College Presidents and Leadership Coaching

Transcription

1 College Presidents and Leadership Coaching Survey Report The role of college president has never been more challenging and success is certainly not guaranteed. With the current cohort of presidents aging and nearing retirement, there will be new leaders who, while bringing creative ideas to the position, will be looking for leadership tools and counsel.¹ Meanwhile, even the most experienced presidents from time to time require objective guidance, a sounding board, or a source of fresh perspective. Leadership coaching provides a clear opportunity. The following report explores the views of more than 60 current presidents on this topic. When is coaching helpful for presidents? And for what? The report also looks at institutions willingness to provide coaching for leaders, and features extended conversations with two presidents about their first-hand experiences with coaching.

2 Introduction Coaching in various forms has long been accepted as a critical aspect of executive growth. Corporate leaders seek out coaching to develop their executive potential, facilitate a major job transition and gain access to a trusted sounding board.² A Stanford University/Miles Group study found that most CEOs felt lonely at the top and nearly universally welcomed the opportunity for coaching.³ While results of coaching can vary depending on the individuals involved and methodologies used, research has shown a correlation between coaching, executive leadership development and improved performance. 4 The rigors of the college president, though unique, increasingly match the scale and breadth of those of a corporate CEO. Pressures are just as great and success no more guaranteed. Coaching can help. Presidents talk a lot at people and are always explaining things to people, notes Jose Bowen, Ph.D., president of Goucher College. To be able to actually talk to somebody about how you re feeling, what you hate, what you like you don t get a chance to do that, even with your senior staff. Most presidents welcome coaching, says Thomas Minar, Ph.D., president of Franklin College. The presidency is one of the loneliest spaces that one can work or live in, he believes. About the Survey In 2017, Witt/Kieffer conducted an online survey of sitting college and university presidents. Of the more than 600 presidents contacted, 67 participated in our survey, representing institutions ranging from small, private liberal arts schools to major research universities. More than half of these respondents noted that they either are currently receiving coaching or had in the past (Figure 1). Respondents were asked whether their institution offered coaching as a regular career support option for administrators and other leaders; almost 60 percent said their university did not (Figure 2). Of those who were able to access coaching, more than 70 percent say they were the ones who initiated it, rather than, for example, the board chair or trustees (Figure 3). For many of these respondents, the need for coaching began on the first day as president: I m ready to keep a coach on retainer, and I advise all my friends to put it in their contracts and to engage right away, said one president. Figure 1 Are you currently receiving, or have you ever received, coaching or leadership advice from professional executive coaches or consultants? Figure 2 Does your university or college offer coaching for administrators and other leaders? No 46% 54% Yes No 59% 41% Yes Figure 3 If yes, whose decision was it for you to receive coaching? Other 13% 13% 74% My Own Chair/Trustee 1 wittkieffer.com

3 Encouraging Continuous Improvement Without question, the men and women chosen to lead institutions of higher learning are experienced leaders. But that doesn t mean they are not interested in continuing to improve their skills. As one respondent explained, I am late in my career, but I have found [coaching] helpful at several stages in my professional leadership career. Those in the survey reflect the typical demographics of college presidents: Almost two-thirds are male and the majority are over age 50. Only about one-third have professional experience outside of academia and about one-quarter have more than a decade of experience as president. The majority of college presidents noted that they do receive informal coaching or leadership advice from board members or other leaders. But that advice may not always be helpful to a president trying to navigate the complex politics and personalities of a relatively insular institution. Board trustees, for example, often maintain close ties with the university, and have their own personal vision for the school. Coaches, in contrast, provide presidents the opportunity to express their concerns or ideas in a confidential, non-partisan environment. One survey respondent experienced executive coaching for the first time when taking a dean position after 25 years in academia. Working with an outsider gave me a new perspective, confirmed my accuracy about areas where I wanted to grow and gave me accountability for the change process. Now a college president, that respondent hopes to find another coach who can help me focus on the right question so I can figure out my best [learning] style as I continue to grow and develop. Support for First-Time Presidents New presidents may have held numerous leadership roles in their past, but leading a college for the first time is a unique experience. Simply learning how to build and manage relationships with the trustees can require guidance and support provided by a professional coach. It s no surprise that the vast majority of respondents said coaching is most effective while on-boarding or within the first 100 days of being a new president (Figure 4). Figure 4 When do you think coaching is most effective in a president s career? (Select all that apply.) 72% - During onboarding into first presidential role 51% - Within the first 100 days of a new role 47% - After the first 100 days of a new role 38% - Well prior to first presidential role 25% - At mid-term of first presidential role 4% - It is not effective at any time From meeting with trustees to crafting responses to social media rumors, college presidents must develop a nuanced ability to communicate skillfully. Effective communication was one of the top priorities chosen by those in the survey who did receive coaching. As one respondent said, coaching helped me immensely in effective communications with diverse audiences. Presidents surveyed utilized coaching to focus on those around them through team building and mentoring. But they also were willing to look inward, at their own knowledge and development. Typically, their work with a coach remained confidential and was designed to help new presidents manage both the daily challenges and the broader vision. The coaching process requires self-reflection and honesty, skills that traditionally may have been challenging for executive leaders. In the survey, however, more than 90 percent of respondents said they were receptive or very receptive to changing their leadership style or practice in response to feedback and coaching. One respondent advised: The honest relationship and safe space to confide in is critical for success. As the person receiving coaching, you must be willing to be vulnerable and to listen to all that comes your way. wittkieffer.com 2

