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Parnell Data Identity Assessment From Parnell, Amelia. (2021). You are a Data Person: Strategies for Using Analytics on Campus. Sterling VA: Stylus. ISBN:978-1-64267-137-7 (paperback) Instructions from Parnell: 1. Read the statements in each section and for each row and related subcategory and select the one box that best describes current ability. 2. Review all 24 selected boxes and note the components that have more self-ratings of Strong Ability or Developing Ability, and which have more self-ratings of Emerging Ability. 3. Note two core components for which several Strong Ability or Developing Ability self-ratings were selected. 4. Consider how the combination of those two components can add to project work with colleagues. 5. Review the remaining components for which self-assessment ratings of Emerging Ability or Developing Ability were applied. 6. Develop a list of actions that can provide more experience for emerging or developing areas. (As a reminder, chapter 3 provides examples.) 7. Complete the self-assessment exercise again in one year. Instructions to use this worksheet: For this exercise, highlight the box that best describes where you believe you are currently at. For example, here is what I might score myself on 7.2 Research and Analysis. Subcomponent Areas Methodology Skill: Determining how to address an issue with data and information Emerging Ability: Repurpose, with permission, a single data collection resource that is documented as applicable for researching an issue. Developing Ability: Consult with colleagues who have relevant experience to develop a data-informed approach for addressing an issue. Strong Ability: Identify, without need for guidance, the most ideal and reasonable data approach among varying options to address an issue. Reflection: After you complete the self-assessment, provide a few bullet point reflection comments below about what you learned about your own data identity. 1 TABLE 7. l Data Identity Self-Assessment Component-Curiosity and Inquiry Curiosity and Inquiry- The Ability to Formulate and Ask Clear Questions Subcomponent Areas Emerging Ability: Issue Clarity Skill: Determining what information is needed Historical Context Skill: Understanding relevant work that was conducted in the past Stakeholder Impact Skill: Knowing how an issue connects to members of the campus community Strong Ability: Recognize a change in a campus trend. Determine the scope and scale of an issue across other areas of the campus. Articulate how an issue, if unaddressed, will impact various aspects of campus operations. Gather information that could be relevant to the cause of an issue. Decipher between information that would be valuable to have versus information that is interesting but less useful. Transform a list of relevant questions into a set of priority questions to be addressed. Summarize themes from prior reports, briefs, or other resources related to an issue. Identify results from prior projects that are relevant to a new issue. Determine whether an issue is significant enough to pursue with a new effort or if it can be addressed with previous solutions Converse with colleagues who have prior experience related co an issue. Understand why various stakeholders would want an issue resolved. Determine which stakeholders are most and least affected by an issue. Skill: Identifying a problem to be addressed Question Formation Developing Ability: Table 7.2 Data Identity Self-Assessment Component-Research and Analysis Research and Analysis - The Ability to Select and Use Appropriate Methodologies Subcomponent Areas Emerging Ability: Developing Ability: Strong Ability: Methodology Repurpose, with permission, a Consult with colleagues Identify, without need for single data collection resource who have relevant guidance, the most ideal and Skill: Determining how to that is documented as experience to develop a reasonable data approach address an issue with data and applicable for researching an data-informed approach among varying options to information issue. for addressing an issue. address an issue. Technical Expertise Skill: Using various tools and platforms to study and display data and information Data Integration Skill Understanding connections among data and information from multiple sources Computation Skill Using proven research methods to accurately measure outcomes Use resources with little customization to deliver information. Prepare custom reports and other summaries that are visually appealing and tailored to consumers' specific needs. Design digital, cloud-based, or online resources that colleagues can use to conduct simple analyses on their own. Gather data from the primary systems used within an office or department. Refer to various data dictionaries, warehouses, and databases to align data to examine an issue. Assess weak areas of campuswide data integration and develop processes for increasing efficiency across systems. Prepare simple calculations of data or syntheses of information. Develop formulas and codes to produce replicable analyses of data and information. Conduct sophisticated and advanced-level quantitative and qualitative studies of campus data trends. 2 TABLE 7.3 Data Identity Self-Assessment Component-Communication and Consultation Communication and Consultation - The Ability to Clearly Discuss Findings with Multiple Audiences Subcomponent Areas Emerging Ability: Developing Ability: Strong Ability: Decipher when a verbal and/or Select the appropriate amount Explain all information using clear Delivery Type Skill: Sharing information in a format that is easy to understand Audience Skill: Determining which information is of most interest to varying individuals Interpretation Skill: Explaining myriad concerns and viewpoints in a consistent and clear manner Follow-Up written method is most applicable. of in format ion to share in a variety of settings. terms and descriptions. Gather information about individuals' current work portfolios. Provide practical examples to connect material to individuals' lived experiences. Translate information to make a topic relevant for a variety of campus professionals. Identify common interests among multiple people engaged in a discussion. Connect ideas, perspectives, and questions across a group of colleagues involved in a discussion. Transform multiple individual viewpoints into a cohesive narrative. Maintain a list of ideas and topics for future exploration. Share project results with new audiences to further refine conclusions. Provide advice regarding special topics to colleagues across the institution as needs arise. Skill Identifying opportunities for ongoing collaboration TABLE 7.4 Data Identity Self-Assessment Component-Campus Context "Campus Context - Knowledge of Current Issues and Trends Within the Institution Subcomponent Areas Emerging Ability: Developing Ability: Strong Ability: Review campus fact books or Engage with students who Prepare written or verbal Student Information Skill: Understanding various characteristics of the campus student population and their progress Programs and Initiatives Skill: Knowing how various campus activities are organized and operated Strategic Plan Skill: Understanding the most immediate campus priorities Campus Mission Skill: Working on projects that address the primary purposes for which the institution operates other reports that contain information about student outcomes. have differing backgrounds to learn about their campus experiences. syntheses of various student issues over multiple years. Support activities conducted primarily by one office or unit on campus. Participate in campus activities in collaboration with colleagues from multiple departments or divisions. Lead institution-wide activities and, in some instances, manage relationships with external partners. Connect individual job responsibilities to specific objectives in the campus strategic plan. Align office or department work plans with strategic plan goals and objectives. Manage activities that contribute to the institution's accreditation or financial stability. Identify how individual work addresses students’ needs and progress. Lead office or department projects that directly impact students' progress. Collaborate with colleagues across the campus on activities chat further the mission. 