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Donna Chrobot-Mason

Title: Associate Professor, Director of the Center for Organizational Leadership
Office: 4130M EDWARDS 1 Edwards Center
Tel: 513-556-2659
Email: donna.chrobot-mason@uc.edu

Donna Chrobot-Mason's current research interests include leadership across differences and strategies for creating organizational practices, policies, and a climate that supports diversity. Her teaching interests reside in the areas of organizational psychology, diversity, and leadership.

 

Education

  • Ph.D. in Industrial and Organizational Psychology, University of Georgia, 1997.

Research Information

Research Interests

My current research interests include leadership across differences, leadership development initiatives, attitudes toward diversity, organizational climate for diversity, and diversity training. My research attempts to examine the role of leaders and leadership development in spanning boundaries, diversifying the workforce, and promoting inclusion and collaboration while maintaining organizational effectiveness.

Research Support

  • (PI), Chrobot-Mason, D., Furst-Holloway, S., Dass, T., Fairhurst, G., Boys, S., Masterson, S., & Hollensbe, E., Faculty Development Council Grant Award, UC. $20,000. 03-2010 to 08-2010. Status: Active.
  • Chrobot-Mason, D., Fairhurst, G., Boys, S., Dass, T., Furst-Holloway, S., Masterson, S., & Hollensbe, E., Interdisciplinary Faculty Development Grant Awarded to the Center for Organizational Leadership, UC Faculty Development Council. $2,090. 2011 to 2011. Status: Pending.
  • (Consultant), Chrobot-Mason, D., HR Academy Series, Greater Cincinnati Human Resources Association and the Society for Human Resources Management. $1,420. 2011 to 2011. Status: Completed.
  • Chrobot-Mason, D., Individual Faculty Development Grant Award , UC Faculty Development Council. $2,750. 2011 to 2012. Status: Pending.
  • Individual Faculty Development Grant Award . $4000. 2012 to 2013. Status: Completed.
  • (consultant), EPA. $1500. 2012 to 2012. Status: Completed.
  • (Principal Investigator), Chrobot-Mason, D & Cullen, K. , Examining boundary spanning leadership as a strategy for intergroup collaboration, Society for Human Resource Management Foundation . $199,881. Status: Denied.
  • (Principal Investigator), Chrobot-Mason, D., & Cullen, K., Examining boundary spanning leadership as a strategy for intergroup collaboration, NSF Division of Science of Organizations. $485,368. Status: Denied.
  • NIH R25 PREP Grant proposal submitted (role = Program Evaluator). Grant was not funded. .

Publications

Peer Reviewed Publications

  • Cullen, K. L., Palus, C. J. Chrobot-Mason, D. & Appaneal, C. (2012). Getting to “We”: Collective leadership development. Industrial and Organizational Psychology: Perspectives on Science and Practice, 5, 431-436.
  • Chrobot-Mason, D.  (2012).  Developing multicultural competence to improve cross-race work relationships.  The Psychologist-Manager Journal. 15(4), 199-218. 
  • Chrobot-Mason, D., & Leslie, J.  (2012).  The Role of Multicultural Competence and Emotional Intelligence in Managing Diversity. The Psychologist-Manager Journal, 15(4), 219-236. 
  • Chrobot-Mason, D., & Aramovich, N.  (2013).  The Psychological Benefit of Creating an Affirming Climate for Workplace Diversity.  Group and Organization Management, 38(6),  659–689.
  • Chrobot-Mason, D., Ragins, B. R., & Linnehan, F.  (2013).  Second hand smoke: Ambient racial harassment at work.  Journal of Managerial Psychology, 28(5), 470-491.
  • Cullen, K., Gerbasi, A., & Chrobot-Mason, D.  (In press).  Thriving despite the demands of workplace communication centrality: The role of political skill.  Accepted for publication in the Journal of Management
  • Chrobot-Mason, D , Gerbasi, A., & Cullen, K.  (In press).  Predicting Leadership Relationships: The Importance of Collective Identity.  Leadership Quarterly

Books

  • Ernst, C. & Chrobot-Mason, D.  (2010).  Boundary spanning leadership: Six practices for solving problems, driving innovation, and transforming organizations.   McGraw-Hill Professional. 

Book Chapter

  • Ruderman, M., & Chrobot-Mason, D. (2010).  Triggers of Social Identity Conflict.  In K. M. Hannum, B. B. McFeeters, and L. Booysen (Eds)., Leading Across Differences: Cases and Perspectives (pp. 81-86). San Francisco, CA: Pfeiffer, 2010.
  • Ruderman, M., Glover, S., Chrobot-Mason, D., & Ernst, C.  (2010).  Leadership Practices Across Social Identity Groups.” In K. M. Hannum, B. B. McFeeters, and L. Booysen (Eds)., Leading Across Differences: Cases and Perspectives (pp. 95-114).  San Francisco, CA: Pfeiffer, 2010.
  • Chrobot-Mason, D., Ruderman, M., & Nishii, L.  (In press).  Leadership in a Diverse Workplace.  In Q. Roberson’s (Ed)., Oxford Handbook of Diversity, Oxford University Press.
  • Rothman, J.  & Chrobot-Mason, D.  (2012).  Intrapersonal and interpersonal ARIA process.   In J. Rothman’s (Ed.), From Identity-Based Conflict to Identity-Based Cooperation (pp. 35-50).  New York: Springer.  
  • Chrobot-Mason, D., Ruderman, M., & Nishii, L.  (2012).  Leadership in a Diverse Workplace.  In Q. Roberson’s (Ed)., Oxford Handbook of Diversity (pp. 315-340). New York: Oxford University Press.
  • Chrobot-Mason, D, Cullen, K., & Altman, D.  (2013).  Leveraging networks through boundary spanning leadership.  In  J. Nickerson and R. Sanders (Eds)., Tackling Wicked Government Problems: A practical guide for developing enterprise leaders (pp.101-115).  Washington D.C: Brookings Institution Press.
  • Palus, C., Cullen, K., and Chrobot-Mason, D.   (2013).  Boundary-Spanning leadership in an interdependent world.  In J. Langan-Fox and C. L. Cooper (Eds)., Boundary-Spanning in Organizations:  Network, Influence, and Conflict (pp.206-229).  New York: Routledge.
  • Chrobot-Mason, D., Ruderman, M., & Nishii, L.  (2014).  Leadership in a Diverse Workplace.  In D Day’s (Ed)., Oxford Handbook of Leadership and Organizations (pp. 683-708). New York: Oxford University Press.
     
