kristina m. meissen advisor: barbara osborne, esq. committee member: edgar shields, phd committee...

Kristina M. Meissen

Advisor: Barbara Osborne, Esq.Committee Member: Edgar Shields, PhdCommittee Member: Shelley Johnson, MAEx-Officio Committee Member: Deborah Stroman, Phd

A Critical Analysis of the Carolina Leadership Academy’s CREED Program at the University

of North Carolina-Chapel Hill

INTRODUCTION

James McGregor Burns Quotes:

“Leadership is one of the most observed and

least understood phenomena on earth”

(Janssen, 2004).

INTRODUCTION

INTRODUCTION

Leadership Theory in Higher Education

Leadership is noted by scholars as…..

A constant learning process “Individuals must evolve and practice a

specific skill set to develop true leadership ability” (Kouzes & Posner, 2002)

INTRODUCTION

Leadership Theory in Collegiate Athletics

Student-athletes often know how to recognize

leadership, but struggle to master techniques

to best exemplify leadership characteristics

(Janssen, 2004).

INTRODUCTION

Collegiate Athletics and Leadership Theory

2003 Jeff Janssen partnered with the University of North Carolina at Chapel Hill (UNC) Athletics Department

National leader in leadership curriculum within collegiate athletics

GOAL: To create a learning environment fostering leadership within the unique special population of student-athletes.

INTRODUCTION

Carolina Leadership Academy (CLA)

Three tiered leadership curriculum for S-As CREED (Mandatory Freshmen) Rising Stars (Sophomores) Veteran Leaders (Juniors and Seniors)

Supported by monthly leadership training for Head coaches Assistant coaches Administrators

Veteran Leaders

Rising Stars

CREED

Hea

d C

oach

es

Ass

ista

nt C

oach

es

Adm

inis

trat

ors

INTRODUCTION

Carolina CREED Program Objectives

Introduce and teach freshmen: the importance of personal leadership methods to ease the transition to college the culture and expectations of being a Carolina student-athlete responsibility, accountability, making good choices drug and alcohol education ethics and character building

Highlights of 2006-07 CLACREED Plaques

INTRODUCTION Carolina CREED Program Components

Monthly workshops

Keynote speakers

Small group discussion groups

CREED Mentor Program

Upper-class student-athletes serve as peer mentors and

discussion leaders

Reinforcement of program curriculum in coaches’ training

INTRODUCTION

Need for Study Lack of current research Need for continual program evaluation to meet changing needs

Continuing Problem: Gender Differences in Participation and Motivation

“Male student-athlete motivation to complete this program and invest time in higher levels of the Carolina Leadership Academy is consistently lower than that of female student-athlete peers” (Lane, Interview, 2008).

STATEMENT OF PURPOSE

To determine if there is a significant relationship between student-athlete gender and the perceived effectiveness of the CREED program to: (1) develop self leadership skills

(2) ease the transition process from high school to being a collegiate student-athlete(3) enable freshmen student-athletes to establish social networks

STATEMENT OF PURPOSETo determine if there is a significant relationship between student-athlete gender and the perceived effectiveness of the CREED program to:

(4) motivate freshmen student-athletes to become involved in the Rising Stars program

(5) motivate freshmen student-athletes to become leaders in organizations outside of athletics (6) enable freshmen student-athletes to learn

about and understand the “Carolina Culture”

STATEMENT OF PURPOSE

Research Objectives

To provide the Division of Student-Athlete Development with valuable feedback

To make recommendations for future curriculum improvement

To understand gender differences in student-athlete leadership development during the first year experience

RESEARCH QUESTIONS 1

Is there a relationship between gender and the following variables for the purpose of developing self leadership skills?

a) freshmen student-athletes’ perceived effectiveness of the individual, personal interaction with their CREED Mentor

b) freshmen student-athletes’ perceived effectiveness of CREED small group

circle sessions, held monthly, led by team mentors

c) freshmen student-athletes’ perceived effectiveness of the cumulative effect of the six large group CREED workshops held monthly

