Procedia Social and Behavioral Sciences
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Procedia - Social and Behavioral Sciences 00 (2011) 000–000 Procedia - Social and Behavioral Sciences 31 (2012) 333 – 339
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WCLTA 2011
Hexagon theory- student leadership development Mozhgan Amirianzadeh a * a
Department education and psychology ,Marvdasht Branch ,Islamic Azad University ,Marvdasht Branch,Iran
Abstract
It is essential to pay attention to the leadership in the super complexity era. The third millennium with its special characteristics such as hyper changing, hyper industrial, communication and information technology era and digital world needs such leaders that they could advance with world changes. The student leadership development is considered as the vital subjects of the present era because the training the political, social, economic, cultural, scientific and technological leaders, who could take the reins of the society and promote the world, is done in the educational system. The student leadership development hexagon theory with a comprehensive attitude and systematic view has considered the factors affecting the student leadership development from individual, group and social aspects. It is hoped that a pace, even a few one, will be taken toward the progression of student leadership development theories. Keywords: Hexagon Theory, student, leadership , Development
1. Introduction . The higher education system has been exposed to the complexities, challenges and changes of the third millennium. This system is responsible for the vital and important role of training future leaders. To access to a developed and promoted society will be possible by training the leaders. The future society needs such leaders that they could advance the society accompanied by the world challenges and changes. It is necessary for the higher education institutes to equip the students in order to succeed in the complex world (AACU, 2007). The present students are very different from the students in the decade of 1990 because the present students are in search of the deeper thought about the issues and interfering in decision-makings. They are fond of cooperating in various aspects of the society and interested in solving social problems (Kiesa, 2007). Therefore, one of the unique challenges of university authorities is to train a generation of students in order to be able to live in environments with different values, fat changes of technology and complex cultural and social changes (Lavelle & Richord, 1997). Student leadership development is a process which causes the progression of students and help in developing their talents (Day, 2004). It is, in fact, a process which changes them in order to dominate over complex challenges and attain a comprehensive progression. It is also an opportunity to enable the students more towards using these opportunities and confronting the challenges of the society (Boyer, 1987). Training leadership skills to the students leads to the effective communication, competencies reinforcement and interpersonal communication progression with various cultures and individuals. Therefore, the students should make themselves ready for admitting future responsibilities * Mozhgan Amirianzadeh Tel.: 09173174911 E-mail address:
[email protected] 1877-0428 © 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Prof. Hüseyin Uzunboylu. doi:10.1016/j.sbspro.2011.12.063
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and leadership role in various aspects (Rudolph, 1990) and this will be possible through the universities (Green & Mcdade, 1999; Cress & others, 2001; Manyibe, 2007). 2- Leadership Development Leadership development empowers the students to mature and develop toward greater levels of leadership complexity, integration and proficiency over a period of time (Council for the advancement of standards) (Miller, 1997). “The stretch of one‟s capacity to become aware of and build skills around the dynamic of positive leader-follower outcomes” (Davis, 2001, p. 3). “Leader development is the expansion of a person‟s capacity to be effective in leadership roles and processes” (McCauley & Van Velsor, 2005, p. 2). “Leadership development is the act of expanding the capacities of individuals, groups and organizations to participate effectively in leadership roles and capacities” (Day, 2004, p.841).
3-Hexagon Theory – Student Leadership Development This theory, with systemic and comprehensive viewpoint, has considered the factors related to person, family, school, friend, university and society as six important and effective components on student leadership development. However, this theory mentions that the formation of student leadership development will be done through a change in attitude, knowledge, skill and behavior. This collection is formed through education, training and development in three aspects: individual, group and social. Family is known as the most fundamental factor in the formation of individuals‟ identity. Children patterning from their parents is considered as the first effective environment on individuals leadership development. The other important environments are schools and official training centers in which every individual will be trained specially and officially. Meanwhile, the formation of individuals‟ identity is done by teachers and also friends. Friends are taken into consideration as the most intimate persons that could have deep effects on individuals. University is also a centre which provides a lot of opportunities to promote the individuals‟ leadership development and growth. Individuals‟ characteristics are another important factor in student leadership development. Regarding the special programs, the political, social, economic, cultural and scientific society can be one of the important factors in leadership development. 3-1 Knowledge, Attitude, Skill, Behaviour Robert‟s (1981) comprehensive model of leadership involves the acquisition of knowledge, skills and behaviours as well as the development of attitudes and values. 3-2 Leadership Knowledge Leadership knowledge includes awareness to leadership theories, models and paradigms. With analyzing 55 leadership programs, Russon and Reinelt (2004) came to this conclusion that awareness and knowledge, more than leadership itself, affect leadership development. 3-3 Leadership Attitudes Leadership attitudes represent the patterns and processes of thought and values involved in leadership roles as displayed by the behaviors of individuals in institutional settings (Weilkiewicz, 2000; Taylor, 1998).
