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The development of change leadership skills in aspiring community college leaders

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The development of change leadership skills in aspiring community college leaders

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The Development of Change Leadership Skills in Aspiring Community College Leaders
by
Sheryl Guse

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

August 2021

© Copyright by Sheryl Guse
All Rights Reserved

The Committee for Sheryl Guse certifies the approval of this Dissertation

Cathy Krop
Monique Datta
Eric Canny, Committee Chair

Rossier School of Education
University of Southern California
2021

iv
Abstract
Leadership development is an essential practice for aspiring leaders. If leaders are to perform at
their best, and position themselves for future growth opportunities, development of change
leadership skills is essential. This study explores the knowledge, motivation and organizational
needs of aspiring community college leaders at the Great Lakes System to develop change
leadership skills. The research in this study is concentrated on aspiring leaders in a community
college system in the Midwest. This organization is in the midst of considerable change in
response to changing student demographics, innovations in technology and fluctuations in fiscal
resources. The study was grounded in a mixed methods research design, using both a quantitative
survey and qualitative interview data collection methods. All participants were sourced from a
leadership development list-serve. The results of the research and analysis showed that the future
of the community college depends on the adequate preparation of aspiring leaders with
multifaceted skill sets, shared characteristics, and the ability to inspire and influence others
effectively to guide people through times of change. The interviews and survey data led to
conclusions that there are complex challenges for aspiring community college leaders, future
leaders will inherit these challenges and it is necessary they are prepared for this role.
Keywords: Change leadership, community college, competency, mentoring, succession
planning, aspiring leaders, change leadership skills

v
Dedication
To my family, who have supported my dream of learning and attaining my doctoral degree.
Patrick, thank you for all of the sacrifices you have made, I love and appreciate you more than
you know. Cayden, Taylor, and Kyler, thank you for your patience and understanding, I hope
you always have a love of learning.

vi
Acknowledgements
Throughout this time in the USC Organizational Change and Leadership program, I have
had time to reflect on the people in my life who have provided support and encouragement.
Thank you to my family, especially my husband Patrick who took over with dinners, and
bedtime routines so I could attend class and work on my dissertation. Thank you for my children,
Cayden, Taylor, and Kyler, for going easy on your dad. Also, notably, my parents who helped
me cultivate a love of reading, your encouragement and support helped me continue my journey
of learning. My grandparents who provided strong positive role models of leadership, ambition,
and work ethic. And my supportive colleagues, friends, and neighbors. I look forward to
participating in social activities once again.
Thank you to my dissertation team. Dr. Eric Canny, Dr. Monique Datta, and Dr. Cathy
Krop. I appreciate your guidance and feedback while serving on my committee. Special
recognition to Dr. Carey Regur, I am grateful for the experience of having you as an instructor
for my first class and throughout the program with dissertation support. Thank you to the
outstanding faculty and staff at the University of Southern California, Rossier School of
Education, Dr. Alexandra Wilcox, Dr. Darline Robles, and Dr. Bryant Adibe. I enjoyed your
classes immensely. You all gave me the confidence to perform at a higher level.
To my classmates in Cohort 12, it was an honor and privilege going through this journey
with you. I am thankful for the lifelong friendships made along the way. Especially Susan Fant,
Paul De La Cerda, and Sylvia Pimentel it has been a joy getting to know you, and I look forward
to watching you do great things. FIGHT ON!

vii
Table of Contents
Dedication ........................................................................................................................................v
Acknowledgements ........................................................................................................................ vi
List of Tables ................................................................................................................................. ix
List of Figures ................................................................................................................................ xi
Chapter One: Introduction of the Problem of Practice ....................................................................1
Organizational Context and Mission ...................................................................................2
Related Literature.................................................................................................................3
Organizational Performance Status ......................................................................................6
Importance of Addressing the Problem ...............................................................................7
Organizational Performance Goal ........................................................................................7
Description of Stakeholder Groups ......................................................................................8
Stakeholder Groups’ Performance Goals.............................................................................9
Stakeholder Group for the Study .........................................................................................9
Purpose of the Study and Questions ..................................................................................10
Methodological Framework ...............................................................................................11
Definition of Key Terms ....................................................................................................12
Organization of the Study ..................................................................................................13
Chapter Two: Literature Review ...................................................................................................15
Elements of Change Leadership ........................................................................................15
The Need for Succession Planning ....................................................................................23
Best Practices to Develop Change Leaders .......................................................................25
Clark and Estes Gap Analysis Framework ........................................................................30
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context ................................................................................................46

viii
Conclusion .........................................................................................................................49
Chapter Three: Methods ................................................................................................................50
Participating Stakeholders .................................................................................................51
Data Collection and Instrumentation .................................................................................52
Data Analysis .....................................................................................................................53
Credibility and Trustworthiness .........................................................................................54
Validity and Reliability ......................................................................................................55
Ethics..................................................................................................................................56
Limitations and Delimitations ............................................................................................56
Chapter Four: Results ....................................................................................................................57
Participants .........................................................................................................................58
Findings..............................................................................................................................61
Summary ............................................................................................................................99
Chapter Five: Discussion and Recommendations........................................................................100
Recommendations for Practice to Address KMO Influences ..........................................100
Implementation Plan ........................................................................................................109
Strengths and Weaknesses of the Approach ....................................................................112
Limitations and Delimitations ..........................................................................................112
Future Research ...............................................................................................................113
Conclusion .......................................................................................................................114
References ....................................................................................................................................116
Appendix A: Survey Protocol ......................................................................................................128
Appendix B: Interview Protocol ..................................................................................................134

ix
List of Tables
Table 1: Socioeconomic Characteristics of Educational Attainment 5
Table 2: Organizational Mission, Global Goal, and Stakeholder Performance Goals 9
Table 3: AACC Competencies for Aspiring Mid-Level Leaders 32
Table 4: Knowledge Influences, Knowledge Types, and Knowledge Assessment 36
Table 5: Motivation Influences, Motivational Influence Assessment 42
Table 6: Assumed Organizational Influences 46
Table 7: Creswell’s Model for Qualitative Data Analysis 54
Table 8: Survey Participants 59
Table 9: Interview Participants 61
Table 10: Associated Themes of Change Leadership Development 62
Table 11: Summary of Assumed Knowledge Needs, Influences, and Evaluation Results 67
Table 12: I Have the Knowledge to Lead People Through Times of Change 68
Table 13: I Can Integrate My Leadership Skills Into My Work 70
Table 14: I Am Satisfied With the Quality of My Change Leadership Skills 72
Table 15: I Know How to Improve My Change Leadership Skills 73
Table 16: What Professional Development Activities Have Had the Biggest Impact on Your
Leadership Development? 74
Table 17: I Regularly Reflect on My Leadership Abilities 77
Table 18: Summary of Assumed Organizational Needs, Influences, and Evaluation Results 84
Table 19: My Direct Supervisor Recognizes the Value I Provide My Organization 85
Table 20: My Organization Promotes Leadership Development Opportunities 86
Table 21: My Organization Provides Me With a Reasonable Amount of Time to Develop and
Grow Professionally 88
Table 22: Summary of Assumed Motivational Needs, Influences, and Evaluation Results 92

x
Table 23: I Am Confident I Can Use My Leadership Skills to Effect Change Within My
Organization 93
Table 24: I Am Motivated to Be a Leader During Times of Growth and/or Uncertainty 95
Table 25: I Believe My Leadership Skills Can Be Used to Create Change Within My
Organization 97
Table 26: Summary of Knowledge, Motivational and Organizational Needs Validated, Assets,
New Needs 101
Table 27: Knowledge Needs Validated, Assets, New Needs 104
Table 28: Motivational Needs Validated, Assets, New Needs 106
Table 29: Organizational Needs Validated, Assets, New Needs 109
Table 30: Implementation Plan Table 110
Table A1: Survey 129

xi
List of Figures
Figure 1: Clark and Estes’s Gap Analysis Process 12
Figure 2: The Iceberg Model 18
Figure 3: Kotter’s 8-Step Process for Change 20
Figure 4: Aspiring Leader Input/Output Model 40
Figure 5: Conceptual Framework 48

1

Chapter One: Introduction of the Problem of Practice
A college education is a necessary resource to sustain the U.S. economy, and community
colleges impact our country’s success and productivity (American Association of Community
Colleges [AACC], 2020). Two-year public institutions hold 29% market share of degree-
granting institutions (National Center for Education Statistics, 2014). This dissertation addresses
the problem of aspiring community college leaders’ adequate preparation to guide people
through times of change. This study examined this problem of practice by looking at effective
leaders who are recent graduates of a leadership development program. Aspiring leaders are
defined as developing leaders, including both faculty, mid-level, and senior leaders who are
current leaders in the system and have demonstrated an interest in being aspiring leaders. In a
qualitative survey, Drew (2010) found that new leaders in mid to senior-level college positions
self-identified an increasing appreciation for strong agility, creative thinking, risk-taking, and
employee engagement. There are leadership challenges for aspiring leaders during times of
transformative change (Boggs & McPhail, 2016). New community college leaders need to
quickly master diverse skills and exhibit behavioral characteristics to effectively guide people to
embrace a shared vision during times of change.
The ability to lead people during times of change is necessary for today’s universities to
be strategic (Fulmer et al., 2000). Further, Klenke’s (2002) research on leadership competencies
suggests that transformational leader characteristics include confidence, trust, sharing a vision,
and the ability to motivate people with positivity and enthusiasm, and Drescher et al. (2014)
connected trust-building to performance development. The evidence highlights that the
leadership skills necessary for success during times of change develop over time, and novice
leaders may not have the experience necessary to manage change initiatives effectively (Shultz,
2

2001). To succeed as a leader in overcoming these challenges, aspiring leaders will benefit from
opportunities to develop their skills. As community college leadership is multifaceted and
continuously evolving (AACC, 2017), its future could be determined by aspiring leaders’
adequate preparation in complex skills, shared characteristics, and the ability to inspire and
influence others to effectively guide people through times of change.
Organizational Context and Mission
The overall mission of community colleges is to build a nation of learners. In 2020, there
were 1,050 community colleges in the United States, awarding 852,504 associate degrees and
579,822 certificates (AACC, 2020).
The organization that served as a site for this study is the Great Lakes System (GLS, a
pseudonym). The GLS is a midwestern state education system that provides vocational,
technical, and adult education through various regional technical colleges. The GLS’s mission is
to provide accessible education and to prepare the workforce with skills that align with
workplace demands. GLS also collaborates with K-12 schools and other colleges and universities
to foster economic growth.
In 2018–2019, GLS awarded approximately 29,000 credentials system-wide, including
associate degrees, technical diplomas, short-term diplomas, and liberal arts transfer. According
to a graduate survey with over 16,000 graduates responding, 94% reported they were working,
79% in a related field. Also, 94% are employed and earned a median salary of $40,245, with the
highest salaries reported in architecture, construction, manufacturing, and STEM. In 2018–2019,
approximately 50,000 high school students took dual-credit coursework; this partnership allows
high school students to earn college credit.

3

Related Literature
Studies regarding the development of change leadership primarily focus on the
preparation of college presidents and senior leaders in response to leading in a complex
environment. This study expands on the work of Kelley (2017), which informs on leadership
challenges in the Midwest to address the challenges in preparing mid-level leaders for senior
leadership roles in the development of change leadership skills (Amey et al., 2002; Conover,
2009; Garza & Eddy, 2008).
Changing student demographics, innovation in technology, and changing revenue sources
are guiding factors for the future of community colleges. The fast rate of change impacts the
future of the organization and emphasizes the need for aspiring leaders to be adaptable,
knowledgeable, and fluent in change leadership. Aspiring community college leaders will utilize
change leadership skills as they guide through these changes in the future.
Changing Student Demographics
Changing student demographics pose another challenge for community college leaders.
According to the U.S. Census Bureau, the Midwest consists of 12 states in the north-central
region of the United States (U.S. Census Bureau, 2016). The Midwest is becoming more diverse,
and the Latinx population has the most significant growth, with an increase of approximately
40% from 2000 to 2010 (National Equity Atlas, 2016). Poverty is also increasing in many
Midwestern cities, and more than 50% of Midwestern states’ K-12 students are eligible for free
or reduced-price lunch programs in rural areas (Department of Public Instruction, 2018).
Students who attend urban schools are more likely than suburban students to be homeless or
living in poverty. According to the 2016 U.S. Census American Community Survey, there has
been an increase in poverty in urban schools since 2015.
4

Data gathered from the Department of Instruction informs of an increase in public school
district homeless students. Sims and Rainge (2002) argue that residential segregation contributes
to an unequal distribution of adequate resources that perpetuates poverty in low-income urban
neighborhoods. Additionally, increasing poverty rates and growing segregation suggest changing
Midwestern demographics, and the educational attainment levels of minority populations
illustrate growing disparity (Frey, 2018; Kennedy, 2015). Hashimoto (2018) drew attention to
the ineffective leadership in urban cities to address the root problems and related consequences
of poverty. Historically, government leaders “pose inadequate solutions that fail to actually
address entrenched segregation and racialized poverty” (Hashimoto, 2018, p. 3).
As shown in Table 1, 43.1% of all jobs in America and 39% of jobs in Midwestern states
require at least an associate degree. Education is a powerful pathway for economic advancement,
as lifetime earnings and quality of life usually increase with higher levels of education (Boggs &
McPhail, 2016). There is a gap between the number of residents who have a post-secondary
credential and the number of jobs that require these credentials. This gap is apparent in all
Midwestern state residents and widening in minority populations. The GLS is a public education
system designed to address this educational equity gap. The changing student demographics are a
challenge aspiring community college leaders need to acknowledge and understand to design
educational opportunities that best serve students’ changing priorities and career and personal
goals.

5

Table 1
Socioeconomic Characteristics of Educational Attainment
Location % Jobs AA degree
or higher
Race/Ethnicity:
White, U.S. born
Race/Ethnicity:
Black
Race/Ethnicity:
Latino, US-born
United States 43.1% 45% 25.9% 40.8%
Midwest state 39% 45% 20% 19%

Note. From National Equity Atlas, 2016, https://nationalequityatlas.org/data-
summaries/Wisconsin

Innovation in Technology
Community college leaders will need to guide their organization and students through
innovations in technology. Educational equity relies on access to resources, and one of the
largest resources in community college education is technology (Boggs & McPhail, 2016). As a
resource, technology refers to both infrastructure in terms of course registration processes,
library resources, course delivery, and college email, and technology products like computers,
tablets, phones, and audio-visual equipment (Stewart, 2008). With advancements in technology,
community colleges can deliver education online, on-campus, or in a hybrid format. Learning
management systems provide enhancements to the learning process and include audio, video,
and other interactive engagements (Milliron & Miles, 2000). Access to both hardware and
software is a challenge due to poverty and rural broadband access prevalent in many Midwestern
communities; a study in one Midwestern state showed, in the spring of 2020, approximately
130,000 children, or 15%, lacked broadband internet access (Kiefer, 2020, as cited in The
Badger Project, 2020). Community colleges are positioned to expand access and increase the
quality of education with technology for the communities they serve (Boggs & McPhail, 2016).
6

Changing Revenue Sources
The relationship between the economic cycle and public funding is another complex
challenge for aspiring community college leaders. Community colleges funded by federal and
state aid and tuition are affected by fluctuations in the economy. According to Ruffalo Noel
Levitz (2016), community college enrollment is counter-cyclical to the job market, which means,
when the workforce is thriving and unemployment rates decrease, community college enrollment
decreases, and public funding increases. Similarly, when unemployment rates increase,
community college enrollment increases and public funding decreases (Boggs & McPhail, 2016;
Ruffalo Noel Levitz, 2016)
There are complex challenges for aspiring community college leaders in the years ahead.
Higher education is an ever-changing field, demonstrated by changing student demographics,
innovation in technology, and changing revenue sources. There are growing appeals for change.
Future leaders will inherit these challenges, and the responsibility to prepare for this role is
paramount.
Organizational Performance Status
The factors that impact educational outcomes are complex, and the disparity of
educational outcomes creates growing inequity for students. Community colleges need effective
leaders to address these challenges, to serve their students and community. Compounding these
changes is the projected increase in impending retirements (Eddy, 2013; American Council on
Education, 2016), and leaders must prepare for the role (Forthun & Freeman, 2017). To achieve
the mission of the GLS to provide accessible education to strengthen the community through
lifelong learning, it is necessary to develop change leadership skills among aspiring community
college leaders. Preparing effective leaders with strong change management skills is an emerging
7

challenge (Krause, 2009). However, failure to do so can risk losing the opportunity to close
educational equity gaps. For this reason, community college leadership is multifaceted and
continuously evolving (AACC, 2017).
Importance of Addressing the Problem
In 2020, changing student demographics, economic factors, technology innovation, and
declining resources for fiscal operations affected the community college’s mission (Hassan,
2008; Hebel & Selingo, 2001; Kittel, 2014). Despite well-intended mission statements,
community colleges have experienced significant change and struggled to adapt, resulting in
substantial enrollment declines in the last decade (Hassan, 2008).
For over 10 years, community college enrollment in the Midwestern state has steadily
decreased from nearly 400,000 students in 2009–2010 to nearly 300,000 students in the 2018–
2019 school year. A majority of students enrolled part-time, balancing work and personal
commitments. According to a recent American Association of Community Colleges report,
national community college enrollment has also declined 6.7 million students from 18.5 million
in 2010 to 11.8 million in 2018 (AACC, 2020). Community colleges are in the business of
educating students, and enrollment trends can reflect their viability. Leaders are expected to
prepare for change leadership (Leskiw & Singh, 2007), and the future of community college
systems will be determined by these new leaders and their ability to transform their organizations
in a complex environment (Eddy, 2010).
Organizational Performance Goal
The organization’s performance goal is that, by 2024, the GLS will prepare aspiring
leaders to guide the organization through times of rapid change.

8

Description of Stakeholder Groups
This study identified a key stakeholder group who contribute to the achievement of
GLS’s organizational goal. This study focused on aspiring leaders who recently graduated from a
leadership development program as the relevant stakeholder group. This group is of particular
importance to this study because their position in the organization has great potential for growth,
influence, and impact. The purpose of this study was to validate the skills of aspiring leaders
using stakeholders who have completed the Great Lakes Leadership Development Institute
(GLLDI).
Aspiring leaders are defined as developing leaders who hold faculty, senior-level staff, or
mid-level staff roles who are current leaders in the system and have demonstrated an interest in
being aspiring leaders. Aspiring leaders aspire to higher level leadership positions. Faculty are
responsible for educating students and carrying out the mission of the college through
implementing college initiatives. The senior-level staff create the strategic plan, champion new
initiatives, and encourage teams across the college. Their support in communicating the
importance of these efforts and creating a shared vision for the work is a key ingredient for
success. Mid-level staff construct, implement, and maintain the college’s business processes.

9

Stakeholder Groups’ Performance Goals
Table 2
Organizational Mission, Global Goal, and Stakeholder Performance Goals
Organizational mission
The mission of the Great Lakes System is to provide accessible career and technical education
to strengthen our community through lifelong learning.
Organizational global goal
By 2024, community colleges will improve resources, training and access to develop change
leadership skills for aspiring leaders.
Aspiring leaders
By spring 2024, all aspiring leaders will work to develop change leadership skills

Stakeholder Group for the Study
The stakeholders of focus in this study were aspiring leaders. Aspiring leaders are defined
as developing leaders, including faculty and both mid-level and senior-level leaders. In
particular, the stakeholder professionals who were of importance to this study were aspiring
leaders who participated in the Great Lakes Leadership Development Institute (GLLDI; a
pseudonym) between 2015–2020. GLLDI is a competitive professional development program for
emerging leaders from all 16 community colleges in the GLS. The program is competitive, and
participants are nominated by executive leadership to attend. The program cultivates leadership
skills in these stakeholders who were chosen because they have demonstrated an interest in
developing their leadership skills.

