Last Wednesday, my team and I met for a long overdue planning session. (The photo featured here depicts some of our work.) Usually we conduct these every summer and spend a day off-site to re-focus on our mission, review our collective work from the year before and to set goals and priorities for the year ahead. Needless to say, due to staff turnover and my absence on medical leave, we didn’t get around to this important task until October.
In our two-hour abbreviated planning session, we still made time to include a discussion on each person’s “big ideas” for enhancing the programs, services, and resources we deliver to our campuses. And we talked through a draft workplan for this year in record time. While it wasn’t ideal…I would have liked to have had more time for everyone to discuss their ideas in detail…it was a start to reconnecting as a team and continuing to c0-create a desired vision for the near-future.
When I look at the Bass’s 4 I model of Transformational leadership, planning sessions are a key tool that leaders can use demonstrate Inspirational Motivation. If you recall from last Monday’s post, it was defined as:
- Inspire and motivate followers by providing meaning and a sense of challenge to their work.
- Involve followers in creating a desired vision for the future
- Communicate clear expectations
- Demonstrate commitment to shared goals of the team
Team planning sessions involve followers in creating a desired vision for the future. Documenting what happened in those planning sessions through a workplan can help set clear expectations and demonstrate commitment to shared goals. In addition, making sure that your team is grounded with a set of guiding principles or goals helps to provide meaning for everyone as they work together and contribute to the good of the organization.
What other tools, processes, or behaviors have you used to demonstrate Inspirational Motivation? Please feel free to share your expertise and leave a comment below.
You nailed the interview, you got the job and now it’s time to prove your value – full speed ahead! Peter Daly and Michael Watson, authors of The First 90 Days in Government: Critical Success Strategies for New Public Managers at all Levels, encourage leaders to take a different approach to successfully navigate one of the most treacherous transitions you will face – starting a new job.
The pressure to deliver results – fast – can backfire and end up looking like the proverbial bull in the china shop. Making a lot of noise, causing a lot of action but not demonstrating your ability to lead and succeed.
To avoid a crash, Daly and Watson describe five crucial subjects or themes that new leaders need to understand before they charge forward. This will require structured on-going dialogue with your boss that they call “the five conversations:”
- The Situation Conversation – discover how your boss perceives the current standing or status of the overall organization and your unit. Your goal is to ensure a shared understanding of the challenges and opportunities you face.
- The Expectations Conversation – define, clarify, and perhaps, negotiate what success looks like for you in your new job.
- The Style Conversation – discuss and determine how the relationship with your new boss will work. How do you each prefer to communicate, what boundaries exist, how are decisions made, and how frequent do you need to interact to ensure trust and success.
- The Resources Conversation – determine what resources are available, what you believe you need, confirm how resources are allocated and begin negotiating to ensure access to critical resources.
- The Personal Development Conversation – mutually identify opportunities and expectations for continual development to ensure success in your current and future roles in the organization.
In reality these will not be distinct one-time conversations but they are a framework to help new leaders strategically approach the transition to a new role. This is a time that it is “all about you!”
Posted in change and transition, communication, goals, Leadership, leadership development, organizational culture, resources, self awareness, stakeholders
Tagged communication, culture, feedback, Leadership, performance, professional development, purpose, questions, self-awareness, success, transparency, urgent
Stewardship and fundraising is a delicate balancing act for leaders in higher education. And it is easy to crash!
A 2014 doctoral thesis from Penn State provides details on what drives donors to contribute to higher educational institutions and how leaders can utilize stewardship to build donor relationships and generate additional resources for their colleges and universities. You can download the thesis here if you are interested.
The author shares a 2011 story of a large donor who felt ignored and halted his $7 million dollar donation. The donor actually asked for money back and for his name to be removed from a building that was already completed. That is a big crash!
The researcher found that donors in higher education have a unique connection with the school, potentially as an alum or due to a family or community connection, and this influences the type of interactions they expect when they donate. While much of the responsibility for donor relations resides with the development area, leaders can make a significant difference.
The top strategy for nurturing donor relationships focuses on treating them with respect. Leaders can support this by actively:
- thanking donors
- communicating with donors even when not soliciting money
- looking for opportunities to give donors private attention or private time
Building relationships with your development area, offering leadership support, and spending time with donors will help leaders be better at overall stewardship in higher education – and avoid any painful crashes!
“Houston, we have a problem….” is how Jane Wellman, higher education finance expert, describes the reality most public higher education institutions are facing today in an Inside Higher Education report. Minnesota State Chancellor Steven Rosenstone, at his final board of trustee retreat, reinforced our need to take action to respond to the “tectonic” changes our system is facing if we are to be stewards of the resources we receive from the public and our students and their families.
Stewardship, or long-term sustainability, in higher education requires more than carefully watching how we spend our money. Former interim president of Minneapolis Community and Technical College, Avelino Mills-Novoa, implores us to change from training our students how to fit into our colleges and universities to actually changing our colleges and universities so they fit our students!
This type of stewardship demands that we challenge ourselves and our teams to tackle issues that we have not been willing to address in the past. At a previous organization where I worked at we used the term “sacred cows” to open up dialogue with all employees. What existing practices, policies, procedures, work habits, leadership styles, infrastructure, labor agreements, ideas, or traditions need to be examined and potentially given up or radically changed to allow us to serve our students and communities as they deserve to be served?
A cross-functional workgroup representing stakeholders from our campuses and the system recently identified five potential recommendations to ensure our financial sustainability. It included students, union representatives, campus leaders, and outside experts. As you read through the report you will see that a number of sacred cows are identified. As leaders in higher education, setting the stage for your teams to examine and discuss these recommendations is an example of stewardship.