  • Chrobot-Mason, D., Yip, J., & Yu, A.  (In press). Leading Beyond We: The Nature and Consequences of a Boundary Spanning Mindset.   In L. M. Roberts, L. P. Wooten, & M. N. Davidson’s (Eds)., Positive Organizing in a Global Society: Understanding and Engaging Differences for Capacity-Building and Inclusion.  Taylor-Francis

Other Publications

  • Ernst, C. & Chrobot-Mason, D.  (2011, Spring).  Flat world, hard boundaries – How to lead across them.   MIT Sloan Management Review, 1-8.

Technical Report

  • Fleenor, J.W., Chrobot-Mason, D., Ernst, C., Taylor, S., Barts, D., & Shields, J. (2013). Boundary Spanning Leadership 360 technical manual. Greensboro, NC: Center for Creative Leadership.

Under Review

  • Chrobot-Mason, D., Ruderman, M., & Nishii, L.  Leadership in a Diverse Workplace.  Chapter in preparation to appear in the Oxford Handbook of Diversity in 2011.
  • Rothman, J. & Chrobot-Mason, D.  Intrapersonal and Interpersonal ARIA Process.  Chapter in preparation to appear in the Handbook on Identity-Based Conflict in 2012.
  • Chrobot-Mason, D., & Ernst, C.  Boundary spanning in the battlefield.  Article under consideration for Fortune, featuring interviews with the Commanding General and Ambassador of Iraq. 

Work in Progress

  • Chrobot-Mason, D., Ragins, B. R., & Linnehan, F.  The second hand smoke effect: Race and awareness of racial harassment in the workplace.  Manuscript in progress for submission to Personnel Psychology. 
  • Chrobot-Mason, D., & Aramovich, N.  Making the case for diversity: The link between diversity climate, belonging, and engagement.  Manuscript in progress for submission to Group and Organization Management. 
  • Chrobot-Mason, D., Ragins, B. R., & Linnehan, F.  The second hand smoke effect: Race and awareness of racial harassment in the workplace.  Manuscript in preparation for review with the Journal of Applied Social Psychology.
  • Chrobot-Mason, D., & Aramovich, N.  Making the case for diversity: The link between diversity climate, belonging, and engagement.  Manuscript in progress for submission to Group and Organization Management.
  • Ragins, B., Parks, K., & Chrobot-Mason, D.  Ambient harassment against gays and lesbians in the military.  Survey developed and IRB approval received.  Data collection to begin winter 2012. 
  • Stockdale, M., Crosby, F., Chrobot-Mason, D., Blake-Beard, S.  Study on women’s leadership development to assess psychosocial support for STEM faculty.  Pilot data collection in progress.
  • Chrobot-Mason, D.  Antecedents and consequences of boundary spanning leadership.  Research proposal in progress. 

Presentations & Lectures

Invited Presentations

  • Chrobot-Mason, D., & Ernst, C. (2010). Boundary Spanning Leadership Webinar supported by the Center for Creative Leadership, Available to managers across the globe.
  • Chrobot-Mason, D. (2011)..
  • Chrobot-Mason, D. (2011)..
  • Chrobot-Mason, D. & Ernst, C. (2011). Washington, DC.
  • Chrobot-Mason, D. & Ernst, C. (2011)..
  • Chrobot-Mason, D. (2011)..
  • Chrobot-Mason, D. (2011)..
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  • Chrobot-Mason, D. (2011)..
  • Chrobot-Mason, D. & Ernst, C. (2011)..
  • Donna Chrobot-Mason (12/13/2012)..
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  • Navigating Networks to Develop Leadership Capacity.
  • The Power of Networks.

