Resources for Three Dimensional Leadership Presentation at the ACUHO-I Conference and Exposition

1. Three-Dimensional
Leadership
Resource Guide
Presented by: tyler miller & Charlie Potts
ACUHO-I Annual Conference and Exposition
June 20, 2017

2. 2
CONTENTS:
Three things you can implement right now Pg. 3
Three-Dimensional Leadership Model
First Dimension – Face to Face Pg. 4
Second Dimension - Digital Pg. 5
Third Dimension - Integrated Pg. 7
NASPA/ACPA Competencies Pg. 13
Social Media Response Guide Pg. 16
Online Resources Pg. 17

3. 3
Three things you can implement right now:
1. Discuss and create a list of social media expectations:
Example of some expectations we created at Fresno State for our housing staff:
 Social media is an OPTION for you.
o You are not required to be involved with social media (nor friending residents)
o You CAN use this as a marketing and community building tool, should you choose.
 At Minimum, Be Aware of Social Media
 Like it or Not, You are a Brand. You are also part of the brand of your University. ANYTHING you post is
public. Please keep this in mind. You are expected to talk about the University in a positive light. If
you want to criticize, don’t do it online (Support publicly, confront privately)
o Even if you set privacy settings, what you post can be repeated. If we find out, we have to
respond, we cannot ignore.
 Establish boundaries – have a personal plan on how you will respond to requests from residents, co-
workers, etc. Make sure you are consistent.
 Monitoring Social Media vs. Responding
o You should NOT monitor social media, including your residents. That is not your job and actually
increases liability for us
o You NEED TO respond to anything you see on social media, however. If, in the course of daily
events, you see a resident posting something, including inappropriate material or threats, you
NEED to respond
 Talk to your supervisors to determine how to respond
 Keep in mind – if you see a resident post something (including threats of harming
themselves) and you don’t respond, there is a lot of liability
 Things to consider:
o What goes on the internet stays on the internet. Forever.
o Be mindful of others when you post “comments” or “statuses”
o You now represent something that is bigger than you alone. You are the face of our campus
o Questions to ask yourself:
 Will people question my character or judgment if I post this picture or status update?
 Would the person I have the most respect for still respect me if they saw this picture or
status?
2. Assess student use
See where your residents are hanging out online:
 Ask in your assessments
o We found our residents really involved on Instagram and twitter – not as engaged on facebook
o Look for gender and cultural differences in where they are going
 Ask your staff
3. Train your students and staff
Do they know how to use social media?
 Twitter 101
 LinkedIn workshops
 Google hangouts?
 Skype interviewing techniques (for some of your juniors and seniors)

4. 4
3-D Digital Model of Leadership
The First Dimension: Face to Face (non-digital)
Using Astin’s Social Change Model purely as an example, we have the first
dimension of leadership –non-digital:
Not much needs to be written about this first dimension because it has been explored at
length. This first dimension of leadership exists outside of digital space. There are many
leaders, especially older leaders, who are extremely competent leaders, but have no
presence or competencies in a virtual world. There is immense pressure for leaders to engage
online, but there needs to be acknowledgement that there are those who choose to continue
to remain in this dimension without expanding into a second or third (integrated) dimension.

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3-D Digital Model of Leadership
The Second Dimension: The “virtual” or “digital” world
Applying Astin’s Social Change Model to the digital world could look as
follows:
This dimension requires further exploration and research, but the main idea would be to apply
these concepts in a purely digital world. Many individuals exist in a virtual state of
leadership. They may be extremely competent and engaged in change online, but do not
engage in change in the face-to-face world. Although efforts may impact real world/face-to-
face change, I would contend that is only through the third, integrated dimension.
 Digital Citizenship
 Online
Collaboration
 Common (virtual)
purpose
 Online Controversy
with civility
 Consciousness of
virtual self
 Congruence of
online identity
 Commitment to
online presence

