Running Head: HUSKIES LEADING TOMORROW

Huskies Leading Tomorrow: A Leadership Development Intervention

Alyson Cole
Patrick Haught
Patrick Proctor
Elizabeth Snider
Northern Illinois University

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Huskies Leading Tomorrow: A Leadership Development Intervention

Section A: The Issue
Issue Overview and Literature Review
In her 2009 paper, Jean Leslie outlined findings from a study supported by the
Center for Creative Leadership that worked to address reports from clients, executives,
and human resource professionals that their organizations are experiencing talent
deficiencies within their employee base. (p.01) Data collected over the course of two
years from more than 2,000 organizational leaders showed that crucial leadership skills
in todays organizations are, in fact, insufficient for meeting current and future needs.
(p. 01). As corporations recognize that the talent pool available to them does not possess
the skills to meet organizational needs, potential future employees should be focusing on
developing those skills to obtain gainful employment and contribute meaningfully in their
workplace. As colleges and universities work to provide meaningful opportunities for
students to gain the skill sets necessary to be successful employees and community
members (CAS Standards, 2012, p. 196), the development of leadership .training
opportunities for all students should be a priority for higher education administrators.
The concept of leadership training for college students is not a new one. The
Council for Advancement of Standards in Higher Education has developed a standards
guide specific to student leadership programs. The contextual statement of the document
outlines the role leadership programs have played on college campuses.
During the 1970s, many colleges refocused efforts on leadership development
when events such as the Watergate scandal caused institutions to ponder how they
taught ethics, leadership, and social responsibility. Subsequent initiatives such as

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the womens and African-American civil rights movements and adult reentry
programs, increased access to college, and new forms of campus shared
governance, coupled with a focus on intentional student development, led to new
forms of leadership through such programs as assertiveness training, emerging
leaders retreats, and leadership targeted toward special populations. (p. 196)
While leadership development opportunities presently exist on many college campuses,
training opportunities have been targeted toward students holding leadership positions,
such as student government officials, officers in fraternities and sororities, and resident
assistants (p. 196). While those student leaders play important roles on their campuses,
a broader approach to leadership development is necessary to address the mounting
concern that employees are entering the workforce with a deficit of leadership skills
(Leslie 2009).
Because students experience leadership in many different settingsin and out of
the classroom, on and off campusvirtually every student engages in some type
of activity that involves the practice of leadership. Regardless of differences in
academic discipline, organizational affiliation, cultural background, or
geographical location, students must be better prepared to serve as citizen-leaders
in a global community. (p. 196).
The purpose of this paper is to address the need for wide spread student leadership
training on college campuses, breaking away from the emphasis on positional leadership
training and focusing on intentional leadership development opportunities available to
all students through coordinated campus-wide efforts (CAS Standards, 2012, p. 196).
Not only does the opportunity for more broadly offered leadership programming appeal

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as an opportunity to develop more qualified employees, meaningful leadership training

experiences have the potential to influence student identity development. As John Dugan
and Susan Komives state in their 2007 study, research indicates that students can and do
increase their leadership skills during the college years (Pascarella & Terenzini, 2005)
and that increases in leadership development in turn enhance the self-efficacy, civic
engagement, character development, academic performance, and personal development
of students. (p. 8).
Theoretical Framework
Acknowledging the need for the design of meaningful leadership development,
colleges and universities should consider theoretical foundations for student development
when constructing programs to be implemented. For the purpose of this intervention,
Baxter Magoldas Learning Partnerships Model and Tuckmans Group Development
Model are considered as the theoretical frameworks for leadership development
programming. Baxter Magolda (1992) identified three assumptions and three principles
that form the Learning Partnerships Model. The assumptions are as follows: (1)
knowledge is complex and socially constructed [challenge of having multiple points of
view on multiple topics], (2) self is central to knowledge construction [pushing to find
themselves], and (3) authority and expertise are shared in the mutual construction of
knowledge among peers [invite and must of having equal partners] (Baxter Magolda,
2004; Evans et al., 2010). The assumptions set the tone for the promotion of each
dimension of self-authorship. The assumptions also challenge students to move toward
becoming their own author of their life. Providing additional support, there are three
major principles of the theory to consider. The three principles are: (1) validating

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learners capacity to know [trusting their judgment], (2) situating learning in learners own
experience [using knowledge and experiences to affect future learning and decisions],
and (3) mutually constructing meaning [educators and students connecting their
knowledge] (Baxter Magolda, 2004; Evans et al., 2010). These three principles are in
place to support the challenges that students face while trying to reach self-authorship.
Other work by King and Baxter Magolda (2004) provided a useful foundation for
thinking about the Learning Partnerships Model. Three dimensions of development lay a
framework for the transitions that take place path to self-authorship: epistemological
(how do I know?), interpersonal (how do I construct relationships with others?), and
intrapersonal (who am I?). When student affairs practitioners and other university
members let the students see themselves as both learners and teachers, they take more
responsibility for their own learning (Astin & Astin, 2000).
Emphasis on individual development is a key priority for this intervention.
However, as students work toward their individual leadership development, their
identities and skill sets may be challenged in different contexts, making the inclusion of
group dynamic training a valuable component of leadership development training. As
Dugan & Komives (2007) explain, mentoring and campus involvement matter in
leadership development, and when paired together provide a strong and meaningful
foundation for such development. One of the recommendations made by Dugan &
Komives was to develop mentoring relationships where universities need to create a
way for students to have someone in the environment of college to be personal with and
talk to. The Learning Partnerships Model encourages students to view themselves as
equals in developing their own leadership. The blend of challenge and support that

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exist[s] within each of [the] components invite[s] students to transform their notions of
self, other, and knowledge itself, allowing them to express a powerful new view of self
and world (Baxter Magolda & King, 2004, p. 148).
In addition to working to develop meaningful mentoring relationships,
consideration of Tuckmans (1965) forming-storming-norming-performing model of
group development provides a helpful framework for considering the context within
which individual leadership development is occurring. In addition to this model being a
helpful framework to guide program development, an overview of this model will be
provided to students as a helpful context for future leadership in group settings.
Section B: The Intervention
Developmental Context
Northern Illinois University has several programs set up to aid students of low
socioeconomic status, those with few resources available for college preparation, and first
generation college students in their transition to a university setting. With programs such
as Upward Bound, CHANCE, and P.R.O.G.R.E.S.S Peer Mentoring in place, NIU fosters
a diverse community that is inclusive to students who may meet typical college readiness
standards. Students who have grown up in low-income households, struggling
neighborhoods, and school districts that had little financial support for extracurricular
activities and programs may not have had the opportunity prior to college to develop their
leadership skills and explore their leadership potential.
Students understanding and experience with the Learning Partnerships Model,
which branches off of Baxter Magoldas Self-Authorship Theory, will help challenge the
student population at Northern Illinois University to develop cognitively, intrapersonally,

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and interpersonally. It is important for all students, not solely those holding leadership
roles, to develop the skills to be a leader during their time at Northern Illinois University.

Targeted Audience
Huskies Leading Tomorrow is a four-week program series targeted to all
undergraduate students at Northern Illinois University who do not already hold leadership
roles. The program will be advertised in the residence halls, academic buildings, and
through the Student Association and Residence Hall Association in order to reach out to
all undergraduate students. Students of all races, ethnicities, genders, ages, and class
standing at Northern are welcome to attend the program series. It will be beneficial to
have a variety of students attending the programming sessions in order to have
constructive conversations with students who bring a diverse range of perspectives.
Intervention Goals
At its most basic level, the goal of our program, Huskies Leading Tomorrow, is to
increase the population of student leaders at Northern Illinois University and prepare
students for future leadership roles. We aim to achieve this goal by enhancing the skill
development, self-awareness, and confidence of our participant cohort. The program will
be broken down into four primary topics that will lay a framework for teaching and
developing our desired skill set: Leadership Styles, Building a Team, Goal Setting, and
Fostering an Inclusive Community. Each of these areas will serve as the focus topic
during one of the four weeks of the program.

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While these skills represent the knowledge bases that we intend for participants to
gain, Huskies Leading Tomorrow also aims to create leaders that are both self-aware and
confident in their abilities. Throughout the program, participants will gain a better
understanding of who they are as individuals by reflecting on their strengths and
weaknesses, developing a leadership philosophy, learning to value the unique
contributions of others, and gaining confidence in their ability to apply their skills in an
effort to better their campus community.
The goals of Huskies Leading Tomorrow are shaped by the outcomes of the
Learning Partnerships Model. The core principles of the model are focused on ensuring
that students know that their voices are important, challenging the concept of faculty as
authorities, providing opportunities for self-reflection, and framing learning as a group
activity (Davidson, 2011). Our program displays these principles by focusing the
curriculum on active reflection and sharing of lived experiences and ideas. Students are
active participants that are responsible for guiding conversations, whereas the role of the
facilitators is simply to provide a framework for discussion and challenge participants to
be vulnerable. Huskies Leading Tomorrow will help create a future of more competent
and skilled leaders on NIUs campus as well as in society as a whole.
Intervention
Week one. The first week of Huskies Leading Tomorrow will focus on leadership
styles. Students will meet in a classroom on campus for approximately 90 minutes for
this session. To begin the session, students will participate in various team-building and
introductory exercises in order to begin the process of building a community amongst
themselves. These activities will include the Green Glass Door (Appendix A) name

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game and a People BINGO (Appendix B). Facilitators should allow approximately 2025 minutes for these activities depending on the number of students in attendance.
Moving onto the main topic of the session, facilitators will discuss the importance
of understanding what type of leader they are, and how it is also important to understand
what types of leaders their peers are when working together. Facilitators will pass out the
True Colors Leadership Test (Appendix C) to each student, and introduce them to the
meaning and significance of the test through slides 1-4 of the True Colors Exploring
Leadership Styles presentation (Appendix D). After allowing students time to fully
complete the assessment, facilitators will ask students to split off into groups based upon
their results. Each group will correlate with one of the four color results from the test:
blue, green, orange, and gold. Next, facilitators will pass out slides 6-21 of the
presentation to each respective group (i.e. blue group will receive slides 6-9). Groups will
have approximately five minutes to look over the slides and discuss their commonalities
in approach and attitude in different settings (relationships, their childhood, at work, etc.).
This time will allow students to work together in identifying themselves as a specific
personality/leadership type. Next, facilitators will present slides 22-26 of the presentation
which discuss each colors leadership style and how it is important to acknowledge these
differences when working with others. Next, facilitators will engage in discussion with
the participants by asking the questions from slide 32 of the presentation. This time will
allow students to share their thoughts, opinions, and experiences about interacting with
peers who identify with a different color than them.
After wrapping up the discussion about the four different leadership styles
presented in this session, facilitators may introduce students to the three other

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leadership/personality type assessment tools on slide 33 of the presentation and

encourage students to take these assessments on their own time.
Week two. Week two of Huskies Leading Tomorrow will focus on teamwork.
Students will meet in a classroom for approximately 60 minutes for this session. In order
to prepare students for working with others, the session will be centered specifically
around collaboration, communication, and conflict management. To begin this session,
students will participate in the Magic Carpet Ride (Appendix E) activity. After
completing this activity, facilitators will introduce students to Tuckmans Group
Development Theory, which consists of five stages that groups move through when
working together to accomplish collective tasks and goals. Facilitators will pass out
handouts that describe these five stages: forming, storming, norming, performing,
adjourning (Appendix F). In order to reflect on the activity theyve just completed,
students will be asked if/when they think the group experienced any of Tuckmans stages.
This allows the students time to think about how these stages exist in even the smallest of
group work and activity.
Facilitators will then show participants Remember The Titans - Forming,
Storming, Norming, Performing, Adjourning YouTube video (Appendix G) as a visual
example and representation of how groups experience all five of the stages during their
time together. After reflecting on the video and how the interactions between the team
represent Tuckmans stages, students will have the opportunity to determine their
approach to conflict through a short assessment (Appendix H). Facilitators will read the
assessment statements one-by-one, asking students to identify which statement(s) apply
to them when faced with a conflict scenario. After reading each statement, facilitators

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will read the outcome for that statement, which identifies what type of conflict
management style that group of students has. The different styles of conflict management
approaches include avoidance, collaboration, competitive, accommodating, and
compromising. This assessment will help students with self-awareness and provide the
opportunity for reflection of their behaviors when interacting and problem solving with
others. Once students are aware of their conflict management style, facilitators will
randomly split students up into small groups (3-5 people depending on attendance) and
have them participate in the Ugli Orange Exercise (Appendix I). This exercise allows
students to build critical thinking skills and identify with both their conflict management
and leadership styles that theyve identified in Week 1 and 2 of Huskies Leading
Tomorrow. Following this exercise, facilitators will allow time to debrief the days
activities and guide students towards positive and effective communication,
collaboration, and conflict management for the future.
Week three. The third week of Huskies Leading Tomorrow will focus on goal
setting. Goal setting is an important aspect of leadership both individually and in a group
setting. Students will gather in a classroom setting for approximately 90 minutes for this
session. To continue to foster a team atmosphere, this session will begin with a fun,
energetic icebreaker called Fishbowl (Appendix J). This game contains three rounds, so
it is ideal to allow approximately 30 minutes for students to experience the entirety of the
activity. After the activity, facilitators will pass out a SMART Goals handout (Appendix
K) to each student. This handout will serve as a reference during the facilitators
presentation/discussion explaining SMART Goals (Appendix L). Teaching students what
SMART Goals are and encouraging them to utilize this goal-setting method will help

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12

develop time management and critical thinking skills. After the presentation, facilitators
will ask students to create at least one SMART goal for this year. While students are
working on their goals, facilitators pass out paper, scissors, glue, and magazines for the
Vision Board Activity. For the remainder of the session, students will have the
opportunity to create a vision to motivate them to achieve their goals. The Vision Board
Activity (Appendix M) allows students to get in touch with their creative side and reflect
on the motivations behind their plan of action to achieve the goal(s) theyve created for
this year. If there is time, facilitators will allow students to share their vision boards in
small groups, or in a large group together.
Week four. The final week of Huskies Leading Tomorrow will focus on fostering
inclusive communities. Students will meet in a classroom for approximately 90 minutes.
To begin this session and continue working together as a team, students will participate in
the Human Knot Activity (Appendix N). After the activity, students will reflect on what
they had learned in week two (if attended) about teamwork and Tuckmans Group
Development Theory stages.
Moving onto the topic of the session, students will be asked to participate in a
privilege exercise and debrief with discussion questions listed within the instructions
(Appendix O). This activity and discussion regarding privilege is centered primarily
around race, and allows students to see first-hand the different privileges certain groups
have and others lack. After debriefing this activity, facilitators will show the Sam
Killermann--Complexities of Gender YouTube video. This video addresses privilege
through a different perspective, shedding light on the inaccuracies of gender and
sexuality stereotyping. After watching this video, facilitators will allow time for

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13

discussion and debriefing where students are welcome to share their thoughts and
reactions to the video.
Evaluation
It is important for the facilitators to receive feedback from all participants in this
program, regardless of how many sessions they attended. Presenters will reach out to all
attendees via university e-mail with an evaluation form (Appendix Q) to fill out about
their experience with Huskies Leading Tomorrow. Results will be compiled and used to
structure the program curriculum for the future.

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Appendices

Appendix A: Green Glass Door Instructions

Source: Holden Leadership Center, University of Oregon (2009)

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Appendix B: People Bingo Instructions

Title: People Bingo
Instructions:
1. Each participant should be given a copy of the BINGO card shown below.
2. The goal of each participant is to find participants that identify with the various
statements on the card.
3. Participants are not allowed to simply hand the sheet to someone else and ask
them which statements they identify with. Rather, they must direct a statement to
another participant and determine whether or not it is true. For example, Sam may
ask Bob the following: Are you a member of a fraternity? If Bob confirms that
he is a fraternity member, he is allowed to sign off in the corresponding box on
Sams card.
4. The first member to get a BINGO wins the game. At that point, they must share
with the group a fact about another participant that they learned during the game.
That participant must then share a face about another participant, and so on until
all participants have shared a fact.

Source: Outdoor Teamwork Games (2013)

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Appendix C: True Colors Assessment

Source: Campus Recreation, University of North Carolina

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Appendix D: True Colors Presentation

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Appendix D (continued)

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Appendix D (continued)

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Appendix D (continued)

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Appendix D (continued)

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Appendix D (continued)

Source: Lone Star College

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Appendix E: Magic Carpet Ride Instructions

Source: Building Dynamic Groups, Ohio State University Extension (2009)

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Appendix F: Tuckman Handout

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Appendix F (continued)

Source: Options for Change, 2000

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Appendix G: Remember the Titans Video

Link: https://www.youtube.com/watch?v=goo_fVzwCm8

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Appendix H: Conflict Management Styles

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Appendix H (continued)

Source: Werner Institute, Creighton University

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Appendix I: The Ugli Orange Exercise

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Appendix I (continued)

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Appendix I (continued)

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Appendix I (continued)

Source: North Central College

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Appendix J: Fishbowl Instructions

Source: Great Group Games (2010)

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Appendix K: SMART Goals Handout

Source: OSullivan (2011)

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Appendix L: SMART Goals Presentation

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Appendix L (continued)

Source: Kentucky Department of Education (2012)

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Appendix M: Vision Boards

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Appendix M (continued)

Source: Clayton (2014)

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Appendix N: Human Knot Activity

Source: Holden Leadership Center, University of Oregon (2009)

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Appendix O: Privilege Walk

SPACE REQUIREMENTS: A room or space large enough to accommodate the
participants in a single row.
PARTICIPANT REQUIREMENTS: This exercise works best with between 20 and 50
participants. Some ethnic diversity enhances the outcome but is not required. This
exercise is best for adolescents and adults. If this is done with an entirely White
audience, the group may be divided into two parts. One groups will represent
themselves. The other group will be asked to imagine the they are a Black, Native
American, or Latino child being raised in an impoverished family and area. Participants
should be advised prior to these questions to remember their feelings during the
exercise. Did they feel ashamed that they were part of a group that took a step forward or
backward? Did they want to be a part of the group moving forward or backward?
BACKGROUND AND INSTRUCTIONS: This exercise has been designed to bring a
group to certain conclusions regarding the concept of privilege and
disadvantage. Because of the prevalence of racism and sexism in the US, and for the
sake of obtaining clear results, this exercise focuses on those two forms of
prejudice. Many people attribute a persons economic standing to their charter. Poor
people are lazy and stupid. Rich people get rich because they are smart and work
hard. This belief in the quality of people in the U.S. discounts or ignores the fact that
some people have many advantages and opportunities that they take for granted.
Before we begin please make a mental note of where you are and where the rest of the
group is currently positioned. I will be making a series of statements and offering
directions. Please close your eyes now and keep them closed for the duration of the
exercise.
Read aloud the following questions.
1. Few White people in the history of the U.S. have ever been convicted and executed for
killing a person of color. All White persons take a step forward.
2. The high school dropout rate for Latinos, Native Americans and African
Americans is over 55%. Latinos, African Americans, and Native Americans take one
step back.
3. If when you walk into a store, the workers suspect you are going to steal something
because of the color of your skin, take one step back.
4. If you can avoid those communities or places you consider dangerous, take one step
forward.
5. If you or your ancestors have ever learned that because of your race, skin color,
gender, or ethnicity, that you are ugly or inferior, take one step back.

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Appendix O (continued)
6. African Americans, Latinos, Native Americans, Asians, and women have been denied
the right to vote in the U.S. White males take one step forward.
7. If you or your family has ever received welfare, Medicaid, or food stamps,
take one step back.
8. If you have ever been called bad names because of your race, ethnicity, gender, or
skin color, take one step back.
9. If you or any member of your family has been treated for depression, alcoholism or
drug abuse, take one step back.
10. If you live now, or have ever lived in a home where drugs are sold on the street or
near your home, take one step back.
11. If prior to your 18th birthday, you took a vacation outside the United States (or your
native country), other than Mexico, take one step forward.
12. If, as a child, your parents had over 40 books in your home, take one step forward.
13. If you were raised in a home where a daily newspaper was delivered, take a step
forward.
14. If most programs you watch on television feature members of your race or ethnicity,
take one step forward.
15. If you have never told to speak better English, take one step back.
REFLECTION: Take a look around, and notice the difference in alignment. Notice what
groups of people are in the front and what groups of people are in the back. This visual
represents the playing field that we were put on at birth. In no way is it level. The
primary lesson to be learned from this exercise is that we are not operating on a level
playing field. In the United States we are taught individual responsibility and blame for
our lives. We are taught that if you work hard and persevere, you too can be rich. This
is not always the case. Advantages given to us by our parents or other ancestors often
give us privileges and benefits not accessible to everyone.
Think about your answers to the following questions:
1. Do theses differences that discriminate against us have genetic components?
2. If not, why do we discriminate against each other?
Source: Creighton University

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Appendix P: Sam Killermann Video

Link: https://www.youtube.com/watch?v=3JEAb7UuZAE

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Appendix Q:

Huskies Leading Tomorrow Program Evaluation

Please fill out this anonymous evaluation form. It is very important that we have your feedback so that we
are able to improve the program for future cohorts.
Program Content:
Using a scale of 1-4 (1 being low and 4 high), please tell us how effectively this program met your needs:
You have a better understanding of leadership
You got to know the other group members on a personal level
You will be able to apply the knowledge gained in future leadership roles
The information given helps to enhance existing skills/knowledge
Program content was appropriate
You would recommend HLT to future students
Particular topics:
Leadership Styles
Teamwork
Goal Setting
Fostering Inclusive Communities
Particular activities and lessons:
True Colors Leadership Assessment
Magic Carpet Ride
Tuckmans Group Development Theory
Conflict Management
Ugli Orange Exercise
SMART Goals
Vision Boards
Privilege Exercise
Complexities of Gender

Low
1 2
1 2
1 2
1 2
1 2
1 2

3
3
3
3
3
3

High N/A
4
!
4
!
4
!
4
!
4
!
4
!

1
1
1
1

2
2
2
2

3
3
3
3

4
4
4
4

!
!
!
!

1
1
1
1
1
1
1
1
1

2
2
2
2
2
2
2
2
2

3
3
3
3
3
3
3
3
3

4
4
4
4
4
4
4
4
4

!
!
!
!
!
!
!
!
!

How can the program be improved in future years?

Please give any additional information you would like to share, including anything you would like to elaborate on
regarding the scaled items above.

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References

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Clayton, G. (2014). How to use vision boards to attract what you want into your life. In
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