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Hopkins, H. (2015). Student affairs is... From a leadership perspective. NASPA. Retrieved from https://www.naspa.org/about/blog/student-affairs-is-from-a-leadership-perspective

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My story is not unlike the many who have preceded me and those who will follow me into a student affairs life. It started on a small college campus where as a student I found my connection through student activities. As a first-year student, I signed on to sell tickets for the spring fling festival and this single act of volunteerism turned into a life of service to students. From that moment, I ultimately discovered a career path that led me to my ideal job.

As the dean of student affairs and the senior student affairs officer at my college, I balance between the needs of the institution and the needs of students. I am often the voice of students at the leadership table and try to bring the student perspective into the decision making process. But I am not alone. I am fortunate to work at an institution that values student input and respects the needs of students. My responsibility is ensuring that we consistently deliver the quality service that students expect and deserve and create opportunities for engagement that provide for growth and development.

I see student affairs as the ultimate bridge between the academic world and the "real" world. The lessons learned in the classroom are best applied in the laboratories of life - the opportunities we create through the activities, programs and services of student affairs. Our campuses, whether large or small, are places where students come together with peers and others to learn and grow. This is true whether the student is attending directly out of high school, is first-generation embarking on an unfamiliar journey or is post-traditional returning to change careers. Student affairs professionals are charged with creating and sustaining learning environments and experiences for students. We must consider our student partners as key stakeholders in the process of developing these opportunities.

My path in student affairs has afforded me an opportunity to work at several institutions serving a variety of students. My career began at a small, public liberal arts college that served a mix of regional and national students. As a feeder for post-graduate professional programs, academics was a strong focus on this campus. From there I moved to a mid-sized regional community college. The student mix was very different and included those looking to transfer to a state university and those seeking a terminal degree in a trade or technical skill. Finally, I arrived at my current institution - a health sciences college. My students are highly motivated, post-traditional learners who come to us for a specific education and experience. In all of these settings, the opportunity to engage students continues to be important although the means for doing so varies.

More recently, emerging issues such as mental health, sexual assault and gender-based violence and crisis management have taken much of my time and attention. While these issues have been difficult, the opportunity to influence and address these from a policy perspective has been stimulating and provides me with a renewed sense of purpose. Even though my role continues to evolve and my responsibilities to students has expanded beyond that of engagement, I enjoy interacting across divisions and collaborating with others, both on my campus and with colleagues at other campuses, to address these common concerns.

The challenge faced throughout my career has been one of creating the right opportunities so students could find their voice. Not only must we create these safe learning environments and experiences for students, but we must do so in a way that encourages personal growth. Regardless of the institutional type or student mix, this tenet of student affairs does not change. Higher education, and particularly student affairs, must place students at the center of our decision making and focus our efforts on lifelong learning beyond the walls of our institution. Student affairs professionals assume an important role in achieving this outcome.

Dr. Hampton Hopkins is the dean of student affairs and enrollment management at Carolinas College of Health Sciences in Charlotte, NC. He has more than 20 years of experience in student affairs. His involvement with NASPA has included serving on the board of directors as the director of the Small Colleges and Universities Division and in various other roles.

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Student affairs is... from a leadership perspective

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My story is not unlike the many who have preceded me and those who will follow me into a student affairs life. It started on a small college campus where as a student I found my connection through student activities.

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Robinson, S., O’Dea, V. (2014). Authentic leadership: To thine own self be true. Insights. 1-4. Retrieved from https://www.insights.com/media/1107/authentic-leadership.pdf

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Author of a book I am reading now.

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Grit: The Power of Passion and Perseverance | Angela Lee Duckworth | TED

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7 Habits of Highly Effective Transformational Leaders

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7 Habits of Highly Effective Transformational Leaders

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Ten years ago, businesses were racing to understand and capitalize on concepts such as data mining, search technology, and virtual collaboration.

Today, digital transformation-which describes how digital technology is fundamentally changing the ways businesses operate and deliver value to customers-rules the roost and is disrupting companies everywhere, from their operating models to their infrastructures.

But that's only part of the equation. "Digital transformation is actually a human transformation," said Brian Solis, principal analyst at consulting and research company Altimeter. "We've learned that people have mistakenly overemphasized the role of technology in change. What this comes down to is leadership."

With that in mind, we spoke with nine executives and thought leaders about what makes good leaders great, the habits that inform success, and specific skills they must hone to realize this transformation.

1. Be Empathetic
Truly great digital transformation leaders understand how human dynamics-fear, politics, ego, sabotage, and safety-play into people's feelings about change. They don't assume their teams see the world their way. Rather, they see how others might perceive things, then "bridges between how they see it and what you're trying to do," Solis said.

"It's not about getting people to follow you. It's empowering people to lead their own initiatives and collaborate with you and others," he told CMO.com. "It's about unification of a bigger movement of getting people to bring about change because they want to-not because they have to."

Amid all that change, when products and processes are shifting, leaders are tasked with ensuring that they weave humanity into every touch point, said Leesa Wytock, senior director of experience at brand strategy and design firm Siegel+Gale. That's difficult to do without empathy.

"Empathy is what allows you to get the best work out of your team, it's what makes you a good partner to work with, and it's what makes your digital transformations successful," she told CMO.com. "A lot of user experience work deals with behavioral science and empathy. You need to put yourself in the user's shoes to get a product or process right."

2. Step Outside Your Box
According to Jeffrey Brandt, CIO at national law firm Jackson Kelly, seeking out connections, experiences, and information outside of your particular industry can help light on what other businesses are doing in their digital transformations.

"It's important to look at other industries and what's impacting and challenging them, how they're solving problems or implementing different techniques and workflows, and how all that may be applicable to what I'm doing," he said. "Sometimes you discover an approach to something that you never would have thought about."

Kathy Schneider, CMO at IT infrastructure company Sungard Availability Services, finds outside connections and opportunities at roundtable events.

"The dialogue and discussions are always immensely useful, and there's a great amount of peer learning," she said. "Talking with executives from other companies gives you perspective about what's working for them and what isn't, and how you might apply that where you are."

Equally important is finding these experiences and opportunities for your team, Wytock added. Siegel+Gale, for example, brings culture hackers or thought leaders into the office for Ted-Talk-style discussions.

"Bringing in outside influences helps shake people out of their day-to-day and inspires them," she said. "It's been great for everyone and has even resulted in new product ideas."

3. Hone Your Communication Skills
Communicating effectively-that is, knowing what to articulate, how, and in what context-is key to leading effectively, said Dominic Siano, digital marketing and transformation consultant at business and technology services company Cognizant. This means consciously reducing digital and technical jargon when you're presenting to business stakeholders or with customers.

"In all of your communications, you want your audience-whoever it may be-to feel like they're on your level and that they can participate in that conversation," he said. "Learning to convey complicated messages simply takes time and practice but pays dividends. Other leaders and employees will find you more approachable, easier to talk to, and fully understood, which is key in leading a digital transformation."

Another tip: Watch the room when others present or pitch ideas, Sungard Availability Services' Schneider said. Look for techniques that are well-received, and note which ones fall flat.

"Communication, especially during a digital transformation, is so, so important," she said. "It requires buy-in from executives and teams from across the organization, and knowing how to finesse your style and frame the argument for why you're doing this and why it's important is key to your success."

4. Ask 'Why?'
At the core of every transformation should be an "insatiable" curiosity-"whether it's about a new technology, the results you're seeing, or understanding what people are struggling with," according to Chris Hall, VP and GM of customer experience at Adobe (CMO.com's parent company).

"As leaders, we're presented with a lot of information about the 'what' when we really need to understand the 'why?'" she said. "For example, being told we fell short of our goal is not enough. We need to understand why did we miss? Are other markets experiencing something similar? What are the factors that are impacting it? If the answer is, "That's the way we've always done it,' then ... you need to challenge the norm."

Transformation, she added, can be "big and messy," accompanied by plenty of fatigue. "The faster you can arrive at a hypothesis and test for the 'why,' the more you can focus on the thing that really matters," she said. "Curiosity and focus are two things that differentiate most leaders. These need to be pervasive. Anchoring around curiosity and focus will get you beyond the 'what' to understand the 'why.'''

5. Tune Out The Noise
A digital detox might seem like a counterintuitive move for digital transformation leaders, but doing so has helped Jeff Pundyk, chief strategy officer at Techonomy, find more time to focus on strategy, innovation, and big-picture thinking.

"I cut my social media to a bare minimum and removed Facebook, Instagram, and Twitter from my phone. For me, these are all very low-value, high-time applications that, over the past 12 months, have sucked up an enormous amount of time and energy," he told CMO.com.

That's not to say social media doesn't have value; understanding these technologies is important for any successful digital leader, he said. It's important, however, to acknowledge and act when they-and other time-sucks-become too consuming.

"You have to be disciplined," he said. "Not only does it take up time when you're using it, but it takes up headspace when you're not. In the moments when you could be thinking big thoughts, you're on social media. Those are missed opportunities."

6. Develop Emotional Intelligence
While it may be a trendy buzz-phrase in business today, emotional intelligence-the ability to identify and manage your own emotions and the emotions of others-sets leaders apart, said Michael Heiser, IT director for the Wyndham Hotel Group.

The term was coined in 1990 in a research paper by two psychology professors, and later put in business context by Rutgers University psychologist Daniel Goleman: "The most effective leaders are all alike in one crucial way: They all have a high degree in what has come to be known as emotional intelligence. It's not that IQ and technical skills are irrelevant. They do matter, but ... they are the entry-level requirements for executive positions," he wrote.

Heiser, who started his career as an engineer, said that honing his emotional intelligence has helped him develop and fortify his relationships with his engineers.

"They don't respect leaders who can't understand the technology that they're dealing with," he told CMO.com. "You need to know the right things and the wrong things to say in certain situations. You need that emotional intelligence to be a competent leader."

Empathy, mentioned earlier, also plays a role. Digital leaders need to identify with others' feelings-while also understanding their own-and use that information as a guide when making business decisions.

7. Think Like A Futurist
Because the future is anything but certain, digital transformation leaders need to stop ruminating about what may or may not happen as an absolute, said Jacob Morgan, author of " The Future of Work."

"When it comes to digital transformation, business leaders need to remember to think in terms of different scenarios and time horizons instead of thinking in terms of one outcome during one time period," he told CMO.com.

Focusing on the "transformation" piece of digital transformation and what businesses should do to prepare limits thinking, Morgan added. Instead, digital transformation leaders need to think about what they can do to build the future of work they want to see.

"This ... allows digital transformation leaders to go from being passive participants to being active creators," he said. "Everything we do is about choice. It's a chess match where each move we make can lead down a different path."

Keeping that in mind will ensure that business leaders are prepared for any uncertainty that comes their way, Morgan added. "We no longer work for factories," he said. "We work for laboratories, and those who can run the most experiments the most often will win."

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The 7 Habits Of Highly Effective Transformation Leaders

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Taking a business on its digital transformation journey requires great leaders. We spoke with nine executives and thought leaders about what makes good leaders great, the habits that inform success, and specific skills they must hone to realize this transformation.

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Women Fly
Women who pioneer the way for me are an inspiration!

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4 Ways to Develop Leadership Skills in Everyday Life

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4 Ways to Develop Leadership Skills in Everyday Life

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When you're aspiring to a leadership role but perhaps not yet in one, developing the skills you need to be successful can seem like a Catch-22: How do you become a great leader when you haven't yet had the opportunity to lead?

And developing leadership talent matters. A February 2018 DDI study found that organizations that develop high-potential talent below senior levels are 4.2 times more likely to financially outperform organizations that don't based on a matrix of factors. Developing leaders can have a widespread effect throughout the organization.

But whether your company has thorough development programs or takes a more laissez-faire approach, the reality is that every day, you have opportunities to hone your leadership abilities, says Libby Gill, founder of leadership coaching firm Libby Gill & Company and author of The Hope-Driven Leader: Harness the Power of Positivity at Work. Often overlooked, these simple practices in your everyday life can help you on the job as well.

Make More Intentional Decisions

One simple practice Gill advocates is to begin being more intentional about your decisions. Whether it's your relationships, finances, health, or other areas that matter in your life, be more thoughtful about what you're doing and whether you're making the best choices, she says. As you cultivate more mindfulness in decisions and actions you may be taking for granted or dismissing, the practice will help you develop a stronger sense of self and identity, which will also help you in the workplace, she says.

"You've got to be a leader in your own life and that sounds obvious, but some of us just sort of float along, while others who are the real leaders make specific and intentional decisions that serve not only our best interests, but those of the peoples in our lives,

Cultivate A Diverse Network

Recent Boston Consulting Group research found that companies reporting above-average diversity on their management teams enjoyed innovation revenue that was 19% higher than those with below-average diversity (45% versus 26%).

Just as there are benefits to cultivating diverse teams, there are benefits to having people with varied backgrounds and life experiences in your life, says social scientist, speaker and coach Frank Niles, PhD. Make cultivating a diverse network a goal in your personal life. Getting involved in your community and becoming acquainted with different people will lead to surprising outcomes, often professionally, he says.

Get involved in community organizations, a church, or other groups where you're likely to meet people who have different experiences and backgrounds. Being around people who have varied experiences can expand your thinking and teach more about yourself, he says.

Listen And Communicate-Even When It's Tough

How often do you tune out certain people in your personal life? Yet listening is an essential skill if you're going to be a leader, Gill says. Who better to help you perfect that skill than the people who may challenge your listening ability sometimes?

"Put your gadgets away, look them in the eye, nod, listen, reflect what they have to say so they know, not only that you've heard them, but that you've understood them," she says.

Additionally, while many of us take great pains to communicate clearly at the office, we may slack off a bit when we get home. Niles says that in working with leaders across a broad range of organizations, one of the things that most often derails careers is not technical performance, but the way in which they relate to other people, he says. There is often a code of conduct in the office that defines expectations in the way people communicate. Without that "safety net," personal relationships offer an opportunity to improve how we receive, process, and relay information for the best outcome, he says. And with better listening and communication, we may also find that our relationships improve, too.

Take The Lead

Get involved with a cause you care about and raise your hand when a leadership opportunity arises, Niles says. When he was in graduate school, he volunteered in a local faith community. He had the opportunity to take on a leadership role with another person, and he got a crash course in strategic planning. "All of a sudden I'm here with another individual, we're setting strategy for the next year. We're vetting volunteers, so we're doing interviews and writing the descriptions. We're coming up with procedures and processes around how to do background checks and all the rest," he says.

While the role had a lot of responsibility, the stakes were lower than if he was doing these things on behalf of an employer. Niles says the education was invaluable.

"We often talk about leaders leading from behind, and that's absolutely correct. Leaders create the conditions for people to flourish," he says. By using the many opportunities in your daily life to improve and strengthen the skills to help your own leadership skills flourish, you can hone those critical skills, even outside of a formal training program.

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4 Ways To Develop Leadership Skills In Your Everyday Life

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When you're aspiring to a leadership role but perhaps not yet in one, developing the skills you need to be successful can seem like a Catch-22: How do you become a great leader when you haven't yet had the opportunity to lead? And developing leadership talent matters.

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Create a trusting environment - Enact ethical leadership - Remember everyone observes the leader. Be a great leader; Do not settle for good.

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What makes a great leader? Management theorist Simon Sinek suggests, it’s someone who makes their employees feel secure, who draws staffers into a circle of trust. But creating trust and safety -- especially in an uneven economy -- means taking on big responsibility.

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SEVEN LEADERSHIP LESSONS FROM THE BLACK PANTHER!

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SEVEN LEADERSHIP LESSONS FROM THE BLACK PANTHER!

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www.visionxy.com.

A couple of weeks ago, I had the opportunity to see the Black Panther with my wife in Miami, Florida. This was a big deal for me, personally, because we have not been able to attend a movie for the past year due to our busy schedules and lifestyle. Thankfully, we were able to create time and see this incredible movie that impacted the lives of so many people across the country.

As I watched this amazing movie, not only was I captivated by the incredible storyline, but I was inspired by the leadership lessons that were expressed throughout the movie. In effect, this was not just an ordinary movie for me, it was a movie that I felt did a great job of allowing the audience to experience what extraordinary leadership looks like within a community of people. Based on the movie, there were a variety of blogs, articles, and posts about its meaning, and I felt compelled to share seven leadership lessons that I was able to identify.

Great Leaders Love, Serve, and Protect Their People

The first leadership lesson that stood out to me in the movie is that effective leadership not only consists of leaders who love the people they have been blessed to lead, but also knowing that great leaders understand they are called to serve and protect.

As a leader, every decision that is made is not about personal gain. It's about doing what's best for the people you have been blessed to serve and protect. Although this act of leadership can be tough, a great leader acts in this way because of the love they have for the people they have been blessed to serve. It was clear the Black Panther loved his people and executed his role as the leader of his country with pride. He was confident in his role as leader, and consistently demonstrated that he valued his coveted position.

Great Leaders Endure Pain and Overcome Great Challenges

The second leadership lesson that stood out to me in the movie is that effective leadership not only endures great pain for the benefit of others, but they are required to solve and overcome some of the most challenging situations and circumstances.