10

Purpose of the Study and Questions
The purpose of this study was to explore skills around knowledge, motivation, and
organizational challenges that aspiring leaders require to change their organization (Clark &
Estes, 2008). Clark and Estes’s (2008) gap analysis framework was used to identify change
leadership preparation opportunities in the areas of knowledge, motivation, and organizational
resources to validate the effectiveness of the leadership development program. This study
focused on aspiring leaders who recently graduated from a leadership development program as
the relevant stakeholder group. This group is of particular importance to this study because their
position in the organization has potential for growth, influence, and impact.
The analysis of leadership preparation practices for new community college leaders may
provide insights for current and future change leaders. Through the constructs of knowledge,
motivation, and organization in gap analysis (Clark & Estes, 2008) and an analysis of
professional development related to change leadership practices, the data explored leaders’
perceptions of barriers and strengths to build on. Additionally, colleges may incorporate findings
into aspiring community college training and mentoring programs, and doctoral programs may
benefit from this information to inform course content and program structure. The questions that
guided the study are as follows:
1. What aspiring leaders’ knowledge and skills are needed to affect positive organizational
change?
2. What motivational beliefs and values do aspiring leaders have in relation to
organizational needs for change?
3. What does the organization need to provide to support the development of aspiring
leaders?
11

Methodological Framework
Clark and Estes's (2008) gap analysis framework (Figure 1) is a valuable tool for
analyzing problems. The gap analysis framework is a structured methodology designed to help
organizations and stakeholders propose data-informed solutions for problems of practice. The
framework identifies performance goals, causes of performance gaps, and solutions for
minimizing gaps (Clark & Estes, 2008). Knowledge, motivation, and organizational barriers
influence performance gaps. For this study, this framework was used to determine the root
causes of developing leaders, looking at the disparity between current performance and desired
future state. This framework helped to diagnose aspiring leader development with a focus on
underlying issues or causes that get in the way of performance.

12

Figure 1
Clark and Estes’s Gap Analysis Process

Definition of Key Terms
 Change Leadership refers to the leader’s contribution to the process of moving an
organization from current state to desired future state (Gill, 2003). Change leaders inspire
(Kouzes & Posner, 2002) with the goal of creating a new system (Kotter, 2007).
 Community College refers to 2-year colleges that prepare diverse populations of students
in the local community for the workforce (AACC, 2020). Community colleges have
strong partnerships to regional businesses and contribute to the economic viability of a
community (Bumphus, 2018).
13

 Competency: The AACC (2018), identified 11 focus areas significant to successful
community college leadership. These categories illustrate the multidimensional reality
(Eddy, 2010) and list skills required by employment level groupings.
 Mentoring refers to the professional relationship between two people with different levels
of experience to provide career support, guidance, and coaching (Klasen & Clutterbuck,
2002). Mentoring can support both the participant’s development and the organization’s
strategy (Poulsen, 2006).
 Succession Planning is a long-term solution for developing leaders to replace senior
leaders when they depart (Hanover Research Council, 2010).
Organization of the Study
There are five chapters used to organize this study, and each section is designed with
purpose and intent for the reader. Chapter One provides an introduction to the problem of
practice, information about the organization, performance, and stakeholder groups under study,
the purpose of the study, the research methodology and gap analysis framework, and related
definitions. Chapter Two continues a review of literature on the topics of leadership, leadership
in higher education, leadership development, leadership competencies required for community
college leaders, and a review of literature on knowledge, motivation, and organizational causes
that influence leadership development goal attainment. Chapter Three reviews applied research
methods, including the gap analysis framework to assess knowledge, motivation, and
organizational influences on leadership development goal attainment. It also includes the
research design, participants’ description, strategy and rationale, data collection and
instrumentation, data analysis, and credibility and trustworthiness, validity and reliability, ethical
considerations to the rights and protection of human subjects research, limitations, and
14

delimitations. Chapter Four covers the results and findings of the study, including participant
responses. Chapter Five concludes with a summary, recommendations for practice, strengths,
and weaknesses of the approach, limitations, and delimitations, suggestions for future research,
and conclusion.
15

Chapter Two: Literature Review
This chapter will examine the research associated with the development of change
leadership skills in community college leaders. The literature review has two parts, beginning
with a general literature review followed by Clark and Estes’s (2008) gap analysis framework.
The general literature review will summarize research on elements of leadership, including
leadership styles, leadership traits, and the benefits of change leadership. The literature review
then outlines the need for succession planning and leadership characteristics and competencies
and provides an overview of leadership development. Following the general literature review,
Clark and Estes’s gap analysis framework is used to examine studies related to professional skill
development, in essence, the knowledge required to lead change. Next, a discussion of the
research related to the value of aspiring leaders’ desire and motivation to be a change agent and
the belief that they can lead change. Concluding with a review of research around organizational
culture specifically, what organizational supports are necessary to strengthen the knowledge,
skills, and motivation of the aspiring leader.
Elements of Change Leadership
The review begins with comprehensive research regarding key elements that define
leadership. There are different leadership styles (Northouse, 2016); leaders can be humble and
often think of others first (Sinek, 2014) or focus on strategy and execution (Covey, 2008).
Ultimately, leadership is about people; leaders commit to them, nurture trust and safety, and
recognize their good work (Sinek, 2014). Similarly, Northouse (2016) believed that leadership
includes aligning people towards a common goal and is a process that leaders can learn.

16

Leadership Styles
Although there are many leadership styles, change leadership is most complementary
with transformational and adaptable leadership styles. The transformational leadership style
serves well in the role of a leader to influence followers to embrace change (Northouse, 2016).
Bass (1994) identifies four elements of a transformational leader: (a) idealized influence or
charisma, (b) inspirational motivation, (c) intellectual stimulation, and (d) individualized
consideration. The relationship between leaders and followers is a crucial focus in
transformational leadership to effectively manage change at the personal and organizational
levels. Transformational leaders have a strong vision and lead followers with ethics and action
(Northouse, 2016).
Adaptability is another necessary trait of effective leaders (Howell & Costley 2006;
Northouse, 2016). Adaptive leadership is about vision and bridging the gap between current and
future states. Adaptive leaders tackle simple, complicated, complex, and chaotic problems,
challenges, and changes. This leadership frame is follower-centered and is about how leaders
prepare and encourage people to deal with change in response to a dynamic environment
(Northouse, 2016). Adaptive leaders focus on challenges with unclear solutions. According to
Northouse (2016), there are six adaptive leadership behaviors: (a) get on the balcony, the
importance to take time to look at the big picture; (b) identify the challenge; (c) regulate distress,
the importance of a leader to manage their stress along with the stress of others; (d) maintain
disciplined attention, focus on the issue; (e) give the work back to the people, know when to
delegate authority to someone else, and (f) protect leadership voices from below. Adaptive
leaders are cautious about listening and being open to the ideas of others. Protecting voices from
below puts low-status people on equal footing with others in groups. Adaptive leaders create an
17

environment where people feel safe and protected. Northouse (2016) states adaptive leaders,
“help others do the work they need to do, in order to adapt to the challenges they face” (p. 258).
Strong adaptive leadership skills are necessary to lead people through times of complex change.
Adaptive leaders apply a systems perspective to manage change in a complex system.
Aspiring leaders can use Bolman and Deal’s (2017) four frames of perspective
(structural, human resource, political and symbolic) help in understanding complex organizations
and navigate complexity. The structural frame focuses on the “how” of change and includes
systems, procedures, mission, values, and strategic plan alignment. The human resource frame
emphasizes empowering people, employee engagement, and job satisfaction. The political frame
describes competition for limited resources and time. Within an organization, there are multiple
interest groups. “Differences and scarce resources make power a key resource. Power in
organizations is the capacity to make things happen” (Bolman & Deal, 2017, p. 186). Leaders in
powerful positions decide the allocation of scarce resources, and leaders can apply their
positional power to influence the prioritization of initiatives. The symbolic frame explores
purpose and meaning in their work. Leaders employ a symbolic frame when they inspire others
with a strong vision. Effective leaders often use multi-frame thinking to understand situations
better. Through the application of these frames, leaders can learn more about their leadership
styles.
Leadership Traits
Effective leaders share common leadership traits. Northouse (2016) recognized the
following common leadership traits of effective leaders: “intelligence, self-confidence,
determination, integrity, and sociability” (p. 40). Goleman’s (2001) research on leader
competency traits from 188 large global corporations concluded that all effective leaders have a
18

common leadership trait: high emotional intelligence. According to Goleman (2001), emotional
intelligence contains five characteristics: self-awareness, self-regulation, motivation, empathy,
and social skill. In addition to strong people skills, leaders are responsible for building an
organization.
Emotional intelligence is a helpful trait to understanding systems. Systems are structures
built on the feelings, beliefs, and motivations that drive constituent behaviors (Senge, 1990).
Systems are hard to see and understand, and leaders can use the illustration of an iceberg model
to examine system structure to understand underlying causes of events and patterns of behavior.
In the iceberg model, events represent the part of the iceberg that is observable outside of the
water. Deeper down the iceberg are patterns of behavior that lead to events and structure, which
supports patterns in the form of policies and procedures. Patterns and structures are submerged
below the water’s surface and harder to see.

Figure 2
The Iceberg Model

19

While the iceberg model assists leaders in understanding the system in the current state,
change leadership focuses on the future state. Aspiring leaders must be organizational architects
who understand a system's connections and design a better system. Senge (1990) included
systems thinking as one of five ideal disciplines or theories of practice for learning organizations:
(a) personal mastery–learning motivation; (b) mental models–our perceptions; (c) building a
shared vision–a guide for the future; (d) team learning–power in collaboration; (e) systems
thinking–understanding connection in the system. Further, leaders can use systems thinking to
visualize the entire organization as a whole entity instead of a group of decentralized parts.
Northouse (2016) stated, “conceptual skill involves the ability to work with ideas [and] is the
most important at the top management levels” (p. 45). Working with ideas involves the ability to
recognize relationships, connections, and dependencies of ideas within the organization is
valuable in higher levels of management. Katz (1955) explored the relationship between skill
value and management levels in his three-skill approach. Using this model, Katz identified
conceptual skills are most needed at the top and middle management levels and not as necessary
in a lower supervisory level.
Benefits of Change Leadership
Kotter (2012) introduced an 8-step process to guide leaders during times of change. The
steps grounded on Kotter’s four change principles: (a) differentiate the roles of management and
leadership in the change process, (b) attend to rational (head) and emotional (heart) reasons for
change, (c) leave “have to” in favor of “want to/get to,” and (d) scale out from a few to diverse
many (Kotter, 2012).

20

Figure 3
Kotter’s 8-Step Process for Change

Kotter is regarded by many as an expert on organizational change, and for him, the
change process is a sequence of steps that take time. (Kotter, 2007) The change process requires
moving from current state to future state. Senge (1990) explained that change requires creative
tension in the push and pull between the current and future state. He argued this gap drives action
to move toward a vision and generates creative energy (Senge, 1990). Community college
leaders need to prepare for the unexpected (Vaughan, 2000) and manage uncertainty (Shultz,
2001). Change leaders recognize strategic challenges, create trust, and shift problem solving to
their people (Heifetz & Laurie, 1997).
Zhang and Peterson (2011) observed that effective leaders have strong social capital.
Leaders influence by elevating communication, encourage the exchange of ideas and advice
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among team members, and unite employees around a shared vision. A large-scale industry
survey consisting of 79 business unit leaders with 250 to 500 team members in each unit
supports the benefit of increased communication and building cohesion around shared goals
(Zang & Peterson, 2011). Similarly, Hassan et al. (2018) suggested leaders are more effective
when they earn followers’ acceptance. In a large-scale survey of 17,000 respondents from 900
organizations worldwide, researchers identified a dependency between leadership effectiveness
and acceptance (Hassan et al., 2018).
Colbert et al. (2013) claimed top management teams influence employees throughout the
organization by role modeling, sharing their vision, questioning the status quo, and providing 1:1
support. Their study of leaders from 96 credit unions in the United States, measuring the BIG
Five personality traits, 96 items from the Personal Characteristics Inventory and 20 items from
the Multifactor Leadership Questionnaire, revealed the most significant contributor towards
performance, with a score of 22.1%, is the CEO’s transformational leadership. Transformational
leaders influence others by aligning action with vision, motivating others, and supporting
congruence during times of change. While leaders may not have sufficient change management
skills upon hire, it is possible to learn and develop the necessary change leadership skills.
Leadership Characteristics and Competencies
Research has shown that aspiring leaders who successfully lead change initiatives exhibit
a common set of characteristics. For example, Forthun and Freeman (2017) assert effective
leadership requires that aspiring leaders master a variety of competencies to lead change
initiatives successfully. The AACC published a list of six competency categories in 2016 from
data collected through professional conferences, constituent groups, and surveys. These
competencies are as follows: (a) organizational strategy, (b) resource management, (c)
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communication, (d) collaboration, (e) community college advocacy, and (f) professionalism
(AACC, 2016 p. 5). Leskiw and Singh (2007) suggested that successful leaders are global in
approach, demonstrate strategic thinking, understand best practices, and leverage their strengths
in their organizations. Based on a study of 16 organizations benchmarked for best practice, four
leadership characteristics emerged: leadership on a global scale, the ability to think strategically,
the value of understanding customer experiences, and change management. Also, Colbert et al.
(2013) proposed successful leaders demonstrate four personality traits and behaviors that
influence organizational effectiveness. The evidence supports leadership effectiveness when
leaders exhibit the following personality traits: “extraversion, conscientiousness, emotional
stability, and openness” (Colbert et al., 2013 p. 364). A survey of leaders from 96 credit unions
in the United States revealed the value of personality trait data deemed more valuable when
compared to organizational performance data collected from the National Credit Union
Administration (Colbert et al., 2013).
Moreover, behavioral leadership theory suggests that leader behavior can influence the
behavior of others. Aspiring leaders can influence others through five effective behaviors that
Kouzes and Posner (2017) identify as (a) leading by example, (b) building a shared vision, (c)
moving beyond the status quo, (d) empowering others, and (e) appreciation for people.
Bornheimer (2010) proposed that the goal-focused behaviors of leaders encourage and motivate
teams to adapt to change. Through a mixed-method case study of 50 leadership development
coordinators at community colleges in the United States, Bornheimer advocated the importance
of improving leadership skills achieved with a mean score of 5.06 on a 6-point Likert style scale.
Bornheimer concluded that personality traits and goal-based behavioral habits are dominant
23

characteristics of good leaders. Change is continuous, and leaders use soft skill sets to influence
others.
Further, Bornheimer’s (2010) research suggests that skills learned through community
college professional development programs may prepare qualified leaders. Based on a mixed-
method case study with quantitative descriptive and open-ended qualitative results involving a
sample size of 50 leadership development coordinators at community colleges in the United
States, 82.1% of coordinators reported that these programs are effective at reducing the
leadership shortage at their institutions. Additionally, 28.6% of coordinators surveyed reported
that program participants’ skills increased. There is data to support professional development
programs to improve skills for aspiring leaders. Conversely, Dalakoura (2009) recommended
aspiring leaders develop leadership skills in practice through active systemic experiences that
align with the school’s strategic plan. Aspiring leaders can build on diverse skills through
professional development programs or active systemic learning experiences. In addition to
professional development focused on skill mastery, good interpersonal skills can increase
effectiveness for new leaders. Leadership preparation and competency development support
aspiring leaders’ career planning and aspiration within the organization. Succession planning is a
proactive systematic approach by the organization to train and develop leaders to take on the
increased responsibility of higher-level positions. Succession planning is a valuable part of the
organization’s long-term strategic plan.
The Need for Succession Planning
It is uncommon to see formal succession plans in place in community colleges across
America to fill the pipeline of executive leadership. In 2016, half of the presidents of community
colleges across the United States stated they would be leaving their role over the next 5 years,
24

and 21% shared they had a formal succession plan (AACC, 2018). Colleges can learn best
practices from corporate counterparts to improve this structure. A Hanover Research Council
report from 2010 defined succession planning as a long-term solution for developing leaders to
replace senior leaders when they depart. There is a known leadership crisis in community college
leadership (AACC, 2017). The leading indicators for this crisis are three-fold. First, the data
informs of the growing number of senior leader retirees. Second, there is an impression that
external candidates have stronger skills than internal candidates, and finally, there is a national
trend of inadequate preparation of internal aspiring leaders (Hanover Research Council, 2010).
Successful succession planning is an ongoing process aligned with strategic planning with the
goal of finding a candidate to change the culture, not simply maintain it (“Sound Succession
Planning Begins with a Fresh Definition,” 2006).
Leadership turnover will increase at community colleges in the years ahead, and aspiring
leaders must have diverse skills to address organizational leadership needs. According to Forthun
and Freeman (2017), leadership candidates at the community college level are often inadequately
prepared for the complexity of the role. The American Association of Community Colleges
addressed this succession crisis through subsequent studies of leadership competencies (AACC,
2016, 2017, 2018). The data from these studies categorize competencies for a toolkit with a self-
reflection tool for aspiring leaders.
Succession planning focuses on targeted leadership training and development and can
help with knowledge transfer and continuity. Given the increase in the retirement of leadership
positions, the lack of formal succession planning will contribute to the leadership shortage.
According to an AACC survey of college presidents in 2001, 45% planned to retire by 2007
(Shults, 2001). This data corroborated in a more recent study by Weisman and Vaughan (2006)
25

in a published AACC report that revealed that “86% of community college presidents were
expected to retire within a decade” (p. 6). A subsequent 2015 AACC CEO survey sent to 960
community college presidents revealed that 80% planned to retire within 10 years (Phillippe,
2016). Applicants for these positions are frequently not qualified for the role (AACC, 2017).
Compounding this is the less attractive, demanding, and challenging nature of senior leadership
positions requiring knowledge and skills to lead in a complex environment (Wallin, 2002) and
fewer qualified leaders in the applicant pool (Piland & Wolf, 2003).
The Hanover Research Council (2010) suggested colleges institutionalize formal
succession planning into their professional development programs. A formalized succession-
planning program could identify potential leaders, develop them, and provide opportunities for
experience (Hanover Research Council, 2010). The viability of professional development
programs depends on financial and senior leadership support and can maintain stability (Hanover
Research Council, 2010). Other best practices of succession planning include (a) alignment to
the organizational structure, (b) institutional data collection on the needs of succession planning,
(c) identifying potential leaders through review meetings or manager discussions and creating
competency profiles for them, and (d) expectation communication with aspiring leaders with the
intent to gauge interest in growth opportunities. In essence, formally developing groups of
identified high potential leaders and developing individualized development plans for them.
Best Practices to Develop Change Leaders
Change is continuous, and aspiring leaders are continually learning (Amey, 2005). In
2001, the AACC rewrote its mission statement to include leadership preparation to address a
leadership gap (AACC, 2001). The competencies outlined by the AACC provide direction for
what knowledge, skills, behaviors, and characteristics are necessary today and can help leaders
26

