Running head: CASE STUDY

Case study: Exploring the Effects of an Authentic Leadership Approach at a Community College
S. Odrowski
UOIT

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Case study: Exploring the Effects of an Authentic Leadership Approach at a Community College
This case study examines the leadership approach of an academic leader at a mid-sized
college during times of great change. Specifically, this study will focus on the impact of recent
financial cut-backs, changes in leadership, and low team morale in the Colleges Teaching and
Learning Centre (TLC). The following resources will be used to analyze this case study: an
interview with the TLC Director, examination of leadership theory, and Hills Model for Team
Leadership. Hills model will be used as the framework for analysis and synthesis of the
problem. The introduction of a leadership action plan, with both short and long term goals, using
SMART goal format will provide strategies for both the team and the leader in which to
approach the problem.
Background and Context
Presentation of the hierarchical Ontario College framework will provide the reader with
background information that is necessary to gain an in-depth understanding of the case study
being examined.
The Ontario Colleges of Applied Arts and Technology in Ontario (ACAATO) answer to
the government and the public. A top-down leadership approach is evident whereby policy
governs and holds colleges accountable for their actions. The Ministry of Training Colleges and
Universities (MTCU) is responsible for communicating the statutory, regulatory and policy
framework within the college system and provides funding for resource allocations (Ministers
Binding Policy Directive, 2003). They communicate the governments strategic priorities and
expect that colleges will work towards achievement of the set goals.
The Board of Governors (BOG) oversees each college on behalf of the public. They set
the college vision, strategic directions, and overall goals and outcomes within the context of the

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appropriate laws, government policy, and local need. The BOG delegates to the college
President, the accountability for the operation of the college. The Vice President, Academic
(VPA) serves as the senior academic officer of the college and provides leadership in planning,
policy development, and ensuring the fulfillment of the Colleges strategic academic goals and
implementation of the Academic Direction (Academic Direction, 2014). The TLC director
reports to the Vice President, Academic.
The TLC director aligns the goals of the centre with both the strategic plan and the
academic direction. The mandate of the TLC is to support faculty in areas of teaching and
learning, technology-supported instruction, curriculum development, instructional design, and
multimedia production. The centre also champions professional development opportunities and a
new faculty development program which includes a one year teaching certificate for all new fulltime hires. Figure 1 provides an overview of the college structure and the various roles of
employees at the TLC.

Figure 1: Ontario College Framework

Source: Odrowski (2015).

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The Problem

The Colleges Academic Direction is considered a road map outlining what the academic
side of the college will do to meet its mission, vision and values. The Academic direction is
committed to the quality of our programs and the evolution of teaching and learning and
complements the Colleges strategic plan, strategic mandate agreement, strategic enrolment plan
and key post-secondary trends in the Ontario college sector (Academic Direction, 2015). This
document drives most if not all, of the activities at the TLC. The Academic Direction has
evolved over the last five years to include many new initiatives, such as Universal Design for
Learning (UDL), a new faculty development program, instructional design, new program
development, applied research, hybrid and online learning, experiential learning, a digital course
outline initiative, and many more opportunities for professional development. This list is not
exhaustive, but rather an example of some of the added responsibilities to the TLCs portfolio.
Along with the substantial change incurred by the college, the TLC has also undergone many
significant changes. This change involves an increase in clientele (faculty) and a decrease in
staffing. The following section outlines the challenges that the staff and director of the TLC are
currently facing.
Lack of Resources
The College saw significant growth in enrolment, new full-time faculty hires and new
programs from 2010 to 2014. There is currently over 10,000 full-time students which is a 30%
increase from 2010 (College Fact Sheet, 2014; Ministry of Training Colleges and Universities,
2010). This increase resulted in the need for additional human and physical resources to keep up
with the growth rate. A curriculum faculty position was added to the TLC in 2011 to offset the

