AACC Competencies For Community College Leaders
AACC Competencies forCommunity College Leaderssecond editionwww.aacc.nche.edu
Institutional transformation cannot take placewithout the development and continual improvement ofa college's leadership. The expectations we have of ourleaders are different from past expectations; priorities mustshift to accountability and improving student success.Over time, AACC's competencies for CommunityCollege Leaders have served as the foundationfor developing many curriculums for 2-yearcollege grow-your-own and community collegeleadership doctoral programs. While thesecompetencies have served our institutions verywell, as we reimagine the 21st-century communitycollege, we believe it is imperative that werecalibrate the skills necessary to implementthis radical change in restructuring communitycolleges to be more fluid and responsive.Institutional transformation cannot take placewithout the development and continualimprovement of a college’s leadership. The 21stCentury Implementation Team charged withmaking recommendations for a new frameworkfor leadership has drawn the following conclusions:2 aacc competencies for community college leaders S uccessful leaders move institutions to achievehigh and improving student success rates. W e need dramatic steps—a greater sense ofurgency and alignment—if we wish to changethe student success results. T he expectations we have of our leadersare different from past expectations; prioritiesmust shift to accountability for improvingstudent success. T here needs to be deliberate preparationin order to produce leaders with the rightcompetencies, particularly competencies inrisk taking and change management.The current leadership context is especially telling.New and emerging leaders must have the skills
necessary to develop realistic, concrete, andactionable responses to the complex issues thattheir institutions need to address to provideemployers with a skilled citizenry. If we are goingto redesign student educational experiences,reinvent institutional roles, and reset the system,we must immediately develop solutions to theleadership crisis that 2-year colleges are facing. T he pool of current leaders is approachingretirement. According to the Compensation andBenefits of Community College CEOs: 2012compiled in partnership with the Association ofCommunity College Trustees (ACCT), 75% ofrespondents completing the survey plan to retirewithin the next 10 years. In addition to a loss of75% of current CEOs, institutions are projectedto lose a large number of senior administratorsand faculty members. T he pool of potential applicants for the CEOpositions being hired with the requisite skillsrequired to “hit the ground leading” is shrinking.Between May 1, 2012, and April 15, 2013,approximately 146 first-time presidents werehired, with many not having had professionaldevelopment in the essential areas of budgeting,academic management, and fundraising.In addition, many CEOs have to build newleadership teams that may be in the sameposition as the CEO, not having had extensiveand meaningful professional development inthe areas in which they are expected to lead. F inally, there is a continuous rotation andrecomposition of governing boards. Datacollected by ACCT and shared through itsGovernance Institute for Student Success (GISS)show that 32 states have boards appointed bygovernors, and 13 states have elected boards.The remaining 5 states have an election orappointment process where the college makesthose decisions. So massive turnover in thegovernance structure might take place every 4years when a new governor is elected, or duringevery election cycle in those states where trusteesare elected. Of these trustees, fewer than 10%are in states with any formal professional development process in place to ensure that membersunderstand their roles and responsibilities in thecommunity college governance process.Competencies for Emerging LeadersTo ensure that the leadership pipeline is flush withcompetent individuals, institutions must developand support grow-your-own programs and invest insending their employees to national programs foremerging leaders.It is recommended that the local grow-your-ownprograms have an outward-looking curriculum sothat emerging leaders are exposed to trends andissues that are not only internal to their own colleges,but also from colleges in other localities.Also, these programs must be willing to rapidlyadapt to the changing contexts in higher education,and give participants opportunities to participatein real-world simulations of situations that emergingleaders face. This may be done through case studyresearch or a number of modular offerings in theprograms. It is also extremely important that allleadership programs offered by AACC-affiliatedcouncils and other national organizations include aspecial module on the “21st-Century CommissionReport and Implementation.” In charting the pathof the community college of the future, emergingleaders need to recognize the context in which theyoperate and identify the skills required to transformthe existing college infrastructure to one capable ofensuring student success in the 21st century.aacc competencies for community college leaders 3
Competencies for CEOs(New and Established)Whether you are a CEO within your first 3 years onthe job or have been a CEO for 3 or more years,to be an effective leader it is imperative that youemploy and hone many of the same skills requiredfor emerging leaders.Moreover, trustees must be willing to invest in aleader and allow him or her sufficient time toimplement a student success change agenda.In Year 1 of the Aspen Prize of Community CollegeExcellence competition, it was noted that longevityof the CEO was one of the major factors contributingto transformation within the institution. Trusteescannot recycle leaders every 2 years and expectto move the institutional needle on student successand completion in any significant manner. If trusteesembark on the 2-year recycling plan and the collegeis miraculously able to achieve high completionresults, it is in spite of leadership, not becauseof it. Whether competencies are related tocommunications, community college advocacy,finance, or any other factors identified by AACCand its partners, the CEO must master thesequalities and ensure that his or her message issteeped in student success.Community College LeadershipDoctoral ProgramsCommunity College Leadership Doctoral Programs(CCL) provide a tremendous service in educatingpotential leaders regarding skills critical to success.However, as the competencies for the 21st-centuryleader rapidly change, so must the curriculum andfocus of CCL programs. Programs must determinewhether their goal is to develop practitionerscapable of hitting the ground leading the institutionfrom their first day on the job, or if their goal is todevelop researchers that are simply able to write4 aacc competencies for community college leadersabout the institution. Research-based programscontribute to our understanding of leadershipdevelopment, but could be greatly enhanced byan increased focus on the applicability of researchto institutional practice. CCL programs must bewilling to reenvision the experiences that theyprovide to students to include clear, practical,real-world experiences for students that allow themto respond to the rapidly changing institutionalenvironments they will inherit.
Overall Observations aboutDeveloping LeadersWhether a program is grow-your-own or academicin nature, it must be realistic about the outcomesthat it expects to achieve and must have ways tomeasure outcomes. A ny leadership program must be valued by theorganization providing it, as well as the customercontemplating participating in it. T he curriculum must be much more thananecdotal leadership war stories, and mustinclude opportunities for application of theconcepts that the participants are learning. T he program modules/components inleadership programs must have clearoutcomes and measurable results as theyrelate to mastery of competencies. S uccessful programs must contain team-buildingcomponents and networking opportunities forthe cohort. Programs must continue to be refined over time.Leadership skills evolve. AACC’s new model ofcompetencies for community college leadershipfocuses more on what leaders need to know basedon their positions within the organization. Whileit is important to understand the role, scope, andmission of your organization as an emerging leader,a senior leader must have the ability to inspire his orher team to support that role, scope, and mission.In order to appreciate and use these competencies,many of the initial principles that we established in2005 still apply: any leadership characteristics can be learned.MWhile they can be enhanced immeasurably bynatural aptitude and experience, it is essentialto support leaders with exposure to theory,concepts, case studies, guided experiences,and other practical information and learningmethodologies. M embers of the community college communitycan lead from all levels, but must be empoweredto do so. The competencies provided will shift inimportance depending on the leader’s position. L earning and honing leadership is a lifelongprocess, the movement of which is influencedby personal and career maturity as well as otherdevelopmental processes. T he leadership gap can be addressed througha variety of strategies such as college growyour-own programs, AACC affiliated counciland university programs, state system programs,residential institutes, coaching, mentoring, andonline and blended approaches. Importantconsiderations that apply to all forms ofdelivery include sustaining current leadersand developing new ones.The field of community college leadershipdevelopment is encouraged to use the AACCCompetencies for Community College Leaders.If you do use them, please credit AACC and shareyour use of the competencies with the association.AACC embarked on a revision of the originalCompetencies for Community College Leadersin 2012. Thanks to the following groups forsharing their insights: A ACC Executive Committee of the Board ofDirectors A ACC Presidents Academy ExecutiveCommittee A ssociation of Community College Trustees N ational Council of Instructional Administrators N ational Council for Student Development 2 1st-Century Commission ImplementationTeam 9 S everal focus groups consisting of new andseasoned CEOsaacc competencies for community college leaders 5
How to Process the Competenciesfor Community College LeadersThe Competencies for Community College Leadersis presented as a progression. The basic competencyrequired for emerging leaders is presented, thenthat same competency evolves and deepens as thatleader becomes a senior member of staff or a newCEO. The competency further evolves as the newCEO becomes more mature in his or her job.The table provided on the following pagespresents each of the competencies and thereal-world illustrations that AACC believes areimperative to assist leaders in progressingalong the leadership continuum.AACC Competencies for Community College LeadersEmergingLeaderNew CEOFirst 3 yearson the jobCEO3 or more yearson the jobOrganizational StrategyAn effective community college leader promotes the success of all students, strategically improvesthe quality of the institution, and sustains the community college mission based on knowledge of theorganization, its environment, and future trends.6Competencies forEmerging LeadersCompetencies for New CEOswithin the First 3 Years onthe JobCompetencies for New CEOsThat Have Been in Their Positionsfor 3 or More YearsUnderstand the mission, vision, andgoals of community colleges, andhow your role supports them.Embrace the community collegevalues. Know yourself as a leader,and do not try to emulate others.It is much more important to havestrong morals and ethics than to becharismatic.Be authentic. Develop your personaltool kit for transformational leadership skills that allow you to galvanizeemployees to support the mission,vision, and goals of the institution.Learn the culture of the institutionto effectively perform your dutiessuccessfully within the culturalconstructs/framework that exists.Begin your tenure by getting toknow the established culture ofthe institution as thoroughly andas quickly as possible before youmake any significant decisions orundertake any significant actions.Have courage. Be willing to makethe changes necessary to transformthe culture of the institution to onefocused solely on student access andsuccess. aacc competencies for community college leaders
Organizational Strategy, continuedCompetencies forEmerging LeadersCompetencies for New CEOswithin the First 3 Years onthe JobCompetencies for New CEOsThat Have Been in Their Positionsfor 3 or More YearsHave a forward-looking philosophy,and be prepared for change. Understand the institutional process fortaking risks to improve the studentexperience; be willing to take risksbased on research and data.Embrace a change managementphilosophy. Establish an institutionalculture that empowers faculty andstaff to be calculated risk-takersin developing and implementingevidence-based strategies toenhance student outcomes.In addition to having an institutionalchange management philosophy,adopt this way of doing businessin the office of the CEO. Realize thatit is important to take calculated risks,and to communicate to the collegecommunity the rationale for takingthose risks.Know your institution‘s strategiesfor improving student successand completion.Know the institution’s strategies forstudent success and be on the frontlines in championing them. Becomeintimately familiar with the demographics of your institution and whatrealistic outcomes the institution canachieve. Educate the board aboutstudent success, and establish keymetrics for student success.Ensure that employees at all levelsof the organization are focused onimproving student success. Createurgency about the student successagenda by: educating the boardabout student success, establishingkey metrics for student success,moving the institution forward througha leadership program, fosteringapprenticeship and mentoringof midlevel leadership, andmaintaining the social justicemission of the institution.Provide exemplary customer servicethat makes members of the community feel welcome. Exemplarycustomer service is defined as givingthe customer more than just whatthey wanted, in a way that makesthem feel they are appreciated sothey always want to return.Commit to ensuring that studentsare in a welcoming environment, andthat the in-take processes are clearand hassle-free. Students shouldeasily understand how to get throughadvising, registration, and orientation;and should understand their educational pathways.Create an environment that promotesaccess, inclusion, and equity forall members of the community toactively participate in a vibrant,intellectual community that offersa broad range of ideas andperspectives.Have an ongoing focus on processimprovement for internal and externalcustomers. If gaps exist in employees’technical proficiency, make requestsfor professional development so theycan acquire the needed skills tobetter serve customers.Demonstrate technologicalcompetence. Strive to ensure thatstudents have access to cuttingedge technology, allowing them tomaster the skills of the 21st-centuryemployee.With a highly evolved technophilecustomer, it is important for you asa CEO to embrace and understandhow to communicate with technology.Support the college as it continuesto adopt changing technologies thatimpact student success.Understand the organizationalstructure of the community college,and the function that your unit playsin supporting the CEO in achievinginstitutional goals.Become extremely familiar withmembers of your board of trustees,including what they are passionateabout, and how you can bestenhance their understanding ofyour vision for the institution.Communicate with them consistently.Trustees should never be the lastones to hear about important issuesimpacting the institution.Articulate the role of the board oftrustees to the college community.Understand the role of the leaderin supporting the board of trusteesthrough discussions on key trendsand issues, and advise the boardon the importance of the distinctionbetween governance and management. Provide ongoing professionaldevelopment for trustees.Understand the responsibilities of allemployees within the organization.Assess the needs of the institutionand the strengths of currentemployees, as well as the skills gapsthat exist, taking into account theimportance of institutional fit andprofessional expertise in makingcritical hires.Build a team around the institution’sgoals for student success.aacc competencies for community college leaders 7
Institutional Finance, Research,Fundraising, and Resource ManagementAn effective community college leader equitably and ethically sustains people, processes, and informationas well as physical and financial assets to fulfill the mission, vision, and goals of the community college.8Competencies forEmerging LeadersCompetencies for New CEOswithin the First 3 Years onthe JobCompetencies for New CEOsThat Have Been in Their Positionsfor 3 or More YearsKnow your unit’s budget. Ensure thatyou monitor your budget routinelyand notify leadership if the unit’sallocated budget and expendituresare not in keeping with the institution’s key performance indicators.Learn how to read your institution’sbudget and how to ensure thatplanning and data inform yourbudget allocations. Make decisionsthat ensure that funding is tied toenrollment, institutional performance,and student success.Develop in-depth knowledge of thefinances of the organization and haveknowledge of alternative approachesto address shortages in fiscal resources,including projecting potential budgetreductions in personnel and institutional operations.Institutional fundraising is everyone’sjob. Work with your institution’sadvancement office to determinewhere you might be supportive inachieving the fundraising goals of theinstitution. Learn the skills of effectivefundraising.Be your institution’s chief fundraiser.Learn the skills necessary to lead afoundation board, to run fundraisingand capital campaigns, and to makethe “ask.”Take an entrepreneurial stance inseeking alternative funding sources.Ensure that funding sources alignwith the institutional mission. Understand key components of effectivefundraising, including how to identifyand approach potential donors.Understand the institutional dashboard and how to interpret datato improve the student academicexperience within your unit of theinstitution.Require an institutional dashboardand routinely discuss with keymembers of the staff those areaswhere the institution is underperforming. Design strategies toensure that the institution is movingin a positive direction to overcomethose cautionary areas. Use of datamining and learning analytics toimprove the academic experiencefor students.Ensure accountability in reporting.Support data mining and understandhow to use data to make informeddecisions. Support operationaldecisions by managing informationresources and ensuring the integrityand integration of reporting systemsand databases.Understand the importance oftime management and planningin your position.You cannot do everything on thecampus: understand that you mustbuild an effective team capableof supporting the needs of theinstitution, especially if your positionis more external.Employ organizational and timemanagement. Plan, establish, anddelegate expectations for membersof your team.Understand the organizationalprotocol: if you are unable to resolvea conflict, understand how to have itaddressed.Understand the protocol for managing conflicts and crisis. The CEO isthe spokesperson for the institutionin crisis situations, and should be outfront. Do not address conflictbetw
organization, its environment, and future trends. Competencies for Emerging Leaders Competencies for New CEOs within the First 3 Years on the Job Competencies for New CEOs That Have Been in Their Positions for 3 or More Years Understand the mission, vision, and goals of community colleges, a
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teamwork competencies, strategic action competencies, global awareness competencies, self-management competencies and communication competencies. Strategic action competencies Strategic action competencies refer to the manager’s abilities to grasp the overall strategy of the company and ensure employees’ efforts are in line with the strategy.
Community College of Aurora (Colorado) St. Johns River State College (Florida) Kirkwood Community College (Iowa) Ivy Tech Community College of Indiana Hazard Community and Technical College (Kentucky) Northeast Community College (Nebraska) Jamestown Community College (New York) Cuyahoga Community College
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