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Continuing to apply the social change model to this second dimension, these “digital 7 Cs”
could include the following:
Individual Digital Values:
 Consciousness of virtual self – How aware are you of your digital identity? What comes
up on a google search for you (or your online identities). To what degree do you know
what people are saying about you online?
 Congruence of online identity – How congruent is your online identity? Do you have one
identity, or multiple? Do you keep separate profiles and accounts for your professional
life and personal life? Do you have separate profiles for the causes you are involved in
online? How closely do your profiles across social media paint a consistent picture
o Keep in mind, this does NOT mean what you do online matches who you are in “real
life” because that would be the third dimension (discussed below)
 Commitment to online presence – How committed are you to an online presence? How
engaged are you?
Group Values:
 Online Collaboration – How involved are you with digital collaborations? How often do you
engage in two way, real time communication online?
 Common (Virtual) purpose – When working with others online, or engaged in online
communities, does the purposes of the members of the group match with one another
 Online Controversy With Civility – How civil are you in your online collaborations? Are you
able to share an opinion online in a way that is civil?
Society/Community Values:
 Digital Citizenship – how are you engaged with the digital world beyond the groups you
are directly involved in?
Adapted from Josie Ahlquist’s Blog:
http://josieahlquist.com/2014/02/27/digitalchangeagents/
Some great examples of these digital worlds in which leadership exists would include online
social gaming, online gaming “guilds,” internet forum groups, chat rooms, comments on
newspaper websites, bloggers, etc.

7. 7
3-D Digital Model of Leadership
The Third Dimension: An Integrated Digital Leadership Competency
The Third Dimension of digital leadership would seek to integrate the first
two dimensions of leadership discussed so far. A lot of new work is being
done in this area, with Josie Ahlquist’s Social {Media} Change Model leading
the way.
Again, this final dimension requires more work and research, but I would postulate this third
dimension is where we need to end up moving forward in leadership.
The goal would be to take first dimensional leaders and train them on how to be second
dimensional digital leaders and then integrate those competencies. We need to ALSO inspire
second dimensional leaders and inspire them to engage in the “real” world (the First
dimension), and then learn to integrate the two.
 Global/Digital
Citizenship
 Online/Face to Face
Collaborations
 Common integrated
purpose
 Controversy with
civility
 Consciousness of
integrated self
 Congruence of
virtual and real
identity
 Commitment to
integrated presence

8. 8
The Integrated “7 C’s” would be as follows:
Individual Digital Values:
 Consciousness of integrated self – How conscious are you of how your “real world” and
digital self engage with one another? Do you see yourself compartmentalized in either
world, or are you aware of your integrated identity?
 Congruence of identities – Is your online/virtual identity congruent with your “real
world” identity? Which one is more “you?” Do you value one identity over the other?
 Commitment to an integrated presence – How committed are you to balancing your
online and “real world” presence? Are these worlds compartmentalized, or do you weave
the two together? Have you ever attended a “meet up” in the real world with people you
engage with online? Have you ever experienced a “google hangout” with people you know
in real life?
Group Values:
 Online/Face to Face Collaboration – As a group, how integrated are your collaborations?
Do you engage in the real world, and online? Are you, as a group, comfortable
collaborating in both areas and do they impact one another?
 Common integrated purpose – Does your group have common purposes both online and in
the real world? Are those purposes the same?
 Controversy With Civility – How does your group engage with civility both online and in
the real world? Do they cross over? When someone has a negative interaction with the
group online, is there a real world response, or does controversy stay within one of the
first two dimensions?
Society/Community Values:
 Global/Citizenship – how are you engaged with the both the digital world and the real
world? Do your efforts impact both, or do they tend to stay in one particular dimension?
Adapted from Josie Ahlquist’s Blog:
http://josieahlquist.com/2014/02/27/digitalchangeagents/
Some great examples of these integrated worlds would be “youtube” conventions, #sachat
and ACPA, Online blackboard engagement as an enhancement to in-class instruction, etc.

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Activities and questions to further engage in this integrated dimension of leadership from Josie
Ahlquist’s blog http://josieahlquist.com/2014/02/27/digitalchangeagents/ (reprinted with
permission)
Consciousness of Self: Awareness of the beliefs, values, attitudes, and emotions that
motivate one to take action.
Digital Competency: Online Self-Awareness and Reflection of Digital Profile
Reflection Questions:
 Have you ever Googled yourself?
 Do you know every social media platform you are on, and the content that dates back to
when you opened the account?
 What are your privacy settings?
 Have you ever posted anything you later regretted?
 Have you ever taken any post/picture/video down? If so, why?
Digital Activity:
 Step 1: Google yourself and list out the top 20 results. (Step 1a: Clean up anything that is
false or negative).
 Step 2: Create an excel document, listing out every social media platform you have an
account with. Note any privacy settings. Answer what you enjoy or dislike about each
platform. Note how often you use this account.
 Step 3: Taking on an outsider perspective at your pages, what are the themes of your
posts. Do you complain or post praise for others, post pictures from parties or engaging life
adventures?
 Step 4: Reflect and journal, answering the question: What is the perception you want to
give people based upon your social media activity? Does your current activity reflect this?
Congruence: Thinking, feeling, and behaving with consistency, genuineness, authenticity, and
honesty.
Digital Competency: Establishing Personal Virtual Boundaries including Privacy, Managing Time Spent
Online and Overall Wellness
Reflection Questions Topic #1
 Are you able to go at least one day without logging online (not including for academic
purposes)?
 What is the feeling you get when you can’t find your phone?
 Do you ever feel like you are addicted to certain platforms?
 Can you leave your phone in your pocket/bag at dinner?
Reflection Questions Topic #2
 How do you act differently online?
 Have you or someone you know ever lied about something on social media to get attention?
 Are there things you choose not to post online or would not want to be discovered in
person?
 What weight is associated with being different on social media than in person?
 What does your profile picture say about you?
Digital Activity
 Using butcher paper and markers, draw out a code of ethics for your life. Include the
entire picture of wellbeing, from spiritual, academic, relational both in person and
online. Work toward a model that directs your actions to be seamless in all areas of your
life. Use words, images or whatever coding that works for you.
 Adjust your privacy settings to reflect this code.
 Take a picture to share online on your chosen platform, such as Facebook, Instagram or
Twitter.

