by Wendy Bruun and Sydney Freeman, Jr.
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Recently, we have been thinking about how people are less committed to institutions, jobs, and almost anything beyond themselves. We know part of that stems from exploitation, mistrust, and prioritizing oneself, especially as we navigated into, through, and beyond the immediate global pandemic and must now navigate the ongoing ripples and repercussions that will forever change how we work in higher education. However, we wonder how leaders and individuals of goodwill might help to motivate people to take more ownership of collective goals and activities. I (Sydney) have been thinking of it in three steps: moving from support (speaking well of something or someone) to commitment (doing something because they want to keep their word and honor) to ownership (belief that what they are doing is an extension of them and therefore have investment in its success).
I have had multiple experiences working with employees and students who have taken ownership of projects they have worked on with me. For instance, a former student intern has written an encyclopedia entry, created an online curriculum, and co-authored a book with me, completing all tasks with excellence. I believe one of the key reasons that she is invested in these projects is because I always show her how the work will benefit her. For instance, she is listed as the first author on any projects or other products we develop together. Understanding that she is from a field that values these types of scholarly products, and that they make her competitive on the job market, allows me to meet my goals as well as hers. This kind of relational and professional ethics leads to trust and commitment. I also allow her to push back and advocate her ideas and concerns. And if the recommendation does not compromise the integrity of the project, I often concede to her recommendations.
Leadership Context
Leaders face challenges when asking for commitment or ownership, particularly with employees coming back from the pandemic who have created stricter boundaries regarding work and life integration: choosing not to work excess hours (not quiet quitting, but explicit limits), expecting hybrid (remote) work options and more flexible schedules, and sharing minimal information about personal decisions that may impact their productivity (i.e., working a side job). They may even choose to take vacations or time away during peak times when they are needed. For an individual employee this should not be difficult to adjust to and manage. The challenge is for managers and supervisors of teams, who have to balance multiple people’s needs while also offering robust and responsive student services as our student needs also evolve. This becomes a scheduling challenge to ensure appropriate departmental coverage while honoring and compassionately caring for each staff member, and also creating equitable (though not always fair or equal) arrangements. Managers are caught in the middle.
It’s the Leader’s Responsibility
As leaders, we are responsible for creating cultures of trust and safety and extending autonomy as appropriate for our organizations and roles. There are several opportunities for leaders to create a culture that moves from support toward commitment and on to ownership. We offer the following suggestions:
- Invest in flourishing people. As leaders, one of our most important roles is to devote our time and energy to building up our team members. This may mean supporting employee competence with stretch assignments, training, and professional development, enhancing collegial relationships, and reallocating resources to support their efforts.
- Build a culture of trust amongst team members and for the organization. We can cultivate trust by demonstrating our own character while extending autonomy and confidence to others. When we doubt someone’s ability to achieve the desired outcomes, rather than step in and complete the task for them and inadvertently diminish their dignity, engage in partnership and coaching efforts that support their learning, mastery, and accomplishment.
- Inspire a shared vision and enable others to act. Kouzes and Posner developed the five practices of exemplary leadership, which call on leaders to co-create a vision for the organization that the team is inspired to embrace. Leaders also build collaborative teams and provide resources for team members to accomplish the vision. This may mean working with our team members to identify pet projects that are no longer in alignment with the vision or are absorbing too much time and effort and reallocating time and fiscal resources toward important or emerging priorities.
- Advocate for job security, fair remuneration, and promotional opportunities. As leaders, we can continue to advocate and push for base salaries that are aligned with the necessary credentials for the work, demonstrate value of the employee, and offer a livable wage in which our institutions are located. We can also provide additional remuneration options with relocation packages; supplemental pay for additional responsibilities; and valuable perks like meal plans, parking passes, recreation memberships, or tuition waivers for employees or dependents.
- Recognize and express appreciation. As we get to know each of our team members, especially their preferences for recognition and appreciation, we can build a strategy that supports their needs. Some team members like public and grandiose efforts, while others prefer quieter moments. And recognition must be sprinkled throughout the year: during one-on-one meetings, in team meetings or events, in annual performance appraisals, lifted up to the next leadership level, or through LinkedIn recommendations. And, as in Sydney’s earlier example, allow team members to lead out, serve as the primary champion, and be first author.
Being a leader in higher education, in a time of increased volatility, is challenging. We all desire that our team members display ownership of their responsibilities, of their unit, and to the institution at large. This is an ongoing process and ultimately up to us to facilitate and cultivate a context that encourages staff to move from support to commitment to ownership.