In effect, as a leader, painful situations and circumstances are to be expected, great obstacles and challenges are part of the job, and one of the reasons why one is chosen to lead is because people believe that they have the ability to endure challenging situations. Throughout the movie, not only did the Black Panther endure great pain and challenging circumstances, but he was able to impact the people he was serving as a leader because of his ability to overcome unexpected trials.

Great Leaders Never Stop Growing

The third leadership lesson that stood out to me is effective leadership will never stop growing and evolving. In effect, though things can be going extremely well, a great leader is always reflecting and thinking of ways they can sharpen their leadership skills.

The Black Panther continued to grow, evolve, and become more effective as a leader and person throughout the movie. His leadership team were seen constantly reflecting and thinking about ways they can make Wakanda better.

Great Leaders Lead by Example

The fourth leadership lesson that stood out to me in the movie is that effective leadership leads by example. In effect, great leaders do not just talk about what they want, they express it through their actions and behaviors.

Within this amazing movie, the Black Panther not only discussed his vision, and what he wanted to do for the people of Wakanda, but he actually lived it out through his actions and behaviors. This type of example impacted others around him and enabled him to make a positive difference in the world.

Great Leaders Lead with Strengths & Surround Themselves w/Great People

The fifth leadership lesson reflected in the movie that demonstrated effective leadership was the use of strengths to get things done and the importance of surrounding yourself with other gifted individuals to make your vision a reality.

In effect, when I think about great leaders, I notice they have an ability to identify, recruit, and surround themselves with other gifted people in areas that enable them to make their vision come to life. The Black Panther not only used his strengths to make an impact on different occasions, but he was able to make his vision for Wakanda a reality based on the support he received from the amazing people in his circle.

Great Respect Everyone on the Team

The sixth leadership lesson that I was able to identify in the movie is that effective leaders value everyone despite differences, economic levels, or what the person can do for you. In effect, when I think about extraordinary leaders, I think about leaders who respect and value everybody they come in contact with despite there status or difference.

Subsequently, throughout the movie, the Black Panther not only respected the diverse groups of people within Wakanda, but he treated everyone the same despite their position or economic status, which I thought was amazing!

Great Leaders Care About Legacy

The seventh leadership lesson in the movie that stood out to me is that effective leaders care about legacy. In essence, great leaders are concerned about the present and future generations that will be impacted because of their actions. Throughout this movie, this was because the Black Panther valued the work of past generations and was focused on creating a positive legacy for the future generations of Wakanda.

As you might imagine, there were countless other leadership lessons that can be discussed through the entire movie, but these were the seven leadership lessons I wanted to highlight as we celebrate the success of the movie.

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I think it is important to know successful leaders have doubts about their leadership. Shonda Rhimes talked about stepping out of her comfort zone and saying 'yes' as a leader. I love her message, and I want to be the next Olivia Pope! :)

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Shonda Rhimes, the titan behind Grey’s Anatomy, Scandal and How to Get Away With Murder, is responsible for some 70 hours of television per season, and she loves to work. “When I am hard at work, when I am deep in it, there is no other feeling,” she says. She has a name for this feeling: The hum. The hum is a drug, the hum is music, the hum is God’s whisper in her ear. But what happens when it stops? Is she anything besides the hum? In this moving talk, join Rhimes on a journey through her “year of yes” and find out how she got her hum back.

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In many of your Module One introductions, the leader-mentor who has inspired you demonstrated the qualities Simon Sinek explains in this short video.

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Leadership with purpose.

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Start with why -- how great leaders inspire action | Simon Sinek | TEDxPugetSound

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10 guiding principles for leaders | TED Talks

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It never hurts to have a basic set of guiding principles. Let these insightful talks help shape, redefine and build out your own leadership goals. (Curated in partnership with SAP)

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Brendon Burchard talks about what great leaders actually do.  This video is packed with great information for all leaders, whether in K-12, higher education, or any other sector, professionally or personally.

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Leadership-central.com - Learn it all, share it all! Leadership, Management, Communication and Motivation.

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Share your strong leadership expertise while improving on your weaker ones. Get on board...join leadership-central.com global online interactive network of leaders.

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Speaker Hand out from Tom Thibodeau written by Kent M. Keith,

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Positive Power of Servant Leadership | Tom Thibodeau

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Positive Power of Servant Leadership | Tom Thibodeau

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"Great service is Love

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Positive Power of Servant Leadership | Tom Thibodeau | TEDxGustavusAdolphusCollege

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Website/Blog produced after the growth of the Introverted Leader  theory

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Quiet Revolution is excited to spread the word about Jennifer Kahnweiler's book release of The Introverted Leader: Building on Your Quiet Strength 2nd Edition. The following excerpt is from Chapter 6, Leading and Participating in Meetings.
Carlos, an account executive, dialed in for the weekly conference call. As the initial chitchat started to wane, he thought to himself hopefully, This time will be different. With so many extroverted people in the tele-meeting, he often found it difficult to find space in the conversation to insert his ideas. True to form, the high-energy group started in and raced through the agenda.

Carlos gave his report. As the back-and-forth dialogue on the new marketing plan began, once again, he found it difficult to make his voice heard. By the time Carlos felt he had an opportunity to speak up, the group had moved on to closing business. He missed his chance to contribute his expertise.

Like Carlos, do you sometimes feel invisible in meetings? This is one of the most common concerns I hear from introverts with whom I work in organizations. "My boss tells me I need to speak up more," one leader told me. "Being a good listener doesn't count for much-it is how much you speak."

Let's look at what techniques could help Carlos and you, as an introverted leader, build on your quiet strengths in meetings where extroverts tend to take over.
Prepare
Imagine approaching meetings as if you were learning a competitive sport. In tennis, for example, you might begin by watching a few matches, getting a grasp of the rules, learning how to keep score, and then taking lessons. As you gain mastery of the game's skills, you'd learn how to size up your opponents and develop strategies. You can use a similar process when preparing for meetings.

Whether you are running a meeting or playing a participant role, you should know the key elements that help you get ready:

Know the purpose.

Prepare to contribute and help others do the same.

Ease into the meeting.

Know where to sit.

Know the Purpose
Be clear about the need and the purpose of a meeting before you call it. Dick and Emily Axelrod, coauthors of Let's Stop Meeting Like This, suggest you start by thinking about what information needs to be shared. Does it require dialogue with others? Is there a compelling reason to coordinate actions, make decisions, and develop actions and strategies? A meeting can be a good way to solve a problem, create ideas, vent feelings, or recognize achievements.

Too often, people say yes to meeting invites without questioning them. Understand why you have been invited. Were you asked to be present out of habit? If your boss delegated you to attend in her absence, do you have the authority to make decisions? Or are you there simply to be a representative, obtain information, and report back?

Are the right people in the meeting? Think through who might be missing from the attendee list. Anyone who can provide relevant information, articulate different perspectives, or have a stake in the outcome should be considered for a seat at the table.
Prepare to Contribute and Help Others to Do the Same
What are the ways you can make the meeting a win for you and the group? Steve Piersanti is CEO of Berrett-Koehler Publishers. He prepares to become an active participant in meetings by asking himself two questions: "What can I contribute?" and "What can I gain?" This helps him be of benefit to the group and be clear about what he wants to get from the meeting.

Before a recent meeting I attended, Kate, an introverted team leader, sent out a message with attached documents to read. She emphasized that we'd discuss the information provided in those documents and use the meeting to make decisions. With the expectation laid out, most team members did their homework. As they wrapped up, the group agreed that time was used more efficiently because the topic could be considered beforehand.

Running a meeting without a clear agenda is like trying to sail a ship without a chart. If a meeting is called, ask the team leader to provide an agenda in advance so that you can better prepare to fully contribute. If there is no agenda, offer to collect items from the team and prepare one.

Tim, an introverted coaching client, shared an impactful strategy that his boss, Priya, used before one-on-one meetings. Priya is an extrovert, but she knew that Tim valued time for reflection. He said, "Before a critical meeting, she would come by my office, drop off a written proposal and say, 'I need you to look at this. I will be back in 10 minutes.' This one action helped us both tremendously." Priya gave Tim needed time to think about the proposal, and by coming back in a few minutes, she flexed to his needs.
Ease into the Meeting
Arrive to meetings 10 minutes early so that your body and mind are ready. Beware of the tendency to schedule yourself too tightly between meetings, as it results into rushing into a room or ringing in late to a conference call. Showing up early will allow you to maximize your quiet strengths of preparation and reflection. You will also make a positive impression on others who see you as prepared and calm.

