1. education

Selecting and nurmring academic leaders requires
ide庇動ng端厳ye leader:S?碑chamaerisfics and
providing e畢)etiences for potemial candidates mat ZIOfh
test and deveZqp them･
Ident坤ing and Nurmnng Potential
Academic Leaders
SheγワL･ Hoppe
ln山地er education, me academic leadership中peline has histohcally
nowed from a department chair rotational system, with little or no succes-
sion plannlng･ Until recendy, semor hculty willing to do their share of
adm亜S調ative work simply took a mm as deparment chair and then
retumed (relieved and often disillusioned) to their tenured professorial
role･ Today, lnCreaSlng numbers are u関前Iing to take me五mm, and too
few are eager to volunteer rot administrative roles･ Why is this so ohen the
case? Smith (1996) believes 血負t "a person who doesn't feel me mhll of
challenge is not a potendal leader" (p･ 30)〟 l血ink academic leadership
avoidance is more complex than that, The role connicts involved in balancmg creat崩サand autonomy with bureaucracy (Davenport, ∑ool) likely
con血bute to the reticence to assume academc leadership roles･ In addi-
Gon, considering the pittance dlat department chairs receive for their work.
one wonders why anyone would asplre tO that role･ Fortunately, other
incemves do exist･ such as the inmnsic reward of se五cc to the depart-
ment or the potential fらr the role to be the entry pointめr a血lure dean-
ship or vice presidency･ Even so, Davenport (2001) notes. "For many, the
power･ prestlge and increased income that o偶en accompany managehal
roles are not wor心血e trade一〇脆''(p. 57).
With a move away from rotadonal chairs and a reluctance to tackle the
connicting TeSPOnSibimes inherent in the lower levels of academic leaderS鵬p, hw can those at he top of the pipeline ident吋hculty who hve me
abiliサand desire to move through the ranks? What charactehstics will
increase the probabiliウOf willingness, commtment, and perseverance?
NEW DIRBCTIOh'S FOR mr･lm bucAnOh-. no･ 124, WinleT Z003 @ Wiley periodicals, Lnc･
3
4 1DEmFnNG AND PREPARING AcADEMIC LEADERS
How does one魚nd those who have the integrity, values, and for血ude
needed rot making the right decisions for the right略議連棚臨7 °nee identi一
缶ed･ how can potential a穏de血c leaders be nurtured and encouraged and
developed? W地章 experiences would be helpful to budding academic
administrators? These are the questions this chapter ex徴mines･
Characteristics of EHective Academic LeadetS
Identifying the characteristics of leadership takes only a limited effort,
since the literature is replete with disc鴨Sion of the attributes of success一
億1 leaders (Allen, 1980; Autry, 1991; Ben咄s, 1989a; Byhm, 1982;
〔onger and Be垂min, 1999; Goleman, 1998; Hayes, 1980; Kouzes and
Posner･ 1993: Maccoby, 1981; McCauley, Moxley, and Velsor, 1998;
Somenberg, 1993)･ At the top of the list in most smdies is honesty
(Kouzes and Posher, 1990)I Followers want leaders they believe will be
truthml･ brthhght･ and tmstworthy in their dealings前章h employees
(Benms, 1989b; Lee and mg, 2001; 50-enberg, 1993). Other comonly
cited characteristics are integnty. credibility, raimess, high energy level,
and perseverance (Byhm, 1982; Bennis, 1989a, 1989b; Genecn, 1984;
Kouzes and Posher. L989; Kroc, 1977･, Peters. 1987)_ Effective leaders
demonstrate a s廿ong goal oriemaHon (Waitl坤, 1983),崩Ilingness to take
risks (Deal and Ke-edy, 1982; Whitney and Packer, 2002), good Communication skills (McConkey, 1989; Waidey. 1983), and objective decision making (McConkey, 1989: Peters and Wate-an. 1982; Ryan and
Oestreich, 1991)I They have the abiHty to adapt (Peters and Wateman,
1982; Waidey. 1983) and a desire to serve (Geneen, 1984). Many possess
humility. some are creaHve, most are open･, virtually all are dedicated and
committed to me impomnce of wht they are doing (Benms, 1989a,
1989b; McConkey, 1989)･ The best ones have he鍛paCity to tolerate me
idiosyncrasies and weaknesses of others (Ryan and Oestreieh, 1991).
Nodceably missing hop this list is intelligence･ Although some might
argue that a high level of intelligence is essential fol･ leaders, I purport that
other competencies are more cmciaL However, a leader does need enough
intelligence to make decisions based on radonal and objective reasonlng.
Reasomng and renection, nevenheless, do not re叩ire meあ址サtO do
quantum physics.
In their efforts to identify how leadership affects not only the progress
but also the development and survival or organizations, Bennis and Nanus
( 1985) interviewed ninety leaders, including sixty successhll CEOs and
t血中public sector hads･ They concluded, "Leadersmp is like the
Abominable Snow-an, whose fbotpmts are everywhre but who is nowhere to be seen" (p･ 20). Wme recognizing that numerous common traits
exist, Benrhs and Nanus (1985) were nonplussed when dley found very suc一
ccss血I leaders who did not demons虹ate all or even most of me identi亀ed
characteristics･ "They were hght-brained and left-brained,血I and short, fat
tDmmNG
AND
NuRmNG
PommL
AwBmC
LEADERS 5
and thin･ articulate and imrGculate, assertive and retiring, dressed for success and dressed ror failme, particifmtive and autoeraBe" (pp. 25-26).
Despite the many c0-Only shared attributes. me researchers concluded,
``There were more variadons than demes･ E耽n a.eir tmgehd styles were
restlessly dirferenr (Bennis and Nanus. 1985, p- 26). For the authors,
who were ''interested in pattems, in underlyhg themesJ the leaders interviewed were "rrusdadngly unmly" (p. 26).
Not to be detened, Ek-is and Nanus (1985) Vig地ndy trolled these
disparate powers for unifomhties,n lookingゐr αkmels of tm血about leadership-the marrow･ ify関win･ of leadership b血avior''(p･ 26)･ What they
found were Four disdncdy different strategies or competemies (pp. 26-27) :
'αAttemdon dlrOugh v扇onLでreating a競us or agenda based on a vision
or the future
･ ''Meaning through communicationn-with or without words. the ability
to get people to adopt丸ared values and c0-on soak
･.'Trust through positioningn-onsistency in aecountability, predictability, and reliability or the mission or vision
･ ''The deployment or self through positive self-regard"-recognlZmg
strengths and compensadng for w鍋knesses; nmnng of skills証th dis-
cipline
Respecting the research and condusions or Bemhs and Nanus (1985) ,
those searching for petenGal academc leaders nhght Gnd e融mPles of intuidve identi魚cation as mstmcdve as formal investigation of leadership char-
acteristiG Or COmPetmdes･ H紺0岨Gen銘血, Who sewed ro着 sevemem years
as the head of lntemadonal Tele叫one and Telegraph Company, was a
master at zeromg ln On individuals証th leadership potendal･ He himself
was noted for his high energy level. mtural enthusiasm, and quick mind･
He liked his work･ he worked hrd, and he set a clear exampleめr れose
who worked with him (Moscow, 1984). Undoubtedly, these traits would
be a good place to start in looking ror academic leaders･ Geneen was quick
to note that he did not want geniuses who were so intelligent they could
not work Vim others･ I調書∽d, what he looked for were peo㌦e who were
capわIe, e坤ehenced, and modvated一一やeOple who wamed to make some-
thing or themselves and were not ahaid to work hard for what dley Wanted･
In short, he wanted people who sh狐ed his enmusiasm br work (Geneen,
1984).
WhHe accepdng the attributes discussed in the preceding paragraphs as
desirable and even necessary, my e坤erience indicates the most cridcd factor to look for in aspmng a働demic leaders is fortitude: the will to make the
right decisions for the right reasons･ Unfortunatdy, some患部tty who move
into leaders鵬p roles are unあIe的make血e n如t (and o龍en tough) deci-
sions because they are too tied to their faculty colleagues and to comonly
revered p心証eges of血e academy･ For example, he role of an academc
6 IDENTIFmG AND PREPARING AcADmC LEADERS
department chair requires a亀culty memb鑓tO balance a ti如dy held commitment to racultyをeedom and loyalties崩th the need to hold a broader
view of the university･ its budgetary constraints, and its obligations to the
whole･ Many faculty cannot dis鑓n∞ hemselves en00壷をom their faculty
myopia to see the big picture and to make decisions that serve Ale university
rather than just the魚culty･ As a faculty member moves through the aca-
demic pipeline, the distancing becom鎧increasindy critical.
