Browsing by Author "Hastings, Lindsay"

Now showing 1 - 8 of 8
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    Applying methodological innovation to explore generativity development among collegiate leadership mentors
    Hastings, Lindsay; Sunderman, Hannah M.; Sellon, Addison (2023)
  • Assessing and evaluating the impact of leadership mentoring on the collegiate mentor
    Hastings, Lindsay; Sunderman, Hannah M. (2023-05-01)
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    Building a training and development intervention for peer leaders: Consideration vs. structure
    Sunderman, Hannah M.; Hastings, Lindsay (2023-06-15)
    Leadership is necessary for organizational effectiveness (Kroeck et al., 2004), a finding that applies to student organizations at institutions of higher education (Plante, 2016; Posner, 2012). However, student leaders of campus organizations face nuanced and significant challenges (Foubert & Urbanski, 2006; Plante, 2016). Therefore, we sought to diagnose and analyze the central challenge of a peer leadership position within a collegiate leadership mentoring program. After diagnosing the central challenge of the position, we built a training and development intervention grounded in the leadership theory of consideration versus structure (Halpin & Winer, 1957; Stogdill, 1974). The intervention was administered to two cohorts of seven student leaders and subsequently assessed for effectiveness. The current paper shares the assessment results, along with details on developing and implementing the leadership intervention. We hope practitioners can (a) implement the process we outline to conduct a needs assessment and create a leadership development intervention and (b) utilize the training in their co-curricular organizations.
  • Developing generativity through developmental relationships
    Hastings, Lindsay; Sunderman, Hannah M.; Knopik, Nick (2024)
    Early leader and leadership development experiences that develop generativity - and therefore social responsibility - will become increasingly imperative in preparing a young workforce to shoulder the burden of a substantial leadership transfer in the wake of Baby Boomer retirements. While generativity is considered a midlife construct, recent and emergent research is documenting an association between developmental relationships – such as mentoring, coaching, and advising – and generativity in young adults. The current article highlights this recent research and addresses its implications for leadership practitioners, scholars, and educators. The article concludes with a discourse on future research directions that considers the nuances of particular methodological approaches that will be needed to understand how developmental relationships encourage generativity over time.
  • Generativity development among college students who mentor: A sequential multi-method quantitative study
    Sunderman, Hannah M.; Hastings, Lindsay (2023)
    Purpose: Generativity, defined as care for the next generation, is a hallmark of developmental theory (Erikson, 1950). Mentoring is an antecedent to generativity (Doerwald et al., 2021), with college students who mentor demonstrating higher generativity than their peers (Hastings et al., 2015). Yet, no research has studied generativity development longitudinally among college students who mentor. Design/methodology/approach: Using MANCOVA analyses, Study One (N = 91) cross-sectionally examined the influence of years spent mentoring on generativity levels among college students who mentor in the United States. Study Two (N = 44) employed growth curve analyses (GCA) in multilevel modeling (MLM) to analyze longitudinal changes in generativity over three timepoints, each one year apart, while accounting for the influence of gender. Findings: Although the results of the MANCOVA analyses in Study One were non-significant, Study Two revealed a significant and positive increase in generative behavior. Specifically, generative behavior (e.g., teaching a skill or serving as a role model; McAdams & de St. Aubin, 1992) increased by 3.26 points, indicating that participants may have, for example, moved from performing a generative behavior never during the past two months to performing it more than once. Originality: The current study advances the fields of college student development and mentoring by arguing for the utilization of mentoring interventions among college students to increase generativity and calling for changes to generativity measurement among collegiate populations.
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    Leadership transfer in rural communities: A mixed methods investigation
    Hastings, Lindsay; Sunderman, Hannah M.; Hastings, Matthew; McElravy, L. J.; Lusk, Melissa (Taylor & Francis, 2021-05-27)
    The United States is poised to experience one of the largest transfers of leadership in its history, markedly impacting rural community sustainability efforts. The purpose of this exploratory sequential mixed methods study was to identify themes related to rural leadership transfer using grounded theory and to test the facilitation of effective leadership transfer using structural equation modeling. Adult and youth leaders (N = 19) from three nominated rural communities comprised the qualitative phase and secondary data from a 2015 rural survey (N = 1991) comprised the quantitative phase. Mixed methods results indicated the environment conducive for effective leadership transfer (via broadened civic engagement) was facilitated when community hope became contagious based upon community development efforts achieved by hopeful, persistent community leaders. The presented findings offer greater precision to leadership research in community contexts and enable increased effectiveness in facilitating community leadership transitions, thus enhancing their generative capabilities.
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    Maximizing the role of undergraduate teaching assistants (UTAs) to match signature pedagogies in leadership education
    Hastings, Lindsay; Sunderman, Hannah M.; Knopik, Nick (2024-03)
    Purpose: The purpose of the current application paper is to integrate previous literature with recent results from practitioners on effective practices for utilizing small groups in the leadership classroom. Design/methodology/approach: We use these integrated findings to innovate practice on maximizing the role of undergraduate teaching assistants (UTAs) by matching their tasks to signature pedagogies in leadership education. Findings: The integrated findings revealed three practice themes: (1) match UTAs to pedagogical approach, (2) create small groups by design and (3) providing training and reflection practice for UTAs. Originality/value: In sum, leadership education can and should challenge historical practices in higher education whereby UTAs are used purely for grading and course logistics management.
  • Theory-driven approach to developing socially responsible leadership among college students who mentor: Congruence
    Sunderman, Hannah M.; Hastings, Lindsay (National Association of Campus Activities, 2023-02)
    The Social Change Model of Leadership (SCM) is the most widely used student leadership development model in higher education. Therefore, the purpose of the current paper is to share a theory-driven approach to developing Congruence, an individual value of the SCM. We discuss the development and implementation of a two-part virtual leader development intervention focused on college students who mentor K-12 youth. Part One was a virtual, twohour content block in the fall with interactive activities. Part Two was a small-group, virtual meeting in the spring with in-depth discussions. The intervention focused on recognizing congruent leadership and considering a situation from multiple values. The intervention was evaluated based on the learning objectives, and mentors perceived notable growth. The purpose of the current scholarship-to-practice brief is that leadership educators and student affairs practitioners can utilize the curriculum to facilitate and evaluate a Congruence intervention in a curricular or co-curricular setting.