Developing Emerging Leaders

Kankakee Community College (KCC) has long espoused the concept of developing leadership among its employees. In addition to investing in external leadership training, the College has recently revitalized and institutionalized a formal internal Leadership Development Program (LDP). As many among the senior administration at KCC are nearing the waning years of their careers, similar to the situation at many other higher education institutions, the development of future leaders has perhaps never been a timelier topic.

KCC is accredited through the North Central Association Higher Learning Commission's (HLC) Academic Quality Improvement Program (AQIP). As an AQIP institution, KCC engages in periodic, systematic goal-setting, carries out continuous quality improvement activities, and reviews performance indicators of effectiveness to inform decision-making and strategic planning. As part of this process, KCC is required to have three action projects in progress at all times, and to submit annual updates on each project. In 2012, KCC opened an action project to ‘Improve and institutionalize KCC’s College Leadership Development Program (LDP). A significant benefit of utilizing the AQIP action project process is that HLC prepares written critiques of the annual project updates, providing an external perspective and often suggesting potential improvements.

While formal leadership training began in 2004 at KCC, a hiatus was taken in 2010 as the program was evaluated for improvements. In 2011, the current Leadership Development Program was launched, with a renewed emphasis on continual improvement and institutionalization of the program.

The program utilizes a two year cohort model, limited to no more than twenty employees selected for demonstrated and potential leadership in the institution. The program seeks to include a broad cross-functional group and there is an understanding that leadership happens at every level, within each unit of the College. The first cohort in 2011 began with fifteen staff, from hourly to administrative employees, and five faculty members convening at a two-day leadership retreat at a facility away from campus. The trip included transport on a college bus and an overnight stay. Programming during the two days was provided by senior college staff and external presenters. The first year focus was on expanding knowledge of community colleges and KCC specifically, as well as enhancement of communication, team, and creativity, and innovation skills. Following the retreat, the cohort met periodically during the next year, for training and presentations, supplemented by assigned readings and discussion. The capstone was a second two day retreat in 2012, with a focus on continuous quality improvement, data informed decision making, strategic planning, and supervising and leading others. Twelve of the original twenty in the cohort completed the program. Each element of the program was evaluated by the cohort members for improvement the following year. An overall program evaluation was also conducted.

In August, 2012, the formal AQIP action project was launched, providing a vehicle for a critical review of the program and the continuous improvement of same. Much was learned from the initial 2011 program, and specifically targeted for improvement were the cohort selection process, curriculum, metrics of success, and graduate follow-up programming.

The programming for the second cohort was similar to the first year programming for cohort one, establishing a broader perspective of community colleges and KCC, and enhancement of individual and team skills. However, based on cohort one evaluations, the curriculum between year one and two retreats was expanded and formalized. The group met regularly, reading assigned selections and practicing their presentation skills. Training on various topics such as leadership styles, succession planning, process mapping, and interest based bargaining (conflict resolution) was provided and cohort members were required to apply the skills learned through various assignments.

The second cohort graduated in May 2014, with fifteen of the sixteen cohort members completing. The commitment for this group transcended graduation, as each was included in a group graduate project assigned by the President. Each group examined a process, most often unrelated to their function, and presented their analysis and suggestions for improvements to the cohort and the President’s Cabinet members. At this point, many of their suggestions have been incorporated into College processes, underscoring the impact of the learned skill sets and accentuating the success of the LDP graduates.

Among completers of the two cohorts, twelve of twenty-seven completers have been promoted internally. Another left the College, moving from an associate dean position at KCC to a vice president position at another college. Members of both groups are periodically called upon to participate in such activities as strategic planning and ad hoc project leadership. In evaluation documents, all have been grateful for the LDP experience.

The Leadership Development Program is now an institutionalized ongoing program, admitting a new group of aspiring leaders every two years. The Program enjoys strong support and involvement from the President, and the HLC reviewers cite this program as a ‘Significant achievement,’ their highest level of positive commentary. Perhaps the best metric of success of this program is that it achieves its goal of internally inspiring and developing leaders, as evidenced by the success of the participants. In closing, here is a quote directly from one of the participant evaluations: