Creating a Participatory Environment Through Leadership Development

Excerpts from a Paper Authored by a West Valley College Supervisor as part of her candidacy for an Ed.D.at San Francisco State University:

Creating a Participatory Environment through Leadership Development

Michelle J. Donohue

EDDL 910 Case Study Paper

December 15, 2007

Creating a Participatory Environment through Leadership Development

"Ethical and effective leadership throughout the organizationenables the institution to identify institutional values, set and achieve goals, and improve."

Leadership & Governance, Standard IV (page 66)

Accrediting Commission for Community and Junior Colleges Handbook

Successful transformational change demands a shared leadership vision within a community college milieu. In fact, West Valley-Mission Community College District Chancellor, Stanley Arterberry, championed a “career-long ambition” to transform the working climate and culture of the WVMCCD organization. His community college experience spans a thirty year period. From his expansive career within the CaliforniaCommunity College system, he acknowledged noteworthy trends that served as an impetus for his intentional vision. “Managers and supervisors lack the appropriate training and skills to be successful in their leadership roles. We set them up to fail and do not provide them with adequate tools and resources to manage our assets-personnel, finances, and facilities. This impedes our ability to retain qualified employees, has caused substantial turnover in management, and ultimately hinders our ability to advance our strategic goals to those we serve. A significant decline exists in the number of qualified administrator-level applicants available within the system; which has required WVMCCD to look internally to fill critical leadership roles. Over the past five years, there has been a significant decrease in applications for manager/administrator vacancies. The district and two colleges have had to “home-grow” and internally promote many of the recently hired college Deans and Vice Presidents.” (Chancellor Arterberry, personal communication, October 29, 2007). Eckel(1999) posits,“successful leaders recognize that to prosper, change initiatives require a visible financial commitment. With financial resources and staff support dedicated to a change initiative, the campus takes the agenda more seriously.” In Good to Great, Jim Collins introduces the concept of a “level five leader”. “Level five leaders channel their ego needs away from themselves and into the larger goal of building a great organization. Level five leaders are not motivated by ego or self-interest. Indeed, they are incredibly ambitious, but their ambition is first and foremost for the institution, not themselves. A level five leader builds enduring greatness through a paradoxical blend of personal humility and professional will.” Chancellor Arterberry demonstrated “level five leadership.” (Collins, 2001). He conceived the need for the LeadershipDevelopmentAcademy with a commitment to invest in managers and supervisors for their optimal development. He assembled the fiscal resources necessary to implement LDA in order to develop a good to great organization. His ultimate aim was that this shared leadership training experience would fundamentally benefit employee and student success.

STATEMENT OF THE PROBLEM:

In spring 2004, the West Valley-Mission Community College District (WVMCCD) Chancellor proposed a professional development initiative known as the LeadershipDevelopmentAcademyto better define leadership roles, set the expectations, and develop a common language amongst all staff within the organization. This request was the result of many emergent conditions: First, the District experienced high turnover in key leadership roles in recent years and the resulting changes in leadership directives and styles created significant inconsistency in performance expectations and accountability of administrators and staff. Second, there were impending retirements of the District’s current leadership and the replacement of leaders throughout the organization. The need to develop leadersinternally was now a key priority for the Chancellor, which would address the limited number of external applications received for open leadership positions, and encourage internal applicants to promote and upwardly advance into key administrator roles. Additionally, the District experienced fiscal insecurity brought on by state budget cuts. Departments were operating with reduced personnel and employees were frustrated with their increased workloads. A prolonged financially challenged environment was anticipated. Employees were not well equipped to understand and positively handle change within the workplace. Ultimately for the Chancellor, the best possible outcome of the proposed LeadershipDevelopmentAcademy was to internally grow leaders throughout all layers of the organization who were capable of persevering through local and state economic challenges, and who would remain in the organization to significantly advance WVMCCD strategic goals. With the Chancellor’s impending retirement in July 2008, it is important to investigate: (1) Has a shared vision and collective investment been adopted throughout the organization to ensure the success of the Chancellor’s signature staff development program? (2) With the first year completed, has the LeadershipDevelopmentAcademy influenced the working climate and culture of WVMCCD? (3) Is there a solid operational infrastructure to sustain the legacy of the LeadershipDevelopmentAcademy as an on-going benefit for employees once the Chancellor departs?

Organizational Needs Analysis to Inform the Development of Initiative

Per the Chancellor’s directive, Human Resources and Staff Development, in conjunction with Cooper Consulting, conducted a training needs analysis to determine the precise leadership training needs within the district with the aforementioned goals in mind. A variety of data collection methods were used to assess the organization’s training needs. First, a review of the District's Strategic Plan and interviews with the Chancellor and the Special Assistant to the Chancellor were completed to clarify the organization's directive regarding the development of a LeadershipDevelopmentAcademyas well as to identify key leadership skills needed by managers, faculty and staff to assist the organization in achieving its goals. A survey was sent to all personnel classified as Managers to determine their training needs. A follow-up interview was held with the districtManager’s Training and Development Committee to review the results of the 24 surveys received from the management staff and gather additional insight. A second survey was then distributed to all Faculty, Classified staff (including Supervisors), and Administrative staff requesting feedback regarding their individual staff development needs. A total of 218 surveys were completed. The Staff Development Department’s established training programs and its Mandated Training report were reviewed to determine the depth and quality of current programs as well as the organizational commitment to training initiatives. An interview with the Interim Human Resources Director and a discussion regarding the lack of Human Resources data on performance evaluations, employee satisfaction, exit reviews and turnover rates confirmed the findings of the surveys, records and interviews.

