Growing leaders in an unexpected way
I had just finished my first year as a full-time faculty member at a private, faith-based institution, when my supervisor asked me to serve on an accreditation team. The University was preparing for the decennial visit, and the “self-study” was in the process of being developed. A team was formed for each of the accreditation criteria, and I became a member of the Criterion Three team (this criterion focused on resources for teaching and learning).
I remember attending the team meetings and spending most of the time listening and wondering why in the world I was there. As an inexperienced faculty member, I knew little about the institution. I wasn’t even sure who to ask or what to ask for during my process of tracking down evidence. I trusted the team leaders and frequently asked them for direction or advice. Eventually, I gathered enough evidence, and I wrote my part of the assurance argument. I was shocked when my supervisor praised my work.
At that point, I still wondered, “why put a new faculty member on an accreditation team?” Over the past 20 years, the answer became obvious.
My involvement on the Criterion Three team early in my higher education career was key in altering the trajectory of my leadership journey. When I read the full assurance argument, I learned so much about my beloved school. I understood a bigger picture, and processes or requirements that once seemed onerous or silly became necessary and important. I saw ways in which we could improve (and the visiting team noted those, too!), which lit a desire to pursue continuous improvement in the aspects of the University within my sphere of influence. By the time the next decennial visit came around, I was the co-chair of the entire effort, and I rose from the faculty ranks to executive administration.
Leadership and accreditation can be intertwined in a mutually beneficial way. I’ve seen leaders dismiss accreditation as a “necessary evil” or use accreditation as a club to get their way. What a missed opportunity. In reality, accreditation can grow effective leaders. Why do I say that? Consider these connections…
Leaders learn the ins and outs of their institution through accreditation. Developing an assurance argument and collecting evidence provides insight into the college or university. Those events that help the local community are better understood as the university demonstrating “its commitment to the public good” (Higher Learning Commission, Criterion 1). The pages and pages of policies and procedures for students, employees, and board members become evidence for “ensuring faith and ethical behavior” (HLC, Criterion 2). The day-to-day operations and declarations of “this is just what we do!” gain additional meaning and significance as we see the bigger picture of what a college or university is all about.
Accreditation provides professional development opportunities related to a variety of leadership skills. Being involved in accreditation requires leaders to:
communicate in a clear and timely manner,
see the impact of decisions on the micro and macro levels,
foster a culture of continuous improvement and a pursuit of excellence,
invest in the faculty and staff, as well as the next generation of leaders,
continually assess the mission, vision, and goals, and lead a planning process that informs resource allocation,
provide resources across the institution to ensure teaching and learning occurs within and outside of the classroom, and
understand (and mitigate or capitalize on) internal and external threats and opportunities.
This is just a partial list. Accreditation really is the best professional development out there for developing your leadership skills.
Being involved in accreditation allows leaders to build relationships with accreditation staff. When leaders see accreditation as a necessary evil or some kind of threat, they tend to distance themselves from accreditation staff and view interactions with suspicion. Again, what a missed opportunity. Colleges and universities are frequently in accreditation relationships at regional and program-levels. As I discussed in a prior blog, there are many benefits from these relationships. It’s impossible to have a healthy relationship with an organization without healthy relationships with the staff. Every institution will face a crisis at some time or another (hello, Covid-19!), and having a positive, collegial relationship with accreditation staff will help leaders through those crises, whether big or small.
Without a doubt, accreditation provided professional development opportunities that helped mold me as a leader. Now, as a higher education consultant, I hope to help veteran and emerging leaders take the next step in their development through accreditation. It may not seem like the glamorous route, but I can assure you this road is a rewarding one.
Contact me today, and let ABL Wise Consulting help you take the next step toward leadership and organizational excellence.
