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We value continuing contact with ELMI alums and an active exchange of ideas about how to improve our leadership skills. I respond to every inquiry or suggestion from an alum directly, but thought it might be interesting to a wider audience if some of the questions and answers were publicly available (anonymously). Here are a few.

--Bill Pickens

"I work hard and am seen as very competent as an administrator. My dean writes glowing evaluations about my performance. Still, I can tell that I am not seen as a leader by many around campus, as someone who is going to "move up the ladder." What can I do about that?"

You need to remember--and put into daily practice--the Institute's "80-20-100" Rule for establishing your reputation as a leader. You'll recall that this rule is:

• Eighty Percent of your time is spent doing your current job well and is necessary to hold onto it.
• Twenty Percent represents One Hundred Percent of the opportunity to establish your reputation as a leader or, conversely, to undercut people's impression about your potential.

Recall examples of the "20% situations:" anticipating and managing crises, summarizing well the most important points in a conversation, taking charge appropriately when things seem to be falling apart, dealing effectively with difficult people, and so on. Seek those out and do well in the "Twenty Percent"

I remember also that, during your individual videotaping, Jan and Neal mentioned that you did not use your voice effectively in group situations, and they recommended some specific changes. Many people say that "I was born with this voice and can't change it!" Not true, you can change it in many settings. If you don't believe that, the book How to Say it with Your Voice by Jeffrey Jacobi (1996) provides excellent instruction on how to do that.

"During one of the sessions, we discussed the story of an administrator who had gotten into trouble because his team was full of "yes" people and they were too optimistic, or something like that. I worry that my group doesn't give me really honest feedback when things are important. Did that story deal with team advice?"

I'm glad you remember that story—I think it's a dramatic one from the short paper I wrote called "The Vietnam War Syndrome in Higher Education." This factual story involved "the demise of a bright and charismatic administrator in higher education [I had been on the same campus with him] who was leading in a direction where he could not possibly prevail." This Syndrome, though, is more serious and damaging, though than your situation of simply not receiving good feedback.

Attached to this response is the full paper, but the portion dealing with group discussions or team meetings is as follows:

"Then, something goes wrong although at this stage it is usually something small—unexpected resistance or some low-level irritations. But, whatever goes wrong, the cost in terms of time and money begin to escalate. Precisely here is the crucial juncture in the Vietnam War Syndrome.

The leader gathers advisers to determine how to proceed, but the chemistry of the group does not permit a good examination. The discussion wanders away from the original objective and downplays the actual costs of pursuing the various strategies. Gradually, but inexorably, the cost of "losing," or even appearing to lose, becomes most prominent in everyone's mind.

From this point on, things spiral down. More and more resources are invested in the effort not to lose, which itself becomes the motivating force. Unfortunately, when events go this far in higher education, the possibilities are usually limited to either a humiliating reversal for the leader or a forced exit."

Yost Hall Lounge Group Photo 2007