It was clear that the organization was in need of leadership skill development. The survey findings were sorted into two key skill areas: leadership development fundamentals and job function skills. Key areas identified as leadership fundamentals included: team building, effective communication, performance management, managing change, providing feedback and coaching, conflict resolution and time management. The biggest challenge for managers and line supervisors was performance management. Survey results indicated that 28% of staff never received a performance evaluation. Additionally, supervisor feedback was provided to 32% of staff only once a year, 17% on a semester basis and 23% monthly. Accountability for completing annual performance evaluations was an obvious issue within the district and this deficient responsibility lay on district Human Resources and evaluators. Survey results also showed the largest obstacles to job success were the management of staff and department resources (29%) and time management (22%), both further illustrations of the need to develop leadership skills. The other skill development needs of our leaders werespecific job function. Ninety percent of the management team surveyed indicated budget training as a top priority and 72% stated the need to better understand the function of unions. Unfortunately, the attendance record review also indicated a lack of staff accountability for participation in district-wide training initiatives.

PROGRAM METHODOLOGY

A qualitative analysis was completed which integrated a review of attendance results, a collection of participant “success stories,” and program evaluation responses over the first two quarters. It was also envisioned at the on-set of the pilot program roll-out that a cooperative effort between WVMCCD Staff Development and an outside firm called “Cooper Consulting” would develop quantitative measurable learning outcomes which would translate into participant performance management and developmental goals. This would provide a vehicle for the organization to hold managers and supervisors accountable for the district’s strategic goals, shared vision, and the optimal performance of their employees. Both of these success measures would determine the overall success of the LeadershipDevelopmentAcademy pilot program. At this writing, the authoring of data driven learning outcomes and individual participant performance goals had not been initiated.

ATTENDANCE RESULTS

The LDA pilot began with 115 Managers, Supervisors, and Student Services Staff. 31 participants attended all eleven sessions of the “Deliver Level Program.” There are 61 individuals who need to make-up just one to two of the sessions. There were between 27 and 63 participants absent each month. 71 of the participants completed 8 of the 11 sessions. Thirty-seven percent of the participants need to make-up 5 or more sessions.

Attendance Months / 115 Total Participants / Percentage
January / 99 / 86%
February / 87 / 75%
March / 87 / 75%
April / 99 / 86%
May / 95 / 82%
June / 89 / 77%
July / 84 / 73%
August / 74 / 64%
September / 70 / 60%
October / 63 / 54%
November / 63 / 54%

Makeup Sessions:

Some makeup sessions were conducted during the first 11 months of the academy. Additional makeup sessions are scheduled for December 2007 and January 2008. Since WVMCCD did not have perfect attendance during the 11 month program, it is necessary to repeat all 11 sessions.

PROGRAM EVALUATION RESULTS

The Achieve Global evaluation questions were used to measure the outcomes of the LDA. The initial evaluation consisted of measuring the participants’ reactions to the training using an on-line survey tool, “Zoomerang,” conducted at the end of each training session. Some of the questions needed to be adapted to fit the needs of the LDA program. Initially, the response rate to the online surveys was high. During the summer months the response rate dipped causing a decrease in the amount of data gathered. Since the last session of the LDA was just completed and there are a significant number of participants who need to attend makeup sessions, and data is still being gathered for third and fourth quarters.

Program Evaluation Results / QTR 1 / QTR 2
The LDA content was relevant to my job. / 99% / 79%
The LDA program was helpful in learning new skills. / 99% / 72%
I can apply the LDA training to my job. / 99% / 80%
The LDA facilitator effectively presented the material. / 99% / 83%
The LDA facilitator allowed participants to express their opinions. / 100% / 91%
I feel that the LDA program met its stated objectives. / 67% / 74%

Selected Participant Comments:

• “I am glad to see the district finally making an effort like this to train all of the supervisors and managers and get them onto the same page.”
• “This has been the best training workshop I have ever been to in my career.”
• “The activities were really helpful in learning new skills-materials were easy to use.”
• “Excellent, quick paced, concise and connected to our needs.”
• “Excellent job overall and created a collaborative environment.”
• “Exercises were useful. Facilitators were engaging and well organized.”
• “I like the group exercises! We all need more practice on how to listen better.”
• “Facilitators held our interest made material interesting and I enjoyed their sense of humor. They made it easy to participate.”
• “LDA is helping me learn new skills, reinforces what you have learned, and brush up skills you have acquired or learned from schools in the past. I personally appreciate such steps taken by our district to improve our organization.”
• “This was a wonderful review of conflict management strategies that will help me resolve a situation with a colleague.”
• I liked the opportunity to apply a force field analysis to a real work challenge within the District.”