prepare for change leadership roles. Community colleges are aware of the need to hire prepared
leaders, yet often internal candidates are overlooked for promotions in favor of external
candidates. This practice is generally known as unfamiliarity bias, or the belief that an external
candidate is more qualified or desired than an internal one. Aspiring leaders can pursue career-
related activities to further their professional development and directly address the leadership
gap; these activities include learning by experience, mentoring, terminal degrees, and leadership
development programs.
Professional Experience
In the corporate environment, aspiring leaders develop their skills through challenging
professional experiences in various business divisions (The Hanover Research Council, 2010).
Intentionally structuring a job rotation as part of their professional development program can
stretch an employee’s skill set and is an excellent opportunity to develop diverse competencies.
These varied developmental experiences lead to growth. Additionally, Eriksson and Ortega
(2006) found that job rotation increases motivation and allows the employee to showcase their
strengths. Learning through active systemic learning experiences provides an opportunity to
apply knowledge to practice and grow through self-reflection. Aspiring leaders can also develop
crossover skills through cross-functional team experiences. Mayer (2011) defines learning as a
change in knowledge based on experience. This implies that when aspiring leaders learn or
engage in development activities, the goal is to improve knowledge, and the cause of this change
is in experiences.
Mentoring and Coaching
Mentoring is another strategy used to prepare leaders. Mentoring can benefit the mentee,
the mentor, and the organization and can help with career development. Kelley’s (2017) findings
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suggest mentors are helpful for onboarding senior leaders. The mentor/mentee professional
relationships can significantly contribute to career development (McDade, 2005) and provide
value over time (VanDerLinden, 2005). According to Darwin and Palmer (2009), mentoring can
be formal or informal. Formal mentoring aligns with the performance goals of the organization
and provides a structured approach to connect two individuals to discuss ideas and engage in
goal-setting activities for the benefit of the organization. Darwin and Palmer (2009)
recommended expanding 1:1 mentoring to small group circles to broaden perspectives and
experiences.
Executive coaching is a growing trend in higher education leadership. Executive
coaching is also a function of job search; however, it can provide many more benefits. Executive
coaching focuses on mentee goals and dedicates time to a professional coaching relationship.
(AACC, 2018). Executive coaches need to be well vetted and familiar with the community
college field within the landscape of education to provide a frame of reference for job
requirements. (AACC, 2018)
Terminal Degrees
Advanced education focuses on the continued development of learning and application to
practice (Wergin, 2011). Reflection plays a key role in this process because it allows us to make
connections between what we know and what we learn. There are two common advanced
degrees for community college aspiring leaders. Both are doctorates: the Doctor of Philosophy
(PhD), which is research-based and the Doctor of Education (EdD), which is practitioner-based.
Terminal degrees are an example of formal leadership preparation and are defined as the highest
level of education available in a field. Within this context, PhD and EdD programs are
organizational structures designed around student career goals (Rueda, 2011).
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The PhD is grounded on understanding and theory development (Wergin, 2011). These
programs focus on research and developing expertise. These degrees are suited for university
professor, education director and researcher career options (USC, 2020). Conversely, the EdD is
grounded on change and putting theories into practice. These programs focus on solving
professional challenges. These degrees are suited for university president, superintendent, dean
or principal career options (USC, 2020).
Terminal degrees build strong academic foundations for aspiring leaders. Duree’s (2007)
study of community college leadership preparation suggests there are advantages to completing a
terminal degree in early career stages, before higher leadership roles. Further, Duree’s research
recognized that doctoral programs that contain coursework aligned to AACC (2007)
competencies provide the highest value for aspiring community college leaders as these
programs provide a foundation of knowledge in the field. Wergin (2011) argued the value of the
doctorate offers more than developing proficiency in competencies, it prepares for leading
transformational efforts.
Advanced degrees are highly respected and valued in the field of education. Interestingly,
attainment trends for community college presidents show that the number of advanced degree
attainment fluctuates, dropping to 78% between 1983 and 1997 (Shultz, 2001) and increasing to
88% in 2007 (AACC, 2007). Beyond academic preparation, there are many extra benefits to
terminal degree programs, as practitioners can develop reflection practices (Dewey, 1938;
Rodgers, 2002; Schön, 1983), expand their network, and develop resilience and confidence
(Conover, 2009).

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Leadership Development Programs
The GLS, like many other college systems, has its own leadership development program.
For example, one of the colleges in the GLS system provides professional development through
the Journey, a year-long program designed to provide networking, training, and support to GLS
faculty, senior, and mid-level managers. Supervisors nominate staff to participate in these
programs. Grow Your Own Leadership programs are appealing to professionals who intend to
stay with the same organization (Kelley, 2017).
Similarly, in the Midwest, states offer programs to prepare aspiring leaders. For example,
there is the GLLDI, a community college leadership program established to prepare future GLS
community college aspiring leaders. The program covers three competencies: examine trends,
networking, and how to apply leadership concepts. The program is highly selective, and
participants are nominated by their institutions. GLDI hosts a 2-week summer conference where
leaders earn up to three graduate education credits through the university system. Additionally,
the AACC provides support to integrate competencies into the program curriculum (AACC,
2018).
At the national level, The Chair Academy, established in 1991, is a leadership
development organization to prepare mid-level leaders in four areas: (a) characteristics of
leadership, (b) leadership responsibility, (c) leadership challenges, and (d) resource strategies. In
2005, the Chair Academy expanded leadership development for advanced practitioners.
Industry-led professional development programs provide an alternative to academic
programs. Leadership County (a pseudonym) provides a chamber of commerce solution for
developing leaders for the community. This nine-month program has over 600 graduates and
provides a great opportunity to network with industry leaders. Participants are eligible for 5.1
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continuing education credits through the state university system. Industry programs recruit a
diverse pool of leaders with experiences outside of the community college. Beyond training,
industry programs foster connections between businesses and community.
Clark and Estes Gap Analysis Framework
Clark and Estes (2008) gap analysis framework is a problem-solving approach that
identifies underlying issues or causes that get in the way of performance between current state
and desired future state (Clark & Estes, 2008). According to Clark and Estes (2008), there three
factors (knowledge and skills, motivation, and organizational barriers) that cause performance
gaps. This study focused on the stakeholder knowledge, motivation, and organizational (KMO)
influences in relation to performance. Stakeholders’ knowledge to perform a task or achieve
performance goals influences productivity (Clark & Estes, 2008). Krathwohl (2002) specified
four types of knowledge: factual, conceptual, procedural, and metacognitive. The literature
reviewed in this section will focus on the professionals’ knowledge of developing change
leadership skills. Motivation includes active choice, persistence, and mental effort (Clark &
Estes, 2008). Motivation is influenced by self-efficacy, task value, and expectancy-value theory,
interest, and values. This study explored these motivational influences and the connection to
developing change leadership skills. Finally, this study examined organizational factors, such as
processes, resources, communication, cultural model, and structure necessary to strengthen the
aspiring leader's knowledge, skills, and motivation (Gallimore & Goldenberg, 2001). The
purpose of the gap analysis framework is to determine whether stakeholders have adequate KMO
support to achieve their goal of developing change leadership skills.

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Knowledge Influences
Aspiring leaders need to achieve professional skill mastery, which is in essence, the
knowledge required to lead change. There are four types of knowledge: factual, conceptual,
procedural, and metacognitive (Krathwohl, 2002). Factual knowledge consists of basic facts,
terminology, and information that is easily accessible and evidence-based (Rueda, 2011). To
develop change leadership skills, it is essential that aspiring leaders understand factual
knowledge related to change leadership. Conceptual knowledge involves understanding
relationships between categories in a broader context (Krathwohl, 2002). Leaders demonstrate
conceptual knowledge when they apply a systems-approach to problem solving (Senge, 1990).
Procedural knowledge is the steps involved to perform a task. An example of procedural
knowledge is aspiring leaders knowing how to accept and give feedback constructively through
feedback loops (Northouse, 2016) or setting and measuring the progress of goals during an
annual performance review. Metacognitive knowledge is the ability to self-reflect in order to
understand. Leaders demonstrate metacognition when they can monitor their skills around
change leadership and make adjustments.
Aspiring Leaders Need to Understand Change Leadership in Context
Knowledge of the terminology and basic elements of change leadership is imperative for
aspiring leaders to develop their change leadership skills. Since 2004, the AACC has conducted
surveys to identify common competencies for community college leaders. This survey resulted in
the creation of six categories: organizational strategy, resource management, communication,
collaboration, advocacy, and professionalism (AACC, 2005). These competencies are predicated
on two themes: that leadership can be learned (Northouse, 2016) and that leadership
development is a dynamic lifelong process (Hassan, 2008). Over the years, these competencies
32

have expanded to more effectively address the knowledge, skills, and abilities necessary for
community college leadership roles. In 2018, the AACC published competencies for aspiring
leaders. These 11 competencies provide guidelines for mid-level leaders to develop working
knowledge.

Table 3
AACC Competencies for Aspiring Mid-Level Leaders
Competency Definition
1 Organizational culture Leaders know the college’s mission, vision, and
values.

2 Governance, institutional policy,
and legislation
Leaders know the organization of the college and the
role of their department in supporting the strategic
plan. Leading from the middle provides leadership
from position in the organizational structure.
Leaders engage in shared governance to educate and
inform stakeholders of achievements and
opportunities to improve in carrying out policies.

3 Student success Leaders understand the plan for student success and
know how their role supports this work. Alignment
of meeting college and student needs. Understand
how to use data to review processes for continuous
process improvement. Self-reflect on leadership
performance, self-identify areas for improvement,
and implement strategies for them.

4 Institutional leadership Leaders demonstrate that they value the importance of
relationships, values, influence others by leading
change from the middle. Build a strong team,
understand performance expectations, be a positive
role model, use problem-solving techniques,
understand how to resolve conflict. Leaders engage
in professional development activities and lead their
followers with transparency.

33

Competency Definition
5 Institutional infrastructure Leaders engage in planning processes, goal mapping,
and align the goals of their division to larger
strategic objectives of the college. Leaders regularly
review your budget, prioritize resources, both people
and budget streams. Leaders understand the
standards required for accreditation and how your
area supports these standards. Leaders are stewards
aware of, and utilize technology best practices.

6 Information and analytics Leaders understand how to use data to reflect
performance and to support improvement.

7 Advocacy and
mobilizing/motivating others
Leaders are an advocate for the mission of the college,
champion ideals, mobilize stakeholders to advocate
for the college as well. Leaders understand public
relations procedures, promote the college at every
opportunity.

8 Fundraising and relationship
cultivation
Leaders explore grants, connect with alumni, and
understand that the leader represents the college.
Leaders build relationships with workforce partners.

9 Communications Leaders continually develop strong communication
skills. Engage in active listening, advocate for
diversity, and understand the plan for crisis
communication.

10 Collaboration Leaders understand the relationships between all
stakeholders, and know how to work well with
others. Leaders are strong communicators and enjoy
being part of a team.

11 Personality traits and abilities Leaders are authentic and ask for feedback when
necessary, understand emotional intelligence, and
know how to self-motivate. Leaders are courageous
and follow ethical standards. Self-management of
goals within the org culture. Leaders manage their
time and personal and professional commitments,
identify trends, and impact for college—practice
forward-thinking. Leaders understand change is
necessary for growth and understand how the data
inform essential changes.

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The 11 AACC competencies provide knowledge framework for a community college
environment and benefits both leaders and the organization. Aspiring leaders use this framework
as a guide to plan and document progress. The competencies also inform the organization to
establish and build alignment with recruiting, onboarding, reward and professional development
practices (AACC, 2005).
Aspiring Leaders Need to Know How Change Leadership Aligns With Sustaining the
Organizational Mission and Context
Aspiring leaders at the GLS need to have conceptual knowledge to understand how
developing change leadership skills connects to the larger college community and its mission.
The mission of the community college provides a framework for stakeholder goals and activities
and is a crucial part of accreditation (Boggs & McPhail, 2016).
Aspiring Leaders Need to Know How to Improve Their Change Leadership Skills
Aspiring leaders at the GLS need to know how to develop their change leadership skills
through career-related activities like mentoring, terminal degree programs, or leadership
development activities. The AACC (2000) study on college presidents found that over half of all
community college presidents participate in mentoring, 88% have earned a terminal degree
(AACC, 2007), and over 90% participate in professional development activities.
Aspiring Leaders Need to Self-Reflect on Their Ability to Develop Change Leadership Skills
Aspiring leaders at the GLS need to practice reflection in their journey of personal and
professional growth. Schön (1983) stated that through reflective practice, leaders learn about
themselves from their experience to develop deeper understanding and growth. Currently,
aspiring leaders at the GLS are responsible for reflection on professional learning outcomes.
Professional development can occur through formal career-related activities and informal
35

professional experiences; reflection can occur when the professional takes the time to reflect and
process the experience. According to Mayer (2011), metacognitive knowledge is awareness of
cognition and learning occurring. Metacognitive knowledge of the development of change
leadership skills is necessary for aspiring leaders to monitor and make adjustments. Further,
Schön (1983) identified reflection can occur before and after action, defined as reflection-on-
action, and reflection can also occur at the same time as action; this is defined as reflection-in-
action. Aspiring leaders can also learn from the example of others, reflecting on the behavior and
actions and contemplating how they would deal with similar challenges (Eddy, 2010). Reflection
allows for holistic problem solving and requires leaders to have an open-mind, and regularly
examine bias and beliefs with the attitude that there is always more to learn (Dewey, 1938).
Table 4 shows the GLS organizational mission, global goal, stakeholder goal, and four
assumed knowledge influences affecting aspiring leader’s development of change leadership
skills as suggested by the literature.

36

Table 4
Knowledge Influences, Knowledge Types, and Knowledge Assessment
Organizational mission
The mission of the Great Lakes System is to provide accessible career and technical education
to strengthen our community through lifelong learning.
Organizational global goal
By 2024, community colleges will prepare aspiring leaders to guide the organization through
times of rapid change.
Stakeholder goal
By fall 2024, aspiring leaders will work to develop change leadership skills.
Assumed knowledge
influences
Knowledge type (i.e.,
declarative factual or
conceptual, procedural, or
metacognitive)
Knowledge influence
assessment
Aspiring leaders need to
understand what change
leadership is.
Declarative factual Aspiring leaders will be
asked to demonstrate basic
knowledge of change
leadership.

Aspiring leaders will be
asked about the degree to
which they are aware of
how to access professional
development resources.

Aspiring leaders need to
know how change
leadership aligns with
sustaining the
organizational mission and
vision.
Declarative conceptual

Aspiring leaders will be
asked questions to
determine their knowledge
of how change leadership
skills connect with the
organizational mission and
context.

Aspiring leaders need to
know how to improve their
change leadership skills.
Declarative procedural Aspiring leaders will be
asked questions on whether
they know how to improve
their change leadership
skills.

37

Assumed knowledge
influences
Knowledge type (i.e.,
declarative factual or
conceptual, procedural, or
metacognitive)
Knowledge influence
assessment
Aspiring leaders need to self-
reflect on change leadership
skill development.
Metacognitive Aspiring leaders will be
asked how they understand
their leadership skills.

Aspiring leaders will be
asked questions to assess
their reflection behaviors.

Motivational Influence
Collins (2001) stated great leadership includes both humility and strong professional will.
To evaluate performance problems and construct solutions, one must first understand what
motivates leaders (Clark & Estes, 2008). A learner’s motivation relies on their beliefs of how
they perceive themselves as a learner (Rueda, 2011). Mayer (2011) identified four components
of motivation that drive behavior: personal, activating, energizing, and directed. Further,
motivation is meaningful when the learner engages with the content. For an aspiring leader to
develop change leadership skills, they must be motivated to do so. Learners are engaged when
the content is relevant, organized, and builds upon previous knowledge; this is generative
learning. Leaders are responsible for communicating the vision and use generative learning to
create opportunities for change and adaptive leadership (Northouse, 2016) to cope with existing
challenges.
The motivation process includes active choice, persistence and mental effort (Clark &
Estes, 2008). According to Senge (1990), learning is a personal discipline, it is the process of
growth and development continually and this activity of growth occurring is personal mastery.
Senge explained that the leaders with a high level of personal mastery exhibit shared
38

characteristics: a strong sense of purpose, curiosity, and lifelong learning. When aspiring leaders
approach lifelong learning as a discipline, they engage in development activities. London (2002)
explains that self-insight, self-regulation, and self-identity influence professional growth.
Leaders understand leadership development is continuous (Amey, 2005; London, 2002).
Through a case study approach, Clark (2018) defined leadership development in five stages: self-
awareness as a leader, the search for understanding and meaning, discovery of self-efficacy,
acknowledgment of growth occurring, and taking positive action to create change.
There are numerous motivational theories and constructs to research the efforts of
aspiring leaders in a community college. This study focused on self-efficacy theory and
expectancy-value theory.
Great Lakes System Aspiring Leaders Need to Have Self-Efficacy and Believe They Can Lead
Change
Self-efficacy is having confidence in one’s capabilities to perform tasks (Bandura, 2006).
This confidence in ability affects behavior and choice. There is a positive correlation between
efficacy and motivation to engage in tasks. The greater the sense of efficacy, combined with the
expectation for a positive outcome, the higher effort, perseverance, resilience a leader will model
during times of change (Pajares, 1996; Rueda, 2011). Leaders who model confidence and believe
they are capable of leading change tend to have higher performance (Bandura 2006; Pajares,
1996; Rueda, 2011). Professional experiences and doctoral programs can build self-regulation
skills and increase self-efficacy, which enhances leader motivation to tackle complex tasks.
Change leaders need to lead with confidence, believing that change is possible, to successfully
guide the organization effectively through challenges (Costanza et al., 2016). Further, high self-
efficacy promotes feelings of a positive work environment (Borgogni et al., 2016). Leaders
39

model high self-efficacy when they provide feedback through an appreciative inquiry lens and
discuss both strengths and challenges; this behavior increases self-efficacy in their constituents.
(Borgogni et al., 2011). The combination of feedback and completing tasks influences
perceptions of capability.
Great Lakes System Aspiring Leaders Need to See Value in Developing Change Leadership
Skills
Aspiring leaders have strong personal value systems and draw inspiration from them.
Expectancy-value theory provides a useful lens to understand the motivation for values-driven
decision making. For this study, professionals need to see value and usefulness in developing
change leadership skills to be motivated to engage in the learning process. The theory explains
that the driver for behavior is the expectation of valued rewards.
Vroom’s (1964) expectancy theory connects motivation of behavior to expected result; it
consists of three factors: expectancy (effort), instrumentality (performance), and valence
(rewards). As shown in Figure 4, there is a relationship between these factors. Expectancy-value
theory can illustrate a positive correlation between effort and performance, in essence, the
understanding that an increase in effort will result in higher performance and high performance
has rewards. According to Vroom (1964), changes in expectancy, instrumentality, and valence
can affect motivation and employee engagement. For example, if high performance is expected,
and the employee meets this expectation, the employee expects the outcome to be high as well. If
the valence (rewards) meets expectations, the employee is motivated to continue high
performance. However, if the valence (rewards) is lower than expected, the employee’s
motivation diminishes.

40

Figure 4
Aspiring Leader Input/Output Model

Further, when organized into inputs and outputs, motivational factors directly connect to
expectancy-value theory. Adams’s (1963) equity theory provides the framework for the model
above and emphasizes the importance of fairness for employee satisfaction and motivation.
Equity theory recognizes that employees compare their input/output with others through social
comparison. The model will balance when employees feel fairness, and their input/output ratio is
equitable. The common inputs illustrated in the model for aspiring leaders are experience,
mentoring and coaching, terminal degrees, skills/competencies and time all connect to the effort
and instrumentality factors of Expectancy-Value Theory. Outputs such as compensation,
recognition and rewards connect to the valence factor of expectancy-value theory.
41

Table 5 demonstrates how the organizational mission and global goal for the GLS align
with the stakeholder goal for aspiring leaders. Self-efficacy, task value theory and expectancy-
value theory were the assumed motivational influences for aspiring leaders, as suggested by the
literature.