In addition, arriving early also allows time for small talk, which eases you into a natural rapport with others. If you are the facilitator, put "Connecting" as the first item on the agenda to avoid immediately diving into business. If 10 people or fewer are there, ask each person for one good news update. If you have more in attendance, you can shorten the process by asking for a word to describe their current mood.

Introverts, who might not normally volunteer personal information, often appreciate this opportunity to connect in a more structured way. Building relationships between people will result in the work going more smoothly. On web-based conference calls, plant questions that will get people stepping into the chats before the official meeting. This yields early engagement from everyone.
Know Where to Sit
We have said that introverts often feel ignored. Consider approaches that help you establish a strong presence. Where you sit in the room is one of them. You can influence how people perceive you-even if it's subconsciously-by where you place yourself.

At a long table, seats at the center provide more opportunity for visibility than sitting toward the end, which makes it difficult to make eye contact with everyone. There might be times where it makes sense to take a seat at the end of the table, often considered a more powerful position. Choosing your preferred position is another good reason to arrive early. If you arrive late, you can get relegated to the outer ring of chairs around the table, which conveys a position of less power.

In a classroom-style setting, sitting toward the front announces to others in the room that you are there. While you might feel more comfortable in back, out of the spotlight, seeing all the people in front of you can actually make it harder to speak up.
Techniques for Higher Introvert Engagement

Before group discussions, give people 2-3 minutes to jot down their thoughts.

In online meetings, encourage responses in the chat box.

Break the team into pairs or small groups to discuss issues and report back to the larger group. This can be done both live and online.

Build in moments of silence for introverts to reflect.

Put a question out to the group, and allow each person 2 minutes to give an opinion on the topic.

Ask introverts to take a role as scribe or timekeeper to help increase their visibility.

On conference calls and online meetings, ask for input from east to west by country or ask in alphabetical order of names.

To tackle specific issues, incorporate small task forces that meet outside the large group and then report back.

Take unscheduled breaks when energy is low.

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The Introverted Leader - Quiet Revolution

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Quiet Revolution is excited to spread the word about Jennifer Kahnweiler's book release of The Introverted Leader: Building on Your Quiet Strength 2nd Edition . The following excerpt is from Chapter 6, Leading and Participating in Meetings. Carlos, an account executive, dialed in for the weekly conference call.

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I like looking at the act of leadership from different perspectives - read this interesting article.

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In March of 2013 I authored an article predicting the demise of Yahoo CEO Marissa Mayer. Here's the thing - not every talented, successful executive is CEO ready; Mayer is a textbook example of this. It was obvious from the early days, at least to those paying attention, that Mayer didn't have the leadership chops to pull off the admittedly tough assignment of turning around the once iconic Yahoo brand. A question worth asking is, why didn't the Yahoo board of directors recognize this?

Just this week, Miguel Helft authored a meaty article chronicling Mayer's tenure at Yahoo. Helft was fair in his analysis, pointing out that anyone who assumed the helm at Yahoo had an almost impossible task in front of them. Breathing life back into a company whose business model was built for an era that has long since passed is no easy task. That said, Helft was also fair in highlighting Mayer's dismal track record of making questionable, if not altogether poor decisions at virtually every turn.

There's much that can be learned about leadership in any real world case study, and the Mayer/Yahoo saga is no exception. Just about any company can be reinvented and reinvigorated with sound leadership - the obvious missing ingredient for Mayer and for the Yahoo board. If there's a silver lining here, it is this: it's never too late to lead better. While that certainly applies to Mayer, my belief is that it also applies to the Yahoo board. Both Mayer and the board are culpable of poor leadership.

Much of my personal practice deals with CEO succession, and the misadventures of Mayer represents the classic case of picking the wrong CEO, and then compounding the error with a poor transition into the role. From day one, Mayer could have talked less and listened more. She could have taken the time to learn before acting (solutions that precede understanding usually don't end well). She could have mended fences rather than building walls. She chose to pontificate, posture and spin rather than listen, learn and understand. One of the first things a newly seated chief executive needs to tackle is building trust across all constituencies, but particularly with the workforce. There's an old Roman saying, "He who control the army wins" - Mayer lost this battle in the early days.

Culture is often talked about but rarely understood. It's the glue that holds all businesses together. By all accounts, culture at Yahoo is broken, if not altogether toxic under Mayer's stewardship. I've always said that a toxic culture is code for failed leadership. What Mayer has failed to grasp is that you cannot transform a culture you do not understand. A corporate culture is a fragile ecosystem with many interdependent mechanisms that must be nurtured in order to thrive. A strong culture is a performance accelerant capable of creating huge shifts in momentum. Mayer has completely missed the biggest lever a CEO has to pull - culture.

Mayer's leadership seems to be more about Mayer than those she is responsible for leading. I don't begrudge anyone a fair wage, but as the highest paid female CEO at $42.1 million dollars, it's fair to question whether Mayer is worth the investment. Mayer would be well served to take the spotlight off herself, and shine it on those she leads. If you dismiss the opinions of your team, don't be shocked when they stop sharing their insights. If the people you lead are afraid to make mistakes you ' ll never see their best work. And if you consistently tell people they're not leaders, don't be surprised when they start to believe you. Another leadership miss for Mayer - but for the people there is no platform.

Another completely unavoidable mistake was not having a cohesive, crisply articulated strategy. Mayer has attempted to ideate her way to the future by implementing any number of disparate initiatives that felt like a series of one-off imposed mandates. What she should have done was build alignment around a well conceived, collaborative effort based upon an a clear vision for the future. She has experienced only tepid buy-in on her vision, and her execution has been flawed as a result. Setting expectations is gamesmanship - aligning them is leadership.

Perhaps Mayer's biggest failure is the ability to unlearn. Many leaders are very skilled at challenging the thoughts and opinions of others, but are woefully inept when it comes to challenging their own thinking. The reality is that it takes no effort to cling to your current thinking; however to change your mind requires you to challenge your mind. I've believed for quite sometime the most profound and commonly overlooked aspect of learning is recognizing the necessity of unlearning.

Mayer consistently rebuffs dissenting and/differing opinions and exhibits a close-mindedness that rarely serves a leader well. She has had trouble understanding there's a big difference between standing on conviction versus just wanting to win an argument. When evaluating a position on any given topic, smart leaders must ask themselves, are they trying to learn something, or are they just trying to justify their opinion? Having strong convictions is a healthy thing so long as you're convicted by the truth and not your pride or your ego.

Being a CEO is tough, and no doubt, being a CEO leading a major business transformation is even tougher. I actually don't fault Mayer for the Yahoo debacle as much as I do the Yahoo board for not recognizing what type of leader they needed for this assignment. That said, without an Alibaba miracle, or a massive change in leadership Yahoo is simply going to die a very slow and painful death.

Thoughts?

Follow me on Twitter @MikeMyatt

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Marissa Mayer: A Case Study In Poor Leadership

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AP Photo/Lionel Cironneau, File In March of 2013 I authored an article predicting the demise of Yahoo CEO Marissa Mayer. Here's the thing - not every talented, successful executive is CEO ready; Mayer is a textbook example of this. It was obvious from the early days, at least to those paying attention, that Mayer didn't [...]

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What your body language says about you. Amy Cuddy

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What your body language says about you. Amy Cuddy

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Interesting Tip: Standing like a superhero for 2-5 minutes before a big interview, presentation, etc can boost your confidence.

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TED.com, home of TED Talks, is a global initiative about ideas worth spreading via TEDx, The Audacious Project, TED Books, TED Conferences, TED-Ed and more.

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Be Leaderly

John C. Maxwell

Daniel Goleman

The Leadership Challenge

Jim Kouzes (Twitter)

Patrick Lencioni (Twitter)

Brene Brown (Twitter)

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Great example of a collaborative leadership website project and resources!

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Leadership Development for Higher Education | Saint Louis University

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Summary of the main points of the theory Our vision of charismatic leaders is often marred with images of autocratic, authoritative leaders like Hitler, Stalin, and Caesar. This is of [...] Read Article → Exemplary Leadership (Leadership Challenge) This widely-applicable theory, created by Jim Kouzes and Barry Posner, began as a qualitative study in which middle and senior-level managers were asked to tell their [...]

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Emotional Intelligence

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Anyone trying to come up to speed on emotional intelligence would have a pretty easy time of it since the concept is remarkably recent, and its application to business newer still. The term was coined in 1990 in a research paper by two psychology professors, John D. Mayer of UNH and Peter Salovey of Yale. Some years later, Mayer defined it in HBR this way:

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How Emotional Intelligence Became a Key Leadership Skill

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A reading list to bring you up to speed.

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The more that you, as a leader, manage each of these areas, the higher your emotional intelligence. So, let's look at each element in more detail and examine how you can grow as a leader.

Emotional Intelligence in Leadership

1. Self-awareness

If you're self-aware, you always know how you feel, and you know how your emotions and your actions can affect the people around you. Being self-aware when you're in a leadership position also means having a clear picture of your strengths and weaknesses, and it means behaving with humility.

So, what can you do to improve your self-awareness?

Keep a journal. Journals help you improve your self-awareness. If you spend just a few minutes each day writing down your thoughts, this can move you to a higher degree of self-awareness.

2. Self-regulation

Leaders who regulate themselves effectively rarely verbally attack others, make rushed or emotional decisions, stereotype people, or compromise their values. Self-regulation is all about staying in control.

This element of emotional intelligence, according to Goleman, also covers a leader's flexibility and commitment to personal accountability.

So, how can you improve your ability to self-regulate?

Hold yourself accountable. If you tend to blame others when something goes wrong, stop. Make a commitment to admit to your mistakes and to face the consequences, whatever they are. You'll probably sleep better at night, and you'll quickly earn the respect of those around you.

Practice being calm. The next time you're in a challenging situation, be very aware of how you act. Do you relieve your stress by shouting at someone else? Practice deep-breathing exercises to calm yourself. Also, try to write down all of the negative things you want to say, and then rip it up and throw it away. Expressing these emotions on paper (and not showing them to anyone!) is better than speaking them aloud to your team. What's more, this helps you challenge your reactions to ensure that they're fair!

3. Motivation

Self-motivated leaders work consistently toward their goals, and they have extremely high standards for the quality of their work.

How can you improve your motivation?

Re-examine why you're doing your job. It's easy to forget what you really love about your career. So, take some time to remember why you wanted this job. If you're unhappy in your role and you're struggling to remember why you wanted it, try the Five Whys technique to find the root of the problem. Starting at the root often helps you look at your situation in a new way. And make sure that your goal statements are fresh and energizing. For more on this, see our article on Goal Setting.

4. Empathy

For leaders, having empathy is critical to managing a successful team or organization. Leaders with empathy have the ability to put themselves in someone else's situation. They help develop the people on their team, challenge others who are acting unfairly, give constructive feedback, and listen to those who need it.

If you want to earn the respect and loyalty of your team, then show them you care by being empathic.

How can you improve your empathy?

Respond to feelings. You ask your assistant to work late - again. And although he agrees, you can hear the disappointment in his voice. So, respond by addressing his feelings. Tell him you appreciate how willing he is to work extra hours, and that you're just as frustrated about working late. If possible, figure out a way for future late nights to be less of an issue (for example, give him Monday mornings off).

5. Social Skills

Leaders who do well in the social skills element of emotional intelligence are great communicators. They're just as open to hearing bad news as good news, and they're experts at getting their team to support them and be excited about a new mission or project.

Leaders who have good social skills are also good at managing change and resolving conflicts diplomatically. They're rarely satisfied with leaving things as they are, but they don't sit back and make everyone else do the work: they set an example with their own behavior.

So, how can you build social skills?

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Emotional Intelligence in Leadership - Learning How to Be More Aware

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Relating to others is vital in today's workplace. Learn how to build your emotional intelligence (EI) with this article.

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Bringing about change when you are not in charge:
The importance of informal change leadership in academic advising
Authored by: Jeffrey L. McClellan
2010
Myths That Stifle Change
Those who find the above description familiar and who feel incapable of doing anything about it may be buying into a number of myths. The first myth is that an individual must hold a formal leadership position in order to lead change. The second myth implies that executive level support is needed to effect change. The third myth suggests that change is complex and challenging thus only professional change agents are capable of leading it.

Myth 1: An individual must hold a formal leadership position in order to lead change.

While it is true that leadership is positional in nature, it is not true that a formal leadership position is necessary in order to lead; nor is it true that positional power increases one's capacity to lead. Some of the most influential leaders in history became such not by seeking formal positions of leadership, but rather by leading those around them to bring about change. Consider Benjamin Franklin. Though Franklin was one of the most influential political minds of the revolutionary period and a major change agent, virtually every contribution he made was self-initiated; few can name any formal, directive leadership roles he held. In fact, Franklin's career began in anonymity when he secretly published his thoughts and opinions about changes needed in society under the pen name "Silence Dogood." Franklin knew that leading change comes from initiative, passion, and thoughtful action as opposed to the formal acquisition of authority. Additional examples include virtually all of history's great revolutionary leaders, few of whom began their work after receiving formal authority. Instead, their positions of power came as a result of the work they already accomplished and the informal authority they had attained!

In confirmation of this assertion, an abundance of research has demonstrated the reality that informal leadership possesses greater power for change than formal leadership. In a number of classic studies of power, scholars have discovered that legitimate power, most commonly associated with the use of formal authority, had mixed and often negative impacts on follower performance, attitude, commitment, and behavior. In contrast, informal bases of power, such as expertise and relational influence, consistently demonstrated positive impacts(French Jr. & Raven, 2005; Hinkin & Schriesheim, 1989; Lee, 2008; Lussier & Achua, 2007; Podsakoff & Schriesheim, 1985; Rahim, 1989; Rahim & Buntzman, 2001; Yukl, 1998; Yukl & Falbe, 1991).

Pielstick (2000) discovered that none of the ten traits followers most associate with formal leaders were included on a similar list describing informal leaders. Furthermore, every characteristic identified as those of informal leaders was more positive in nature than those associated with formal leadership. Consequently, Pielstick concluded that followers generally perceive informal leaders more positively than they do formal leaders, which likely increases their influence. Smart (2005) focused on understanding informal leaders and came to a similar conclusion.

Additional research revealedthat informal leaders play a significant role in the implementation of innovation(Wilkening, 1952), impacting organizational change efforts(Peters & O'Connor, 2001), emotional management, group efficacy, decision-making and goal setting(Pescosolido, 2001, 2002), and other "group processes, norms, and outcomes"(Pescosolido, 2001, p. 79). Thus informal leadership represents a critical need in our efforts to advance the work of advising in our universities and colleges.

Myth 2: Executive level support is needed to effect change.

While it is likely true that informal leaders may ultimately need and seek the assistance of those formally in charge, rarely do they begin their work by doing so. In fact seeking support too early may actually hamper the work an informal change leader. As Heifetz(1994)asserted, 'habitually seeking solutions from people in authority is maladaptive. Indeed, it is perhaps the essence of maladaptive behavior; the use of a response appropriate to one situation in another situation where it does not apply.... The flight to authority is particularly dangerous for at least two reasons: first, because [it leads to] the work avoidance [that] often occurs in response to our biggest problems and, second, because it disables some of our most important personal and collective resources for accomplishing adaptive work' (p. 73).

Thus instead of turning to formal leaders to bring about change, great change leaders create a grassroots movement for driving change by identifying strong allies who share their vision and then slowly incorporating others into the movement. They then allow the movement to build until it becomes a force for institutional change. At this point one of two things happens: either upper level leaders see the movement as a threat and fight against it, or they support the movement. Either can be beneficial to the movement if handled well. In many cases, however, the reality is that grassroots movements represent efforts upper-level leaders would like to support but cannot because of internal politics; thus they need grassroots leaders to make the change happen. As Heifetz (1994) explained, 'formal authority brings with it the powers of an office" along with the limitations thereof, "but informal authority brings with it the subtle yet substantial power to extend one's reach way beyond the limits of the job description" (p. 102).

Myth 3: Change is complex and challenging thus only professional change agents are capable of leading it.

The final myth suggests that change is complex and requires high levels of expertise and skill. Those who believe this should consider the following story. At the beginning of the 18th century, many American Quakers were slave holders, by the end of the century no slaveholding Quakers remained in America. Why? Partially because one man, named John Woolman, dedicated his life to traveling from home to home convincing individual slaveholders of the evils of the institution(Greenleaf, 1998).
The reality of organizational change is that it involves little more than the work of interacting with individuals to help them see the need for change.Network analysis reveals that regardless of position, the most influential people in organizations are those who "have good ideas, but... are also good at convincing customers, team members, and their bosses of the merit of their thinking'(Cross & Parker, 2004, p. 50). Furthermore, these powerful influencers structure their work differently. Rather than focus on executing tasks on their own, they seek to integrate other people into their own work [and].... they systematically take the time to build their own network.... To them, building relationships is not a political act but a critical part of professional development' (p. 82). Thus bringing about change begins by identifying those who already see the need and collaboratively creating a vision and plan for change. It involves identifying those most likely to change and incorporating them into the movement. Beyond these basic recruitment efforts, one needs only remain organized, open to the perspective of others, and persistent. Everything else about leading change effectively can be learned along the way. This is not to diminish the need for wisdom or the value of learning about change strategies. There are numerous exceptional resources for gaining such knowledge(Bridges, 1991; Cooperrider & Whitney, 2001; Gardner, 2004; Kegan & Lahey, 2001; Patterson, 2008; Quinn, 1996; Schein, 1992), but individuals should not allow lack of change knowledge to stop them from leading.

