An integral part of a leadership development program is building content that is relevant and meaningful for the participants. Offering standardized workshop modules which include the same content and delivery model for all audiences – i.e. faculty, administrators and etc., can be effective for certain topics; however, for the greatest impact it is recommended that content be tailored to address the needs of its faculty.

Below are several suggested program templates, or “menu selections,” developed to address different programming needs. Each menu provides a summary description of what the program would entail, who the best audience would be for the program, the benefits and limitations of such an approach, the potential program topics to cover, and suggestions for content delivery.

Menu Selections

• Leadership Fundamentals Lunchtime Series
• Description: Monthly lunchtime series (60-90 minutes) on various leadership topics.
  
  Audience: Any tenured faculty member interested in getting exposure to leadership roles, pathways, and skills in a low-key setting.
  
  Benefits: Reach a large audience and provide introductory information to faculty who may never have thought about leadership roles, or who may be curious but not yet interested in investing a large amount of time to a more intensive program. Low cost, low administrative overhead.
  
  Limitations: Unless faculty invest in attending every session they may not receive a particularly complete preparation for any particular leadership role. No sense of cohort or community, with a different set of participants each time. Exposure will have breadth but not depth, with each topic only discussed for 60-90 minutes.
  
  Potential topics:
  · An Introduction to the Academic Senate of the University of California
  · UC 101: Institution Fundamentals
  · Faculty Administrative Career Pathways
  · Budgeting and Finance
  · Campus/Department Climate Issues, Equity and Inclusion
  · Survey of Interpersonal Communication Topics
  · Keys to Effective Collaboration
  · Giving, Receiving and Effectively Using Feedback
  · Emotional intelligence
  · Panel presentation by current leaders on a particular topic such as myths and realities of leadership positions
  · Leader interview (e.g., Chancellor, EVCP)
  
  Content delivered: Senior leaders, current faculty leaders in other positions (e.g., Center Director, Department Chair), facilitator with expertise in interpersonal skills
   

• Cohort-Based Leadership Academy
• Description: Prestigious, intensive leadership development program for new aspiring faculty leaders.
  
  Audience: Mid-career faculty who are nominated by a senior campus/location leader, or self-nominate, evaluated by a selection committee.
  
  Benefits: Systematic, transparent process for identifying promising leaders. Pipeline of leadership academy alumni well prepared for future leadership positions. Creates a culture of development. Recognizes individuals who have participated. Builds cohorts of connected faculty who have shared a common experience and can continue to network. Limitations: Significant time and financial investment required by the institution and participants.
  
  Potential topics:
  · Full suite of Interpersonal Skills topics
  · Full suite of Professional Skills topics
  · Most of the UC fundamentals
  · Panel presentations
  · Leader interviews
  · Cohort experiential group project
  
  Content delivered: Combination of a vendored program (or program developed in-house with expertise), with participation of current faculty administrators (or staff experts) in panels, leader interviews, presentation of UC-focused topics.
   

• New Department Chair development series
• Description: Yearlong series for new department chairs on a variety of topics necessary for effective department leadership.
  
  Audience: New department chairs
  
  Benefits: Create a cohort of new chairs to develop and learn information together, and serve as a network for future years. Focus on skills specific to the job. Provide baseline skill development so department chairs are able to get up and running quickly.
  
  Limitations: Requires fairly significant administrative oversight and direction to arrange and bring in speakers and presenters. Voluntary participation may lead to missed topics.
  
  Potential topics:
  · An Introduction to the Academic Senate of the University of California
  · UC 101: Institution Fundamentals
  · Hiring and Mentoring Faculty
  · Late Career and Transition to Retirement
  · Academic Personnel – Academic Advancement Process
  · Running Effective Meetings
  · Time Management
  · Budgeting and Finance
  · Planning Goals for the Job
  · Micro-aggressions/Bullying/Harassment/Sexual Violence/Sexual Harassment
  · Handling Difficult Conversations/Managing the Unexpected
  · Campus/Department Climate and Equity and Inclusion
  · Implicit Bias and Search Committees
  · The Faculty Administrator in the Public Eye: Engaging the Media and More
  · Working Effectively with Staff
  . Working Effectively with Students
  · Negotiation and Self-Advocacy
  · Active Listening
  · Conflict Management
  · Keys to Effective Collaboration
  · Giving, Receiving and Effectively Using Feedback
  · Emotional Intelligence
  
  Content delivered: Senior leaders, experienced department chairs, Vice Provost, Chair of the Academic Senate, Chair of the Academic Personnel committee, other campus experts, possible vendor for interpersonal skills.
   

• Aspiring Faculty Administrators
• Description: 60-90 minute self-guided learning modules on a variety of leadership topics, available to any faculty member interested in participating (with a mix of readings, video presentations, and pre- post-test assessment). Possibility of acknowledgement of course “completion” after participation in a certain number of modules.
  
  Audience: Any faculty member interested, can serve as new information, or a refresher for a faculty member not currently serving in a leadership role, or for someone in a leadership role with perceived gaps in knowledge.
  
  Benefits: Limited overall time investment for the institution; once the modules are built they only have to be updated periodically. Available to any and all faculty interested, at any stage of the career. Modules created specifically for the institution.
  
  Limitations: Not as thorough as other options, lacks depth and interaction. No cohort or community. Lacks prestige. May not serve as an adequate pipeline in and of itself because completing a module does not necessarily mean that expertise has been gained.
  
  Topics: All modules could be included, and more!
  
  Content delivered: Work with a vendor or campus expert to create the modules (calling on expertise of different campus individuals as needed).