In the ever-evolving higher education landscape, colleges must balance immediate demands with long-term planning to remain effective and competitive. Strategic planning and strategic thinking are essential tools that enable employees to align their efforts with institutional goals while fostering innovation and adaptability. For professionals in higher education, these practices are crucial for contributing to their college’s success.

Strategic planning is a deliberate process of defining goals, allocating resources, and determining actions to achieve institutional objectives. As Bryson (2018) states, strategic planning “is a disciplined effort to produce fundamental decisions and actions that shape and guide what an organization is, what it does, and why it does it” (p. 8). Bryson (2018) explains that successful strategic planning begins with a clear understanding of an institution’s mission and vision, serving as a roadmap for coordinated efforts. Employees can support this process by ensuring that their departmental priorities align with broader institutional goals, such as improving student outcomes or advancing equity and inclusion.

Strategic thinking complements planning by focusing on creativity, foresight, and adaptability. It is less about rigid steps and more about considering the big picture to generate innovative solutions. Liedtka (1998) asserts that strategic thinking involves “a systems perspective, intent focus, thinking in time, hypothesis-driven exploration, and intelligent opportunism” (p. 122). This mindset allows employees to anticipate challenges and identify opportunities that can drive institutional growth. For instance, an employee might analyze enrollment trends to propose strategies for attracting and retaining nontraditional students.

Collaboration across departments further enhances strategic efforts. Kezar and Lester (2009) argue that breaking down silos fosters shared purpose and improved problem-solving. Employees who engage in collaborative initiatives can better align their work with institutional goals, contributing to a unified vision. For example, faculty and student-services staff working together on retention strategies can create more holistic support systems for students.

Strategic planning and thinking are not exclusive to leadership roles. Employees at all levels can integrate these practices into their daily work. Professional development opportunities, such as training workshops or collaborative projects, can empower individuals to develop and apply strategic skills.

In conclusion, strategic planning and thinking are invaluable for achieving institutional success. By aligning efforts with the college’s mission, fostering innovation, and promoting collaboration, employees play a vital role in advancing institutional goals. For faculty and staff, adopting a strategic mindset not only enhances individual contributions but also strengthens the college’s ability to thrive in a changing higher education environment.

References

Bryson, J. M. (2018). Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement (5th ed.). Jossey-Bass.

Kezar, A., & Lester, J. (2009). Organizing higher education for collaboration: A guide for campus leaders. Jossey-Bass.

Liedtka, J. M. (1998). Strategic thinking: Can it be taught? Long Range Planning, 31(1), 120–129. https://doi.org/10.1016/S0024-6301(97)00098-8

Check out these three articles about leading change in community colleges. 

Leading Change in Community Colleges: Challenges and Strategies for Success

Change is a constant in today’s higher education environment, and community colleges are no exception. Whether driven by technological advancements, shifts in student demographics, or policy reforms, change presents both opportunities and challenges for faculty and staff. Leading change effectively requires a thoughtful approach that acknowledges the complexities of organizational dynamics and the emotional responses that change often triggers.

One of the primary challenges of leading change in community colleges is resistance. Employees may resist change due to fear of the unknown, lack of understanding about the reasons for the change, or concern about their roles in the new system (Kotter, 1996). In community colleges, where resources are often limited, resistance can also stem from skepticism about whether the proposed changes are feasible or sustainable.

Another challenge is communication. Transparent and consistent communication is essential to ensure that everyone understands the purpose of the change and their role in it. Poor communication can lead to misunderstandings, misinformation, and increased resistance (Lewis, 2011). In diverse and decentralized environments like community colleges, achieving effective communication across departments and roles requires careful planning and execution.

To cope with these challenges, several strategies can be employed:

Engage Stakeholders Early: Engaging faculty, staff, and students from the beginning fosters a sense of ownership and reduces resistance. According to Kezar and Eckel (2002), involving stakeholders in the planning and implementation phases helps build trust and ensures that the change process is informed by diverse perspectives.

Develop a Clear Vision: A well-articulated vision provides a roadmap for change and helps align efforts across the institution. Leaders should communicate how the change aligns with the college’s mission and values to create a shared sense of purpose.

Provide Training and Support: Change often requires employees to develop new skills or adapt to new processes. Offering professional development opportunities and ongoing support helps alleviate fears and builds confidence in the change process (Kotter, 1996).

