Transcript LEADERSHIP & CHANGE: ATTITUDE IS EVERYTHING

Professional Development &
Leadership: Making the
Difference
Dr. Dianne G. Van Hook
NCSPOD
October 24, 2008
Why is Professional
Development Important?
– It focuses on human beings as our greatest
resource.
– It allows us to respond to changes in our
environment. External changes directly impact
the programming of professional
development.
– It provides opportunity to develop and
enhance leadership in our staff at a time when
we are facing a leadership vacuum.
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Colleges and Professional Development
programs are impacted by:
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Labor market trends,
Growth in business and industry,
What’s going on and what’s needed in K-12 districts,
Local initiatives, themes, and strategic goals,
Partnership potential,
What our communities expect of us,
Changes in technology,
Funding,
Organizational culture,
Expectations of those we hire, and what our community
expect of us.
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Why should Professional Development be a
priority at each campus?
• Professional Development Programs are the fuel
that drive the organization forward by enabling
people to acquire skills in:
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Technological advancement
Institutional effectiveness
Student support
Excellence in teaching & learning
Partnerships developed
Resources generated
• They create a sense of community, inspire
innovation and help develop leadership skills,
and leadership is essential at every level in
order for a college to be successful.
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The Essence of Leadership
A true leader has the confidence to stand alone, the
courage to make tough decisions, and the compassion to
listen to the needs of others. They do not set out to be a
leader but become one by the quality of their actions and
the integrity of their intent. In the end, leaders are much
like eagles; they don’t flock--you find them one at a time.
And, a strong professional development program can
help cultivate them!
So, we need to build leaders—one person at a time.
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Leadership demands that those who lead. . .
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Understand the culture of their college and become
part of it.
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Respect and preserve the good of the past.
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Lead in shaping the present and planning for the
future.
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Understand when and where to change.
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Appreciate the impact and importance of thoughtful
planning and skilled execution of objectives.
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Communicate constantly and forthrightly so people
understand.
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Help to clarify goals/standards/expectations on an
ongoing basis.
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Leadership demands that those who lead. . .
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Challenge people to grow.
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Create opportunities.
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Push people out into the state and community.
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Anticipate and plan.
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Invest in human beings, the greatest resource we
have.
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Help to determine whether those things referenced
above are attainable.
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Identify:
 Adequate resources and
 Existing barriers/constraints.
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Leadership demands that those who lead …
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Make a commitment to get it done.
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Evaluate planning results, share successes and learn
from challenges.
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Persist until they succeed.
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Find a way to fund Professional Development.
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In a nutshell, what skills are critical for
success for today’s leaders?
What do our professional development
programs need to do?
Help people become:
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Analytical
Critical thinkers
Inclusive of others
Committed to the community
college
Excellent planners
Visionary
Resourceful
Energetic
Determined
Balanced with a sense of humor
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Enjoy the support of his/her
supervisor and the employees
he/she supervises
Flexible
Hopeful
Risk-taking
Innovative
Enabling
Capable
Confident
Eager
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And, committed to:
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Just do it (achievement)
Persevere
Team building
Strategic actions
– Build support
– Timing
– Work the big picture
backwards
• Taking risks
• Being interactive (develop
the relationship)
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Cultivation of change
Collaboration
Flexibility
Demonstrating courage
under fire
Setting goals
A belief in possibilities
Optimism
Empowering others
Be energetic
Resourcefulness
A positive attitude
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What are new skill sets most educators
are not taught?
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Raising money
Making deals
Mediating solutions
Advocating
Representing the college in the community
Anticipating change
Being strategic in all they do
Research and analysis
Building partnerships
Data-based decision making
Coaching and mentoring others
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Expect More = Get More
Faculty and Administrative job descriptions at College of the Canyons
challenge individuals to do their best work.
Professional Responsibility includes:
• success and commitment as a team player, including the ability to
engage in cooperative problem solving;
• success at initiating, executing and following up on projects,
including the ability to set specific objectives and measure achieved
results;
• a commitment to the mission and values of the community college;
• a positive attitude, including the ability to foster collegiality;
• flexibility, including the acceptance of and willingness to change;
• open-mindedness, including fairness and the ability to see multiple
perspectives;
• the willingness to take risks and be innovative;
• a willingness to see complex tasks through to completion;
• and the willingness to accept responsibility for professional and
personal growth.
