Intentional leadership development: Ensuring senior leadership continuity for community colleges

The purpose and the scope of this study is to identify strategies that will help provide prepared high quality community college applicants in sufficient numbers for the projected increased number of community college CAO and CEO openings. Integrate management theory into a community college leadership sustainability model. assist community colleges in developing a compelling case for action. Identify the skills, knowledge, and competencies needed for successful CAO, CEO, and other community college leadership positions for the 21st century community college. Provide a theory driven model for succession planning/talent management and the delivery of leadership development programs; and identify best practices in succession planning/talent management and leadership development programs for community colleges.Intentional Leadership Development: Ensuring Senior Leadership Continuity for Community Colleges July 6, 2012—DMGT 892 SOARS Presentation Deborah Meadows Doctorate of Management Candidate University of Maryland University College Keywords: Community Colleges; Leadership; Leadership Development; Succession Planning; Talent Management Purpose and Scope of the Research The purpose and the scope of this study is to: • identify strategies that will help provide prepared high quality community college applicants in sufficient numbers for the projected increased number of community college CAO and CEO openings; • Integrate management theory into a community college leadership sustainability model • assist community colleges in developing a compelling case for action; • identify the skills, knowledge, and competencies needed for successful CAO, CEO, and other community college leadership positions for the 21st century community college; • provide a theory driven model for succession planning/talent management and the delivery of leadership development programs; and • Identify best practices in succession planning/talent management and leadership development programs for community colleges. Research Question In community colleges facing massive retirements among senior administrative personnel, how can management theory, leadership development, and succession planning models best be leveraged to assure that community colleges will have the senior level leadership they need in the 21st Century? Significance of this Research for Management This study led to the development of a comprehensive model of succession planning/talent management and higher education leadership development that was guided by identified community college leadership competencies, best practices, and management theory. Promotion of research and evidence-based practice to support the preparation of quality applicant pools needed for replacements of retiring community college CEOs. Main Literature Themes and Authors Theme 1--Higher Education Leadership Crisis Authors: Boggs; Campbell; Leubsdorf; Plinske; Shults; Romero; Steinberg, Snyder, & Klein-Collins; Weisman & Vaughn Theme 2--21st Century Community Colleges Leadership Challenges and Competencies Authors: Amey & VanDerlinden; Goff; Hassan, Dellow, & Jackson; Hockaday & Puyear; Fulton-Calkins & Milling; Knapp & Siegel; Luna & Beaman; Phelan; Shults; Sullivan Theme 3--Higher Education Leadership Theory Authors: Birnbaum; Bolman & Deal; Bolman & Gallos; Eddy; Farnsworth; Knapp & Siegel; Kouzes & Posner: Mumford, Campion, & Morgeson Main Literature Themes and Authors (continued) Theme 4--Intentional Strategies Succession Planning/Talent Management and Leadership Development Programs Authors: Cook; Fulton-Calkins & Milling Hull & Keim; Knott; Ip; Jeandron; Leubsdorf ; Mackey; McDade; Mercer; Neal; Piland & Wolf; Reille & Kezar; Richards; Rothwell; Roueche; Ullman Key Propositions Distilled from the Literature P 1 Leadership can be learned, P 2 Many members of a community college can lead, P 3 Effective leadership is a combination of effective management and vision, P 4 Learning leadership is a lifelong process, and P 5 The leadership gap can be addressed through a variety of strategies Conceptual Framework Thesis Statement Using an evidence-based research methodology approach, this study led to the creation of a comprehensive higher education leadership development and succession planning/talent management model designed to support the development of quality applicant pools to replace retiring community college CEOs. Research Approach & Formation of Argument Identify the Problem Define Research Question Review Literature Evaluate the Selection and the Quality of the Studies Develop Conceptual Model Analysis and Synthesis of Evidence Interpreting the Evidence Presentation of Findings Expert Panel ReviewFindings Finding #1: Large numbers of higher education presidents will retire by 2016 with evidence that similar levels of CEO retirements will continue for several years beyond 2016. 1a. In 2011, higher education CEOs’ average age was 61 and 58% of college presidents were 61 or older. 1b. With so many higher education presidents retiring, the demand for CEO replacements will surpass the supply of well-qualified applicants. 1c. The demands on and the challenges for the 21st century community college increases the difficulty to prepare well-qualified applicants and access a high quality applicant pool. 1d. Since many of the CEO replacements are from other community college leadership positions such as the CAO, the leadership crisis extends beyond the CEO position to throughout the community college leadership pipeline. Finding #2: There are a wide range of challenges affecting the 21st century community college and a surprising range of diversity between different community colleges. 2a. There are challenges that are affecting most community colleges including: budget constraints, enrollment pressures, competition for students, increased tuition rates for students, calls for innovative practices, greater accountability, increased student demographic diversity, technological impacts, and the need for expansion of educational program offerings. 2b. The geographic location, size, and culture of a community college have a large impact on the leadership needs and consequently the leadership development needs of the college. Findings (continued) Finding #3: Finding #3: CEOs are expected to be able to contend with the complexity needed and the many presenting challenges to successfully lead the 21st century community college. 3a. Research has revealed many variations in leadership competency lists. 3b. The AACC seeks to identify their list of six competencies as the one standard for competencies. Finding #4: Well designed and effectively delivered succession planning and leadership development programs are two important strategies to prepare high quality employees and expand replacement applicant pools. 4a. Succession planning and leadership development programs should have institutional wide commitment, be specifically endorsed by both senior administration and faculty leadership, and be integrated into the community college’s vision statement and strategic plans. 4b. Succession planning and leadership development programs, when utilized together, are more effective. 4c. Because of their critical need, succession planning and leadership development programs funding should be maintained during budget constraints. 4d. Succession planning and leadership development programs result in an agile and responsive internal leadership pipeline. Findings (continued) Finding #5. Succession planning/talent management are effective business strategies community colleges have been slow to adopt. 5a. Succession planning/talent management can be adapted to meet higher education’s needs. 5b. Research has identified many best practices for succession planning/talent management. Finding #6. Although there are a number of national, regional, and statewide community college leadership development programs, as well as university-base leadership degree programs, it is still recommended to deliver a locally delivered leadership development program. 6a. The important element of locally identified context such as size and location of a community college and the community college’s culture can be integrated into the local leadership development program. 6b. Research has identified many best practices for leadership development programs. Finding #7: Expansion of leadership and management theory literature relating specifically to community colleges needs. 7a. Calls for research-driven decision making, the use of best practices, research-practitioner models, and the integration of theory into practice for community colleges. 7b. Suggestions that knowledge transfer from business practices and management theory can be adapted and utilized in colleges. Leadership Sustainability Model Implications for Management Practice Illustrates how the transfer of knowledge from business management, leadership theory, and evidence based research can inform higher education leadership development programs Business practices of Succession Planning and Management can be modified to support higher education efforts to meet replacement needs for future leaders There are multiple different strategies to enhance higher education leadership development training such as mentoring, coaching, job shadowing, structured job assignments, and experience in cross-functional team assignments Future Research Agendas • Conduct a survey to identify community colleges that have combined the practice of succession planning/talent management and leadership development programs. • Conduct case studies in community colleges that are integrating the use of succession planning/talent management and leadership development programs. • Research the efficacy of different elements of community college leadership development programs including elements such as mentoring, team projects, job shadowing, job rotation, etc. • Survey and conduct follow-up focused interviews with colleges that have recently sought senior leadership replacement(s) regarding the quality and quantify in their applicant pools