Abstract
Discord among workers and other stakeholders has the potential to slow down business. The most influential leaders use various approaches to achieve their goals. High-caliber business leadership relies on the same universally applicable traits regardless of industry. It is crucial to implement Kotter’s change management model to ensure the success of the change strategy. ZT University has developed and refined a strategic management approach that gives it a competitive edge. ZT’s administration has made mutually beneficial arrangements with fifteen medical centers and research institutions to increase enrollment and improve the quality of education offered. Open and honest communication is crucial to the success of any change implementation.
Introduction
ZT University, not its real name, is one of the most successful educational institutions in the United States. The institution has a long history and a focus on its students and workers. The university’s chancellor is XP, which is not his proper name, and he has highly motivated, well-trained workers. Employees are insufficient in a continually evolving market where new entrants and established players set new benchmarks and strategies. Employees and the institution may be hampered by a lack of collaboration (Neill et al., 2020). Attributable to the COVID-19 outbreak, it was crucial to create a new strategy centered on the coordination and growth of cross-functional teams of workers. The most influential leaders employ various techniques, methods, and philosophies. Highly effective leadership shares universal attributes across all corporate sectors, from education to other careers. This research will put the two hypotheses to the test through an examination of ZT University’s leadership during a period of organizational adjustment. It is essential to employ Kotter’s change management model to guarantee the effectiveness of the change strategy.
Performance Influence
Regarding international economies, institutions of higher learning are doing quite well. Numerous private institutions have entered the market to meet the growing demand for research and educational services worldwide (Burki, 2020). ZT University is a private research institution of higher education in the United States committed to excellence in classroom practices, fieldwork, research, and the development of global professionals. Rapid globalization and technical advancements dramatically impacted the success of ZT University by altering the institution’s overall learning procedures. The COVID-19 pandemic exacerbated this situation during XP’s third year as ZT’s chancellor.
ZT University is one of the longest-surviving educational institutions in the US, and its success has prompted it to make strategic improvements. It was incredibly challenging for the institution to avoid change initiatives occasioned by the COVID-19 pandemic. The university grew rapidly due to the implementation of the planned reforms, which included incorporating new and creative concepts. Similarly, new technologies were initiated as the effects of the pandemic advanced. The institution could obtain an edge in the education sector and boost output by doing so. Despite the benefits, it is important to note that some workers and students resisted the changes when they were first introduced (Neill et al., 2020). Among the factors that contributed to the reluctance to adapt was apprehension about the future, difficulty in sharing information, personal gain, feelings of exclusion, concern over job security, distrust, poor timing, and aversion to change.
Globalization
Trade, information exchange, and transportation are ways in which globalization connects people and economies worldwide. Many organizations are eager to enter international marketplaces because of the opportunities they present. Globalization is progressing rapidly due to the success of global marketplaces (Burki, 2020). The process’ effects on businesses, both favorable and negative, have varied widely. For example, ZT University was forced by globalization to expand its operations to various countries. An increase in the institution’s revenue was a primary reason for the change endeavors, as it made it possible to attract more students. Similarly, the expansion of both the global and domestic economies has spurred the rising demand for quality education and research services. Due to the necessity of worldwide travel for educational purposes, there is an unmet demand for learning and knowledge acquisition across international borders (Neill et al., 2020). Many international students are increasingly traveling in search of reputable institutions because of the requirement for higher education in far regions.
Increased worldwide competition, where incorporating many economies results in numerous private players in the education sector, is one-way globalization has affected ZT University. As so many public and private institutions have taken advantage of the procedure to offer online courses, competition in the sector is fierce (Burki, 2020). As an illustration, Columbia University is among the oldest universities in the US, offering online learning to students worldwide. This creates a competitive market and necessitates that ZT plans its innovative strategies. Increased rivalry prompts institutions to either lower profits or raise the quality of their offerings to attract and retain students and gain an edge in the market.
The global spread of the COVID-19 pandemic significantly impacted ZT University, forcing the institution to cut back or cancel learning in several programs. The rising risk of COVID-19 infection prompted the institution to spend more money training employees to respond appropriately to such incidents (Neill et al., 2020). The institution’s income dropped due to a decline in learning practices brought about by widespread panic over the rising infection and mortality rates.
