledge and skills. The goals of this program appear to have been fulfilled and the program has positively influenced students' leadership development.

This leadership program was designed to provide a number of opportunities for students to self-identify their own leadership style, discuss the barriers often faced by leaders, understand how to build relationships important for leaders, help them to become mentors to other students, and put their leadership knowledge and skills into practice. In reflecting upon the activities and assessment of these objectives, the strengths of the program appear to lie in students' identifying their leadership style, building relationships, solving problems, overcoming barriers, and having opportunities to put leadership knowledge and skills into practice. Students' reflections did not strongly indicate that they learned how to mentor other students through the SLDS. We believe that mentoring did occur to some extent as most SLDS applicants indicated they were encouraged to apply by previous SLDS participants. In addition, many of the participants in recent years were not in formal leadership roles at the time they applied to the program; therefore they may not have seen themselves as mentors or had opportunities to serve as mentors. This topic will receive greater emphasis in future small-group sessions.

The implementation forms provided participants with the opportunity to reflect on the SLDS topics and guest speakers, as well as to determine how to incorporate these skills and concepts into their leadership practice. There was a decrease in the number of forms submitted in the 2008-2009 year. During the first 2 years of the program, all student leaders were required to participate in the SLDS program. In reviewing the data from 2008-2009, it was noticed that a number of participants were student leaders who had already completed the SLDS program in the 2007-2008 year in their president-elect positions and were completing it again. While the guest speakers were different, many of the concepts and their implementation were similar to what the students had learned the year before, even though they did not implement the concepts in the same manner. This provided the impetus for the revised application process implemented in 2009-2010 that attracted students who were interested in participating in the program and had leadership potential rather than focusing on those who already held leadership roles. The result was increased attendance, participation, and submission of implementation forms.

In the future, questions will be added to the summative evaluation specifically addressing the program objectives as well as additional information on the guest speakers and small-group sessions. In addition, more emphasis will be placed on the importance of completing the summative online program evaluation as only 62% of the participants completed it in the past. The evaluation was distributed following the recognition dinner, which was near the end of each academic year when final examinations and several online course evaluations were administered. Future evaluations will be distributed following the last small-group meeting to encourage more students to provide feedback.

Challenges faced by the program coordinators included the selection of a meeting time that worked for all participants, finding a meeting location that was conducive to the interactive small-group sessions, and identifying different guest speakers each year who met the needs of the SLDS program and were appropriate for all students in the college. While identifying new qualified speakers each year required additional effort, doing so ensured that students and faculty members were exposed to a broad range of leadership perspectives. Because the program is not a course that provides academic credit and therefore built into the course schedule, it was difficult to find a meeting time that did not conflict with courses, introductory pharmacy practice experiences, or organizational commitments. The facilitators found that Friday afternoons usually worked best for the guest speaker sessions, with podcasting of the presentations for later viewing by those students who were unable to attend. Friday afternoons also worked well for other students attending the guest speaker sessions, with approximately 40 to 60 non-SLDS students attending each month. Depending on student schedules, the small-group sessions often met following the guest speaker sessions.

Some pharmacy students expressed interest in participating in the SLDS but did not apply because of the amount of time required to participate in a program that spanned the entire academic year and included additional, potentially time-consuming activities. Nevertheless, the program still averaged 25 participants each year. The possibility to earn funding to attend a national leadership program likely helped students to justify the commitment required for participation in SLDS.

SUMMARY

The Student Leadership Development Series program was developed as a longitudinal leadership program spanning an entire academic year that includes curricular and co-curricular activities and application opportunities. Students feedback from the implementation forms and summative evaluations showed the program was successful in helping students develop and improve their personal leadership skills while building relationships and equipping them for future success in leadership. Students enjoyed interacting with other leaders in the pharmacy program and learning more about themselves, allowing them to distinguish themselves as leaders. The participants indicated that the program was helpful to them as current and future pharmacy leaders.

ACKNOWLEDGEMENTS

The authors acknowledge the support of Wal-Mart Stores, Inc, in providing a gift to the Drake University for support of the SLDS program.