Poster Presentations

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Symposium

  • Chrobot-Mason, D. (2010). Leading Across Differences: A Boundary Spanning Approach. International Leadership Association Annual Meeting , Boston, MA. Professional Meeting. Level: International.
  • Chrobot-Mason, D. & Ernst, C. (2010). Workshop on Boundary Spanning Leadership . International Leadership Association Annual Meeting , Boston, MA. Professional Meeting. Level: International.
  • Chrobot-Mason, D. (2010). Boundary Setting Tactics: Leadership Strategies to Create Intergroup Safety and Respect . Annual Meeting of the Society for Industrial and Organizational Psychology, Atlanta, GA. Professional Meeting. Level: National.
  • Hays-Thomas, R., Chrobot-Mason, D., Ferdman, B., & Johnson, B. (2010). Panel Discussion - Trials, Tribulations, and Joys: Challenges of Teaching Diversity Management. Annual Meeting of the Society for Industrial and Organizational Psychology, Atlanta, GA. Professional Meeting. Level: National.
  • Chrobot-Mason, D. Wayne, J., Greenhaus, J., Mallard, A., Lankau, M., and Eastman, L., (2011). Is work-life balance reality or myth? Research and lessons learned”.. Annual Meeting of the Society for Industrial and Organizational Psychology, Chicago, IL. Conference. Level: National.
  • Chrobot-Mason, D., Ruderman, M., Nishii, L., and Davidson, M. (2011). “Leadership and Diversity: A conversation between practitioners and academics”. Annual Meeting of the Society for Industrial and Organizational Psychology, Chicago, IL. . Conference. Level: National.
  • Chrobot-Mason, D. (2011). “Boundary Spanning Leadership”. Randall L. Tobias Leadership Annual Conference, Indianapolis, IN.. Conference. Level: National.
  • Chrobot-Mason, D., Fairhurst, G., Boys, S., Dass, T., Furst-Holloway, S., and Hollensbe, E. from the University of Cincinnati. Other presenters included Cohen, M., U.S. Department of Housing and Urban Development, Seaver, G., National Defense University, and Holt, K., Peakinsight LLC, (2011). “Leadership Development Challenges and Best Practices: A Scientist-Practitioner Forum”. Annual Meeting of the Academy of Management, San Antonio, TX.. Conference. Level: International.
  • Chrobot-Mason, D., Fairhurst, G., Boys, S., Dass, T., Furst-Holloway, S., and Hollensbe, E. from the University of Cincinnati. Other presenters included Cohen, M., U.S. Department of Housing and Urban Development, Seaver, G., National Defense University, and Holt, K., Peakinsight LLC, (2011). “Leadership Development Challenges and Best Practices: A Scientist-Practitioner Forum”. Annual Meeting of the Academy of Management, San Antonio, TX.. Conference. Level: International.
  • Chrobot-Mason, D., Fairhurst, G., Boys, S., Dass, T., Furst-Holloway, S., and Hollensbe, E. from the University of Cincinnati. Other presenters included Cohen, M., U.S. Department of Housing and Urban Development, Seaver, G., National Defense University, and Holt, K., Peakinsight LLC, (2011). “Leadership Development Challenges and Best Practices: A Scientist-Practitioner Forum”. Annual Meeting of the Academy of Management, San Antonio, TX.. Conference. Level: International.
  • Chrobot-Mason, D. (2011). “Boundary Spanning Leadership Professional Development Workshop” . Annual Meeting of the Academy of Management, San Antonio, TX. . Conference. Level: International.
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  • Chrobot-Mason, D., Wadzinski, L., & Lenhardt, C. Symposium: Tackling wicked problems through boundary spanning leadership.. Tobias Leadership Conference , Indianapolis, IN (April 26). Conference. Level: National.
  • Chrobot-Mason, D., & Johnson, L. .
  • Chrobot-Mason, D., & Cullen, K. .
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Honors & Awards

  • , 2011. Appointed as Adjunct Trainer at the Center for Creative Leadership.
  • , 2013 to 2013. Named Senior Partner, Boundary Spanning Leadership Consulting, RCSN.
  • Book Review Published . Graham, P. (2013) Book review of Boundary Spanning Leadership: Six Practices for Solving Problems, Driving Innovation, and Transforming Organizations in Journal of Psychological Issues in Organizational Culture, Volume 3, Number 4..
  • , 08/01/2015 to 08/01/2016. Appointed Director of the UC Women Lead program by the Provost. The program involves selection of 20 faculty and staff to participate in a nine-month cohort leadership development program. The program includes a 360 assessment, peer and executive coaching, leadership writing and reading assessments, a two-day visioning retreat, and service learning project. .

Experience & Service

Work Experience

  • .
  • 2011 to 2011, .
  • 2012 to 2012, .
  • 2012 to 2012, .
  • 2012 to 2012, .
  • 03-2013 to 03-2013, .
  • 12-2013 to 12-2013, .
  • 09/08/2015 to 09/11/2015, .
  • 10/01/2015 to 06/01/2015, .
  • 09/01/2014 to 07/15/2015, .
  • 10/01/2014 to 03/15/2015, .

Post Graduate training and Education

  • 11-2010 to 11-2010.
  • 2012 to 2012.
  • 2012 to 2012.

Events Organized

  • Symposium. Boundary Spanning Leadership: Challenges, Capabilities, and Strategies, Annual Meeting of the Society for Industrial and Organizational Psychology.
  • Other. Informal Networking Roundtable - Leadership Across Boundaries, International Leadership Association Annual Meeting .
  • Symposium. “Is work-life balance reality or myth? Research and lessons learned”. Co-chaired and presented the interactive symposium (2011 to 2011) , Annual Meeting of the Society for Industrial and Organizational Psychology, Chicago, IL..
  • Symposium. “Leadership and Diversity: A conversation between practitioners and academics”. Co-chaired and presented (2011 to 2011) , Annual Meeting of the Society for Industrial and Organizational Psychology, Chicago, IL. .
  • Symposium. “Leadership Development Challenges and Best Practices: A Scientist-Practitioner Forum”. Presented at the . (2011 to 2011) , Annual Meeting of the Academy of Management, San Antonio, TX.
  • Conference. Conference Co-Facilitator, Nag’s Heart session entitled “Renewal and Replenishment”. A professional woman’s pre-conference to the SIOP Conference (Society for Industrial and Organizational Psychology) (2011 to 2011) , Chicago, IL.