RESEARCH QUESTIONS 1 Is there a relationship between gender and the following variables for

the purpose of developing self leadership skills?

d) freshmen student-athletes’ perceived effectiveness of the cumulative effect of the mandatory guest speakers that were part of the CREED program

e) freshmen student-athletes’ perceived effectiveness of the encouragement from the head coach to complete the CREED program

f) freshmen student-athletes’ perceived effectiveness of the continuing, year long partnership between him/her and head coach as part of the CREED program

RESEARCH QUESTIONS 2

Is there a relationship between the gender of the freshmen student-athlete and their perceived effectiveness of the CREED program to ________________________?

a) ease the transition from high school to being a collegiate student-athlete

b) establish social networks c) motivate graduates to become a Rising Star d) motivate him/her to become a CREED Mentor e) motivate him/her to seek leadership opportunities in organizations

outside of athletics f) enable him/her to learn about and understand the “Carolina Culture”

REVIEW OF LITERATUREThe Unique Freshmen Student-Athlete Experience Take Away Message

“Research emphasizes the importance of faculty and administrators to dedicate

resources and seize each opportunity to show student-athletes that the

university supports and cares about their holistic well being from not only

an athletic position, but also from a cognitive and psychosocial

development standpoint from the freshmen year forward” (Howard-

Hamilton & Sina, 2001).

REVIEW OF LITERATURE

Gender Differences in Leadership Development Transformational Leadership vs. Transactional

Transformational leadership leader who is engaged with a follower throughout the task process. motivated to achieve a task or goal with a common purpose female leadership stereotype

“Individuals with this dominant leadership style promote collective development and vision as leaders treat followers as equals” (Burns, 1978).


Gender Differences in Leadership Development Transformational Leadership vs. Transactional

Transactional leadership leader who emphasizes and focuses upon current needs emphasis is placed more upon task completion in the short term male leadership stereotype

Burns (1978) defines this as “a process of exchanges or bargains between leader and follower centered upon current goals in which no long time purpose holds the leaders and followers together.”


Gender Differences in Leadership Development Take Away Message:

By understanding different leadership types and current gender

stereotypes, program directors and administrators can implement

curriculum which will best reach a diverse and varied student-

athlete audience.

METHODOLOGYDevelopment of Survey Instrument

A survey was created using a 5-point Likert scale for perceived

effectiveness.

A pilot study utilized feedback of student-athletes who had previously

completed the CREED program

Validity

The pilot survey and feedback from experts in the field determined the

survey appeared to measure what it was designed to measure; freshmen

student-athletes perceived effectiveness of the CREED program.

METHODOLOGY

Survey instrument 3 main sections Section 1-Demographic information of the student-athlete

Gender Sport

Section 2-CREED Program Curriculum Questions1-6 effectiveness of curriculum components

Questions 7-12 effectiveness of the CREED program to meet six stated objectives

METHODOLOGY

Section 2- Likert Scale Response section Measured freshmen student-athletes’ perceived effectiveness of the

CREED program. (1) ineffective (2) slightly effective (3) effective (4) highly effective (5) extremely effective.

Section 3 – Open-Ended Questions most and least effective portions of the CREED program recommendations for additions/deletions

METHODOLOGY Selection of Survey Participants

All survey participants were required to:

(1) be enrolled as a freshmen at the University of North Carolina

(2) be a member of a UNC Varsity athletic team roster during the

2007-2008 academic year

Survey participants who did not complete the program or were

dropped from the roster were not included

METHODOLOGY

Survey Distribution and Collection Procedures Survey electronically transmitted via Survey Monkey to 211

freshmen student-athletes Open for 3 weeks 4 email reminders

Master list Generated by the UNC Athletic Department’s Division of Academic Support

Services.

Data was collected through the Survey Monkey Tool transferred to SPSS statistical package for evaluation.

METHODOLOGYSurvey (DATA) Analysis

Descriptive statistics were compiled for all demographic data.

