Browsing by Author "Hastings, Lindsay J."

Now showing 1 - 10 of 10
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    Assessing and measuring leadership identity
    Hastings, Lindsay J.; Sunderman, Hannah M. (Wiley)
    This article explores numerous complexities involved in assessing and measuring leadership identity development. It also reviews leader and leadership identity as well as prior attempts to assess leader and leadership identity development. Recommendations for effective assessment and measurement practices when diagnosing development in leader and leadership identity are offered.
  • Building a training and development intervention for peer leaders: Consideration vs. structure
    Sunderman, Hannah M.; Hastings, Lindsay J. (2022)
    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.
  • Generativity and socially responsible leadership among college student leaders who mentor
    Hastings, Lindsay J.; Sunderman, Hannah M. (Association of Leadership Educators, 2019)
    The current study examined and explained the relationship between generativity and socially responsible leadership using an explanatory sequential mixed methods design. The first, quantitative phase examined the predictive relationship between generativity and socially responsible leadership among 82 college student leaders who mentor at a four-year, Midwestern, land-grant university using multiple regression. The second, qualitative phase used a phenomenological design to explain the quantitative results by conducting semi-structured interviews among a sub-sample (n=9) of the quantitative phase participants. Results from the current study advance leadership research in social change as well as advance instruction by helping leadership educators demonstrate their outcomes related to generativity and social responsibility.
  • The Influence of Being a Mentor on Leadership Development: Recommendations for Curricular and Co-Curricular Experiences
    Lee, Jim; Sunderman, Hannah M.; Hastings, Lindsay J. (Journal of Leadership Education, 2019-07-01)
    While there are well-established personal benefits to being a mentor, such as increased life satisfaction and job performance (Ramaswami & Dreher, 2007), how mentors grow and develop requires exploration. The current paper meets this need by presenting six key themes from two recent research studies related to the experiences that mentors perceived as contributing to their development. The growth of two leadership theories in particular were explored: (a) generativity and (b) Psychological Capital. The themes that emerge offer insights on how curricular and co-curricular experiences might maximize leadership development of students and ground leadership interventions, such as mentoring, in theory and research.
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    Measuring Generativity among Emerging Adults: Advancements and Applications
    Sunderman, Hannah M.; Hastings, Lindsay J.; Sellon, Addison (Wiley, 2024-05-15)
    Despite being seen as a midlife construct, generativity (i.e., care and concern for the next generation) has significant utilization among emerging adults. However, the measures developed and recommended by seminal scholars to research generativity have had challenges when applied to the emerging adult population. Therefore, the current article outlines the history of generativity measurement, generativity measurement among emerging adults, recommendations for utilizing generativity measures in practice, and future research directions for generativity measurement among emerging adults.
  • “Mindset of Generativity”: An Exploration of Generativity among College Students Who Mentor
    Sunderman, Hannah M.; Hastings, Lindsay J.; Sellon, Addison (Taylor & Francis, 2022-01-01)
    The current study explored the development of generativity, care for the next generation, among college students who mentor K–12 youth. Interviews and degree-of-change graphs were conducted with 10 mentors using a phenomenological design. The findings revealed that mentoring positively influenced generativity. Additionally, antecedents and outcomes of generativity development emerged. The results argue for the role of being a mentor in psychosocial development, specifically generativity, which has implications for social responsibility, a goal of higher education.
  • Theory-driven approach to developing socially responsible leadership in emerging adults: Commitment
    Sunderman, Hannah M.; Hastings, Lindsay J. (2023)
    The current scholarship-to-practice brief discusses a theoretically grounded intervention on developing Commitment, an individual value of the Social Change Model of Leadership (SCM), among college student mentors and adolescent mentees. Having previously shared developmental interventions on Consciousness of Self and Congruence (Sunderman & Hastings, 2021, in press), the other two values of the SCM, this brief highlights a two-part leader development intervention: (a) a one-hour content block with interactive activities and (b) a small-group, discussion-focused meeting. Specifically, the intervention focused on identifying areas of passion, examining Commitment in others, and planning a task or activity to demonstrate Commitment. Accompanying the intervention is an assessment strategy based on the learning objectives. By sharing a description of the intervention and an evaluation strategy, leadership educators and student affairs practitioners can implement their own Commitment curriculum in myriad settings.
  • Theory-driven approaches to targeting socially responsible leadership in emerging adults: Congruence
    Sunderman, Hannah M.; Hastings, Lindsay J. (2022)
    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, two-hour 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. Overarchingly, 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.
  • Theory-driven approaches to targeting socially responsible leadership in emerging adults: Consciousness of self
    Hastings, Lindsay J.; Sunderman, Hannah M. (National Association of Campus Activities, 2021-10-22)
    The purpose of the current paper is to present a theory-driven approach to developing Consciousness of Self, an individual value of the Social Change Model of Leadership, among emerging adults. Specifically, we discuss the development and execution of an intervention involving a large-group retreat with interactive activities and an emphasis on discussion. Grounded in theory, the intervention focused on identifying values, describing strengths, and practicing mindfulness and was evaluated based on the learning objectives. Program evaluation efforts revealed notable participant gains in all targeted objectives six months after the intervention. By providing a theoretical framework, in-depth description of the intervention, and evaluation strategy, the current paper encourages student affairs practitioners to utilize this curriculum to facilitate a Consciousness of Self intervention or create theoretically-grounded curriculum.
  • ‘Under my wing’: exploring the connection between generativity and mentoring through storytelling
    Sunderman, Hannah M.; McCain, Kate D.; Hastings, Lindsay J. (Taylor & Francis, 2022-01-01)
    The purpose of the current study was to explore the connection between generativity and mentoring. Specifically, ten college students who mentor shared stories illustrating the link they perceived between mentoring and generativity. A cross-case analysis was utilized to explore the data and connect the developmental/environmental factors of leader identity (i.e. motivations to mentor) with generative themes (i.e. how participants mentored or were mentored). The cross-case analysis resulted in three overarching mentoring styles: Guide, Relator, and Friend. Findings from the current study have implications for leadership educators, mentoring programs, and college student development scholars.