You took some time on Monday to reflect on what went well for you this year. Before you start reading today’s issue of Leadership Insights, pull up your notes! Today we’re going to focus on your low points of the year. Reflecting on what didn’t go well serves a fundamentally different purpose than celebrating successes—it’s about learning and prevention rather than replication and momentum. This type of reflection helps you to: The key difference in this reflection is the mindset—you’re not dwelling on failure or assigning blame, but rather extracting wisdom. The most productive approach focuses on specific situations and asks questions like: “What information did I lack?” “What assumptions proved incorrect?” “Where could I have sought input earlier?” What Didn’t Serve You Well Now take a few minutes with a notebook to reflect on the following prompt (or come up with a different prompt with Sophia): Think about moments this year when you were disappointed in your work or in the outcomes of something you worked on. You could also reflect on times when you felt frustrated with your work. Try to write down 2-3 instances when you felt this way. What stands out to you about these moments? What feelings or emotions came up for you? What skills or behaviors do you wish you had possessed in those moments? What do you think […]
Giving feedback without formal authority isn’t just possible, it’s essential for a healthy institution. But it’s not a one-size-fits-all skill. The approach that works with a peer might fall flat with your department head. Now, you may find yourself asking: “Do I need to be able to give feedback to a wide array of people?” Yes! In higher education, work happens across complex networks of faculty, staff, committees, and project teams. Feedback moves through these relationships differently. To be effective, you must adapt your approach to meet people where they are and connect with what they value. Remember, the ultimate goal of feedback isn’t correction, it’s collaborative improvement. Influencing the Academy Up, Down, and Across the Aisle Following below are lenses to consider when offering feedback to the people you report to, your peers, or junior colleagues. Going Up: Leading with Curiosity and Data When offering feedback to a leader or superior, your position requires a delicate touch. The key is to shift from giving “feedback” to providing “insight.” This is why you should lead with genuine curiosity and ground your observations in objective data. This approach frames you as an observant and engaged partner, not a critic. You are presenting information and inviting your leader into a strategic conversation, respecting their position while still contributing valuable insight. Going Across: Focusing on Shared Outcomes When […]
You’ve finally worked up the courage to share that crucial piece of feedback. You see your colleague in the hallway, and you seize the moment, launching into your well-reasoned points. But instead of the thoughtful discussion you hoped for, you’re met with a defensive reaction. The conversation is over before it even begins. What went wrong? The insight may have been valuable, but the delivery felt like an ambush. The effectiveness of your feedback often comes down to two things that have little to do with the message itself: timing and permission. The Power of an Invitation Think about the last time someone gave you truly helpful feedback. Chances are, you felt like a participant in the conversation, not a target. The single best way to foster that feeling is to ask for permission before offering your thoughts. Why? Because feedback works best when people feel invited into the conversation, not surprised by it. Asking, “Do you have a few minutes to talk about the X project?” or “I have some thoughts on how we might approach Y—is now a good time to share them?” does something powerful. It signals respect for the other person’s time and autonomy. It transforms a potential confrontation into a scheduled conversation, giving them a […]
The end of the academic year is rapidly approaching on most campuses, and with it comes the buzz of activity that surrounds commencement and student departures. Whether you are faculty, staff, or administration, the end of the academic year often brings days packed with the tasks of wrapping up projects and events. Before you settle into the rush of the end of the year, we’re inviting you to reflect with us on how the year has gone, and how you can apply what you’ve learned. This week in Leadership Insights, we’ll share some useful ways to think about what served you well, what you would change moving forward, and how to incorporate those lessons into your future work. What Served You Well This Year? Reflecting on what has served you well creates a foundation for intentional growth and sustainable success. When you identify your effective patterns, you can replicate and build on them rather than constantly reinventing your approach. This type of reflection serves several key purposes in your professional development. It: Take a few minutes today to reflect on the following prompt and jot down some thoughts: Think about the moments this year when you felt accomplished or proud of your work. You could also think back to moments when you received recognition for good work. Try to write down at least 2-3 occasions when you felt especially successful. What stands out […]
You see a way to improve a process. You have an insight that could save a project from a potential pitfall. You notice a recurring challenge that, if addressed, could make everyone’s work a little easier. But you hesitate. Why? Because the person you need to talk to isn’t your direct report. Maybe they’re your peer, a colleague in another department, or even your boss. The thought of offering unsolicited feedback feels presumptuous or risky without a formal title to back you up. So, you stay silent. The insight is lost, and the opportunity for improvement vanishes. Shift Your POV: From Critique to Contribution In many organizations, feedback is treated as a function of authority—as something that flows downward from a manager to their team. But in healthy institutions, insight and feedback flow in every direction. The most effective feedback isn’t tied to a position on an org chart; it’s grounded in a shared commitment to the work. This requires a fundamental shift in thinking, in which you stop seeing feedback as a personal critique and start seeing it as a professional contribution. When you frame your observations around a collective goal, you move from being a critic to being a collaborator. People are far more receptive to feedback when it is framed around shared outcomes and institutional goals, […]
