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Dr. Heidi Weigand: Intergenerational Kindness Research

“Worldview events such as politics, economics, and social movements can result in distinct generational identities with associated values, beliefs, and behaviours. Intergenerational research can inform management theory and organizational practices.”

Dr. Heidi Weigand

Heidi Weigand
Assistant Professor
Rowe School of Business

Dr. Heidi Weigand is currently teaching Organization Change and Leading in Complexity at Dalhousie’s Faculty of Management. Her research focuses on leadership and diversity. She has examined leaders’ ability to manage emotions and the vicarious effects of an innovative mindset; the motivating factors that influence Generation Z leaders to drive responsible change; and the study of healthcare leaders and patient safety healthcare policy.

In the fall of 2020, Dr. Heidi Weigand and Dr. Kristin S. Williams explored intergenerational differences of kindness in the context of COVID-19 and Black Lives Matter (BLM).

CEGE Connection reached out to Dr. Weigand for a virtual interview to discuss the outcome of this research.  We are pleased to provide a brief summary of Dr. Heidi Weigand and Dr. Kristin S. Williams research.

Dr. Heidi Weigand

We wanted to explore a perceived relationship between (1) kindness and motivation and (2) kindness and authentic allyship. Our participants included Gen Z (born between 1997-2012/5) and Gen Y (also referred to as Millennials, born between 1981 to 1994/6) across North American, Europe and Africa. Thirty-one participants self-identified as non-racialized, and 34 self-identified as Black, Indigenous and People of Colour, aka BIPOC. Gen Y/Millennials are currently the most represented group in the workforce and are now assuming leadership roles. Gen Zs are new entrants to the workforce. Worldview events such as politics, economics, and social movements can result in distinct generational identities with associated values, beliefs, and behaviours. Intergenerational research can inform management theory and organizational practices.

Here are a few snippets of our findings:

  • In terms of leadership, it’s interesting. The literature on kindness in organizational theory and practice is pretty sparce. Kindness is not a significant focus in leadership research or business school education. It is sometimes packaged with other traits as part of a leader’s “good nature.” Kindness requires witnessed consistency to be seen as a virtue, whereas too much kindness can also decrease likability and be seen as weakness.
  • The differences between generational views are nuanced but important. Gen Y sees kindness as self-sacrificing. They reject reciprocity and see it as an active behaviour where someone else’s interests are prioritized over one’s own. Gen Z see kindness as natural, but not necessarily requiring self-sacrifice. It appears to be more about demonstrating consideration, respect and helping behaviours. They emphasize authenticity and having good intentions.
  • Is there a relationship between kindness and Allyship? Respondents gave us significant clues as to how to demonstrate authentic allyship and what kindness could contribute to this process. Respondents promoted self-education, dialogue, empathy, humility, and a need for meaningful and compassionate engagement on racism. Allyship is not an identity, it is a commitment to ongoing action.

Our preliminary conclusions surface a potential valuable relationship between kindness and BLM and allyship. However, given the hesitation demonstrated by non-BIPOC individuals in our study to avoid more productive, accountable, pro-social behaviours, we see significant barriers continuing for organizations. We also believe that our current COVID-19 reality means that kindness needs to be enacted intentionally and differently given the restrictions of social distances, technological barriers, and the constraints of certain activities.

Heidi Weigand
Assistant Professor
Rowe School of Business

 

 

Sandi Stewart: Creating Welcoming Spaces of Learning

“The key to engagement is to remain adaptable and listen to students’ needs. The course content must also be accessible and offer opportunities for dialogue.”

Sandi Stewart, Master of Arts, Folklore Studies

 

Sandi Stewart, Master of Arts, Folklore Studies

Sandi Stewart started as a Teaching Assistant at Dalhousie University in Fall 2018. She holds a degree of Master of Arts in Folklore from Memorial University. Sandi has worked closely with museums and archives in Atlantic Canada. Her experience in the not-for-profit sector specifically has awarded her a fresh perspective on data management, programming efforts, and daily operations in the GLAM (galleries, libraries, archives, and museums) community. Her interest in developing and delivering training for museum staff and volunteers inspired her to pursue supporting courses at the university.

CEGE Connection reached out to Sandi in a virtual interview to discuss her Teaching Assistant experiences and on working within a team focused on creating memorable and valuable learning outcomes.

Sandi Stewart

I would like to take this opportunity to reflect on the diverse experiences and learning opportunities I have been a part of since I first began my journey at DAL nearly three years ago. I have worked with dedicated faculty and staff in courses offered by the Department of English, Faculty of Computer Science, Rowe School of Business, and Faculty of Management.

I quickly learned that courses offered by the School of Information Management (SIM) were of interest to me and I am thankful for the experiences and relationships that I have formed through SIM over the years. I have supported several core courses in the Bachelor of Management program, including MGMT 1601 (Electronic Information Management), MGMT 2305 (Ethics and Social Responsibility), and MGMT 3602 (Professional Communications Skills). This summer, as a Teaching Assistant, I branched out to support graduate students enrolled in MGMT 6735 (Public Service Leadership), BUSI 6996 (Sustainable Leadership), and BUSI 6900 (Corporate Responsibility). I am also guiding undergraduate students as they navigate Business Ethics & Corporate Social Responsibility (CSR) in COMM 2310.

In the past, I assisted with courses in the History of Science and Technology (HOST) Program at the University of King’s College and worked closely with a talented teaching team. As I continue in my roles at SIM and CEGE, I look forward to working with both undergraduate and graduate students as they grow and flourish as leaders in their communities.

I truly believe that courses run smoothly with the help of a teaching team in which professors, teaching assistants, and markers communicate their ideas clearly and collaborate on course components throughout the term. This approach builds both a solid foundation for coursework and a strong support system for students. I appreciate those who bring different experiences and/or perspectives to a course. It is very rewarding to see students develop their skillsets and apply what they have learned, not only in assignments and tests, but most importantly in course discussions.

The key to engagement is to remain adaptable and listen to students’ needs. The course content must also be accessible and offer opportunities for dialogue. This can be done during in-person tutorials, breakout groups in Collaborate Ultra, or in the Discussions tool on Brightspace. The key takeaway here is to remain flexible. The most impactful moments for me continue to be seeing the results of collaborative learning and reflection.

I applaud the university community for coming together and embracing online learning since the pandemic. We have all shown our creativity, determination, and support for each other during this challenging time. This has also been a period of learning and reflection for many, including myself. I am grateful for the number of opportunities I have been given during this time to learn and grow in my roles and the wealth of knowledge being shared. For instance, I attended informative sessions on Equity, Diversity, and Inclusion (EDI), student support, and online learning during my time at DAL. These conversations are an integral part of my own learning journey.

I look forward to continuing these efforts and applying what I learn to create a welcoming space in courses.

Sandi Stewart, MA
Sessional Instructor
School of Information Management
Faculty of Management, Dalhousie University

“Without the cohort of talented and dedicated TAs, the experience would have been so much harder for students and faculty members.  We know that we put you through the paces this year and we are grateful for your energy and commitment.” Dean Kim Brooks

Sam Wilson on the T.A. Experience: Navigating a More Complex Learning Schedule

“I am excited to be taking on another TA assignment for the summer term.  I look forward to dialoguing with the students and working with them to achieve their academic success. The course, Leading Change, with completely new content is timely, given our need to adapt to an ever-changing work and study environment.  I am keen to assess how responsible leadership will impact my field of academic administration during this period of disruption, as well as discovering how policies will change in response to the evolving circumstances.”

Sam Wilson MBA, Leadership Class of 2020

 

Sam Wilson, Administrative Manager at Dalhousie’s School of Health & Human Performance

Sam Wilson is an Administrative Manager at Dalhousie’s School of Health & Human Performance situated in the Faculty of Health.  She is currently one of two Teaching Assistants in Dr. Heidi Weigand’s MBA class, Leading Change. Sam’s commitment to supporting students and professors is stellar.    CEGE Connection reached out to Sam in a virtual interview for her thought on her TA experience during the past year.

Sam Wilson

When I realized that the Centre for Executive and Graduate Education was looking for Teaching Assistants (TA) to help with Winter MBA classes, I was quick to apply. Like many other students, after completing my MBA in Leadership at the end of Summer 2020, I did not get the ending I anticipated. I remember feeling burnt out from having my last two courses fully online. While my MBA buddies were ecstatic about working on their last assignments, I was skulking around listening to Taylor Swift’s Folklore, thinking; “Yes Taylor, you know, I think my house is haunted too. It is this powerful presence of work, study and family-life balance”.

Haunting, right? Not really, but looking back, the Covid19 pandemic changed things dramatically. Having internal conversations with Taylor Swift was also a big indicator that study had taken a toll.

While I did not get a TA position with the MBA program, I was fortunate to be offered one in the Commerce undergraduate program with Dr. Heidi Weigand’s Reflections on Leadership class.  In the beginning weeks, I believed that being a good Teaching Assistant was knowing a lot of stuff.  I soon realized that helping students learn online was not only based on how well I knew a subject.  It was critical to know how to provide students with valuable, timely feedback and facilitate the optimum learning environment.  I focused on helping students choose the learning path that was right for them.

Initially, I found feedback difficult.  Dr. Weigand’s mentorship was invaluable.  She recommended the language to use which would help students highlight both improvements and strengths. When providing feedback, I never forgot my experiences of studying during a pandemic. Offering support to students as they navigated a more complex learning schedule has been rewarding.

I am excited to be taking on another TA assignment for the summer term.  I look forward to dialoguing with the students and working with them to achieve their academic success. The course, Leading Change, with completely new content is timely, given our need to adapt to an ever-changing work and study environment. I am keen to assess how responsible leadership will impact my field of academic administration during this period of disruption, as well as discovering how policies will change in response to the evolving circumstances.

Having a TA experience has increased my gratitude for my MBA journey. Or rather, using inspiration from my summer 2020 bestie, that unanticipated MBA ending, I have finally been able to “shake it off”.

“Without the cohort of talented and dedicated TAs, the experience would have been so much harder for students and faculty members.  We know that we put you through the paces this year and we are grateful for your energy and commitment.” Dean Kim Brooks

Advance Your Career Through Blended Online Learning – MIM

DRIVING YOUR DEVELOPMENT

CENTRE FOR EXECUTIVE AND GRADUATE EDUCATION (CEGE)

Learn from Wherever You Are!

Designed for dedicated and goal-oriented mid-career professionals, programs delivered through the Centre for Executive and Graduate Education (CEGE) can be tailored to meet your needs.

Learn from wherever you are: Our blend of distance and face-to-face learning lets you study from wherever you are. ‘courses are delivered via the university’s online learning system, concluding with an intensive component over two to three days, held in cities across Canada.

Flexible program options: You can complete your degree in as few as two and a half or as many as seven years, giving you the flexibility you need to balance your learning needs with your lifestyle and current professional responsibilities. Choose from a list of courses available year-round.

Learner-centred approach: Our award-winning instructors use an array of integrated learning technologies to provide you with a dynamic and interactive online learning environment.

Support centre dedicated to mid-career learners: The CEGE team will ensure you have the information and resources you need to focus on driving your development and advancing your career.

THE MIM PROGRAM DEVELOPS LEADERS

Information Management: Focus on the strategic importance of information as a resource. Establish appropriate 1M goals and processes and lead the process of organizational change.

Enterprise Architecture Management: Identify, analyze, and evaluate methods, tools, concepts and best practices to articulate how processes and technology can be used to manage information resources in accordance with legislation, as well as relevant internal policy, procedure and guidelines.

Risk Management: Identify, analyze, evaluate, and mitigate risks associated with information resources throughout their life cycle.

Information Security Management: Identify, analyze, and evaluate processes while ensuring the confidentiality, integrity, and availability of information resources. 

BLENDED LEARNING – THE DALHOUSIE EDGE

The MIM is a part-time program delivered primarily online, complemented by onsite intensives. Instructors in the MIM program are award-winning teachers with broad experience in distance education, research, and consulting. Our highly experienced team in the Centre for Executive and Graduate Education (CEGE) ensures high quality online learning.

The MIM offers interim credentials enroute to graduation: Certificate in Information Management and Graduate Diploma in Information Management after three and six courses, respectively.

 

DRIVE YOU DEVELOPMENT

Develop your leadership and strategic knowledge management skills. Our experiential learning model allows you to apply your new competencies in your workplace with your very first course.

PROGRAM OVERVIEW

The first of its kind in Canada, the Master of Information Management (MIM) program builds on your existing knowledge and experience to develop the skills and best practices in critical information, risk and change management that you need to lead your organization to excellence.

Career Opportunities: Develop the insight, vision, and skills necessary to lead at a global level in today’s knowledge-based society.

Credentials: Earn two major IM credentials while you work toward your master’s degree.

Flexibility: Enjoy a highly flexible timeframe that caters to your lifestyle and learning needs. Our program’s blend of distance and face-to-face learning provides you with opportunity to learn from anywhere in the world.

Quality teaching: World-class academics deliver our program from an award-winning Faculty of Management – all part of a university that leads in management education.

Networking: Build a lifelong network of like-minded professionals, in Canada and internationally.

CONTACT US We are here to assist you every step of the way.

Apply Now: dal.ca/mim

EMAIL: cege@dal.ca I TEL: 902.494.6391
TOLL FREE: 800.205.7510

School of Information Management

Faculty of Management I Dalhousie University
Halifax, Nova Scotia, Canada B3H 4R2

 

Jason Swinamer: The Application of Program Evaluation: Inclusion and Diversity in Evaluation Design

Jason Swinamer, Knowledge Management Consultant, Master Information Management (MIM) Candidate

“I never expected that completing an assignment for my MIM graduate program would have such an impact on my life.” Jason Swinamer, Master Information Management (MIM) Candidate

Michelle Hunter: Jason Swinamer’s paper won the Student Excellence Advancing Evaluation Knowledge (SEEK), a national award by the Canadian Evaluation Society Education Fund (part of the Canadian Evaluation Society).  He is the first Dalhousie Student to win this competition.  Congratulations Jason!”

CEGE Connection reached out to Jason in a virtual interview for his reflections on receiving the SEEK Award.

Jason Swinamer

When I was choosing a paper topic for Dr. Kaireen Chaytor’s Program Evaluation course, as part of the Master of Information Management program, I wanted it to be a topic in which I could relate to and believe in.  After much deliberation, I chose the theme, Inclusion and Diversity in Evaluation Design.

I felt that I could bring my passion to the research and that my life experiences would enhance the scope of the paper.   Dr. Kaireen Chaytor, was incredibly supportive.  She introduced me to thought leaders Nancy Carter and Steve Montague, who are both regarded as experts in the Canadian Program Evaluation community. She encouraged me to explore and consider the work of Robert Stake, whose work I respect and consider to be an early example of how the field of evaluation is improved thorough inclusion.

Overall, my experience was wonderful and far more than I expected.  I look forward to continuing to connect with Kaireen, Nancy, and the Canadian Program Evaluation community.

Jason Swinamer

Jason’s paper is interesting, thought-provoking, and well researched.    He concludes with a Call-to-Action: “Investing in evaluators with this lens and the know-how for supporting organizations/program decision makers in navigating the transformative changes they are facing will benefit organizations in meaningful inclusion of diverse voices so that mutual benefits of inclusion for all stakeholders are realized. In other words, as opposed to checkbox inclusion, there is meaningful inclusion that results in better organizations, better programs and better outcomes for participants.

Dr. Kaireen Chaytor: “I really like one of his points in his call for action which states: ‘The field of evaluation is well poised to lead organizations in making inclusion more than a checkbox through existing and widely accepted and practiced methods of evaluation design and implementation.’ He deserves this win.” 

 

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