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Checklist of Institutional Policies and Practices

December 30, 1899

 

​​This section provides a brief list of institutional policies and practices that should be reviewed as you consider integrating leadership development within your campus community. Although it is not a comprehensive listing, it does highlight the types of areas that should be explored in the initial phase of planning for on-campus leadership development initiatives.

Policies
  • Does the institution have explicit policies regarding leadership development? If yes, what are their goals, and how are they measured?
  • Are the policies disseminated broadly and often (at least annually) to faculty and administrators?
  • Does the institution link leadership development to policies? For example, to the broader goal of improving participation by people of color on campus?
  • Do individual units have leadership development plans? Are they linked to institutional goals?
Practices
  • Is there a single person or office that coordinates leadership development activities throughout the institution? Are there sufficient resources and authority to be effective? If not, why not? Would designating a single person be a desirable option at the institution? Are there other coordinating mechanisms? How do they operate? Are academic and administrative personnel included in them? Are senior officers?
  • How does the campus identify people with leadership potential? What happens once they are identified?
  • How and why are people selected to participate in formal leadership development programs (either on campus or off campus)? Is the selection process succeeding in casting the net widely?
  • How are people prepared to get the most out of a leadership development program? How do they share what they have learned with others on campus?
  • Are there special efforts in place to identify promising women and people of color, and ensure that they have opportunities for leadership development and job enhancement?
  • Are administrators expected to engage in professional development activities? Is this expectation reflected in performance evaluation criteria?
  • Is there planning for leadership development? Is it linked to the overall institutional plan or tied to specific institutional objectives? Are there mechanisms for reviewing and modifying the plan and for assessing progress?
  • Is information on leadership development activities disseminated throughout the campus? On the costs associated with these activities? Who gathers this information? How is it used?
  • Is there a mechanism for evaluating the effectiveness of the leadership development plan? Have criteria of effectiveness been formulated? How and by whom?

 

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