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Dr. Clark
is Dean, College of Human Development and Education, North Dakota State
University.
Everybody
is a story. When I was a child, people sat around kitchen tables and told their
stories. We don’t do that so much anymore. Sitting around the table telling
stories is not just a way of passing time. It is the way wisdom gets passed
along. The stuff that helps us live a life worth remembering. Despite the
awesome powers of technology, many of us still do not live very well. We may
need to listen to each other’s stories once again.
Rachel
Naomi Remen in Kitchen Table Wisdom
Higher education
leaders, who have a background in Family and Consumer Sciences, were asked to
describe the people and events that made a difference in their professional
lives. These leaders were asked to describe their “turning points”
informally, in a few brief paragraphs. The format chosen for each response
varied from very formal (a past publication) to very informal (a quick list on
e-mail). Regardless of the format, however, responses provided some very similar
points.
Like Phyllis O.
Bonanno, President of Columbia College, all respondents indicated that “. . .
leadership was not about implementing any one theory or plan, it was about life
and the way you choose to live it. To succeed as a leader it is important to
understand first that you cannot separate your role as a leader in your place of
business from your role as a neighbor, parent, church member, or any other place
you interact outside the boundaries of your professional life” (Bonanno, 1997,
pp. 5-6). In all cases, these leaders mention people who made an important
difference in their leadership growth. It is interesting to note that situations
and circumstances lead to leadership, not a “finely tuned” plan. In
addition, all statements indicated that one of the key motivators to taking a
leadership role was the desire to “make a difference.”
Bonanno,
P. O. (1997). Empowered leadership: A kitchen table conversation. A
Leadership Journal: Women in Leadership—Sharing the Vision, 2(1), 5-9.
Remen,
R. N. (1996). Kitchen table wisdom: Stories that heal. New York:
Riverhead Books.
Dr. Clark is
Dean, College of Human Development and Education, North Dakota State University.
That’s the
risk you take if you change: that people you’ve been involved with won’t
like the new you. But other people who do will come along.
—Lisa Alther
Over the past few
years, I have had the opportunity to hire, or have a significant role in hiring,
several first-time higher education administrators. Among these have been
department chairs, Cooperative Extension and Experiment Station Administrators,
associate vice presidents, and deans. Each of these individuals has come to
their position with an excitement and enthusiasm that was contagious. However,
in a few months (maximum of a year) each has become frustrated, often to the
point of questioning why they had ever taken an administrative role. I can
understand exactly how they feel—I have been there, too!
In addition to the
frustrations mentioned above, in most cases the people, who were colleagues
prior to a move into administration/leadership, suddenly decide (as indicated in
Alther’s quote) that they are dealing with a new person and they don’t like
the change. Support groups and networks that have previously existed, sometimes
for years, are no longer available! I have actually heard faculty indicate that
an administrator is no longer loyal to their field of study if every decision
that is made does not favor that field. For example, I know many deans
(including myself) who have been accused of trying to eliminate Family and
Consumer Sciences Education because that particular major had to be moved to (or
combined with) others in a new department or school. In most cases, this change
was made to provide some strength and “protection” for the education major
because enrolment had shrunk and it had become very hard to justify the
structures of the past.
Society
as a whole seems to have a negative attitude toward people who take the
challenge to become leaders. A quick review of the treatment of politicians,
community leaders, church leaders, educational leaders, etc., will provide many
instances of public/member/faculty and staff perceptions that are inconsistent
with the leadership role that the leader has been asked to assume. It seems that
many potential leaders have taken a hard look at this reality and decided it is
not worth the “hassle.”
This
issue—the challenges and “hassles” of leadership—appears in the popular
literature, as well as in the professional. In Tom Clancy’s Executive
Orders, Jack Ryan finds himself in a leadership role he has not even
considered and is not sure he wants. At the beginning of the book he is
reflecting on his new position as President of the United States and his
previous experience and training:
I’m
a historian, Ryan told himself. I’ve written books. I’ve judged the actions
of others from a safe distance of both time and space. Why didn’t he see this?
Why didn’t he do that? Now, too late, he knew better. He was here now, and
from the inside it looked very different. From the outside you could see in,
looking around first to catch all the information and analyze it as it passed
by, stopping it when you had to, even making it go backward, the better to
understand it all, taking your time to get things exactly right.
But
from the inside it wasn’t that way at all. Here everything came directly at
you like a series of onrushing trains, from all directions at once, moving by
their own time schedules, leaving you little room to maneuver or reflect.”
(Clancy, 1997, p. 28-29)
I
can identify with Jack Ryan. I can remember looking in at many of the leaders I
worked for, and with, and wondering exactly why they had made a decision I felt
certain was wrong! Now that I am in a leadership role, I can look back and I see
that there was no way I had all of the information that was necessary—my right
solution was not based on the “big picture,” and I had time to analyze the
situation (even after the fact), a luxury that was not possible for the person
in the leadership role. By the way, although Jack Ryan questions himself many
times throughout the story, in the end he does decide that his is the right
person for this significant leadership role.
Leadership
has become an intensely personal proposition; it is not uncommon today to see
those who disagree with changes that are occurring take measures to attack and
punish the person(s) “in charge.” Leaders must have their “act together”
and feel good about themselves personally, or they will not have the stamina to
maintain their leadership role. In addition, today’s leaders must not only
take care of those who “follow,” but must also take care of themselves.
Leadership in today’s world involves a willingness to “lay yourself,” in
addition to your ideas, on the line.
Given
these circumstances, the challenge for higher education, and specifically Family
and Consumer Sciences in higher education, is to develop a contingent of future
administrative leaders, as well as to build a system of continuing support in
those leadership positions. This paper provides the rationale for that need, and
suggests some possible strategies that are necessary.
As
mentioned above, the climate is not often one that encourages new professionals
to consider building an academic record and the experiences that are needed for
administrative leadership. “A leader must endure a great deal of abuse. If the
leaders were not like water, the leader would break.” (Heider, 1988, p. 155).
Campuses can offer tough and lonely climates, and often “we” versus
“they” attitudes. Beginning administrative roles, such as serving as a
department chair, are often difficult to manage as a person can be caught in the
faculty/administrative syndrome—still a faculty member but also an
administrator. I remember two particular faculty members who had been masters of
getting everything they could from both “worlds”—taking every
administrative privilege offered while also serving in faculty leadership roles,
such as chair of the faculty senate. When these people moved to full time
faculty positions, they worked very hard to assure that people in similar
administrative roles (to the ones they had held) could not also serve in faculty
leadership roles. The climate they created (and still create to some degree) is
a very hostile one for administrators, particularly new administrators who are
still trying to be successful as both a faculty member and an administrator.
This type of climate certainly does not create incentives to enter
administration, nor does it provide support for those who are currently in those
roles.
A
quick review of Family and Consumer Sciences administrative positions across the
country is telling. For example, during 1997, the dean at Iowa State retired and
Kansas State’s dean announced her retirement; both the dean at Ohio State and
at the University of Tennessee decided to return to the faculty. In 1998 and
1999 the administrative positions at University of Nebraska, University of
Wisconsin, University of Minnesota, and University of Missouri were open.
