An examination of cohort-based leadership development programs in community college setting

This study examines community college-specific or consortium-sponsored programs
designed to grow leadership at various levels of this type of organization and explores the
effectiveness of short-term cohort-based leadership training programs from the perspective of
participants.
The researcher conducted this study using a mixed-methods approach, combining
quantitative and qualitative data collection and analysis methods. Surveys and in-depth
interviews of cohort-based leadership program graduates were conducted to gather primary
data on whether they developed or enhanced leadership skills and competencies resulting from
participation in the program. Specifically, this study was designed to understand (a) alumni
conclusions regarding program effectiveness; (b) alumni conclusions regarding how the
program components contributed to leadership skills development; (c) program execution of
social and human capital development; (d) whether alums seek subsequently greater
responsibility or higher positions within the organization; and (e) the benefits for participants
and sponsoring institutions.
As the literature suggests for effective leadership training, cohort-based leadership
development training programs deliver on both social and human capital development. While
minor adjustments could target specific populations of participants and improve relevance of
the curriculum to diverse leaders at all levels of the college, programs like The Leadership
Academy fulfill their mission. They broaden employee perspectives and build confidence in
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employee relationships, capabilities, and collaborative improvements across the representative
campuses involved.
The researcher offers the following recommendations based on the findings, analysis,
and conclusions of this study.
(a) Standardize the marketing and recruitment process across all campuses to ensure
participants have a better understanding of what to expect prior to starting the
program
(b) Restrict participation by any one population or campus to stimulate diversity of
thought and ensure one population does not dominate cohorts
(c) Offer additional training to more targeted populations, both administrative and
instructionally focused, to specifically develop role-specific leadership earlier in a
participant’s career.