LEAD 7000: Final Exam Case Study

Simpson

A Proposal for the President of South Central State University

The newly hired president of South Central State University, a mid-sized
university with 12,500 students, has been presented with several challenges with senior
leadership division and budget concerns (Menke, 2014). The president sees a need for a
cultural change in order for the institution to advance and reach her vision (Menke,
2014). She believes in a transformational leadership approach and Peter Senges closely
aligned work of learning organizations (Menke, 2014; Smith, 2001). The president has
asked me to coordinate a task force in efforts to develop leadership strategies to
implement into the institutional culture to create a more harmonious, productive working
environment (Menke, 2014).
Utilizing the transformational leadership model, originally developed and defined
by Burns as the process whereby a person engages with others and creates a connection
that raises the level of motivation and morality in both the leader and the follower
requires the president to demonstrate charismatic characteristics like dominance, a desire
to influence, self-confidence, and strong moral values (Northouse, 2013, p. 186).
Similarly, Peter Senge described learning organizations as people expanding their
capacity to think collectively, create desired results, and learn to work towards the vision
as a whole (Smith, 2001). This foundational philosophy will guide the presidents
practices towards articulating her desired goals, communicating high-expectations for her
staff, and inspiring high-quality work and achievement (Northouse, 2013).
The first of the presidents goals is to implement strategies to solidify the
leadership to move the university forward (Menke, 2014). In order to get buy in from her
leadership team, the Provost, VP for finance, VP for student affairs, VP for development,

LEAD 7000: Final Exam Case Study

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and CIO, the president needs to lead in such a way to raise their awareness of the
importance and values of the defined goals, push them to transcend their own self-interest
for the good of the whole, and to look at higher level needs within the next five years
(Menke 2014; Northouse, 2013). Due to the division observed between leaders and

Donna J Menke 12/11/2014 1:02 PM

Comment [1]: What might this look like;
provide examples of behaviors of the
Transformational leader.

departments over competition of resources and a lack of a shared vision, I recommend

taking the team back to basics by allowing them to individual assess their leadership
strengths and weaknesses as well as how they impact the leadership team as a whole
(Menke, 2014). I recommend utilizing an assessment tool like the Multifactor Leadership
Questionnaire (MLQ) to evaluate leaders styles and transformational skills (Northouse,
2013). Continuing to look at factors of transformational leadership the team must
participate in individualized consideration to better understand their role within the group
and system of the institution (Northouse, 2013). Another behavioral component of
transformation leadership that should be factored in is intellectual stimulation, which
encourages followers to question assumptions and approach issues through a new lens
(Chun, Cho, & Sosik, 2014). I recommend clearly articulating the overarching mission of
the institution, the vision in mind, and the goals in which to accomplish that vision
(Northouse, 2013). In order to empower the leadership to become invested in the
presidents vision for the institution, I recommend allowing the team to be involved in the
process of submitting input for the strategic plan of action to reach these goals.
Specifically the team should conduct a SWOT analysis to assess the strengths,
weaknesses, opportunities, and threats to the institutions growth and advancement.
Involving the team in the development of the plan and an opportunity to share feedback,

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frustrations, concerns, will hopefully in turn encourage group thinking and collaboration
towards the common goal (Northouse, 2013).
Creating a culture to openly discuss, listen to opposing viewpoints, and share
ideas for developing next steps, will create a sense of trust among the team for continue
cooperation and collaboration (Northouse, 2013). According to Donohue and Wong, a
transformational leader gets followers to transcend their own self-interest for the sake of
the leader, team, unit or organization (1994, p. 24). Provoking behaviors of idealized
influence will enable team members to realize the importance of their goals and motivate
them to be prosocial, which contributes to more effective interactions with members
(Chun et al., 2014). The presidents approach to leadership should provide direction and
vision to reenergize a team that is currently experiencing disenchantment (Donohue &
Wong, 1994).
According to Benis and Nanus, the leader must convey the connection between
the organizations philosophy and shared values, and embed those values in
organizational rules and actions in order to communicate meaning and inspire followers
(as cited in Anderson & Miller, 2007, p.). For example in the Anderson and Miller (2007)
article on transformational leadership and service learning, the authors mention that
students who may be involved with service learning are often unaware of the importance
and value of their service to the community. Once individuals can understand their value
and contribution, they are more likely to be inspired and influenced to continue and be
more successful in it (Anderson & Miller, 2007). Smith (2001) adds that people are
agents with the ability to act within the structures and systems they are a part, and in
improving leadership synergy we must be concerned with a shift of mind from seeing

