Program Competencies

Framework for Core Leadership Understandings
The competencies listed for each core leadership understanding form a framework for the deep conceptual insights embedded into the Ed.D. in Organizational Leadership program. They are woven into the respective courses in the program to provide richer, fuller, reinforcing leadership experiences as well as connecting the primary core leadership understandings. We take the view that leadership development is an integrated, continuous, and lifelong process, not a series of events. Our three-year program connects the program competencies through classroom practice with the workplace and is designed to develop and support participants through different leadership developmental stages. Since the participants in the program will enter the program with varied experiences and mindsets, we recognize that participants will move through the leadership development stages at different paces. We also recognize that participants may not be able to develop all of the competencies equally. However, achievement at the competent or skilled level is expected on each competency. The competencies are based on current research in leadership development and reflect the skills, behaviors, and mindset that leaders need to be successful in the current, complex environment in which leadership takes place. They are designed to help leaders grow and improve in ways that support attainment of their goals.

Overlapping and Interconnecting
The competencies listed for the core leadership understandings are designed to reinforce each other by overlapping and interconnecting; they do not appear in any hierarchical order. In addition, one or more of the competencies listed for each core leadership understanding may overlap and interconnect with one or more competencies in other core leadership understandings. We believe this strengthens the framework for the current and emerging leaders participating in the program.

Different Organization Types
The competencies are stated broadly by design to allow program participants from different organization types to provide evidence of attainment in a variety of ways. There is no one way to document attainment; we expect that the type of evidence submitted will be more specific to organization type, than not. We also expect that the type of evidence submitted from each organization type will vary and be dependent upon the type of position the participant holds in the organization. Sphere of influence is acknowledged and recognized. Program participants are responsible for providing the evidence of attainment based upon work completed during the program. We expect that a considerable portion of the evidence will be gathered in the work place.

No One-Size-Fits-All Approach
Course syllabi will identify the specific competencies that are emphasized in each course as well as in each learning outcome in that course. There is no one-size-fits-all approach with regard to achieving the competent or skilled level. Participants are expected to provide evidence to support achievement of the competencies as they move through the program. In some cases, a competency may be achieved in one course. In other cases, achievement may be accomplished over two, or more, courses.

The evidence of competency achievement for each core leadership understanding will build exponentially as the student moves through, and beyond, the program. The competencies are not viewed as separate and distinct entities, but rather as an integrated whole, all important for effective leadership development and application.

Artifacts and Evidence
It is impossible to provide a list of all of the artifacts that could be used to provide evidence of competency achievement. The following list of possible artifacts is intended to serve as a guide for documentation. The program director and lead professor in each course will provide more specific information about artifacts and evidence:

• Reports, publications, charts, graphs
• Work samples
• Performance or recognition awards
• Grant awards
• Flowcharts and concept maps
• Written set of procedures
• Designs, drawing, schematics, blueprints, layouts
• Models or prototypes
• Research analyses and reports
• New ideas, innovations, inventions, creative products
• Divergent and unique applications of current practice
• Activity, event, or program planning
• Multi-media examples, such as videos, images, graphics, audio
• Websites or blog development
• Presentations, reports, publications, charts, graphs, press releases, white papers
• Collaborations, partnerships, teamwork
• Teaching others, mentoring others, coaching others, sponsoring others, conducting trainings
• Feed-forward coaching activities
• Data analyses
• Evaluating and assessing knowledge, competencies, skills, and work of others
• Expert-reviewed work, peer-reviewed work
• Develop annotated bibliographies, resource examples, or lists
• Social bookmarking sites
• Service learning, volunteerism
• Social/political action activities, community advocacy, social advocacy
• Various leadership roles and responsibilities
• Training certificates
• Development of policies, practices, standards, criteria, organizational mission
• Resolution of ethical dilemmas and solutions
• Educational, professional and/or personal goals, plans
• Communities of professional practice and learning, social networking
• Development of portfolios or e-portfolios
• Leadership platform statements

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