4 A Conversation with Jose Bowen, Ph.D., President, Goucher College Jose Bowen, Ph.D., president of Goucher College, is a respected educator and leader who is known as an innovator and risk-taker. Part of Bowen s success has been his ability to listen to others, including career coaches. In the interview below, Bowen responds to the coaching survey data and shares thoughts on his experiences with coaching. The presidents who took our survey and had received prior coaching were almost unanimously enthusiastic about it. Does this surprise you? Bowen: No. I think it s very hard to survive in our profession today if you re an old-style ideologue. There are too many constituencies to get away with that. We all know we re balancing lots of different things. A growth mindset is essential to the job of president and coaching supports personal growth. Also, the greatest casualty of the job is time... time to think. Coaching gives you that time. Respondents enjoyed the process of receiving coaching why do you think this is? Bowen: Presidents talk a lot at people and are always explaining things to people. To be able to actually talk to somebody about how you re feeling, what you hate, what you like you don t get a chance to do that, even with your senior staff. You ve got to have mentors and people to talk to. Also, I think coaching can absolutely be therapeutic. It s lonely at the top. It s your one chance to reflect and really talk about the metacognitive part of the job. Is there a stigma associated with receiving coaching? Bowen: I do think there is. When I ve suggested coaching to people on my staff they think, What am I doing wrong? It s not about that. Is it considered corporate? Bowen: Yes, by some people. We re still in the grip that anything that s for-profit or corporate must be bad. I learn from the corporate world every day. Our motivations are different, but people are people. In education we always talk about diversity and that includes learning from anyone. What was the greatest benefit from your experience with coaching? Did you change the way you lead? Bowen: One coach said to me, Your job is connecting people on a day-to-day basis with the vision of the institution. The rest you can leave for other people to do. And I took this to heart. When I deliver a speech, for example, my tendency is, Make sure to cover the content. That s important, but the coach s advice was to be a person first and president second. Survey respondents felt the most critical time for coaching was while onboarding into the first presidency. Do you agree this is a critical window for support and coaching? Bowen: I think it s helpful all the time jobs are changing faster than you can imagine but certainly before you take a new job and the first year or two is when you can make the most of it. You need someone holding your hand the first year or two. It s so easy to make a rookie mistake. You often won t know what it is until it hits you in the face. What qualities make a good coach? Bowen: There s no universal good coach. People want to know, Is this coach going to get me? So a good coach is somebody who has real insight and who gets you, who understands your tendency is going to be X when it should be Y. It should be a person who can get inside your head a bit. Finally, does there need to be more encouragement from institutions for top administrators to seek out coaching? Bowen: Absolutely. We always say people are our greatest resource, but we need to establish a growth mindset or a change mindset. Adults continue to change throughout their lives. Leadership often fails because you ve not given individuals the support they need to change. It s not necessarily about strategy or an implementation problem. Did you build a culture in which people were willing to change? 3 wittkieffer.com

5 Heightened Enthusiasm Indeed, coaching may not be for every leader. One president described hiring executive coaches for two direct reports with very different results: One person took readily to the experience and benefitted; one resisted and it was largely wasted time. In the survey, 40 percent of respondents said that before they engaged in coaching, their impression of it was neutral or skeptical (Figure 5). But many presidents changed their minds after experiencing executive coaching: 67 percent of respondents said they were much more enthusiastic than before they received coaching, and found it to be very helpful (Figure 6). The overwhelming majority of those who received coaching said they enjoyed the process of receiving coaching and leadership advice (Figure 7). Perhaps most importantly, those who receive coaching will use what they learn to strengthen their skills and approach. When asked, How receptive are you to changing your leadership style or practices in response to feedback and coaching? 60 percent said they were receptive and more than 30 percent said they were very receptive to change (Figure 8). Figure 5 What was your impression of leadership coaching before you received coaching? Figure 6 What is your impression of leadership coaching after you have received coaching? Enthusiastic 60% Skeptical 10% Neutral 30% More Enthusiastic 67% Less Enthusiastic 10% Same 23% Figure 7 Please comment on the following: I enjoy the process of receiving coaching and leadership advice. Figure 8 How receptive are you to changing your leadership style or practices in response to feedback and coaching? Agree 50% Neutral 3% Strongly Agree 44% Strongly Disagree 3% Receptive 60% Neutral 3% Very Receptive 34% Very Unreceptive 3% wittkieffer.com 4

