1. STAFF TRAINING AN INITIATIVE OF THE DIVISION OF CAMPUS LIFE COORDINATED BY THE OFFICE OF STUDENT LEADERSHIP & SERVICE

2. INTRODUCTIONS

3. LEARNING OUTCOMES Participants will: Understand the theoretical underpinnings of Leadership Emory and have a basic knowledge of the Social Change Model. Know and be able to incorporate Leadership Emory into programs and services in their offices or that they supervise. Know both “pre-made” resources and OSLS staff resources.

4. BACKGROUND AND GOALS History of the creation of the Office of Student Leadership & Service Desire to develop a world-class leadership office Looking nationally: How can we be ahead of the national curve in leadership education for our students

5. REALIZATIONS We all do leadership development We all don’t use a common language to help students make meaning of their experiences The O.S.L.S. is not the owner of leadership development, but we can be a hub and a resource

6. MISSION & VISION Emory’s Mission: Emory University's mission is to create, preserve, teach, and apply knowledge in the service of humanity Emory’s Vision: A destination university internationally recognized as an inquiry-driven, ethically engaged, and diverse community, whose members work collaboratively for positive transformation in the world through courageous leadership in teaching, research, scholarship, health care, and social action. Campus Life’s Mission & Vision: The Division of Campus Life strengthens and enhances Emory University as a community of learning through our programs, activities, services, and facilities. We create a welcoming and supportive environment with a commitment to model and teach holistic well-being, ethical leadership, community service, and global citizenship.

7. MISSION & VISION The OSLS Vision We envision Emory as a community of scholars where all students graduate with the knowledge and skills to be ethical leaders and global citizens committed to affecting positive change. The OSLS Mission The Office of Student Leadership & Service provides students with opportunities to engage in meaningful leadership development and service-learning experiences. Leadership Emory’s Vision Leadership Emory unites the Emory Community in teaching common elements of leadership that emphasize the important link between ethical leadership and civic engagement. Leadership Emory’s Mission All Emory undergraduates will embody the Five Core Tenets of Leadership at Emory, value their own civic engagement, and understand that leadership is a lifelong process

8. VALUES, ASSUMPTIONS, AND THEORY

9. LEADERSHIP EMORY LANGUAGE... view[s] the “leader” basically as a change agent, i.e., one who fosters change. Leaders, then, are not necessarily those who merely hold formal “leadership” positions; on the contrary, all people are potential leaders. Furthermore, since the concepts of “leadership” and “leader” imply that there are other people involved, leadership is, by definition, a collective, [relational,] or group process" (Leadership Reconsidered, 2008, p.8). Leadership development is a life-long process, and leaders are lifelong learners. Leadership can be described as “Conviction in Action” (Roberts, 2007).

10. VALUES ABOUT LEADERSHIP Leadership development is a life-long process, and leaders are lifelong learners. Leadership is collaborative. Leadership should be values-based. Leadership is a process rather than a position. All students are potential leaders. Service is a powerful vehicle for developing students’ leadership skills. (Social Change Model of Leadership) Leadership is concerned with effecting change on behalf of others and society.

11. THE SOCIAL CHANGE MODEL 3) Collaboration and problem solving 4) Sharing the “Commitment to Action” 3) Collaboration and problem solving 4) Sharing the “Commitment to Action” 1) Awareness of self and empathy with others 2) Ethical Leadership principles and practices 1) Awareness of self and empathy with others 2) Ethical Leadership principles and practices 5) Ethical engagement and citizenship

12. THE FIVE CORE TENETS OF LEADERSHIP EMORY

13. AWARENESS OF SELF AND EMPATHY WITH OTHERS Learning self-reflection that includes an increasing awareness of one’s beliefs, values, and abilities, as well an increasing ability to understand and appreciate the beliefs, life experiences, and values of others. TENET I

14. Self: Acknowledges and articulates personal skills, abilities, and challenges Understands the impact of various identities on self: Ability, Age, Class, Ethnicity, Gender Identity, Race, Religion/Faith, Sex, Sexual Orientation, Multiple Identities Achieves balance between education, work, and unstructured free time Openly receives feedback about self from others Develops/produces personal/educational goals Functions without need for reassurance Understands one’s own knowledge and applies previously understood information and concepts to new situations and settings Articulates career choices based on assessments of personal interests, values, skills, and abilities Recognizes characteristics of preferred work environments and team dynamicsOthers: Understands skill set of others in a group Seeks opportunities to understand the belief systems of others Gathers feedback through evaluations and assessment Develops meaningful interpersonal relationships Establishes trust and mutually-rewarding relationships with students, faculty, staff, friends, and colleagues Listens to and reflects upon others’ points of view Recognizes and celebrates the contributions that diversity brings to campus and society Understands the impact of various identities on others: Ability, Age, Class, Ethnicity, Gender Identity, Race, Religion/Faith, Sex, Sexual Orientation, Multiple Identities TENET I

15. ETHICAL LEADERSHIP PRINCIPLES AND PRACTICES Learning fundamental principles and practices associated with ethical leadership skills, as well as developing congruence between one’s own values and one’s actions (integrity). TENET II