42

Table 5
Motivation Influences, Motivational Influence Assessment
Organizational mission
The mission of the Great Lakes System is to provide accessible career and technical education
to strengthen our community through lifelong learning.
Organizational global goal
By 2024, community colleges will improve resources, training and access to develop change
leadership skills for aspiring leaders.
Stakeholder goal
By fall 2024, the Great Lakes System will prepare aspiring leaders to guide the organization
through times of rapid change.
Assumed motivation
influences
Motivational influence assessment
Self-efficacy: Aspiring
leaders need to believe they
can lead change in their
college.

Survey questions about the leaders confidence to develop
change leadership skills and lead change in their
organization.
Task value: Aspiring leaders
need to see value in
developing change
leadership skills.
Interview and survey questions:
Intrinsic: Questions on interest in developing change
leadership skills.
Extrinsic: Questions on whether developing change
leadership skills is valuable and useful for future career
goals.
Attainment: Questions on the importance of developing
change leadership skills.
Cost: Questions on whether developing change leadership
skills is worth it even if it takes time and financial
investment.

Expectancy-Value: Aspiring
leaders need to believe that
engaging in development of
change leadership skills will
contribute to becoming
stronger leaders resulting in
personal and career growth.
Interview and survey questions about the leader’s belief that
increased effort will result in increased performance and
valued rewards.

Survey questions about the leaders perception of the
relationship between effort, performance and employee
engagement.

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Organizational Influences: Cultural Models and Cultural Settings
Organization refers to the structures, processes, and norms of the system that are intended
to strengthen the knowledge, skills, and motivation of the aspiring leader. Organizations need to
focus on their organizational culture to achieve their goals. Clark and Estes (2008) identified
broken processes and resource challenges as organizational barriers. Efficient work processes
help with the achievement of performance and business goals. Material resources include
equipment and supplies required to achieve these goals. Organizations are complex, and the
culture and processes are dynamic and change as individuals and organizations navigate daily
life (Rueda, 2011).
Schein (2017) defined organizational culture as the collective shared learning of a group
solving problems, succeeding and normalizing the beliefs, values, and behaviors that become
assumptions embedded over time. Schein’s model of organizational culture has three levels of
analysis. The first is artifacts, referring to visible phenomena, such as organizational structure.
The second is values, referring to goals and strategies. The third is assumptions, such as
embedded solutions for problems that are taken for granted (Schein, 2017). This shared
understanding of values, practices, and policies forms a mental schema known as a cultural
model (Gallimore & Goldenberg, 2001; Rueda, 2011). Aspiring leaders’ beliefs guide their
behavior, and their assumptions are a source of values and action. The cultural model for this
study is the aspiring leaders’ perception of values, beliefs, attitudes, and interest in developing
change leadership skills. The cultural model directs behavior of the aspiring leaders and the
community college.
Cultural models develop from cultural settings (Rueda, 2011). Cultural settings are
visible social contexts where people work to accomplish something they value. Organizations
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enact policies and practices in cultural settings (Rueda, 2011). Cultural models and cultural
settings are connected and constantly evolving. Organizational supports are necessary to
strengthen the knowledge, skills, and motivation of the aspiring leader. Specifically, change
leadership skill development needs to be valued. Leaders also need to be interested in developing
these skills and receive the resources to support the attainment of these goals.
The Organization Needs a Culture That Values the Development of Change Leadership Skills
in Aspiring Leaders
Leaders who feel valued by their organizations perform higher than leaders who do not
feel they are supported. An organization can support change by aligning the values of individuals
with the organizational values and goals (Sullivan et al., 2002). Leaders who align their
followers with shared aspirations are more likely to be successful (Kouzes & Posner, 2017).
Aspiring leaders have unique motivational patterns that affect how they use their skills, spend
their time, and prioritize their work (Clark & Estes, 2008). These patterns form an individual’s
personal culture that is represented through work behavior. Organizations support performance
when there is alignment between organizational goals and organizational culture (Clark & Estes,
2008).
The Organization Needs to Promote Interest in Change Leadership for Aspiring Leaders
Community college leadership is complex and challenging. For organizations to remain
viable in the future, leaders need to promote desirability for the role and prepare aspiring leaders
with the skills necessary to be successful senior leaders. Clark and Estes (2008) assert that
organizations are more likely to be successful when people in the organization are prepared and
equipped for change.

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The Organization Needs to Provide Support for Development of Aspiring Leaders
Organizational settings influence the attainment of performance goals. The organization
needs to provide visible support for the development of aspiring leaders through increased time
to prioritize professional development and incentives. Aspiring leaders need support to prioritize
time to pursue development opportunities and incentives to seek out and complete these
programs. According to Clark and Estes (2008), organizations with supportive processes
demonstrate choosing change processes with proven results, are led by leaders with a clear
vision, work on performance goals, track progress, increase communication with staff and senior
leaders, and provide resources for change initiative implementation and result tracking.
Table 6 demonstrates how the organizational mission and global goal for the GLS align
with the stakeholder goal for aspiring leaders. Cultural models and cultural settings are the
assumed organizational influences for aspiring leaders, as suggested by the literature.

46

Table 6
Assumed Organizational Influences
Organizational mission
The mission of the Great Lakes System is to provide accessible career and technical education
to strengthen our community through lifelong learning.
Organizational global goal
By 2024, community colleges will improve resources, training and access to develop change
leadership skills for aspiring leaders.
Stakeholder goal
By fall 2024, the Great Lakes System will prepare aspiring leaders to guide the organization
through times of rapid change.
Assumed organizational
influences
Organization influence assessment
Cultural Model 1: The
organization needs a culture
that values the development
of change leadership skills
in aspiring leaders.

Survey and interview questions about how leaders feel their
professional development is valued in their organizations in
regards to succession planning and professional growth.
Cultural Model Influence 2:
The organization needs to
promote interest in change
leadership for aspiring
leaders.

Survey and interview questions on the awareness and
desirability of change leadership skills among professionals
on campus.
Cultural Setting Influence 1:
The organization needs to
provide support for
development of aspiring
leaders.
Interview questions about support from supervisors on
professional development. The policies and procedures that
support change leadership development programs and the
goals and metrics associated with the program.

Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context
The conceptual framework provides the foundation for a research study and consists of
the theories, beliefs, expectations, assumptions, and concepts from which a study develops
(Merriam & Tisdell, 2016). The conceptual framework identifies the key concepts of the study
47

and recognizes relationships among them to inform the research (Maxwell, 2012). Clark and
Estes’s gap analysis framework provides a lens to examine this problem of practice. Research
questions are structured to inform KMO influences to identify areas for improvement (Clark &
Estes, 2008).
Figure 5 illustrates the conceptual framework showing the relationship of KMO factors
have with each other that affects the stakeholder goal that contributes to the organizational goal.
The stakeholders are the aspiring leaders, defined as developing leaders, including faculty, mid-
level, and senior leaders, represented by the green oval, which includes knowledge and
motivational factors to develop change leadership skills. The aspiring leaders belong to the larger
organizational structure of GLS, represented by the blue oval. The aspiring leaders are connected
to and interact with the organization and are part of the cultural model and settings. Knowledge,
skills, and motivation are the primary drivers to developing change leadership skills. The
interaction of these drivers with the organizational influences, which are secondary, directs the
framework towards the yellow rectangle, which illustrates the performance goal. “Theory of
change” refers to the need to change in a specific context (Tuck & Yang, 2014). The theory of
change in this research study is centered on the concept that aspiring leaders are not prepared to
lead change initiatives successfully at the community college setting, so there is a gap in
preparation for the role.

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Figure 5
Conceptual Framework

49

Conclusion
Community college leaders play a significant role in the future of higher education. The
purpose of this study was to explore and understand the factors the influence the development of
change leadership skills during early career stages. In this chapter, a review of the literature
seeks to explore elements of leadership, including leadership styles, leadership traits, and the
benefits of change leadership. The literature review then outlined the need for succession
planning and leadership characteristics and competencies and provides an overview of
community college leadership development.
Following the general literature, the review provided context for Clark and Estes’s (2008)
gap analysis framework to examine studies related to professional skill development, including
knowledge of change leadership, knowledge of how change leadership aligns with the college,
knowledge of how to improve change leadership skills and knowledge of reflection behaviors.
Next was a discussion of the research related to the value of aspiring leaders desire and
motivation to be a change agent and the self-efficacy of believing they are capable of leading
change along with the intrinsic and expectancy-value of engaging in the work. The chapter
concluded with a review of research around organizational culture, specifically what assumed
organizational supports are necessary to strengthen the knowledge, skills and motivation of the
aspiring leader. The framework provides a foundation to examine the KMO factors of aspiring
community college leaders within the organization. Chapter Three will introduce the methods
and design of this study.

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Chapter Three: Methods
The purpose of this study is to explore the KMO challenges that new leaders require to
change their organization (Clark & Estes, 2008). Clark and Estes gap analysis was used to
identify change leadership preparation opportunities in the areas of KMO resources.
This study focused on aspiring leaders who recently graduated from a leadership
development program as the relevant stakeholder group. This group is of particular importance to
this study because their position in the organization has great potential for growth, influence, and
impact.
The analysis of leadership preparation practices for aspiring community college leaders
may provide insights for current and future change leaders. Through the constructs of KMO in
gap analysis (Clark & Estes, 2008) and an analysis of professional development as it relates to
change leadership practices, the data may provide aspiring leaders with helpful information.
Additionally, colleges may be able to incorporate findings into aspiring community college
training and mentoring programs and mentoring programs, and doctoral programs may benefit
from this information to inform course content and program structure. The questions that guided
the study are as follows:
1. What aspiring leader’s knowledge and skills are needed to affect positive organizational
change?
2. What motivational beliefs and values do aspiring leaders have in relation to
organizational needs for change?
3. What does the organization need to provide to support the development of aspiring
leaders?

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Participating Stakeholders
This study focused on aspiring leaders in a community college system located in the
Midwest. Aspiring leaders are defined as developing leaders who hold faculty, senior-level staff,
or mid-level staff roles and aspire to higher level executive leadership positions. To narrow the
focus of the study, the researcher used a criterion-based sampling method to select participants
who are current leaders in the system and have demonstrated an interest in being aspiring leaders
through recent completion of a professional development program and to validate the
effectiveness of the leadership development program in learning change leadership skills.
Criterion sampling is selecting participants who meet important criteria (Patton, 2002). The
criteria for participation in this study were as follows. First, each participant must have been
enrolled in the Great Lakes Leadership Development Institute (GLLDI) between 2015 and 2019.
GLLDI is a professional development program for emerging leaders from all community
colleges in the Great Lakes System (GLS). The program is highly selective, and two leaders are
nominated from each college every year. Second, participant leaders for this study had to be
employed in the GLS and involved with GLLDI between the years 2015-2019. Participants were
recruited through an announcement on the GLLDI email list-serve. There were approximately
182 individual who met the criteria for inclusion in the survey. Within the survey responses, 13
leaders indicated they were interested in sharing their experiences in a follow-up, one-hour,
virtual interview. Eight participants were selected for interviews from the survey list.
Survey Sampling Criteria and Rationale
Criterion 1
Each participant must have been enrolled in the GLLDI between 2015 and 2019.

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Criterion 2
Participants completed the GLLDI program between 2015 and 2019.
Criterion 3
At the time of this study, participants were employed by the GLS and held a faculty,
senior-level, or mid-level management role.
Interview Sampling Criteria and Rationale
Criterion 1
Participants completed a survey and expressed interest in participating in an interview.
Criterion 2
Each participant was enrolled in the GLLDI between 2015 and 2019.
Criterion 3
Participants were employed by the GLS at the time of this study.
Criterion 4
At the time of this study, participants were currently employed by the GLS and held a
faculty, senior-level, or mid-level management role.
Data Collection and Instrumentation
The research for this study was a mixed-methods design. Mixed methods involve
collecting both quantitative (survey) and qualitative (interviews) data with the goal to understand
a research problem than either approach alone (Creswell, 2014). Following University of
Southern California Institutional Review Board approval, participant leaders were sourced from
a professional development list-serve, and solicited through an online via email, leaders are
familiar with this communication method, and alternative data collection procedures limited due
53

to the COVID-19 pandemic, many community college employees mandated or recommended to
work remotely for the remainder of the 2020 and 2021 calendar years.
Surveys
The quantitative survey conducted through Qualtrics provided by the University of
Southern California. The GLLDI identified 182 participant leaders who met the criteria for this
study. Surveys were emailed to all 182 participant leaders at noon on Monday, March 22, 2021.
A reminder email was sent to those who had not completed the survey at noon on Thursday,
March 25, 2021 and the survey was closed at midnight on Wednesday, March 31, 2021
(Appendix A).
Interviews
The qualitative interviews were conducted online through 1-hour interviews using the
Zoom meeting platform. An audio transcription function was used to transcribe. This method of
gathering data was a consequence of pursuing doctoral study during a worldwide pandemic.
Interviews were recorded both video and audio and stored as a cloud recording in Zoom.
Qualitative research allows for the researcher to understand the leaders’ views (Creswell, 2014).
Research was conducted through standardized, semi-structured, open-ended type of interviews.
All interviews consisted of the same 20 questions asked in the same order to compare responses.
Interview participants chose a pseudonym to be used for this study (Appendix B).
Data Analysis
Creswell (2014) provides a data analysis process that will be used in this study. Table 7
below reveals details of this process.

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Table 7
Creswell’s Model for Qualitative Data Analysis
Step Description
Step 1 Organize and prepare data
Step 2 Read through data for general impressions
Step 3 Data analysis: code and categorize
Step 4 Coding process
Step 5 Describe themes to be within the narrative
Step 6 Interpret data

Credibility and Trustworthiness
For this study data, were collected using a mixed-methods approach, data were collected
first through a quantitative survey followed by qualitative interviews. In qualitative research the
researcher acts as an instrument in data collection. The researcher’s experiences and positionality
can contribute to researcher bias and threaten validity (Maxwell, 2013). To maintain the
credibility and trustworthiness of this study, two procedures were conducted: triangulation and
member check strategies. I used multiple sources of data, multiple methods to collect data and
triangulate to build consistency and dependability in the data (Merriam & Tisdell, 2016; Patton,
2015). Triangulation diminishes inherent bias and increases credibility. Member checks ensure
credibility for data and increase internal validity. This process involves sharing early findings
with leaders to validate data interpretation and will ensure the researcher infers accurately for the
population (Creswell, 2014).
Trustworthiness is dependent on conducting research ethically (Merriam & Tisdell, 2016;
Tracy, 2013). This section describes the effort that were taken to ensure ethical consideration.
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Ethics in research includes maintaining the anonymity and privacy of leaders, developing trust
and integrity with leaders, and mindfulness of research implications (Israel & Hay, 2006). Data
were collected with transparency, ensuring all leaders were treated similarly (Creswell, 2014). I
followed ethical guidelines during data collection to introduce the general purpose of the study
and disclose how the data would be used prior to asking leaders to sign consent forms. Data were
analyzed and reported with clarity and honesty, representing multiple viewpoints.
Validity and Reliability
Merriam and Tisdell (2016) stated that validity; reliability and credibility increase when
using mixed methods. In trying to ascertain stakeholder motivation to pursue professional
development, an interview provides a research tool to collect meaningful and impactful data.
Triangulation is necessary for motivation data, where choice, persistence, and mental effort grow
and diminish from multiple factors (Vroom, 1964). The survey findings provide another data
source to triangulate with what the interviews reveal. For this study, all interview and survey
questions were peer reviewed, which increases validity (Merriam & Tisdell, 2016). Additionally,
data were fact-checked from research on college web sites and other data sources. In addition to
interviews and surveys, data for this study collected through observation and institutional
documents provides meaningful insight.
Positionality is an essential consideration for this study; the researcher’s experience and
beliefs can threaten validity and influence researcher bias (Maxwell, 2012). My positionality of
as an insider to GLS influences interpretation of the problem of practice, worldview and data
analysis. The insider positionality also affects the researcher-participant relationship throughout
the research process (Merriam & Tisdell, 2016).
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The researcher is the primary instrument for qualitative data collection in this study and
holds similar positionality with the participant leaders of the study. As a member of the GLS, the
primary assumption is that the college can improve the development of change leadership skills
in aspiring leaders. To minimize these assumptions, I recognize reflexivity to ensure that results
are grounded in the data and not researcher bias, assumptions, or theoretical orientation
influences.
Ethics
This study will benefit aspiring leaders who are looking for resources on how to best
prepare for community college change leadership roles. The research questions were addressed
from the perspective of executive leadership and their perspective behind what preparation
activities, skills, traits education, have most meaning to them in their journey. Outcomes were
designed to provide a roadmap to assist with community college succession planning leadership
development.
Limitations and Delimitations
There are many limitations to this study. Delimitations refer to choices made by the
researcher. Delimitations for this study are observed in the interview protocol. The standardized,
open-ended interview questions follow the interview protocol and allow for uniformity and ease
of comparability of responses; however, this structure also limits the ability to explore related
topics (Patton, 2002). I chose to conduct the interviews through virtual Zoom meeting software
rather than in person as an adaptation due to COVID-19. This data recording procedure allows
for audio and video recording but has limitations for observation, such as limited view of the
physical setting and limited visual observation of the leaders.
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Chapter Four: Results
The purpose of this study is to understand how aspiring leaders develop change
leadership skills. This study applied Clark and Estes’s (2008) KMO influences to identify change
leadership preparation opportunities for KMO challenges that aspiring leaders need to change
their organization. It is important to acknowledge that data collection occurred during a time of
rapid change between March 22, 2021, and April 26, 2021. Environmental factors such as the
COVID-19 virus and a heightened social justice climate beginning in May 2020 influenced the
results of this study. The following research questions guided data collection for this study:
1. What aspiring leader’s knowledge and skills are needed to affect positive organizational
change?
2. What motivational beliefs and values do aspiring leaders have with organizational needs
for change?
3. What does the organization need to provide to support the development of aspiring
leaders?
Data was collected following a mixed-methods design using both a quantitative survey
and qualitative interview data collection methods. Surveys were used to collect participant
demographic data and a general understanding of change leadership knowledge and skills.
Interviews were conducted to explore community college leader’s perspective on change
leadership and understand their experience within their organization and environmental context.
This chapter has three parts, beginning with a description of the participant leaders, followed by
research results and analysis, concluding with a summary of the results.

58

Participants
Participants were aspiring leaders in a Midwestern community college system. Aspiring
leaders refer to faculty, mid-level, and senior-level leaders positioned inside the organization
who focus on strategic goals for the community college. These leaders represent a small sample
of community college leaders that currently face challenges to lead/adapt their organizations in a
rapidly changing, complex environment. Leaders were selected using a criterion-based selection
process. Leaders who meet the criteria for this study were employed currently at a community
college and demonstrated their interest in developing their skills by recently graduating from the
Great Lakes Leadership Development Institute (GLLDI). All leaders were sourced from a
leadership development program list-serve and graduated 2015–2019. Leaders were told their
feedback would inform opportunities to develop change leadership skills in new leaders.
Pseudonyms were used to protect the identity of the participant leaders.
Survey Participants
An online survey was distributed on March 22, 2021, to 182 leadership development
graduates. The survey was open for 10 days, one reminder was sent after two days, and 35
responses were received before the survey close on March 31, 2021. The first table provides an
overview of survey participants: The survey distribution consists of the following: (a) 17.1%
faculty, (b) 42.9% Mid-level staff, (c) 34.3% senior-level staff, and (d) 5.7% Other:
Administrative role in the organization. Table 8 illustrates a summary of the survey participants
across categories of role, educational background, gender, age, and years of experience. The
educational attainment is varied, with 68.6% of participants earning a master’s degree, 22.9%
completed a doctorate, and 8.6% completed a bachelor’s degree. A majority of survey
respondents were female, 77.1%, 20% male, and 3% preferred not to say. Approximately 57% of
59

respondents had between 11 and 20 years of experience in higher education, compared to 25.7%
with 10 years or less. 17% reported over 21 years of experience.