Caution must be exercised in avoiding the Peter Rinciple･ Faculty
members who are capable, experienced. and motivated in the classroom
do not necessahly mak capa聯e (or even hppy) admims慣ators.挫nms
( 1989b) , himself a ro-er uni枇rSity president, posmlates that experience
at one level may well i鴨tiu αcer血n p正調iples and guiddines to action
that were andthetical to the pneumadc bear (p. 9) OE new situations and
cnses an academic adm址S筒ator may hce in moⅥng up the鵬erarchy･
Although he was describing the movement of a dean to a president, the
principle is applicable at all levels, and it reinforces the idea that a will-
ingness to accept and embrace change -y be the highest attribute ror success血I adminismto購.
Avoiding the Wrong Sdection of Academic I劇de膳
Knowhg what to avoid is just as important, ir not more so, than knomg
what to look for in pot餌dal leaders･ A word of caudon: Just be働uSe Some-
one 'wants to be a deparment chair or dean does not mean he or she wm be
effective in a leadership role･ Nor does the味気teacher necessarily mke Ale
best academc leader any more than the best violinist amomadcally mkes
the best conductor (Smth, 1996)･ An hdustry week arBde (Verespej, 1990)
and a story of paradox (Harvey, 1988) provide clues that can be adapted to
the academic enviro-ent to suggest those who should be avoided in the
selection of academic leade瞭:
'Faculty who ca-ot move from colleague to leader (Maccoby. 1981)
. Facu吋who mnage by agreeme競. This could also be deschbed as he
''Abilene Paradox.n a simple yet complex prindple illustrated by Ale Story
of a hmHy who takes a魚吋dHee一m毘mpめAbilme, Texas, on a 104
degree hy in an un-airCOnditioned 1958 Buick on血Sサd血roads-
despite the fact that none of them really wants to go･ How could such a
thing happen? ]t is rather simple: each d10ught the others wanted to go
and thus refrained from saying what he or she really thought･ lt was only
some four hours and loo miles later that dley admitted to one another
(rather angrily) that dley had all done just the opposite of ht dleY had
wanted to do･ Watergate was another pnme e融mple of a group golng
dom a road to an undesirable desdnation not because they wholeheartedly agreed on the mission but because dley railed to express their reser-
vations (Harvey, 1988).
IDENtTFnNG AND NuRTURING PoTENmL AcADEMIC HnDERS 7
● Faculty who are inse髄i血e, al00(, or inne五ble (Ma∝oby. 1981)
'Faculty who are umble to handle a crisis or perEomance problem
(Maccoby, 1981)
. Faculty who rail to understand the intemal and extemal emironment
(Maccoby, 1981)
ら Faculty who do not know how to handle power (Maccoby, 1981)
This last Haw can be fatal for an academic administrator. Academic
adnhnistrators at all levels (including presidents) must recognize they have
only limited power regardless of heir titles･ In fact, he Only the audlOrity
resides in the power or policy and the power of persuasion･ Shared governance･ Combined with a litigious society that chauenges most forms or
authority and decision making, severely limits an adnhnistrator'S eHectiveness if it is not based on policy or persuasion･ Collaboradon, consistency ln
opemess and細田disdosme. and the ab並ty to comunieate a shmed vision
fob the only legid-te basis or power in the academy･ As in the military.
tides do not guarantee real power･ which is litde more thm the capadty to
i皿uence and i幡pire (Powdl, 2001).
One last word or caudon: recognize the value in a aconsmctive spmt
of discontent" (Smith, 1996, p･ 30)･ Sfni血diHeren血tes betwem being critical and being construc缶vely discontent:
Irsomebody says, ''There's got to be a better way to do thisJ I see ir there's
leadership potential by asking, αHave you ever thought about what mat bet-
ter way might be?" tf he says no, he is being critical, not commctive_ But ir
he says yes, he's chall印ged by a con虹uC血e spi轟t of撞S00ntent･ Thrs the
unscratchable itch･ lt is always in dle leader fp. 30).
The Testing Ground: Fh憤ng Pot鎮血al A鍛dcHhc
Leaders
Thus far I have discussed the common characterisdes of successhll leaders
and some atmbutes to avoid m me叫鎧章魚r potent劃Ieaders･ Kno雨ng
what we want in leaders and what we do not want. how do we危nd those
who have the potential and will to serve in academic admnismtive roles?
McCauley, Moxley, and Vekor (1998) identiF assessment as step one
or the leadership identincation and development process･ Repordng on the
success of the Center for Creadve Leadership, they suggest的O methods:
360-degree feedback and the feedback-intensive program･ Both enhance
self-awareness and describe an individuaPs leadership skins and behaviors･
The Seedback-intensive program goes a step血rther, helping the person
understand his or her needs, prereremB, and values･ Th鎧e types Of formal
assessment are likely very helphll. but many institutions thy lack the time
or resources to use such tools. In the a畦ence of sudl formal assessments,
the search for poten血l academic leaders must take more intuidve (Gmeen's
method) or experience-based approaches.
8 lDENnmNG
AND
PREPARING
AcADEmC
LEADERS
Ohlott (1998) discusses the importance or developmental job assignments in identi如ng those who have the poten血l to move beyond the魚C-
ulty role･ These job assignments can be responsibilities added to an exisdng
job (such as working on a short-te- project or coordinating mentors) , a
piece of a job (such as dealing with a di組側lt employee or compiling inror-
mahon to use in sdhedule assignments) , or an mtirejob (such as redesigning a system)･ In the acadenhe world, it might also be chairing an
acGreditadon self-study or taking a leadership role in developing an on-Hne
program･ For an extended test of l鑓dership capabHity and perromance,
interim administrative asslg-entS rOr uP tO a year Serve aS a femle ground
br tesd唯and developmg lead龍S･
A job asslg-ent takes on a developmental role when it
stretches people, pushes血em out of mdr00mhrt zones, and requires 血en
to mink and act dirferemq_ It may involve roles that are not well de危ned, and
it usually contains some elements that are new to the person･ These asslgn-
ments place people in a chanenging sitmdon mll of problems to solve, dilemmas to resohe, obstadesめOVemOme, and choices to make under con龍dons
ofhsk and uncertainサlOhめtt, 1998, p. 130!.
The new assignments provide an opportunity to assess strengths or
deRciencies, creativity, and tolermce for ambiguity･ They Can also be a test
of decision making, con鮎ct r鎧Oludon, and interpersonal skills･
Developmental experiences are tesdng grounds ror seeing how aspiring or potential a鎗demc adm血strators maCt tO reSPOnSib並des血at require
them to juggle faculty desires and needs, smdent needs, md adminismtion
mandates ･ Balancing competing needs ine重ね聯y re弧lts in cddcism五〇m
those who perceive their needs have been glVen insumdent weight or innuence･ Decision making for dle good or the whole over the desire or need of
one indiⅥdud or group is a rC型isite yet往航cult leader血ip acdon･ Colin
Powell (2001)町OVides50me坤pl地軸e and血sceming les50鴨in血s lead-
ershp phmer:
Good leadership involves responsibility to the welfare or the group, which
means that some people will get amgヴat your aCtio鴨and decisions. It's
inevitable･ ifyou're honorable･ Ttying to get everyone to like you is a sign or
mediocrity: you'll avoid the tough decisions, you'Il avoid00血on血g the peo-
ple who need to be confronted, and you'Il avoid otrering difrerential rewards
based on di鵬rential perh-ance because some people might get upset･
[ronically･ by procrastinating on the dimcdt choices, by trying not to get anyone mad, and by櫨eating everyone eqmlly hicely'regardless of their contributions･ you'll simply etBure that血e only people youll wind up angenng are
the most creative and prodtlctive people in the organization fslide 2).