LEAD 7000: Final Exam Case Study

Simpson

parts to seeing wholes. A more collaborative leadership team that is willing to work for
the greater whole of the institution rather than only seeing their individual part will lead
to success in achieving the remaining goals set by the president.
The presidents second goal is to increase retention and graduation rates (Menke,
2014). The VP for student affairs has attempted to make the argument for expanding
student services and developing targeted retention initiatives due to the impact of student
engagement on retention (Menke, 2014). The president and VP for student affairs need to
approach the VP of finance with supportive data tracking student involvement and degree
completion to demonstrate the relationship between student affairs and retention.
Additionally, the VP of finance and other members of the leadership team need to be
reminded of the customer they are serving - the student. I recommend they gather
students willing to share the importance of the holistic college experience both in and out
of the classroom. Grants (2012) study of beneficiary contact and prosocial impact on
performance supports the notion that administrators need to have contact with students
because it enables them to see the tangible, meaningful consequences of their actions for
a living, breathing person (p. 459). Grants (2012) research further demonstrated that
employees having beneficiary contact resulted in perceived greater prosocial impact,
which is associated with higher job performance and persistence. Research shows us that
connecting students to campus through engagement in organizations, leadership
positions, on-campus housing and dining, mentorship programs, and service learning
increases their likelihood to build relationships, develop a sense of belonging, and persist
at the institution to degree completion (Pascarella & Terenzini, 2005; Morrow
&Ackerman, 2012). Through data and student experience, the president can transform the

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VP of finances opinions of adjusting the budget to meet the growing needs of student
affairs (Menke, 2014). As retention and graduation rates increase as a result of expanded
student services, state appropriated funds will increase as well as enrollment and tuition
revenue. With the lessening state funds, the VP of finance will need to look at other
departments and operations to trim and streamline services to be more cost-effective.
Third, the president would like to raise private funds to help bridge the gap form
the loss of state appropriated funds, and she has suggested partnering with community
leaders and government officials to generate greater support (Menke, 2014). I
recommend utilizing the Provosts established relationships with local political leaders
and state higher education administrators to create buy in to the institutions new vision
and advancement (Menke, 2014). I recommend an increased budget and additional staff
for the VP for development to increase public relations, visibility, and generate
excitement for what the campus is doing and will be doing in the coming years. I
recommend the VP of development create opportunities and events to bring community
leaders and government officials to be on campus to captivate an audience for future
financial and participatory support. Additionally, I recommend the president be diligent
in getting out in the community to share her vision with the community and develop
external partners to create buy in and investment into the institutions future. Increased
resources for marketing, community relations, and alumni relations will in turn bridge the
gap for a loss of state funding and create relationships for long-term giving and positive
perceptions of the institutions future (Menke, 2014).
Lastly, the president would like to develop more online programs, both graduate
and undergraduate, to increase tuition revenue and reach non-traditional, commuting

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students (Menke, 2014). To being this process, there must be commitment for financial
resources and staff to build the infrastructure to support additional online education. I
recommend increasing the CIOs budget to advance technology to support expansion of
the online program, and I would instruct the Provost to work with a committee to
determine the most demanding job markets and correlation degree programs to offer
online. The president should encourage the Provost and CIO committee to develop a plan
for expansion to include degree programs unique to the area, specialize in professional
and leadership students, and add graduate programs in education and business to attract
non-traditional, working students to return to college to finish or obtain a second degree.
The presidents goals require increases in budget and resources in order to see long-term
effects on growth and retention (Menke, 2014). I would caution the leadership team to
make budget cuts in areas not directly related to the goals outlined by the president in
order to balance the deficits. I recommend evaluating the short and long-term impact of
budget cuts because a quick decision to cut funding in one area may have lasting
implications for the goals of the institution. For example, Smith (2001) discusses this
concern as it relates to a organizations decision to cut advertising budgets. While there
are immediate cost savings and may be little impact on services, the long-term decline in
marketing and visibility could be detrimental to the institution (Smith, 2001).
Kouzes and Posners fundamental practices provide a map for the presidents
transformational leadership approach to model the way, inspire a shared vision, challenge
the current process, enable others to act, and encourage the heart (Northouse, 2013). By
assessing the leadership team dynamics and creating more open lines of communication
and collaboration, a culture of trust and work towards the greater good should develop.

LEAD 7000: Final Exam Case Study

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The focus of the leaderships vision to move the university forward will open the doors
for changes in budget structure to provide resources for increasing student affairs
operations, development and community relations, and online education. In defining
individual roles and the value of the leaderships impact on the future growth of the
institution, the presidents team will be motivated and inspired to support her vision and
carry out their necessary responsibilities to achieve these goals.
References
Anderson, S., & Miller, A. (2007). Implementing transformational leadership as a model
for service learning activities in an online RN to BSN leadership course. Online
Journal of Nursing Informatics (OJNI), 11, (1). Retrieved from
http://ojni.org/11_1/Miller.htm
Donohue, K. & Wong, L. (1994). Understanding and applying transformational
leadership. Military Review, 74 (8), 24. Retrieved from
http://ezproxy.memphis.edu/login?url=http://search.ebscohost.com/login.aspx?dir
ect=true&db=ofm&AN=9410115334&site=ehost-live
Grant, A. (2012). Leading with meaning: Beneficiary contact, prosocial impact, and the
performance effects of transformational leadership. Academy of Management
Journal, 55(2), 458-476. Retrieved from http://dx.doi.org/10.5465/amj.2010.0588
Jae Uk, C., Kyoungmin, C., & Sosik, J.J. (2014). Collective and interpersonal
transformational leadership, social exchanges, and performance in teams.
Academy of Management Annual Meeting Proceedings, 333-338.
doi:10.5465/ambpp.2014.71

LEAD 7000: Final Exam Case Study

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Menke, D. (2014). Final case study: South Central State University. University of
Memphis, p. 1-2.
Morrow, J., & Ackermann, M. (2012). Intention to persist and retention of first-year
students: the importance of motivation and sense of belonging. College Student
Journal, 46(3), 483-491.
Northouse, P. (2013). Leadership: theory and practice (6th ed.). New Delhi: SAGE
Publications, Inc.
Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade
of research. San Francisco, CA: Jossey-Bass.
Smith, M. (2001). Peter Senge and the learning organization. Retrieved December 7,
2014, from http://infed.org/mobi/peter-senge-and-the-learning-organization/
Strength of content addressed the questions listed at the end of the case study: (1. How do you assist
the President in reaching her goals utilizing transformational leadership? Suggest
methods/strategies to address her specific goals. 2. What resources are required to implement
your recommendations?)

47/50 Good work; what limitations of Transformational leadership might the

President and her Task Force encounter? How might they use existing resources to
achieve their goals? Given the current budget situation of SCSU, increasing the
budget in one area would likely mean decreases in other areas; where does the task
force recommend making cuts? What part does Athletics play in these
recommendations, if any? If athletics is not part of the problem or solution, explain
why not?
Presentation organization, appropriate academic writing style, proper use of APA; minimal proofing
errors (1.Develop a written executive summary with at least three references on transformational
leadership (in addition to your textbook). The summary should be a three to five page document
(double spaced).

50/50
Power Point presentation appropriate sums up the recommendations to the
President; suitable presentation style (Develop a power point presentation
for the president to deliver your recommendations). 50/50
147/150 Points Good!