Conclusion
If things are not as we wish them to be on our campuses, if we attend conferences and believe that the good things happening elsewhere are impossible on our own campuses, then we must change. Robert Greenleaf(1977)stated, 'The forces for good and evil in the world are propelled by the thoughts, attitudes, and actions of individual beings. What happens to our values... will be shaped by individuals that are born of inspiration" (p. 29). He then went on to proclaim:

'Who is standing in the way of a larger consensus on the definition of the better society and paths to reach it?' In response, he argues that it is 'not evil people' nor 'stupid people,' who if lessoned in number 'might make the job easier' but would not change matters.' Instead, 'the real enemy is fuzzy thinking on the part of good, intelligent, vital people and their failure to lead, and to follow servants as leaders. Too many settle for being critics and experts. In short, the enemy is strong natural servant leaders who have the potential to lead but do not lead, or choose to follow the non-servant. They suffer. Society suffers. And so it may be in the future'(pp. 58-59).

Thus if there are things that need to change in our institutions, we must be the ones to change them. We cannot look to others to do so. The time has come for a greater concerted effort among advisors to take ownership and change our organizations.

Authored by: Jeff McClellan
Assistant Professor of Management
Frostburg State University

Cooperrider, D. L., & Whitney, D. (2001). A positive revolution in change: Appreciative inquiry. In D. L. Cooperrider, J. P. F. Sorenson, T. F. Yaeger & D. Whitney (Eds.), Appreciative inquiry: An emerging direction for organization development (pp. 9-30). Champaign, IL: Stipes.

Pescosolido, A. T. (2001). Informal leaders and the development of group efficacy. Pescosolido, A. T. (2002). Emergent leaders as managers of group emotion. Small Group Research, 32 (1), 74-93.

The leadership quarterly, 13 (2).

Yukl, G. A., & Falbe, C. M. (1991). Importance of different power sources in downward and lateral relations. Journal of Applied Psychology, 76 (3), 416-423.

Cite this using APA style as:

McClellan, J. (2010). Bringing about change when you are not in charge: The importance of informal change leadership in academic advising. Retrieved from the NACADA Clearinghouse of Academic Advising Resources: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Leading-Change.aspx

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Bringing about change when you are not in charge: The importance of informal change leadership in academic advising Authored by: Jeffrey L. McClellan 2010 Myths That Stifle Change Those who find the above description familiar and who feel incapable of doing anything about it may be buying into a number of myths.

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Succeeding in the Move from Advisor to Advising Administrator

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Succeeding in the Move from Advisor to Advising Administrator

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Detwiler, Robert and Wiona Porath (2015).  Suceeding in the move from advisor to administrator. NACADA Clearinghouse of Academic Advising Resources website:
http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Succeeding-in-the-Move-from-Advisor-to-Advising-Administrator.aspx

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See also, Advising Administration resources

Succeeding in the Move from Advisor to Advising Administrator
Authored by: Robert Detwiler & Wiona Porath
2015

Perhaps the best way to learn how to do a specific job is not through a classroom setting, reading a book, or attending a conference, but rather to tackle a problem head-on. However, when the job is so new, such as moving from the front line of academic advising to becoming an advising administrator, how does one actually succeed in this new role? For new advising administrators, succeeding in a new environment is often daunting. Different environments require different skill sets and should be considered when thinking about future career opportunities. Finding the right fit and tools is important when transitioning to an administrator role.

Skill sets of advising administrators
In a previous Clearinghouse article, Renee Borns (2007) addressed some of the issues that face advising administrators (e.g., managing budgets, staffing decisions, training and professional development of advisors, and overseeing an assessment plan). Borns argued that it is important to get to know organizational dynamics including reporting structures, campus resources, decision making systems, and identifying campus offices for future partnerships and programming. In addition, Davis (2008) indicated there are five specific challenges advising administrators face when maintaining quality. These include maintaining student contacts, attending to personal professional development, advocating for excellent faculty advisors, making the case for a fair share of resources, and representing the interests of advising in the "big picture". Advising administrators and those seeking administrator positions are encouraged to follow Borns' and Davis' advice. Here we expand on Borns' list, offering thoughts based on current literature and our personal experiences regarding the additional skills and resources needed to succeed in an advising leadership position.

First, it is critically important to understand the skill set needed to be successful at a leadership level. An entry-level advisor position has a different skill set than those needed to succeed as an advising administrator, dean, and university executive. At an entry level, advisors must be good at "being an advisor." As the advisor moves to academic administration, the importance of being good at one particular job declines (Hill, 1992). What increases is the importance of having the conceptual skills and motivation needed to manage others. The development of "soft skills" becomes increasingly important. It is important to note that human relations skills are highly prized no matter what position level.

Newly hired advising administrators who were promoted to leadership because they were a great advisor may find themselves unprepared for their new job because of the unwritten responsibilities in the job description. As psychologist Henry Cloud wrote, "as they (new managers) rise to more significant positions of leadership, they need other skills in addition to what their business smarts can provide. They need to be able to lead people to get results...what usually got them there was being good at the business (emphasis added)...but now, as leaders they also have to be good at something else: getting people to do what it takes to make the plan work." (Cloud, 2013, pp. 2-3). The new advising administrators are surprised that they are doing less advising than when they were on "the front lines." Hill (1992) noted that new administrators typically struggle with moving from "being a doer" to focusing on staff development. Thus new advising administrators need to focus more on training than actually performing advising duties themselves.

Advising administrators in multiple contexts
Advising administrators can succeed when they understand the interpersonal skills and emotional intelligence skills needed to be successful at the management level. Peter Northouse (2010) defined emotional intelligence as "our ability to understand emotions and apply this understanding to life's tasks...the ability to perceive and express emotions, to use emotions to facilitate thinking...and to effectively manage emotions within oneself and in relationships with others." (p. 23). These "soft skills" are critically important when interacting with faculty and staff in advanced leadership positions, such as department chairs, deans, provosts, and even the university president. In addition, these skills are immensely helpful when managing staff.

In addition, aspiring administrators need to consider which organizational structure will be most successful. For example, the 2011 NACADA National Survey of Academic Advising reported that professional advisors were present and advised undergraduate students at 83% of public bachelor's institutions, and at only 38% of private bachelor's universities. At the master's level, professional advisors are at 85% of public universities, but only 66% of private universities (NACADA, 2011). An aspiring administrator may need to consider these factors ( e.g., public/private, level of research activity, prevalence of faculty advisors) when seeking out positions of advanced responsibility.

Advising administrator roles can differ greatly depending on the size of the institution and structure of the advising operation. For example, advising services can be executed quite differently at a large, public, research-oriented university than a small, private college that is primarily geared towards teaching liberal arts majors. Leading an advising operation at a large college may involve directing several professional staff members and administrative support staff, where the purpose of the staff is to advise all undergraduate students in a university, college, or department. Davis (2008) indicates that at a public university, the administrator must balance supervision of professional staff as well as serving as an advocate for advising across campus. At a small college, an advising administrator's role may be to support and develop faculty advisors with few additional staff resources. The small college advising director may be the only full-time advising staff person on campus. According to Christman (2008), "An advising administrator's job within a small college or university setting is often a solo operation involving multiple responsibilities" (p. 449).

Not everyone is well suited for an advising administrative position at a large college or university. Likewise, the small college setting may not be ideal for everyone. It is critically important that administrator candidates understand their ideal setting and organizational dynamics before seeking a new position. Before pursuing a path to administration, consider networking with advising administrators to ascertain what their roles are actually like. Conduct some informational interviews, apply for the NACADA Emerging Leader program, and get involved at the state and regional level in NACADA to meet advisors and administrators at other institutions to learn more about the pros and cons of working in these diverse settings.

Human resource management competencies
Those seeking to be an administrator in any setting will need to employ a wide variety of human resource management skills in order to be successful. For example, future large college advising administrators will likely supervise professional staff. Brush up on human resource basics ( e.g., how to conduct an effective performance appraisal, how to motivate employees, and how to set goals for your staff, among other areas). Performance appraisal basics are relatively common-sense, but not commonly practiced. Employee feedback should be given consistently throughout the year, not at one annual feedback meeting. Performance appraisals and feedback should be done privately, fairly, and with concrete examples. Throughout the year, praise staff publicly, and when corrective action needs to be taken, do so privately (Longenecker, 2005; Longenecker & Post, 2006; Latha, Almost, Mann & Moore, 2005). Be aware that direct reports may react differently to positive and negative feedback based on their generational type ( i.e., Baby Boomers, Generation X). Advising administrators may need to ask staff directly how they best receive feedback, and their approach to leading staff may be different for each individual (Steele & Gordon, 2006). When administrators need to hire individuals for their office, they should know in advance the qualities they seek in the next person to work under them (Chalmer, 2005).