FOCUS GROUP EVALUATION:

Seven focus group sessions in September and October were conducted to gather data from participants regarding positive outcomes from participation in the LDA. Additionally, they suggested topics they found most helpful, topics they would like to see added to the program, what employee groups they think should go through the Deliver level next, and feedback about the structure of the program.

Focus Group Responses / 73 out of 115 participants=yields 63% response rate
As a result of LDA, what are the most positive outcomes within your workplace environment? /

• Better working relationships
• Continual campus cultural change
• Improved communication with work peers
• Networking, collaboration amongst district colleagues
• Emphasis is on strengthening communication strategies/skills
• Tools and resources are given to take back into workplace environment
• Common understanding and language at work
• Overall improved working relationships

Most beneficial LDA topics? /

• Resolving Conflicts with Peers
• Speaking and Listening in a Hectic World
• Dealing with Difficult People
• Identifying Work Priorities and Setting Goals
• Personal Strategies for Navigating Change
• Addressing Emotions at Work
• Problem Solving

What topics should be added to LDA? /

• Ethics and Integrity
• Stress & Time Management
• Supervision/Performance Management
• Resource Allocation/Budget Development
• Union Contract Interpretation

Who should be invited to attend second phase of LDA? /

• Board of Trustees
• Information Systems Staff
• WVCCampusCenter Staff
• All Student Services front-line staff
• Payroll Staff
• Business Services Staff
• Human Resources Staff
• District Facility Staff

Recommendations for LDA attendance structure for second phase? /

• Once a month with 3-3.5 hour workshops
• Schedule sessions over 2-3 day period back to back.

Interviews:

Interviews were conducted with a few selected managers who were not a part of the original development team and replaced critical stakeholders who were outspoken champions of the pilot. Those chosen for interviews will be vital to the shared leadership and mutual responsibility for the initiative’s success and sustainability.

Position / LDA Positives / LDA Negatives
Associate Vice Chancellor of Human Resources / None Stated / Inherited the management of LDA.
There was no focus on LDA the first six months I was employed within the district. Then the message came through, “let’s hurry up and get this started.” The launch was harried.
Needs analysis lacked depth and enough analysis of district challenges. Planning for implementation had constraints.
Too big of a pilot.
Not enough buy-in or critical enrollment of managers and supervisors.
Not enough staff. Difficulty in gathering data and stories to show the positives.
Human Resources role is NOT to drive LDA program. It is the College Presidents.
The sustainability of LDA will be determined if the new chancellor sees value in the program. I am going to wait back and see what direction I am given.
WestValleyCollege President / A lot of time and thought in key concepts of LDA and its delivery.
Program is sound and has a basic psychology foundation. Confidence in validity of program content.
Although I am arrogant about not “needing the program” for myself, I am an advocate for LDA.
I use the basic principles in our cabinet meeting room and they are embedded in our discussions and decision-making.
Has common language.
Active and passive activities are strong. / Program is too ambitious.
Some trainers are good and some are not. Some are good teachers for the staff and for many of the trainers, it requires more prep and facilitator work than what was expected.
MissionCollege President / Good curriculum
Good program / Current structure does not work for me or my managers. It is difficult for me to schedule four hours for LDA training once a month given day-to-day responsibilities. It is not worthy of her time or the time of her managers. There is a danger that after the Chancellor leaves, LDA will drift away. It will all depend on the new Chancellor and whether that person will continue to “Shepherd” LDA.
Experiential scenarios are real crazy. They need to be more pertinent to college atmosphere.
WVC Dean of Student Support Services &
Manager of Student Services Staff / Shared vocabulary
Shard language
Value added for employees / The needs analysis was done with different managers than those who are participants in the program today. There needs to be a post-assessment.
There were other more pressing priorities for the district and the Chancellor did not emphasize a strong enough message to implement this priority over others.
The Chancellor has not addressed other college deal breaker issues that have been left unresolved.
LDA needs to be negotiated in performance contracts before managers will hold staff accountable for LDA outcomes.
There needs to be a district-wide position analysis to see if each job description matches the current reality of the work.

DESCRIPTION OF THE SETTING:

WVMCCD

For nearly forty years, the West Valley-Mission Community College District’s educational programs have helped Silicon Valley’s residents, businesses, and communities grow and succeed. Every year, tens of thousands of people enroll in classes, pursuing varied goals from earning CISCO certification to learning to paint; from receiving job-specific training to preparing to transfer to UC Berkeley; from learning English as a second language to studying Mandarin. WVMCCD offers direct corporate training and economic development assistance. The district affords a variety of benefits to the community including: low cost, high quality educational programs; class offerings during the day, evening, weekends and on-line; access to all those who wish to pursue education and training; small class sizes; and personal attention offered within student support services. The district was founded in 1963 to provide educational opportunities through one college, WestValleyCollege and in 1977 MissionCollege was added.(West Valley-Mission Community College District Website, 2007). The district employs 132 staff members to operate budget/finance, payroll, general services, facilities/warehouse services, and grants and contracts for the district, MissionCollege, and WestValleyCollege. Adopted by the Board of Trustees in November 2001, the District Strategic Plan focuses on: