Last month, we looked closely at how defining “Characteristics of Professional Excellence” can enhance a school’s processes for hiring, evaluating, and developing faculty. This month, we examine the other side of the coin: What skills and characteristics do academic administrators (i.e., division directors, department chairs, grade coordinators, and the like) need to have to succeed and thrive in a 21st century environment?
Division Heads: Leading Adults, Not Children
The careers of Division Heads often follow a similar path: They were talented teachers with an interest in administration before they were promoted to management. No surprise there. But, when making this switch, they need to be aware that their job has changed significantly. They have gone from teaching children to leading adults. This change in focus requires new skills and characteristics—instead of the ability to teach and motivate children, they now need to have the ability (and interest) in teaching and motivating adults.
Department Chairs: More Than Choosing Textbooks
Under old models, Department Chairs were often appointed on a rotating or seniority basis. In many schools, the role is primarily honorary—perhaps making decisions on textbooks, completing some paperwork, and chairing occasional department meetings, but not much more. Under this model, department chairs didn’t manage or evaluate faculty nor did they get involved in performance issues, warnings, or terminations. In the 21st century environment, department chairs will need to have the training and skills to do all of the above.
A New Approach: Academic Administrators as Managers, Coaches, and Mentors
What if a school took a different approach and empowered and expected division directors and department chairs to actively manage the performance of faculty members? By “managing,” we mean coaching, mentoring, and collaborating with faculty to enhance their performance and their ability to deliver your mission with excellence to students. Do your current division directors and department chairs have the skills—and the interest—to do so?
In changing these roles, it is likely that some current academic administrators will opt out and rescind their management roles—based on not wanting to (or not being skilled to) manage and evaluate their former peers. Those who remain in the role need to be trained on techniques for managing and coaching adults, including: evaluation, feedback, coaching, and mentoring techniques, so that they will be well-equipped to guide faculty performance.
What This Means for You
These new administrators need to receive significant attention and support from the School Head. Training and mentoring of administrators can’t happen by wishful thinking (“I want to know how to manage … and therefore I do”), but rather through a carefully designed program of training and mentoring from both external (e.g., workshops and books) and internal (e.g., the Head) sources.
We support and encourage all involved to reflect on the skills needed in the newly configured leadership roles. With the right people with the right characteristics in place, it can be a whole new, bright, and exciting world for your academic administrators!
Additional ISM resources of interest
ISM Monthly Update for Division Heads Vol. 10 No. 4 Division Heads: Am I in the Right Job?
The ISM Strategic Evaluation Series
Additional Resources for ISM Consortium Gold members
Ideas & Perspectives Vol. 31 No. 1 Developing Faculty Through Coaching and Mentoring
Ideas & Perspectives Vol. 34 No. 13 New Research: The Relationship Between Faculty Professional Development and Student Performance
Ideas & Perspectives Vol. 31 No. 13 Faculty Evaluation, Student Performance, and School Leadership: an Update