Appendix 1. 2012-2013 Curriculum

SMALL GROUP TOPICS

Model the Way - The importance of identifying, understanding, and living personal values in order to effectively model behavior and expectations for others.

* Action Item: Students are encouraged to actively live out their values and reflect on the ease or challenges of living out their top values on a daily basis.

Inspire a Shared Vision & Play -The process of developing a vision/goal, as well as how to effectively communicate their vision/goal to others is explored.Additionally, students discuss the importance of "fun" in leadership and develop strategies for engaging organizational members in the concept of Play.

* Action Item: Students create a vision/goal they would like to accomplish during the academic year.

Challenge the Process & Choose Your Attitude -The impact that "attitude" has on leadership and one's ability to lead effectively is explored.Students discuss effective tools for conflict, beginning the process of change, and providing critical feedback.

* Action Item: Students identify a change they would like to see happen during the academic year.Students create an action plan for how to begin the process of change and provide feedback to each other on their plans.

Enable Others to Act & Be There -The importance of being an active listener and active participant in their classes, organizations, etc. is discussed.Students also discuss the importance for leaders to engage and empower others.

* Action Item: Students are asked to enable a person or persons to act.

Encourage the Heart & Make Their Day -Reflection occurs on times students were encouraged or rewarded for their efforts.Students explore the importance of recognition in leadership.

* Action Item: Students are given five thank you cards to distribute as they see fit.

Bringing It All Together -In small groups students summarize, reflect on, and provide takeaways for the various topics covered during the year.Students reflect on the progress they made on their action items.

Leadership Platform Presentations -Students share a 1-2 minute overview of the symbol or object they feel represents their leadership platform
Celebration Dinner
Students are invited to a dinner to celebrate, or "Encourage the Heart." The Dean, guest speakers, and other leaders are also invited to congratulate the participants on their commitment to the program.

GUEST SPEAKER TOPICS OVER THE PAST 6 YEARS

* Innovation in the Pharmacy Profession

* Professional Pearls from our National Leaders

* Effective Leadership thru Conflict Management

* Granberg Award Leadership Lecture:

∘Leadership Pearls: Communicate, Listen, Find Your Passion and Give Thanks

∘Leadership in Clinical Pharmacy

∘Leadership in Everyday Practice

∘The PATH to the Final Four

* P4 and New Professionals Leadership Panel

* Being an Engaged Member of the Community

* Leadership in Your Community

* Realizing Personal & Professional Growth

* Leading Through Conflict

* Making Your Mark, Branding Your Organization

* Maximizing Your Opportunities as a Student Leader

* Stories With a Purpose: The Use of Storytelling in Effective Leadership

* Pharmacy Leadership in the Public Health Services

Appendix 2. 2012-2013 Point System
2012-2013 Point System Attendance - 26 possible points

* Monthly Meetings - 4 points per meeting

* Make-Up Opportunity - Students are required to notify the facilitator in advance if they are not able to attend and would like to make-up the points for the monthly meeting. Students are required to watch the guest speaker podcast and complete the make-up assignments to earn points.

∘School-related absence (Class, Introductory Pharmacy Practice Experience): 4 points

∘Non school-related absence (Work, Organizational Activity): 2 points

Implementation Form Submission - 36 possible points

* Implementation Form - 5 points per form

∘Implementation Forms must be submitted within one week of the monthly meeting.

* All Implementation Forms submitted - 1 bonus point

Poster Session - up to 25 possible points
* Poster Session Points - The average point value of the judges scores will be awarded
Bonus Points
* 1-3 points will be awarded for attendance at designated outside of SLDS activities and submission of a reflection. The SLDS participants will agree upon bonus point activities. Examples of outside activities include leadership speakers on campus, Drake University's bi-annual leadership workshop Bill Burke Student Leadership Conference, participation in the Next Top Entrepreneur Competition, etc.

*Travel scholarships are based on the point structure above.The top point earners for the year will be recognized at the SLDS Recognition Dinner in April.

REFERENCES

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Impact of a Student Leadership Development Program

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Objective. To assess the effectiveness of the Student Leadership Development Series (SLDS), an academic-year--long, co-curricular approach to developing leadership skills in pharmacy students. Design. Participants met once per month for activities and a college-wide guest speaker session. Students also completed monthly forms regarding what they had learned, participated in poster presentations, and created a personal leadership platform.

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Credit: Rawpixel/Shutterstock

Being a leader comes with a host of responsibilities, including handling workplace issues and setting a good example. You're often held to high expectations as the person in charge, and managing an entire team of people can be intimidating.

However, no one is perfect; there is always room to learn and grow, and to help your employees do the same. Here are eight common mistakes that many leaders struggle with and how to fix them.

Holding a position of power may be good for your ego, but it's important that you and your employees know you're not above your shortcomings.

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When employees recognize that failure is natural, even for leaders, they'll feel more open-minded and confident.

One of the most difficult adjustments a new leader has to make is learning how to handle disagreements or issues. You want to be fair and balanced while avoiding potential conflict, but, sometimes, that's difficult.

"Managers often veer away from confrontation and try to avoid it at all costs," said Mark Feldman, vice president of marketing at Stynt. "But when performance or personality issues go unaddressed, they fester and set an overall tone that minimizes the urgency of correcting mistakes. If there is (an) issue, it's best to address it right away when the situation is fresh."

Feldman noted that many issues blamed for incompetence or poor performance are actually a result of misunderstood expectations.

"Create an environment that encourages continuous feedback, and be exact with dates and expected outcomes," he said.

Leaders are typically hired or promoted to their positions because they know what needs to be done and how to do it. This may be accompanied by the mentality of "if you want something done right, do it yourself," which can be a dangerous attitude to have when managing a team.

Completing or tweaking employees' work because it's not to your liking, or not delegating tasks, not only creates more work for you but hinders your team from reaching its full potential.

"When leaders take on the responsibility of completing a team member's work, they are actually doing the team and themselves a disservice," said Nancy Mellard, executive vice president and general counsel of CBIZ Women's Advantage. "(It) is breeding ground for disengagement."

According to Mellard, by getting into this habit, a talented team member may bring a project to only 75 percent completion, assuming the leader will finish the rest. As a result, performance moves in the wrong direction while the leader takes on more responsibility for the team's overall project demands.

"As leaders, we must push our teams to go beyond the satisfactory," she added. "It's different than delegating - it's challenging your team to take it upon themselves to perform better each time and working alongside them to facilitate the process."

You've been assigned to a leadership position because someone else trusts your judgment. Consistently second-guessing yourself rubs off on others, and before you know it, that trust is gone. Don't be afraid to obey your gut instinct.

"While it's important to listen to others, employees and clients alike, sometimes this can be very dangerous to an innovative startup. If you truly believe in what you are doing, it's OK to listen only to yourself sometimes. (Be) loyal to your internal compass," said Moran Zur, founder and CEO of SafeBeyond.

Adjusting to tech developments is inevitable in the business world. You have no choice but to confront these changes and determine how it will affect your company.

"Many roles face ... being replaced by bots utilizing AI and machine learning," said Cindy J. Ford, vice president and general manager, U.S. and Latin America, at IT solutions provider Cogeco Peer 1. "Identify those roles early, then you can begin to train employees on new skills to help them grow through this transformation."

By being proactive and honest with your team, you will alleviate stress and anxiety caused by these transitions.

Innovation is different for every company and each person in it. As a leader, you need to define what it looks like to your organization and what obstacles might impede it, said Ford.

"While innovation needs to be fostered, clear expectations will prevent too much deviation from ... activities proven to grow the business," she added. "Helping your team stay focused on specific innovation initiatives will allow you test ideas methodically, without spreading innovation efforts so thin they can't be tested or [aren't] effective."

Additionally, it's important to trust your employees with these processes. If you're too involved, you might discourage their creativity.

Without vision, a company will have difficulty progressing. As a leader, it's your responsibility to set expectations and goals for your organization in addition to holding each member accountable for reaching them.