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Commitment: Motivational energy to serve and that drives the collective effort. Commitment
implies passion, intensity, and duration.
Digital Competency: Articulating and Executing Professional Branding Blended with Career Strategy
Online
Reflection Questions:
 Looking at social media platforms, how can those sites aid in your internship/grad
school/job search?
 What do you want to be known for (your legacy) both on campus after you leave, but also in
your life?
 If an employer was to explore your Facebook feed, would their hiring decisions be affected?
Activity Part 1: Choose two of these options based upon your current online activity, either in
creation or improvement of:
 Twitter. Include a quality profile picture and bio statement that reflects the presence you
would like to communicate to others. Seek out 30 individuals to follow that are of interests
to your short and long-term objectives.
 LinkedIn. Include a quality profile picture and biography. Using your resume, include at
least the last two positions.
 Aboutme.com. Connect other social media accounts where users can follow you at, such as
Twitter or LinkedIn.
 Blogging Creation. Look into free platforms such as WordPress, Tumblr or Blogger. An
advanced option is to purchase your domain name that includes your full name: ie Jason
Johnson would be http://www.jasonjohnson.com. At minimum, create an “about me”
page, as well as one blog post using an assignment from class.
Activity Part 2:
 Work with digital partner, have each other observe the others social media activity for
current and past postings.
 At class, give each other honest feedback about patterns observed both in positive
observations and areas of improvement.
 The partner is also assigned to get to know their partners personal and professional goals
and come to their partner with three resources they should be seeking out from online
sources to enhance their brand, enhance leadership capacity in their position and/or seek
out long-term goals.

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Collaboration: Working with others in a common effort. It constitutes the cornerstone value of
the group leadership effort because it empowers self and others through trust.
Digital Competency: Building Personal Learning Networks (PLNs)
Reflection Questions:
 What ‘social capital’ resources do you have where you can learn from, both in person and
online?
 Who would like to learn more from and/or who do you need to seek out a stronger
relationship with?
 What group or leader on campus has a strong social media presence? How can you
collaborate to add value to the entire campus community?
Digital Activity:
 Step 1: Go onto Twitter and create a ‘twitter list’ of professionals and students in your
field.
 Step 2: Reach out to three of these contacts that you would like to create a connect
with. Request a google+ hangout or Skype, conducting an information interview.
 Step 3: Write a blog post on who you suggest others should follow, what you learned in your
interviews and the next steps in building your PLN. Share this post on Twitter, thanking
those individuals you interviewed using their @username.
Common Purpose: Working with shared aims and values. It facilitates the group’s ability to engage
in collective analysis of the issues at hand and the task to be undertaken.
Digital Competency: Integration of Digital Technologies into Campus Leadership Presence through
Community Building Methods
Reflection Questions:
 How can you use social media in your leadership role? What methods do you use currently?
 What ways has your organization used social media, other than marketing events? How can
campus community be cultivated using social media?
 What other organizations and resources exist on-campus that foster community virtually for
you, your organization and the entire campus.
Digital Activity: Work with three other students on proposing a social media strategy project.
 Step 1: Brainstorm ideas how student leaders can use their social media resources to not
only advance their organizations, but to brand themselves going forward beyond college.
 Step 2: Develop together a social media strategy project, choosing one of the following
topics to utilizing social media in building community: School Spirit, Academic Integrity or
Community Service.
 Step 3: Implement strategy and track progress over a two week time period. (For example:
for School spirit, create a hashtag to be used on twitter and Instagram, feature school
athletes, coaches and staff, post throwback pictures from old games/events, highlight
traditions or cool facts about the school)

