Leading Through Difficult Conversations:  Developing Students' Leadership Communication Skills

Julia M. Williams

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Conference: 2013 ASEE Annual Conference & Exposition
Location: Atlanta, Georgia
Publication Date: June 23, 2013
Start Date: June 23, 2013
End Date: June 26, 2013
ISSN: 2153-5965
Conference Session: Communication, Professional Development, and the Engineering Ambassador Network
Tagged Division: Liberal Education/Engineering & Society
Page Count: 4
Page Numbers: 23.848.1 - 23.848.4
DOI: 10.18260/1-2--19862
Permanent URL: https://peer.asee.org/19862
Download Count: 522

Paper Authors

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Julia M. Williams Rose-Hulman Institute of Technology

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Dr. Julia M. Williams is Executive Director of the Office of Institutional Research, Planning, and Assessment & Professor of English at Rose-Hulman Institute of Technology. Her research areas include technical communication, assessment, accreditation, and the impact of pen-based technologies on learning and teaching. Her articles have appeared in the Journal of Engineering Education, International Journal of Engineering Education, IEEE Transaction on Professional Communication, and Technical Communication Quarterly, among others.

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Abstract

Leading through Difficult Conversations: Developing Students’ Leadership Communication Skills Across the Curriculum The need for engineers to take leadership roles is a frequent topic in documents that discuss how to improve the future of engineering in the US. These leadership roles are diverse, everything from getting more engineers into public office to encouraging engineers who are successful in their technical fields to aspire to leadership in national organizations (such as ASEE). The problem remains, however, that engineers in general may feel less prepared to follow these career directions because of their lack of confidence in their leadership communication abilities. The solution, we are told, is that students should develop leadership skills, take leadership courses while still in college, and/or assume leadership roles in co‐curricular activities. Taking a “leadership across the curriculum” approach, however, could provide students with opportunities to develop their skills without adding additional courses or co‐curricular activities that may conflict with work or family responsibilities. In particular, leadership communication—practiced in communication courses, in capstone design projects, or in other courses already in the curriculum—can provide students with an important foundation that can provide significant benefits throughout their careers. The focus of this presentation is on leadership communication through “difficult conversations,” a term developed by Douglas Stone, Bruce Patton, and Sheila Heen in their book Difficult Conversations: How to Discuss What Matters Most. In this presentation, the attendees will learn the principles that can help engineering students negotiate through difficult conversations, resulting in better listening and communication. The presenter will also give examples of how the principles can be integrated into existing courses, with sample assignments and assessment rubrics that can make evaluation more manageable and sustainable.

Citation
Format

Williams, J. M. (2013, June), Leading Through Difficult Conversations: Developing Students' Leadership Communication Skills Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19862

TY  - CPAPER
AB  -     Leading through Difficult Conversations:  Developing Students’ Leadership                   Communication Skills Across the Curriculum            The need for engineers to take leadership roles is a frequent topic in documents that discuss how to improve the future of engineering in the US.  These leadership roles are diverse, everything from getting more engineers into public office to encouraging engineers who are successful in their technical fields to aspire to leadership in national organizations (such as ASEE).  The problem remains, however, that engineers in general may feel less prepared to follow these career directions because of their lack of confidence in their leadership communication abilities.                    The solution, we are told, is that students should develop leadership skills, take leadership courses while still in college, and/or assume leadership roles in co‐curricular activities.  Taking a “leadership across the curriculum” approach, however, could provide students with opportunities to develop their skills without adding additional courses or co‐curricular activities that may conflict with work or family responsibilities.  In particular, leadership communication—practiced in communication courses, in capstone design projects, or in other courses already in the curriculum—can provide students with an important foundation that can provide significant benefits throughout their careers.  The focus of this presentation is on leadership communication through “difficult conversations,” a term developed by Douglas Stone, Bruce Patton, and Sheila Heen in their book Difficult Conversations:  How to Discuss What Matters Most.  In this presentation, the attendees will learn the principles that can help engineering students negotiate through difficult conversations, resulting in better listening and communication.  The presenter will also give examples of how the principles can be integrated into existing courses, with sample assignments and assessment rubrics that can make evaluation more manageable and sustainable.   
AU  - Julia M. Williams
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Leading Through Difficult Conversations:  Developing Students' Leadership Communication Skills  
UR  - https://peer.asee.org/19862
DO  - 10.18260/1-2--19862
ER  -