"A lack of vision will result in unfocused projects, improper resources planning, inaccurate metrics for success, and a lack of buy-in from the rest of the organization," said Ford. "Leadership has to champion a vision that will align the entire organization, enabling them to effectively work together toward common goals."

According to Ford, if you want to attract and retain talent, you must create a culture with a clear vision.
Additional reporting by Shannon Gausepohl and Nicole Fallon. Some source interviews were conducted for a previous version of this article.

Sammi Caramela

Sammi Caramela has always loved words. When she isn't working as a Purch B2B staff writer, she's writing (and furiously editing) her first novel, reading a YA book with a third cup of coffee, or attending local pop-punk concerts. The only time Sammi doesn't play it safe is when she's writing. Reach her by email, or check out her blog at sammisays.org.

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7 Common Leadership Mistakes You're Probably Making

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Being a leader comes with a host of responsibilities, including handling workplace issues and setting a good example. You're often held to high expectations as the person in charge, and managing an entire team of people can be intimidating. However, no one is perfect; there is always room to learn and grow, and to help your employees do the same.

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Define Leadership

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Credit: Rawpixel/Shutterstock

Leadership critical to every company. Workers need someone to look to, learn from and thrive with.

Every leader has their own style and strategy. Further, leadership styles and methods vary because of outside influences and personal challenges.

While leadership is unique to everyone, there are some common ways to define the term. Peter Economy, also known as "The Leadership Guy," listed the qualities of today's best leadership in an Inc.com article. According to Economy, leadership embodies:

Decisiveness

Awareness

Focus

Accountability

Empathy

Confidence

Optimism

Honesty

Inspiration

Research published in Harvard Business Review in 2000 and an article on Mind Tools listed some common leadership styles:

Coercive: Leaders demand immediate compliance.

Authoritative: Leaders mobilize people toward a vision.

Affiliative: Leaders create emotional bonds and harmony.

Democratic: Leaders build consensus through participation.

Pacesetting: Leaders expect excellence and self-direction.

Coaching: Leaders develop people for the future.

Bureaucratic leadership, whose leaders focus on following every rule.

Charismatic leadership, in which leaders inspire enthusiasm in their teams and are energetic in motivating others to move forward.

Servant leadership, whose leaders focus on meeting the needs of the team.

Transactional leadership, in which leaders inspire by expecting the best from everyone and themselves.

More specifically, leaders share similar goals and standards to abide by. Here are four ways that good leaders achieve success:

Leaders do not exist to order their workers around. While they oversee their team, a true leader takes initiative and trusts their employees to perform efficiently and independently.

"Leaders are coaches with a passion for developing people, not players," said Randy Stocklin, co-founder and CEO of One Click Ventures. "They get satisfaction from achieving objects through others. Leaders inspire people through a shared vision and create an environment where people feel valued and fulfilled."

When a company has a positive culture, employees are more motivated and confident in their work. It's through supportive leaders that a company finds the most success. According to Richard Kissane, executive chairman of Premium Franchise Brands, leaders are responsible for setting the tone for their team and organization.

"As a leader, it is your responsibility to establish goals, innovate, motivate and trust," he said. "A passionate and compassionate leader can energize a company."

Good leaders want their entire company to succeed, including everyone involved. They take the time to understand every worker so they can help them achieve their personal goals in line with the company's.

"A leader places the people around him or her in a position that sets them up for success," said Andor Kovacs, CEO and founder of property restoration brand Restoration 1. "This is a difficult task, because a leader must have an in-depth understanding of each individual, such as understanding their career goals and knowing what motivates them. By being committed to helping each person achieve their own personal goals, the leader sets the organization up for greatness."

This translates to providing tools that workers need to succeed, offering praise when things go right and taking responsibility when things go wrong, said Jordan French, founding CMO of BeeHex, Inc. 3D Food Printing.

Businesses face ups and downs. Without someone to take the reins and push forward in optimism, the company will likely be unsuccessful.

"A good leader can hold his or her emotions in check, especially in tough situations," said David Moore, founding partner and regional vice president of Addison Group staffing firm. "For example, maybe you lost your best client, or a deal you've been working on falls through. Regardless, it's important for leaders to guide a team through challenging times, encouraging them and remaining positive along the way. Team morale is heavily contingent upon a leader's attitude."

This is done without pride standing in the way. While no one likes to admit defeat, sometimes it's inevitable. Good leaders recognize that.

According to Darcy Eikenberg, founder of RedCapeRevolution.com, a leader should be confident enough to know when they're wrong so they can move past a mistake.

"Leadership is the ability to see a problem and be the solution," said Andrea Walker-Leidy, owner of Walker Publicity Consulting. "So many people are willing to talk about problems or can even empathize, but not many can see the problem or challenge and rise to it. It takes a leader to truly see a problem as a challenge and want to drive toward it."

Leaders can't, and shouldn't, stand alone. A company doesn't need just one influential individual. Leaders should want to develop more leaders from the get-go.

"Great leaders also hire and inspire other great leaders, whom they trust to carry out the company mission and instill a sense of purpose that touches each and every staff member," added Tom Villante, co-founder, chairman and CEO of payment processing company YapStone.

According to J. Kelly Hoey, author, " Build Your Dream Network" (TarcherPerigree, 2017), a leader builds their employees so they can be as successful as, if not more than, the person in charge. "A leader is someone who builds their team, mentors them and then advocates for them," she said.

They are not in competition - they are part of a team.
Additional reporting by Business News Daily staff members. Some source interviews were conducted for a previous version of this article.

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Leadership critical to every company. Workers need someone to look to, learn from and thrive with. Every leader has their own style and strategy. Further, leadership styles and methods vary because of outside influences and personal challenges. While leadership is unique to everyone, there are some common ways to define the term.

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What is authentic leadership?

It continues to surprise me how many leaders attempt to be one way at work, while their "true" personality emerges outside of work. Once a CEO reminded me, "Leadership is acting." And it surprises me when these same leaders seem shocked or confused when their employees don't trust them, don't like them, and can't really wait to work elsewhere.

Authenticity has been explored throughout history, from Greek philosophers to the work of Shakespeare ("To thy own self be true." -Polonius, Hamlet). Authentic leadership has been explored sporadically as part of modern management science, but found its highest levels of acceptance since Bill George's 2003 book, Authentic Leadership.

But what is authentic leadership?

While different theorists have different slants on the concept, most agree that:

1. Authentic leaders are self-aware and genuine. Authentic leaders are self-actualized individuals who are aware of their strengths, their limitations, and their emotions. They also show their real selves to their followers. They do not act one way in private and another in public; they don't hide their mistakes or weaknesses out of fear of looking weak. They also realize that being self-actualized is an endless journey, never complete.

2. Authentic leaders are mission driven and focused on results. They are able to put the mission and the goals of the organization ahead of their own self-interest. They do the job in pursuit of results, not for their own power, money or ego.

3. Authentic leaders lead with their heart, not just their minds. They are not afraid to show their emotions, their vulnerability and to connect with their employees. This does not mean authentic leaders are "soft." In fact communicating in a direct manner is critical to successful outcomes, but it's done with empathy; directness without empathy is cruel.

4. Authentic leaders focus on the long-term. A key tenet in Bill George's model is the company leaders are focused on long-term shareholder value, not in just beating quarterly estimates. Just as George did as CEO of , and as Bezos has done for years at Amazon, leaders realize that to nurture individuals and to nurture a company requires hard work and patience, but the approach pays large dividends over time.

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What are your motivation triggers? Take the "Your Engagement Profile Quiz" to find out.

Check out Kevin Kruse's new book, Employee Engagement 2.0, and discover how to turn apathetic groups into emotionally committed teams.

Kevin Kruse is a NY Times bestselling author and serial entrepreneur. For insider tips and exclusive content, join his newsletter at kevinkruse.com.

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What is authentic leadership? It continues to surprise me how many leaders attempt to be one way at work, while their "true" personality emerges outside of work. Once a CEO reminded me, "Leadership is acting." And it surprises me when these same leaders seem shocked or confused when their employees don't [...]

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Leading by Authenticity

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Leadership Philosophy