A Guide for Leaders in Higher Education by Brent D. Ruben Richard De Lisi & Ralph A. Gigliotti

Author:Brent D. Ruben, Richard De Lisi & Ralph A. Gigliotti
Language: eng
Format: epub
Publisher: Stylus Publishing, LLC.

Intermediary/mediated (gatekeeper) model: The leader forms and uses a layered structure. This model allows a leader to form structures based on particular needs or interests, such as program-centered or topical area committees or task forces, or the formation and utilization of an executive committee. Note that this model may be used in a way that purposefully includes or excludes influential members of the leadership underground. Considerations might include time or efficiency, effectiveness of existing structures, level of resistance or support, desire to socialize new people, the importance of validating or building a team, or opportunities for customized and topically focused information. Limitations include the potential exclusion of interested individuals from particular groups, and the challenges of sharing information across groupings. These limitations can be overcome to some extent through formalized and systematic information sharing and reporting activities.

Combinations: Any of these architectures can be used in any combination for particular purposes or for specific periods of time.

You won’t be successful with everyone—or with any one person all the time. Leadership roles in higher education can be incredibly consuming and exhausting. To avoid burnout, always keep in mind the institution’s best interests and consider changing your strategies, approaches, and audiences in a way that makes sense for you, your audience, and your institution. Remain grounded in your interactions, but do not be afraid to evolve and adapt in order to stay fresh. Moreover, be open to concluding that you have reached a point of diminishing returns in your efforts with some potential message recipients.

Do not underestimate the power of powerless language. Leaders are often taught to use assertive and direct language; however, leaders must also recognize the value of powerless language in certain situations. Expressing vulnerability, asking questions, talking tentatively, and seeking advice are all forms of powerless language that can influence others. As Grant (2013) notes, what is often described as powerless language can be incredibly powerful in building rapport and trust and gaining the admiration of others.

Plan to be pleased and surprised when colleagues acknowledge or thank you for your work or accomplishments as a leader. Some colleagues can be counted on to notice and express their appreciation for your efforts on behalf of the organization; many others cannot. Unfortunately, many colleagues will come forth to identify problems, failures, or gaps they identify in your leadership, pointing to ways you can better meet their needs. This is especially true for those who have not, themselves, occupied roles similar to yours. Despite this predictable pattern, there may be useful information in the complaints and suggestions of your critics. Also, the compliments and expressions of appreciation—as well as those who consistently provide supportive communication—should be valued and not taken for granted. It may be useful to structure a periodic organizational debriefing session, where colleagues are asked to list and discuss “things that are going well” and “things that can be improved.” Such sessions can provide useful information on organizational and leadership needs and can also remind colleagues that it is important to focus on strengths as well as areas for improvement.

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