Foster a Culture of Collaboration: Encouraging teamwork and collaboration across departments can help break down silos and ensure a more cohesive approach to change. This also allows for shared problem-solving and resource pooling, which are critical in resource-constrained environments like community colleges.

Monitor Progress and Celebrate Successes: Regularly assessing the progress of the change initiative and celebrating milestones can sustain momentum and reinforce commitment to the process. Recognizing small wins is especially important in long-term change efforts (Kotter, 1996).

Ultimately, leading change in community colleges requires both technical expertise and emotional intelligence. By addressing challenges head-on, engaging stakeholders, and providing clear direction, faculty and staff can transform change from a source of anxiety into an opportunity for growth and improvement.

References

Kezar, A., & Eckel, P. D. (2002). The effect of institutional culture on change strategies in higher education: Universal principles or culturally responsive concepts? The Journal of Higher Education, 73(4), 435–460. https://doi.org/10.1080/00221546.2002.11777159

Kotter, J. P. (1996). Leading change. Harvard Business Review Press.

Lewis, L. K. (2011). Organizational change: Creating change through strategic communication. Wiley-Blackwell.

Leading Change as a Supervisor: Navigating Volatility in Community Colleges

Directors, managers and department heads in community colleges play a crucial role in navigating change. Positioned between executive leadership and frontline staff, they serve as interpreters and implementers of institutional strategy. To guide their departments effectively during volatile periods, these leaders must balance organizational objectives with the needs of their teams while remaining steadfast to the institution’s mission and vision. This balance requires strategic communication, collaboration, and a commitment to fostering resilience among staff.

Challenges of Leading Change

Change often creates uncertainty and resistance. Employees may fear how new initiatives will impact their roles, question the feasibility of the changes, or feel overwhelmed by additional responsibilities. Ruben (2022) emphasizes that “change is inherently disruptive and creates tension, requiring leaders to prioritize stability while motivating teams toward a shared vision” (p. 56). In community colleges, where resources are often constrained, mid-level managers must address these concerns while ensuring that changes align with the college’s mission of equitable access and student success. 

Another challenge is maintaining clear and effective communication throughout the change process. Miscommunication or insufficient transparency can lead to misunderstandings, misinformation, and increased resistance. Ezzeddine et al. (2023) argue that employees’ perceptions of change are heavily influenced by how effectively leaders communicate the rationale and expected outcomes of new initiatives.

Strategies for Guiding Change

Communicate the Purpose Clearly
Mid-level managers must articulate the “why” behind changes, connecting them to the institution’s mission and vision. This alignment fosters trust and helps staff understand the broader significance of their efforts (Ruben, 2022). Regular updates and two-way communication channels ensure that employees feel informed and valued.

Engage Staff in Decision-Making
Involving staff in planning and implementation fosters ownership and reduces resistance. Kezar and Eckel (2002) found that participatory approaches in higher education institutions lead to greater buy-in and collaboration. Managers can create task forces, host open forums, or invite feedback to ensure staff voices are heard.

Provide Training and Resources
Effective change often requires employees to learn new skills or adapt to new processes. Offering professional development opportunities and access to necessary resources helps staff navigate these transitions confidently. This investment demonstrates the institution’s commitment to its people and enhances morale.

Foster Collaboration Across Departments
Mid-level managers should encourage cross-departmental collaboration to create unified approaches to change. This breaks down silos, promotes shared problem-solving, and aligns efforts institution-wide. Collaboration also fosters innovation and strengthens institutional adaptability (Ezzeddine et al., 2023).

Celebrate Milestones
Recognizing progress and small wins boosts morale and maintains momentum. Ruben (2022) highlights the importance of acknowledging team efforts, stating, “Celebrating successes reinforces commitment to change and builds a sense of achievement” (p. 78).

Conclusion
Mid-level managers in community colleges are pivotal in navigating organizational change. By fostering transparent communication, engaging employees, and aligning departmental efforts with institutional priorities, they can guide their teams through volatile periods while remaining true to the college’s mission. Through strategic and empathetic leadership, managers not only implement change but also empower their teams to thrive in a rapidly evolving higher education landscape.