3 TABLE 7.5 Data Identity Self-Assessment Component-Industry Context Industry Context - Knowledge of Current Issues and Trends in Higher Education Subcomponent Areas News and Events Skill: Following recent developments that impact the majority of campuses across the country Sector Knowledge Skill: Understanding topics related to most institutions of the same type (examples: two-year, fouryear, public, private) Functional Knowledge Skill: Understanding topics related to a department on most campuses (examples: business office, student affairs, academic affairs) Student Trends Skill: Understanding various national characteristics and themes related to college students and their progress Emerging Ability: Developing Ability: Strong Ability: Read articles from national newspapers, research and policy organizations, and other sources. Attend or present at events that focus on current higher education topics. Summarize themes of current nation al issues to inform office or department work. Identify peer institutions and review in formation from the fact book and other publicly available resources. Review reports, briefs, and other resources that provide benchmarking information about other campuses in the sector. Summarize themes of current sector issues to inform office or department work. Converse with a professional from another campus about how the function operates at their institution. Review reports, briefs, and other resources from national associations or other organizations focused on the campus function. Engage with colleagues to assess how office or department practices compare to national standards or metrics. Review documentaries, reports, presentations, interviews, student reflections, and other sources that describe students' college experiences. Collaborate with colleagues in the office or department to compare national student trends to the campus population. Analyze national datasets to compare current student trends to national student outcomes. TABLE 7.6 Data Identity Self-Assessment Component-Strategy and Planning Strategy and Planning - The Ability to Select and Execute a Course of Action Subcomponent Areas Emerging Ability: Developing Ability: Strong Ability: Role Alignment Connect each project task to a Provide guidance or Form groups, as needed, of Skill: Selecting the appropriate person with related coaching to individuals who professionals who have people to engage in work experience. need assistance to similar abilities to increase together complete specific tasks. project scale. Project Management Skill: Determining the order and time in which activities will be conducted Prepare a project work plan and timeline Select the processes by which the project activities will be completed. Realign or reprioritize project activities across all areas of work as needed. Resource Allocation Skill: Deciding the appropriate amount of personnel and financial investment for a project or activity Identify gaps between needed project resources and those that are available. Prepare a budget for all project expenses. Analyze the return on the time, personnel, and financial investments for the project. Progress Monitoring Skill: Evaluating the extent to which a project reached the target outcome Determine project scope, goals, and primary objectives. Identify a set of potential project risks and options for managing each. Select a set of metrics by which outcomes will be measured. 4
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Reflection on Leadership as an Art
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Reflection on Leadership as an Art
The pillars of good leadership and good art lie in the capability to identify some aspect of
personal experiences without letting conceptions and thoughts about them be a distraction from
the senses. The capacity to set the stage in a way that encourages people to maintain their sanity is
a hallmark of both art and leadership (Hartanto et al., 2019). For this idea to work, however, we
need to assume that art is a set of circumstances whose aesthetic purpose is to help us perceive
some facet of the reality more directly via the senses and less through the notions and beliefs about
this facet of the world. For instance, from my assessment, I realized that I have strong abilities in
the research and analysis self-assessment component, while my abilities are developing in the
strategic and planning self-assessment component. In the research and analysis self-assessment
component, I demonstrated developing ability in methodology and technical expertise and strong
abilities in data integration and computation. On the strategic and planning self-assessment
component, I demonstrated strong abilities in role alignment, project management, and resource
monitoring, whereas I demonstrated developing abilities in progress monitoring. The combination
of strategic planning, research, and analysis abilities in the art of leadership acts as a foundation to
perceive the aspects of leadership directly through senses rather than beliefs and concepts when
carrying out a project with my colleagues.
In this self-assessment, I also demonstrated developing abilities in curiosity and inquiry,
communication and consultation, campus context, and industry context. In the curiosity and
inquiry element, I demonstrated strong ability in issue clarity and stakeholder impact and
developing abilities in question formation and historical context. In the communication and
consultation self-assessment component, I demonstrated strong abilities in delivery type and
follow-up and developing abilities in audience and interpretation. Under the campus context, I

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demonstrated developing abilities in student information and programs and initiations and strong
abilities in strategic planning and campus mission. Under the industry context, I demonstrated
developing abilities in news and events, sector knowledge, functional knowledge, and student
trends.
The developing and emerging skills will require a set of actions to help me gain more
experience in these abilities. The set of actions that I seek to implement in my day-to-day routine
to gain the required experience will include improving my awareness and having an explicit selfconcept through cross-monitoring my emotions, thoughts, and physical sensations. Mastering the
art of leadership and developing related abilities will require mastering the conceptual art concepts
in leadership. For instance, in my assessment, the developing abilities that I need to gain more
experience in include abilities in curiosity and inquiry, communication and consultation, campus
context, and industry context. Gaining experience in curiosity and inquiry results fro...


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