Table 8
Survey Participants
Pseudonym Role Degree Gender Age range Years of
experience
Respondent 1 Staff-Senior Doctorate Female 35–44 0–10
Respondent 2 Staff-Senior Doctorate Female 35–44 11–20
Respondent 3 Staff-Senior Doctorate Female 55–64 21+
Respondent 4 Staff-Senior Doctorate Female 45–54 11–20
Respondent 5 Staff-Senior Master’s Male 45–54 11–20
Respondent 6 Staff-Senior Master’s Female 35–44 0–10
Respondent 7 Staff-Senior Master’s Female 35–44 11–20
Respondent 8 Staff-Senior Master’s Male 55–64 11–20
Respondent 9 Staff-Senior Master’s Female 45–54 0–10
Respondent 10 Staff-Senior Master’s Female 45–54 0–10
Respondent 11 Staff-Senior Master’s Female 35–44 11–20
Respondent 12 Staff-Senior Master’s Female 45–54 21+
Respondent 13 Staff-Midlevel Bachelor’s Female 35–44 0–10
Respondent 14 Staff-Midlevel Bachelor’s Prefer not to
say
25–34 0–10
Respondent 15 Staff-Midlevel Bachelor’s Female 45–54 11–20
Respondent 16 Staff-Midlevel Doctorate Female 45–54 11–20
Respondent 17 Staff-Midlevel Doctorate Male 45–54 11–20
Respondent 18 Staff-Midlevel Master’s Male 45–54 0–10
Respondent 19 Staff-Midlevel Master’s Female 45–54 0–10
Respondent 20 Staff-Midlevel Master’s Female Prefer not to
say
11–20
Respondent 21 Staff-Midlevel Master’s Female 25–34 0–10
Respondent 22 Staff-Midlevel Master’s Female 35–44 11–20
Respondent 23 Staff-Midlevel Master’s Female 35–4 11–20
Respondent 24 Staff-Midlevel Master’s Female 45–5 21+
Respondent 25 Staff-Midlevel Master’s Female 35–44 11–20
Respondent 26 Staff-Midlevel Master’s Male 35–44 11–20
60

Pseudonym Role Degree Gender Age range Years of
experience
Respondent 27 Staff-Midlevel Master’s Male 45–54 11–20
Respondent 28 Other: Admin Master’s Female 45–54 11–20
Respondent 29 Other: Admin Master’s Female 55–64 21+
Respondent 30 Faculty Doctorate Female 35–44 11–20
Respondent 31 Faculty Doctorate Female 45–54 11–20
Respondent 32 Faculty Master’s Male 45–54 21+
Respondent 33 Faculty Master’s Female 35–44 11–20
Respondent 34 Faculty Master’s Female 45–54 11–20
Respondent 35 Faculty Master’s Female 45–54 21+

Interview Participants
Within the survey respondents, 13 leaders indicated they were interested in sharing their
experiences in a follow-up one-hour virtual interview. An email was sent on April 11, 2021, to
schedule an interview, online scheduling software was utilized to coordinate day and time. Due
to schedule conflicts, only eight leaders were ultimately interviewed. Interviews were conducted
using a semi-structured interview process; all leaders were asked the same questions. This
process allows for constant comparison between participant responses. The interviewed leaders
worked in diverse roles and have diverse educational and professional backgrounds. Six
interviewed leaders were female, and two were male (Table 9). All leaders represented diversity
in years of experience. Some were actively pursuing opportunities to advance their careers,
looking for growth opportunities. A few shared they were in graduate and doctoral programs.
Others were waiting for retirement or shared they were not interested in professional
development at this time.

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Table 9
Interview Participants
Pseudonym Abbreviation Role Degree Gender
Interview Leader 1 IL1 Faculty Doctorate Female
Interview Leader 2 IL2 Staff-senior Master’s Female
Interview Leader 3 IL3 Staff-midlevel Master’s Female
Interview Leader 4 IL4 Staff-midlevel Master’s Male
Interview Leader 5 IL5 Staff-midlevel Master’s Female
Interview Leader 6 IL6 Staff-midlevel Doctorate Female
Interview Leader 7 IL7 Staff-midlevel Master’s Male
Interview Leader 8 IL8 Staff-midlevel Master’s Female

Findings
The research questions and KMO influences guided this study. The qualitative data were
systematically coded and analyzed to ensure understanding of the participant’s perspectives and
experiences. Clark and Estes’s (2008) KMO framework provided a lens to understand the
participant’s knowledge and motivation within the culture of the Midwestern community college
system. The first section of data analysis provides an analysis of the development of change
leadership skills. Three main influences guided this study, the importance of knowledge of
change leadership, motivation for valuable tasks, and organizational barriers for growth. Patterns
in the data revealed the following two themes: adaptation and leader identity.
The first theme explores adaptation, focusing on how community college leaders behave
and learn in a complex, rapidly changing environment. Leaders shared their experience of how
they developed change leadership knowledge through their role as community college leaders,
followed by exploring organizational influences. Theme 2 discusses participants’ identity as
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leaders, revealing how they perceive their motivation within their organization and how the
leader’s identity influences motivation for tasks and performance. Table 10 presents the themes.

Table 10
Associated Themes of Change Leadership Development
Themes Assumed KMO influences
Adaptation Knowledge of change leadership
Organization values the development of change leadership skills.

Identity Motivation for valuable tasks

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The first theme explores adaptation, focusing on how community college leaders behave
and learn in a complex, rapidly changing environment. Leaders shared their experience of how
they developed change leadership knowledge through their role as community college leaders,
followed by exploring organizational influences. Theme 2 discusses participants’ identity as
leaders, revealing how they perceived their motivation within their organization and how the
leader’s identity influenced motivation for tasks and performance.
Theme 1: Community College Leaders Know How to Adapt During Times of Change
Environmental factors unique to the time and place when the study occurred created a
need for community colleges to rapidly change and influence leaders’ behaviors and
perspectives. The theme of adapting is evident in all knowledge and organizational influences.
On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic. A
few days later, the U.S. president issued a national emergency, followed by travel bans, stay-at-
home orders, vaccine trials, and economic stimulus checks. In response to increasing COVID-19
deaths, communication for prevention is shared to encourage social distancing and wearing a
mask in public. Theme 1 developed from how leaders adapt and learn during times of change. To
understand leaders’ lived experiences and how change leadership skills developed, it is necessary
to understand the climate during this study.
Concurrent to the COVID-19 virus’s spread and impact, the United States experienced a
struggling economy and tension associated with a presidential election. IL1 noted,
“Understanding the issues that politicization of everything has been tough this year.” She felt the
creation of a COVID vaccine has caused controversy, and the vaccine itself is political. IL8
described the world as chaotic, explaining “there is so much going on” and advocated the
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benefits of becoming a “good leader” and developing change leadership skills “to manage
through not just change but chaotic sudden and sustained chaos.”
In 2020, social justice activism gained momentum. IL1 shared, “Jacob Blake was on
Sunday, August 23. Monday morning, there’s helicopters over my house and [the city’s] burning
down and we’re having a faculty in-service on Zoom. That was Monday.” Leaders IL1 and IL8
continued with this theme and discussed how tensions continued to rise throughout the year,
fueled by tragic moments. As community college leaders, they were reminded of American
racism and racial injustice from the loss of Breonna Taylor, Ahmaud Arbery, and George Floyd.
Confrontations occurred between protestors and police with video footage of Jacob Blake. At the
beginning of the 2020–2021 school year, diversity, equity, and inclusion issues gained priority.
Last summer, after George Floyd’s murder, IL1 was asked to lead a college group for crucial
conversations to “offer some programming and space for people to process everything that was
going on.” In terms of leadership, she found it fascinating to watch how her college interacted
with social justice issues. She observed the promotion of her college diversity coordinator to a
vice president level position and noted that this position is now at the table with executive
leadership. She shared,
I think elevating her to the VP level is great. But I am also wondering what support
there’s going to be for her in the long run because budgets were frozen, and it was
COVID. It’s going to be interesting to see going forward.
Community colleges responded to the increasing attention on social justice issues by
creating robust DEI plans to support a more diverse workforce and student population, IL2
noted, at her college, “in the wake of George Floyd’s death, we have redone all our diversity,
equity, and inclusion plans, and really driven all of our employees in that direction, and so you
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know, that’s going to be a big part of [our presidents] legacy.” Although she described her
college as prepared for social justice changes, having a strong leader for president with a team
behind him supporting his vision, she acknowledged, “I do think that we lack the perspectives
that we need to really be effective in the ways we want to be.” Leaders IL7 and IL8 continued
with this theme. IL7 acknowledged, “one of our initiatives is to do a better job of providing
equity and inclusion and recruiting more diverse students and making sure and ensuring that not
only are we recruiting people to help our community, but we’re also providing supports that are
necessary and have those in place.” But ultimately, he shared the city where his college is located
is not very diverse. The DEI initiative is equally crucial for IL8’s college. In her words,
Diversity, equity and inclusion is a huge cornerstone of what we’re doing, I’ve been
doing it intentionally with my programs for about the last five years, but now we’re
seeing a lot more institutional and system-wide mandates and pressure to be more
intentional in the work that we’re doing around DEI within our spheres of influence with
our colleges.”
For this reason, over the past year, her organization participated in a study of the culture,
looking specifically at DEI. She described the genesis of the study: “It was actually born out of
the racial injustice upheaval over the summer, and I think they wanted to get a better feel for
equity, diversity, and inclusion in our organization.” She gave credit to college leadership for
“diving deep” into uncomfortable topics. She hoped that, gradually, more positive steps would
result from this work to support increasing access to education and exploring ways to promote
equity for marginalized populations.

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Assumed Knowledge Needs
This study focused on four areas of assumed knowledge that aspiring leaders need to
develop change leadership skills. Within all knowledge needs, leaders adapted to change. First,
aspiring leaders need to understand what change leadership is. Next, they need to know how
change leadership aligns with sustaining the organizational mission and vision. They also need to
know how to improve their change leadership skills. The last area of assumed knowledge is that
they know how to self-reflect on change leadership skill development. In addition to these
assumed needs, leaders were asked to share advice on knowledge needs. Table 11 summarizes
the findings.

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Table 11
Summary of Assumed Knowledge Needs, Influences, and Evaluation Results
Assumed need Knowledge type Evidence assertion
Aspiring leaders need to
understand what change
leadership is.
Declarative factual Asset
Aspiring leaders need to
know how change
leadership aligns with
sustaining the
organizational mission and
vision.
Declarative conceptual Asset
Aspiring leaders need to
know how to improve their
change leadership skills.
Declarative procedural Asset
Aspiring leaders need to self-
reflect on change leadership
skill development.
Metacognitive Asset
Aspiring leaders need to
know how to form
meaningful relationships.
Identified need
Aspiring leaders need to
know how to demonstrate
empathy and vulnerability.
Identified need

Aspiring Leaders Need to Understand What Change Leadership Is. The term
‘change leadership’ refers to the leader’s ability to inspire and engage others to support a shared
vision and lead with agility during times of growth or uncertainty (Kotter, 2012). Leaders
adapted their behavior quickly by learning and understanding what change leadership is to lead
others through change. Both the survey and interview contained questions designed to assess
leader’s knowledge of change leadership. The knowledge-related survey questions were
measured on a 4-point ordinal scale from strongly agree to strongly disagree. Question 8 asked
leaders whether they agreed that they know how to lead people through times of change. The
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survey results ultimately inform that all surveyed leaders agree that aspiring leaders know how to
lead people through times of change and demonstrate knowledge of change leadership skills.
Table 12 illustrates the results of Q8 by responses.

Table 12
I Have the Knowledge to Lead People Through Times of Change
Responses n %
Strongly agree 23 67.6%
Agree 11 32.4%

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Within this theme, the knowledge influences of developing flexibility were found to be
assets as all interviewees discussed the importance of flexibility. The interview data suggest
leaders with change management skills demonstrate flexibility. IL1 described the environment as
“continually changing,” IL2 spoke to the challenges related to “not knowing what is going to
happen” and the importance of taking things as they come, learning and feeling of “always being
on your toes.”
Four (50%) interviewees referenced the need to be flexible with changes in technology.
IL1 discussed the transition from a faculty member’s perspective, an admitted late adopter, who
transitioned from drawing on the board and doing charades to using the internet to project a
google screen for the class and sharing class notes with the touch of a button. In her experience,
“the leadership change or challenge is just to keep people open to doing things in a new and
different way.” IL4 expressed the importance of technology in the classroom: “We need to make
sure we are keeping up to date with the capabilities of our classrooms, whether it be the
recording of classes or the virtual synchronous delivery of classes to remote locations.” IL7
agreed that technology is shaping the structure of the curriculum. IL3 shared that her college was
also looking at changes in instruction, exploring “high FLEX technology and the classrooms
where students can choose their own adventures.”
This example of innovation is a different form of flexibility and quickly becoming an
expectation to meet students’ evolving needs. Thankfully, her college invested in technology to
help transition courses online before the pandemic, making the pivot to online course delivery
smoother. The college also provided resources to ensure faculty were comfortable teaching
online and building a sense of community while in a remote environment. She felt that, with
these changes on the horizon, the work of community college leaders is shifting: “It’s not
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managing day-to-day work. It’s like coaching and supporting others as they navigate and manage
their work, it’s empowering people.”
Leaders also discussed flexibility in the workplace. IL6 drew attention to the business
benefits: “Being able to be flexible work from home when it’s appropriate and attend meetings
via teams, its saving time and budgeting for travel.” IL 6 emphasized the importance of allowing
flexibility for both staff and students in terms of financial and health considerations and
“continue to adapt.” The influence of flexibility was found to be an asset as was alignment to the
mission and the vision.
Aspiring Leaders Need to Know How Change Leadership Aligns with Sustaining
the Organizational Mission and Vision. Survey question 14 asked aspiring leaders whether
they agreed that they could integrate their leadership skills into their work. Leaders demonstrated
adaptation by observing how their college leadership adapted to changing conditions. The survey
results were positive, with 94.2% leaders in agreement and 5.8% in disagreement. Table 13
illustrates the effects of Q14 by responses.

Table 13
I Can Integrate My Leadership Skills Into My Work
Responses n %
Strongly agree 16 47.1%
Agree 16 47.1%
Disagree 1 2.9%
Strongly disagree 1 2.9%
Total disagree 2 5.8%
Total agree 32 94.2%

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To connect change leadership skills with the mission and vision of the college during
times of change, all interview leaders were asked, “How prepared do you feel leadership is for
the changes in the past year?” Overall, community college leaders perceived leadership was
adequately prepared; therefore, the interview data show this as an asset. The typical responses
indicated that while some leaders were experiencing staffing change in executive leadership,
overall, they perceived leadership was adequately prepared for change leadership. For example,
two (25%) interviewed leaders recognized that their colleges quickly formed a committee
focused on safety and moving the college through change by a phased approach.
IL6 emphasized the importance of transparency and how increased communication
helped set expectations and “opened up more collaboration and more awareness of the college
communication methods throughout.” Similarly, IL5 referenced the opportunity presented by
challenges in the past year “to look at how we do things and how we can best serve our students
and it might not have been the way we thought before.” IL6 corroborated the feeling of
opportunity amidst adversity: “Things are forever changed, and that’s for the good,” and
explained it is important to meet students’ needs and remain innovative. IL1 shared, “I think the
leadership challenge is just to keep people open to doing things in a new and different way.” The
influence of alignment to the mission was found to be an asset as was knowing how to improve
their change leadership skills.
Aspiring Leaders Need to Know How to Improve Their Change Leadership Skills.
Change leadership is an essential skill for aspiring leaders. When faced with complex rapid,
change, leaders adapted to learn and improve their change leadership skills. All survey leaders
shared their current satisfaction with leadership skills, question 20, and asking aspiring leaders if
they are satisfied with their change leadership skills. The survey results are positive, with 79.4%
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aspiring leaders in agreement and 20.6% in disagreement, results demonstrate that leaders have
this skill and it is an asset of their leadership development program. Table 14 illustrates the
effects of Q20 by responses.

Table 14
I Am Satisfied With the Quality of My Change Leadership Skills
Responses n %
Strongly agree 4 11.8%
Agree 23 67.6%
Disagree 7 20.6%
Total disagree 7 20.6%
Total agreed 27 79.4%

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Exploring the influence of declarative, procedural knowledge, survey question 13, asked
leaders whether they know how to improve their change leadership skills. The survey results are
primarily in agreement, with 76.5% aspiring leaders answering in agreement and 23.5%
answering in disagreement, results demonstrate that leaders have this skill and it is an asset of
their leadership development program. Table 15 illustrates the effects of Q13 by responses.

Table 15
I Know How to Improve My Change Leadership Skills
Responses n %
Strongly agree 10 29.4%
Agree 16 47.1%
Disagree 8 23.5%
Total disagree 8 23.5%
Total agreed 26 76.5%

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This information supports the assumption that surveyed leaders are generally satisfied
with their quality and have knowledge on how to improve their change leadership skills. The
interview data support that this assertion is demonstrated by sharing general declarative
knowledge about understanding adequate training and applying it to their organizations to
support the college mission and vision.
Survey leaders were asked about the type of professional development that had the most
significant impact on their leadership development in survey question 39. Table 16 illustrates the
results of Q39 by response.