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Putting it all together
• Have high expectations +
• Cultivate a culture of leadership and
openness to change +
• Conduct effective planning, and you will:
Achieve success and
grow your college!
It takes a team—but you can build it!
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2007-08 Growth Factor
Comparison to All LA County Districts
Actual
Projection to
be Funded
College of the Canyons (SCCCD)
Los Angeles CCD
Antelope Valley CCD
Long Beach CCD
Santa Monica CCD
Pasadena CCD
El Camino CCD
Glendale CCD
Rio Hondo CCD
Cerritos CCD
28.00%
4.73%
13.54%
4.77%
4.63%
2.87%
5.55%
2.11%
3.65%
3.72%
8.63%
1.44%
4.11%
1.45%
1.41%
0.87%
1.69%
0.64%
1.11%
1.13%
Outside LA County:
Kern CCD
Ventura CCD
17.48%
5.78%
5.31%
1.76%
Source: System Office Statewide Budget Workshop Workbook 9/18/07
Note: The 2008-09 growth factor is 28% but expected to be constrained to 7%.
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Cumulative Growth In Unrestricted
General Fund Revenue 1989/90 - 2008/09
100.0
90.0
85.8
80.0
76.3
70.1
Growth in Millions
70.0
58.4
60.0
50.8
50.0
42.6
44.1
46.8
36.6
40.0
29.9
30.0
21.6
20.0
10.3 11.8
14.8
12.1 13.5
14.0 15.4
25.6
17.7
10.0
0.0
89/90 90/91 91/92 92/93 93/94 94/95 95/96 96/97 97/98 98/99 99/00 00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09
(est)
08/09
89/90 90/91 91/92 92/93 93/94 94/95 95/96 96/97 97/98 98/99 99/00 00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 (est)
General Fund Unrestricted
Revenue (in millions)
Cummulative Grow th
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10.3
0%
11.8
15%
12.1
17%
13.5
31%
14.8
44%
14.0
36%
15.4
50%
17.7 21.6 25.6 29.9 36.6 42.6 44.1 46.8 50.8 58.4
70.1 76.3 85.8
72% 110% 149% 190% 255% 314% 328% 354% 393% 467% 581% 641% 733%
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Growth in Staffing: 1998-2008
250
222
197
Number of Employees
200
1998
1999
2000
2001
150
2002
2003
2004
100 91
82
2005
2006
50
2007
50
29
14 18
10
2008*
10
0
Classified Staff
Confidential
Classified
Administrators
Full-Time Faculty
Educational
Administrators
*as of
8/22/08
Overall, staffing has increased 142 percent since 1998
• Classified staff has increased 148 percent
• Full-time faculty has increased 140 percent
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Grant Revenue
$7,000,000
$6,773,646
$6,000,000
$5,523,679*
$5,000,000
$4,750,987
$4,266,110
$4,008,821
$4,000,000
$3,161,497
$3,000,000
$2,754,763
$2,116,541
$2,000,000
$1,409,915
$1,748,395
$1,174,306
$694,706
$1,000,000
$352,770
$276,654
$0
1995/96 1996/97 1997/98 1998/991999/20002000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09
2008/09 to Date
*Funding as of 09/16/08 for 2008/2009
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Source: Grants Development Office
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In an organization, professional
development is everyone’s.
Leading the Change for Ourselves
Each of us must ask:
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What are we trying to become?
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How will we climb the mountain?
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What do we like to do and how will that benefit
the college?
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In order to develop and continue to hone these
competencies, one must do an honest
assessment of the college.
The first phase in the development of leadership is to
stop pretending that you are something you are not.
• You must own up to your strengths and weaknesses.
• Accept that you do not always operate at the highest
levels.
• Accept that you do not fully control destiny.
• Live in the present.
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Do we do what’s safe, or do we conduct
self-analysis & planning
that promotes our achievement?
Unless we try to do
something beyond
what we have
already mastered,
we will never grow.
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The same is true for organizations
They can design their own futures by:
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Being flexible
Being prepared
Taking risks
Taking action
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A College’s Ability to Thrive in the Future
Depends on Foresight About:
• Where our possibilities will intersect
with future student needs;
• Unanticipated labor market
demands;
• Future competition; and
• How we do business (future
delivery modes).
 A key role of a leader is to pay attention to
all of these variables and translate them
into information the organization can use.
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So, now that we’ve thought it out, pursue
innovation & success.
The best way to predict the future
is to create it.
If we go for the excellence and dare to
dream, great things will happen.