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demand for new program development support. However, a year later, the faculty development
manager retired and the position was not filled, but rather, absorbed by the TLC faculty.
In May, 2015 a faculty member at the TLC found the workload too heavy at the centre
and decided to return to teaching. She was in the position for two years and revealed that her job
was not fulfilling: I spend most of my time on administrative tasks instead of supporting faculty.
This was not the job I signed up for (personal communications, June 3, 2015). Instead of
posting for a replacement, the VPA alerted the director that they were freezing the position due
to low student enrolment.
The college predicted a 3% increase in student enrolment for the academic year 20152016; however data shows that student enrolment will be the same as last year (Registrars
Office, personal communication, June 2, 2015. This has resulted in a financial issue for the
college. The chart below (Figure 2) provides a visual representation of changes incurred over the
past five years including the fluctuation in student enrolment.
The chart also highlights the increase in new program development which is spearheaded
by the TLC. It outlines changes to faculty positions within the TLC revealing that the centre
went from five full-time faculty in 2011 to three faculty positions for the 2015-2016 academic
year.

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Figure 2
2011
4 Faculty
1 Faculty development Manager

2013
Manager of new faculty
development position eliminated

2015-Faculty position eliminated

2015-16
3 Faculty
Remaining

Source: Sandy Odrowski, June 2015

Change in Senior Management
The VPA has worked closely with the director of the TLC for many years. She values the
work of both the director and staff at the TLC and has been a huge advocate and supporter for the
outstanding work produced in the centre. The VPA is retiring at the end of the current academic
year (June 2015). The last decision she had implement regarding the TLC was to suspend a
position. This decision was not hers but that of the President and Chief Financial Officer. This
was a very difficult task for the VPA and she voiced she did not think the decision was a good
one. The new VPA will start July 2nd, 2015.
The directors immediate response to the suspension was to call a meeting with all four
educational developers to explain that the second curriculum specialist position would not be

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filled at the current time. The developers were also astonished and started to ask many difficult
questions. Foremost, how were they to manage a workload of five people with only three of them
remaining? The director was very frank and said We cant, something things will have to go and
I have no problem taking the brunt of that, my first concern is the health and well-being of all of
you (Personal communication, June 8, 2015). The meeting was adjourned and two subsequent
meetings with the entire team have been planned for mid-June.
Team Morale
In the last five years, staff turnover within the centre has been quite high, with only three
of the nine original employees left. This has been partly due to retirements or people moving on
to other positions within the college. With this change, there has been a change in team
dynamics; faculty and staff seem to have formed two different camps. The support staff work
together and the faculty work together. Hill (2010) posits that a unified commitment is an
essential component of effective teams. Excellent teams are those that have developed a sense
of unity or identification (Northouse, 2010). The increased work load and rapid turnover of staff
have resulted in a low morale amongst most team members. As earlier acknowledged, some staff
have left and others are thinking of leaving due to the pressures of meeting the growing needs of
a variety of audiences with lack of resources. Currently the centre lacks a collaborative climate
where all team members listen and understand one another, feel free to take risks, and are willing
to compensate for one another (Quinlan, 2014; Northouse, 2010). The current team seems to
function somewhat as individuals rather than a cohesive team (Northouse, 2010).
Interview with the Director of the Teaching and Learning Centre
An interview with the TLC director (here in after referred to as Cole) was conducted via
email using questions that were open-ended and focused on eliciting behavioral responses rather

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than trait- based information. The intent was to gain insight into what approach (or approaches)
the leader emulates by focusing on his behavior, including the processes he uses to influence
change, manage conflict, and communicate and lead his team. This information was essential to
determine what type of action plan would align to the directors leadership style. See Appendix
A for a full list of interview questions and answers.
The responses revealed that the Cole exhibited many of the behaviors of an authentic
leader. Authentic leadership is one of the newer areas of leadership research and focuses on
whether a leader is genuine and real (Northouse, 2010). Begley (2001) maintains that
Authentic leadership may be thought of as a metaphor for professionally effective, ethically
sound, and consciously reflective practices in educational administration (p.353).
Walumbwa, Gardner, Wersing and Peterson (2008) developed a framework for authentic
leadership and define it as a pattern of leader behavior that draws upon and promotes both
positive psychological capacities and a positive ethical climate, to foster (1) greater selfawareness; (2) an internalized moral perspective; (3) balanced processing of information and (4)
relational transparency on the part of leaders with followers, fostering positive self-development
(p.92). Northouse (2010) points out that these attributes develop through a lifelong process
which is often influenced by critical life events. The four components of the framework were
used to analyze Coles responses.
Self Awareness
Self-awareness refers to the ability of a leader to read their emotions and recognize the
impact on themselves and their team (Northouse, 2010). Avolio and Gardner (2005) explain that
self-awareness is not a destination point, but rather an emerging process where one continually
comes to understand his or her unique talents, strengths, sense of purpose, core values, beliefs

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and desires (p.324). Coles deep self-knowledge is evident through his responses, demonstrating
his ability to recognize his strengths as well as areas in need of improvement. Many of Coles
answers exhibit a high level of critical reflection and metacognition. For example, he showed
great self-awareness when asked how do you go about decision making? The response
indicates that he is very aware of his indecisiveness in some situations; however, it also revealed
that his core values and beliefs would drive the decision in the end: I would probably tack that
our decision has to be guided by what is best for the student that is the bottom line (Cole,
Personal Communication, June 1, 2015).
Internalized moral perspective
Internalized moral perspective is the ability to be guided by internal moral standards used
to self-regulate one's behavior (Avolio & Gardner, 2005). It was evident throughout the
interview that Cole has a strong moral compass. When asked about how he handles criticism or
opposition, he shared a situation where he felt that his department was threatened by external
auditors who did not follow protocol. He responded to the threat with a letter to the college
president outlining his arguments against the recommendations. His convictions of standing for
what is right provoked him to act in a way that could have had a negative impact on his career.
Balance Processing
Balanced processing refers to the ability to analyze information objectively and explore
other peoples opinions before making a decision (Northouse, 2010). Many of the questions
posed to Cole were crafted to reveal his position within his team. The value he placed on the
input from his team and other stakeholders was transparent in his responses. Comments such as
Ideas come from my team, my peers and my observations of othersI like to hear multiple
perspectives and I strive to listen to their advice revealed that Cole wishes to elicit opinions and

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ideas from others highlighting his willingness to consider others perspectives prior to decision
making (Cole, personal communications, June 1, 2015). Northouse (2010) explains how leaders,
who actively seek out feedback from others including those outside their team, are more likely to
have an accurate sense of their work resulting in stronger relationships with superiors, followers,
and peers.
Relational Transparency
Relational Transparency refers to openly sharing information and feelings to present ones
true-self to others in an appropriate manner (Northouse, 2010). It involves sharing both negative
and positive aspects with a focus on open communication and being genuine with others. Kernis
(2003) asserts that a deep self-knowledge of both strengths and weaknesses creates a nondefensiveness that allows for a leader to be consistent across situations and transparent with their
followers. George, Sims, Mclean and Mayer (2011) posit that being honest and open and
examining ones own character are critical to becoming an authentic leader. Cole was very
candid in his responses revealing his ability to open up to others. When Cole was asked how he
handles opposition and criticism, he replied I want to try and keep people happy or satisfied,
which are probably unrealistic goals, and this also causes me to take criticism or opposition quite
personally (Cole, Personal Communications, June 1, 2015). His willingness to self-disclose
and voice his insecurities demonstrates the importance of being real as a strong component of
his leadership approach.
Overall, Coles approach to leadership demonstrates that he prefers to work together with
his followers to uncover their concerns, and determine as a team, a course of action (Northouse,
2010). Rather than having a prescriptive approach to leadership, Coles approach is one of

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wanting to constantly better himself, specifically in areas of self-awareness, internalized moral

perspective, balanced processing and relational transparency.
Leadership Action Plan
Insight into Coles leadership style is an important first step in determining the best type
of action to move forward with. Although Cole showed many characteristics of an authentic
leader, he also demonstrated behavior that fell into other leadership approaches such as
Dialogical, Situational, and Transformational Leadership. He discussed his willingness share
lessons learned and his need to include his team as part in decision- making (dialogic), his ability
to wait for a solution to emerge (situational), and his vision that faculty should be empowered by
technology and learning and not restricted by it (transformational) (Isaacs, 1999; Kirkbride,2006;
Northouse, 2010). It is challenging if not impossible to espouse only one type of leadership
approach with a leader such as Cole, who exhibits strong components of many of the leadership
paradigms discussed in the course material and evident in scholarly research.
The current issues facing the centre include low team morale, lack of human resources
and change in academic leadership. Hills Model for Team Leadership (2010) will be used to
support Cole and his team during this time of great change (Northouse, 2010). It would go
against Coles values and beliefs to change his leadership style; therefore, it is important to
develop a plan that aligns to who he is as a leader. Hills Model for Team Leadership is a model
of functional leadership where the leader is placed in the drivers seat of team effectiveness
(Northouse, 2010). Due to the nature and impact of the issues facing the centre, it is important
that Cole provide strong leadership to his team to maintain their trust. Therefore, Cole must
have a clear mental model of the situation at hand to influence change in both his team and the
colleges academic leadership (Northouse, 2010, p. 244).

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It is important to remember that Cole is an authentic leader, who has a passion for his
purpose, practices his values consistently, and leads with his heart as well as his head. He has
also possesses self-discipline to get results (George et al., 2011). Therefore, Coles decisions
must align with his authenticity in order to get results. The next section will describe how Cole
can use Hills model to determine appropriate actions that align to his values and principles.
Figure 3 provides an overview of how the model works.
Figure 3

Hills Model of Team Leadership

Source: (Northouse, 2010 p.244)

Leadership Decisions
The first question Cole needs to ask himself is, should I monitor or take action? In this
case, it is essential that Cole take immediate action. He knows that his team is not happy and this
does not sit well with his internal compass. He has a clear understanding of the teams current
state and has sought the feedback from team members. He has already analyzed the information

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objectively and explored others opinions, so he is ready to act. Barge (1999) points out that
Action mediation is at the heart of leadership because it involves selecting from among
competing courses of action and helping the group create a system of organizing that allows it to
make quality decisions (as cited in Northouse, 2010, p. 247).
The next decision Cole will need to determine is whether his action should be task or
relational-focused. Many of the issues facing the team (low team morale and work overload)
need relational action to develop a positive work climate, satisfy team needs, and develop
cohesion. Furthermore, Cole feels somewhat responsible for the current situation, so he is
compelled to communicate openly and remain real in the relationships he has formed with his
team. Therefore, Coles actions should be relational to start, to re-establish trust and unified
commitment within his team.
Finally, Cole will need to determine whether to implement internal actions (within his
team) or external actions (organizational support) to support his team. In this case, both internal
and external actions are warranted due to the nature of the issues; they are both inter and intrapersonal amongst the team, as well as external with a focus on the VPA, the Academic Direction
and the need for additional support.
Prior to taking action, Cole will need to examine the current teams effectiveness and
determine if the team is meeting the desired outcomes. A look at team performance (task
accomplishment and team effectiveness (maintenance of the team) will frame where his team is
regarding their ability to reach goals (Northouse, 2010).
In order to address the issues laid out, Cole should implement a leadership action plan.
Using Hills model as the basis for his actions, will help Cole systematically approach each
problem and determine the best solutions. The chart below (Figure 4) lays out the type of actions

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warranted including whether they are short or long-term , whether it is task or relational, and a
SMART goal for each action.
Figure 4
Short/Lon

Internal

Task/Relationa

g Term

Leadership

Action
Short Term Coaching

Relational

Smart Goal

By the end of June, 2015, Cole will meet

and

individually with each team member and

Satisfying

implement the GROW model to help them

Needs

establish their own personal goals related to

their role in the TLC. They will examine how
their goals fit into the overall goals of the

Short Term Coaching

Relational

TLC.
Starting June 15, 2015, Cole will use
Management By Wandering Around (MBWA)
once every 2 weeks, to have an informal chat
with each of my staff members demonstrating
his keen interest and value in their

Short Term Collaboratin

Relational

contribution to the team.

Starting in September of the new academic

g and

year, Cole will have planned an off-campus

Building

team retreat day with team building exercises

Commitment

to specifically address interpersonal,

communication and unified commitment
issues within the team.

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Short Term Collaboratin

Relational

Starting in September of the new academic

g and

year, Cole will begin each week off with

Building

Coffee Mondays to share the teams plans

Commitment

for the week. If necessary, brainstorming

activities will be used to help a team member

Short Term Collaboratin

Relational

deal with issues.

Starting in September of the new academic
year, Cole will schedule a lunch and learn,
once per month, where a faculty member and
a support staff will present together on a
current trend or topic. Bishop (1997)
ascertains that understanding your teams
motivations will help you find the best way to
motivate them to work hard for you. Doing so
will also show that you care about them on a
personal level, and will in turn make them

Short Term Managing

Relational

Conflict

more willing to put in more effort for you.

When conflict arises, Cole will use his moral
reasoning to make decisions that are selfless
and serve the greater good of the team
(Northouse, 2010). He will transcend
individual differences and re-align individuals

Short and

Modelling

Long term

Principles

Relational

to the common goal.

Ongoing: Cole will continue to model
Authentic Leadership by continuing to be

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self-aware, relational, ethical and balanced in
his approach to his leadership role. George
(2004) posits that leaders who are open and
willing to share themselves fully, and are
genuinely interested in their team have the
ability to ignite the souls of their employees to
achieve greatness far beyond what anyone
imagined possible (p.33).

Short Term Goal

Task

Focusing

On June 19th, 2015, Cole will facilitate a

planning team meeting and use the SOAR
model to build strength- based strategies that
focus on achievement of goals and prioritizing

Short Term Structuring

Task

for Results

actions.
On June 26th, 2015, Cole will facilitate a
meeting to discuss and clarify each members
role and responsibilities. Cole will develop a
detailed document outlining each team

Short Term Facilitating

Decisions

Task

members roles and distribute to all.

In September of the new academic year, Cole
will implement Decision by Consensus
whenever possible. This process will result in
arriving at a collective decision through an
effective and fair communication process
where all team members speak and listen and

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are valued.

11

Training

Task

In October of the new academic year, Cole

will meet with each team member to discuss a
Professional Development Plan and align
training opportunities to their personal goals
as well as the goals of the centre and the

Short Term Maintaining

Task

Standards

Academic Direction.
In September of the new academic year, Cole
will review the Academic Direction with his
team making expectations clear and
discussing ways to maintain or exceed the
standard of service, communication and the
support expected of them. Cole will conduct
performance evaluations on each team
member once a year to provide constructive
feedback and reward superior performance
(Northouse, 2010)

External Leadership

SMART Goals

Action
Short
Term

(Environmental)
Networking

In September 2015, Cole and his team will begin the

development of a TLC portfolio that will outline the great
work they do. In November 2015, they will present the

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Short

18

Negotiating Support

Term

portfolio to the Academic Leadership Team.

Cole will schedule a meeting the third week in July, with
the new VPA to orient her to the TLC, and to start
building a positive relationship in order to gain her
support. In September of 2015, Cole will invite the new
VPA to the centre to meet with his team and showcase the
work they do as well as to discuss the need for additional

Short

Buffering

Term

resources and support.

The week of June 15th, Cole will notify the VPA that the
TLC can no longer support new program development
due to cut backs. He will suggest that new program
development move to the Program Quality Assurance

Ongoin

Buffering

office and support the move.

Ongoing: Cole will monitor all incoming requests and
prioritize by alignment with the Academic Direction. Cole
will protect his team by monitoring their work load and
deferring requests that are not realistic with the shortage

Ongoin

Assessing and Sharing

in staff.
Ongoing: Cole will continue to gather survey feedback

Information

from faculty who have attended Professional

Development at the TLC. He will use this information to
drive future decisions regarding faculty needs.

Personal Goals for Cole

Long
Within the next year, Cole should seek professional development opportunities to
Term

enhance the following leadership skills:

leading through difficult times and pressure-filled challenges,
further develop his self-awareness emotional, social and cultural intelligence,
develop more confidence in his abilities and decision-making skills, and

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Creating a climate that fosters effective teamwork (George, 2004).

