The structure for the ELI consists of five elements:

Individual Development Plan

Creation of an individual development plan (IDP) that will guide the individual’s participation in the other four institute elements and establish goals and expected outcomes.
 
Although candidates will participate as a cohort, each will have a personalized plan for development. The plan’s primary purpose is to help participants reach specific goals as well as provide a base-line to help assess growth.
Academy

An Academy to serve as the foundation for leadership education.
 
The Academy is the central formal educational component where participants gain knowledge and skills essential to the University’s leadership needs. All participants will complete six two-half day seminars.
Mentoring

Mentoring to provide insights to the role the participant might have in the future.
 
Generally, mentors will come from senior institutional leadership although there may be exceptions depending on the participant’s IDP. The participant will work with the director of this program to match with mentors. Participants may have more than one mentor sequentially but not concurrently. The program will facilitate the recruitment of mentors, approval to be a mentor, as well as provide training and support for the mentor.
Coaching

Coaching/Evaluating to provide feedback and guidance on job performance.
 
The program provides the services of a professional credentialed coach experienced in working with higher education executives. Coaching helps an aspiring executive get valuable feedback to gain new perspectives on their current leadership as well as their progress on developing new leadership skills and mindsets. Coaching provides a safe place to think through diverse topics that are in the participant’s best interests.

The Executive Leadership Institute has developed a specific 360-degree assessment that will be used for all participants. The 360-degree assessment draws from the participant’s peers, direct reports, and other key stakeholders (i.e., alumni, donors, students) rather than relying only on the supervisor’s perspective. A participant may produce effective results from the perspective of the supervisor, but if these do not map with the perceptions of colleagues, subordinates, or others, it may be doubted whether the participant has the leadership and interpersonal mindset and skills to assume a top leadership position.

Experiential learning

Experiential learning opportunities to expand the participants hands-on experiences.
 
Experience-based learning is considered one of the most rewarding and meaningful activities provided in this program. This opportunity provides the participant a “stretch” situation to bring about a product or outcome valued by the University wherein the participant can build on his or her existing skills. Ideally, the participant has an assignment to broaden his or her skills within a different unit of the University with full responsibilities and authority to act in that role. Examples include:

  • Filling an existing vacancy in another unit for an extended period,
  • Leading task forces, special projects, short-term assignments and other opportunities to develop career-building experiences. Or
  • Administrative sabbatical to assume a position at another campus or agency.