Chi-square analysis was run to see if a relationship existed between gender and perceived effectiveness of the program curriculum components. observed frequencies vs. expected frequencies

Qualitative analysis was used for open-ended question. Responses were tabulated, summarized and interpreted appropriately depending on trends

seen in the data set.

RESULTS

Descriptive Statistics: Demographics

Of the 28 Varsity sports at UNC… 25 teams had at least one respondent (89.29% return ratio from UNC Varsity teams)

No response from women’s basketball men’s soccer men’s tennis

RESULTS

Figure 1: Number of Survey Respondents by Sport

RESULTS

The initial population=211 student-athletes

68/211 responses=32.23%

Population by gender:

-114 females (54.03%) - 97 males (45.97%)

Sample by gender:

-43 females (63.2%) -25 males (36.8%)

Figure 2: Percent of Survey Respondents by Gender

RESULTS

Question X2 value df P value1 2.527 2 0.2832 5.686 2 0.0583 15.225 2 <.00054 3.434 2 0.185 2.158 2 0.346 1.59 2 0.4517 0.637 2 0.7278 1.557 2 0.4599 3.636 2 0.162

10 0.072 2 0.96511 0.012 2 0.99412 4.053 2 0.132

Significant Relationship Between Gender and Response

Small Group WorkCum. Effect of Workshops

RESULTS

Gender * rc_Response Crosstabulation

rc_ResponseTotal 2 3 4

Gender 1=Female Count 9 22 12 43Expected Count 16.4 16.4 10.1 43.0% within Gender 20.9% 51.2% 27.9% 100.0%

Adjusted Residual -3.9 2.9 1.1

2=Male Count 17 4 4 25Expected Count 9.6 9.6 5.9 25.0% within Gender 68.0% 16.0% 16.0% 100.0%

Adjusted Residual 3.9 -2.9 -1.1

Total Count 26 26 16 68Expected Count 26.0 26.0 16.0 68.0% within Gender 38.2% 38.2% 23.5% 100.0%

• Question #3 - How effective was the cumulative effect of the six monthly CREED workshops with regard to YOUR development of self leadership skills?

•Significant relationship between gender and response (X2 (2) = 15.225, P < .0005)

Table 3: Survey Question 3 Gender and Response Chi square Analysis

RESULTS•Question #3 - How effective was the cumulative effect of the six monthly CREED workshops with regard to YOUR development of self leadership skills?

•Significant relationship between gender and response

Figure 7: Survey Question 3 Percent of Reponses by Gender Data Trends

• Males/Females differ in their view of this component

• Most male responses show cumulative effect of CREED workshops = ineffective/slightly effective

•Most female responses show cumulative effect of CREED workshops = effective or better

RESULTS

Gender * rc_Response Crosstabulation rc_Response

Total 2 3 4Gender 1=Female Count 16 18 9 43

Expected Count 20.2 13.9 8.9 43.0

% within Gender 37.2% 41.9% 20.9% 100.0%

Adjusted Residual -2.1 2.2 .1 2=Male Count 16 4 5 25

Expected Count 11.8 8.1 5.1 25.0

% within Gender 64.0% 16.0% 20.0% 100.0%

Adjusted Residual 2.1 -2.2 -.1 Total Count 32 22 14 68

Expected Count 32.0 22.0 14.0 68.0

% within Gender 47.1% 32.4% 20.6% 100.0%

• Question #2 - How effective were the small group circle sessions, held monthly, with your CREED mentor with regard to YOUR development of self leadership skills?

• No significant relationship between gender and response (X2 (2) = 5.686, P = .058)

•Larger response could make this significant at .05 level Table 2: Survey Question 2 Gender and Response Chi -square Analysis

RESULTS• Question #2 - How effective were the small group circle sessions, held monthly, with your CREED mentor with regard to YOUR development of self leadership skills? •(Close to significant relationship between gender and response) Figure 6: Survey Question 2 Percent of Reponses by Gender

Data Trends

• Males/Females differ in their view of this component

• Most male responses show small group work = ineffective/slightly effective

•Most female responses show small group work = effective

RESULTS

Data Trends

• Opposite trends between male/female responses

• Majority of female responses show encouragement from head coach= highly/extremely effective

•Majority of male responses show encouragement from head coach= ineffective/slightly effective

Question #5- How effective was the encouragement from your head coach to complete the CREED program with regard to YOUR development of self leadership skills?