Regardless of whether advising administrators supervise professional staff or not in their future administrator position, they will likely need to train advisors. When developing a training program, it is important to know the audience and their experience level, model interactive learning, develop handouts and materials, and deliver the training in small groups so they have the opportunity to ask questions (Borns, 2002; McClellan, 2007). It is important to know that training does not need to be expensive; ongoing advisor training can be as simple as meeting monthly to go over some scenario-based issues, discussing issues over lunch, and creating job aids to be alongside advisors' desks for easy reference (Filipczak, 1996).

Advisors seeking advancement into an advising administrator position should be congratulated on their ambition and desire to make a difference at the leadership level. To summarize, here are some important notes to be aware of in this new position:

Soft skills are highly important at any level but become more useful in higher levels of administration. All leaders should polish their emotional intelligence and conflict resolution skills.

Own the position. Leaders who achieve extraordinary results are the ones who truly own their position, take charge, and decide the results they seek to achieve (Cloud, 2013).

Be conversant in all facets of the college's administration, including assessment plans, curriculum, how to train staff (namely advisors), and budget operations (Borns, 2007). Because administering a budget is so important, acquire budgeting experience before seeking higher positions.

Build relationships with key players that associate with the position. Those relationships will assist in promoting ideas and vision.

Create small goals. This will allow administrators to feel more accomplished and also focus on the important tasks at hand.

Do a S.W.O.T (Strengths, Weaknesses, Opportunities, Threats) analysis of the office. This approach allows an analytical analysis of where to start.

We hope that these points of advice listed above might prove to be useful, specifically in the HR-related activities that might be conducted as an advising administrator and managing the stress that they will face in a higher level position.

Authored by: Director of Student Support Services
Robert Detwiler

Siena Heights University

Wiona Porath
Director of Academic Advising
Siena Heights University

Borns, R. F. (2002). Creating an academic advising training program on your campus, The Mentor: An Academic Advising Journal. Retrieved from http://www.psu.edu/dus/mentor/020506rb.htm

Borns, R.F. (2007). Primer for New Academic Advising Administrators. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/New-Advising-Administrators-.aspx.

Chalmer, L.C. (2005). An Advising Administrator's Duty: Hiring. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Hiring--Interviews-.aspx.

Christman, Phillip D. (2008). Four-Year Private Institutions. In V.N. Gordon, W.R. Habley, T.J. Grites (Eds.), Academic advising: a comprehensive handbook (pp. 438-444). San Francisco, CA: Josse-Bass.

Cloud, H. (2013). Boundaries for Leaders: Results, Relationships, and Being Ridiculously in Charge. New York: HarperCollins.

Davis, Kathy J. (2008). Four-Year Public. In V.N. Gordon, W.R. Habley, T.J. Grites (Eds.), Academic advising: a comprehensive handbook (pp. 438-444). San Francisco, CA: Jossey-Bass.

Filipczak, B. (1996). "Training on the Cheap." Training, May 1996, pp. 28-34.

Hill, L. A. (1992). Becoming a Manager: Mastery of a New Identity. Boston: Harvard Business School Press.

Latham, G. P., Almost, J., Mann, S., & Moore, C. (2005). "New Developments in Performance Management." Organizational Dynamics, 34(1), pp. 77-87.

Longenecker, C. O. (2005). "Managerial Performance Appraisals: The Good, the Bad, and the Ugly." HR Advisor, May/June 2005, pp. 19-26.

Longenecker, C. O., & Post, F. R. (2006). "Legal and Effective Performance Appraisals." Journal of Compensation and Benefits, May/June 1996, pp. 41-46.

McClellan, J.L. (2007). Content Components for Advisor Training: Revisited. Retrieved from NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Advisor-Training-Components.aspx

NACADA (2011). 2011 Survey of Academic Advising; Chapter 6: Professional Advisor Load. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Portals/0/Clearinghouse/documents/Chapter%206%20-%20Professional%20Advisor%20Load%20-%20FINAL.pdf.

Northouse, P. G. (2010). Leadership: Theory and practice (5th edition). Thousand Oaks, CA: Sage Publications.

Steele, M. J. & Gordon, V. N. (2006). Advising in a Multigenerational Workplace. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Generational-issues-in-the-workplace.aspx.
Cite this using APA style:
Detwiler, Robert and Wiona Porath (2015). Suceeding in the move from advisor to administrator. NACADA Clearinghouse of Academic Advising Resources website:
http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Succeeding-in-the-Move-from-Advisor-to-Advising-Administrator.aspx

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Succeeding in the Move from Advisor to Advising Administrator

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See also, Advising Administration resources Succeeding in the Move from Advisor to Advising Administrator Authored by: Robert Detwiler & Wiona Porath 2015 Perhaps the best way to learn how to do a specific job is not through a classroom setting, reading a book, or attending a conference, but rather to tackle a problem head-on.

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Miller, T. (2011). Integrity in transactional leadership. New Directions For Student Services, (135), 35-44. doi:10.1002/ss.402

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Mather, P. C., Bryan, S. P., & Faulkner, W. O. (2009). Orienting Mid-Level Student Affairs Professionals. (Undetermined). College Student Affairs Journal, 27(2), 242-256.

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Comments to post were in the negative, but helpful still.

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An occasional correspondent writes:
I've applied for a dean of students position for which I know I'm unusually well-qualified and temperamentally suited. However, thanks to the economy and the desirability & location of this school, I also know there will be as many as several hundred other well-qualified applicants. The handful of us lucky enough to get an interview will be asked to campus for a full day.
If you or any of your readers have any suggestions for day-long interviewing for a dean position (as opposed to a faculty one), I'd be glad to hear them.
I have several friends and colleagues who have been deans, but all of them were pulled from within, appointed as Interim Dean of Whatever, then later made permanent (or not), so they never interviewed cold. In this case, I happen to know that an internal hire is less likely than usual, so there is a real shot for external candidates. If you were building a perfect dean of students for a small four year college, who would that person be? If you were on the hiring committee, what could an applicant do to persuade you that they were the right fit?
I like this question a lot, though I have to stipulate upfront that the answer is very context-dependent.

Deans of students are different from academic deans. Academic deans usually come up through the faculty ranks, spending some time as a department chair or something analagous before moving into a deanship. (That's what I did.) Deans of students are likelier to come up through something like counseling, and to have Ed.D.'s (as opposed to Ph.D.'s).

A dean of students has to have a bit of a split personality. You need to be upbeat, outgoing, and comfortable with all kinds of students. Depending on the size and culture of your college, you may or may not be in charge of "student activities," which is the "cruise director" on campus. But you're also expected to handle disciplinary issues, appeals, very sensitive personal information, and all manner of conflict. (The dean on "Community" seems to be a dean of students, and for all his nebbishness, his scope of duties is pretty accurate.) On most campuses, deans of students will have to deal with issues ranging from athletics to extracurriculars to academic dishonesty dismissals.

The single best administrator I've ever seen was a dean of students. She had an easygoing manner that was somehow both welcoming and discreet. She had a gift for defusing conflict, but she could also convey a sense of comfort on stage. During the time that our tenures overlapped, I made a point of studying how she worked.

Faculty interviewees often have to show that they're incredibly good at a relatively narrow specialization. (That becomes more true as the institution gets larger.) Deans of students have to be generalists, and have to be okay with that. In terms of an ideal presentation, I'd look for a display of range. As always, be as specific as you can be without violating confidentiality. (Making a point of your awareness of the need for confidentiality can actually help.) Have you helped foreign students navigate the rules unique to them? Have you mediated difficult confrontations between students and faculty? How much experience do you have in constructing and following quasi-judicial processes? Have you made a point, in the past, of coming in on the weekends to watch games? Can you articulate a reasonable balance between respecting students' legitimate concerns and upholding the integrity of the academic process, including grading? (Some deans of students seem to think that the student is always right and the professor always wrong. This is the kiss of death.) Have you planned major events, like Spring Fest? Are you conversant in the ins-and-outs of FERPA, residency requirements, criminal background checks, and the various permutations of new student orientation? Have you developed (or helped develop) an enrollment plan for an Admissions office? How would you assess outcomes in, say, counseling or financial aid?