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How can presidents lead the way?
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Commit fully to your job—be present, listen, and
decide if what you do is a profession or a job.
Try to see the big picture from all points of view.
See yourself as the chief learning officer for the
college staff.
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Be the training expert, best practices
Know the “hot” issues for each constituency on campus
Create something new and better.
Examine what the climate is internally, in your
community, and in society in general
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What do people want to learn?
What is society demanding we know?
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How can presidents lead the way?
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Be timely in your offerings, anticipate and
provide leadership
Determine what resources you have in
response to these demands.
Use opportunities to dream big!
Align Professional Development themes
and develop partnerships.
Dare to be different.
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How do you get started?
Analyze your organization’s capacity for leading change.
Self Assessment
New
Responsibilities
Delivery
Systems
Roles
Institutional
Research
Risk
Taking
Mission
Community
Involvement
Partnerships
Marketing
Team
Approaches
Learning
Organizations
Innovation
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Institutional
Cultures
Local
Culture
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Development
Values
Access
Values
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As you support the development of your staff:
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Keep your eyes on the prize. (What you want to do!)
Work smarter, not harder.
Go boldly where you've not gone before.
Lead in shaping the present and planning for the
future.
Communicate.
Take risks.
Commit to a better way.
Continually self-assess. Ask yourself:
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What do I really want?
What will it cost?
Am I willing to pay the price?
When do I start?
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Strengthening working relationships on campus means vision,
cheerleading, enthusiasm, love, trust, verve, passion,
obsession, consistency, the use of symbols, paying attention,
out and out drama, creating heroes at all levels, coaching,
effectively wandering around. . . a million little things done with
obsession, consistency, and care backed by trust, vision and
basic beliefs.
--Peters and Austin, A Passion for Excellence
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Invest Big Time!
• The District’s investment in Professional Development
includes, but is not limited to, the following:
 10 FLEX days per year
 Classified Development Day
 Leadership Development—15 sessions offered in 200708 including mentor program and employee orientations
 Institute of Teaching & Learning—4 or 5 workshops and
6 FLEX presentations offered per year
 Associate Program
 Technology Training—129 sessions offered in 2007-08
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The District’s Investment in Professional Development
• The investment includes:
– $925,311 for full-time faculty (salary + fringe) to attend 10 FLEX
days
– $116,603 for classified staff (salary + fringe) to run program
– $58,154 for Associate Program
– $45,188 for Institute of Teaching & Learning
– $10,000 (average) on Administrator’s Professional Development
(retreat, guest speakers, workshop presenters)
− $7,000 for Classified Development Day
− $5,700 for Classified Appreciation Week
• Total Investment = $1,167,956 + staff time to present,
lead, travel, and develop programs.
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Associate Program
• Program Mission Statement ~ “The Associate Program
serves to model and promote excellence and innovation
in teaching, engaging adjunct faculty in a reflective
process that applies best practices, cultivating a
community of educators at COC.”
• The trial and error method of teaching improvement is
often a slow, lonely, uncertain pursuit.
• The College of the Canyons Associate Program for
adjunct instructors is an attempt to provide a mechanism
for sharing our teaching and working together.
– Just as important, the program is designed to provide a concrete reward
for the pursuit of teaching excellence.
– The Associate Program is a series of workshops and activities
exclusively for adjunct instructors.
– Participants in the workshops receive stipends for attending and
completion of the entire program results in a permanent increase in pay.
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Associate Program
• Unlike many teaching workshops, the Associate Program
places an emphasis on the discussion, development and
practice of teaching skills rather than the dissemination
of information.
• There is no attempt to propagate a "one-best-way" nor is
the program in any way tied to the evaluation of job
performance.
• Throughout the program, participants are asked to
demonstrate their teaching practices and to discuss
those practices with other faculty members.
• Participants, in turn, have an opportunity to watch others
teach and to learn from their experiences.
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The Institute of Teaching and Learning
• It was established at College of the Canyons to support
faculty efforts to improve and expand their teaching
skills.
• The full-time faculty who complete the program are
eligible for salary advancement.
• The Institute is designed for both full-time and part-time
faculty, providing opportunities to promote and to
enhance teaching skills, to learn the newest pedagogy,
and to experience technology for the classroom.
• The Institute provides a collection of courses about
teaching and learning, which are tailored to the needs of
community college faculty members.