Pumng asplmg administrators in poslt10nS Where they must demonstrate heir willingn鎧S tO make dedsions is thus a good tesdng ground･
G
IDE¶nFnNG AND NuRmNG PoTENmL AcADEMIC LEADERS 9
Within the developmental experiemes and job asmgments discussed
above, sped魚c practice or血IiarifY in he following areas w調ld be bene一
息cial to血ture academic leaders:
'Budget analysis and development (this could be project based, such as in
grant development)
3 Program development (cuHent department chairs or deans could assign
肩mary responsibility for new a∞demic programs or curriculum revision
to potendal l鎗ders)
'Schedule analysis or work-load review
'Policy amlysis or development (such as providing leadership to review
existing posttenure review policies)
● lntemal coordimdon of extemally based irhdaBves (Such as chairing an
intemal United Way campaign)
'Exterml representation of the university on s呼dal committees or boards
(sud as me chamber of commme)
･ Opportunity to visit or tmchmark other institudotB aS the tnsis for plammng chnges証min me depamem
･ SkilLbased trainmg ln areas Such as budgeting, curriculum development,
or assessment (this could be individual or group based)
Nqrturhg New A倣demic Leade膳
Supporting potential academic leaders as they face the disequilibrium of
new expehences is録idcal. Forced調nmke h紬d dedsio鴫tht a舵d col-
leagues, inexpenenced academic leaders oFten need to talk through their
connicts･ They also may need re詣Suring whm they begin αto quesdon the
adequacy or their skHIs, Hameworks, and approaches" (Velsor, McCauley,
and Moxley. 1998, p･ lL)･ They may need assistance in recogThzing that
comfort zones inhibit growth and emectiveness (McCauley, Moxley, and
Velsor, 1998)･ Challen由ng experiences can overwhdm or open one up for
lea-ng-those nurturing new leaders must conn- and reinforce posidve
steps toward independence and organizational viewpolntS･ Supporters.
according to Velsor, MeCauley. and Moxley ( 1998). should.'listen to stories of st㍗ggle･ identiB with the challenges･ suggest strategies ror coping･
reassure m times or doubt, inspire rmewed dfort. celebrate even the smallest accomplishments, and cheer from the sidelinesn (p･ 16)･ Peers, fomer
bosses, and cument bosses can all申請idpate in me support network･
Organizational norms and pro∝dures can also be a source of stmcture and
support (Velsor, McCaulq, and Mo∑ley, 1998).
Modvation to lean and grow needs nurtunng･ aSupport helps engender a sense of selLe脆cacy about le劃魅nng, a belief that one can lean, grow
and change･ The higher their self-emcacy, the more erfort people exert to
master challenges, and the more they persevere in di鯖cult situations"
(MeCauley. Moxley. and Velsor, 1998, p. 16). Inexperienced academic
administrators need to know tha･t mistakes are acceptable and that open
早
10 1DENnFnNG AND P龍田ARING AcADEMC LmDERS
examination of those血stakes is a step toward grow血･ They also need to
have developmemal experimees in data-based dedsion making･ Many faculty assume deparment head roles, and some even nee to the level or dean
or vice president without ever learning how to buHd a schedule or make fac-
ulty teaching assig-ents. They are not taught to review student credit hour
producdon by individual and by discipline, anaUze ta伽Ify PrOduc加ty, or
manage class enrollments (monitoring蝕nCelled sections, dosed secdons,
and underenrolled sections). Many have never heard of a racilides utilization report, which can be instmmental m meetmg student needs and maximlZlng reSOurCeS･ All of these data-driven analyses should be taught
through mentoring or work s鎧Sions conducted by seasoned administrators.
Aspiring administrators would do well to heed the ad証ce of General Colin
Powell (2001):.'Never neglect detaHs.... pay attenGon to details."
Conclusion
ldentimng･.nurturing･ and suppordng potendal leaders are cmcal components in malntaining a pipeline for condnuity and infusion of newi p00ls in
academy administradon･ HiAer educadon institudons that prepare for the
future wHl have an iden亜cation strategy and developmental pkn that not
only provides for the next generation of leaders but also ensures that they
have the experiences and skills necessary for success･ The mobility of faculty complicates such phm血g, but ∞re珊idenHcadon and nurturing wiu
keep the pipeline nowing･ From the initial emry into the pipeline oE academic leadership to the highest levels or南ce president, provost, or even
president. future leaders should be -de fully aware or the responsibimes
and accountわiliサreq出場d of leaders.
Powell (200 I) astutdy sums up the essence of such responsibHity and
accountability: "Command is lonely･ Harry Tmman was right･ Whether
you're a CEO or the temporary head of a prqject team,血e buck stops
here･
You
can
encourage甲mcipative
mamgement
and
bottom-up
employee involvement, but uld-tely the essence oHeadership is the willlngneSS tO make he tough, u-心血糾OuS Choices tht w血I hve an impact
on the fate or the organization･ ['ve seen too many nob-leaders Pinch from
this responsibility･ Even as you create an informal, open. Collaborative
corporate culture, prepare to be lonely''(slide 9).
