Balcells & Batson LPI v2

Leadership Profile/ Inventory Analyses : 

Leadership Profile/ Inventory Analyses EDD 9100 (25075) Leadership Studies Dr. Mary Clisbee Emily Balcells Brentnold Batson Nova Southeastern University November 13, 2010

Leadership Assessment Instruments : 

Leadership Assessment Instruments Purpose : to measure leadership style Definition of Leadership: Not a set of characteristics or traits A process individuals navigate Necessitates: Influence Interactions Relationships Purpose (Porter, Murphy, Goldring, Elliot, Polikoff & May, 2008)

Some Widely UsedLeadership Assessment Instruments : 

Some Widely UsedLeadership Assessment Instruments The Leadership Practice Inventory (Kouzes & Posner, 2001) The Vanderbilt Assessment of Leadership in Education, (Porter, Murphy, Goldring, Elliot, Polikoff & May, 2008) The Birkman Method® (Birkman, n.d.) The CPI 260 Assessment/Myers-Briggs Type Indicator, (Michael, 2003) The Reflective, Ethical, and Moral Assessment Survey, (Rucinski & Bauch, 2006) The Principal Self-Efficacy Survey (Smith & Guarino, 2006)

The Leadership Practices Inventory (LPI) : 

The Leadership Practices Inventory (LPI) Overview developed by research scientist who triangulated research methods and studies with no preference for qualitative or quantitative studies conceptual framework predicated on 5 leadership practices that emerged from data obtained from interviews and case studies on leadership experiences extensively applied and highly regarded in academic and other professional communities provides information on the leadership styles of subjects or participants (Kouzes & Posner, 2001)

The Leadership Practices Inventory (LPI) : 

The Leadership Practices Inventory (LPI) Hear from the authors themselves, Kouzes and Posner:

The Leadership Practices Inventory (LPI) : 

The Leadership Practices Inventory (LPI) Core Components:   Modeling the Way Inspiring a Shared Vision Challenging the Process Enabling Others to Act Encouraging the Heart

The Leadership Practices Inventory (LPI) : 

The Leadership Practices Inventory (LPI) Reliability Test-retest reliability for the five leadership practices has been consistently strong, generally at the .90 level and above When LPI scores were compared every two years in The Leadership Challenge Workshop, data since 1987 reveals substantial reliability across the five leadership practices for every period compared findings are relatively reliable with respect to gender, ethnicity and culture, and organizational characteristics

The Leadership Practices Inventory (LPI) : 

The Leadership Practices Inventory (LPI) Validity The LPI has been found to have: Face validity Construct validity Internal validity External validity

The Leadership Practices Inventory (LPI) : 

The Leadership Practices Inventory (LPI) Benefits After completing the LPI, leaders will: Receive feedback on present use of desired behaviors Observe positive models of those behaviors Set goals for oneself Practice the behaviors Ask for and receive updated feedback on performance

The Vanderbilt Assessment of Leadership in Education (VAL-Ed) : 

The Vanderbilt Assessment of Leadership in Education (VAL-Ed) Overview A multi-rater, evidenced-based rating scale that evaluates the leadership behaviors of learning-centered principals Premise: learning-centered principals  teacher performance  student learning Measures learning-centered leadership behaviors for diagnostic analyses, performance feedback, progress monitoring, and professional development planning Also measures core components and key processes (Porter, Murphy, Goldring, Elliot, Polikoff & May, 2008; Porter, Goldring, Murphy, Elliott, & May, 2008)

The Vanderbilt Assessment of Leadership in Education (VAL-Ed) : 

The Vanderbilt Assessment of Leadership in Education (VAL-Ed) Core Components:   High Standards for Student Learning Rigorous Curriculum Culture of Learning and Professional Behavior Connections to External Communities Performance Accountability

The Vanderbilt Assessment of Leadership in Education (VAL-Ed) : 

The Vanderbilt Assessment of Leadership in Education (VAL-Ed) Key Processes:   Planning Implementing Supporting Advocating Communicating Monitoring

The Vanderbilt Assessment of Leadership in Education (VAL-Ed) : 

The Vanderbilt Assessment of Leadership in Education (VAL-Ed) Reliability Internal consistency reliability ranged from .98 to .99, near perfect; greater than .98 for both forms Internal consistencies slightly lower for principals than for supervisors or teachers Reliabilities for Key Processes based on principal data were slightly lower than reliabilities for Core Components Reliabilities tended to be somewhat higher for Core Components than for Key Processes

The Vanderbilt Assessment of Leadership in Education (VAL-Ed) : 

The Vanderbilt Assessment of Leadership in Education (VAL-Ed) Validity The VAL-Ed has been found to have: Face validity Construct validity Internal validity External validity

The Vanderbilt Assessment of Leadership in Education (VAL-Ed) : 

The Vanderbilt Assessment of Leadership in Education (VAL-Ed) Benefits Works well in a variety of settings and circumstances Unbiased Has construct validity Reliable Easily accessible (on-line and paper & pencil) Provides accurate and useful reporting of results Yields a diagnostic profile for formative purposes Can be used to measure leadership development process over time

Conclusions : 

Conclusions The Leadership Practices Inventory (LPI) Numerous studies have shown it to be very effective in assessing leadership capabilities of individuals Demonstrates that Five Practices of Exemplary Leaders is impactful at personal, interpersonal, small group, and organizational levels Proven to be strong in assessing leadership behaviors of individuals and in providing feedback Contributed significantly to the body of leadership process knowledge The Vanderbilt Assessment of Leadership in Education (VAL-Ed) A K-12 principal 360-degree assessment Core Components aligned with features of effective schools Key Processes aligned with effective leadership behaviors Widely used in educational setting due to high levels of reliability, validity, and success in assessment

References : 

References Birkman. (n.d.). Birkman: Reaching further. Retrieved from http://www.birkman.com   Kouzes, J. M., & Posner, B. (2001). Leadership practices inventory (LPI): Online version participant’s workbook. San Francisco: Jossey-Bass/Pfeiffer   Michael, J.  (2003). Using the Myers-Briggs type indicator as a tool for leadership development? Apply with caution. Journal of Leadership & Organizational Studies, 10(1), 68. doi:10.1177/107179190301000106   Porter, A. C., Murphy, J., Goldring, E., Elliott, S. N., Polikoff, M. S., & May, H. (2008). Vanderbilt assessment of leadership in education: Technical manual. Retrieved from http://www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus /EducationLeadership/Documents/VAL-ED-Technical-Manual.pdf   Porter, A. C., Goldring, E., Murphy, J., Elliott, S. N., & May, H. (2008). Building a Psychometrically Sound Assessment of School Leadership: The VAL-ED as a Case Study. Retrieved from http://peabody.vanderbilt.edu/Documents/pdf/LSI/VALED_AERA_CasesStudy.pdf   Rucinski, D. A., & Bauch, P. A. (2006). Reflective, ethical, and moral constructs in educational leadership preparation: Effects on graduates' practices. Journal of Educational Administration, 44(5), 487- 508.  doi:10.1108/09578230610683778   Smith, R. W., & Guarino, A. J. (2006). Confirmatory factor analysis of the Principal Self-Efficacy Survey (PSES). Academy of Educational Leadership Journal, 10(3), 73-78.  Retrieved from ProQuest Education Journals.