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Demonstrate progress or challenges using data (enrollment goals, endowment draw, gifts received). Share the underlying strategy for any new initiatives, and support it with data. Also publicly celebrate success stories about the institution, faculty, staff and students. Such celebrations are important for rebuilding institutional hope. Seek the expertise of others to expand the organization’s understanding of a particular issue and to help the organization problem- solve. Engaging a fundraising expert to provide a framework for the seminary’s successful capital campaign, the use of CDC, WHO and state resources to discuss the impact of COVID-19 on families, and collaborating with a respected authority to facilitate conversations about race and equity expanded the dialogue on these important issues. Empower those within the organization to do their best work and grow into their roles. Support colleagues via access to professional development resources, offer encouragement, and empower them to grow and mature in those roles by demonstrating trust and allowing room for trial-and-error. Work towards reconciliation and trust within the organization. The act of creating spaces for conversations to rebuild institutional trust is never-ending. In a crisis-filled context, nearly every interaction can be fraught with hidden meanings and have the potential to be misconstrued. Acknowledge this reality. As we developed communication practices and policies for employees during the onset of the COVID-19 crisis, it was important to affirm and repeat as often as possible that the administration would not put employees or their families at risk by opening up the campus. It was also clear that as we confronted the impact of racial reckoning that our students of color needed safe spaces to engage each other. Listening to their concerns, grief and expressions of hope was a step in the right direction. Cultivate allies and work to secure the support of the entire community but accept that some will not receive your leadership. It’s regrettable but unlikely to change. Find good mentors. Mentors from all walks of life can encourage you, help you expand and reframe issues and provide a much needed sounding board. Be authentic. There is no substitute for the experience, character, emotional and intellectual gifts, and relationships that infuse one’s leadership. Reducing the distance between who you are and how you understand your role as a leader can result in a deeper more meaningful experience for you and the organization you lead. Make a commitment to grow as a leader. Spend time defining your personal leadership capacities and how these qualities contribute to or detract from your ability to lead across the institution. Conclusion
I am ever aware that God has called me to lead a theological school. Defining the reality of our work and ministry going forward in this place is to face squarely that the institution, those we serve, and those they serve will confront the intersectionality of race, gender, health disparities, police aggression in communities of color, and injustice and inequality as a function of our vocations. We have been called to lead and serve. It is a unique privilege to do so. Thus, giving attention to one’s narrative, how one leads, how to mature in that leadership and how to become one’s most authentic and faithful self, requires a commitment to self-reflection. Such attention to one’s call and growth will enable one to lead with integrity in the most unexpected and unusual circumstances. Finally, I express gratitude to Leadership Education at Duke Divinity and to
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