Fit is tricky, since so many of the variables are time- and place-bound. My approach to 'fit' as a candidate has been to try to get the most accurate possible sense of the kind of administrator I actually am, and then to go in there as the best accurate version of myself. If I fit, great. If I don't, I don't. (I went on one interview a few years ago in which I knew in the first ten minutes that it wasn't gonna happen. But going through the process helped me improve my presentation for the next one.) It may not maximize the chances of getting a particular job, but I think it maximizes the chances of succeeding in a job once you're there. This strategy requires some self-awareness, so most people can't really do it. But if you can, I recommend it highly.

On the bright side, a good dean of students can quickly become a respected figure on campus, and can make a positive difference in the lives of students, faculty, and staff. It's a great job if you have the background and temperament for it.

Finally, my generic interview tip for any professional position: don't wear something for the first time. If your shoes hurt or squeak, or the label from your shirt cuts into your neck, you'll be needlessly distracted and off your game. Besides, anything that looks too new will betray you. Dress in a way that gives you confidence, and that you won't have to worry about.

Good luck!

Wise and worldly readers -- what would you look for in a dean of students? Any useful presentation tips?

Have a question? Ask the Administrator at deandad (at) gmail (dot) com.

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Ask the Administrator: What Makes a Good Dean of Students? | Confessions of a Community College Dean

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An occasional correspondent writes:I've applied for a dean of students position for which I know I'm unusually well-qualified and temperamentally suited. However, thanks to the economy and the desirability & location of this school, I also know there will be as many as several hundred other well-qualified applicants.

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Article emailed from Prof. Casarez

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Do you remember the day you became a leader?

You might not even recognize that version of yourself. Maybe you shudder when you think about the answer to that question, and you're now trying to think about something else to focus on as fast as you can. I get it!

The day I'm thinking of isn't "the first day I led something." That was back in high school, and I do shudder when I think of that awkward, pimple-faced kid. The day I'm thinking of is the first day I had someone who was being paid for their work who reported to me. I had done their job until that particular day. With my recent promotion (and theirs), I was now their supervisor.

If you've made that shift in your professional life, do you remember what that season was like? I hope it went better for you than it did for me!

I made many mistakes and if I could back with what I know today, I'd inflict less pain on the young man I supervised. What I discovered leading someone else involved was not what I expected.

Leading others involves an incredible amount of adaptation and flexibility, much more than I realized.

I had a phone conversation with the man I oversaw recently. A couple of days after that call, I thought about all I learned from my first role as someone's boss.

Hopefully, these lessons can help you or someone you know make this transition. I hope you can learn from my mistakes.

No One is Great in the Beginning

I can remember being frustrated with my supervisee when he started - how much he didn't know and the gap between his performance and mine. In my head, I was thinking, "I'm better at this than you." A few moments later, though, I remembered, "But I wasn't when I started."

None of us are great in the beginning. If we reconnected to our past, maybe even walked a mile in the shoes of the person we're leading, we'd recognize that everyone has a learning curve and it's our job as leaders to help them navigate it well.

Performing and Managing Require a Different Skill Set

If you've not supervised someone else, there is one piece of wisdom I'd share with you. In the beginning, you're going to be better at doing their job than being the supervisor of their job.

It's crazy when you think about it. What got you the supervisor or manager role is a very different skill set than what will enable you to thrive in leading others. If I could go back to that young man I was leading, I'd tell him, "I'm better at this than you but I still suck as your boss. Please give me grace while I make this transition and I'll do the same for you."

Manage the Outcome, Not the Process

I quickly learned that "done by someone else" is better than "undone but still sitting on my plate." I didn't surrender and delegate well in the very beginning and if I'm honest, I still tend to hold on to the reigns tighter as a leader than I should. I remember that first supervisee apologizing when he did something different than I would have. I wish I had celebrated how his work was freeing me up to do what I only could do.

If you haven't made this shift, I'd encourage you to focus more on the outcome than the process it takes to get there. When we start managing to an outcome, not micro-managing the process, it's more likely we'll get stellar results and respect from our team.

Be as Clear as Possible

In this book, The Advantage, Patrick Lencioni describes the four habits of organizational health this way. "Build a cohesive leadership team, create clarity, over-communicate clarity, and reinforce clarity." Clarity is kind of important, I think!

Much of our frustration in organizational life comes from a lack of clarity. The drama, politics, unmet expectations, and meetings-after-meetings - they often stem back to a lack of clarity. We need to pursue and communicate even greater clarity, so our team knows what is sacred and where they can be flexible.

Offer the Training and Preparation You Never Got

Most of us were under-trained and under-prepared when we got started. We were thrown into the deep end and expected to swim. And there can be some value to this approach when done strategically. However, most of our experience in this area comes because someone else was haphazard, not intentional.

I didn't spend nearly enough time with the young man who took my job. I failed to help him understand how I thought, what drove my philosophy and approach, and how I ultimately became successful.

At the beginning of overseeing someone, we'll feel like we don't have time to help them learn and grow. We'll want to expedite the preparation stage. But if we were in their shoes, we'd want to be trained and invested in, empowered to succeed.

Leadership requires more flexibility and adaptability than we ever imagine. Some of our greatest struggles as leaders come when we're transitioning into new roles and letting go of old ones. We can all do better as we help other people succeed.

One of my leadership mentors, Todd Adkins, is always reminding those around him of an important truth. "A big part of leadership is recognizing that your fruit often grows on other people's trees."

The success of those we lead is our success.

Become a Patron!

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The Hardest Transition We'll Make: From Self-Leadership to Leading Others

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Do you remember the day you became a leader? You might not even recognize that version of yourself. Maybe you shudder when you think about the answer to that question, and you're now trying to think about something else to focus on as fast as you can. I get it!

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Gary Bertoline - Characteristics of Authentic leaders. 

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Gary Bertoline - Characteristics of Authentic leaders. 

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Gives examples of real people who were great leaders and traits of leaders. De-myths charisma as a leadership trait.

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What To Look For In Great Leaders: Gary Bertoline at TEDxPurdueU

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Keith Yamashita - 21st Century Leadership

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Keith Yamashita - 21st Century Leadership

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"Teacher tells class she's going to find your gift that makes you special, who makes you -you"

"maybe that's your gift."

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21st Century Leadership | Keith Yamashita | TEDxSanFrancisco

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Matt Beeton - What do all great leaders have have in common

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Matt Beeton - What do all great leaders have have in common

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"What is the X-Factor of Leadership?"

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What do all great leaders have in common | Matt Beeton | TEDxOxbridge

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Leaders need to be authentic. True to themselves, gives example of TOMS shoes and refers to golden circle from Simon Sinek.

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Great Leaders Need Authenticity | David Simnick | TEDxCollegeofWilliam&Mary

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Speaker is a Director of Student Life at a IHE.

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New school leadership | Donte Quinine | TEDxWenatchee

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 Angela Hucles - Why We Need Introverted Leaders

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 Angela Hucles - Why We Need Introverted Leaders

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(This describes me)

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Why We Need Introverted Leaders | Angela Hucles | TEDxBend

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The year 1777 was not a particularly good time for America's newly formed revolutionary army. Under General George Washington's command, some 11,000 soldiers made their way to Valley Forge. Following the latest defeat in a string of battles that left Philadelphia in the hands of British forces, these tired, demoralized, and poorly equipped early American heroes knew they now faced another devastating winter.

Accelerate your career with Harvard ManageMentor®. HBR Learning's online leadership training helps you hone your skills with courses like Leading People. Earn badges to share on LinkedIn and your resume. Access more than 40 courses trusted by Fortune 500 companies.

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Maya Angelou on Courage and Creativity - HBR

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Maya Angelou on Courage and Creativity - HBR

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15 signs you have emotional intelligence - World Economic Forum

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15 signs you have emotional intelligence - World Economic Forum

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Dr Travis Bradberry looks at the qualities shared by people with emotional intelligence, based on data from more than a million people.

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Bill Gross - A Devotion to New Ideas - Stanford Entrepreneurial Thought Leaders (podcast)

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Bill Gross - A Devotion to New Ideas - Stanford Entrepreneurial Thought Leaders (podcast)

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Bill Gross - A Devotion to New Ideas by Stanford eCorner

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Bill Gross thrives on turning innovative ideas into pioneering companies. He serves as founder and CEO of Idealab, which started over 75 companies since 1996. In this stimulating lecture, he shares how Idealab continues to bring incredible ideas to market, and his personal insights on starting and running successful organizations. Gross also describes the work of eSolar, a spin-off company of Idealab that works to make solar energy cost-competitive in the global marketplace.

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