Table 16
What Professional Development Activities Have Had the Biggest Impact on Your Leadership
Development?
Responses n %
Leadership development programs 26 74.3%
Professional experiences 23 65.7%
Mentoring 20 57.1%
Observing leaders 19 54.3%
Conferences 16 45.7%
Networking 13 37.1%
terminal degrees 6 17.1%
Other 3 8.6%

Note. Data sorted by popularity of answers. Although survey sample size is 35, leaders were
allowed to select more than one answer.
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Survey leaders chose terminal degrees with low frequency when compared to other
professional development options. Within the theme of having the knowledge to lead, the
knowledge influences of formal degree programs were found to be assets, as all the interview
leaders could articulate the benefit of traditional degree programs.
Interview leaders discussed the value of terminal degree programs for change leadership.
The educational breakdown of interview leader leaders was as follows: Two (25%) earned
doctorates, three (37.5%) earned a master’s degree and were also currently in doctoral programs,
and three (37.5%) earned master’s degrees. IL1 shared that she had earned her master’s degree
before her role and decided to go back for her doctorate in higher education to broaden her skills
in administration. IL5 sees value in continuing her education, and her college encouraged her to
participate in a one-year leadership development program that helped her “gleen what our culture
is as an institution.” Through this experience, she was able to understand better the role of her
college and the overall college system. She enjoyed meeting and learning from colleagues from
other colleges in the state system and is currently working on a doctoral degree. IL6 stated that
the combination between her master’s and doctoral degrees in leadership along with coaching
from college mentors had positioned her to feel “very poised as far as leadership or the theory of
leadership.” IL7 holds his experience in a Leadership Development program combined with his
educational background accountable for getting into his current role at the college. IL8 also
spoke positively about her experience in the Leadership Development program, and emphasized
the importance of her master’s degree program for introducing her to concepts of organizational
change management. She feels that education and professional development are essential to stay
current with organizational change management needs. From her perspective, “change
management is lacking in some levels of executive leadership in higher education… there’s
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always been a big focus on leadership proper but not organizational change management.”
During the challenges of 2020, she leaned on knowledge gained through her master’s program to
“lead through that change.” She plans to continue her professional reading habits, engaging in
professional development opportunities to continue her evolving leadership journey. The
opinions of these leaders support their perception of value in developing change leadership skills
through terminal degree programs.
Mentoring provided value for seven out of eight (87.5%) interview leaders who reference
mentoring as beneficial for their leadership development. Conversely, IL6 perceives mentoring
relationships as more valuable than her experience in formal degree programs. She is fortunate to
have “great mentorship here at the college, and I find, although the theory that I learned
throughout my programming has been wonderful, the mentorship relationship that I’ve
developed or been afforded the opportunity for has given me the most.” IL2 was assigned a
mentor as part of her leadership development program, which she describes as, “really helpful.
She and I met for an hour every month, and that was incredible, and now she is retired and so
now we email like every six months.” For IL3, strong mentors early in her career helped “inspire
confidence.” She appreciates the solid female supervisors that demonstrated the skills needed to
be a strong leader at the college. IL6 affirms that she has shared a similar experience; her bosses
have always been personally supportive of her goals and have committed resources like
professional development or reimbursement for tuition opportunities. The influence of knowing
how to improve their skills was found to be an asset as was knowing how to self-reflect.
Aspiring Leaders Need to Self-Reflect on Change Leadership Skill Development.
Aspiring leaders were asked about the regularity they engage in reflective behaviors in both the
survey and interview. Leaders adapted by increasing the regularity of self-reflection behavior to
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leverage strengths during times of change, this skill was developed in their leadership
development program. This practice was addressed explicitly on survey question 19, which
asked aspiring leaders about regular reflection on their leadership abilities. The survey results are
positive, with 97% aspiring leaders in agreement and 2.9% in disagreement results demonstrate
that leaders have this skill and it is an asset of their leadership development program. Table 17
illustrates the effects of Q19 by responses.

Table 17
I Regularly Reflect on My Leadership Abilities
Responses n %
Strongly agree 20 58.8%
Agree 13 38.2%
Disagree 1 2.9%
Total disagree 1 2.9%
Total agreed 33 97%

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Leaders for this study were all sourced from a leadership development program list-serve
and all acknowledged value in knowing their strengths in the interview. Four interview
participants (50%) specifically referenced the value and application of Clifton Strengths Finder,
and all consistently referenced the importance of knowing and understanding how to leverage
their strengths. IL1 shared she was most effective in the classroom; this knowledge motivated
her to use her strengths to make the most difference with her students. She also stated that her
college uses Clifton Strengths as a positive initiative to “recognize that there are strengths in
every person.” Staff strengths were shared openly at her college, and it was part of the culture to
include the top five strengths in the email signature line. The intention was to understand the
colleagues’ strengths better and recognize “where different strengths might clash if you are
looking at a certain way, but recognizing that all strengths have that balcony and basement.
Where there are good ways and bad ways they can come across.” IL8 admitted knowing her
strengths helped her adapt to the challenges the past year. One of her strengths was discipline,
which means she likes routine, and when things get off track, it can be a very chaotic situation.
She explained, “when you rely too much on one of your strengths, that becomes your weakness.”
Reflecting on the past year, the changes to her routine, workspace, and work due to
environmental factors “really challenged me to look at my strengths differently to figure out
ways to maximize them even in times of crisis.” She sought support by reading professional
literature on managing change and reaching out to peers, strengthening her professional
relationships and broadening her network.
Leaders who know their strengths build value for their work. This is demonstrated by
IL2, who also referenced Clifton Strengths. One of her strengths is significance, and she needs to
have meaningful or impactful roles in whatever organization she feels that this desire, combined
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with the people who have supported her, makes her a good leader. She admits to learning from
leaders who were not as effective in developing her skills. She also identifies as an achiever
stating, “I like getting things done, and I like doing high-quality work.” IL3 referenced the
benefits of personality assessments because they “help you articulate your expectations and
navigate situations when you know how you’re going to react based on your kind of inherent
traits.” She explains, “it’s really important to know yourself and know your strengths, know the
strengths of those around you and build connections, so you can leverage them because
navigating change is extremely difficult and its, I don’t think it’s something you can do alone,
you really have to be collaborative about it and accept that someone else might have to take and
carry come of that water for you because that’s the type kind of water that feels like a burden to
you, but not so much to that other person.” IL7, identifies with Clifton Strength relator,
“relationship building is a key factor, and I feel very fortunate that that has been a strength of
mine.”
These findings show interview participant’s perceived value in engaging in leadership
development programs, specifically learning how to leverage their leadership strengths.
Reflection on leadership skills may include identifying strengths and evaluating how to leverage
strengths during times of change. The influence of self-reflection was found to be an asset as was
knowing how to form meaningful relationships.
Aspiring Leaders Need to Know How to Form Meaningful Relationships. When
leading people through times of change, it is necessary to consider that change can be difficult.
Leaders adapted their behavior and learned in their leadership development program how to
focus on the importance of meaningful relationships and listening. Interview data presented an
identified need to know how to form meaningful relationships. Interestingly, all interviewed
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leaders mentioned the value of relationships. This was a new finding and was not part of the
assumed knowledge needs of this study.
IL8 explained the importance of this finding. During all these changes, “people felt very
disconnected from leadership on an interpersonal level, which makes it really hard to feel
connected to your leaders and want to do your best work for them.” IL6 emphasized the value of
every person engaging in the change process: “Every person has feedback and has an opinion,
and some of the best ideas come from areas you may not know, so just know that everyone could
have something to contribute and value their input.” The importance of listening was validated
by IL4, who shared,
I think the most courageous act, you can do [as a leader] is to say I’m really going to
listen to others. I’m going to let them participate and it might not go the way that I
envisioned, but it’s going to replicate more of what the organization wants.
The challenges in 2020 also amplified the leader’s focus on relationships. IL5 shared,
“It’s made me reexamine the intentionality in which I am making relationships, in general.”
Senior leader IL2 placed much value in listening. She stated, “it’s fun to talk to people
about what is going on, [during times of change] it becomes really important to listen and to
commit to letting other people have ideas and not swooping in there.” The value of diverse
opinions adds value to the change process. IL2 observed that, without listening,
I’m not going to get diverse perspectives, and true change without bias, and that, by any
means that I need to be listening to people and understanding from their perspective,
what those changes need to be, and not just like running out ahead and being like here’s
what we should be doing here’s how I’m going to drive you, here’s the direction we’re all
going and you’re just supposed to follow me.
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The influence of forming meaningful relationships was found to be an asset as was
demonstrating empathy and vulnerability.
Aspiring Leaders Need to Know How to Demonstrate Empathy and Vulnerability.
Interview Leaders were asked “how have the past year’s changes impacted you as a leader?’ All
responses, (100%) indicate the ability to lead with grace and demonstrate empathy for others is
an identified need for aspiring leaders. Leaders adapted by learning the importance of empathy
and vulnerability. This is a new finding and was not part of the assumed knowledge needs of this
study.
As a faculty member during COVID, IL1 shared that she believes that everybody’s trying
their best at every moment: “We’re all learning and we’re all figuring this out, everybody’s in
the same boat…if [students] miss a class or don’t come, there’s a reason why they didn’t come,
you know there’s a reason and don’t be so quick to judge.” IL2 and IL7 also referenced how the
challenges in the past year have impacted them as leaders. IL2 admitted,
It’s made me a lot more empathetic, and it’s made me think a lot more about people’s
situations. The stress levels are all over the place, and then in a single person they can
change dramatically from like week to week. And so I try to really be attentive to that and
give people a little more room to express that because it’s really, really hard.
She had fully remote staff in safe situations and other employees who had to work on-site. She
learned that it is crucial to recognize that “the differences in their relationship to the world” have
been significant. Over the past year, she started sending out an email every Friday soliciting
people to share good news, along with her attempt to “capture some of the feelings of the week”
with current events. She acknowledged that, some weeks, her emails are upbeat while, at other
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times, her tone is sad. Additionally, she has learned that, as a leader, it is acceptable to be
vulnerable:
I think that letting them see those swings in your emotions are fine doesn’t make you
incapable of work or less in any way, I think being able to demonstrate that we’re all
struggling right now, it’s totally fine. And I don’t know that I would have been as
comfortable doing that prior to COVID, but us all being traumatized at the same time, as
horrible as it is, really opened up then the ability to also be vulnerable at the same time,
and so I think that’s been really good.
The feeling of learning how to be vulnerable during the past year was validated by IL8,
who admitted,
being vulnerable has always been a real challenge for me, but this year really forced me
to just put it out there, because I knew I was struggling as much as a lot of other people
were so I think that has helped me grow a lot as a leader in a way that I don’t think I
would have ever expected and maybe would never have happened if we were not put in
such a chaotic, long-term situation.
A growing empathy for others is a consequence born out of the challenges of this time.
The influence of demonstrating empathy and vulnerability was found to be an asset.
Summary of Assumed Knowledge Needs
These findings suggest that leaders feel it is necessary to understand change leadership
100% of leaders know what change leadership is, 94% of surveyed leaders believe in the
alignment of their work to the mission and vision, and 76.5% of surveyed aspiring leaders agree
that they know how to improve their change leadership skills. Leadership development programs
have the biggest impact according to 74% of our surveyed leaders, followed by professional
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experiences (66%). Further, 97% of surveyed leaders reflect regularly on their skills, and 50% of
interviewed leaders mentioned the value of knowing their Clifton Strengths. The interview data
identified two new knowledge needs. All interview leaders (100%) agreed that knowing how to
form meaningful relationships is paramount for aspiring leaders during times of change. Equally
necessary 100% of interview leaders agreed that there is value in knowing how to demonstrate
empathy and vulnerability.
Assumed Organizational Needs
This study focused on three assumed organizational needs, the organization needs a
culture that values the development of change leadership skills in aspiring leaders, the
organization needs to promote interest in change leadership for aspiring leaders, and they provide
support for the development of aspiring leaders. In addition to these assumed needs, leaders were
asked to share insight on organizational needs during this discussion, one new influence emerged
from the interview leaders; that the organization needs to cultivate trust for aspiring leaders.
Table 18 summarizes the findings.

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Table 18
Summary of Assumed Organizational Needs, Influences, and Evaluation Results
Assumed organizational influences Evidence assertion
Cultural Model 1: The organization needs a
culture that values the development of
change leadership skills in aspiring leaders.
Asserted
Cultural Model Influence 2: The organization
needs to promote interest in change
leadership for aspiring leaders.
Validated
Cultural Setting Influence 1: The organization
needs to provide support for the
development of aspiring leaders.
Validated
Cultural Model 1: The organization needs to
cultivate trust for aspiring leaders.
Identified need

The Organization Needs a Culture That Values the Development of Change
Leadership Skills in Aspiring Leaders. The organization adapted to recognize the value in
aspiring leaders change leadership skills. Survey leaders addressed how well they perceive their
direct supervisor recognizes the value they provide the college on survey question 33. The
survey results are positive 97% aspiring leaders in total agreement and 3% in disagreement.
Table 19 illustrates the effects of Q33 by responses.

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Table 19
My Direct Supervisor Recognizes the Value I Provide My Organization
Responses n %
Strongly agree 18 54.5%
Agree 14 42.4%
Disagree 1 3.0%
Total disagree 1 3.0%
Total agreed 32 97%

Within this theme, the organizational influences the organization valuing change
leadership skills were found to be assets as five out of eight (62.5%) interview leaders could
articulate the desirability of these skills
IL5 believes that, “if you as a leader are not aligned with the institution’s culture, and
mission and kind of who they are as an organization, I don’t think you can effectively lead.” In
her organization, she embraces change, “being stagnant is not something that really works well
in our organization.” IL8 has mixed feelings, “there was a lot of people that felt like the
organization was really open to change, and then I think there were other people who felt not
supported in that change from the leadership, it kind of fell depending on which office you were
in.” In her experience, higher education changes all the time. Her organization as a whole may
operate differently than some of the subcultures of offices within it. The challenge for her is to
“figure out how we can better get everyone kind of functioning, at the same pace on the same
level.” The influence of a culture that values development in leaders was found to be an asset as
was promoting interest in change leadership.
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The Organization Needs to Promote Interest in Change Leadership for Aspiring
Leaders. The organization adapted to promote leadership development opportunities and
commits resources to support aspiring leader development. Survey leaders addressed how well
they perceive their college promotes interest in leadership development opportunities on survey
question 35. The survey results are significant 75.7% aspiring leaders in total agreement and
24.2% in disagreement. Table 20 illustrates the effects of Q35 by responses.

Table 20
My Organization Promotes Leadership Development Opportunities
Responses n %
Strongly agree 7 21.2%
Agree 18 54.5%
Disagree 7 21.2%
Strongly disagree 1 3.0
Total disagree 8 24.2%
Total agreed 25 75.7%

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Interview leaders were asked, “To what extent does your college commit the resources to
support leaders?” For interview leaders, feelings about leadership development are mixed, 50%
spoke positively and 50% shared negative feelings. From her perspective, IL3 thought, “it’s
phenomenal.” Her college sent several staff to a year-long intensive leadership program with
others from the same system. Her favorite part was the network: “We do the weekly or monthly
leadership workshops and there’s so many resources out there, it’s really grown in the last
several years.” She saw value in “connecting and collaborating with people in similar roles.”
Leadership development opportunities were being diminished at IL4’s college due to
budget constraints. IL4 shared, “We’re not going to GLLDI anymore. We’re going to have [a
homegrown leadership development] program at the college so we’re in our second year of that
and it’s kind of the poor man’s GLLDI. You get to stay at home and learn all about the college.”
He admitted he had not gone through this program, so he could not speak to the value, but he felt
it was a reflection of priorities and a less expensive approach to developing leaders: “I think that
is a reflection on maybe how development has been viewed now.” The influence of promoting
interest in change leadership was found to be an asset as was providing support for developing
leaders.
The Organization Needs to Provide Support for the Development of Aspiring
Leaders. Aspiring leaders need organizational support to develop change leadership skills. The
organization adapted to provide support for leaders. Survey leaders were asked how they
perceive their organization providing support for development on survey question 34. The survey
results are significant, as 66.7% aspiring leaders were in total agreement and 33.3% were in
disagreement. Table 21 illustrates the effects of Q34 by responses.

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Table 21
My Organization Provides Me With a Reasonable Amount of Time to Develop and Grow
Professionally
Responses n %
strongly agree 6 18.2%
Agree 16 48.5%
Disagree 11 33.3%
Total disagree 11 33.3%
Total agreed 22 66.7%

Time was an essential organizational support influence demonstrated by the frequency it
was referenced by all interviewees mentioned time as a barrier, an identified gap. When asked
about the amount of time leaders have in their job to dedicate to growth and development, IL4
candidly shared, “Oh, boy. Minimal I would say, on a weekly basis, real time is probably less
than two hours.” IL5 agreed: “I have my evenings and weekends. That’s about it.” However, she
explained,
If I was to say, I want to do this thing, my boss and the college would support me, but
logistically, that just means that I’m doing my work at night. We reward the workhorse
and that’s kind of how I’ve gotten to where I am.
In her perception, although she has resources and support, if she asked “to go to a conference or
something I’m very rarely told no, I just literally can’t usually fit it in. So, that’s frustrating.”
Time is always going to be a barrier as long as there is work to do. IL6 struggled with conflicting
priorities: “When I am working on ta strategic plan item for the organization how do I say my
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personal growth or development trump’s that…I just don’t prioritize that right now, because the
days are so busy.” The influence of providing support for the development of leaders was found
to be an asset as was cultivating trust for leaders.
The Organization Needs to Cultivate Trust for Aspiring Leaders. This is an emerging
finding and all interviewed leaders referenced the need for aspiring leaders to feel trust during
times of change. The organization adapted to cultivate trust by pace-setting. IL8 observed her
college building trust during the COVID challenges by “opening up communication in a way that
was really trustful I think between faculty, deans and others in the organization not feeling shut
off from that communication.” She felt the increased communication helped cultivate feelings of
connection during a time when most employees were working remote. IL3 suggested executive
leadership sets the pace: “The president is extremely innovative and really pushed and challenges
us, and that created a culture, of innovation.”
Conversely, IL4 had a different perspective, “there’s a real desire to control from the top,
and so the changes the creativity are kind of stifled. We do have I think, among the middle
management, the Dean’s level, disgruntled employees as well.” A recent poll of employees at his
college administered by the union “yielded a lot of venom, as far as mistrust of leadership at the
top.” He described the vice presidents were surprised at the negative results and the president
was “shell-shocked.” In his opinion, these feelings of distrust are rooted in the president’s
approach to managing change where “we have put a message out there that, hey, we need to
change. But, I think that, sometimes, we’ve put messages out there that we need to change and
you’ll change my way.” Specifically,
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You have to do it his way or else. So, I think that the sentiment is out there and we
haven’t given many examples of how that’s not accurate. You know the layers are rotting
a bit at the top.
He discussed the tone of the college is like, “walking on egg shells” and leadership is a bit more
focused about “placating our president.”
Summary of Assumed Organizational Needs
These findings suggest it is essential for aspiring leaders to believe their organization
values the development of change leadership skills. The data inform that 97% of survey leaders
and 62.5% of interview leaders acknowledged that their organizations valued change leadership
skills. The responses also indicate 25% surveyed leaders and one interviewed leader (12.5%)
believed that professional development opportunities are being diminished at their colleges and
that this could be a negative consequence of budget constraints. Further 33% of surveyed leaders
shared they do not have adequate time for professional development, corroborated by 100% of
interviewed leaders who mentioned time is a barrier. One new organizational influence emerged
from interview discussions; that the organization needs to cultivate trust for aspiring leaders.
Theme 2: Aspiring Leader Identity
Participants discussed their identity as a leader, revealing how they perceived their
impact and influence within their organization. IL8 shared she had always felt encouraged to
grow and stated, “The sky’s the limit in higher education.” She was motivated by the
opportunities to make a difference in her college and the community college system. She enjoyed
sharing her motivation for learning with her peers. In her experience, “I don’t think people lead
up as often as they should, so I’m always trying to find ways to do that and to influence my
peers.” As a senior leader, IL2 admitted that access to “people in positions of power” helped her
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career aspirations. She encouraged leaders to participate in a committee or task force because she
believes these experiences provide a “safe space to express yourself,” and staff who engage in
the organization on a broader scale increase their leadership capacity. In a shared governance
organization, “they get heard more and have greater influence, they are leaders by nature of what
they are doing not by their job titles.” From her perspective, “the leader is someone that people
are following it doesn’t really matter what your job title is.”
Assumed Motivational Needs
There were three assumed motivational needs assessed in this study. The first was that
aspiring leaders need to believe they can lead change in their organization. The second was that
they need to see value in developing change leadership skills. Lastly, this study examined
whether aspiring leaders believe that engaging in the development of change leadership skills
will contribute to becoming stronger leaders, resulting in professional and career growth and
growth in their ability to create positive change within their organizations. In addition to these
assumed motivational needs, leaders shared advice for other leaders on motivational needs. Table
22 summarizes the findings.