- Act as an enterprise
- Consolidate the delivery of core functions
- Build partnerships that prepare students for a successful college or university experience
- Adopt more creative and flexible labor practices
- Re-calibrate physical plant and space capacity
What are your reactions to the report? Are there other sacred cows for us to challenge and change?
Posted in common good, Developing Capacity, higher education, integrity, Leadership, stakeholders, stewardship, stewardship
Tagged accountability, Charting the Future, Leadership, organizational culture, stakeholders, stewardship, transformational change
I imagine this isn’t a revelation to anyone who has ever worked with another person – no one is ALWAYS right – not even the customer. On the other hand, we know that customer satisfaction in higher education is the greatest predictor of retention and completion. (Schreiner, 2009) And a core component of satisfaction is the service students perceive they get from their college or university. Our students, our customers, may not always be right. But their success, and our success, is dependent on the service we provide and their satisfaction with it!
Neal Raisman, author of Embrace the Oxymoron: Customer Service in Higher Education defines customer service in higher education as how students perceive their return on investment in:
- Financial rewards – will they find a field of work or service that provides security?
- Emotional rewards – do faculty and staff treat them with respect and consideration?
- Associative awards – do they feel accepted and a part of the institution?
The day-to-day interactions that your people have with students, whatever their role, will determine first how accepted students feel, and second how respectful the overall campus experience is for each student.
Laurie Brown, a communication and customer service consultant, encourages leaders to focus on the following seven attributes of customer service when coaching and developing people to meet emotional and associative expectations:
- Accessibility – is it easy for students to navigate the institution and processes?
- Availability – are people and services available when needed?
- Affability – are students greeted warmly and with genuine concern?
- Agreeability – do your people have the skills and support to find creative solutions and not say “NO?”
- Accountability – are your people empowered to take action and coached to be responsible for solutions?
- Adaptability – is your institution staying current and responding to the issues that are relevant today and tomorrow?
- Ability – have you continued to develop your people so they can serve students?
No one is ever always right, but we can always help our students feel accepted and supported!
Do you remember the children’s book, Are You My Mother? The story of the young bird asking, over and over, the critical question, are you my mother? I believe that leaders in higher education need to push their organizations, and their people, to ask a similar question over and over. Are you my customer? And we can learn from the young bird to not restrict who we consider a customer, even internal customers!
The traditional structure and hierarchy in higher education often identifies groups as faculty or staff or administrators. And even further, we tend to divide ourselves into colleges, departments, bargaining units and divisions. Then you can add in shared governance. All of these push us to not view fellow employees as customers who have legitimate needs that we can serve. Over time this approach makes it harder for each group of employees to actually do the job we are all here to do, deliver a high quality education to our students in higher education, or in general, to provide a high quality product or service to our external customers.
As Martinez, Smith and Humphrys highlight in their book, Creating a Service Culture in Higher Education Administration, “excellent external customer service is achieved through a team of people who deliver excellent internal customer service.” The starting point is to ask the following three questions about our own colleagues and co-workers, even if they are in a different bargaining unit or on the opposite side of campus!
- Who are they?
- do you rely on their work to do your job?
- do they rely on your work to do their job?
- What do they want?
- what information, resources, data, documents, materials, or support do they need from you to do their job?
- what do you have that can help them serve the students they work with?
- How have they changed?
- are you meeting their current needs?
- how have their customers changed?
- what is different in their work?
Asking these questions, and truly listening to the responses, will build the foundation for collaboration and enhance our institutions ability to provide the high quality education we all want to deliver to our students.
Posted in Accountability, communication, customer service, higher education, Leadership, stakeholders
Tagged asking questions, collaboration, communication, customer service, higher education, leadership development, questions, stakeholders
Now that I have your attention, lets talk about customer service in higher education.
Based on the current presidential campaign in the United States the middle ground appears to be an impossible dream! However, I want to share an article with you today that encourages us in higher education to seek out the middle ground on customer service, even if we have some concerns about labeling students as customers.
Ricky L. Boyd, director of the Shaw Air Force Base Program at the University of South Carolina, reviewed the research on the pros and cons of customer service in higher education and suggests that we “all agree to disagree” (my words) and focus on the “basic tenets of the customer-service paradigm that could and should be utilized in higher education settings.” (Boyd, 2012) His work isn’t revolutionary but he does a nice job of translating the usual corporate-speak of customer service to a more familiar higher education language.
Tips for the Middle-Ground of Customer Service
- Treat students with dignity and respect (a basic human necessity and right.)
- Give students clear directions on how to solve their problems and issues (students are in school to learn – not to go on unnecessary wild goose chases to find answers for operational issues.)
- Be responsive to students and their families (being true to your word means a lot!)
- Give timely answers to student’s questions and regular feedback on their progress.
Boyd also translates Ken Wallace’s 15 Principles for Complete Customer Service to seven principles that appeal to a middle-ground approach in higher education.
- The success of the institution is dependent upon providing high-quality service to students – students affect the bottom line.
- Employees need to be reminded that every single one of them (faculty, staff, administrators, front-line, back-office, etc.) is in the business of serving students. Students deserve to receive assistance to meet their legitimate needs.
- Perception is reality. We need to understand our students and what is important to them.
- Each student is unique and has unique needs.
- Treat students the way you would want a member of your family or a good friend to be treated.
- Do it right the first time.
- Solicit feedback from students in all areas and truly listen.
All in all, it seems like this middle ground will be easier to find than our political middle ground. Our colleges and universities have an opportunity to help students get the most out of their academic experiences. It will take deliberate planning and action to expand customer service from just the student services functions to the work that everyone on campus does.
That is something I can vote for!