Service

  • Editorial Board Member, Personnel Psychology 2004 to Present
  • Editorial Board Member, Journal of Management 2005 to Present
  • Editorial Board Member, Journal of Business and Psychology 2009 to Present
  • Committee Member, Greater Cincinnati Human Resources Association Staffing and Recruiting, 2009 to Present
  • Consultant, FBI 07-2010 to 09-2010
  • Other, Children's Meeting House 01-2010 to 01-2010
  • Director, Center for Organizational Leadership 2009 to Present
  • Committee Chair, RPT Committee, 01-2010 to 02-2010
  • Committee Member, RPT Committee, 01-2010 to Present
  • Committee Member, MHR Curriculum , 09-2010 to Present
  • Committee Member, ORGL Curriculum Committee, 01-2010 to Present
  • Committee Member, Psychology Diversity Committee, 09-2010 to Present
  • Outside Reviewer, Center for Creative Leadership 10-2010 to Present
  • Editorial Board Member, Journal of Business and Psychology 2009 to Present
  • Editorial Board Member, Journal of Management 2005 to Present
  • Board Member, Nags Heart Nags Heart Leadership Collaborative, 2007 to Present
  • Conference Organizer, Nags Heart 2011 to 2011
  • Consultant, Center for Creative Leadership 2011 to 2011
  • Member, Montgomery Community Church Executive advisory committee, 2011 to 2011
  • Consultant, Spark - Lakota East High School publication 2011 to 2011
  • Member, Psychology Diversity Committee, 2009 to Present
  • Committee Chair, RPT Committee, 2011 to 2011
  • Committee Member, RPT Committee, 2009 to Present
  • Member, MHR Curriculum Committee, 2004 to Present
  • Member, ORGL Curriculum Committee, 2009 to Present
  • Director, Center for Organizational Leadership 2009 to Present
  • Consultant, UC Leadership Development Committee, 2011 to Present
  • Editorial Board Member, 2009 to Present
  • Editorial Board Member, 2005 to Present
  • Board Member, 2013 to Present
  • Consultant, 2013 to Present
  • 2013 to 2013
  • Committee Chair, ORGL Faculty Search Committee,
  • Editorial Board Member, Journal of Business and Psychology 2009
  • Editorial Board Member, Journal of Management 2005
  • Chair, New Hire ORGL Position,
  • Editorial Board Member, Journal of Business and Psychology
  • Editorial Board Member, Journal of Management

Other Experience and Professional Memberships

  • 2009 to Present ,Adjunct Research Scholar, Center for Creative Leadership, Greensboro, NC. Appointed as Adjunct Research Scholar at the Center for Creative Leadership, ranked third worldwide in executive education by the Financial Times. As Adjunct Research Scholar, I work with faculty at the Center for Creative Leadership on leadership and diversity research activities.
  • Professional Membership - International Leadership Association , . Member
  • Professional Membership - Academy of Management, . Member
  • Professional Membership - Society for Industrial and Organizational Psychology, . Member
  • Professional Membership - American Psychological Association, . Member
  • Professional Membership - Society for Human Resources Management, . Member
  • Professional Membership - Greater Cincinnati Human Resources Association, . Member
  • 2009 to Present ,Adjunct Research Scholar, Center for Creative Leadership, Greensboro, NC. Appointed in 2009 as Adjunct Research Scholar at the Center for Creative Leadership, ranked third worldwide in executive education by the Financial Times. As Adjunct Research Scholar, I work with faculty at the Center for Creative Leadership on leadership and diversity research activities.
  • 2011 to Present ,Adjunct Trainer, Center for Creative Leadership. Appointed as Adjunct Trainer at the Center for Creative Leadership, ranked third worldwide in executive education by the Financial Times. As an Adjunct Trainer, I advise faculty and trainers at the Center for Creative Leadership on boundary spanning leadership training content and delivery. Additionally, I occasionally serve as trainer in delivering a boundary spanning leadership workshop to executive clients.
  • Member - International Leadership Association ,
  • Member - Society for Industrial and Organizational Psychology,
  • Member - Academy of Management,
  • Member - American Psychological Association,
  • Member - American Psychological Association,
  • Member - Society for Human Resource Management,
  • Member - Greater Cincinnati Human Resources Association,
  • 2011 to Present ,Practitioner Tools and Training Content Developed, . The Boundary Explorer tool enables understanding of the boundary spanning leadership model through vivid images and reflection questions. Over 5000 copies of the boundary explorer tool have been sold. The Boundary Spanning Leadership 360 Assessment tool consists of 86 items that assesses the 3 boundary spanning strategies, 6 practices, and leadership outcomes of direction, alignment, and commitment (currently available for research purposes only) The boundary spanning leadership model has been integrated into two of the Center for Creative Leadership core leader development programs (Leadership Fundamentals and Leading for Organizational Impact). Its widespread use in leadership training is evidenced by the fact that the book is now in its second printing. It sold over 5,000 copies in the first five months.

Courses Taught

  • 15-LER-829 IND BEH WORKPLACE
    Individual Behavior in the Workplace
    Level: Graduate
    Term: 10A
    Comments: Students read current journal articles and book chapters. They submit two take home essay exams. They also work in groups to diagnose an actual organization's strengths and weaknesses (through data collection and analysis) and present recommendations to the class as well as to their "client".
  • 15-LER-890 Strategic Leadership for HR
    15-LER-890 Strategic Leadership for HR
    Level: Graduate
    Term: 10W
    Comments: The course involves a take home essay exam, a leader interview, and an enterprising leadership activity in which the student is required to assume a leadership role in their workplace or community. They are required to journal their experience, make a presentation to the class, and write a personal learning summary at the end of the course.
  • 15-LER-884 THE DIVRSE WKFORCE
    Level: Graduate
    Term: 10S
    Comments: In this course, students do a cultural comparison by interviewing someone from another background. They also take a multiple choice and short essay exam and complete a reaction paper following a visit to the Underground Railroad Freedom Center. They also develop greater multicultural competence through participation in role plays and other workplace simulations.
  • 15-LER-899 RESEARCH
    Level: Graduate
    Term: 10W

  • 15-LER-899 RESEARCH
    Level: Graduate
    Term: 10S

  • 15-LER-900 LER CAP STONE
    Level: Graduate
    Term: 10A
    Comments: The capstone course involves an internship, project, or research paper. Students complete a learning agreement which must be approved by the instructor before work begins. The student meets with the instructor periodically to report on their progress and submit drafts of their final deliverables. The end product is a 10 page reflection paper and deliverables (e.g., training manual, client recommendations on compensation and benefits modifications, anlysis and recommendations based on exit interview data, etc.).
  • 15-LER-900 LER CAP STONE
    Level: Graduate
    Term: 10W

  • 15-LER-900 LER CAP STONE
    Level: Graduate
    Term: 10S

  • Individual Behavior in the Workplace
    Individual Behavior in the Workplace
    Level: Graduate
    Term: 11A
    Comments: Students read current journal articles and book chapters. They submit two take home essay exams. They also work in groups to diagnose an actual organization's strengths and weaknesses (through data collection and analysis) and present recommendations to the class as well as to their "client".
  • 15-ORGL-295 WORKPLACE DIVERSITY
    Level: Undergraduate
    Term: 11W
    Comments: Students attend the National Underground Railroad Freedom Center and then write a reaction paper based on their visit. They also conduct an interview with someone from a different social identity group and write a cultural comparison paper based on the interview.
  • Strategic Leadership for Human Resources
    Strategic Leadership for Human Resources
    Level: Graduate
    Term: 11W
    Comments: This course involves a take home essay exam, leader interview, and an enterprising leadership activity in which the student is required to assume a leadership role in the workplace or community. They are required to journal this experience, make a presentation to the class, and write a personal learning summary at the end of the course.
  • 15-OLHR CAPSTONE
    15-OLHR CAPSTONE
    Level: Graduate
    Term: 11S
    Comments: The capstone course involves an internship, project, or research paper. Students complete a learning agreement which must be approved by the instructor before work begins. The student meets with the instructor periodically to report on their progress and submit drafts of their final deliverables. The end product is a 10 page reflection paper and deliverables (e.g., training manual, client recommendations on compensation and benefits modifications, anlysis and recommendations based on exit interview data, etc.).
  • 15-OLHR CAPSTONE
    15-OLHR CAPSTONE
    Level: Graduate
    Term: 11U

  • 15-OLHR CAPSTONE
    15-OLHR CAPSTONE
    Level: Graduate
    Term: 11A

  • 15-ORGL-550 CAPSTONE
    Level: Undergraduate
    Term: 11S
    Comments: Taken in the senior year, students operate in an approved leadership role (for example, in a student organization, as community volunteer, at work, etc.) Students synthesize and report their experiences as they relate to the theoretical foundations of leadership being studied. A final presentation and paper are submitted. Note: This is a team-taught course. I advised six students.
  • 15-ORGL-550 CAPSTONE
    Level: Undergraduate
    Term: 11A
    Comments: Taken in the senior year, students operate in an approved leadership role (for example, in a student organization, as community volunteer, at work, etc.) Students synthesize and report their experiences as they relate to the theoretical foundations of leadership being studied. A final presentation and paper are required. Note: This is a team-taught course. I advised 5 students.
  • 15-OLHR Research In Human Resources
    15-OLHR Research In Human Resources
    Level: Graduate
    Term: 11W
    Comments: Students engage in applied research related to topics in the field of Human Resources.
  • 15-OLHR Research In Human Resources
    15-OLHR Research In Human Resources
    Level: Graduate
    Term: 11U

  • 15-OLHR Research In Human Resources
    15-OLHR Research In Human Resources
    Level: Graduate
    Term: 11A

  • 15-OLHR-250 FOUND OF LEADERSHIP
    Level: Undergraduate
    Term: 12FS
    Comments: This course is designed to help students explore the concept of leadership as a discipline that studies the individual, group, organizational, and societal factors that impact how leaders develop and how various traits and behaviors shape multi-level outcomes. The course provides a general introduction to historical and current theories of leadership, exploring how each theoretical approach can be applied in real-world organizations. Students engage in a variety of learning activities in order to assess and develop their own leadership knowledge and abilities.
  • Individual Behavior in the Workplace
    Individual Behavior in the Workplace
    Level: Graduate
    Term: 12FS
    Comments: Students read current journal articles and book chapters. They submit two take home essay exams. They also work in groups to diagnose an actual organization's strengths and weaknesses (through data collection and analysis) and present recommendations to the class as well as to their "client".
  • 15-ORGL-550 CAPSTONE
    Level: Undergraduate
    Term: 12FS
    Comments: Taken in the senior year, students operate in an approved leadership role (for example, in a student organization, as community volunteer, at work, etc.) Students synthesize and report their experiences as they relate to the theoretical foundations of leadership being studied. A final presentation and paper are required. Note: This is a team-taught course.
  • OLHR Capstone
    OLHR Capstone
    Level: Graduate
    Term: 12FS
    Comments: The capstone course involves an internship, project, or research paper. Students complete a learning agreement which must be approved by the instructor before work begins. The student meets with the instructor periodically to report on their progress and submit drafts of their final deliverables. The end product is a 10 page reflection paper and deliverables (e.g., training manual, client recommendations on compensation and benefits modifications, anlysis and recommendations based on exit interview data, etc.).
  • 15-ORGL 8084 The Diverse Workforce
    Level: Graduate
    Term: 13FS
    Comments: Taught Spring 2013. In this course, students do a cultural comparison by interviewing someone from another background. They also take a multiple choice and short essay exam and complete a reaction paper following a visit to the Underground Railroad Freedom Center. They also develop greater multicultural competence through participation in role plays and other workplace simulations.
  • 15-OLHR-8099 Research in Human Resources
    Level: Graduate
    Term: 13FS
    Comments: Taught Spring 2013.
  • 15-OLHR-9000 Capstone in Human Resources
    Level: Graduate
    Term: 13FS
    Comments: Taught Fall 2013. The capstone course involves an internship, project, or research paper. Students complete a learning agreement which must be approved by the instructor before work begins. The student meets with the instructor periodically to report on their progress and submit drafts of their final deliverables. The end product is a 10 page reflection paper and deliverables (e.g., training manual, client recommendations on compensation and benefits modifications, anlysis and recommendations based on exit interview data, etc.).
  • 15-OLHR-8099 Research in Human Resources
    Level: Graduate
    Term: 13FS
    Comments: Taught Fall 2013.
  • 15-OLHR-2051 Organizational Behavior for Effective Leaders
    Level: Undergraduate
    Term: 13FS
    Comments: Taught Fall 2013. In this course, students are provided an overview of the field of organizational behavior (OB) and provided with opportunities to apply OB theory and research to current workplace issues. Students engaged in a semester-long group project involving an organizational diagnosis in which they studied the strengths and weaknesses of a particular organization and developed recommendations for improvement based on their findings. Students interivewed leaders, surveyed employees, conducted internet research, and even volunteered in the organization to gather "data". The project culminated in a final professional presentation in which each group member was required to present their findings to the class.
  • 15-OLHR- 5050 Capstone
    Level: Undergraduate
    Term: 13FS
    Comments: Taught Fall 2013. Taken in the senior year, students operate in an approved leadership role (for example, in a student organization, as community volunteer, at work, etc.) Students synthesize and report their experiences as they relate to the theoretical foundations of leadership being studied. A final presentation and paper are required. Note: This is a team-taught course.
  • 15-OLHR- 5050 Capstone
    Level: Undergraduate
    Term: 13FS
    Comments: Taught Spring 2013. Taken in the senior year, students operate in an approved leadership role (for example, in a student organization, as community volunteer, at work, etc.) Students synthesize and report their experiences as they relate to the theoretical foundations of leadership being studied. A final presentation and paper are required. Note: This is a team-taught course.
  • 15-OLHR-9000 Capstone in Human Resources
    Level: Graduate
    Term: 13FS
    Comments: Taught Summer 2013. The capstone course involves an internship, project, or research paper. Students complete a learning agreement which must be approved by the instructor before work begins. The student meets with the instructor periodically to report on their progress and submit drafts of their final deliverables. The end product is a 10 page reflection paper and deliverables (e.g., training manual, client recommendations on compensation and benefits modifications, anlysis and recommendations based on exit interview data, etc.).
  • null
    Level: Undergraduate
    Term: 14FS
    Comments: In this course, students are provided an overview of the field of organizational behavior (OB) and provided with opportunities to apply OB theory and research to current workplace issues. Students engaged in a semester-long group project involving an organizational diagnosis in which they studied the strengths and weaknesses of a particular organization and developed recommendations for improvement based on their findings. Students interviewed leaders, surveyed employees, conducted internet research, and even volunteered in the organization to gather "data". The project culminated in a final professional presentation in which each group member was required to present their findings to the class.
  • 15-OLHR-8099 Research in Human Resources
    Level: Graduate
    Term: 14FS
    Comments: This independent study course allows students to take up to three credits of coursework to examine issues in depth pertaining to the field of Human Resources. Students are required to collect some type of data as part of their research project (e.g., survey, interview, benchmarking, etc.) and present their findings and recommendations in a final paper.
  • 15-OLHR-9000 Capstone in Human Resources
    Level: Graduate
    Term: 14FS
    Comments: The capstone course involves an internship, project, or research paper. Students complete a learning agreement which must be approved by the instructor before work begins. The student meets with the instructor periodically to report on their progress and submit drafts of their final deliverables. The end product is a 10 page reflection paper and deliverables (e.g., training manual, client recommendations on compensation and benefits modifications, analysis and recommendations based on exit interview data, etc.).
  • null
    Level: Graduate
    Term: 14SS
    Comments: In this course, students do a cultural comparison by interviewing someone from another background. They also complete a reaction paper following a visit to the Underground Railroad Freedom Center and develop greater multicultural competence through participation in role plays and other workplace simulations.