Several searches for chairs in various departments and deans were re-opened once
and sometimes twice, because no suitable candidates were available. The jobs are
there, but often the right people to fill them are not!
Astin
and Leland (1991) concluded that building new leaders, as well as sustaining
those in leadership roles, were both important. “Once again, they (the leaders
who participated in the study) reminded us of the importance of role models and
mentors and of the personal support one leadership generation can provide to
enable its successors” (p. 160). The study also affirmed that a leader could
not survive (at least for very long) in solitude. “On the contrary, the most
experienced leaders in our sample . . . needed opportunities for colleagueship
that promote the sharing of wisdom and insight, away from the heated battles of
the activism they generated . . . . If we are to sustain leaders with their
creative energies and vision, then we should be more deliberate about it . . . .
We urge more creative and generous rethinking of the rewards, recognition, and
replenishment we offer our leaders. We would like to see opportunities for
individuals to plan for successive stages in their leadership development in
ways that will satisfy their personal interests and goals while at the same time
contributing to organizations and institutions.” (p. 161-163).
Vicki
Carr is credited with saying, “When you’re young and someone tells you what
you are and shows you how to be proud, you’ve got a head start.” Although
the research is not abundant in this area, the studies that have been done do
affirm that role models and mentors have made a significant difference in the
lives of those who have been successful leaders. Cantor and Bernay (1992) found
that consistent enabling messages from multiple sources were an important factor
in decisions made related to leadership.
Lesmeister
(1996) found that “role models were perceived as a key contributing factor to
leadership development (her study focused on female leaders in higher
education). Other factors that Lesmeister found to be important in leadership
development included mentors, early family environment, participating in
challenging experiences throughout life, and opportunities and experiences for
learning leadership.
Mentors
have been shown to be important for the leadership success of both men and
women. Edson (1988) and Irwin (1995) indicated that mentors appeared to be twice
as important to the success of women, whether in business or educational
settings.
Mentors
are leaders! According to Heider, “Good leadership consists of motivating
people to their highest levels by offering them opportunities, not obligations.
That is how things happen naturally. Life is an opportunity and not an
obligation.” (1988, p. 135). I have been fortunate enough to receive this type
of motivation and mentoring from several leaders throughout my life. I know for
a fact that without these people I would not have even considered leadership
roles; in one case this motivation helped me make the final decision to return
to graduate school and earn my doctorate. At every opportunity I have had for a
new position or taking a leadership role, I can remember someone (not always the
same person) being there to assure me that I had the abilities, and should “go
for it!” For me, and I believe for most everyone, it took more than just the
belief that I could do it—it took the encouragement and affirmation of someone
I respected and viewed as a role model. In fact, I don’t think I ever remember
asking for information and advice and being told no. I have come to believe that
most leaders are very willing to help provide information or just to listen, but
are not always asked for help. It can be affirming to have a person seek you out
because they value your ideas—everyone benefits.
I
particularly like Heider’s concept of leader as facilitator. “What we call
leadership consists mainly of knowing how to follow. The wise leader stays in
the background and facilitates other people’s process. The greatest things the
leader does go largely unnoticed” (1988, p. 131). My personal experiences have
led me, like many others, to make the time to provide encouragement, support,
and experiences for faculty, staff, and students as I work with them. In
addition, I have come to believe that we must also identify ways to provide peer
support and networks and to encourage and foster these in positive ways. For
example, we have found it tremendously helpful to provide a forum for department
chairs on our campus where they identify issues that are of concern, or that
they want to explore, and then they are given the time and resources (speakers,
etc.) to meet once a month to explore these issues. These are sessions that are
attended only by the chairs (no deans, etc.), so they can focus on their issues
and perspectives. The most recent session was structured for sharing their tools
for measuring faculty performance and determining merit—I hear it was a lively
session. Regardless of the productivity, the session provided a safe place with
colleagues/peers to share ideas and to raise questions about an administrative
responsibility that was common to all.
One
of the most recent publications by Price Pritchett is titled, Fast Growth: A
Career Acceleration Strategy (1997). As the title indicates, the text
focuses on building your career “fast,” with an emphasis on using the
present to build for the future and on focus. According to Pritchett, “The
fuel for fast growth comes when energy is contained . . . compressed . . .
channeled. It’s simply a matter of giving yourself more fully on a . . .
narrow front. Power accumulates quickly when there are fewer ways for it to
escape” (p. 14). Although I am not advocating fast growth, I use Pritchett’s
quote to emphasize the importance of focus and the need for those who are, or
have been, in leadership positions to provide information and support (based on
experience and observation) as potential leaders select their focus.
Facilitating
the growth (mentoring) of new/developing leaders could be compared to the
Enlightened Leadership Model. In their model, Oakley and Krug (1993) identified
five essential consistent actions. These included support for understanding a
vision, providing positive discipline that brings out the best in people so they
can achieve the vision, putting people first, modeling responsibility, and
having high expectations. To put these actions into mentoring/facilitating
terms: encourage potential leaders to have focus; provide encouragement and
support; tell them what they are doing right; provide chances for experience
that builds toward the focus; remember that you may be a role model; believe
that it can happen in order to “make it so.”
In
higher education we have often made the assumption that a good faculty member
makes a good department chair, dean, provost, etc. Although it may be desirable
for an administrator to understand the role of a faculty member and to have
credibility as a teacher and researcher, these roles in no way prepare a person
for the role of administrator/leader. “There is nothing in the career of most
faculty members that explicitly prepares them for the tasks of assuming the
chair. The work of Ann Lucus underscores the need for new department chairs to
receive training in the skills necessary to fulfill the responsibilities . . .
“ (Pew Higher Education Roundtable, 1996, p. 9). The article continues, “A
very good chair can be said to possess both vertical ‘outside’ vision of the
discipline and horizontal or ‘inside’ vision of the institution” (p.
9-10). Jean Richardson takes this idea a bit further, “In my work I have
regularly recorded that when progress occurs, solutions are less frequently
provided by a specialist and more often emanate from a generalist’s comment .
. .” (1997, p. 91). She goes on to describe the interdisciplinary nature of
issues that every organization must address and the need for organizational
leaders to possess a broad, generalist point of view. John Gardner (1990)
discusses specialization as a hindrance to leadership. “Leaders have always
been generalists. Tomorrow’s leaders will, very likely, have begun life as
trained specialists, but to mature as leaders they must sooner or later climb
out of the trenches of specialization and rise above the boundaries that
separate the various segments of society. Young potential leaders must be able
to see how whole systems function, and how interactions with neighboring systems
may be constructively managed” (pp. 159-160). Therefore, as new chairs are
hired, it is important to provide time, support, and opportunities to learn as
“fast as they can,” and to temper our expectations with the reality of the
experiences they bring to the job.
In
thinking back on my experiences as a new department chair, an acting dean, and a
dean of a new college in a new location, I was lucky in almost every case to
have supervisors and colleagues who had a great deal of patience and were
willing to answer my questions and provide the support I needed. I was also
lucky enough to have mentors when I was in graduate school who taught me to ask
when I did not know and to seek out the best people to provide the
answers—that became second nature to me, but only because someone else helped
me realize that it was okay. I have learned, however, that not everyone feels
comfortable asking for information and often sees that type of request as an
imposition on someone who is already very busy. I have learned that it is my
responsibility to make myself available and to create an environment where
asking is okay.