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Table 22
Summary of Assumed Motivational Needs, Influences, and Evaluation Results
Assumed motivational influences Evidence assertion
Self-efficacy: Aspiring leaders need to believe
they can lead change in their college.
Asset
Task value: Aspiring leaders need to see value
in developing change leadership skills.
Asset
Expectancy-value: Aspiring leaders need to
believe that engaging in the development of
change leadership skills will contribute to
becoming stronger leaders resulting in
professional and career growth.
Asset

Aspiring Leaders Need to Believe They Can Lead Change in Their College.
Confidence is essential to leadership development, and this is evidenced in both survey and
interview findings. The leader’s identity influences motivation for performance. This practice
was specifically addressed on survey question 21, which asked leaders if they are confident using
their leadership skills to effect change within their organization. The survey results were
positive, with 91.2% aspiring leaders in agreement and 8.8% in disagreement results demonstrate
that leaders have this belief and it is an asset of their leadership development program. Table 23
illustrates the results of Q21 by responses.

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Table 23
I Am Confident I Can Use My Leadership Skills to Effect Change Within My Organization
Responses n %
Strongly agree 10 29.4%
Agree 21 61.8%
Disagree 3 8.8%
Total disagree 3 8.8%
Total agreed 31 91.2%

Also, six out of eight (75%) of interview leaders mentioned confidence in their abilities
to lead change at their college. IL1 shared that when approached with an opportunity to lead, she
“felt ready, I guess, to step out into that space and to just go for it.” IL4 also feels sure of his
abilities to lead, stating, “I am very confident. I think that one of the things that I’ve always had
is a streak of innovation and creativity.” IL6 shared that her confidence grew from support from
leadership and her formal leadership training. Similarly, IL7 also felt supported by
administration. Years ago, he proactively met with senior leaders and asked,
What do I need to do to be in a position to take over [a senior leader’s] role when he’s
gone because he was a few years away from retirement, so I think I did it in the right
way. And that set me on a kind of journey that I have been on for a while, including
going back to school and getting my masters, some very formalized training and moving
through a couple of positions at the institution.
He eventually earned a leadership position and credits his confidence today comes from “the
incredible problem solvers, the people that we have both in the division and at the college.”
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IL7 spoke to a shift in the organizational culture, and he felt that his organization was
“turning more horizontal than vertical.” From his lens as an aspiring leader, he acknowledged
change management provides an opportunity to influence his peers. He observed,
People generally want to keep things roughly the way that they’ve always been, and so,
how do you help them, not only just know that we’re moving in that direction, but be
happy that we are moving in that direction that they may not have known.
He felt his influence towards change involves shifting a leadership culture from top-down to
more of a grassroots effort. The influence of believing they can lead change was found to be an
asset as was seeing value in developing change leadership skills.
Aspiring Leaders Need to See Value in Developing Change Leadership Skills. The
leader’s identity is influenced by how they perceive value and meaning in their work. Survey
Question 22 asked leaders if they are motivated to be leaders during times of growth and/or
uncertainty. The survey results were in agreement, with 88.3% aspiring leaders answering in
agreement and 11.8% answering in disagreement, results demonstrate that leaders have this value
and it is an asset of their leadership development program. Table 24 illustrates the effects of Q22
by responses.

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Table 24
I Am Motivated to Be a Leader During Times of Growth and/or Uncertainty
Responses n %
Strongly agree 14 41.2%
Agree 16 47.1%
Disagree 4 11.8%
Total disagree 4 11.8%
Total agreed 30 88.3%

Overall, all interviewees believed alignment to the mission was essential in developing
change leadership skills. When IL4 was asked what motivates him as a leader, he shared, “I’m
very proud of our mission as far as how we truly, I believe, attempt to benefit others, i.e., our
students and our community.” This alignment motivates him to apply himself in his role and go
above and beyond at work. He felt fulfilled when he could support his faculty and represent his
division. His dedication to his department was illustrated in how he spent his time. For example,
he described a recent Saturday as “one of those rare days, this time of year, where it was sunny
and kind of warm and you could get out in your yard.” He decided to forgo an opportunity to be
at home to represent his division at a weekend recruitment event. He said,
I was here [at work] giving tours and that kind of stuff, but it was totally cool because I
knew that what I was doing was going to drive some enrollments maybe and drive up a
positive view of the College in our community, so that was okay, even though I missed
out on a Saturday at home.
He found meaning and motivation in his work when he saw faculty and students succeed:
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We have a lot of great things that our students are doing, so they’re recognized for that in
various awards ceremonies in the College; we also have faculty members who are
recognized in your community for what they do, and so I’m really proud of that.
The values of the organization align with the values of IL4: “I love to be a part of an
organization that excels at what it does.” This alignment is vital for the leader’s fulfillment and
value for work.
Equally necessary is alignment for the community college leader to the vision of the
college president. According to IL2, her president “is a strong advocate for anti-racism, and so a
big direction of our college right now is really recommitting to our diversity, equity, and
inclusion plans and developing plans with a specific anti-racism, racism focus.” She was
motivated and empowered by the vision of the college president and felt that this work is
fantastic. She saw her role as a senior leader as “being critical in addressing that and we can
actually have a big influence on the future of our community, and so I’m really excited about
that.” A leader with a strong vision can drive employees in the same direction, get a team behind
them and support their vision, and in doing so, they leave a legacy. IL2 spoke with admiration
for her college president: “All of us in leadership positions really admire and appreciate the work
and direction and so we’ve been all kind of aligned that way which is nice.” The alignment
between the leader and follower helps the organization move forward.
When looking to lead change initiatives, aspiring leaders also drew on their values to
guide others. IL2 explained,
I think that higher education is a huge value to our society that it has a way of making the
world better. And being a part of that is a huge motivator for me to do my job really well.
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It is equally essential for leaders to work within their values to see the meaning in their work.
IL1 explains that the challenge, “trying to figure out where do I fit in best where what is the
value add you know, what is the best thing I can do.” As leaders learn and grow, the meaning in
their work motivates them to work within their values as a leader. The influence of seeing value
in developing their skills was found to be an asset as was believing that developing change
leadership skills will contribute to becoming stronger leaders.
Aspiring Leaders Need to Believe That Developing Change Leadership Skills Will
Contribute to Becoming Stronger Leaders Resulting in Professional and Career Growth.
The leader’s identity is influenced by the belief that putting forth their best effort will result in
positive consequences. Survey Question 24 asked leaders if they believed their leadership skills
can be used to effect change in their organization. The survey results were primarily in
agreement, with 97.1% aspiring leaders answering in agreement and 2.9% answering in
disagreement, results demonstrate that leaders have this belief and it is an asset of their
leadership development program. Table 25 illustrates the effects of Q24 by responses.

Table 25
I Believe My Leadership Skills Can Be Used to Create Change Within My Organization
Responses n %
Strongly agree 17 50.0%
Agree 16 47.1%
Disagree 1 2.9%
Total disagree 1 2.9%
Total agreed 33 97.1%

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In addition, three out of eight (37.5%) interview leaders shared that engaging in the
development of change leadership skills will have positive consequences. According to IL4,
We have a lot of great things that our students are doing, so they’re recognized for that in
various awards ceremonies in the college. We have faculty members who are recognized
in your community for what they do, and so I’m really proud of that. So, that’s a big
motivator for me as far as, how we achieve our goals here.
Furthermore, IL4 perceived that when people are presented with change, it is natural to think
about how the change impacts them. He referenced WIIFM. This acronym represents the phrase
“what’s in it for me.” When dealing with change:
We have to answer WIIFM for every person impacted by the change. It comes back to
communicating the “why” and so I think that’s a huge aspect of where we have to be
better, you know in how we engage change and how we go about it. Over-communicate,
live up to what the expectations were, and go from there.
IL5 puts forth her best effort because “it helps my college, I like to think that you know, it helps
the people around me to do their best job as well.” She shared she does not like recognition.
Instead, her motivation came from the value she felt when helping her team:
I like people to think that I’m contributing, and so that aids in my professional
satisfaction in knowing that I’ve done a good job and that people rely on me for things. I
think that’s probably the most important thing for me.
The influence of believing that developing change leadership skills will contribute to becoming a
stronger leader was found to be an asset.

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Summary of Assumed Motivational Needs
These findings suggest it is essential for aspiring leaders to have confidence in their
ability to lead change in their college. The survey data at 91% agreement and interview data at
75% suggest high levels of self-efficacy and strong leader confidence during times of change.
The responses also support the assumed motivational need for aspiring leaders to perceive value
in leadership tasks. Moreover, all leaders connected value with alignment to organizational
vision and mission work. In terms of connecting the expectation of work with rewards, 97% of
survey leaders believed their leadership skills can be used to create change within their
organization.
Summary
Community college leaders develop change leadership skills in a variety of ways. In
terms of knowledge needs, leaders have strong knowledge on what change leadership is and
most of them know how to improve their skills. Knowing how to form relationships and knowing
how to demonstrate empathy and vulnerability were identified as emerging needs. In terms of
organizational needs, aspiring leaders perceive their change leadership skills are valued.
However, due to budget constraints, professional development opportunities are being
diminished in some colleges. Time was universally referenced as a barrier for leader
development. The importance of aspiring leaders need for trust is another emergent finding. In
terms of motivational needs, aspiring leaders are confident in their ability to lead during times of
change. Leaders relate to the mission and vision of the organization and take this on as part of
their identity. Chapter Five addresses the KMO needs and assets of developing change leadership
skills among aspiring leaders.

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Chapter Five: Discussion and Recommendations
The purpose of this chapter is to present the findings and recommendations that resulted
from this study. The problem of practice explored the development of change leadership skills in
aspiring leaders in the GLS in the Midwest. The purpose of this study was to validate the skills
of aspiring leaders using recent graduates of Great Lakes Leadership Development Institute
(GLLDI). Community college leadership is multifaceted, continuously evolving and complex.
Aspiring leaders will benefit from opportunities to develop their skills to overcome these
challenges. The viability of community colleges depends on the aspiring leader’s ability to
develop crucial skills like change leadership to transform their organizations in a complex
environment (Eddy, 2010). Clark and Estes’s (2008) KMO gap analysis served as the framework
for this study, focusing on the needs aspiring leaders need to change their organizations. The
research questions that guided the study are as follows:
1. What aspiring leader’s knowledge and skills are needed to affect positive organizational
change?
2. What motivational beliefs and values do aspiring leaders have with organizational needs
for change?
3. What does the organization need to provide to support the development of aspiring
leaders?
This chapter has five parts: summary of findings, recommendations for practice,
limitations and delimitations, future research, and conclusion.
Recommendations for Practice to Address KMO Influences
The KMO influences related to the development of change leadership skills are organized
by assumed needs and identified needs. Assumed needs were informed by relevant literature
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prior to the study. During data collection and analysis, identified needs emerged as leaders
shared insight on needs. Table 26 includes both assumed influences and identified influences.

Table 26
Summary of Knowledge, Motivational and Organizational Needs Validated, Assets, New Needs
Assumed need Validated Asset New need
Knowledge
Need to understand what change leadership is

x
Need to know how change leadership aligns with sustaining
the organizational mission and vision

x
Need to know how to improve their change leadership skills

x
Need to self-reflect on change leadership skill development

x
Need to know how to form meaningful relationships

x
Need to know how to demonstrate empathy and
vulnerability

x
Motivation
Need to believe they can lead change in their college

x
Need to see value in developing change leadership skills

x
Need to believe that engaging in the development of change
leadership skills will contribute to becoming stronger
leaders resulting in professional and career growth

x
Organization
Need a culture that values the development of change
leadership skills

x
Need to promote interest in change leadership

x
Need to provide support for the development of aspiring
leaders

x
Need to cultivate trust x

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The influences assessed in this study demonstrated strengths for aspiring leaders in all
domains. The following sections review these influences and identify opportunities where these
strengths can be reinforced.
Knowledge Findings and Recommendations
Aspiring leaders require knowledge to develop change leadership skills. Four types of
knowledge influences were assessed, declarative factual, declarative conceptual, declarative
procedural, and metacognitive (Krathwohl, 2002). All knowledge influences share commonality
in the theme of adaptation, focusing on how aspiring leader behavior and learning adapts during
times of change. Findings across all assumed knowledge domains, from conducting research,
demonstrated assets for leaders. Additionally, two new needs were identified as a result of the
research.
The findings suggest that leaders understand what change leadership is and demonstrate
alignment to the organizational mission and vision. These declarative knowledge influences are
well grounded in the work of the AACC (2018) competencies, which provide guidelines for
community college leaders to develop working knowledge. Interview leaders discussed the
importance of flexibility in the context of how they react to challenges and change. This finding
demonstrates the need for flexibility and agility also in how they do their work as leaders. An
additional finding revealed that leaders demonstrated flexibility with leveraging technology with
students and leading faculty. In alignment with this knowledge finding, the recommendation is to
reinforce aspiring leader’s knowledge through offering additional training on agility to build
these flexibility strengths.
There is some evidence that surveyed aspiring leaders perceive leadership development
programs the most valuable leadership development activity. This activity was chosen more
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frequently (74.3%) followed by professional experiences (65.7%) and mentoring (57.1%) when
compared to other professional development options. Amongst interviewed leaders, the findings
suggest value in terminal degree programs, all interviewed leaders shared the value of traditional
degree programs.
The findings also support the value of mentoring experiences directly referenced by
seven out of eight (87.5%) interviewed leaders. Aspiring leaders spoke to how they gained
support, strong role modeling, and confidence through mentorship experiences. Klasen and
Clutterbuck (2002) advocated for the value of mentoring relationships to support, guide, and
coach. The recommendation is to continue formal mentor relationships to strengthen aspiring
leader development.
Findings demonstrated the value of reflection behaviors. The survey revealed that 97% of
aspiring leaders regularly reflect on their leadership abilities. Further, all interviewed leaders
(100%) recognized the value in knowing their strengths, and 50% of the interviewed specifically
mentioned Clifton Strengths Finder as being particularly helpful in leveraging their strengths and
the strengths of others. Reflection provides an opportunity for leaders to learn about themselves
from their experiences resulting in deeper understanding and growth (Schön, 1983). Further,
metacognitive knowledge refers to the leader’s awareness of knowledge and learning happening
(Mayer, 2011). The recommendation is to continue strength-based learning activities and
assessments and continue to promote the benefits of reflection as a valued leader behavior.
The study identified a new influence: the value of meaningful relationships. All
interviewed leaders discussed the importance of connection, active listening, and building
engagement. Interestingly, interviewed leaders spoke of being intentional in building
relationships and the value of listening. The recommendation is to continue to encourage the
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development of meaningful relationships and continue to coach leaders to develop active
listening skills. This finding is well grounded in the adaptive leadership frame, which is
follower-centered and emphasizes listening and openness to the ideas of others (Northouse,
2016).
The study identified a new influence: there is value in knowing how to demonstrate
empathy and vulnerability. All interviewed leaders discussed the necessity for leading with
grace, being attentive to the varied ways change affects the stress levels and situations of others.
A related finding recognizes the value for a leader to learn how to be vulnerable. The
recommendation is to continue leadership training and awareness for the value of strengthening
empathy and vulnerability skills. Table 27 includes a summary of knowledge influences.

Table 27
Knowledge Needs Validated, Assets, New Needs
Assumed need Validated Asset New need
Need to understand what change leadership is

x
Need to know how change leadership aligns with sustaining
the organizational mission and vision

x
Need to know how to improve their change leadership skills

x
Need to self-reflect on change leadership skill development

x
Need to know how to form meaningful relationships

x
Need to know how to demonstrate empathy and
vulnerability
x

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Motivational Findings and Recommendations
Aspiring leaders require motivation to develop change leadership skills. This study
assessed self-efficacy, task value, and expectancy-value motivation influences. All motivational
influences share a common theme of identity as leaders, and how the aspiring leader’s identity
influences their motivation for tasks and performance. Findings across all assumed motivational
domains, from conducting research, demonstrated assets for leaders.
Study findings suggest that leaders are confident in using their leadership development
skills to effect change within their organization. In the survey, 91.2% of aspiring leaders agreed
they were confident in using their skills to effect change, the feeling of confidence was
corroborated by interview results where 75% of participants leaders referenced the value of
confidence. The findings is well grounded in the literature that defines confidence in one’s
capabilities to perform tasks as self-efficacy (Bandura, 2006). Further, there is a positive
correlation for leaders between efficacy and motivation for high performance and resilience
during times of change (Pajares, 1996; Rueda, 2011). Doctoral programs and professional
experiences are known to increase self-efficacy and motivation to tackle complex tasks.
Therefore, the recommendation is to continue to promote doctoral degrees and professional
experiences to strengthen skills and build confidence for aspiring leaders.
The findings also suggest there is value in leaders believing their skills can be used to
create change within their organization. The survey leaders agreed 97.1% see value in
developing change leadership skills, and 100% of interview leaders believed alignment to the
mission provides value. Leaders perform higher when they see value and usefulness in applying
their skills. The recommendation is to continue to build opportunities for aspiring leaders to
strengthen values-driven decision making.
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There is evidence that leaders see value in engaging in the development of their skills
will result in growth. The survey informed that 88.3% leaders were motivated to be a leader
during times of growth and uncertainty, and all interview leaders believed alignment to the
mission provides value. This finding is well grounded in expectancy/value theory which
connects leader motivation to expected result (Vroom, 1964). The recommendation is to continue
to build positive perception of the relationship between performance and rewards to strengthen
the leader’s feelings of fairness and motivation. Table 28 includes a summary of motivation
influences.

Table 28
Motivational Needs Validated, Assets, New Needs
Assumed need Validated Asset New need
Need to believe they can lead change in their college

X
Need to see value in developing change leadership skills

X
Need to believe that engaging in the development of change
leadership skills will contribute to becoming stronger
leaders resulting in professional and career growth
X

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As a result, the motivational influences in change leadership were found to be assets as
both survey and interviewed aspiring leaders expressed that they had the motivation to
successfully develop change leadership skills. Similarly, organizational findings were assessed.
Organizational Findings and Recommendations
Aspiring leaders require organizational support to develop change leadership skills. This
study assessed both cultural model and cultural setting influences. All organizational influences
share the theme of adaptation, focusing on how the organization adapts during times of change.
Findings across all assumed organizational domains, from conducting research, demonstrated
assets for leaders.
The findings suggest value in a culture that values the development of change leadership
skills. The survey informed that 97% of leaders agreed that their direct supervisor recognizes the
value they provide their organization. Further, 62.5% of interview leaders perceived their
organizations value the development of change leadership skills. This finding is well grounded in
the literature, which supports the benefits of aligning the values of the individual with the values
of the organization (Kouzes & Posner, 2017; Sullivan et al., 2002). The recommendation is for
the organization to continue to recognize and value the development of change leadership skills
to strengthen aspiring leaders.
There is evidence of value when organizations promote interest in change leadership. The
survey informed that 75.7% of surveyed leaders agreed that their organizations promote
leadership development opportunities, whereas 50% of interviewed leaders perceive their college
commits the resources needed to support leaders. When people in the organization are prepared
and equipped for change, the organization is more likely to be successful (Clark & Estes, 2008).
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The recommendation is for the organization to continue to promote interest in change leadership
skills to strengthen aspiring leaders.
The findings support that organizations need to provide support for leadership
development. The survey respondents support this, as 66.7% agreed that their organization
provides them with a reasonable amount of time to develop and grow. All interviewees (100%)
referenced time as a barrier, an identified gap. The context of the interview responses showed
that interviewees perceive their colleges provide resources like tuition reimbursement or
supervisor encouragement for professional development, but they just cannot find the time.
Overall, both survey and interview data show the influence of providing support for the
development of leaders to be an asset. The recommendation is for the organization to continue to
promote support for leadership development to strengthen aspiring leaders.
The findings also support a newly identified organizational need to cultivate trust for
aspiring leaders. This finding was revealed through the interviews, where (100%) interviewed
leaders discussed the importance for leaders to feel trust during times of change. Trust influence
is an asset, and the recommendation is to strengthen trust by increasing communication to
cultivate feelings of connection between the leader and the organization. Table 29 includes a
summary of organizational influences.

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Table 29
Organizational Needs Validated, Assets, New Needs
Assumed need Validated Asset New need
Need a culture that values the development of change
leadership skills

x
Need to promote interest in change leadership

x
Need to provide support for the development of aspiring
leaders

x
Need to cultivate trust x

Consequently, the organizational influences in change leadership were found to be assets,
as both survey and interviewed aspiring leaders expressed that they had the organizational
support to successfully develop change leadership skills.
Implementation Plan
The assumed and identified assets from the interview and survey data support the
continued development of change leadership skills among aspiring community college leaders.
The application of a change model provides a useful tool to support the development of change
leadership skills. Kotter’s 8-step process for leading change can be implemented to ensure these
assets continue to support change leadership development and do not fall back.
To support the stakeholder goal, for aspiring leaders to develop change leadership skills,
the organization needs to engage in and adopt an implementation plan. Quantitative data from 35
aspiring leaders and qualitative data from eight interviewed leaders informed the development of
this plan. During the data collection, I defined change leadership as the leader’s ability to inspire
and engage others to support a shared vision and lead with agility, during times of uncertainty
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(Kotter, 2012) and supported the need for change leadership skill development with the intent to
inform opportunities to develop change leadership skills in aspiring leaders.

Table 30
Implementation Plan Table
Kotter’s change
model
Change process
categories
Action steps and recommendations Timeframe
1. Establish a sense
of urgency
Conditions Continue to emphasize need for
change: Increasing retirements in
senior leaders, succession
planning, adequate preparation for
these roles.
Ongoing
2. Create a guiding
coalition
Conditions Continue to engage senior leaders,
team champion, aspiring leaders.
Continue formal mentorship
relationships.
Ongoing
3. Create a vision
for change
Conditions Continue to provide professional
development opportunities for
aspiring leaders.
Continue to promote interest in
change leadership skills.
Ongoing
4. Communicate the
vision
Engagement Continue to use multiple channels,
to strengthen trust by increasing
communication to cultivate
feelings of connection between the
leader and the organization.
Continue to encourage the
development of meaningful
relationships
Ongoing
5. Empower Action
by Removing
Barriers
Engagement Continue to provide time for
aspiring leaders to work on
developing change leadership
skills. Continue to promote support
for leadership development.
Continue to build positive
perception of the relationship
between performance and rewards.
Ongoing

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Kotter’s change
model
Change process
categories
Action steps & recommendations Timeframe
6. Generate short-
term wins
Engagement Continue to provide momentum
through short-term wins.
Continue to recognize and value the
development of change leadership
skills.
Continue strength-based learning
activities and assessments.

Ongoing
7. Build on the
change
Sustainability Continue to provide change
leadership opportunities to all
leaders.
Continue to build opportunities for
aspiring leaders to strengthen
values-driven decision making.
Continue to coach leaders to develop
active listening skills.
Continue to promote doctoral
degrees and professional
experiences to strengthen skills
and build confidence.
Continue leadership training and
awareness for the value of
strengthening empathy and
vulnerability skills.
Continue to promote the benefits of
reflection as a valued leader
behavior.
Ongoing
8. Anchor change in
the culture for
sustained change
Sustainability Continue to nurture new culture of
valuing change leadership skills in
professional development.
Ongoing

Kotter’s 8-step process for change aligns well with the change process categories of
conditions, engagement and sustainability, action steps and recommendations, and timeline in
this plan. This plan provides a framework for aspiring leader assets to continue to support change
leadership skill development.

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Strengths and Weaknesses of the Approach
Clark and Estes (2008) gap analysis framework worked well as a strength for validating
the KMO skills of aspiring leaders using stakeholders who have completed the Great Lakes
Leadership Development Institute (GLLDI). Knowledge needs provided value for the know-how
of change leadership, including the leaders understanding, alignment, and self-reflection.
Motivational needs provided insight on the leader’s confidence, perception of value and positive
consequences related to developing change leadership. Organizational needs built awareness for
the relationship between the organizational factors that influence the development of aspiring
leaders, such as the value, interest, support, and trust necessary to develop these needed skills.
Overall, the findings support that aspiring leaders who participated in this study are effective
leaders. The research results illustrate strengths and assets and not as many gaps. If the study was
conducted with non-graduates of the GLLDI program, it is possible results would show more
gaps. The majority of aspiring leaders from this study are at mid-level, have the assets effective
to perform at this level and aspire to senior level, with demonstrated motivation to continue to
develop leadership skills the program showed gave them this.
In contrast, the application of Kotter’s change model could be viewed as a weakness for
this study. The focus of leading and managing change is the primary focus of Kotter’s (2007)
change model. While this model works well to identify organizational change using a step-by-
step process, it does not provide logic to address the process for leading and managing change
for the individual.
Limitations and Delimitations
Limitations are influences the researcher cannot control (Creswell & Creswell, 2018).
There were several limitations for this study. First, the aspiring leaders’ perspectives varied
113

based on environmental factors. For example, the COVID-19 pandemic and a social justice
climate influenced the results of the study. Second, due to the impact of COVID-19, qualitative,
interview data were collected virtually using virtual meeting software, and there were associated
consequences of meeting in a virtual space. Also, recent turnover in community college
presidency at several colleges in the GLS system was another aspect that influenced the findings.
Lastly, there was an assumption that all participants were aspiring leaders and had an interest in
developing their skills because of their recent participation in a leadership development program,
participants were not filtered out if this was not true.
Creswell and Creswell (2018) define delimitations as influences the researcher can
control. There are several delimitations in this study. First, participant leader were sourced from
a professional development list-serve from one Midwestern college system and may not
represent the entire community college aspiring leader population. There is a limitation of how
much is generalizable. Also, the study excluded aspiring leaders who did not engage in this
program. Leaders who completed the program may have elevated understanding of change
leadership skill development because of their exposure to these concepts in their leadership
program when compared with other community college leaders.
Future Research
The primary contributions of this study include the validation, assertion of KMO needs
for the development of change leadership skills for aspiring community college leaders.
Henderson (2002) categorized change theory into two categories: transformative learning and
transformational change. Transformative learning focuses on how the leader can change, while
transformational change focuses on how the organization can change, both contribute to
organizational change. (Henderson, 2002) This study identified opportunities for future research
114

in the transformative learning process. As aspiring leaders develop change leadership skills,
changes happen as the individual level as a result of this growth, there are opportunities for
future research on the role of reflection process in leaders and the interaction between individual
growth and the organization.
The study focused on a community college system in the Midwest. Leaders were sourced
from a leadership development list-serve and had completed this program between 2015 and
2019. There is an opportunity to conduct future research on a different college type or participant
demographic to see if the same study would yield different results.
The aspiring leaders in this study had diverse educational attainment. Of the surveyed
leaders, 68.6% held a master’s degree, 22.9% held a doctorate, and 8.6% held a bachelor’s
degree. There is an opportunity to conduct a longitudinal research study of aspiring leaders
before a doctoral program to see if the study would yield different results.
Conclusion
Leadership development is an essential practice for aspiring leaders. The development of
change leadership skills is essential to position themselves for future growth opportunities.
Community colleges are in the midst of considerable changes as they respond to changing
student demographics, technology innovations, and fluctuations in fiscal resources. The study is
necessary to the field because the future of the community college depends on the adequate
preparation of aspiring leaders with multifaceted skill sets, shared characteristics, and the ability
to inspire and influence others effectively to guide people through times of change. The purpose
of this study was to explore and understand the KMO needs for aspiring community college
leaders to create change in their organizations.
115

This study was conducted following a mixed-methods design using both a quantitative
survey and qualitative interview data collection methods. The study focused on the stakeholder
group of aspiring leaders, defined as developing leaders who hold faculty, senior-level staff or
mid-level staff roles. Leaders were sourced through a leadership development list-serve and
completed the leadership program between 2015 and 2020. These stakeholders were chosen
because they demonstrated a recent interest in developing their leadership skills and are
positioned to have positive impact and influence in their organizations. Findings across all
assumed KMO domains, demonstrated assets for leaders. Kotter’s 8-step process for leading
change provides implementation framework to ensure these supports continue to strengthen the
development of change leadership skills for aspiring leaders.
The interviews and survey data led to conclusions that there are complex challenges for
aspiring community college leaders. Two-year public institutions provide education for 29% of
students in the United States (National Center of Education Statistics, 2014). Further, it is the
mission of the Great Lakes System to provide accessible education to strengthen the community
through lifelong learning. For these reasons, it is imperative for aspiring leaders to develop their
change leadership skills to navigate the fast rate of change in the future. Aspiring leaders will
play a needed role in expanding access and quality of education for the communities they serve,
by designing educational opportunities that best serve student’s changing priorities and career
goals and using future opportunities to close educational equity gaps. Future leaders will inherit
these challenges and opportunities, and it is necessary they are prepared for this role.

116

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Appendix A: Survey Protocol
Good Afternoon______,

My name is Sheryl Guse, and I am a doctoral student at the University of Southern California.
As a higher education professional, I have experienced significant growth and change in the
education industry. These experiences led me to learn more about the focus of my research
which is to explore the development of change leadership skills in aspiring community college
leaders.

Your participation is requested to learn more about this important topic. Participation is
voluntary and includes a survey about change leadership in your workplace. The survey will take
an estimated 20-30 minutes to complete. I am using this survey to understand how your
organization supports the development of change leadership skills. The term ‘change leadership’
refers to the leader’s ability to inspire and engage others to support a shared vision and lead with
agility, during times of growth or uncertainty (Kotter, 2012). Your feedback will be used to
inform opportunities to develop change leadership skills in new leaders. The survey is
anonymous; no identifying information will be collected about you. Responses are confidential
and will be used for research and educational purposes. Please complete the survey by March
25th. Thank you for your participation!

If you have any questions about this survey, please contact Sheryl Guse (guse@usc.edu).

How much you disagree or agree with the following statements.

Strongly Disagree Disagree Agree Strongly Agree
(1) (2) (3) (4)

129

Table A1
Survey
Question Response options RQ
Concept being
measured (from
emerging
conceptual
framework)
Demographic
1.What is your role in higher
education?
Faculty,
Staff-Entry Level, Staff-
Mid-Level, Staff-Senior
Level,
Other (blank entry)

2.What is the highest degree or level
of education you have completed?
Trade/Technical/Vocational
Training, Associate
degree, Bachelor’s degree,
Master’s degree,
Doctorate degree,
Professional degree
3.How would you identify your
gender?
Male, Female, Prefer not to
say, Prefer to self-describe
4.How old are you? 24 years or younger, 25–34,
35–44, 45–54, 55–64, 65
or older, Prefer not to say
5.How many years of experience do
you have in higher education?
0–10 years, 11–20 years,
20+ years

Knowledge
6. My organization is going through
rapid change.
1–4 Knowledge
7. I have the knowledge to lead
people through times of change.
1–4 Knowledge
8.1 am good at inspiring people. 1–4 1 Knowledge:
Declarative
factual
9. I am good at engaging and
empowering others.
1–4 1 Knowledge:
Declarative
Factual
10. I am good at communicating with
subordinates.
1–4 1 Knowledge:
Declarative
Factual
11. I am often asked to lead new
initiatives at my college.
1–4 1 Knowledge:
Declarative
Factual

130

Question Response options RQ
Concept being
measured (from
emerging
conceptual
framework)
Knowledge
12. Leaders who lead with agility
during times of growth, disruption,
or uncertainty are essential for my
college’s mission.
1–4 1 Knowledge:
Declarative
Conceptual
13. I know how to improve my
change leadership skills.
1–4 1 Knowledge:
Declarative
procedural
14. I can integrate my leadership
skills into my work

1–4 Knowledge:
Procedural
15. I know how to find information
on leadership opportunities at my
institution
1–4 Knowledge:
Procedural
16. I can recognize leadership skills
in others
1–4 Knowledge:
Conceptual
17. I can differentiate between good
leaders and bad leaders

1–4 Knowledge:
Conceptual
18. I am good at leading people
during times of uncertainty.
1–4 1 Knowledge:
Metacognition
19. I regularly reflect on my
leadership abilities.
1–4 1 Knowledge:
Metacognition
20. I am satisfied with the quality of
my leadership skills.
1–4 Knowledge:
Metacognitive
Motivation
21. I am confident I can use my
leadership skills to effect change
within my organization
1–4 2 Motivation:
Self-Efficacy,
Knowledge:
Metacognition
22. I am motivated to be a leader
during times of growth and/or
uncertainty.
1–4 2 Motivation:
Task Value-
Intrinsic
23. I am interested in developing my
leadership skills.
1–4 2 Motivation:
Task Value:
Intrinsic
24. I believe my leadership skills can
be used to create change within my
organization

1–4 Motivation:
Expectancy-
Value

131

Question Response options RQ
Concept being
measured (from
emerging
conceptual
framework)
Motivation
25. I expect that my leadership skills
will be used to effect change within
my organization

1–4 Motivation:
Expectancy-
Value
26. There is value in developing
change leadership skills.
1–4 2 Motivation:
Task Value:
Extrinsic
27. Change leadership skills are
useful for my future career goals.
1–4 2 Motivation:
Task Value:
Extrinsic
28. It is important to develop the
skills necessary to lead others
during times of change.
1–4 2 Motivation:
Task Value:
Attainment
29. Given the time and financial
investment, I see the value of
developing change leadership skills.
1–4 2 Motivation:
Task Value:
Cost
30. I want to spend more time
developing my leadership skills.
1–4 2 Motivation:
Expectancy-
Value
31. I am likely to pursue
opportunities to develop change
leadership skills.

1–4 2 Motivation:
Task Value-
Intrinsic
Organization
32. My organization supports me as a
leader.
1–4 Organization
33. My direct supervisor recognizes
the value I provide my
organization.
1–4 3 Organization:
Cultural
Setting
Influence
34. My organization provides me a
reasonable amount of time to
develop and grow professionally.
1-4 3 Organization:
Cultural
Setting
Influence
35. My organization promotes
leadership development
opportunities.
1–4 3 Organization:
Cultural
Setting
Influence

132

Question Response options RQ
Concept being
measured (from
emerging
conceptual
framework)
Organization
36. My organization provides high-
quality leadership development
opportunities.
1–4 3 Organization:
Cultural
Setting
Influence
38. How much time would you like
to spend monthly on your
development?
More than 5 hours, 3–4
hours, 2–3 hours, 1–2
hours, I have no interest in
leadership development at
this time
1 Motivation:
Task Value
14. What professional development
activities have had the biggest
impact on your leadership
development. (Choose all that
apply.)
Conferences, Mentoring,
observing Leaders,
Professional Experiences,
Terminal Degrees,
Networking, Leadership
Development Programs,
Other _____
3 Organization:
Cultural
Setting
What advice do you have for aspiring
community college senior leaders?

Would you be interested in
volunteering to do a follow-up one-
hour interview on Zoom to further
share your experiences?

Yes/no Name
Email address
Required
Phone number
optional.
Thank you for participating in this survey! Your responses are anonymous, will remain
confidential, and will be used for educational and research purposes.

Please click on this link to share your contact information for a follow-up interview:
https://usc.qualtrics.com/jfe/form/SV_2lyhzn68VSJkJf0

Thank you!!

133

134

Appendix B: Interview Protocol
Email:
Good Afternoon,

My name is Sheryl Guse and I am a doctoral student at the University of Southern California. As
a higher education professional, I have experienced significant growth and change in the
education industry. These experiences led me to learn more about the focus of my research
which is to explore the development of change leadership skills in aspiring community college
leaders.

I am sending this email to schedule a time to interview you for my study. Participation is
voluntary and includes approximately a one-hour long interview. Interviews will be online using
the Zoom meeting platform.

Your responses are confidential and a pseudonym will be used to ensure the information you
share will not affiliate you with this study. You can withdraw from any time and your name will
not appear on any transcript, notes or publications. Your feedback will be used to inform
opportunities to develop change leadership skills in new leaders. Thank you for your
participation!

If you have any questions about this study please contact Sheryl Guse (guse@usc.edu).

Introduction: (Start recording)
I have this required script I have to read to you, it is going to sound scripted. I am
recording you too.
Hello, my name is Sheryl Guse and thank you for taking time to meet with me today. The
purpose of this interview is to learn more about your work as a leader and your preparation for
leadership. I am an organizational change and leadership student from the University of Southern
California.
The responses provided by you are confidential and pseudonyms will be used to ensure
the information you share will not affiliate you with this study. You can withdraw from the study
at any time by asking to be withdrawn. There are 15 questions. Is it ok for me to continue
recording? Ok, let’s get started.

Research Questions:
1. What change leadership knowledge and skills are needed to affect positive organizational
change?
2. What motivational beliefs and values are needed in community college leaders in relation to
organizational needs for change?
3. What does the organization need to provide to support the development of new leaders?

135

Interview Questions

1. Could you please describe your department and your role? RQ1
2. What changes do you see ahead for your organization over the next five years? RQ1
3. How do you think leadership is prepared for these changes? Please explain. RQ1
4. How prepared do you feel as a leader? Are there skills you want to develop? RQ1
5. What in your professional background has helped prepare you, if anything? RQ1
6. What motivates you as a leader? RQ2
7. How confident do you feel in your ability to lead in times of growth,
disruption, or uncertainty?
RQ2
8. Please tell me about a project you have been working on in the past year. How
valuable did you feel this project is for the college?
RQ2
9. What do you feel are the benefits to putting forth your best effort? RQ2
10. How have the challenges of this year impacted you as a leader? RQ3
11. How has your college responded to the challenges in the past year? RQ3
12. Does your college culture encourage resistance to change, embrace new ways
to improve or does it emphasize something else?
RQ3
13. What amount of time do you have in your job to dedicate to growth and
development?

If you had more time to focus on your growth and development as a leader,
how would you want to spend your time? What training or topics would
appeal to you?
RQ3
14. In a position like yours, what barriers and opportunities exist for leaders who
desire to grow personally and professionally?

To what extent does your college commit the resources to support growth in
leaders?
RQ3
136

15. As we wrap up, what suggestions or advice do you have for improving change
leadership skills for aspiring community college leaders? Any parting thoughts
or advice?
RQ1,2,3

Abstract (if available)

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Asset Metadata

Creator Guse, Sheryl Lynn (author)

Core Title The development of change leadership skills in aspiring community college leaders

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2021-08

Publication Date 08/02/2021

Defense Date 07/12/2021

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag aspiring leaders,change leadership,change leadership skills,community college,competency,mentoring,OAI-PMH Harvest,succession planning

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Canny, Eric (committee chair), Datta, Monique (committee member), Krop, Cathy (committee member)

Creator Email guse@usc.edu,sheryl.guse@cuw.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC15674426

Unique identifier UC15674426

Legacy Identifier etd-GuseSheryl-9974

Document Type Dissertation

Format application/pdf (imt)

Rights Guse, Sheryl Lynn

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu