Administrator Take-ons: Lead, Learn, and Keep Leading... and Learning

Image adapted from www.serienjunkies.de

Of course, in this picture, I am the “me” guy hiding in the back.  I tend to want to stay in the back even though I am clearly assigned to be in the front as a leader.  The funny part is that in the show Quantum Leap, he is actually the guy who helps Sam navigate the space-time continuum by helping him figure out his missions in each episode.  And in essence, that’s what we do as leaders for our students! See how that fit in? 

In reading the EDUCAUSE article A Grand Strategy for Grand Challenges (Grajek and Brooks, 2020) I feel like the universe gave me permission to use my next picture as it begins with a scene from Lord of the Rings.  I had created this meme it even before reading the article! So without further ado…

Image adapted from imgflip.com

… It is learned.

In all seriousness, as I reflect on my own experience building up to my role in leadership, I have decided that there is no possible way I would have been able to this as a young graduate right out of college.  I mean, I guess I could have if the right person had enough confidence in me, but even then, I would not have had the confidence then that I have now.  Leadership style can make all the difference in how our students or employees receive the news of a necessary digital transformation.  “Neufeld, Dong, and Higgins (2007) studied the impacts of charismatic leadership on the four UTAUT beliefs (i.e., performance expectancy, effort expectancy, social influence, and facilitating conditions) that, in turn, influenced behavioral intention and use (Venkatesh, et al., 2016, p. 331).”  Confidence portrayed by a leader goes a long way, but the knowledge on how to implement new technology and new learning will of course go much further to build trust in those reporting to that leader.  This includes being able to connect with your learners and be in tune with their competency and needs.

There are some very important points to consider with integrating technology into our programs. We can bring in all the new and cool technology we want to, that is, if you have a budget.  But even if you do, without good leadership, that technology can end up sitting on the shelf or become outdated and irrelevant as Kayla experienced in our learning scenario this week.  As leaders/administrators we have to consider the take-ons when including technology for instructing.  “UTAUT has four key constructs (i.e., performance expectancy, effort expectancy, social influence, and facilitating conditions) that influence behavioral intention to use a technology and/or technology use.”  Added to those in UTAUT2 are hedonic motivation, price value, experience and habit (Venkatesh, et al., 2012).  All of these should be considered in some way to be ensure the value in the process of making the digital transition.

I think Grajek and Brooks (2020) say it so well that I am just going to share some excerpts:

First, leaders should think about their institutional strategic priorities as a set of Grand Challenges: challenges that are as important as they are difficult and that pertain specifically to the institution as well as more broadly to the higher education ecosystem. Next, leaders should adopt a Grand Strategy, which can provide a cohesive principle and vision to help them consider their resources holistically and focus on their most consequential priorities. Finally, leaders should take into account digital transformation (Dx), which can advance this Grand Strategy by reinventing institutional culture, modernizing workforce practices, and applying new technologies to the missions and management of higher education. (p. 12)

They continue with:

A Grand Strategy provides logic to guide leaders who are seeking security in a complex and insecure world. It is meant to provide clarity of action in unclear circumstances, and it does so by focusing competing interests, diverse threats, scattered resources, and constraining policies on the most consequential outcomes. A Grand Strategy is a vision to steer the plans and behaviors that an organization adopts in order to achieve a desired outcome. If a Grand Challenge is a vision of what needs to be achieved, a Grand Strategy is a vision for how it can be achieved. (p. 17)

I would like to leave it at that, but then I wouldn’t be completing the assignment!  So here are 2 important administrative take-ons:              

1: Determining Need

There are a myriad of choices when it comes to adding technology to a program.  Some of the obvious choices are computers or devices that allow us to teach and learn remotely.  This is especially true since the start of the COVID pandemic.  Other choices would include, but not limited to, gamification in learning, use of virtual reality, simulations and other larger technology that allows for specialized training.  All of these include the need for money to implementation.  Making the decision for digital transition (dx) for a group is no small task, so as part of our responsibilities, we have to evaluated the needs of the program and choose as wisely as possible.

In the world of adult literacy, our needs are on the simpler side (hallelujah!).  When I assumed leadership of my program in September of 2021, the program had just started using zoom as a platform for meeting online.  That was about it. Aside from having computers linked to the internet to look up different things as needed, there was not much tech involved with learning.  As I started to attend more webinars about the new field I was in, I started to realize the untapped potential for integrating more digital practices into the program to benefit the learners.  Learners need engaging tools to assist in their learning, and as this world continues to adopt more digital practices, so too do they need to adapt, even if at a slower pace.  I knew my priority was to increase participation of both learners and volunteer tutors, but I could not help but see the need to add new programs to enhance learning.  Therefore, with the budget I had and weighing it with the types of learners enrolled in the program I was careful to select equipment that I knew I could manage, purchase licenses for apps that I knew I myself could learn to teach and support others how to use successfully, and most importantly, fit into the budget and be able to sustain use with future budgets.

2: Providing Support to Promote a Successful Transition

Administrating a program means being able to help your team understand the importance of using the new technology, seek ways to motivate the users, followed by providing support to those involved in the program, either directly or indirectly.  For our organization, the administration consists of me and one other part time assistant.  Thankfully, we work well together and our goals are in alignment with the needs of the program.  When I selected the equipment and new learning app, I was sure to select items that either of us were confident using.  We are the ones who completed the initial training, trained our tutors, and support our tutors and learners using the technology.  We both try to be as available and as accessible as possible.  Much like Venkatesh, et al. (2003) did with their before, during, and after questionnaires, we check-in with our learning teams often.  We do not have a formal assessment system in place yet, but we are working on developing this as we integrate more digital literacy options into our program.  But as we currently function, we receive good feedback that they feel supported, and they trust that we will be there to help them through any issues. 

Leadership and administration requires the willingness to participate in lifelong learning and openness to new experiences for us to continue building the stamina it takes to lead others.

And Anna ‘nother note…

Thanks for another great class! It have enjoyed earning with all of you!

Adult & Teen Challenge Banquet 10/4/22. Peoria, IL. 

These are 2 learners I am working with on their GED and their program supervisor. 

The End... or is it? 😉

References

Burrell, S. (2021). The CIO as quantum leader. EDUCAUSE Review Special Report: Digital Transformation. https://er.educause.edu/-/media/files/articles/2021/10/er2142w.pdf

Grajek, S. & Brooks, D. C. (2020). A grand strategy for grand challenges: A new approach through digital transformation. EDUCAUSE Review, 3, 12-22. https://er.educause.edu/-/media/files/articles/2020/8/er20_3101.pdf

Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. https://k-state.primo.exlibrisgroup.com/permalink/01KSU_INST/1260r8r/cdi_gale_infotracacademiconefile_A108912880

Venkatesh, V., Thong, J., & Xu, X. (2016). Unified Theory of Acceptance and Use of Technology: A synthesis and the road ahead. Journal of the Association for Information Systems. 17(5), 328-376. https://er.lib.k-state.edu/login?url=https://www.proquest.com/scholarly-journals/unified-theory-acceptance-use-technology/docview/1794948207/se-2?accountid=11789