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Leadership & Management CommissionUPCEA Annual Conference | Toronto | 6-9 April 2011

Professional Competencies for Today’s CE Leaders

Findings from the 2010 Leadership and Management Survey

7 April 2011


Topics to Cover

• Introduction (Lisa Braverman, FIT)

• Research Context (Christopher Dufour, Sloan-C)

• Survey Methodology (Keith Lynip, UMass Dartmouth)

• Survey Results (Dawn Gaymer, Western Michigan)

• Focus Group Discussion (Alice Eichholz, Walden)


RESEARCH CONTEXT

Professional Practice of Continuing Higher Education


How did I Determine this Research Project for my Dissertation Study?

• Interested in expanding on the literature regarding the practice of continuing higher education

• The beginning of a comprehensive practice description for the field of CHE did not exist


What is a Practice Description?

• Areas of Practice

• Responsibilities

• Tasks


What are the Benefits to a Field or Profession that has Developed a Practice Description?

• Defining Practice

• Develop Practice-Oriented CPE Courses

• Training and Development Tool

• Identify Competencies in the Field


What were the research questions explored in the study?

• What are chief CHE administrators’ perceptions of the importance of each area of practice identified in the literature and through their experience to the successful functioning of their CHE operation?

• What are chief CHE administrators’ perceptions of the importance of each responsibility identified in the literature and through their experience to each area of practice?

• What are the tasks that CHE managers perceive as falling under the responsibilities identified by the chief CHE administrators within the study?

• What comprises the beginning of a comprehensive practice description for the field of CHE?


What was the research design and methodology employed in this dissertation study and who was surveyed?

• 42 Chief CHE administrator’s participated in round 1 and 2 of the Delphi study (Survey contained the areas of practice identified in the literature) as well as responsibilities

• Survey sent to managers who reported to the Chief CHE administrator’s


Results of surveys from samples one and two sent to chief CHE administrator’s and survey sent to CHE managers

• 12 areas of practice and 79 responsibilities were identified

• 530 tasks were delineated under the responsibilities through surveying the CHE managers reporting to the chief CHE administrators


Where you can find the resulting practice description?

• http://www.personal.psu.edu/cpd1

http://www.personal.psu.educpd1/


SURVEY DESIGN


Survey Design

• Areas of practice were distilled into 22 competency statements

• Likert scale + comments

• Survey request sent to current senior UPCEA leadership (commissioners, past presidents, and the board).

• 37 responses


SURVEY RESULTS


Sizing up the Survey

• Thirty-seven responses from CE leaders (primarily senior level)– Directors– Deans– Executive Directors– Vice Provost– President– Vice Chancellor


Years of Experience in CE

5%

11%

14%

70%

UPCEA Leadership Competency Survey

0-5 years6-10 years11-15 years16 or more years


Institution Profiles

73%

24%

3%

Institution Type

Public college or universityPrivate not-for-profit college or universityFor-profit college or universityOther (please specify)

8%

92%

Highest Degree

Master'sDoctorate

3%5%

92%

Institution Size

2,000-4,9995,000-9,99910,000 or more


UPCEA RegionUPCEA Leadership Competency Survey

New EnglandMid-AtlanticSouthCentralWestOther (please specify)


THE twenty-two Competencies?

• The vast majority were deemed somewhat important or very important

• Very few considered neutral• None were considered unimportant• So, where does this leave us?• Develop a picture by looking at the degrees of

difference


COMPETENCIES BY RANKING: TOP TEN


Top Ten

1. Demonstrates sound judgment, effective decision-making2. Communicates effectively within complex organizations3. Is results-oriented; takes initiative4. Is accountable and dependable5. Exhibits creative, innovative thinking and problem solving6. Is able to motivate teams of employees, faculty, students7. Is adaptable and flexible8. Can build strategic alliances9. Is entrepreneurial, can develop new education markets10. Tolerates ambiguity and risk


1. Demonstrates sound judgment and effective decision-making


Very important


2. Communicates effectively within complex organizations

97%

3%


Very importantSomewhat important


3. Is results-focused; takes initiative

92%

8%




4. Is accountable and dependable

92%

8%




5. Exhibits creative, innovative thinking and problem solving

89%

11%




6. Is able to motivate teams of employees, faculty, and students

87%

14%




7. Is adaptable and flexible

84%

16%




8. Can build strategic alliances and partnerships

84%

16%




9. Is entrepreneurial and can extend education into new markets

84%

16%




10. Tolerates ambiguity and risk

78%

22%




Top Ten

1. Demonstrates sound judgment, effective decision-making2. Communicates effectively within complex organizations3. Is results-oriented; takes initiative4. Is accountable and dependable5. Exhibits creative, innovative thinking and problem solving6. Is able to motivate teams of employees, faculty, students7. Is adaptable and flexible8. Can build strategic alliances9. Is entrepreneurial, can develop new education markets10. Tolerates ambiguity and risk


The Middle Six11. Understands institutional strategic vision.

78% Very Important | 22% Somewhat Important

12. Negotiates effectively. 73% Very Important | 27% Somewhat Important

13. Possesses good planning and organization skills. 70% Very Important | 30% Somewhat Important

14. Possesses curiosity and imagination. 70% Very Important | 27% Somewhat Important | 3% Neutral

15. Has a customer service focus68% Very Important | 27% Somewhat Important |5% Neutral

16. Promotes and practices openness and empowers others68% Very Important | 27% Somewhat Important | 5% Neutral


The Bottom Six

17. Is a passionate advocate, loyal to organizational and CE values and goals60% Very Important | 40% Somewhat Important

18. Is an educator and learner57% Very Important | 35% Somewhat Important | 8% Neutral

19. Is Energetic, with a sense of humor54% Very Important | 38% Somewhat Important | 8% Neutral

20. Is up to date on the best practices in executive (CE) management 41% Very Important | 51% Somewhat Important | 8% Neutral

21. Is successful at community outreach and at developing learning communities (greatest spread)38% Very Important | 49% Somewhat Important | 14% Neutral

22. Possesses a global vision, multicultural literacy22% Very Important | 73% Somewhat Important | 5% Neutral


SOME OF THE COMMENTS


Navigating Change(from the comments)

“Leaders in our field must have multi-dimensional perspectives, to meet the constantly changing environment and the ability to think strategically and work collaboratively both with internal and external constituents. In our complex setting of higher education, continuing education leaders need to develop effective methods to engage in constant renewal.”

“The ability to create structures and processes to accommodate dynamic changes will help continuing education leaders create programs that transform rapidly changing events into manageable or desirable situations. “


Minimum Requirements or Unrealistic Expectations?

“What is the intention of this survey? This is a waste of time . All of the 22 items should be rated ‘Very important’ as they are the ‘minimum standards’ for a CE leader.”

However...

“It seemed like you covered everything that was somewhat or very important -- all of which unfortunately don't exist in any one person!”

“Ideally, I'd answer Very Important to each statement, however it's not likely one person could fill that role.”


Dimensions of Leadership

“As important as any one characteristic is, [the most important competency] is the ability to create a culture that values these traits, identify individual strengths, and position self and reports to encompass these areas.”

“It is particularly wise to emphasize the human dimension of leadership and where biography meets leadership; interpersonal skills and a value-driven approach to leading is more critical than skills found in textbooks or trendy tomes in leadership.”


Support for UPCEA as a competency

“Willing to support the national association and share with others.”


FOCUS GROUPS


Focus Group Questions

• Did we miss anything on the list of competencies?

• What is your view about the level of importance of the competencies? Would you have reordered the competencies? If so, how so?

• What additional research would you suggest?• How will you use the results of this research?

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