Substance vs. Optics: The Leadership Formula That Drives Success
by Jarrod Benjamin and Demetria Anderson
We’ve all sat in at least one meeting that absolutely could have been an email. And if we are honest, the pandemic doubled down on this theory proving that some things we do in our offices and programs are more ritualistic and traditional than necessary. We determined what was essential, identified the tasks that could be accomplished remotely, and prioritized our time based on efforts and outcomes. As the world collectively attempts to redefine and return to “normalcy”, many are faced with dread of the idea of returning to work. Returning to meetings without agendas. Returning to meeting just to meet. Returning to overly packed calendars. Returning to work assignments just to keep staff looking busy. All of these things are the professional equivalent of optics driven programming. And optics driven programming is not effective, especially in higher education. What works in our industry is just the opposite, substantive programming. In this article we’ll take a closer look at the two approaches and identify how we can become more effective in our leadership practice.
Optics Driven Leadership
It feels good to get accolades for an idea. It feels even better to tout the accomplishments as proof that we are “doing good work”. But can we be transparent for a minute? Sometimes what we are sharing in our circles and on social media is disillusionment. We are sharing things labeled as success, that really are band-aid approaches to true change and lasting impact. An example of optics driven decisions looks something like this: Leaders throwing funding at an issue with no strategy to address the cause or to create a framework that produces long term change. Optics provides an external view of performative responses, with no true intent to change the culture of the community, institution, or sub group affected. When tackling more significant societal, cultural, or campus-climate challenges, campus leaders often fall short when they opt to “purchase” platforms designed to “address” the issue without actually addressing the issue which entails confronting the issue systemically through faculty and staff training, hiring, and accountability measures. In many cases, these platforms are viewed as performative bandages that loosely cover up the real issues that linger just below the surface of faculty, staff, and student training, development, and true accountability.
Simply put, optics driven leadership looks real good on paper and on the screen, but can’t be traced through the roots of true growth. Ouch! Moreover, optics, or performative based, leadership frequently leads to staff burn out and student dissatisfaction. All too often, higher education senior leadership approach student programming from the one-size-fits-all lens, or encourage campus programming staff to “just keep programming and keep them busy.” Staff just keep going and throwing themselves into the work and often see little to no return on investment (student attendance, programmatic growth, sustainable change) in their efforts.
Substance Driven Leadership
On the opposite side of the leadership coin is the substance driven approach. Substance driven leadership develops strategy from accessing the individual, community, or subgroup affected by an issue, tradition, or culture. From the assessment, changes are developed that can be SUSTAINED. Sustainment is reinforced by derived policy updates, applicable programmatic thrust, and fostering community buy-in. Substance driven leaders look to sustain not bandaid. In practice the substance driven leadership model might look something like senior leaders abandoning the urge to show up only for the flashy or showy events that make for great photo ops. Instead, the informed, compassionate leaders recognize that their presence at the cheap-and-cheerful events may actually even go further to compensate for staff morale and boost student engagement. By applying the “show up where you are least expected” philosophy leaders are often able to see their staff in a different light. They are also more likely to come in direct contact with the day-to-day challenges that are faced by the staff. This additional insight and exposure will then provide an opportunity for leaders to make lasting change. Going back to the idea of acknowledgement, what leader doesn’t want to be recognized for their contributions long after they have left a department or organization.
Redefining Success
As leaders, it is imperative that we examine and redefine our metrics for success. Our professional philosophy of programmatic success is through the co-curricular lens. Connect the ability to pivot, change, enhance, and grow as an experience that can be implemented in the classroom and externally as a holistic leader. The learning outcomes and educational and theoretical frameworks are for more than just brochure pictures and the classroom. If colleges and universities are still to be considered true microcosms of the real world, our senior leaders must move beyond the performative playworks and be unabashed and unapologetic in managing their expectations of appropriate and acceptable behaviors of all students, faculty, and staff.
Success programming produces thoughts that lead to sustainable change. It requires students, staff and faculty to lean in and challenge biases and traditions that are not equitable and are ineffective. Developmental programming that positions students for collegiate and post collegiate success is vital. Students must be receiving workforce preparation, soft skill education and enhancement, and assessment driven development to have a successful substance filled leadership experience. When tied to the college or university’s mission or strategic plan, campus programming of any sort enhances the campus community and campus climate as it has the potential to unlock the true spirit of the college experience. As such, the success formula for higher education looks something like this:
Compassionate leadership + substance driven programming = a unique, sustainable space for staff and student learning, growth and development.