No significant relationship between gender and response (X2 (2) = 2.158,

P =.340)

Figure 9: Survey Question 5 Percent of Reponses by Gender

RESULTS Question #13 - With regard to developing YOUR personal self leadership skills, what part of

the CREED program was most effective?

Females (26/43 respondents 60.47%)

• Guest speakers (50%)

• Group work and activities (26.92%)

• Meeting new people (11.54%)

• Program was not effective in any regard (7.69%)

• Learning about oneself (3.85%)

Males (16/25 respondents 64%)

• Group work and activities (50%)

• Guest speakers (31.25%)

• Working with mentors (6.25%)

• Allowing the individual to become associated with the Athletic Department (6.25%)

• Program not effective in any regard (6.25%)

RESULTS Question #14 - With regard to developing YOUR personal self leadership skills, what part of

the CREED program was least effective?


• Ineffective use of group time (37.04%)

• Homework, book work (18.52%)

• Lack of mentor leadership (14.81 )

•Guest speakers too long or off topic (11.11%)

•No specific part of the program was ineffective (7.41%)

•Mandatory nature of the program (7.41%)

• Required time commitment (3.71%)


• Mandatory nature of the program (25%)

• Inability to relate to guest speakers (16.67%)

• Power point presentations (16.67%)

•Outside projects/homework (16.67%)

• Program as a whole was leasteffective and should be eliminated (16.67%)

•Book work and reading (8.33%)

RESULTS Question #15 For the purposes of effective development of self leadership skills, is there anything missing

from the CREED program curriculum? What, if anything, would you recommend adding to the program?


• More interaction and activities (47.83%)

•The program was effective and nothing •needs to be added (26.90%)

•More CREED mentor leadership (8.70%)

•Topics and discussion covering sport culture (4.35%)

•Community service opportunities (4.35%)

•Food (4.35%)

•More diverse guest speakers (4.35%)


• The need for more social interaction (30%)

•The program was effective and nothing needs to be added (30%)

•The need for more activities (20%)

•The need for more CREED mentor leadership (20%)

RESULTS Question #16- Effective development of self leadership skills for each student-athlete is the goal of the

CREED program. Is there any part of the CREED program that is not effective in accomplishing this goal? What, if anything, would you recommend be eliminated from the program?


• Nothing should be eliminated (66.67%)

•Eliminate the mentor program unless changes are made (13.33%)

•Eliminate homework assignments (6.67%)

•Eliminate the drum circle (6.67%)

•Eliminate speakers that are hard to relate to (6.67%)


•Nothing should be eliminated (42.86%)

•Eliminating speakers that were hard to relate to (28.57%)

•Eliminate the mentor program unless changes are made (28.57%)

DISCUSSION Summary-Quantitative Analysis

Quantitative Analysis one statistically significant relationship between gender and response Component: Perceived effectiveness of six CREED workshops collectively (X2

(2) = 15.225, P < .0005)

Research Question 2 Looked at as though it were a significant find. Component: Perceived effectiveness of small group work (X2

(2) = 5.686, P = .058)

Quantitative Analysis 11 non-significant relationships between gender and response.

DISCUSSION Summary-Qualitative Analysis

Two most effective components of the program to develop self leadership skills: 1) Group work and activities fostering team motivation, communication and interaction 2) Guest speakers

Females Surface themes showing they favored more interactive (transformational) leadership in group work

Males Tended to view self-directed methods of learning more effective (transactional)

Majority of both males and females Felt nothing should be eliminated from the current program, Changes and improvements should be made

DISCUSSION

Recommendations for the CREED Program Continue to invest time in securing guest speakers

Invest more resources in the CREED mentor program Focus on leadership training with older student-athlete CREED mentors to

foster increased group cohesion through mentor leadership

Increasing time commitment for mentor training

Stricter selection process of mentors

DISCUSSION Recommendations for Future Study

Disperse the survey in person during the final CREED meeting of the spring semester

Expand this study to include additional data collection of personal attributes such as race, ethnicity, team vs. individual sport and prior leadership experience s

Additional longitudinal studies pre, post and retrospective survey within a given CREED program class.

Address student-athletes’ perceived leadership style Similar to those Mayer and Burns found in the work force.

QUESTIONS

Thank you & GO Tar Heels!

CONTACT INFORMATION

KRISTINA MEISSEN

Graduate Intern

Office of Student-Athlete Development

UNC Department of Athletics

[email protected]

RESULTS• Question # 1 - How effective was the individual, personal interaction you had with your CREED mentor with regard to YOUR development of self leadership skills?

•No significant relationship between gender and response (X2 (2) =

2.527, P = .283) Figure 5: Survey Question 1 Percent of Reponses by Gender Data Trends

• Males/female responses move in similar pattern

•Most males/females view personal interaction with CREED mentor as ineffective/slightly effective

RESULTSQuestion #4- How effective was the cumulative effect of the mandatory guest speaker sessions that were part of the CREED program with regard to YOUR development of self leadership skills?

No significant relationship between gender and response (X2 (2) = 13.434, P

=.180)

Figure 8: Survey Question 4 Percent of Reponses by Gender Data Trends

• Males/female responses move in similar pattern

•Majority of both males/females view cumulative effect of guest speakers as highly/extremely effective

RESULTS

Data Trends

• Similar trends in responses for males/females

• Majority y of male and female responses show the yearlong partnership between SA and coach=ineffective/slightly effective

Question #6- How effective was the continuing year-long partnership between you and your head coach as part of the CREED program with regard to YOUR development of self leadership skills?


P =.451)


RESULTS

Data Trends

• Similar pattern between male and female responses

•Majority of both male/female responses show CREED program = ineffective/slightly effective to easing the transition

•Of the remaining respondents-a greater majority of women saw this component as highly/extremely effective

Question #7- How effective was the CREED program with regard to easing the transition from high school to being a collegiate student-athlete?


P =.451)


RESULTS

Data Trends

• Majority of males and females responded the CREED program is ineffective/slightly effective to establishing social networks

•Of the remaining respondents, a greater percentage of females than males saw this component as effective or better

Question #8- How effective was the CREED program with regard to establishing social networks?


P =.459)


RESULTS

Data Trends

• Majority of females view this component as highly/extremely effective

•Male response trends differ from female response trends

•Males are split evenly between feeling this component is effective or less than effective

Question #9- How effective was the CREED program with regard to motivating you to become a Rising Star?


P =.162)


RESULTS

Data Trends

• Both males and females shared similar response patterns

•The majority of both males and females view the CREED program as ineffective/slightly effective for the purposes of motivating one to become a CREED mentor

Question #10- How effective was the CREED program with regard to motivating you to become a CREED mentor?

No significant relationship between gender and response (X2 (2) = .072,

P=.965)


RESULTS

Data Trends

• Similar response pattern between males and females

•Majority of females responded the CREED program is effective for the purposes of motivating one to seek leadership roles outside athletics

•Male responses are evenly distributed between effective and less than effective

Question #11- How effective was the CREED program with regard to motivating you to become a leader in organizations outside of athletics?

No significant relationship between gender and response (X2 (2) = .012,

P=.994)


RESULTS

Data Trends

• Difference in trends between males/females

•Majority of female respondents show this component was highly/extremely effective

• In contrast, majority of males show this component was ineffective/slightly effective

Question #12- How effective was the CREED program with regard to motivating you to learn about and understand the “Carolina Culture?”

No significant relationship between gender and response (X2 (2) = .4.053,

P=.132)


kristina m. meissen advisor: barbara osborne, esq. committee member: edgar shields, phd committee...

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