12. 12
Controversy with Civility: Recognizes two fundamental realities of any creative group effort: that
differences in viewpoint are inevitable, and that such difference must be aired openly but with
civility.
Digital Competency: Cyber Conflict Resolution and Mediation
Reflection Questions:
 What negative behavior have you observed or experienced while online?
 What is your response when you see something inappropriate or illegal on social media?
 Have you or someone you know ever been cyberbullied?
 How can you as a change agent intervene online?
 Are you responsible to act if you see a fellow classmate posting something of concern on
social media?
Digital Activity: In Class Debates. Set up pro and against groups, each have five minutes to present
their argument and will have another 10 minutes to address/debate statements. Ten minutes to
process as an entire class. Total time: 30 minutes.
Topics could include:
 Should employers or college admissions have access to social media accounts to make
decisions?
 If you don’t agree or like what someone posts online, should you automatically
unfollow/unfriend them?
 Phones (and phone use) should not be allowed in academic classes.
 You will be held accountable as a student leader to anything you post on social media.
Citizenship: Process whereby the individual and the collaborative group become responsibly
connected to the community and the society through the leadership experience.
Digital Competency: Digital Decision Making Strategies: Based in Positive, Authentic and Constructive
Activity
Digital Competency: Social Media for Social Good
Reflection Questions #1:
 How does the collective social media activity of student leaders impact the university at
large?
 What about your particular organizations?
 Why would the digital reputation of your institution impact potential applicants?
 How can student leaders enhance the reputation and ‘likability’ of their university?
Reflection Questions #2:
 What examples around the globe have you observed social media being used to address
inequalities or collective efforts for social change?
 Who are examples of leaders using social media to inspire positive change, for social good?
 What are examples of so-called leaders using social media for negative causes?
Digital Activity: As an entire class/group, agree upon a semester-long project that requires a
collaborative effort to improve the campus or local community. Here are a few examples:
 Tweet Up to Clean Up (Campus or local community service project).
 Local Middle School Anti-Cyberbullying Campaign.
 On-Campus Device Free Day.
From http://josieahlquist.com/2014/02/27/digitalchangeagents/

13. 13
NASPA/ACPA Technology (TECH) Competency:
The Technology competency area focuses on the use of digital tools, resources, and technologies for the
advancement of student learning, development, and success as well as the improved performance of student affairs
professionals. Included within this area are knowledge, skills, and dispositions that lead to the generation of digital
literacy and digital citizenship within communities of students, student affairs professionals, faculty members, and
colleges and universities.
Foundational Outcomes
 Demonstrate adaptability in the face of fast-paced technological change.
 Remain current on student and educator adoption patterns of new technologies and familiarize
oneself with the purpose and functionality of those technologies.
 Troubleshoot basic software, hardware, and connectivity problems and refer more complex problems
to an appropriate information technology administrator.
 Draw upon research, trend data, and environmental scanning to assess the technological readiness
and needs of students, colleagues, and other educational stakeholders when infusing technology into
educational programs and interventions.
 Critically assess the accuracy and quality of information gathered via technology and accurately cite
electronic sources of information respecting copyright law and fair use.
 Model and promote the legal, ethical, and transparent collection, use, and securing of electronic data.
 Ensure compliance with accessible technology laws and policies.
 Demonstrate awareness of one’s digital identity and engage students in learning activities related to
responsible digital communications and virtual community engagement as related to their digital
reputation and identity.
 Model and promote equitable and inclusive practices by ensuring all participants in educational
endeavors can access and utilize the necessary tools for success.
 Appropriately utilize social media and other digital communication and collaboration tools to market
and promote advising, programming, and other learning-focused interventions and to engage
students in these activities.
 Engage in personal and professional digital learning communities and personal learning networks at
the local, national, and/or global level.
 Design, implement, and assess technologically-rich learning experiences for students and other
stakeholders that model effective use of visual and interactive media.
 Ensure that one’s educational work with and service to students is inclusive of students participating
in online and hybrid format courses and programs.
 Incorporate commonly utilized technological tools and platforms including social medial and other
digital communication and collaboration tools into one’s work.