16. Demonstrates willingness to scrutinize/analyze personal values and beliefs Identifies personal, work, and lifestyle values and explains how they influence decision-making Understands how culture influences one’s own values Acts with integrity to make decisions in congruence with personal values and the mission of the institution and/or organization Practices self-accountability and responsibility Maintains/develops relationships that support and clarify personal values, goals, and interests Takes reasonable risks Initiates actions toward achievement of goals Chooses behaviors and environments that promote health and reduce risks Understands how various personal identities may impact/influence values TENET II

17. COLLABORATION AND PROBLEM SOLVING Learning the ability to work cooperatively and effectively with others in ways that empower individuals by using gifts and contributions from all participants. TENET III

18. Holds others and self accountable for responsibility Measures organizational effectiveness Coordinates and manages events effectively Experiences using financial resources appropriately (budgeting) Implements risk management strategies Manages program development and implementation Treats others with respect Works cooperatively with others Seeks involvement and feedback from others Delegates effectively Creates formal and informal networks with other student leaders Promotes and conducts joint programs between organizations Learns to be an effective communicator: Conveys messages and influences others through writing, speaking, and non-verbal expression Uses and chooses not to use technology appropriately Develops and facilitates thoughtful presentations Works in multicultural team settings Illustrates effective listening skills Seeks involvement with people different from oneself. Uses complex information from a variety of sources including personal experience and observation to form a decision or opinion Accepts and completes responsibilities in a timely manner Sees controversy and conflict as sources of creativity Understands how various personal identities may influence the group dynamics process TENET III

19. SHARING THE “COMMITMENT TO ACTION” Developing the motivation to translate knowledge into action, foster buy-in and support, and to become actively involved in individual and collaborative efforts to foster personal and social change. TENET IV

20. Participates in a strategic planning process for a group or organization Understands the importance of a mission and clear vision Motivates others to follow through on commitments Energizes and influences group members Shares personal passion and motivates others to join Establishing buy-in and support for new ideas/creative ideas Values feedback from others to shape a shared vision or direction Understands how various personal identities may guide commitment, motivation, etc. Ability, Age, Class, Ethnicity, Gender Identity, Race, Religion/Faith, Sex, Sexual Orientation, Multiple Identities TENET IV

21. ETHICAL ENGAGEMENT AND CITIZENSHIP Promoting positive civic engagement and social responsibility through an ethic of service and a concern for justice. TENET V

22. Challenges unfair, unjust, or uncivil behavior in other individuals or groups Participates in service and volunteer activities Understands the importance of civic engagement Promotes and supports orderly change of community, social, and legal standards/norms Advocates equality and inclusiveness Positively impacts others’ perspectives on diversity TENET V

23. WHERE DO YOU SEE THESE TENENTS IN YOUR PROGRAMS NOW?

24. EASY/READY TO USE RESOURCES Ready-made PowerPoint Template Resources and Activity Pages

25. INCORPORATING LEADERSHIP EMORY Take 10 minutes to think about programs in your office that directly impact students Make a list of 3-5 ways that you can incorporate Leadership Emory into that program Be prepared to share a few ideas with the group

26. HOMEWORK Program Book Compilation

27. ANY QUESTIONS? Please contact Matt Garrett at matt.garrett@emory.edu.

28. PROGRAMMATIC INTEGRATION OF LEADERSHIP EMORY

29. FUTURE PROGRAMMING/COMPONENTS Integration throughout the Division  Connect with any development programs or training in all of our offices  Short training opportunities this summer for all Division of Campus Life staff  Posters in all staff offices Common Roadmap and Program Book  One stop resource guide for participation in all of our Division of Campus Life programs  April and May program collection/summer printing

30. EXAMPLES OF INTEGRATION Leadership Living Learning Community  Not “reinventing the wheel” (i.e. credits for Empathy with Others and Collaboration during Unity Month) Peer Leader Trainings (RA, OL, M.O.R.E., Athletes) SHCS Trainings (Healthy Behaviors and Self Awareness) Greek Life Leadership Weekends/Retreats/Trainings Unifying language for our programmatic outcomes Division Wide Assessments based on the Five Tenets

31. FUTURE PROGRAMMING/COMPONENTS Assessment and Leadership Coaching  Student self-assessments and rubrics  One-hour Leadership Coaching sessions in the OSLS/DCL Integration of Student Peer Leadership Coaches  Future use of RAs, Orientation Leaders, etc… to serve as leadership coaching mentors to younger students OSLS Staff Assistance in enhancing/developing Leadership Curriculums for any programs on campus  LGBT Student Leader Leadership Curriculum  Leadership Living Learning Community  Working with the Career Center on customizable discipline- specific leadership curriculums Leadership Emory Scholars  Work Study/Student Employment Grants

32. LEAD.EMORY.EDU OVERVIEW OF WEBSITE COMPONENTS LEAD.EMORY.EDU Language Location of Future Program Information Location of Staff Resources Location of Future Assessments Program Book Compilation Link

33. PROGRAMMATIC INTEGRATION ACTIVITY Get into groups of two to three people Using one program from your office, think about how you can integrate Leadership Emory into that program Language Philosophy Social Change Model Discuss these integrations with the larger group