Assessment of Presidential Leadership & 21st Century Skills League for Innovation in the Community College, Philadelphia, PA March 7, 2012 Rosemary Gillett-Karam, PhD Michael H. Parsons, EdD Robin L. Spaid, EdD MorganState University, Baltimore, MD
Overview Four Things to Remember: • The 21st century is about building a knowledge-based society; • Understanding the role of presidential leadership in the process is essential; • Existing Assessments that measure presidential leadership need to be revised.
The Hectic Model & Presidential Leadership: Four Categories • Critical thinking & problem solving: Courage and Tenacity • Communication: Charm and Enthusiasm • Collaboration: Humility • Creativity and innovation: Integrity.
Learning, Innovation &HECTIC Skills • Information Literacy; • Media Literacy; • ICT (Integration, Communications &Technology) Literacy.
Benefits of Planning As resources diminish, academic leaders can no longer put off redesigning the core functions of [higher education]- fixing the kinds of ‘design flaws’ that [are found] in the old model of the academy. They need to introduce or bring to scale strategies to increase educational productivity, such as substituting technology for labor and cheap labor (e.g. other students) for expensive, while tracking the results to ensure that the quality of learning is kept constant or improved. . . . -Margaret A. Miller, Ph.D., editor, Change Magazine, 2010.
Achievement Orientation Assessment: • Create an aligned accountability system: all assessment strategies should align with 21st century skills standards integrated with curriculum & instruction. • Consider presidential vision as the starting point. • Create open designs for assessment & rubrics that help measure 21st century skills. Use these skills as a basis for formative assessment strategies.
“It’s time for our education workforce to engage in learning the way other professionals do - continually, collaboratively & in the work world – to address common problems & crucial challenges where they exist.” James B. Hunt, Jr., Former Governor, North Carolina. Chair, Institute for Leadership and Policy, U. of North Carolina.
“Leadership in the community college has suffered from benign neglect. There is little conscious attention paid to questions of where community college leaders will come from, how their talents will be developed, and their experience valued.” -Community College Leadership Development Initiative, Claremont University (2000)
The 2006 Community College PresidentCareer and Life Style Summary: • The average age of sitting community college President was 58 • Nearly 80% of our current community college presidents will retire by 2010 (AACC 2007) • Presidents report that 38% of their chief administrators will retire by 2012 (AACC 2007) • The condition of Iowa Community College Report (2007) reported that 22.95% of Iowa community college employees were 55 or older • 38% of Iowa community college administrators will retire by 2010, 58% in position President/VP/Provost/Executive Dean, and 42% of director, coordinator and manager (Ebbers, Wild & Friedel, 2003)
Leadership Characteristics Miller & Pope (2003) Faculty Perceptions • Educational values • Strong oral communication skills • Problem analysis skills Presidents’ Perceptions • Stress tolerance • Personal motivation • Organizational ability • Written communication skills
Six Competencies of Community College Leaders • Organizational strategy • Resource management • Communication • Collaboration • Community college advocacy • Professionalism
Succession Planning Fulton-Calking & Milling (2005) • Develop a vision for the succession plan • Review existing long term goals • Recruit Diversity • Develop a comprehensive plan that includes all levels: presidency, mid-level management & faculty • Study the organization’s culture • Develop skills necessary to be successful in the future, not just the present • Continually review existing leadership programs to adjust for future needs • Involve the Board if succession involves the President
Results: At a Glance Plan the Program • Involve the president, board of trustees, and all high-level administrators • Be inclusive in the planning stages. • Find funding sources that will help institutionalize the program Develop the Program • Identify the audience. Select participants for their interest, enthusiasm, talent, and diversity • Provide a learning experience that adds to participants’ knowledge about leadership and community colleges • Investigate a variety of models. Learn from other colleges and from promising practices in the field; however, make sure what you do fits your situation. “Don’t adopt, adapt.” • Be flexible with the curriculum and modify as needed
Results: At a Glance (cont.) Deliver the Program • Consider choosing presenters from among your own staff and resources • Include team building and networking as program features. Make some activities interactive Strengthen the Program • Commit to program evaluation, including soliciting feedback from participants. Work for continuous improvement of the program • Recognize and celebrate success Strengthen the Program • Commit to program evaluation, including soliciting feedback from participants. Work for continuous improvement of the program
Leaders MUST Have Followers If there are no followers, then you are not leading anyone.
Leading from Where You Are • Most important thing to learn is how to follow • What is Followership? • The role of followers is as important as the role of the leader. If there are no followers, there is no one to lead. • The Follower is no longer the quiet one in the corner.
Leading from Where You Are Everyone is a Follower - Managing the Boss • Understand your boss and his or her context – where does this person come from??? • Where are you coming from? • How can you work together? • It is up to followers to figure out the boss’s style, not the other way round. Gabarro and Kotter 1980
How to Manage the Bad Boss Understand why your boss is bad – figure out how your well-intentioned boss has gone off track • Confusing information with communication • Micro-management • It's all they know • Promoted for all the wrong reasons • Overworked and under-trained • Feeble feedback
How to Manage the Bad Boss • How can you work with a Bad Boss? • Manage yourself first • Support your boss • Pick your timing • Use technology wisely • Strengthen your credibility Bad Boss: Learn How to Manage Your ManagerBy Jim Clemmer
Leading from Where You Are Managing Up: Dealing with Difficult Bosses! (3 min YouTube)
Leading from Where You Are • It is a HECTIC environment • We are GRAYING • There’s remains a great deal of work to do in community colleges – On Feb 13, as part of his budget, President Obama proposed an $8 billion Community College to Career Fund, with the goal of training two million workers for well-paying jobs in high-demand industries.
References • American Association of Community Colleges. (2001). Leadership 2020: Recruitment, 468 766). • Community College Leadership Development Initiative. (2000). Meeting new leadership challenges in the community colleges. Claremont Graduate University, CA. (ERIC Document Reproduction No. ED 447 888). • Fulton-Calkins, P. & Milling, C. (2005). Community college leadership: An art to be practiced: 2010 and beyond. Community College Journal of Research and Practice, 29, 233-250. • Miller, M.T. & Pope, M.L. (2003). Faculty senate leadership as a presidential pathway: Clear passage or caught in a maze? Community College Journal of Research and Practice, 27, 119-129. • Shults, C. (2001). The critical impact of impending retirements on community college leadership. American Association of Community Colleges, Washington, DC. (ERIC Document Reproduction No. ED 451 833). • Sides-Gonzales, K. & Byrd, L. (2002). Professional development in the community Document Reproduction No. ED 466 836).