In the busy halls of academia, we spend a lot of time watching other leaders. We sit in faculty senates, attend town halls, and observe how Deans or Provosts navigate high-stakes decisions. But there is a significant difference between simply watching and developing a critical lens. Most “unexamined” leaders unconsciously absorb the behaviors of those around them—the good, the bad, and the messy. To build a truly intentional philosophy, you must move from passive observation to active, structured learning. Shift Your Framing: Develop Your Leadership Intuition Observational learning is powerful when it is focused. Instead of just watching, start looking for the “why” behind the “what.” You can sharpen your leadership intuition by focusing on three active approaches: Anchor Your Growth in Experience Your leadership philosophy is not a static document you write once and file away; it is a living foundation that evolves as you gain experience. By consciously choosing which elements to incorporate and which to leave behind, you ensure that your leadership remains authentic rather than as a patchwork of other people’s habits. Whether you are a new department head or a long-time administrator, the work of an “examined leader” never truly ends—it just gets more rewarding. Pause & Reflect Identify one leader you respect. What is one specific behavior […]
Have you ever noticed that certain leadership tasks—like brainstorming a new curriculum or mediating a departmental conflict—leave you feeling energized, while others—like detailed budget reconciliation or making a quick, top-down decision—leave you completely drained? This isn’t a sign of a lack of ability; it’s a reflection of your natural leadership tendencies. Many leaders spend years trying to copy the style of a mentor or “classic” administrative archetype, only to find themselves exhausted. True, effective leadership in higher ed isn’t about changing who you are; it’s about understanding the patterns you already follow. Shift Your Framing: Identify Your “Go-To” Patterns To lead authentically, you must first recognize your core tendencies. Self-awareness is the foundation of effective leadership, and you can uncover your patterns by observing three specific areas: Anchor Your Leadership in Authenticity Understanding these patterns suggests how your philosophy should be applied. For example, if building relationships comes naturally to you but decisive action requires more effort, your philosophy might emphasize collaboration and trust-building. You can then create intentional practices around the areas that require more conscious effort, such as decision-making and follow-through. The goal is to understand your unique style so that you can lead with confidence instead of trying to be someone you’re not. Tomorrow, we’ll explore how to go beyond “watching” other leaders to start learning from them with a […]
If you’ve ever sat at your desk—perhaps after a long faculty meeting or a complex departmental shuffle—and thought, “I’m kind of just winging this,” you aren’t alone. In higher education, leadership often happens organically. We are researchers, educators, and specialists who suddenly find ourselves responsible for people, budgets, and departmental culture. It’s a transition that can leave even the most seasoned experts feeling like they’re improvising. But here is the secret: Recognizing that you want to be more intentional is actually a significant leadership strength. It means that you are ready to move from being an “unexamined leader” to one with a clear, authentic philosophy. Shift Your Framing: Start with a Values Audit Developing a leadership philosophy doesn’t require a library of management textbooks. It starts with a Values Audit—reflecting on the principles that already guide your best work. To uncover your core leadership values this week, try these two reflections: reflecting on the principles that already guide your best work. To uncover your core leadership values this week, try these two reflections: Anchor Your Philosophy in “People Deserve…” Your philosophy will evolve as you gain experience, but it needs a solid foundation. Try completing this sentence instinctively: “I believe people deserve…” Whether your answer is fairness, growth opportunities, or clear communication, these instincts are the bricks and mortar of your leadership approach. […]
Last time, we covered the shift from being an individual contributor to being a leader. Another common theme we’ve seen come up with Sophia (our AI leadership coach) has been around how to facilitate effective meetings. As a reminder, if you haven’t used Sophia yet, here are some resources to check out: We’ve all been there: sitting in a staff meeting or a workshop where the leader is talking at the room for 45 minutes straight. In higher ed, where our calendars are often a mosaic of back-to-back sessions, meeting fatigue isn’t just a buzzword—it’s a drain on our collective productivity and morale. The secret to a high-impact gathering isn’t having the most polished slides, it’s shifting your role from Presenter to Facilitator. The Participation Pivot A presenter is a fountain of information. But a facilitator is a curator of conversation. When you facilitate, you aren’t just delivering content—you’re creating the conditions where voices from all levels can surface. This is especially vital when you consider that nearly 22% of higher ed professionals report feeling like an “outsider” in their own units. Facilitation is the antidote to that isolation How Sophia Has Helped A member recently asked Sophia, our AI leadership coach for a way to break the silence in their sessions: The Prompt: “What are some ways to increase engagement during a training so that I’m not talking the entire time?” Sophia responded with a Facilitation Toolkit of interactive strategies designed […]
This week in Leadership Insights, we want to share how people have started using Sophia, the AI leadership coach that’s a part of our membership. Specifically , we’ll offer three themes we’ve seen come up time and time again. Some other resources to use: One prompt that’s come up a lot with Sophia is about the shift of going from individual contributor to leader. The transition from being a “star performer” to a “star leader” is one of the most jarring shifts in higher education. Many leaders were promoted because they were excellent at the technical aspects of their roles. However, the skills that got you into the leadership seat aren’t always the ones that will help you to thrive there. The most significant challenge isn’t a lack of skill; it’s a need for a reframing of identity. The Expert Trap When you’re an individual contributor, your value is measured by your personal output. When you become a leader, however, your value is measured by the collective output and growth of your team. If you remain in “Expert Mode,” you risk becoming a bottleneck or, worse, a micromanager. To truly lead, you must move from being the person with all the answers to the person who asks the right questions. How Sophia Has Helped A member recently turned to Sophia, our AI Leadership Coach, with this exact dilemma: The Prompt: “What should I focus on to successfully transition from individual contributor to leader?” In answer, Sophia provided a […]