References

Ezzeddine, R., Otaki, F., Darwish, S., & AlGurg, R. (2023). Change management in higher education: A sequential mixed methods study exploring employees’ perception. PLOS ONE. https://doi.org/10.1371/journal.pone.0289005

Kezar, A., & Eckel, P. D. (2002). The effect of institutional culture on change strategies in higher education: Universal principles or culturally responsive concepts? The Journal of Higher Education, 73(4), 435–460. https://doi.org/10.1080/00221546.2002.11777159 

Ruben, B. D. (2022). Implementing sustainable change in higher education: Principles and practices of collaborative leadership. Routledge.

Leading Change from the Frontlines: “Leading from Where We Are” in Community Colleges

Change is inevitable in the dynamic landscape of higher education, and community colleges often experience it in the form of policy updates, technological advancements, or shifts in student demographics. While leadership roles are typically associated with driving change, frontline workers—faculty, administrative staff, and support personnel—play an equally vital role in ensuring its success. By embracing the concept of “leading from where we are,” all employees can contribute to institutional progress during volatile periods of change while remaining true to their college’s mission and vision.

Understanding the Role of Frontline Workers
Frontline workers are uniquely positioned to observe the direct impact of institutional change on students and colleagues. Their proximity to day-to-day operations provides valuable insights into what works and what needs adjustment. According to Kezar (2001), successful change management depends on engaging employees at all levels of the organization. This inclusivity not only fosters buy-in but also ensures that solutions are informed by practical, on-the-ground knowledge.

Strategies for Leading from the Frontlines

Champion the Mission and Vision
Adhering to the college’s mission and vision provides a sense of purpose and direction during change. Employees can act as ambassadors for these values by aligning their daily tasks with institutional priorities, such as promoting student success, equity, and lifelong learning. Ruben (2022) emphasizes that “aligning individual actions with institutional goals creates a shared sense of purpose, even in turbulent times” (p. 65).

Communicate Openly and Proactively
Effective communication is essential during change. Frontline workers can facilitate this by sharing concerns, observations, and ideas with colleagues and supervisors. Open dialogue not only enhances understanding but also helps build trust across the organization. Lewis (2011) notes that strategic communication enables employees to “navigate ambiguity and foster collective problem-solving” (p. 89).

Adapt and Learn
Change often requires developing new skills or embracing unfamiliar systems. Employees who actively seek opportunities for professional growth demonstrate adaptability and resilience. Whether attending training sessions, engaging in peer learning, or exploring online resources, staying open to learning fosters confidence and prepares individuals to thrive in evolving environments.

Collaborate Across Roles
Breaking down silos and working collaboratively enhances the effectiveness of change initiatives. Frontline workers can build partnerships with colleagues from different departments, pooling resources and expertise to address challenges. Kezar (2001) highlights the importance of grassroots collaboration, noting that it often leads to innovative solutions and improved morale.

Model Positivity and Resilience
Leading from the frontlines means influencing others through actions and attitudes. Demonstrating a positive and solution-oriented mindset inspires colleagues and helps maintain momentum during difficult transitions. Ruben (2022) suggests that “resilience at all levels reinforces a culture of shared accountability and progress” (p. 92).

Conclusion
Frontline workers play an indispensable role in leading change within community colleges. By championing the institution’s mission, fostering open communication, adapting to new challenges, collaborating with peers, and modeling resilience, every employee can contribute to the college’s success. Leading from where we are empowers individuals to turn periods of uncertainty into opportunities for growth, ensuring that the institution not only survives but thrives in a changing educational landscape.

References 

Kezar, A. (2001). Understanding and facilitating organizational change in the 21st century: Recent research and conceptualizations. ASHE-ERIC Higher Education Report, 28(4), 1–147. 

Lewis, L. K. (2011). Organizational change: Creating change through strategic communication. Wiley-Blackwell.

Ruben, B. D. (2022). Implementing sustainable change in higher education: Principles and practices of collaborative leadership. Routledge. 

Few topics in the business world garner as much attention as leadership. Harvard Business Review reports that there are over 15000 books on leadership in publication, with thousands of new articles produced yearly.  

Despite this extensive body of work, the concept of leadership remains highly contested, with questions surrounding what constitutes effective leadership and how it functions. For leaders who are concerned about employee engagement, navigating the wide landscape of leadership theories and models can be challenging. Over the past decades, a number of theories on what makes effective leadership have emerged, each encompassing different styles and personality traits.  

The list below highlights some well-recognized leadership theories and some simplified characteristics: 

1. Great Man Theory – Leadership is an inherent trait and individuals are born as leaders 
2. Trait Theory – Good leaders must possess certain personality traits that they inherit by birth 
3. Behavioral Theories – Focus is on how leaders behave and behavioral effectiveness 
4. Contingency Theories – The best leadership style depends on the situation, i.e., whether taking control or adapting to current circumstances 
5. Charismatic Theories – Effective leaders possess extraordinary qualities such as being inspiring, visionary, and empowering 
6. Transactional Leadership Theory – Leaders emphasize achieving certain desired outcomes and result 
7. Transformational Leadership Theory – Leaders bring about change in the followers’ perceptions and mindsets by being influential, motivational, inspirational, and impactful 
8. Situational Leadership – Stems from contingency theory but is more recently in vogue. Leaders consider particular circumstances when choosing the appropriate leadership style 

Source: Fons Trompenaars, “Certified Professional Licensee Training”, 2023 

In considering the above, existing and aspiring leaders can grapple with the question of which theory aligns with themselves, their objectives, their team, and their organization. The “Paradox of Leadership” article briefly summarizes some contrasting views on leadership. On one hand, there’s the perspective of Lao Tzu, who views leadership as an art that is best practiced when it remains concealed – an approach that implies the best leadership goes unnoticed. On the other hand, there’s the front-facing leadership style exemplified by military figures like Patton, characterized by command and control and a ‘my way or the highway’ approach. Both of these styles contrast with Mandela’s perspective, which advocates for leading from behind while being willing to step into the fray when necessary. Missing from the article is a clear description of what requirements are necessary for successful leadership in today’s context, aside from the article’s reference to President Kennedy’s wise words that leaders should continue learning and developing.  

Now that we have explored some of the conflicting leadership approaches, the central question remains:  What type of leadership is most conducive to employee engagement today?  

Modern organizations feature highly diverse workforces, leveraging AI technology, knowledge work, teamwork, and adaptability as competitive advantages. These organizations require leaders equipped with the right tools, knowledge, skills, experience, and ‘know-how’ to effectively engage with workers both vertically and horizontally. However, the significant changes in the nature of modern work and the increasing diversity or organizations over the 5 – 10 years, have revealed shortcomings in traditional leadership competencies. For example: 

1. Traditional leadership and management models exhibit cultural biases that erode effectiveness in a diverse organization. Most models propose solutions based on implicit assumptions about the logic and behaviors necessary to solve problems, leading to conflicts when competing ideas emerge.   
2. Recognizing organizational challenges involves respecting different meanings based on the cultural values and norms of individuals and groups. For example, the concept of ‘taking charge of a situation’ varies in meaning and behavior between communitarian and individualistic cultures.  
3. In many organizations, culture remains a specialized (or side-dish) topic delegated to HR or DEI executives, limiting its understanding and significance to the broader leadership. 
4. Misunderstanding cultural differences at work can result in misplaced assumptions and negative stereotypes, leading to tension and lower performance.  
5. In diverse and hierarchical organizations, leaders face competing demands from senior leadership, creating a squeeze culture that differentiates instead of binds people in alignment.  

Intercultural competencies can help organizations manage differences more effectively and lead us toward more inclusive solutions than binary (traditional) leadership models allow. After all, leadership that only listens and never speaks is weak, and leaders who only speak but fail to listen are dictators, while great leaders are those who speak only through exceptional listening.  

Developing intercultural competencies such as Recognition, Respect, and Reconciliation involves developing one’s cultural awareness to appreciate differences and formulate integrated solutions. This process is exemplified through the six-step Dilemma Reconciliation Process (DRP) developed by the international management consultancy firm THTconsulting.com. When properly followed the DRP fosters innovation and sustainable problem-solving where traditional models can fall short.  

At MC a culture is building where differences live within our shared values of diversity, equity, and inclusion. As leaders, all of us have the opportunity to build on this spirit and discover ways to leverage the benefits of working in our diverse college and community. While diversity is a beautiful aspect of any organization, it requires effective leadership and management; as Fons Trompenaars emphasizes, diversity is what sets us apart and makes us different, inclusion is what unites us and what we share, and leadership makes the difference.  

Join your colleagues in embarking on an important learning and experiential journey in intercultural competency leadership development and register today for the Global Leadership Cohort.