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3- 4 Leadership Skills Leadership skills consist of technical, human and conceptual skills. They also include other skills such as time management, stress management, crisis management, conflict management, self-management and other new skills of management which are the needs of individuals. 3-5 Leadership Behaviour Leadership behavior is made by acquiring attitude, knowledge and skill. Kouzes and Posner (2002) classified leadership behavior into 5 groups: - Challenge the process - Inspire a shared vision - Enable others to act - Model the way - Encourage the heart Also, a collection of individual, group and social factors are essential in making development . 3-6 Individual, Group and Social Komives (2009) explains social change model. The ensemble that developed the social change Model wrote: “Leadership is ultimately about change and . . . effective leaders are those who are able to affect positive change on behalf of others and society” (Higher Education Research Institute [HERI], 1996, p.10). “Change . . . is the ultimate goal of the creative process of leadership – to make a better world and a better society for self and others” (HERI, p.21). 3-7 Family – Influence of Parents Family has been known as the most important and effective factor on individuals. The influence of parents and associates is the most important and fundamental factor affect their leadership development (Kuh & others, 1994; Romano, 1996; Ouellette, 1998; Shertzer & Schuh, 2004; Komives & others, 2004). 3-8 Self The characteristics of individuals‟ personality are very important because they can affect their leadership development. These characteristics have been mentioned in table 1.
Self-confidence Self-efficacy Extraversion Distinctive characteristics Identity development of self Personal development Self-awareness Self-regulation Self-motivation
Table 1- Individuals‟ Characteristics and Student Leadership Development Astin (1993); Northouse (2001); Felsheim (2001); Lloyd (2006) Kuh & others (1994); Holland (1996); Bandoura (1997); Levine & Cureton (1998); Ouellette (1998); Armino & others (2000); Felsheim (2001); Mackormic (2003); Astin (2003); Lloyd (2006) Astin (1993); Holland (1996-97); Shertzer & Schuh (2004); Komives & others (2006) Astin (1993); Holland (1996) Rost (1993); Komives & others (2005) Van Velsor & McCauley (2004) Day (2004)
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3-9 Friends (Peers) After family, friends are the important and effective factors on leadership development in childhood and adulthood. Many researchers have considered the influence of friends on individuals‟ leadership development (Astin, 1993; Ouellette, 1998; Holland, 1996; Romano, 1996; Kuh & others, 2000; Felsheim, 2001; Sohn, 2003; Shertzer & Schuh, 2004; Komives & others, 2004). 3-10 School School, as the first official educational environment, can affect individuals‟ leadership development. Teacher, headmaster and classmates as a role model can play an important role on leadership development. Many studies have been demonstrated that school is an important and effective factor on leadership development (Johnson, 1995). 3-11 University University is the main factor in the in the formation of student leadership development. Cooperating in university activities, communicating with professors, students‟ relationship with each other, membership in university councils, attending in classes and class leadership all can influence student leadership development (Astin, 1993; Kuh & others, 2000; Pascarella & Terenzini, 2005; Cooper, Healy & Simpson, 1994). - Academic Involvement
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Student academic involvement refers to the quantity and quality of the physical and psychological energy that students invest in the college experience (Astin, 1993). Student-Faculty Relationship
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Educators at all levels believe that frequent meaningful interactions between students and their teachers are important in learning and personal development (Kuh & Hu, 2000). Peer Relationship “being a member of social fraternity or sorority, playing intramural sports, spending time in voluntary work, tutoring other students, participating in a group project for class and making presentations to class” (Astin, 1993).
3-12 Curriculum Curricula can facilitate student leadership development via training leadership, students‟ familiarity with all kinds of modern theories and also training time management, crisis management, conflict management, stress management and other kinds of management. 3-13 College Environment College environment refers to the degree to which “colleges and universities differ from one another in the extent to which they they emphasize or focus on various aspects of students development” (Pace & Kuh, 1998; Kuh & others, 1991; Astin, 1994). 3-14 Society The political, social, economic, cultural and scientific environments affect individuals‟ leadership development. Many studies have been shown that society is an effective factor on student leadership development (Johnson, 1995). 4
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Education
Training
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Development
SOCIAL SOCIAL
1
Group
6
2
B
k
A 5
3
S 4 1: Family 2:University 4: Self 5: Society 6: School K:Knowledge
3: Friends Individual
Figure 4- Hexagon Theory – Student Leadership Development (Amirianzadeh, 2011)
A:Attitude S: Skill B:Behavior
3-15 Education, Training and Development Rost (1991) considers leadership as a process of interaction, “an influential relationship among leaders and followers who intend real changes that reflect their mutual purposes” (p.102). leadership education, he states, involves those activities which improve the overall competence of the individual beyond his or her immediate environment; leadership training includes activities which improve performance in a particular position; and leadership development involves activities which encourage development in a sequential manner, increasing complexity at each stage. “The individual who reaches the higher levels of developmental maturity is one who is able to interact 5
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effectively and productively in a complex diversified world . . .evident in both current behavior, as well as in future behavior” (p.23). The centre for creative leadership conducts research and offers development programs to organizations, using the term “Leader Development” as the expansion of a person‟s capacity to be effective in leadership roles and processes. Developing the individual capacities needed for effective leadership such as self-management, social skills and work facilitation capabilities is synonymous with what is often labeled “personal development‟ (Van Velsor & McCauley, 2004). Conclusion The new leadership paradigm in the third millennium era indicates more cooperation of individuals in various processes. Therefore, student leadership development in 21 st century needs more cooperation of students in different era. It is necessary to analyze all of the afore-mentioned factors in three levels of individual, group and social and pave the way of leadership development with changing the students‟ attitude, knowledge, skill and behavior through education, training and development. Leadership development programs provide opportunities for students in order to access the following factors: Self-awareness, self-development, self-regulation, self-motivation, social awareness, social skills, multicultural awareness, comprehending leadership theories, emphasizing social values, having higher self-confidence, leadership skills .According to the hexagon theory, student leadership development (SLD) can be increased. Using this theory makes accessible the realization of the following goals: 1- Using this theory helps to train a new generation of students in order to deal with the challenges and make themselves ready for better future. 2- The interactive relation among six sides of the theory helps to student leadership development since the mentioned six sides are integral parts of each other. 3- Education, training and development should be taken into consideration continuously. 4- Individuals, group and society can benefit from using this theory. 5- It is necessary to pay attention to attitude, knowledge, skill and behavior in order for better use of hexagon theory. References Armino, J. L., Carter, S., Jones, S. E., Kruger, K., Lucas, N., Washington, J., Young, M., & Scott, A. (2000). Leadership experiences of students of color, NASPA Journal, 496-510. Association of American colleges and universities (2007). College learning for the new global century. Washington, DC: Authors. Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(4), 297-308 Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass. Astin. W,Alexander (1994) Student Involvement: A Development Theory For Higher Education. Journal of College Student Development. Bandura, A. (1997). Self-efficacy; The exercise of control. New York: W.H.Freeman. Boyer, E. L. (1987). College: The undergraduate experience in America. New York: Harper & Row, Publishers. Cooper, D. L., Healy, M. A., & Simpson, J. (1994). Student development through involvement: specific change over time. Journal of College Student Development, 35, 98-102. Cress, C. M., Astin, H. S., Zimmerman- oster, K., & Burkhardt, J. C. (2001). Developmental out comes of college students, involvement in leadership activities. Journal of college student Development, 42 (1), 15-27. Davis, N. (2001). Building muscle: Developing leaders with follower weight. Organization Development .Journal, 19 (3), 27-25. Day, D.(2004). Leadership development. In Goethals, G., Sorenson, G.,Burns,J (Eds.) the Encyclopedia of leadership, Volume 2 (p. 840-844). Thousand Oaks, CA: sage. Felshiem, M. J. (2001). Pathways to success: How university students become student leaders. Unpublished doctoral dissertation. University of Wisconsin-Madison. Green, M. F., & McDade, S. A. (1999). Investing in higher education: A handbook of leadership. Washington D.C.: American Council on Education. Higher Education Research Institute. (1996). A social change model of leadership development:Guidebook version IlL College Park, MD: National Clearinghouse or Leadership Programs. Holland, J. L. (1996-97). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources, Inc. 6
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