  • 15-OLHR 8090 Strategic Leadership for Human Resources
    Level: Graduate
    Term: 14SS
    Comments: This course involves a take home essay exam, leader interview, and an enterprising leadership activity in which the student is required to assume a leadership role in the workplace or community. They are required to journal this experience, make a presentation to the class, and write a personal learning summary at the end of the course.
  • 15-OLHR-8099 Research in Human Resources
    Level: Graduate
    Term: 14SS
    Comments: This independent study course allows students to take up to three credits of coursework to examine issues in depth pertaining to the field of Human Resources. Students are required to collect some type of data as part of their research project (e.g., survey, interview, benchmarking, etc.) and present their findings and recommendations in a final paper.
  • 15-OLHR-9000 Capstone in Human Resources
    Level: Graduate
    Term: 14SS
    Comments: The capstone course involves an internship, project, or research paper. Students complete a learning agreement which must be approved by the instructor before work begins. The student meets with the instructor periodically to report on their progress and submit drafts of their final deliverables. The end product is a 10 page reflection paper and deliverables (e.g., training manual, client recommendations on compensation and benefits modifications, analysis and recommendations based on exit interview data, etc.).
  • 15-OLHR-9000 Capstone in Human Resources
    Level: Graduate
    Term: 14US
    Comments: The capstone course involves an internship, project, or research paper. Students complete a learning agreement which must be approved by the instructor before work begins. The student meets with the instructor periodically to report on their progress and submit drafts of their final deliverables. The end product is a 10 page reflection paper and deliverables (e.g., training manual, client recommendations on compensation and benefits modifications, analysis and recommendations based on exit interview data, etc.).
  • 15-OLHR-8099 Research in Human Resources
    Level: Graduate
    Term: 14US
    Comments: This independent study course allows students to take up to three credits of coursework to examine issues in depth pertaining to the field of Human Resources. Students are required to collect some type of data as part of their research project (e.g., survey, interview, benchmarking, etc.) and present their findings and recommendations in a final paper.
  • Level: Graduate
    Term: 15SS
    Comments: 15-ORGL 8084 The Diverse Workforce In this course, students do a cultural comparison by interviewing someone from another background. They also complete a reaction paper following a visit to the Underground Railroad Freedom Center and develop greater multicultural competence through participation in role plays and other workplace simulations.
  • Level: Graduate
    Term: 15SS
    Comments: Strategic Leadership for HR 15-LER-890 Method: Lecture, Experiential Learning, In-class activities and exercises Service Learning: Yes. The course involves a take home essay exam, a leader interview, and an enterprising leadership activity in which the student is required to assume a leadership role in their workplace or community. They are required to journal their experience, make a presentation to the class, and write a personal learning summary at the end of the course.
  • Term: 15SS
    Comments: Regular Course 15-ORGL-550 CAPSTONE Actual Enroll: 35? Level: Undergraduate Instr. Method: Independent Study Service Learning: Yes. Taken in the senior year, students operate in an approved leadership role (for example, in a student organization, as community volunteer, at work, etc.) Students synthesize and report their experiences as they relate to the theoretical foundations of leadership being studied. A final presentation and paper are submitted. Note: This is a team-taught course. I advised six students.
  • Term: 15FS
    Comments: Regular Course 15-ORGL-550 CAPSTONE Level: Undergraduate Instr. Method: Independent Study Service Learning: Yes. Taken in the senior year, students operate in an approved leadership role (for example, in a student organization, as community volunteer, at work, etc.) Students synthesize and report their experiences as they relate to the theoretical foundations of leadership being studied. A final presentation and paper are submitted. Note: This is a team-taught course. I advised two students.
  • Term: 15US
    Comments: Regular Course 15-ORGL-550 CAPSTONE Level: Undergraduate Instr. Method: Independent Study Service Learning: Yes. Taken in the senior year, students operate in an approved leadership role (for example, in a student organization, as community volunteer, at work, etc.) Students synthesize and report their experiences as they relate to the theoretical foundations of leadership being studied. A final presentation and paper are submitted. Note: This is a team-taught course. I advised two students.
  • Term: 15FS
    Comments: Regular Course 15-LER-8029 IND BEH WORKPLACE Individual Behavior in the Workplace Actual Enroll: 20 Level: Graduate Instr. Method: Lecture, Experiential Learning in Groups, In-class activities and exercises Max Enroll: 35 Service Learning: Yes Students read current journal articles and book chapters. They submit two take home essay exams. They also work in groups to diagnose an actual organization's strengths and weaknesses (through data collection and analysis) and present recommendations to the class as well as to their "client".
  • Term: 15SS
    Comments: 15-OLHR-9000 Capstone in Human Resources Actual enrollment = 6. Level: Graduate. The capstone course involves an internship, project, or research paper. Students complete a learning agreement which must be approved by the instructor before work begins. The student meets with the instructor periodically to report on their progress and submit drafts of their final deliverables. The end product is a 10 page reflection paper and deliverables (e.g., training manual, client recommendations on compensation and benefits modifications, analysis and recommendations based on exit interview data, etc.). I mentored six students.
  • Term: 15US
    Comments: 15-OLHR-9000 Capstone in Human Resources Actual enrollment = 1. Level: Graduate. The capstone course involves an internship, project, or research paper. Students complete a learning agreement which must be approved by the instructor before work begins. The student meets with the instructor periodically to report on their progress and submit drafts of their final deliverables. The end product is a 10 page reflection paper and deliverables (e.g., training manual, client recommendations on compensation and benefits modifications, analysis and recommendations based on exit interview data, etc.). I mentored one student.
  • Term: 15US
    Comments: 15-OLHR-8099 Research in Human Resources Actual Enroll: 1 Level: Graduate. This independent study course allows students to take up to three credits of coursework to examine issues in depth pertaining to the field of Human Resources. Students are required to collect some type of data as part of their research project (e.g., survey, interview, benchmarking, etc.) and present their findings and recommendations in a final paper. I mentored one student.
  • Term: 15FS
    Comments: 15-OLHR-8099 Research in Human Resources Actual Enroll: 1 Level: Graduate. This independent study course allows students to take up to three credits of coursework to examine issues in depth pertaining to the field of Human Resources. Students are required to collect some type of data as part of their research project (e.g., survey, interview, benchmarking, etc.) and present their findings and recommendations in a final paper. I mentored one student.