Wi血such a血smd warnmg,巾would anyone want to be a leader,
especially an academic leader? Bennis (1989a) believes the dearth of leaders can be at血buted to me traditional spi血t or Amehcm ind翫dualism,
which translates into sdf農rst and others last. Add to this environment the
relentless scrutlny and criticism or public servants, and Ale mOdvation to
serve in a leadership role dinhnishes血rther･ Today'S culture supports the
premise that the detmds and negativism are not worth the sac亜ce･ How,
then･ can we get individuals with ability and integrity to seek leadership
positions? 1 believe it is only throu如setdng an e麹mPle that builds values.
田
IDENnFnNG AND NuRTUⅢNG PoT国VmL AcADEMIC LHIDERS I I
lf faculty and rising adminis的tors how what an ins缶mtion s飼mds for, they
wnl likely be more w胱ng toぉsume leadership roles. lf leaders at the top
or the institudon demonstrate co血stent values over a long period of time,
Others wHl share those values and w軸be modvated to pay the pnce of aca-
demic leadership･ Inspiring others to share the vision is perhaps the most
血dcal aspect h at的C血g and珊rm五mg new leaders. Conm血mmt め mak-
ing a dmerence in the lives or odlerS is the ultimate motivadon.
咄moes
Allen, F･.'Bosses Hst Main Strengths, Flaws Detemining Potential ot Managers･" wail
SかeefJournaI, Nov･ 14, 1980, p･ 33･
Autry,J･ A･ Love and Proff･･ me Art of Caring LeadershIや. New York: Morrow, 1991.
Bennis W･のBec-Ing a Leader･ Reading, Mass･: Addison-Wesley, I 989a.
Bennis, W･ W砂Leaders C飢't Lead. Sam Frandsco: Jossey-Bass, 1989b.
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HarperCollins, 1985_
Bennis, W･, Spreitzer, G･ M･, and Cummings, T･ G･ (eds･)･ me FumTe OfLeadership･･
Today's Top Leadership minhers Speak to Tomorrow's Leaders･ Sam Francisco: JosseyBass, 2001.
Byham, W･ C･ Dimensions of Manageria一 Coやeten.e･ BTidgeville, Pa.: Development
Dimensions lntema虚on社, 1982.
Charan, R･ , Drotter, S･, and Noel, J･ The LeadeTShip Pipeline･･ How fo珊Id飢e hzadership-
Powered Company･ Sam Francisco: Jossey-Bass, 2001.
Codger, J･, and tknj狐nin, B･ Building LeatSers: Hotu Sm軍畑Comp飢ies DeyeZqp the Nα噺
Generafion. Sam Francisco: Jossey-Bass, 1999.
Davenport, T･ ``khoWledge Work and the Future of MamgementJ h W.取mnis, G. M.
Speitzer, and T･ G･ CummingS (eds･), me Fudnde〆Zeadmip:叫's Top Leadership
T航hers Spea短o ToJnO叶0証s LeaLあrs･ Sam FTanCisco: Jossey-Bass, ユool.
Deal, T･ E･, and Kennedy, A･ A･ CoTtPrtde C山ttqes･･ me Rites and髄膜aIS QfCorz1071ate Life.
Reading, Mass.: Addi郭nWesley, 1982･
Geneen, H. Managing. New York: Doubleday, 1984_
Goleman, D. `くWhat Makes a Leader?n Harvard Bt扇ness Review, 1998, 76(6), 93- 102.
Harvey, J･ The Abilene Pa地質. Sam Francisco: Jossey-Bass, 1988.
Hayes, J･ L･く`A Model of mc SuccessmI Ma皿ger." American SchooIs飢d Universities,
1980, 52, 14-16.
Kouzes, J･ M･, and Posner, B･ Z- "The Credibility Factor: What People Expect of
Leaders･" WKKF JntematiorwI JoumaI, FalLWinter 1990, pp. 26-29.
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S髄RRY L HoppE is president ofAustin Peay State University in CZarたsvme,
Tenness ee.
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