In
addition to building new leaders, providing support and motivation for those in
leadership positions is also critical. Although there is much to read about how
to take care of yourself, how to prevent “burnout” etc., there is not a
great deal of research that talks about this aspect of leadership from a
collective point of view. However, it is critical that we take this aspect of
building leaders for Family and Consumer Sciences seriously. The climate of
higher education is often difficult, and reorganizations, cuts, and mergers may
threaten the existence of Family and Consumer Science units. Strong, creative,
“new-age” leadership is needed to position these units for the future, in
ways that we may not even have conceived but that build on our heritage and
remain true to our mission. The key question, however, is how do we provide that
support?
In
The Fifth Discipline, Peter Senge (1990) talks about the learning
organization as a place where people continually expand their capacity, where
new ways of thinking are nurtured, where collective aspirations are set free,
and where people are learning to work together. Maybe Senge’s ideas provide a
base for support for current leaders. To paraphrase his ideas:
Covey
(1989, p.
) identified “synergize” as his sixth habit; “Find a better
solution together. Creative cooperation recognizes the whole is greater than the
sum of its parts,” and the process of getting to the whole can provide an
opportunity for support, renewal, and affirmation.
In
a speech to the Council of Administrators of Family and Consumer Sciences in
1997, Patrick McDonough stated, “The key factor in a university in a time of
change is the ability of its leaders.” He also said, “Leadership is like
being a trapeze artist without a net.”
In
this time of change, the key factor for Family and Consumer Sciences in Higher
Education is its leaders. Continuing to identify and provide training and
support for new and potential leaders, as well as providing support systems for
those in leadership roles are critical for viability into the next century—to
accomplish these goals is to provide the net below the trapeze.
Alther,
L. (1997). Believing in ourselves.
Astin,
H. S., & Leland, C. (1991). Women
of influence, women of vision. San Francisco: Jossey-Bass.
Cantor, D. W., and Bernay, T. (1992). Women in power:
The secrets of leadership. New York: Houghton.
Carr,
V. (1997). In L. Alther, Believing
in ourselves
Clancy,
T. (1997). Executive orders. New York: Berkley.
Covey,
S. R. (1989). The seven habits of highly effective people. New York:
Simon & Schuster.
Edson,
S. K. (1998). Pushing the limits: The female administrative aspirant.
Albany, NY: State University of New York Press.
Gardner,
J. (1990). On leadership. New York: Free Press.
Heider, J. (1988). The tao of leadership: Leadership
strategies for a new age. New York: Bantam Books.
Irwin,
R. L. (1995). A circle of empowerment: Women, education and leadership.
Albany, NY: State University of New York.
Lesmeister, M. (1996). Key contributors to leadership
development and personal power throughout the life course: Perspectives of
female administrators (unpublished doctoral dissertation). University of
Wisconsin-Madison.
McDonough,
P. (1997). Speech to Annual Meeting of Council of Administrators of Family and
Consumer Sciences, San Francisco.
Oakley,
G. L., and Krug, D. E. (1991). Enlightened leadership. New York: Simon
& Schuster.
Pew Higher Education Roundtable (1996). Double agent. Policy
Perspectives, 6(3), 1-11.
Pritchett,
P. (1997). Fast growth: A career acceleration strategy. Dallas, TX:
Pritchett & Associates.
Richardson,
J. (1997). Strategic leadership: From fragmented thinking to interdisciplinary
perspectives. A Leadership Journal: Women in Leadership - Sharing the Vision,
1(2), 91-100.
Senge,
P. M. (1990). The fifth discipline: The art of practice of the learning
organization. New York: Doubleday.
Dr. Andrews is Professor and Chair, Department of Family and Consumer
Sciences, University of Montevallo. Adapted from a presentation at the Kappa
Omicron Nu Conclave, Chicago, Illinois, August 1995.
The
multipolar world of the 21st century requires us and other leaders to embrace
diversity and recognize, appreciate, and value differences as strengths. This
kind of relationship with others does not come without effort on our part! The
prerequisite strategy for the development of leadership in this multicultural
society is knowledge of and understanding of ourselves as persons and as
leaders.
Self-knowledge
is the foundation of any contribution we can hope to make to other people, and
it is an essential component of our personal and professional integrity. We must
become conscious of the energy patterns rooted in our own history and in our own
culture. We must identify our own attitudes, beliefs, values, motives, actions,
skills, talents, shortcomings, and abilities. Only then can we understand how
our own prejudices and past experiences (a) influence our perceptions of
reality, (b) lead us into stereotypical thinking and behaviors, (c) and prevent
us from learning about and forming friendships with individuals who are
different, from broadening our perspectives, and from exhibiting creativity in
our personal and professional lives.
Awareness
of self or self-discovery evolves over time. It is fluid, dynamic, and
everchanging. For most of us, this process continues throughout our lives and is
furthered by numerous interactions and relationships with others. In Valuing
Diversity (1995), Griggs notes: “The degree to which we are able to form
relationships with others is a measure of our own personal growth. We can become
our fullest selves only through relationships and through reflecting on our
responses to the relationships we form” (p. 215).
Culture
is our way of knowing and doing. Our culture of origin greatly impacts the lens
through which we see the world. Each of us grew up with a set of cultural
messages we acquired from our families, our environments, our peers, and other
sources. Throughout this process, most of us did not consider questioning the
validity of the information we were absorbing and making our own. In Diversity
Issues in the Workplace (1995), Kendall states: “We simply took on the
attitudes, prejudices, and stereotypes about men and women, about people who are
culturally and racially different from ourselves, about age, about work, and
about what is and what is not considered normal” (p. 83). Many of us do not
recognize that our culturally defined ways of doing things are so deeply
embedded that we cannot imagine anyone thinking about doing anything any other
way!
Myers
and Spite, in Optimal Theory in the Psychology of Human Diversity (1994),
conclude that “ . . . exploring the roles of culture, identity, and oppression
in human diversity can help us grow toward wholeness, individually and
collectively. In this growth, we will place less emphasis on the superficial
diversity markers and focus more on the substantive aspects of humanity, having
to do with who we are in terms of our character, ethics, values, and morals
rather than on the way we appear superficially” (p. 112).
In
each of our cultures, beliefs are necessary to make our lives understandable. It
is through these beliefs that we come to know the nature of our society and the
meaning of the things that occur within it. Obviously, beliefs affect our
relationships, fuel our thinking, and direct our behavior and our emotions.
Often, beliefs that we hold are the result of our own cultural conditioning and
determine whether we will seek rapport with individuals who are different from
ourselves. Whether we wish to acknowledge it or not, most of us are trapped by
our own belief systems, our own unexamined values, our past experiences, and the
emotions of fear, anger, and mistrust that have been frozen over our lifetimes.
Unless
we have a clear and accurate picture of our style of interaction, our values
about communicating, our cultural biases about openness, honesty, conflict,
language, and about how our biases affect interactions, we will not be able to
forge a meaningful relationship with others.
An
effective relationship, regardless of the culture of the individuals, has
several characteristics. These were identified by Charles Truax and Robert
Carkhuff (Louw, 1995, p. 172). An effective relationship is one in which the
individuals:
1.
Are
reasonably well integrated, non defensive, and authentic in their relationship
encounters;
2.
Provide
a nonthreatening, safe, trusting, and secure atmosphere by reason of their
mutual and unconditional regard for each other;
3.
Are
able to understand each other and their relationship on a moment-to-moment
basis.
In
the discussion of the Ubuntu philosophy in Applying African Philosophy to
Diversity Training (1995), Lente-Louise Louw indicated that “ . . . the
baggage we bring from the past, combined with the unrealistic expectations we
have for the future, are very effective in keeping us from being a fully
participating member of society. We allow our preconceptions, our past
associations, and our judgments to distort most of our present interactions”
(p. 166). The sad thing is that many of us do not even realize what is
occurring!
Knowing
as much as we can about our own ethnocentrisms helps us recognize how our
ignorance of and discomfort with differences literally prevents us from seeing
others as “fully human.” Intrapersonal and interpersonal factors and
sociocultural history influence the development of personal prejudice and
discrimination. Our attitudes and behaviors toward people are in part determined
by the historical legacy of our interactions with people who are different.
Understanding
the influence of past experiences and cultural orientation on how different
racial groups view the world helps us understand the development of our own
racial identity. From this understanding, we strive toward respect for the
racial identity processes of others. As you study the sample model of racial
identity development (Table 1), you will recognize that each of us may be in
several stages of racial identity development at the same time.
Table 1. Racial Identity Development Stages for
Minority and Majority Americans
Adapted from
Helms, J. E. (1984). Toward a theoretical explanation of the effects of
race on counseling: A black and white model. The Counseling
Psychologist, 12(4), 153-164. |
Critical
to our self-knowledge is an understanding of the roles relationships play in the
process. As noted earlier, relationships are fluid and ever-changing energy
patterns. They do not form overnight! Rather, they form over time and reform
constantly. With every relationship we form, there is an opportunity for each of
us to invest positively or negatively.
Various
cultures build relationships differently. Individuals who grow up in the same
environment more easily develop relationships than those who grow up in
different environments. In part, this is due to the fact that those who share
the same environment share certain cues, customs, behaviors, communication
styles, and ways of understanding that environment. Thus, they have something in
common.
Our
personal history, childhood experiences, family and ethical backgrounds, and
work experiences are but a few of the contexts that impact the type and quality
of relationships we build with other people. Understanding and respecting the
diversity of peoples’ personal gifts in finding areas where there is
commonality of perceptions, beliefs, attitudes, values, and expectations are the
early steps in forming relationships with people who are different. The bases
for enhancing these relationships (regardless of the culture from which we come
or in which we live) are trust, respect, and shared goals.
Learning
to value diversity, to become conscious of our ways of relating to each other
and their ways of relating to us, does not come easily to most of us nor is it
something that can be imposed from the outside. In Valuing Relationship
(1995), Lewis Brown Griggs sums the value of knowing ourselves as follows:
“Knowing myself is what allows me to know, understand, and value the diversity
of others so that I can build trust with them. With more trust comes the ability
to communicate more clearly, to problem solve and network more effectively, and
to realize the value of synergistic relationships and productive
interdependency. Investing in my relationships with self and thus enhancing my
relationships with others is therefore an important insurance policy against
lost opportunities” (p. 210).
Griggs,
L. B. (1995). Valuing Diversity: Where from . . . Where to? In L. B. Griggs
& L-L. Louw (Eds.), Valuing diversity: New tools for a new reality.
New York: McGraw Hill.
Griggs,
L. B. (1995). Valuing relationship: The heart of valuing diversity. In L. B.
Griggs & L-L. Louw (Eds.), Valuing diversity: New tools for a new
reality. New York: McGraw Hill.
Helms,
J. E. (1984). Toward a theoretical explanation of the effects of race on
counseling: A black and white model. The Counseling Psychologist, 12(4),
153-164.
Kendall,
F. E. (1995). Diversity issues in the workplace. In L. B. Griggs & L-L. Louw
(Eds.), Valuing diversity: New tools for a new reality. New York: McGraw
Hill.
Louw,
L-L. (1995). Ubuntu: Applying African philosophy to diversity training. In L. B.
Griggs & L-L. Louw (Eds.), Valuing diversity: New tools for a new reality.
New York: McGraw Hill.
Myers,
L. J., & Spite, S. L. (1994). Optimal theory in the psychology of human
diversity. In E. J. Trickett, R. J. Watts, & D. Birman (Eds.), Human
diversity: Perspectives on people in context. San Francisco: Jossey-Bass.
Dr. Clayton is Vice President, Division of Student Affairs and Special Services, Texas A & M University—Kingsville.
Throughout
my career, I have had many wonderful opportunities to learn and grow
professionally. As I reflect on my career, there are several major turning
points. I was fortunate to have the chance to earn my Ph.D. at a relatively
young age. During my doctoral studies, I acquired skills in grant writing; and
those skills have served me very well, although at the time, I did not fully
appreciate how valuable those skills would be to my career.
After
finishing my Ph.D., I intended to go into public administration. But a different
opportunity presented itself, and I was offered a faculty position at a large
research institution—the University of Texas at Austin. There I had a
wonderful mentor, Dr. Wilma P. Griffin, who “socialized” me into higher
education. The demands of UT-Austin enabled me to acquire a strong record of
teaching, research, and service. This experience prepared me for my next
position—that of associate professor and department chair of Family Life
Studies and Home Economics at the University of Southern Mississippi. I was
promoted to full professor in my last year at USM.
On
returning to Texas, I took another chair position—this time in a comprehensive
department but at a smaller institution in the Texas A & M University
System. At the beginning of my third year at A & M - Kingsville, I was
appointed by the university president to be the Faculty Athletic Representative
to the NCAA and the Lone Star Conference. What a learning experience that was!
In
1993, I was selected to be an intern in the Office of the Provost/Vice President
of Academic Affairs, with the title of Assistant Vice President of Academic
Affairs. After two years in this position, the president asked me to serve as
Interim Vice President for Student Affairs. I was stunned by this request
because never in my wildest dreams had I aspired to a position in student
services! After much deliberation with the provost and my husband, I decided to
take the position. After all, it was only until the university could hire a new
vice president; and it would be a great learning experience! The president
suggested that I might want to apply for the position. My first response was
“I don’t think so.” But then I decided to take a “wait and see”
attitude.
Two
months into this new position, I decided that I really liked the challenges of
student affairs; and I felt that I was making a significant contribution to
student life on our campus—plus I was learning another aspect of higher
education! Eight months later, I applied and was selected by the search
committee as a finalist—and ultimately I was offered the position. Apparently
I have been effective; the TAMUK faculty and staff recognized me with the 1997
Leadership Award through a program sponsored by the Faculty Senate.
Looking
back, I realize how fortunate I have been. I have had some excellent mentors,
and I have learned so much from each of them. By learning from setbacks,
focusing on continuous professional development, and taking advantage of
opportunities as they came along, I have gained a broad perspective of higher
education. My actions and decisions are undergirded by the philosophy of our
profession, and every day I use the management skills I learned in home
economics/family and consumer sciences. These skills are indeed transferable,
and they have enabled me to move up the “career ladder.”
Dr
Crabtree is Professor Emerita, College of Family and Consumer Sciences, Iowa
State University, Ames.
Before
addressing turning points in my professional life, recognition must be directed
to the support I have received at every stage of my development. I have to give
credit to family members, memorable life experiences, mentors, and role models
in the profession and to the delightful stimulation and learning obtained from
the students and colleagues with whom I have had the privilege to know and work
throughout the years.
I honestly cannot say any one thing happened along the way
that helped me decide to become a leader. There is not a point in my life when I
consciously made such a decision. My mother and father assumed leadership
responsibilities in our community and country, and assuming leadership was an
expectation that I had for myself and my family and others had of me. Leadership
responsibilities were assumed in 4-H, high school, and university organizations.
After graduation from college, leadership responsibilities have continued to be
assumed in the communities in which my family and I have lived and in
professional organizations as a practicing professional in Family and Consumer
Sciences, first as a high school teacher, then as a faculty member and
administrator in higher education.
During
my professional career, I have been privileged to have numerous male and female
mentors and role models both in our profession and in higher education
administration in general. Space does not permit discussing each of these, so
only the very special mentors and role models are identified in the following
comments.
The
gentle suggestion by Alta Mater Adams, my University of Missouri-Columbia (UM-C)
undergraduate advisor and head of Home Economics Education, to consider graduate
school was the first impact on the direction of my professional career. I had
not previously considered graduate study.
While
teaching high school home economics, Dr. Pauline (Garrett) Gunn, then head of
Home Economics Education at UM-C and my advisor for the master’s program,
provided an opportunity for me to serve as a supervisor of student teachers.
This responsibility early in my career enabled me to later pursue
responsibilities as a teacher educator in higher education. Assuming a position
as a teacher educator would have been impossible in most universities without
the experiences as a supervising teacher. Dr. Garrett was the most visionary,
stimulating, courageous, and challenging teacher/mentor I have ever known; she
modeled for me the willingness to consider new options and to take chances. She
“stretched me to the limit” while serving as her graduate assistant during
my master’s program. Five years later, Dr. Garrett made the decision to move
to Colorado and encouraged me to consider the position of Head of Home Economics
Education at UM-C. By that time I had completed the Ph.D. at Iowa State
University and served three years as a member of the home economics education
faculty at Michigan State University.
For
seven years, I had the wonderful opportunity to be a professional colleague of
Dr. Margaret Mangel, Dean of the College of Home Economics at UM-C. Dr.
Mangel’s vision, courage, scholarship, humaneness, and her quiet and
substantive leadership provided tremendous learning experiences for me as a
beginning administrator. My UM-C tenure included six years as Head of Home
Economics Education and two years as Associate Dean for Home Economics
Extension. There were many times when Dr. Mangel would say, “I am in the
process of making a decision . . . . Would you be interested in what I am
thinking at this time? I would appreciate your perspective.” I would
immediately stop what I was doing and go to her office. What fantastic learning
experiences these were, and what an excellent mentor she was. Over the years, I
continued to use that same strategy to obtain perspectives from my
administrative colleagues, and a wealth of insight was shared.
Dr.
Mangel nominated me for the position of Dean of the College of Home Economics at
Oklahoma State University (OSU), a position assumed for twelve years. During
that time, much appreciated support from my family, OSU administrators,
professional colleagues, support staff, and students enabled me to assume
various leadership responsibilities in the American Home Economics Association (AHEA),
serve as President of AHEA during 1977-78, serve on a variety of U. S.
Department of Agriculture committees/councils, and assume a variety of
leadership roles at the University, in my local community, and at the state
level.
New
challenges and opportunities led me to accept the position of Dean of the
College of Family and Consumer Sciences at Iowa State University (ISU), a
position assumed for ten years (1987-97). During that time period, again with
the support of my family, professional colleagues, support staff, and students
in the College, many leadership responsibilities were assumed in the University
and community, at the state level, and in AHEA (and later the American
Association of Family and Consumer Sciences). Being the “Senior Dean” (the
one with the longest tenure as Dean at ISU) for the last six years of my tenure
involved a variety of unique responsibilities and leadership opportunities.
Throughout
the thirty years in administrative roles, I was most fortunate to have fantastic
administrative colleagues and support staff. In my absence, the understanding
was that those on location with all the facts could make the best decisions.
Thus, when absent from campus, calls were not made to me to make decisions that
had to be made prior to my return, for my colleagues knew they had the authority
to make decisions. In those thirty years, my colleagues never made a wrong
decision! My basic premise for leadership is that when administrators and
support staff have a “portfolio of delegated responsibilities,” then they
should have a “portfolio of authority” to assume those responsibilities and
to make decisions.
Lao-tzu,
poet and philosopher, eloquently stated my perspective about leadership more
than two thousand years ago (parentheses added):
Fail
to honor people and they will fail to honor you; but of a good leader who takes
little, when his (her) work is done, his (her) aim fulfilled, they will say,
“We did this ourselves.”
My
sincere hope is that, during my career, I have served as a mentor and role model
and have “sparked” the interest of and challenged students, faculty, support
staff, alumni, and administrators with whom I have worked for they have
certainly done that for me. Now in retirement, I plan to continue to be involved
in the profession and, working with others, actively involved with specific
community programs that focus on strengthening communities and enhancing the
well-being of children and families—a focus central to the family and consumer
sciences profession. There is much to be done.
Dr. Craig is Dean, College of Human Resources and Family Sciences, University of Nebraska-Lincoln
Recognizing
that I had the capacity to be a leader.
Until I was a graduate student at Purdue I didn’t know that I had special
thinking and creativity skills. So the first point for me was learning that I
had the capacity to lead. Two faculty members identified me as someone who might
make a difference. “Making a difference” has driven my motivation for
leadership roles ever since.
Circumstances.
Four years into my first faculty position, the department chair resigned, and I
was asked to serve as interim chair. I realized I liked the role and applied for
the position. At that time I was a newly tenured Associate Professor. Two years
later I was accepted as an American Council on Education (ACE) Fellow. After my
year in the program I was hired to work in the Provost’s Office. I was good at
the work but did not enjoy it. So I decided to go back to a faculty role and
develop my credentials for the dean’s role. During this time I found that I
liked to provide leadership for a program, but I didn’t really like being the
point person.
Making a difference. I struggle with internal conflict constantly in leadership roles. Although I believe I have skills for dealing with problems, I don’t like the “trappings” of designated leader roles. I care a great deal about what happens to programs and people. I even like the planning and detail work of the dean’s role. I do not like the up-front activities and the networking that are believed to be essential to leadership roles.
Husband
and children.
Finally, but really first, my husband has made it possible for me to be involved
in leadership efforts. He is supportive of what I do. It has probably caused his
world to be less satisfactory because I don’t do lots of the social things he
might want to do. Nonetheless, he encourages me to do what is necessary. The
children gave their support as well. I know that I was not the nurturing mother
they might have wanted, but they seldom complained.
I
believe a successful leader must seek to make a difference and be able to get
things done. Although my preference was for the behind-the-scenes work, the
public facets of the role have to be accomplished for each program. In my case,
this role was delegated. I believe it is possible, especially in the leadership
styles for the new millennium, to be successful if leaders are true to their own
internal styles and choose colleagues that can complement their qualities.
Dr. Firebaugh is
Professor Emerita, College of Human Ecology, and Director of Special Projects,
Office of the Vice Provost, Diversity and Faculty Development, Cornell
University.
The
early development of my leadership was enhanced by association with strong
leaders such as Dorothy Scott, Director of the School of Home Economics at Ohio
State University (OSU), Eva D. Wilson who was the head of research in the
School, and Ruth Deacon who chaired the Division of Management, Housing and
Equipment.
A
specific turning point came when Lois A. Lund left Ohio State to become Dean of
Human Ecology at Michigan State University. Dr. Lund had “stiffened the
resolve” of the faculty in home economics to work toward becoming a college
separate from agriculture. I was on leave in Washington at the U. S. Department
of Agriculture in the Cooperative State Research Service during the search for
her successor. The experience of being away from the university for a long time
was influential in helping me see a broader picture of home economics, the
social science aspects of agriculture, and the complexities of the federal
government. I returned to become the Director of the School of Home Economics at
OSU, and I take pride in the progression to college status. We formed
departments in the School and in the year I served as Acting Vice President for
Agriculture, I supported the actions set in place by Lena Bailey to separate
from the College of Agriculture and Home Economics.
Several
turning points in my professional career were associated with foreign
experiences. Relatively early in my career I visited universities in a number of
countries which had home economics as a field of study, with a specific emphasis
in India on Ohio State related programs. I returned to India for three months to
do research and consult on their program. My appreciation for the cultures in
India grew.
Another
turning point was a 14-month leave when my husband had an assignment in
Afghanistan. I took along materials to revise Family Resource Management with
Ruth Deacon. During the time we were there the Russians were gradually taking
over the government and we were evacuated before the invasion. I gained in inner
strength and in my ability to concentrate my energies when I could not affect a
situation. My interest was heightened in the areas of roles of women, social and
economic change, the impact of religion, education, and cultural differences.
When
I returned, opportunities arose for me to consult three separate years in Egypt,
to serve as an external examiner in Malaysia, and to serve on national
committees related to international development. The combination of experiences
eventually led to becoming Vice Provost of International Affairs at Ohio State.
Another
turning point came through the support and encouragement of President Edward H.
Hennings and Provost Ann Reynolds who asked me to be Acting Vice President of
Agriculture and to chair the search committee for the position. Becoming
involved in central administration gave me insights and experience and at the
completion of the year in agriculture, I joined the staff in the Provost’s
office.
Successful
participation in fund raising taught me to be a leader in fund raising. While
serving as Director of the School of Home Economics at OSU, Beatrice Cleveland
came to say that she thought we should raise a million dollars for the School. I
was the reluctant one, but through her leadership and perseverance, the School
was successful. I learned a lot along the way. Little did I know that I would be
Dean of the College of Human Ecology at Cornell and that one of my early
assignments would be participation in the $1.25 billion university capital
campaign to raise $17 million for Human Ecology. I am pleased that we raised $34
million in the five-year period.
A
turning point occurred when I accepted the deanship at Cornell and my husband
took early retirement to support the decision. The position had considerable
external relations responsibilities and through observation of others
(particularly Frank H. T. Rhodes, President of Cornell) who were brilliant and
some very good speakers, I grew in my ability to make presentations and to be
involved in the lobbying function in Albany (to a much lesser extent in
Washington).
Opportunities
to make changes in the structure and academic programs came during the decade of
my deanship at Cornell. I believe that the formation of the Department of Policy
Analysis and Management will be seen as an important turning point in the
history of the College.
It
seems obvious to me that circumstances often have a great deal to do with
direction of a professional career. Learning, skill development, and experience
are gained at every step. In addition, mentors and role models are essential,
and I was indeed blessed in these domains. It takes courage, a certain amount of
risk-taking, and accurate assessment of one’s own abilities to take advantage
of the opportunities that are presented.
I’m
not sure that one “decides” to be a leader. Leadership takes many forms and
is frequently situation specific. Individuals who are identified with leadership
roles are those who have a commitment to the subject or the task at hand, the
habit of being responsible, applicable resources developed in or drawn from
previous experiences, and some feel for human relationships and the ways in
which groups and individuals work toward defined objectives.
My
work in the field was administrative. I was an agriculture graduate anticipating
employment with the George A. Hormel Company. But WWII intervened. Following the
cessation of hostilities in Europe in 1945 I was a short-term student at the
University of Edinburgh where I enjoyed a course in the History and Philosophy
of Education taught by an engaging educational psychologist. Because of the
excitement generated by this experience I was motivated to accept a University
of Minnesota offer to serve in the College Office, College of Agriculture,
Forestry, and Home Economics, and to undertake a graduate program in Educational
Psychology. After a rigorous apprenticeship I spent 10 years as Director of
Resident Instruction, learning at first hand the intricacies of faculty
administration and relationships and of student progress. Developing and
administering a student placement program was a key influence in my later
philosophic position that students in home economics would be better served in
job seeking and placement if identified by specialization, rather than the more
general term, “home economics.”
During
this period I worked on common problems with other Deans and Directors of
Resident Instruction, serving at one time as Chair of the Resident Instruction
Section, Division of Agriculture, National Association of State Universities and
Land-Grant Colleges. The requirements of this latter activity paralleled those
encountered at a later date as Chair of the Association of Administrators of
Home Economics and board member of the National Council of Administrators of
Home Economics.
In
the 1960s I was a member of the University’s lobbying team to the Minnesota
State Legislature. The insights gained were most helpful at later date as I
served as Vice President for Public Affairs for the American Home Economics
Association. They applied even more directly when, as Acting Dean, later Dean,
of the newly autonomous College of Home Economics we sought legislative funding
for much needed construction and renovation. The contacts established at earlier
times were most helpful as faculty, alumni, and students worked to secure
approval of funding for what resulted in a splendid physical plant for the
college.
Field
experience in World War II and subsequent extended service as training officer
of a sizeable reserve unit led me to, or forced me to, become somewhat adept at
building cooperative effort within a unit and in securing positive contributions
from unit personnel. This was quite analogous, indeed, to the work of a dean
with his/her faculty.
I
thoroughly enjoyed my 17 years with the College of Home Economics and had a
hearty respect for its programs. In addition, I was married to a most effective
home economist who was during this period President of the Minnesota and later
the American Home Economics Association. And so at the office with faculty,
students, and alumni, and in my home, the worth of the field was constantly
reinforced. Previous administrative contacts were helpful in expanding the
outreach of the College, in securing increased research support, in encouraging
program re-examination, and in strengthened business/industry cooperation in
curricular planning, in establishing internships, and in other forms of support.
Does
the above tell anything about the development of “a leader”? My experience
was touched by circumstance. Each phase rested upon and/or grew out of preceding
phases. Perhaps the most crucial element in whatever success I had was in a
fortunate ability to work harmoniously with others. This faculty quite probably
was rooted in a childhood home wherein mutual respect for its members was the
norm and where sensitivity to the needs of others, and the considerations
implied, were paramount.
Dr.
Lerner is Professor of Child Development, Tufts University.
Justin
came into my study. I was glad that he did. I was just removing the cellophane
from the “warehouse” copy of my seventeenth book, the copy the publisher
sends to the author as soon as a new book reaches the distribution center.
“Hey,
son, come here. I want to show you something.” His seven year-old eyes widened
and he rushed over to my desk. I suppose he thought it might be a new office
gadget—a “toy” he could play with.
“What
do you have, Daddy?”
“See,”
I said, proudly holding up the volume before him, my face beaming with a broad
grin of self-congratulatory accomplishment, “it’s my new book!”
“Oh.”
He breathed a deep sigh punctuated by a shrug of his shoulders and a grimace of
disappointment.
I was crushed that he took no joy in my accomplishment. A moment of resounding silence filled the room. He looked at my face, which was clearly saddened by his reaction. He seemed to grasp the meaning of my changed expression.
Then,
more as an explanation of his response than as a question, he asked, “Why do
you write those things, anyway? Do they ever help anybody?”
His
questions led to an epiphany. In the moment that his words pierced the silence,
an image, a glimpse of a possible future, burst before me.
I
saw a young man—my son years in the future—kneeling with a woman I imagined
was his wife, in a dark attic, a tiny space illuminated by a single hanging
light bulb. He had just opened a carton. He was, with his wife peering over his
shoulder, staring at its contents.
“Wait,
I know what these are,” he said, reaching inside the box. He pulled out a book
covered in dust, and blew in its side and cover. “These are copies of the
books my dad used to write.” He paused, then breathed the same sort of sigh I
had heard in my study. Then, aloud, but more to himself than to her, he said,
“I remember all the time he spent doing these . . . squirreled away on
weekends and almost every night. I never got to spend as much time with him when
I was growing up as I would have liked . . . .” His voice halted and choked a
bit. “He chose to do these instead.”
I
saw that this was what my work would come to, what it would mean to my son:
Missed opportunities to have spent time with his dad for the sake of books that
would gather dust in an unknown carton in a dark attic. And all for what? My son
would believe that I had helped no one, that all my time had been wasted. The
result of all that I gave up to produce these books was dust and sad memories of
missed opportunities.
I
guess that as a result of this vision I could have had a Scrooge-like
conversion, repudiated of my “workaholic” ethic and adopted a life focused
solely on spending time with my son, his younger sister, and infant brother. But
that is not the resolution I made at that moment.
I
decided that, in some way, I would make my work of value to my son, to his
siblings, to my family. I resolved to find a way, although exactly how would not
become clear to me for several months, to recast my work so that my son could
say that his dad mattered, that he had done more than produce the useless and
pointless knowledge that Bob Dylan described in Ballad of a Thin Man,
that because of his work, life had become better.
But
better for whom? I was a scholar of child and adolescent development, an expert
in the study of youth and families. Clearly, it seemed, I should contribute not
only to better knowledge about youth development but, as well, to using that
knowledge to make development better for young people.
“Okay,
then,” I thought. “This is what I’ll do.” This goal seemed certain. But
how I would reach it did not.
The
path this question took me on over the next two years was one that first
involved coming to appreciate the implications of my own scholarship for
application. I had been developing a theory that stressed that human development
occurs through the bi-directional relationships individuals have with their
physical and social world. One could test this theory by introducing changes
into the contexts within which young people interacted; one could then evaluate
whether these changes resulted in predicted developmental outcomes. I began to
realize, then, that in the real ecology of human development these changes in
person-context relations could be represented by programs or policies. These
interventions into the course of life could be aimed at altering
individual-context relations, at improving the quality and outcomes of
individuals’ development. By using my ideas to design and assess the
effectiveness of programs and policies, I could—at the same time—learn
something about the adequacy of these interventions and the theory of
development from which such community-based actions derived. Simply, if I was to
use my scholarship to do more than generate dust-producing volumes of theory and
research, I had to work to have my ideas inform the program and policy
development, implementation, and evaluation process. I had to become an applied
developmental scientist.
But
this recognition led to a second realization. I could not do this work alone. To
apply my ideas in real-world settings—in the communities where youth and
families actually lived (as compared to an artificial “laboratory”
setting)—I had to engage the cooperation of colleagues from a myriad of
disciplines and professions. Their expertise in research and intervention was
vital for understanding the system of interrelated issues faced by, and the
numerous assets and capacities of, the people and communities with which I would
have to work. And I had to engage members of the community as well—they were
the experts about life in their families and neighborhoods. I had to embark on a
co-learning collaboration with them if I was to help couple their ecology into
high quality research and successful programs. In fact, if my scholarship was
going to enhance the life chances of youth, if it was to make an effective and
sustained difference in individuals’ lives, then both my research and the
applications associated with it had to be valued and meaningful to the
community. It had to be co-owned with them.
The
task that I now had before me was finally clear. I had to induce in others—in
academic colleagues and community partners—the enthusiasm I had for my vision
of applied developmental science. I had to organize a “platform,” or an
institutional context—for instance, a university center or institute devoted
to linking outreach and scholarship in the service of youth and families—to
coalesce others around my vision, to communicate and advance the idea of
applying developmental science to promote positive outcomes to the lives of
people of our communities. It was a short step, then, from this insight into
making a commitment to pursue career opportunities involving developing and
sustaining university units devoted to outreach scholarship.
This
account may be nothing more than an academic odyssey motivated by a perhaps
offhand or over interpreted remark by a very young boy to his father. However,
if this history is an account of the genesis of leadership, then it is one that
was born from the love of a father for his son, and of that father’s resulting
hope that his son would remember him as having lived a life that mattered—to
his own family and the families of countless others. To matter to my son I set
out on a path committed to helping others matter to the children and families
across our nation and world.
Dr.
Meeks is Dean, College of Family and Consumer Sciences, Iowa State University,
Ames.
I
think most of the inspiration for me to become a leader came from people who
touched my life. I will highlight a few of these below. I have selected one or
two individuals from each institution in which I have been employed.
Carolyn
Ater, a fellow graduate student, inspired me in graduate school at The Ohio
State University to complete a Ph.D.
Marjorie
Merchant at the University of Massachusetts proved to be a role model of
professionalism. Marjorie was always on the forefront of consumer issues. She
integrated the real world and the academic world.
Dr.
Gwen Bymers at Cornell University helped me see beyond work activities to the
importance of politics and networks in getting one’s job accomplished. Dr.
Jennifer Gerner, also at Cornell, proved to be the sounding board for many ideas
and thoughts related to research, outreach, and university issues.
Dr.
Thomas Hady at the U. S. Department of Agriculture taught me to seek solutions
outside the box. I learned that most rules could be overcome if one was creative
enough.
Dr.
Roger Swagler and Dr. Sharon Nickols at the University of Georgia helped me
become more interested in administration and provided insights into approaches
to use in addressing issues.
In
sum, the contacts throughout life can all make a contribution to the person we
become if we learn from and value those inputs. Each of these people helped me
reach beyond what I thought I could do. They also taught me to expand my views
of my job and my life.
Leadership
in higher education has been an endless journey for me, a journey that has
included myriad developmental stages and contexts from childhood to adulthood.
Along this highway, there have been road signs and compasses that were
fundamental in mapping, directing, and pointing out the way in an evolutionary
process. As I continue on this path, it has been important for me to reflect on
Abraham Maslow’s differentiation of those individuals who are “actualized”
from those who are “actualizing.”
The latter, active participants in their evolving world, are building and
transforming themselves to reach their maximum potential. Indeed, this
distinction characterizes my development as a leader.
Important
to this analysis of personal leadership is a position offered by Robert Terry in
Authentic Leadership: Courage in
Action
(1993). Terry stresses the integrative nature of traditional—personal, team,
and positional/functional—and provocative—political, visionary, and
ethical—views of leadership. An integrative leadership approach prevents
isolation and limitation to one or more paradigms because it goes beyond any one
school of thought to newer dimensions of the human condition. When I reflect
upon Terry’s position in light of my own journey to
actualize
leadership potential, the major road signs and most powerful compasses directing
me have been family and community interactions, informal and formal networks,
and workplace environments.
Family
and Community Interactions.
There is universal agreement that family is one of the oldest forces and
strongest influences in forming an individual’s development. Certainly, the
impact of family and community were instrumental in my development. The
contextual dynamics of these two powerful influences were interwoven with
education, religion, culture, racial identity, rituals, beliefs, and values
(Miller & Vaughn, 1997).
These
forces—social, cultural, environmental—were invaluable in establishing and
maintaining my motivation, pride, determination, and the self-assurance that
success was achievable. Family and community members were partners in
development. Role models existed in both contexts, where the prevailing
philosophy affirmed that acceptance of duty could make a difference in life for
oneself and others. From these foundations, I could build and cultivate a
commitment to action—a drive that is fundamental to leadership.
Informal
and Formal Networks.
Support networks and mentors have served vital roles for me as I made both
personal and professional decisions in the workplace. Often, formal networks
were not readily accessible and supportive of my development. In those cases,
working in partnership with colleagues, new networks were organized and
expanded. This strategy has also been effective in the organization of civic
groups to support community efforts.
This
creation of informal networks does not imply that more formal avenues, when open
to me, were not important. It has been critical to network through professional
meetings, conferences, and symposia. These platforms have provided “reality
checks” for state-of-the-art issues and direction for exercising leadership.
One such platform, a postdoctoral program in educational management at Harvard
University, was one of the most significant “points of distinction” in my
professional career and offered a most valuable administrative framework. That
framework focuses on organizational analysis with four lenses—structural,
human relations, political, and symbolic (Bolman and Deal, 1991).
Mentors,
both individuals within our profession and friends, have provided invaluable
support and wisdom, nurturance, protective and productive strategies, grounding,
and priceless experiences. In essence, the people who form these formal and
informal networks have served as navigators and a collegial “crew” in
charting the course for effective leadership.
Workplace
Environments.
Overwhelmingly, employment opportunities, regardless of the position, sustained
and increased my interest in leadership. In many former positions of employment,
I found a nurturing and caring culture and environment. Colleagues embraced and
shared ideas and ideals as partners in the development of self, the
organization, and the community. Rewards, both tangible and intangible, were
inspirational and positive forces that helped cement my leadership potential.
My
appointment to the position of leadership that I currently hold was considered
to be pioneering. I entered uncharted territory as the first African American
female Dean in our profession at a major university with one of the nation’s
largest enrollments. I assumed these duties confidently, with pride and
self-assurance, because of the past experiences and educational achievements.
This position continues to be rewarding and growth-producing, offering a
multitude of personal and professional challenges and opportunities.
Today, I look forward to this endless journey of growth and development in leadership as I have in the past, with optimism, courage, adventure, and inspiration—for if one is committed to making a difference in life, the journey will be nothing less than transformative and transcendent.
Terry,
R. W. (1993). Authentic leadership: Courage in action. San Francisco:
Jossey-Bass.
Miller,
J. R., & Vaughn, G. G. (1997). African American women executives: Themes
that bind. In L. Benjamin (Ed.), Black women in the academy: Promises and
Perils. Gainesville: University of Florida Press.
Bolman,
Lee G., & Deal, T. E. (1991). Reframing organizations: Artistry, choice,
and leadership. San Francisco: Jossey-Bass.
Dr.
Nickols is Dean, College of Family and Consumer Sciences, University of Georgia,
Athens.
Rather
than “turning points” in my professional life, the analogy I believe is most
appropriate for the development of my role as a leader and administrator is that
of a “flowing river.” The symphonic composition, “The Moldau,” by
Bedrich Smetana provides a sound poem for how I conceptualize the way my
leadership role has developed. Smetana’s music describes the river Moldau as
starting as a quiet rivulet, gathering strength as water is added to it,
cascading and rushing through some of its course, and as a mature body of water
traversing its way through the countryside and into the future. The river is a
life force, sustaining others, helping to shape its environment, and also being
replenished itself.
My
role as a leader seems to be a course that was pre-ordained for me. Perhaps it
is because I am a first-born child, perhaps it is because my first grade teacher
let me keep my left-hand preference even though it made me different from all my
classmates, or perhaps it is because my mother encouraged me to be confident and
helped me develop skills through 4-H to become a leader. Whatever early
experience or combination of experiences was the rivulet that commenced my
journey with leadership, I can’t remember a time during my childhood and
adolescence when I was not a leader. That doesn’t mean I was always in charge.
I also learned to work as a member of a team.
Two
significant leaders in family and consumer sciences who were Deans of Colleges
of Home Economics can be viewed as “tributaries” to my “river” of
leadership development. Dean Doretta Hoffman at Kansas State University
influenced my aspirations for graduate school and provided a role model for
women in higher education administration. Dean Hoffman had a program for
identifying the outstanding undergraduate students, inviting us to a luncheon
with our mothers, and challenging us to go to graduate school. I view this as a
“bend in the river,” a course I had not previously planned to take. With
Dean Hoffman’s inspiration and the support of my husband Sam, I completed a
M.A. degree in Family Life Education at Teachers College, Columbia University
during the two years following the completion of my B.S. degree.
Dean
Beverly Crabtree at Oklahoma State University (OSU) where I was on faculty from
1976 to 1986 was also a role model. In addition, she invested resources in the
leadership development of many faculty members at OSU. By supporting my
attendance at the Emerging Administrators Workshop in 1982, she contributed to
my preparation for administrative roles. I began to give my leadership river a
name, such as “head,” “director,” or “dean,” as my career path
emerged. Dean Crabtree believed in me, as she did in many others whose careers
she helped to foster. In effect, she said through her words and deeds, “Become
what you already are.” For me, that meant following the leadership river on
its course into new territory and adventures.