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LEAP – Leadership Education in Action
Program—First Class
• 46 participants: 9 classified, 13 faculty,
24 administrators
 5 sessions
Focus on the Future: Leading Through Change
Thinking and Acting like an Entrepreneur
The Role of Planning in Institutional
Transformation
Institutional Change in a Community Context
Becoming an Advocate for Your College and
the System
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LEAP’s Goals
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To sharpen essential leadership skills that are not traditionally taught, including:
– Discrepancy analysis
– Context and case building
– Networking
– Advocacy
– Building internal and external partnerships
– Resource generation
– Anticipating outcomes and always having alternatives
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Train our own skilled Community College leaders
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Develop a network of mutual support among future administrative leaders
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Facilitate cross-departmental and cross-functional dialogue and the sharing of
best practices
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Develop risk-takers, entrepreneurs, trendsetters, big picture thinkers, facilitators
of planned change, advocates, can-do, confident and accountable leaders
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LEAP Solution Team Projects - Outcomes
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TEAM 1: 15 Student Success Points
TEAM 2: Enhancing Outcomes Through FLEX
Learning Communities - WeConnect
TEAM 3: Welcoming New Faculty: A Learning
Community Cohort - SYNERGY
TEAM 4: Developing Learning Community Models
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TEAM 5: Integrating Enrollment
Management Into Everyone’s
Priorities and Onto All Desks
TEAM 6: Stepping Up Our
Commitment to Online Student
Learning Support
TEAM 7: The GO Program at COC
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Education 080 Course
• Education 080 is one of the 3 core classes developed through
College of the Canyons Institute of Teaching and Learning (IT&L).
The IT&L at COC promotes and supports efforts to enhance
instruction for our students.
• The class, “Community College Education,” gave the participants
the opportunity to survey the development and impact of the
community college in the United States, including an examination of
the history, organization, programs, population served and social
role of the largest institution of higher education in the world.
• The course focused primarily on the California Community
Colleges.
• Participants gained an understanding of their own role. The class
was offered to Faculty in the Fall 2007 and met for 12 weeks, with
three hours of class each week.
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Essential Characteristics of a
Successful College
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Facilitates/Coordinates/Communicates
Creates Functional Teams
Recognizes the Need for a User-Friendly Structure
Evolves Together
Builds Bridges
Decentralizes/Delegates
Empowers/Encourages/Supports
Promotes Collective Ownership: Ours Versus Mine
Understands Where Departments Fit in—Their Role
in College and Community
• Has a vision
So, develop your own and lead!
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CEO Tenure
• In summer 2007, nearly 50% of California’s 110
community colleges were without presidents.
• By Fall 2007, 28 (25%) of California’s community
colleges were without presidents.
• In April 2008, only 12 of California’s 72 district
CEOs (Superintendents/Presidents/Chancellors)
had served longer than 5 years.
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CEO Tenure
• The average tenure of district-level CEOs over
the life of the 72 districts is 6.9 years.
• The average tenure of district-level CEOs since
1988 is 5.2 years.
• CEO turnover is visually summarized in the
charts ahead and shows how many districts
have had between 1 and 9 CEOs since 1988.
Feb. 2007 Data
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All CEOs - 1988 to Present
30
27
24
Number of Districts & Colleges
25
20
20
16
14
15
12
10
6
4
5
2
1
0
1
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2
3
4
5
6
Number of CEOs
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7
8
9
10
Feb. 2007 Data
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Feb. 2007 Data
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College Level CEOs - 1988 to Present
12
12
11
11
10
Number of Colleges
8
6
6
4
4
4
3
2
2
1
0
0
1
2
3
4
5
6
Number of CEOs
7
8
9
10
Feb. 2007 Data
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CEO Tenure
• Of the seated CEOs, 57 are either new to the job
within the last year, are interims, or are retiring
within six months.
• Of the 20 districts whose CEO tenure averaged
five years or less, 65% are in a decline mode.
• As of July 2008, only 9 of the 133 CEOS in
California community colleges had served 7
years or more.
Feb. 2007 Data
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CEO Tenure
• Leaders are desperately needed.
– The community college role continues to expand as
the leadership pipeline shrinks.
– The shortage is at all levels.
– 45% of our community college presidents will retire by
2019 and another 34% in the following 7-10 years.
• We need to:
– Serve as role models for people who may not see
themselves as real “leader” possibilities,
– Convey a context,
– Use practical common sense, vision, and tenacity,
and
– Challenge people to fight, to do, and to do again.
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