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TECH competency (Continued)
Intermediate Outcomes
 Model and promote adaptability among students, colleagues, and educational stakeholders in the
face of fast-paced technological change and demonstrate openness to the introduction of new
digital tools by others.
 Anticipate potential problems with software, hardware, and connectivity and prepare multiple
strategies to troubleshoot these problems and/or prepare alternative means of achieving learning
and productivity outcomes.
 Facilitate educational interventions that are based upon research, trend data, and needs
assessments of participants and that increase the technological competencies and digital literacy
of those participants.
 Utilize multiple strategies for accessing and assessing information, critically considering the
sources of information as well as the purposes or agendas that led to the dissemination of the
data as presented.
 Teach and facilitate the legal and ethical use of digital information in a manner that complies with
law and policy and that addresses the larger values and principles underlying these laws and
policies.
 Draw upon universal design principles to model and promote compliance with accessibility laws
and policies among students, colleagues, and educational partners.
 Proactively cultivate a digital identity, presence, and reputation for one’s self and by students that
models appropriate online behavior and positive engagement with others in virtual communities.
 Demonstrate a willingness and capacity to generate, critically examine, and change technology-
related policies and practices that privilege one group of students or educational stakeholders
over another.
 Design and assess outcomes that utilize social media and other digital communication and
collaboration tools for promoting learning-focused interventions and engaging students in these
activities.
 Utilize local, national, and global digital professional learning communities and personal learning
networks to enhance intra- and inter-institutional collaboration and ongoing professional
development in educational, customer service, marketing, and community engagement efforts
that reflect the mission and values of the organization.
 Generate a wide and varied array of digital strategies for enhancing educational interventions with
multimedia, interactive tools, and creativity-enhancing technologies.
 Initiate the development of holistic educational interventions designed for students participating in
courses and other educational experiences delivered via hybrid and online formats.

15. 15
TECH competency (Continued)
Advanced Outcomes
 Anticipate technological change and allocate personal, departmental, and/or institutional
resources to foster in others dispositions of adaptability, flexibility, and openness to technological
innovation.
 Provide leadership for the proactive creation, use, and empirical evaluation of technological tools
and digital spaces for students including those drawing on social medial and other digital
communication and collaboration tools.
 Develop contingency plans for the continual operation of basic college and university functions in
the event of software, hardware, or connectivity failures as a result of routine issues or in
response to crises and emergencies.
 Contribute to the generation of research, trend analyses, and needs assessments related to
digital technologies that inform efforts to meet the technological needs of students, colleagues,
and educational stakeholders.
 Support, promote, and/or lead efforts to create a culture in which information is both valued and
systematically scrutinized prior to its use to inform educational practice.
 Provide leadership that demands digital information and technologies be used in a manner that is
ethical and in full compliance with national and state/province laws as well as with institutional
policies.
 Lead and demonstrate a commitment to universal design principles in technological
implementations that ensures the frictionless use and application of technology by all.
 Provide leadership and ongoing training to colleagues and students for the cultivation of a
genuine digital identity, presence, and reputation that models appropriate online behavior and
enables open access and engagement with virtual communities as appropriate.
 Engage in systematic practices aimed at ensuring students and professionals across all
demographics have access to technological resources and are educated in their intelligent use
and implementation for solving problems and enhancing learning.
 Provide leadership for the seamless integration of social media and other digital communications
with broader educational, customer service, marketing, and community engagement efforts that
communicate and develop dialogue and community around shared common institutional values.
 Contribute to, partner with, and/or provide leadership for local, state/provincial, national, and
global digital professional learning communities and personal learning networks in promoting the
use of technology for educational purposes.
 Provide training and instruction for the use, adoption, and evaluation of digital strategies for
enhancing educational interventions with multimedia, interactive tools, and creativity-enhancing
technologies by students, colleagues, and other educational stakeholders.
 Collaborate with and support faculty by developing holistic educational and co-curricular
opportunities for students in online and hybrid programs promoting the relevance and vision of
what student affairs practice in new educational delivery formats.
 Provide leadership in the development of new means of leveraging technology for assessing,
certifying, and credentialing the holistic learning and development of students through co-
curricular learning endeavors.

16. 16
Example of a Social Media Response Guide:

17. 17
Some other resources for exploring your
social media presence:
 Social Media Department Tips from UCSB Student Affairs Professional Development
Series:
o http://bit.ly/commcollabsocial
 Digital Leadership Network:
o http://digitalleadershipnetwork.com
 Do’s & Don’ts of Social Media:
o http://www.designsponge.com/2013/02/modern-etiquette-social-media-dos-
donts.html
 Simple list of Social Media Etiquette:
o http://www.digitalmarketingedu.com/social-media-etiquette-2/
 Terrible Pieces of Advice:
o http://blog.hubspot.com/blog/tabid/6307/bid/34180/30-Terrible-Pieces-of-
Social-Media-Advice-You-Should-Ignore.aspx
 Digital Leadership Educators:
o Josieahlquist.com
o Equalman.com
o Blog.reyjunco.com