ILDP Framework
ILDP Framework
ILDP Framework
Framework
Engineering Leadership Individual Development Plan
Introduction
The Attributes of a Gator Engineer (below) were developed as part of the University of Florida
Herbert Wertheim College of Engineering (the College) 2010 centennial celebration. The
attributes are comprised by 5 overarching categories of qualities, each of which contain key
characteristics that more fully define each category. Collectively, the attributes form the essence
of what Gator Engineers represent and what they can provide to help lead the next era of
technological revolution and solve the complex challenges of the 21st century.
Leadership is a key attribute category that underpins the potential for Gator Engineers to be
successful in their careers. As a result, the College established the Engineering Leadership
Institute (ELI) to focus on creating leaders for a new world, where technology plays a major role
and the need for principle-based, character-focused leaders is now more than ever demanded by
our country and the world. Through the Institute, UF aims to be at the forefront of a national
movement transforming the way in which engineers impact society through their leadership. Part
1
Purpose
Engineering Leadership (EGS 4038/6039) serves as ELIs fundamental course designed to
introduce engineering students to the concepts, theory and practice of modern-day engineering
leadership and help prepare them to assume leadership roles in their engineering careers. The
course content was developed considering available academic guidance about leadership
programs as well as curriculum course content offered by other engineering leadership programs.
To promote a more complete understanding and application of this course content, students will
be required to complete an Individual Leadership Development Plan (ILDP). The ILDP is
intended to assist students in understanding and applying key competencies that are related to the
course content and their individual strengths, and considered necessary for student effectiveness
in their careers as engineering leaders. The ILDP is a requirement and a key deliverable for
completion of the Engineering Leadership course.
Background
During her former role as Director of Leadership Programs at the University of Arizona, Dr.
Corey Seemiller conducted extensive research into student leadership competencies (SLCs)
essential for leadership effectiveness across a broad spectrum of careers (including engineering).
Results were published in the Student Leadership Competencies Guidebook (Seemiller, 2014).
Table 1 summarizes the research results and shows 60 SLCs that were identified and integrated
into 8 main categories. Seemiller used the term competencies given the common use of the
term in many professional organizations (Seemiller, 2014).
The defined SLCs considered standards and guidance for leadership programs from several
organizatons. These included:
the standards for student leadership programs outlined by the Council for the
Advancement of Standards in Higher Education;
learning outcomes by the 72 programmatic organizations accredited or endorsed by the
Council for Higher Education Accreditation, the U.S. Department of Education, and the
Association of Specialized and Professional Accreditors who collectively accredit 475
undergraduate and graduate academic programs (including the Accreditation Board for
Engineering and Technology, or ABET) in the U.S.; and
2
Values are individual attitudes or beliefs that confirm a competency as being important;
In addition to the Table 1 SLCs, the following additional information may provide assistance in
helping students understand and correlate lists of SLCs:
These broad lists of SLCs are intended to serve as a toolbox for current and future use by
students, as frequently-needed and effectively-applied competencies will vary by the context of
the leadership roles as well as specific competencies that may be valued by individual
organizations. The goal is not necessarily for each individual to develop all competencies; rather,
research has shown that leadership development is far more successful when leaders focus
primarily on their key strengths (Folkman and Zenger, 2014).
General Approach
Each student will be required to evaluate their understanding and application of the course
content via a student-defined, leadership-related experience that they are part of during the
semester. Students will be required to define and discuss the selected experience by the end
of the 4th week of class. This is explained further under the Instructions and Grading Rubric
section below.
An engineering-based experience is preferable. However, some variation is expected based on
the types of leadership experiences available to students, as well as in the depth and breadth of
3
leadership experiences that the opportunities afford the students. Leadership opportunities may
include but not be limited to:
Students may choose multiple experience opportunities for the IDLP application. Prior
experiences cannot stand alone for the ILDP application but can be included using the multipleexperiences approach.
In addition to identifying the leadership experience that students will be completing, the next
critical step in development of the ILDP will be to select target SLCs for application and
development. To assist in the process, students must complete the Clifton StrengthsQuest
assessment and the VIA character strengths assessments, as outlined in the base course text book
by Komives et al., 2013, to obtain a better understanding about their current key strengths. Free
access to the Clifton StrengthsQuest assessment is provided via a code that is included in new
versions of the base course text book by Komives et al., 2013. Students purchasing a used
version of, or renting, the text will still need to complete the Clifton StrengthsQuest assessment
by purchasing an on-line access code through www.strengthsquest.com for a cost of
approximately $10. The VIA character strengths assessment is a free resource and the text
provides instructions about accessing this resource.
Students will use results from the assessments to identify 10 SLCs that play to their strengths and
best meet their individual development needs, for application to their leadership experience.
Tables 1, 2 and 3 may be useful in helping identify the focal SLCs. Students will need to
consider and identify their Top 5 SLCs from the target list of 10 SLCs. Students will also be
asked to identify their focal core values.
By the end of the 4th week of class, students must submit a pdf version of the completed
Leadership Experience Description and Initial Self-Assessment of SLCs and Core Values
form, using the template provided. There will be a Canvas assignment for this purpose.
Students names must be included in the header file of the submittal. The form includes
4
description the selected leadership experience(s) that students will be completing during
the semester, listing of results from the two competency assessments, identification of the
10 SLCs as well as the selected Top 5 SLCs; self-assessment rating as to student current
capabilities with respect to the selected focal competencies; and a listing of student core
values.
This completed form will be worth 20% of the ILDP assignment. Late-submittals within
1 week of the due date will be accepted but for only 10% of the ILDP assignment,
reducing the maximum possible score for the completed ILDP to 90 points. Submittals
after that time will not be accepted, reducing the maximum possible score for the
completed ILDP to 80 points. MS Word versions of the document will not be accepted.
The remainder of the ILDP consists of the General Assessment of the Leadership
Experience form, and Specific Assessment of Leadership Experience forms. The General
Assessment form documents your self-assessment with respect to changes in the pre and
post-experience ratings of your SLCs, through the leadership experience. The Specific
Assessment of Leadership Experience forms are to be completed for your selected Top 5
SLCs. They provide the basis for completing the comparative assessment of your ratings
about the outcomes from applying the SLCs during the experience, as provided in the
General Assessment form. Comparative ratings of the other 5 SLCs do not require
completion of the supporting Specific Assessment form.
The completed ILDPs must be submitted in pdf format by the date and time of the
assignment. Only pdf versions of the submittal will be accepted. Late submittals will not
be accepted and students will receive a grade of 0 for the assignment (regardless of
whether or not the initial submittal was made on time).
Two key factors will be considered in grading the IDLP deliverable: the degree of
completion and the degree of professionalism reflected in the submitted ILDP. These
factors are explained in more detail in Table 4.
Table 5 provides the rubric that will be used to grade the ILDP submittals. To the best of
his ability, the instructor will evaluate each submittal objectively and strictly by the
rubric.
References
Folkman, J., 2015. Leadership Development White-Paper: Creating a Competency Model That
Works The Good, The Bad, and The Ugly. Insights from the Extraordinary Leader 20 New
Ideas About Leadership Development. www.zengerfolkman.com.
Folkman, J. and J. Zenger, 2014. Leadership Development White-Paper: Key Insights from the
Extraordinary Leader 20 New Ideas About Leadership Development.
www.zengerfolkman.com.
Komives, S.R., Lucas, N. and T. McMahon, 2013. Exploring Leadership: For College Students
Who Want to Make a Difference. Jossey-Bass Publishers.
World Economic Forum, February 12, 2016. The Top 10 Skills You Need to Thrive in the Fourth
Industrial Revolution. https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-inthe-fourth-industrial-revolution
Table 1
Summary of Student Leadership Competencies 1
Category 2
Learning
and Reasoning
Self-Awareness
and Development
Interpersonal
Interaction
Group
Dynamics
Civic
Responsibility
Communications
Strategic
Planning
Personal
Behavior
Competency Areas 2
Research
Synthesis
Others Perspectives
Evaluation *
Reflection and Application
Idea Generation *
Systems Thinking
Problem Solving
Analysis *
Decision Making
Self-Understanding
Scope of Competence
Personal Values
Receiving Feedback
Personal Contributions
Self-Development *
Productive Relationships
Others Contributions
Appropriate Interactions
Empowerment
Helping Others
Providing Feedback
Empathy
Supervision
Mentoring
Collaboration *
Motivation
Organizational Behavior
Group Development
Power Dynamics
Creating Change
Diversity
Social Justice
Inclusion
Social Responsibility
Others Circumstances *
Service
Verbal Communication *
Facilitation
Non-verbal Communication
Conflict Negotiation
Listening
Advocating for a Point of View
Writing *
Mission
Plan
Vision
Organization
Goals
Initiative
Responding to Ambiguity
Functioning Independently
Responding to Change
Follow-Through
Resiliency
Responsibility for Personal
Positive Attitude
Behavior
Confidence
Ethics *
Excellence
Notes:
1
Seemiller, Corey, 2014.
2
Ordering does not indicate prioritization
* Indicates the top competencies listed for Engineering - General (ABET) bachelors and masters degrees,
based on query of associated student leadership competencies database developed by Seemiller (2014).
Table 2
Summary of Student Leadership Competencies 1
Category 2
SLC 2,3
research
others
perspectives
reflection and
application
systems
thinking
Learning and
Reasoning
Attributes
of a Gator
Engineer
(Leadership)
sound
perspective,
strong intuition,
thoughtful
skilled
communicator,
caring,
thoughtful
visionary, sound
perspective,
strong intuition
visionary, sound
perspective,
thoughtful
RLM Competencies 4
Component
purposeful
inclusive
process
oriented
process
oriented
analysis*
thoughtful,
sound
perspective
process
oriented
synthesis
strong intuition,
thoughtful
processoriented
evaluation*
sound
perspective,
strong intuition
processoriented
idea
generation*
visionary,
entrepreneurial
processoriented
problem
solving
mission guided,
confident,
thoughtful
processoriented
Skills
goal
identification;
creative thinking;
meaning-making
listening; building
coalitions;
framing and reframing
reflection;
learning;
meaning-making
learning;
challenge;
meaning-making
learning;
challenge;
collaboration;
meaning-making
learning;
challenge;
collaboration;
meaning-making
learning;
challenge;
collaboration;
meaning-making
learning;
challenge;
collaboration;
meaning-making
learning;
challenge;
Category 2
Self-Awareness
and
Development
SLC 2,3
RLM Competencies 4
Component
Skills
collaboration;
meaning-making
learning;
challenge;
collaboration;
meaning-making
learning;
listening; talent
development
decision
making
visionary,
mission guided,
confident
processoriented
selfunderstanding
skilled
communicator,
caring
inclusive
personal
values
caring,
thoughtful
ethical
being congruent;
using moral
imagination
personal
contributions
entrepreneurial,
mission guided,
positive attitude
empowering
sharing
information;
capacity building;
promoting selfleadership
empowering
sharing
information;
individual and
team learning;
capacity building
processoriented
receiving
feedback;
learning;
reflection; civil
confrontation
inclusive
talent
development;
building coalitions
processoriented
collaboration;
learning
scope of
competences
receiving
feedback
selfdevelopment*
Interpersonal
Interaction
Attributes
of a Gator
Engineer
(Leadership)
productive
relationships
inspiring, willing
to delegate
positive attitude,
mission guided
caring, positive
attitude,
confident
skilled
communicator,
engaged and
committed,
Category 2
SLC 2,3
appropriate
interactions
Attributes
of a Gator
Engineer
(Leadership)
willing to
delegate
professional,
skilled
communicator,
sound
perspective
RLM Competencies 4
Component
Skills
processoriented
learning;
challenge;
reflection; civil
confrontation
helping
others
caring, fair,
engaged and
committed
ethical
empathy
caring,
thoughtful
empowering;
inclusive
mentoring
visionary,
inspiring
empowering
motivation
inspiring,
thoughtful,
skilled
communicator
empowering
others
contributions
willing to
delegate, fair,
mission guided
empowering;
inclusive
Category 2
SLC 2,3
empowerment
willing to
delegate, fair,
engaged and
committed
empowering
providing
feedback
skilled
communicator,
strong intuition
processoriented
supervision
professional, fair,
mission guided
empowering;
process
oriented
collaboration*
organizational
behavior
Group
Dynamics
RLM Competencies 4
Attributes
of a Gator
Engineer
(Leadership)
engaged and
committed,
caring, willing to
delegate
sound
perspective,
professional
Component
process
oriented
Skills
individual and
team learning;
capacity building;
building coalitions
giving feedback;
collaboration;
learning;
reflection; civil
confrontation
sharing
information;
individual and
team learning;
encouraging and
affirming others;
collaboration;
civil
confrontation;
giving and
receiving
feedback
collaboration;
learning;
challenge;
meaning-making
process
oriented
meaning-making;
learning
power
dynamics
strong intuition,
sense of humor,
entrepreneurial
empowering
capacity building;
promoting selfleadership;
collaboration;
encouraging and
affirming others
group
development
inspiring, willing
to delegate,
positive attitude
process
oriented
learning;
collaboration;
Category 2
Civic
Responsibility
SLC 2,3
Attributes
of a Gator
Engineer
(Leadership)
RLM Competencies 4
Component
creating
change
visionary,
entrepreneurial,
confident
purposeful;
process
oriented
diversity
fair, caring,
sense of humor
inclusive
inclusion
skilled
communicator,
fair, positive
attitude
inclusive
others
circumstances*
engaged and
committed,
caring,
thoughtful
inclusive
social
justice
visionary,
inspiring, caring
inclusive
social
responsibility
fair, sound
perspective
ethical
Skills
meaning-making;
civil confrontation
envisioning;
involving others
in vision-building
process; meaningmaking; learning;
challenge;
collaboration
building
coalitions;
framing and
reframing; civil
discourse; talent
development
building
coalitions;
framing and
reframing; civil
discourse; talent
development
listening; building
coalitions;
framing and
reframing; civil
discourse
building
coalitions;
framing and
reframing; civil
discourse; talent
development
being trustful,
reliable, and
congruent; having
courage; using
moral imagination
Category 2
SLC 2,3
service
verbal
communication*
non-verbal
communication
engaged and
committed,
positive attitude,
caring
skilled
communicator,
professional,
sense of humor
skilled
communicator,
strong intuition,
confident
RLM Competencies 4
Associated Example Leadership
Actions and Behaviors 2
Component
Skills
process
oriented
learning;
challenge;
meaning-making;
reflection
process
oriented
learning;
challenge;
reflection
process
oriented
learning;
challenge;
reflection
listening
fair, sound
perspective
process
oriented
learning;
challenge;
reflection
writing*
professional,
skilled
communicator
process
oriented
learning;
challenge;
reflection
facilitation
mission guided,
fair, confident
process
oriented
learning;
challenge;
collaboration
conflict
negotiation
skilled
communicator,
fair, caring
process
oriented
advocating for a
point of view
confident, sound
perspective,
sense of humor
purposeful;
process
oriented
mission
mission guided,
thoughtful,
entrepreneurial
purposeful
Communication
Strategic
Planning
Attributes
of a Gator
Engineer
(Leadership)
learning;
challenge;
collaboration;
civil confrontation
meaning-making;
creating thinking;
learning; civil
confrontation;
challenge
goals; meaningmaking; creative
thinking
Category 2
SLC 2,3
Attributes
of a Gator
Engineer
(Leadership)
RLM Competencies 4
Component
Skills
purposeful
envisioning;
involving others
in vision-building
process; meaningmaking
purposeful
goals; creative
thinking;
meaning-making
plan
engaged and
committed,
entrepreneurial
purposeful
goals; meaning
making; creative
thinking
organization
sound
perspective,
mission guided,
willing to
delegate
purposeful
Meaning-making;
creative thinking
initiative
confident,
engaged and
committed
empowering
functioning
independently
professional,
confident
process
oriented
followthrough
professional,
mission guided,
thoughtful
ethical; process
oriented
responsibility
for personal
behavior
caring,
thoughtful, fair
ethical
vision
visionary,
thoughtful,
inspiring
goals
mission guided,
professional,
sound
perspective
Personal
Behavior
individual and
team learning;
capacity building;
practicing renewal
Learning;
meaning-making;
challenge;
reflection
being trustful,
reliable and
congruent;
learning;
challenge;
reflection
having courage;
using moral
Category 2
SLC 2,3
Attributes
of a Gator
Engineer
(Leadership)
RLM Competencies 4
Component
ethics*
inspiring,
professional,
sound
perspective
ethical
responding to
ambiguity
strong intuition,
confident,
positive attitude
process
oriented
responding to
change
visionary,
entrepreneurial,
positive attitude
process
oriented
resiliency
engaged and
committed, sense
of humor
empowering
positive
attitude
positive
attitude
purposeful;
empowering
confidence
confident
empowering
excellence
professional,
engaged and
committed, fair
process
oriented
Skills
imagination;
being trusting
being trusting,
reliable and
congruent; having
courage; using
moral imagination
collaboration;
meaning-making;
challenge;
learning
collaboration;
meaning-making;
challenge;
learning; civil
confrontation
capacity building;
promoting selfleadership;
practicing
renewal;
individual and
team learning
meaning-making;
creative thinking;
encouraging and
affirming others;
practicing renewal
Gate-keeping
skills; sharing
information;
capacity building;
promoting selfleadership
collaboration;
learning;
meaning-making;
Category 2
SLC 2,3
Attributes
of a Gator
Engineer
(Leadership)
RLM Competencies 4
Component
Skills
challenge;
reflection
Notes:
1
No priority is inferred by order of the column entries
2
Adapted from The Student Leadership Competencies Guidebook Designing Intentional Leadership Learning and Development (Seemiller, 2014)
3
Student Leadership Competencies (Seemiller, 2014)
4
Relational Leadership Model competencies (Komives, et al., 2013)
* Indicates the top SLCs listed for Engineering General (ABET) bachelors and masters degrees, based query of the associated student leadership
competencies database (Seemiller, 2014).
Table 3
Summary of Recommended Leadership Competencies1
Leadership
Attributes of a Gator
Engineer 2
16 Differentiating
Competencies 3
visionary
professional
skilled communicator
engaged and committed
entrepreneurial
inspiring
fair
mission-guided
caring
willing to delegate
sound perspective
sense of humor
positive attitude
confident
strong intuition
thoughtful
Notes:
1 Unless indicated otherwise, ordering in column listings does not indicate prioritization or correlation between
competencies listed in other columns.
2 Herbert Wertheim College of Engineering, University of Florida
3 Zenger and Folkman, 2014
4 WEF, 2016. Listed in priority order indicated by WEF.
Table 4
Degrees of Completion and Professionalism in ILDP Submittals
Metrics
Descriptions of ILDP Submittals
Comprehensive
reflects an aboveaverage level of effort
in answering all
questions, includes
relevant and insightful
perspectives in
discussions and rating
assessments
submitted ILDP
contains complete:
cover page
Degree of
Completion
Complete
reflects a minimal,
matter-of-fact
approach in
answering all
questions
submitted ILDP
contains the same
information as a
comprehensive ILDP
Incomplete
submitted ILDP
did not contain all
the required
information for the
ILDP
High
developed and
submitted fully in
accordance with
instructions
Degree of
Professionalism
content is substantially
free from unclear or
incomplete phrases
and statements and
grammatical errors
and/or misspellings
Medium
developed and
submitted
substantially in
accordance with
instructions
Low
content contains
content contains
numerous unclear
several unclear or
or incomplete
incomplete phrases
phrases or
and statements, and/or
statements, and
noticeable
replete with
grammatical errors
grammatical
and/or misspellings
errors and/or
misspellings
Table 5
Grading Rubric for ILDP Deliverable
Assignment Points 1
Undergraduates
Graduates
Degree of Completion
Degree of Professionalism
100 (A)
100 (A)
comprehensive
high
83 (B-)
79 (B-)
comprehensive
93 (A-)
94 (A)
90 (A)
89 (B+)
86 (B+)
65 (D)
62 (D)
76 (C)
89 (A-)
73 (C)
comprehensive
medium
complete
high
low
complete
medium
incomplete
N/A
complete
low
Assumes that completed Leadership Experience Description and Initial Self-Assessment of SLCs and Core
Values form was submitted on time. Otherwise, the points indicated will be reduced by 10 to 20, depending on
the timing of the completed form submittal (see explanation in Framework document).