Leading in Crisis…Are your leaders focused on the whole person and leadership for all?

We are learning a lot about leadership and community in the face of a global pandemic.

Undoubtedly, we are learning about the need for grace, kindness, thoughtfulness, and the need for progressive leadership in this crisis.

My work in higher education means that I am watching my local leadership and the leadership of learning institutions nationwide make decisions about multiple aspects of the lives of the people they serve. Quick decisions have been made in many cases about the physical safety of these people, in terms of moving classes to online platforms and suspending large gatherings.

Lessons that I am learning in this moment include the following

  • Crisis, and extreme crisis such as this global pandemic, is a time in which you quickly learn how and where your trust in your leadership lies. One sign of trust is that in moments when there are many things requiring your attention, you feel that you can leave a certain set of issues and decisions to your leaders without worrying about the decision(s) that will be made. If you have a large list of such issues and topics, you largely understand your leaders’ values and abilities to make the right decision in those areas. Having areas that you trust your leaders to steward in the short term means that your limited time, attention, and energy can go to areas of high priority that your know require your vigilance and input. Where trust is not firmly established or in place across many areas, your time and attention must be divided across paying attention to so much. The lesson for leaders is that trust needs to be firmly established and cultivated daily so that all can focus time, energy and resources to areas of greatest priority in times of crisis or urgency.

Where leaders identify areas that trust is limited or lacking in a crisis, they should make note of these as areas of extremely high priority when post-crisis.

  • Crisis is a magnifying glass or unintended “assessment” tool for the areas in our systems that work well, leadership strategies that are effective, and individuals who have fortitude, creativity, and communication skills to help our institutions. These moments of crisis simultaneously reveal where there are gaps in our leadership, resources, systems, and communication (forms, format and content). In a crisis the scale of this global pandemic of Coronavirus, we undoubtedly must pay attention to the moment and the way things can, and do, shift quickly and radically. Yet, we should not leave behind the valuable lessons that we learn about the strengths—and definitely not the lessons about the lack thereof—of our leaders, leadership structures, methods of communication, nuance of communications, or other factors when the crisis passes and just proceed back to business as usual.

If we learn and implement all that we should about our systems during the crisis, WE SHOULD NEVER BE EXACTLY THE SAME.

  • Whereas we must focus on our missions and try to preserve aspects of our core functions in our responses to crisis, we can’t forget that we are dealing with whole people. We are leading people whose first concern and priorities are likely to be about their personal health and safety, and that of those in their personal circles. The ways in which individuals in higher education are rising to the occasion in their local domains to support instructors in moving classes online, the ways in which leaders are thinking and working around the clock to try to “save” our educational terms are admirable. Across the nation “keep teaching”, “keep learning”, “keep researching” platforms are popping up. We can’t imagine the hours of work, thinking, planning and coordination that these are requiring. I applaud each of my local colleagues and those nationally working on these issues and the utility that they (will) provide to ensure that we do the best we can to “salvage” the terms for students and colleagues.

Certainly leaders from department chairs to deans to provosts to presidents/chancellors are sending out messages to inform and support.

I’ve also been encouraging leaders in my circles and on my campus to consider that we find ways to give more personalized messages, acknowledging that the current shift to limits in campus engagement and limited access to spaces is necessary, yet these changes impact distinct populations differently.

Although I recognize that these leaders are likely already working beyond their physical and emotional capacity, progressive leadership would identify a core set of individuals able to help in communicating the ways in which we recognize the urgency some individuals may feel depending on their status – graduate students defending in the next few weeks and moving on to other positions, instructors who renew contracts from year to year, assistant professors on schedule to come up for review for tenure this year, associate professors planning for promotion, etc.

Where possible, we should build into our systems efforts to have proactive communications such that these individuals do not feel undue urgency to risks their health (and by extension the health of those with whom they come in contact). We need act and communicate such that they understand that their leaders are proactively planning and implementing support for them and reasonable consideration and accommodations.

I was encouraged to see the following info shared by Terry McGlynn about such a proactive and thoughtful accommodation made about teaching evaluations:

I hope that we will see more action and dissemination of exemplars in this regard. Perhaps there will be campus leaders who consider enacting a decision to shift tenure decisions by 6 months or more this year for all, rather than defaulting to our usual practice of waiting for individuals to ask and then deciding on a case-by-case request basis which favors the bold and unafraid to ask and disadvantages the marginalized functioning in hypervisibility. I am sure there are many other creative things that we could do, and I look forward to brainstorming personally and learning from the many examples that I hope will emerge.

I think it is vitally important that as we contemplate ways to keep teaching, keep learning, and keep researching, that we proactively and innovatively KEEP SUPPORTING!

As always, if you have thoughts on this or other posts, find me on Twitter at @BerondaM.

But especially if you have needs or creative solutions or suggestions about supporting each other, please find me @BerondaM.

Walking boldly into fall…

Some of you are more prepared to “fall” into fall than to walk into it boldy.

New “school years” or new academic terms are (or soon will be) upon many of us. Many academics are currently spending significant time and energy lamenting the things that they did NOT accomplish in summer. An alternative is to celebrate WELL those things that were a success and then to pivot your time and energy to reflecting on what goals you have for fall.

Once your goals are clear, craft a specific plan of implementation on how you’ll draw on your strengthens and learn from prior stumbles in moving those forward.

Plan intentionally for walking into fall with your eyes firmly on the opportunities that lie ahead to advance your goals rather than looking in the “rear view mirror” at the ways in which summer may not have gone the way your planned or hoped.

I lead by example so I’m preparing to celebrate my successes during my final week of summer , and to go on a mini-retreat to reflect on my MAJOR plans for fall.

I’ve got this…and so do you!

As always, if you have thoughts on this or other posts, find me on Twitter at @BerondaM