Additional Information

 MAJOR ACHIEVEMENTS AS DIRECTOR OF THE CENTER FOR ORGANIZATIONAL LEADERSHIP (2011)

  • Professional development workshop submitted and accepted for presentation at the international Academy of Management annual conference in August.  Title:  Leadership Development Challenges and Best Practices: A Scientist-Practitioner Forum.  All faculty members of the Center were involved in the development of this workshop.
  • Faculty Development Council Grant awarded for $2,090 to fund a UC site visit by Dr. Wanda Hayes, Director of Learning Services at Emory University, to gain expertise and knowledge about leadership development programs in academia as well as the private and public sector.
  • Co-sponsored a workshop with the Greater Cincinnati Human Resources Association and the Society for Human Resources Management as part of their HR Academy series. 
  • Developed interview protocol and secured IRB approval to gather qualitative data from UC’s leadership development cohort
  • Director participated in week long Leadership Development Program at the Center for Creative Leadership
  • Participated in the Tobias Leadership Conference and conducted benchmarking site visit at IUPUI.
  • Hosted benchmarking site-visits from Dr. Chris Ernst from the Center for Creative Leadership and Dr. Sandy Wayne from the Center for Human Resource Management at the University of Illinois. 
  • Extended center affiliates to include faculty from the College of Arts & Sciences, Business, Nursing, Educational Leadership, and Management
  • Submitted a consulting proposal to the Educational Theatre Association.  The proposal involved conducting a member satisfaction survey, analyzing and interpreting the quantitative and qualitative data gathered, and facilitating organizational strategic planning based on survey results. 
  • Submitted a consulting proposal to the UC Health University of Cincinnati Physicians group.  The proposal involved a series of three workshops designed to enhance team building and collaboration.

The following media interviews were published in 2011:

  • Lang, F.  (Fall, 2011).  “Transforming government borders into common ground.”  Book review of Boundary Spanning Leadership: Six Practices for Solving Problems, Driving Innovation, and Transforming Organizations in The Public Manager.  Author Lang is the chief learning officer and director of training and knowledge management for the US Department of Commerce. 
  • Garau, R. (December, 2011).  Interview with Donna Chrobot-Mason co-author of Boundary Spanning Leadership and Director of the Center for Organizational Leadership at the University of Cincinnati.  Leading Effectively E-Newsletter published by the Center for Creative Leadership. 
  • Price, D.  (June 22, 2011).  Boundary spanning leadership.  An article published in the Moscow Times Business Section.
  • Tarantino, G.  (May, 2011).  Interview with Donna Chrobot-Mason, co-author of Boundary Spanning Leadership.  Semi-annual publication of “WINSpirations”, the McGraw-Hill company Women's Initiative for Networking and Success (WINS). 
  • Harris, J. (May 2011). Interview with Chris Ernst and Donna Chrobot-Mason, authors of Boundary Spanning Leadership. Strategic Direction.

Goldstein, N.  (June, 2012).   Book review of Boundary Spanning Leadership: Six Practices for Solving Problems, Driving Innovation, and Transforming Organizations in Academy of Management Learning & Education, 312-314. 


Consulting:  Facilitated boundary spanning leadership workshop with approximately 80 leaders as part of annual senior executive strategic planning meeting for Briggs and Stratton (small engines manufacturer). 

Consulting:  Facilitated boundary spanning leadership workshop with approximately 120 leaders as part of senior executive strategic planning meeting for Black and Veatch ( engineering, consulting and construction company) 

Consulting:  Facilitated boundary spanning leadership workshop for approximately 140 senior leaders at Forest City Enterprises, a real estate development company 

Consulting:  Facilitated half-day boundary spanning leadership workshops for principals in the Dayton Public Schools District (June and December) 

Consultant for UC ProPEL – 360 assessment, strategic planning, and boundary spanning leadership development

Consulting - Leadership succession planning project, United Dairy Farmers

Consulting - Facilitated boundary spanning leadership workshop for senior leaders of the United Way at Deloitte University (Dallas, TX)