Although the list of actions proposed may seem exhaustive, Coles authentic leadership
approach to decision-making display how his values are translated into action. George (2004)
maintains that having a solid base of values and testing them under fire, enables you to develop
the principles you will use in leading (p.34). The interview with Cole revealed that it was very
important to him to engage in transparent decision making that reflects integrity and a
commitment to his core ethical values. The proposed SMART goals in this case study are based
on the value he places on doing the right thing.
Conclusion
This case study examines how an authentic leader may deal with some upcoming serious
challenges that his department faces. Research into authentic leadership and a decision making
framework (Hills Model of Team Leadership) was used to plan a course of action.
Recent research is highlighting a paradigm shift from the traditional individualistic focus
of the leader, to a more relational and systems perspective (Clarke, 2013). Clarke (2013)
ascertains that leadership is the property of relationships, no longer residing in one individual.
As mentioned earlier, Coles leadership aligns to new research as his approach is relational as
exemplified through his answers to most of the interview questions.
This case study provides a great example of a leadership action plan that is driven by the
value placed on relationships. Northouse (2010) shares that in order to be an effective leader, it
is necessary to obtain buy in from your followers by modelling actions and values they can
identify with. It is only at this time that leaders can create change by adapting their message to
the beliefs and values of their followers. George (2004) sums it up quite nicely:

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No individual achievement can equal the pleasure of leading a group of people to achieve
a worthy goal. When you cross the finish line together, all the pain and suffering you may
have experienced quickly vanishes. It is replaced by a deep inner satisfaction that you
have empowered others and thus made the world a better place. Thats the challenge and
the fulfillment of authentic leadership (p.36).

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Appendix A
Interview Questions
1. Can you provide me with an overview of your role at the college?
I manage a department that is designed to support faculty and further the academic
evolution of the college. We focus on teaching and learning, curriculum development, the use of
technology as well as supporting activities like web site development or multimedia
development. We do training, consulting, development of resources and processes and contribute
to efforts to increase quality in our teaching and learning at the college.
I am also a member of the Academic Leadership Team (ALT) which consists of the deans
and associate deans and directors and is chaired by the Vice President, Academic and in this role
can influence our agenda around quality in teaching and learning.
2. As a leader, how would you define success?
It may sound trite, but I look for win-win situations. If we are able to accomplish the
goals set up for us and yet accomplish our own personal goals, this is better for everyone.
Success means understanding a situation so that if you are unable to accomplish your goal, you
will at least have a clear understanding of why and maybe able to provide alternate solutions.
3. Can you think of one of your greatest accomplishments in your role? What made it stand out
for you?
While I tend not to think in terms of greatest accomplishment I do have an example
that I think is significant. This would be our learning management system upgrade from WebCT
to Desire2Learn. The vendor of WebCT made it clear that they were phasing out the product and
that beyond a certain date it would no longer be supported. Clearly a decision had to be made but
there didnt seem to be any efforts to make one in a timely fashion. I created a committee and
solicited opinions from different sectors and we evaluated the options on the market. In the end
we made a recommendation that the institution adopted and that seems to be successful for our
students. This was a long effort, maybe 18 months, and had some political twists and turns. I
shared some of the documentation and experiences with colleagues at other colleges so our
efforts had implications for the college sector. This is one of those times that we did due
diligence and acted on our data as opposed to a reactive decision made in a compressed timeline.
4. What is your philosophy regarding technology use in teaching and learning?
Initially our Centre was focused on the use of technology in the classroom but it became
clear to me that in order to affect change one had to look at how people were teaching; which is
the teaching and learning aspect, and what they were teaching; the curriculum aspect. This is
why we embrace all three of these areas since they are intertwined.
Specifically I think that technology opens a greater set of options to engage our students.
Properly used, it augments the other types of teaching and learning interactions. It is important

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for the supports for faculty to be in place, both technical and pedagogical, including professional
development
5. Can you name a person who has had a tremendous impact on you as a leader? Maybe
someone who has been a mentor to you? Why and how did this person impact your life?
I would have to say my current boss. She trusts my observations and actively listens to
my opinions. This gives me satisfaction and confidence and allows me to apply my vision to
teaching and learning at the college to the larger college strategic vision.
6. How do you go about making decisions?
I have difficulty in decision making that has improved as I have matured as a manager. Initially I
like to mull things over and so am slow to process situations. Being someone who is inclined to
be more of a pleaser I have tended to shy away from difficult decisions until the last minute. I
generally like to hear the multiple sides of an issue and then keep in mind our primary goal so
that I dont get carried away with the force of others personalities or the politics of the situation.
For instance, regardless of the issue, I would probably take the tack that our decision has to be
guided by what is best for the student that is the bottom line. I will admit that I am also fond of
emergent situations. By not overblowing or over-thinking a situation many times they will work
themselves out in an equitable manner.
7. How have you handled times of criticism or opposition from your team or other stakeholders
(i.e. faculty, leadership team)? Can you tell me about a time youve handled it well, and one
that youve handled not so well?
It is important to go behind a situation of criticism or opposition. The opponents often have other
more predominant issues that are manifesting in an issue or comment that is only peripherally
related. Understanding their motivations allows you to exercise some compassion and not get too
bent out of shape on a topic.
As I mentioned earlier I tend to want to try and keep people happy or satisfied, which is probably
an unrealistic goal, and this also causes me to take criticism or opposition somewhat personally.
This trait is one that I have had to address as I get older and to learn not to take it all so
personally or to own issues that are not mine.
Many years ago when our department also served our sister institution an external review of the
IT department was commissioned and performed. The final report of the reviewers contained
some recommendations that went beyond the scope of study and directly threatened my
department. This so upset me that I wrote the college president making what I thought was a
reasoned argument against the recommendations. In the end he only adopted two out of a list of
about 20 though I dont know if I had any influence on this decision. In this instance and in other
instances I value the precision of language without emotional or judgmental overtones in
handling such situations. One has to be clear and respond to the issue at hand without getting
sidetracked or upset. One also has to know when to stay silent.

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I dont have an example of handling something not so well. I tend to keep my head and not overreact to opposition. Ideally one anticipates opposition in advance of implementing any plans and
is prepared to handle it if it arises.
8. Do you have a specific vision regarding faculty development you are working towards? What
is it and how has it changed over the years?
I hope to see the baseline technical knowledge of faculty increase steadily over time so that the
focus of their work can rest squarely on teaching and learning issues without getting sidetracked
by technical issues. I want all faculty at our college to take the Online Hybrid Institute
professional development so that we have a common language and approach to lesson planning.
Hopefully we will do some SoTL to validate our model.
I want to encourage more peer support and sharing of best practices and the accepting of online
workshops as a valid support and training mechanism.
Faculty have to develop a higher level of comfort with the new software and hardware tools that
are becoming more prevalent in our society. These tools also empower the learner and we need to
recognize the consequences of this shift in the balance of power in the classroom.
9. How do you build teams, get people on board and enthusiastic about your vision?
I think I have a great team now. Hiring has always been a stressful activity for me. I value the
chemistry of the personal interactions as much or more than their skill set. Skills can be learned
but personalities are hard to change. Emotional intelligence might be one way of identifying this
important characteristic for me.
While I hire people into specific roles I am also flexible in allowing them to do things that use
their unique skills and that add enjoyment to their jobs. Over time their job may evolve to be
something that I initially didnt anticipate but that builds on an individuals strength for our
mutual benefit.
I also believe in people knowing why we do things and how they fit into the bigger picture.
People are more motivated when they understand the relationships of their activities to other
people and departments.
10. How do you encourage creative thinking and a pro-active mindset in those you lead?
As mentioned in #9 above I believe in giving people the why of what they do. I dont want to
just have them blindly executing tasks as this is very unsatisfying and breeds cynicism. Helping
them understand the nature of their work and praising their contribution is important. I strive to
see that they have the software, hardware, training, and resources to do their job. Part of my role
is to deflect any political nonsense and shield them from negative influences. I strive to ask and
listen to their advice and validate my thinking in discussion with the team. I work with my team
members both individually and as a group. I generally leave my door open but will also respect a
confidential conversation if required. While we cant always reward contributions adequately, if
people feel valued and supported and are allowed to pursue things that interest them then they
will feel rewarded.

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11. Where do the best ideas come from for you in your role?
I like to think that I am synthetic in my thinking. By this I mean that I can collect multiple ideas
and synthesize them into a coherent whole. Ideas come from my team, from my peers, from my
reading, and from my observation of others. Generating new ideas and putting them into practice
is one of the few creative aspects of my job and one that is very satisfying. I have had great
thoughts come to mind when I am out skating on a rink at night, or cycling the roads near where
I live. I tend to be a problem solver by nature and this requires me to be analytic as well. I like to
fix things as much as create new things.