6 A Conversation with Thomas Minar, Ph.D., President, Franklin College Thomas J. Minar, Ph.D., has been president of Franklin College since 2015 and is a vocal supporter of executive coaching. In the role at Franklin, his first presidency, Minar is prioritizing comprehensive strategic planning as well as engagement with all campus constituents. He views coaching as one element of his success to date. The presidents who took our survey and had received prior coaching were almost unanimously enthusiastic about it. Does this surprise you? Minar: Not at all. The presidency is one of the loneliest spaces that one can work or live in. Presidents are uniformly open-minded to getting a broad variety of support from a whole range of potential support devices, and coaching is one of the most obvious ones. People who get around potential stigmas for instance, that you re in coaching because you re handicapped in some way can find great reward and great help in the process. Regarding that process, our survey respondents seemed to enjoy it. Minar: It is ongoing support. It s like adding a staff member. You re literally increasing your capacity with someone who s outside your organization. We often have situations that don t seem very normal or circumstances that we think people in other kinds of organizations or settings aren t seeing. A coach is someone who can validate what you re going through. Or it s someone who can say, Wait a minute. Maybe this problem isn t as hard as you think it is. Look at it from another angle. What s the perception of leadership coaching among your peers? Is there a stigma or lack of acceptance? Minar: Presidents are educated, sophisticated people who understand that executive coaching is something that goes on in many organizations and is beneficial. There s not a president who doesn t feel a certain loneliness, for example. Talking to yourself gets old, so having the opportunity to expand your internal audience is a great thing. I don t think it s a stigma for us. There might be a stigma with some trustees. There are trustees who think it s an investment you shouldn t be making, when it is an investment you should be making. Does there need to be more encouragement from institutions for top administrators to seek out coaching? Minar: Yes. Institutions and the sector have to invest in making sure presidents can be successful. There is basically a PR issue around when presidents don t succeed. One question you need to ask is, what is success? And how do we make sure there s an environment for success? Survey respondents felt the most critical time for coaching was while onboarding into the first presidency. Do you agree this is a critical window for support and coaching? Minar: The transition [into a new role] is the obvious time. But there is no way that that s adequate in itself. I don t think it should stop. I think it s something someone might want every couple years, or periodically you might go through a six-month batch of coaching sessions. In your experience with coaching, what surprised you? What did you get out of it that you hadn t expected? Minar: My coach helped me look not just for solutions to problems but to ask sort of systematic questions, to learn about myself and my personality. He helped adjust my lens on who I am and how that fits into the presidency in a way that enables me to refine my work and be more effective. What qualities make a good coach? Minar: Insight and experience are things that I would want any coach to have. Also, there are obviously thousands of executive coaches and thousands of clients who will do well with different approaches and personalities, so make sure you find a person who you are highly compatible with. 5 wittkieffer.com

7 Individualized Focus While most college presidents advance their careers within academia, their backgrounds, expertise and temperaments vary significantly. Executive coaching is designed to be flexible, able to meet the specific interests and needs of each individual. This became evident when respondents were asked about the skills or behaviors they chose to focus on with their coach (Figure 9). As with CEOs, self-knowledge and development were a top priority for college presidents. Other general leadership skills included shaping strategy, planning and execution and decision-making. Presidents also chose to focus on their leadership group through team-building, mentoring and managing staff and resources. Effective communication was also a popular emphasis. Figure 9 Which leadership skills or behaviors did coaching focus on? (Select all that apply.) 47% - Self-knowledge and development 47% - Team-building and mentoring 43% - Effective communications 33% - Planning and execution 30% - Shaping strategy 30% - Decision-making 30% - Managing staff and resources 7% - Cultivating inclusiveness and diversity Willing and Able Professional coaching requires an investment, both of the president s time and the university s resources. Research from across industries has shown that the investment in leadership reaps benefits. CEOs who have been coached tend to boost the organization s culture, can better understand and articulate the organization s vision and are open to new innovations and improved leadership styles. Equally as important for institutions of higher learning that are struggling to keep strong presidents, leaders who receive coaching are more likely to feel energized and committed to their work. Energized presidents are more likely to remain in their position longer. As this study indicates, many college presidents embrace coaching so that they can successfully lead in challenging times. References 1. ACE. American College President Study June Coutu, D., and C. Kauffman. What Can Coaches Do for You? Harvard Business Review, January Larcker, D.F., Miles, S., Tayan, B., and M.E. Gutman Executive Coaching Survey. The Miles Group and Stanford University. August American Management Association. Coaching: A Global Study of Successful Practices wittkieffer.com 6

8 About Witt/Kieffer Witt/Kieffer is the preeminent executive search firm supporting organizations improving the quality of life, including those in education, academic medicine, healthcare, life sciences, sports and the not-for-profit sector. Our consultants also serve clients through Board Services, Information Technology and Leadership Solutions practices. Visit wittkieffer.com for more information. For more information on this report or Witt/Kieffer s executive coaching and leadership development capabilities, contact Richard Metheny at rmetheny@wittkieffer.com. 2018, Witt/Kieffer. All rights reserved.