1. East Carolina University The Leadership University Leadership Development Framework Framework Subcommittee of the Leadership Advisory Council: Stacey Altman, Eric Buller, Kendra Harris and Elaine Scott

2. LEADERSHIP is a relational process of inspiring, empowering, and influencing positive change.

3. KNOWLEDGEKNOWLEDGE RELATIONSHIPSRELATIONSHIPS ETHICSETHICS WELL-BEINGWELL-BEING SERVICESERVICE ECU GRADUATES FACULTYSTAFFADMINISTRATION C O M M N I T Y U RESPECTAUTHENTICITY ACCOUNTABILITY TEAMWORK COMMITMENT TO SERVE Domains of Leadership Capacity

4. Applying a Developmental Framework Stage of Development* Knowledge Critical Thinker Relationships Mentor Ethics Active Citizen Well-being Healthy Individual Service Catalyst for Positive Change 6 Integration/ synthesis 5 Generativity 4 Increasing ly complex application and behavior development 3 Application 2 Exploration 1 Awareness, knowledge * Adapted from Komives, S.R., Longerbeam, S.D., Owen, J.E., Mainella, F.C., and Osteen, L. (2006). A leadership identity development model: Applications from a grounded theory. Journal of College Student Development, 47(4), pp. 401-418.

5. Stage of Development* Knowledge Goal: Lifelong Learner Relationships Goal: Mentor Ethics Goal: Character Catalyst Well-being Goal: Healthy Individual Service Goal: Positive Change Agent Integration/ synthesis Inspiring others to learn Mentoring and Empowering others to Mentor Influencing action for the greater good Reflection upon experience wit self/others, commit to continual growth Inspiring positive change Generativity Engaging in advanced scholarship and creative activity Fostering the development of others Challenging ethical practices in the context of the greater good Empowering others to achieve well-being (emphasis on elements most related to leadership devel.) Engaging others in service Complex application and behavior development Understanding, evaluating and communicating knowledge Collaborating Communicating effectively Understanding interdependencies of people and environments Understanding self and others Recognizing ethical implications of decisions Adapting lifestyle to sustain well-being Expanding role and commitment to service Application Using new knowledge, honing academic interests, communicating learning Exercising values in decision making Initiating behaviors to achieve well-being Understanding capacity for service and narrowing commitment Exploration Recognizing learning potential, broadening knowledge base, developing effective learning strategies Examining ethical principles and relating personal values to others and organizations Exploring avenues for achieving well being and developing goals Participating in service activities Awareness, knowledge Understanding accountability for learning Understanding values Understanding personal well-being Understanding service and service opportunities Developmental Framework Overview * Adapted from Komives, S.R., Longerbeam, S.D., Owen, J.E., Mainella, F.C., and Osteen, L. (2006). A leadership identity development model: Applications from a grounded theory. Journal of College Student Development, 47(4), pp. 401-418.

6. Stage of Development* Domain: Knowledge Goal: Lifelong Learner Integration/ synthesis Inspiring others to learnLeading research and creative activity Advanced study and collaboration in discipline Generativity Engaging in advanced scholarship and creative activity Advanced study Participation in research and creative activity Complex application and behavior development Understanding, evaluating and communicating knowledge Capstone or senior project Critical Thinking and application of discipline knowledge Application Using new knowledge, honing academic interests, communicating learning Commitment to major Presentation-based coursework Content analysis, term papers, essays Exploration Recognizing learning potential, broadening knowledge base, developing effective learning strategies Foundations Curriculum coursework Academic planning and goal development Awareness, knowledge Understanding accountability for learning Academic planning Discipline specific introductory coursework Freshman Seminar, i.e. COAD 1000, LDSP 1000 KNOWLEDGE DOMAIN - STUDENT MATRIX

7. Stage of Development* Domain: Relationships Goal: Mentor 6 Integration/ synthesis Mentoring and Empowering Others to Mentor 5 Generativity Fostering the development of others 4 Complex application and behavior development Collaborating Communicating effectively Understanding interdependencies of people and environments Understanding self and others Conflict Management Skills Negotiation & Persuasion Skills Able to build Group Consensus/Synergy Interviewing Skills 3 Application Insight into Group Processes Insight into the influence of one’s own actions on other people Empathy, Adaptability Influencing Skills 2 Exploration Willing to Take Responsibility for Relationships Helpfulness Insight into Social/Ecological Structure of Society Knowledge of Social Rules of Engagement Able to work in teams Inclusive & Equitable 1 Awareness, knowledge Self-Knowledge & Emotional Regulation (Motives, Wishes, Abilities) Knowledge of Motives, Wishes, Abilities of others Respect for other people and difference Listening Skills Verbal & Written Communication Skills RELATIONSHIPS DOMAIN - STUDENT MATRIX

8. Stage of Development* Domain: Well-Being Goal: Healthy Individual 6 Integration/ synthesis Reflecting upon experience with self and others and committing to continual growth 5 Generativity Empowering others to achieve well-being (emphasis on those elements most-related to leadership development) -Advanced study -Presenting information on well-being -Disseminating knowledge 4 Complex application and behavior development Adapting lifestyle to sustain well-being -Consistent use of resources related to well-being -Consistent involvement in organizations (campus and community) related to well-being (take on significant role) 3 Application Initiating behaviors to achieve well-being -Programming -Volunteer (regular) 2 Exploration Exploring avenues for achieving well-being and developing goals -Well-being related coursework (HLTH 1000, EXSS 1000, PSYC 1000 & others) -Student Activities Events (e.g. CRW, Student Health, Res life, etc ) -Volunteer (one-time) 1 Awareness, knowledge Understanding of personal well-being -Curriculum (COAD 1000) -Well-being related Open Houses, Orientations Note: do we need clarify what Student Orgs are related to well- being? WELL-BEING DOMAIN - STUDENT MATRIX

9. ETHICS DOMAIN – STUDENT MATRIX Stage Domain: Ethics Goal: Character Catalyst Integration/ Synthesis Influencing action for the greater good Educates Others Leads a cause Influences legislation, culture, behavior Accepts personal sacrifices in order to improve conditions for others Generativity Challenging ethical practices in the context of the greater good Advocates for a cause or issue Takes a stand or action for change Demonstrates ethical behavior and influences others within their personal sphere Complex application and behavior development Recognizing ethical implications of decisions Proposes several alternative solutions to an ethical dilemma, implements solution. Lives the ethical life; behaves as a responsible citizen, v alues ethical behavior over personal satisfaction, r esolves conflicts between values and behavior Application Exercising values in decision-making Proposes a solution to an ethical dilemma. Applies refined set of values, r esolve conflicts between personal values and those of other individuals or organizations, examine values in light of sources and identifies conflicts Exploration Examining ethical principles and relating personal values to others and organizations Recognizes an ethical dilemma from a legal dilemma and understands how it relates to him/her. Examines own values and relates to others. Awareness/ Knowledge Understanding ValuesExposed to University values, Creed Understands university and societal rules/norms, u nderstands Academic Integrity policy, Identifies personal values and their sources

10. Stage of Development* Domain: Service Goal: Positive Change Agent 6 Integration/ synthesis Inspiring positive change Advocacy through inspiring others to enact positive change Internalization of passion Development of a personal lifelong plan of service activities Engage others through shared commitment Avenues: 5 Generativity Using knowledge of capacity and skills to engage others in service through recruitment and shared commitment Articulating reasons for commitment Internalization of leadership/service value system Identify others with shared commitment/values Avenues: 4 Complex application and behavior development Expanding on capacity and skills to better meet the needs of the service areas Identify strengths and weaknesses and participate in development opportunities Avenues: Leadership role in service areas, 3 Application Understanding personal capacity for service and matching that capacity to areas of commitment Evaluate reflections and identify personal capacities Analyze capacities and match to service opportunities Avenues: S-L Course completion, 2 Exploration Participating in service activitiesParticipate in service opportunities, reflect upon service participation, and expand on list of opportunities Avenues: participation in volunteer activities 1 Awareness, knowledge Understanding service and service opportunities Define service and differentiate it from other activities Avenues: List service opportunities, SERVICE DOMAIN - STUDENT MATRIX