A Big Nutshell of Leadership Collaborative II

The purpose of Leadership Collaborative II (LCII) is to equip participants as collaborative leaders who advance OSU’s Vision, Mission & Values through the integration of OSU values with emergent, collaborative and transformative leadership skills.

Three primary learner outcomes facilitate the realization of this purpose:

1. Cultivation of a deep understanding of OSU’s values, e.g., diversity, equity and inclusion.
2. Development of collaborative and transformational Leadership skills.
3. Creation & implementation of integrative strategies in service of OSU’s Vision, Mission & Values.

LCII is structured as a hybrid Professional Learning Community (PLC) in that the course integrates online and in-class learning activity with on-the-job practice.  Additionally, the course is a hybrid of a PLC and a traditional class.  Predetermined content is delivered & formal learning strategies are implemented.  Learners determine the depth and breadth of their involvement.  And, they direct their learning in collaboration with their supervisors.

Learner characteristics include:

1. self-directed, active and engaged learners who manage their own learning process.
2. LCI: Emergence graduates, and practitioners of LCI skills.
3. demonstrated commitment to advancing the OSU Vision, Mission and Values with emergent leadership skills.

The class will meet every 3-4 weeks, starting winter term and perhaps continuing through summer term.  I anticipate starting a new class each academic year.  New LCI graduates will be invited to join continuing participants.

Three types of content are addressed in LCII.  First, leadership, with an emphasis on collaboration and transformation skills.  Second, OSU values, including, but not limited to, diversity, inclusion and social justice.  And third, learning, including integration, learning breakdowns, facilitating learning, and skills transfer.

As a hybrid class, learning activities will flow between three venues, i.e., Canvas, the classroom and the work site.  A similar structure for the integration of the three venues will be used for both primary course components, i.e., values integration and leadership skill development.  The structure is demonstrated herein utilizing the values integration course component.

Learners conduct online research and complete a self-assessment to learn about the assigned value and its integration at OSU, and to analyze & evaluate connections between the value and their leadership work.

A content expert joins the LC, starting with participation in the online discussion group, wherein questions or comments about the value are discussed.

The subsequent class session focuses on integration of the value into the learner’s leadership activities.  The content expert engages with learners in dialogue about the value, and brainstorms how to integrate it into the learner’s leadership work.  Learners then create Action Plans to integrate the value into specific leadership actions and to practice on-the-job.

Leaners implement the Action Plan on-the-job, in collaboration with their supervisors.  During implementation, they review efforts, reflect on lessons, and modify their practice accordingly.  They share experiences, troubleshoot and share insights on the discussion board.

After implementation, learners complete a formal Review, Reflect & Deepen (RRD) process to review efforts, reflect on lessons, deepen learning, and plan next steps.  They share the RRD privately with me online and share insights, best practices, lessons and plans on the discussion board.

At the next class, we open with a formal RRD process wherein learners share their process, consult with each other, deepen their understanding and determine next steps in their learning process.