Seeking Tempered Radicals at HEP

Whenever I attend meetings, I always say if you bring a suggestion to the table, you should be prepared to carry it through to fruition. So I hope my suggestion doesn't come back to haunt me...

How would I enact tempered radicalism in HEP? I would like to see some kind of a learning community formed. I don't have a clue as to who is who in this program, what they study, what their future plans are, etc. If I didn't sit next to you in class, I don't know you exist. And even then, some teachers (Dr. Lester not included...) do not make an attempt to create a classroom atmosphere where students can get to know their peers -- which is rather sad because I think we are our own best resources when it comes to jobs and internships.

So how can this be improved upon? I know we're all busy with life, work, and school schedules. However, we can use a list-serve of some kind as a way to communicate with our peers. It can be managed by interests. For example, I am interested in community college leadership, transfer of GED grads to college, the use of distance education with low-income workers, and international education. I am sure there are at least 2 other people in our program who can connect with me on at least one of those subjects. However, I will never know, because we don't interact.

What kind of information can be shared over this list-serve? Relevant scholarships, dissertation grants, research information, interesting articles, jobs and internships, info on courses that were great (or really bad...) and just plain old fashioned discussion about the topic at hand.

What do you think?

Tempered Radicals and Servant Leaders

Like my other colleagues, when I searched for information on Tempered Radicals there was actually very little direct information that I came across. However, I did come across a very interesting dissertation entitled:

TEMPERED RADICALS AND SERVANT LEADERS: PORTRAITS OF SPIRITED
LEADERSHIP AMONGST AFRICAN WOMEN LEADERS

http://www.ohiolink.edu/etd/send-pdf.cgi?bgsu1143220309. This is the work of
Faith Wambura Ngunjiri, Bowling Green University, 2006.

Her disseratation focused on African Women in Leadership Positions. The purpose of Dr. Ngunjiri study was to "understand women’s leadership through the lived
experiences of women leaders from Africa. Here study focuses on how these
women leaders navigated the intersecting oppressive forces ranging from gender, culture,
religion, social norm stereotypes, race, marital status and age as they attempted to lead for social justice."

While I have not finished reading the entire disseration it is very interesting see the structure of her disseration and how these women lead in their respective countries and positions despite their obstacles.

The Few, The Absent, The Tempered Radicals

I googled Tempered Radicals and did not find many entries in News. To date there are only 47 entries. Almost every article referred to reviewing the book that Professor Debra Meyerson wrote earlier in this decade. Why is there so little information in a popular search on the topic? Here’s insight from an article written by Mica Schneider in the March 11, 2002 Business Week.

Perhaps the most disquieting tendency the researchers unearthed is that MBAs say they would leave companies whose values they can't stomach rather than staying and trying to exert a positive influence. "Most MBAs indicate that they would simply opt out and find another job," the report says. "The Enron fiasco is showing that there are going to be serious cases where an organization's values are disputed, or disregarded," notes Welsh. "What do we want people to do in those situations? Not run away. We want them to stick up for their values and try to resolve the conflict."

I think the mobility of professionals upward in an organization compounded by opportunities to move to other organizations works against the concept of tempered radicals. Think about it. If you move up the ladder in an organization you are meeting new people (who are also mobile) and if you move to another organization (populated by a mobile population that is advancing or voting with their feet to other organizations) there are not too many people around who have the time horizons of a tempered radical.

Tempered radicals are moving at http://en.wikipedia.org/wiki/Crock-pot speed while we and everyone else is moving at http://en.wikipedia.org/wiki/Microwave_oven speed. When we as a class look in the mirror, we see a lot of diversity, unified by a shared mutual tendency to advance to another position and/or institution/organization. I think tempered radicals is a power concept but it is concept that is reflective of the past rather than looking forward.

The romantic in me really hopes tempered radicals are out there but the realist me thinks they channel their energy in today's environment to updating their resumes. I imagine the Internet doesn't help as job search engines and job sites tempt folks. I hope I am wrong on this but somebody think why there are so few entries for tempered radicals if there are so many of them?

Tempering Space - The Final Frontier

I wish I could be profound in the tempered radical change I want to bring about, but my attempt is not very exciting or sexy. Many would raise their eyebrows, but my initial radical idea is to empower my College's departments to be responsible for the space decisions they make. Office space, lab space, etc., is at a premium everywhere, but it seems to be especially true of the College of Science. The College is three years old and have "lived" under a very harsh space autocrat (dictator or czar is a term used around the school). My job is a newly created one; and, I am to help get the space situation tightened up, accurately accounted for and properly utilized. Due to the early way things were done - folks tend to lie, cheat and steal space. Before I came onboard, there was a lot of quid pro quo deal making; punishment for disobedience or whatever personal/academic affronts were perceived - resulting in the loss of space, the forced sharing of space or the moving of staff into inadequate space. It really is a huge mess.

Space issues are found at every school. In fact there is a saying that "faculty will fight over money, but they will kill over space." Unfortunately, a terrible precedent has been set within the College of Science, so I am trying to go about changing the way things are done that - so far, is proving to be challenging. As my husband tells me, I am trying to re-engineer the processes and be a "change-agent."

Without going through the bloody details, when I am informed of a space issue: I always request the issue in writing; I request solutions or suggestions on how to address the situation; ask if the change/request is central to their mission of teaching students or conducting research; and I also make them (this I do enforce) work with EHS (lab safety folks) and Facilities to make sure that the proposed use of the space is appropriate and safe. If there are costs, I make whomever and their department chair look at the cost of work to be done and then ask for ideas on funding (90% of which comes out of my budget - but I want to impress on them the expenses involved).

Now, some of this sounds pretty mundane, but realize that this was never done before (and yes, I work with supposed adults)! My TEMPERED RADICAL goal is to quietly train COS faculty and staff to help be a part of the solution and to realize that their use of space impacts many and involves team approaches, most typically. The efforts are far from sexy or "radical, but the long-term result will be: communication, collaboration, sharing of information on costs; and affirmation of mission. I am also training folks to realize that I will be more of a diplomat on these types of requests instead of using space to yield academic power and control.

Job Shadowing

For my job shadowing experience I chose Chris Clark-Tally from the Alumni Association. Chris is the Associate Vice-President for Alumni Affairs. My job shadowing experience came in three parts: an info session on results from an alumni survey, the Alumni Association Executive Board Meeting, and a follow up interview. Three main ideas in relationing to leadership were to have respect for others and their time; be genuine; and understand that your career is a way of life.

Our discussion closed with Mrs. Clark-Talley sharing Gary A. Ransdell’s view on leadership. She mentioned it is important for her to reflect and read these five principles often:
Leadership is about: VISION, CHANGE, IDEAS, INNOVATION, ACTION, ENGAGEMENT, RISK, AND COURAGE
Effective Positive Leadership Requires: VALUES, INTEGRITY, TRUST, ENERGY, PASSION, LOYALTY, RESPECT, HUMILITY, COMMUNITY, AND PLACE
Effective Leaders Cause Five Conditions to Exist: A SENSE OF URGENCY, A MISSION WORTH ACHIEVING, GOALS THAT STIR PEOPLE AND STRETCH THEIR ABILITIES, A SPIRIT OF TEAMWORK, and a REALISTIC EXPECTATION THAT THE TEAM CAN SUCCEED.
Short-term leadership can be achieved through COERCION or REWARD. Long-term leadership is best achieved through LEGITIMATE AUTHORITY combined with personal STYLE, CHARM, EMOTION, and HUMAN CONCERN.
Be BOLD, be CONFIDENT, be SMART, build CONSENSUS, focus on PRIORITIES that bring dramatic CHANGE, and have FUN!

Good leaders have “sprezzatura,” the ability to do something difficult with apparent ease.

2009 Presidents Roundtable Directory of African American CEOs

In reference to our conversation last class on gender and equity, here is the 2009 Presidents Roundtable of the National Council on Black American Affairs Directory of African American Community College Presidents and CEOs. - Kevin


http://www.brookhavencollege.edu/prt/docs/2009PresidentsRTDirectory.pdf

Job Shadowing

For my shadowing experience I followed the president of the Art Institute of Washington. I had the pleasure of sitting in on an Executive Committee Meeting and then conduct my interview. Although I knew the president fairly well, I thought it would be interesting to see what he actually does on a daily basis.

The committee meeting was fairly standard housekeeping. The issues that were brought to the table were mostly being reviewed and there were very few pressing issues to tackle. The numbers for the school were discussed and, as usual, retention was a key point in the discussion. The president showed that he was trying to coach others to become leaders by pointing out things that were working in helping students. He specifially pointed to cases where a member of the staff went beyond their duties to help students through the process or institute change.

What I am sure more people are interested in is the questions about for-profit v. not-for-profit. I did ask him what his thoughts were and other questions that related to this "debate." The discussion mostly fell along the line that no matter the school, there is always a "bottom line" and the goal of student success. Without student success, no matter the model, the school will fail. The school will fail because it doesn't meet the needs to keep the institution afloat. Even not-for-profit models will fall apart or shut down if there is no students for the school.

What is interesting is to look at particular aspects of the models as they relate to their mission. For-profit institutions like the Art Institute typically have a narrower focus than univerisities or community colleges. Their focused goals allow them to specialize and direct their funds in particular ways that might make their facilities stronger than these larger institutions thus meeting the needs of the students they are targeting. In this way there are benefits to a profit based model that might clearly outweigh similar degree programs at larger colleges or universities. (ex: Graphic Design at Art Institute v. Graphic Design at GMU)

The job shadowing experience was fun. And in a recent survey of my campus, it seems that this broader understanding of the campus is needed by everyone. There are some common complaints that students get the run-around or there is a lack of respect for certain departments within the college. Most of this is due to the lack of understanding of the majority of the employees, both faculty and staff, as to what goes on daily in the institution. I think it will be an important team-building exercise to get more members of the college to participate in this sort of activity to come to a broader understanding of what is required of other positions.

Job Shadow Experience

The Mission Statement of George Mason University (GMU) states that the university will educate the new generation of leaders for the 21st century: men and women capable of shaping a global community with vision, justice, and clarity.
On February 26, 2009, I had the opportunity to interview Mr. Kevin A. Holmes, Director of Undergraduate Recruitment at George Mason University. Mr. Holmes is a dynamic, energetic leader who manages a wide range of individuals and deals with the day to day operations of handling special programs for a busy admissions office.
Before I met with Mr. Holmes, I asked myself the following questions: What is the most important thing I expect to learn from this experience? How can I make adequate use of the time I have with him? How could I determine the type of leadership style Mr. Holmes demonstrated in a just few hours? I was presently surprised.
Reporting directly to the Assistant Vice President for Enrollment Management and Dean of Admissions, Mr. Holmes works closely with the senior leadership team. In his position as the Director of Undergraduate Recruitment, he is responsible for the Office of Admissions, which includes a staff of 117. He supervises three assistant directors of admissions, four admissions counselors, twenty client services representatives, and ninety student ambassadors. In his daily leadership activities, he collaborates with the entire campus community, and serves as one of the chief strategists in shaping and implementing an enrollment management plan for the university. These enrollment plans focus specifically on strategies in recruitment and retention that advance the interests of George Mason University students.
Mr. Holmes stated that in order to effectively lead an Admissions Office, an individual must be innovative, energetic, and receptive to change. He explained that a senior leadership position in Admissions at George Mason University office requires a minimum of five years of experience in admissions, as well as an advanced degree. In addition to the experience and education, the position requires exemplary skills in speaking, writing, planning, and problem-solving. Mr. Holmes stated that he received his current leadership position by demonstrating success in recruiting a talented and diverse student body and in leading, motivating, and collaborating with other professionals at George Mason University.
Mr. Holmes is definitely a leader whose unique leadership style has transformed his staff and department into a top notch entity at George Mason University. I hope to emulate his enthusiasm, passion, and professionalism if I decide to become an admissions director in the future.

Job Shadowing

In completing the job shadow, I realized that the best way in learning about leadership is by observing things firsthand. For my job shadow I decided to follow Dean Flagel- Dean of Admissions at George Mason University. There were many things that I learned from this experience. I saw that it is alright to give people jobs before helping them out. As a leader I learned that you can not do everything that people throw at you. As a leader you need to know how to delegate different jobs.

In observing Dean Flagel the different theories which was learned in class became clearer after the job shadow. The three theories which became clearer was Transformational, situational and skills. Looking at situational I saw the Dean Flagel handle two different meeting differently. One group needed to be directed and the other needed support. In Transformational I saw that setting a goal and motivating a staff is key to getting any job done.

Learning from others, in my opinion, is the best way to learn about any topic. Seeing someone complete the job and listening to where they may have made a mistake or done the right thing is the best way to support the reading that is done.

Job Shadowing Experience

I had the opportunity to "shadow" Dr. Linda Schwartzstein, Asst. Vice Provost/Vice President Academic Affairs for GMU. I took a law class from her and have had the opportunity to participate in university-related meetings. I initially found her to be intimidating - she is tall, serious in expression and demeanor, and piercing gaze (but not an unkind gaze). Since I found her to be a little intimidating, I figured what better person to shadow? I am happy I did as I learned a great deal and have an immense amount of respect and admiration for her.

Three characteristics struck me about her:

1. she consciously helps people professionally, as she was helped early in her career. She makes conscientious attempts to "pay it forward" professionally.

2. she is dedicated to her family and does not allow work to get in the way of her family responsibilities and time with her children. She expects her directors (those reporting to her) to follow the same outlook... work should not take away from personal and family time. She believes and supports work-life balance, and she certainly lives it.

3. her guiding principal in decision-making in her role is "Is the issue/concern/decision best for the student(s) at GMU? I find this very refreshing because in my role, I do not hear this philosophy. For me, it is easy to lose sight of the fact that my most important client is the student.

Week 12: Job Shadow Experience

I did my job shadow at Lord Fairfax Community College (LFCC) with Sandi Pope, the Student Activities Advisor. I chose to shadow Sandi because I am unfamiliar with Community Colleges and the field of student activities at the community college level. I never knew that this position was available at community colleges and could be a career possibility in the future. Sandi invited me to an event she was holding on a Friday night, so I would be able to see what types of events she puts on, how well it is attendended by students, and the atmosphere in which Sandi works in. Going to the event was an excellent experience because it showed me how off my impressions of community colleges was. The event was a huge success with between 50-75 students in attendance as well as community members. I could barely find a place to sit, either it be on the floor or a chair!

A few days later I went back to LFCC to interview Sandi, on a day that is usually busy with students coming in and out of her office. The day I went was very quiet due to Chic-Fil-A opening up in town the next day and many of the students camping out in line. They even called Sandi to come and take a video of them in line! The fact that the students felt comfortable to call Sandi on her cell phone and ask her to come and hang out with them for a bit said a lot about the relationship she has with her students.

There were two topics that students visiting her office brought up that interested me. One is the fact that many students are joining the military or army in order to pay for college. One student just joined and will be leaving for boot camp this summer, he does not have a back up plan incase the military does not work out. The other topic was the number of students working more then one job as well as attending college full time. A student worked from 4 -9a.m. took class from 10-2, then some nights worked 4-8. Many students that Sandi works with have to have more then one job in order to pay for their education due. These are two issues that I have not largely encountered as being a student at a four year institution. It was eye opening to hear students talk about these issues openly with Sandi as well as in front of a stranger. I appreciated their honesty. I do believe that the struggles students at Community Colleges are at times different then students at 4 year insitutions. However I think that students attending 4 year institutions will begin to face the struggles of paying for their education as the economy crisis continues.

I enjoyed my job shadow experience and hope to continue job shadowing other members of student affairs.

Week 10: Unethical Leadership in Media

One Example of poor leadership in public life that immediately comes to mind is the case of former New York State Attorney General and Governor Elliot Spitzer. This is a man who raised the profile of the State Attorney General's Office with his crusading approach to fraud and corporate wrong doings in the securities and finance industry and won great popularity because of it. He used this popularity to run for the Governor of New York. Many people had hopes that his fearless political style would help improve the political culture of one of the nations most dysfunctional state government's. However by being caught as a client of a prostitution ring under investigation by the Federal Government, he compromised his ability to lead the state governement and was forced to resign.

Referring to the ethics definiation handout from class last week, laws are: rules, regulations, or thinking of a nation as to what behaviors are acceptable and unacceptable...which are regulary enforced by persons authorized by society. I find it to be unethical leadership when you are a person of great leadership for a state, that people look to improve the political culture and are caught in a great scandal by the Federal Government. If the state's people can have no faith in the leader of their state government, who will they look towards to lead them in the future. By breaking the law in such a scandal, Spitzer lost his faithful followers and for good reason.

Week 11: Job Shadowing

I had the opportunity to job shadow Mark Bumgarner, the Coordinator for Student Services at the Woodbridge campus of the Northern Virginia Community College. It was a great experience. Mark arranged for the job shadowing to occur during a staff training session. This provided me to witness Mark and his staff interact for several hours. They were working on a visions and value statement for student services.

I later interviewed with Mark a week or so later and the training session was a great way to start the interview because it was something he could refer to during the interview session. He was a great host and ambassador of his school. I learned a little more about student services from a veteran so it was time well spent.

If I may offer some suggestions for a job shadowing experience: 1) Arrange for the interview at least a few days later. This enables you and the subject to have soak time and reflect on the experience. 2) Obtain a resume of the person you are shadowing. This will help you in the interview process. 3) Request an opportunity to see the subject interact with others. Mark picked the training session because he thought it would be the best way to see him work with his entire staff. 4) Consider writing a thank you letter and sharing your work with the person you shadow. Mark did not request either of these but if I was being shadowed, I know I would appreciate it.