Technology
ZT University has been hit hard in several ways by the rapid pace of technological change. One innovation is a course management system that eliminates students’ need to visit the institution’s offices to register or learn physically (Gamage et al., 2020). Similarly, the university uses facial recognition technology to identify and authenticate learners during class and examination check-in (Neill et al., 2020). Students’ belongings are also inspected using a scrutiny device for additional safety. This method reduces students’ time to verify information with the university. Radio Frequency Identification (RFID) technology allows students to monitor the whereabouts of their bags in real-time, putting their minds at ease about the possibility of losing them.
Similarly, the university’s ability to connect with students globally directly results from social media and online platforms. Attributable to the advertising on the ZT website, the institution has seen an increase in engagement from students worldwide. Via its superior online services and communication, technology has helped attract many scholars. Since most teaching technology is now regarded as antiquated due to rapid technical development, upper management faces additional pressure to update to the most cutting-edge solution (Burki, 2020). For example, the institution saw an uptick in using the ZT check-in app, which enabled students to pre-check up to 24 hours before their flight during the COVID-19 pandemic. Students utilizing the system need not go through the standard registration process after using the coordination.
Organizational Model
ZT University has perfected a method of strategic management that gives it an enhanced benefit over rival institutions. Changing market conditions, such as tuition fees in diverse educational programs, significantly impact learning operations and the rates charged (Mossa-Basha et al., 2020). In addition to reducing profits, the high cost of facilities and research materials forces ZT University to spend more overall. ZT’s management has made favorable agreements with fifteen clinical centers and research institutions to attract more students and generate quality education. This reduces the institution’s facilities and materials expenses, allowing it to offer lower course fees than its competitors.
Resource-Based Model
The education sector is highly competitive due to globalization, with institutions vying for students’ attention. One crucial metric by which a university’s success can be judged is the resource-based view; ZT’s holdings are the arboretum, hub for visual arts, forest, museums, and other assets. Compared to rivals who opt to lease facilities, the institution’s capacity to collect substantial profits due to ownership is evident (Burki, 2020). Similarly, it possesses exceptional human capital familiar with the institution’s inner workings. Workers are not union-represented, making it more straightforward for management to bargain rigidly with them.
Vision and Mission
A company’s vision statement is crucial because it articulates its purpose and fosters loyalty among its constituents. ZT’s vision is ‘to be the most trusted institution of higher learning globally.’ Employees and owners alike can rest easy knowing that the institution will strive to fulfill its vision and provide excellent service (Burki, 2020). This phrase encourages managers to make an enhanced effort and foster better working relationships with employees to boost productivity.
An organization needs to have a mission statement that emphasizes the importance of the product, services, and the consumer. The institution’s goal is to ‘improve the quality of learning, life, and the surroundings where the students and its stakeholders live.’ This mission is shared by ZT’s workers, students, and community partners. It shows the good things the school hoped to give its students and stakeholders (Müller et al., 2021). ZT is demonstrating its commitment to improving its quality of life by providing its students with quality education and all stakeholders with favorable surroundings.
Stakeholders and Initiatives for Change
An organization’s stakeholders play a crucial part in making the company successful. With XP’s direction, ZT University has attracted reputable students and donors from around the globe, who give the institution the funds it needs to expand and improve its operations. A similar rapport was established with host communities due to the organization providing quality education and life-sustaining services (Neill et al., 2020). This prompted students to prefer the institution’s services and learning facilities to its competitors in the education field, enhancing its benefit in the sector. So much of the school’s success can be attributed to the efforts of its various stakeholders. For example, lecturers accepted a pay decrease during the crisis so that the institution could continue operating.
The initial step done by ZT during its period of reorganization was to evaluate the altered learning situation and make necessary modifications to the institution’s operating principles. The ZT group stayed faithful to its innovative leadership philosophy. The institution took stock of the current state of affairs and made the appropriate modifications to make the most of it to adopt new ideas. The management established all the places that needed fixing up or expanding upon. Management at ZT saw the value in broadening the institution’s reach and invested in upgrading learning and research operations.
Kotter’s change management
Urgency
The first action was to create an atmosphere of urgency. Getting the word out regarding the importance of change and ensuring that everyone involved is prepared for it cannot be overstated (Burki, 2020). XP used memos to update everyone on the challenges, the competition, and the state of the sector. Several meetings were held, during which the chancellor provided feedback on the transmitted data, and workers voiced their opinions on the impending shift. XP was required to summarize, with a timeline, his plan to form cross-departmental working groups. He discussed the strategy’s results, highlighting the growth in knowledge of all institutional operations, the dissemination of information throughout the school, and the enhancement of services.
Coalition
The following action was to organize a coalition, with as many individuals as feasible being included. As a result, XP and his team could think ahead to any nuances that might arise from the new plan. Experts from every division of the institution were represented in this initial iteration of the working group. The most engaged workers who recognized the significance of change and were eager to participate in the talks were ultimately selected to make up the coalition. It was preferable to choose seasoned professionals within their departments with a solid reputation who thoroughly understood the inner workings of their respective units.
Vision and Strategy
XP devised a vision and strategy; the chancellor was primarily responsible for carrying it out, but the process was debated with the coalition’s other members. Working groups comprised members from various departments actively engaged in giving enhanced services to the institution’s stakeholders; this was the developed vision. Monthly workshops were held, with one person from each department attending and reporting on the meeting’s findings. Several representatives participated in the monthly seminars where the collaboration and the facilitator of the change prepared the agenda and materials that were subsequently sent to all of the institution’s stakeholders.
Communicating the Vision
Sharing the vision with others requires careful planning and execution; thus, this is an important first step. The coalition and its leader, XP, had to consider all relevant parties’ concerns, hopes, and wishes. XP had to keep these things in mind when sharing the vision. The importance of enhancing service quality and reaping the benefits of effective collaboration between departments was highlighted. The coalition members disclosed any obstacles to productive cooperation; the team considered this factor as well when crafting their winning plan. Workshop schedules and agendas were disseminated through memos and informal conversations.
Empowering Broad-Based Action
Implementing the change involved a stage of enabling widespread action. As a result, the coalition acted as a guiding force, ensuring that everything went according to plan. However, it was crucial to impress all stakeholders with the idea that they had a hand in shaping the future of the institution. Every worker was given a voice in determining the course of the sessions. Workers could directly approach coalition members and the leader or use other forms of internal school communication, such as emails or memos, to voice their concerns. Workers were pushed to participate actively in the sessions through various activities. They were not just supposed to sit back and take advice about dealing with multiple difficulties; instead, they were encouraged to devise solutions. Information sharing and open communication with all staff and stakeholders were prioritized.
Creating Interim Wins
Highlighting staff successes in the transition was critical to keep morale high. If the gains were not quantifiable, timely, apparent, and meaningful, employees would have quickly become weary of putting in the effort, and the transformation would not have been successfully adopted. Some of these, therefore, represented how satisfied stakeholders were; and how often they gave favorable and negative reviews. Tracking the progress of personnel and divisions regularly proved helpful. The workshops and departmental meetings were used to talk about successful solution-finding scenarios. In addition, the alliance regularly analyzed its successes and adapted its approach as needed.
Enhancing Gains and Generating More Change
The decision to abandon the adjustment once the desired effects have been seen could create fatal errors. Maintaining this effort and pushing deeper into the change was necessary to guarantee the sustainability of the transformation and the full participation of all relevant parties (Burki, 2020). As a result, XP had to ensure that the workshops served as fruitful forums for information exchange. Launching meetings for officials of key stakeholders across the institution’s divisions proved successful; there were also impromptu exercises designed to foster teamwork. Some workers were moved to different sections, and others to new departments. As a result, technical staff may occasionally work in student service or information technology. By doing so, they gained insight into the inner workings and problems of the system.
Anchoring Novel Advancements into the Culture
The change strategy must become ingrained in every aspect of the organization’s practices to succeed. These seminars occurred regularly, making employee exchange integral to the institution’s operations. Workers could evaluate the conferences and meetings and share their thoughts with management. They discussed what they had learned and experienced while working in a different division. As a result, the shift became deeply ingrained in the institution’s culture.
Resistance in the Organization
Employees’ aversion to change impacted the institution’s suggested modifications; anxiety about transformations, difficulty communicating, and distrust were the three most common reasons for opposition. Resistance would have been uncontrollable if the intended adjustments had been enacted without alerting the stakeholders regarding their advantages and drawbacks. It is possible that mistrust was at the root of the stakeholders’ opposition to ZT University’s proposed modifications. Modifications would have been unmanageable if they had been driven by supervisors or workers not respected by the workforce (Burki, 2020). For example, the adjustments would have received widespread opposition if they had been implemented with new management who had not yet won the workers’ trust.
It is also possible that miscommunication prevented the planned modifications from going well. Before implementing the adjustments, all staff members were adequately apprised of the circumstances that prompted the alterations, the significance of the transformations, and the repercussions of the changes. Furthermore, workers and students were given opportunities to share their perspectives on the impending alterations. Change resistance could have been worse if good communication had not been implemented beforehand.
Potential Sources
Employees, students, management, and stakeholders are the four groups who can resist change. At first, ZT University’s students and employees opposed the changes because they believed management had not promptly communicated the potential consequences of the transformations. Likewise, the staff may have fought the modifications out of caution for the future. Those in the middle of an organization’s hierarchy, such as department heads and supervisors, were initially resistant to the proposed changes because they lacked information about the reforms’ potential advantages. The management team, who would play a vital role in the initiatives’ success, was briefed on the changes in the same way that workers were, well in advance of their implementation. The stakeholders’ involvement was a factor in the lack of enthusiasm for the proposed changes. Attributable to being well-apprised of the modifications’ positive effects on their investments; however, they were willing to contribute to the endeavor.
Minimizing Possible Opposition
The employees and students’ reluctance to change was mitigated because those in charge of the program started on schedule, used an effective communication strategy, gauged the staff’s openness to transformations, and actively engaged them. By gauging the university’s openness to change, top management planned when and how to implement the necessary reforms. This helped get the word out about the impending shifts at the optimal time. The administration informed students and stakeholders of the modifications’ advantages and disadvantages with relative ease because of the established communication plan.
Executives could solicit and receive suggestions for improving the change implementation process from workers and other interested parties. The strategy encouraged participation from workers and student leaders in carrying out the changes. All of the above measures were taken after soliciting suggestions from staff and stakeholders and incorporating their ideas into the transformation strategy. Employees and students with a hand in change management were more likely to accept and welcome the proposed alterations. Since they were given opportunities to contribute to the amendment proposals, students and employees ultimately became advocates for those changes because they felt a more significant personal stake in them.
Effective Communication
Successfully implementing a change endeavor depends heavily on open and honest communication. Attributable to the importance of informing employees and other interested parties of the impending changes, a well-thought-out communication strategy was crucial to the success of the change management implementation (Sujarwo et al., 2020). As a result, the openness and positivity of ZT University employees and students toward the shift were influenced by the quality of the institution’s lines of communication.
Communication Practices
One way to organize the flow of information between parties is through a communications strategy. ZT University made use of both verbal and nonverbal cues, as well as visuals, in its communications. Plans based on spoken and written language included memos and in-person meetings, respectively. Visual signals such as facial expression, body language, and tonal variations were used infrequently but effectively as a form of nonverbal communication. Although videos, websites, and photographs could have assisted the institution in standing out and providing evidence of its work, such visual communication strategies were not implemented.
Recommended Strategies
The management of ZT University has found that talking to employees and student leaders via memos, meetings, and one-on-one conversations is the most efficient way to spread information about upcoming changes. This strategy was a good fit for the institution given that ZT University has more than 40,000 students and employees. Therefore, ZT University’s best bet for reaching out to such a large population would be through verbal communication. The institution used internal memos to brief workers and employees in different locations on the advantages and disadvantages of the impending changes. Plans for ZT University should include email and social networking platforms like WhatsApp groups to ensure that all employees, students, and other stakeholders receive timely and relevant information.
A Solid Strategy
The institution promoted passion and measurement, and it kept the change refreshed as it went through its various stages of implementation, intending to ensure its effectiveness. ZT University’s communication strategy for the upcoming adjustments outlined each step’s specific goals and timing. XP directed the plan with a verbal communication method; it was planned to allow people to feel responsible for the shift, lessen resistance, and implement change. That is why the communication strategy included not just how but also who, when, and where messages will be delivered.
Upholding Change
ZT University took steps to ensure the continuation of the new procedures after initially proposing them. Creating enthusiasm should be a deliberate part of any tactic (Neill et al., 2020). Managers’ lack of enthusiasm for the implemented changes will not inspire much confidence from their staff. As a result, the change management team encouraged all involved parties to embrace the new rules enthusiastically. The group responsible for overseeing the implementation of change was able to keep their initiatives going by regularly measuring their progress and updating the program. Using this method, the change team could monitor and assess the program’s development in real-time. It was necessary to acknowledge when a breach had occurred to ensure the security of the institution’s assets, funds, and data going forward.
Effective Theories
The plan drew inspiration from the theories of punctuated equilibrium and Prochaska change. According to the punctuated equilibrium theory, organizations develop via alternating phases of steady evolution and radical overhauls, during which their most fundamental systems undergo substantial modification. According to Prochaska’s theory of change, individuals go through a typical progression whenever they experience a significant life shift. ZT University’s efforts to implement change were successful using the guidelines provided in the theories. Consequently, the policies aimed to foster a culture of commitment to the change initiative among the institution’s top leadership, employees, students, and change agents. Employees and students’ confidence in the legitimacy of the change was bolstered as a result. They believed in the program and were eager to contribute to its success. Employers might set clear goals and guidelines for their employees to follow, and workers may focus their efforts to reap tremendous benefits (Burki, 2020). Similarly, the policies inspired everyone to participate actively in the transformation process, ultimately leading to success.
Leadership Approaches
XP has shown that the most influential leaders employ diverse techniques and approaches. In today’s competitive business environments, strong leadership is crucial to the success of any organization. In the current fast-paced and technically advanced organizational environment, executives should frequently coordinate the efforts of widely varied teams to meet internal goals and those imposed by external agencies. To succeed in these roles, leaders need extensive experience and training in dealing with people from all lifestyles (Neill et al., 2020). Leaders in today’s organizations should be adept at navigating the complexities of managing and motivating employees from various cultural backgrounds, sexes, and educational backgrounds.
Universal Qualities
High-quality leadership possesses shared characteristics that cut across industries and fields of endeavor, from academics to other professions. As a matter of business continuity, expansion, and daily operations, it is crucial to address ongoing transformation processes and investigate potential new avenues for growth. High levels of flexibility based on human resources are required in today’s competitive corporate environment (Neill et al., 2020). As a result, the executive officer is recognized as an influential person in implementing transformations. Organizational values, one of the most critical strategic factors in defining an institution’s future, are guarded mainly by its personnel. An organization’s strength can be found in its stakeholders working together. Removing any obstacles caused by resistance to the new direction is necessary to facilitate organizational change.
Constant dialogue between the organization’s leaders and their staff is essential during any period of ensuing transition. The employees, students, and other key stakeholders should be promptly informed of the planned change and given adequate time to consider its implications for their interests. No group can remain static long before change is implemented. Hence, effective communication helps to avert a possible breakdown in the organization’s structure. No one in the institution should be caught off guard by the upcoming organizational shift (Burki, 2020). Sharing information and presenting data are vital components of communication. Those in positions of authority who suggest alterations to the status quo should do their homework beforehand to ensure that the advantages will exceed the drawbacks.
Conclusion
It is crucial to implement Kotter’s change management model to ensure the success of the change strategy. ZT University has been around for a long time, making it one of the longest-running institutions of higher learning in the US. One step of the change implementation was making widespread action possible. The institution should employ emails and social networking platforms, such as WhatsApp groups, to ensure that all ZT University students, personnel, and interested parties are up-to-date. XP demonstrates that the most influential leaders utilize a wide variety of strategies. There are universal hallmarks of excellent leadership that apply to any setting or field.
References
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Gamage, K. A., Wijesuriya, D. I., Ekanayake, S. Y., Rennie, A. E., Lambert, C. G., & Gunawardhana, N. (2020). Online delivery of teaching and laboratory practices: Continuity of university programs during COVID-19 pandemic. Education Sciences, 10(10), 291-296. Web.
Mossa-Basha, M., Medverd, J., Linnau, K. F., Lynch, J. B., Wener, M. H., Kicska, G., Staiger, T., & Sahani, D. V. (2020). Policies and guidelines for COVID-19 preparedness: Experiences from the University of Washington. Radiology, 296(2), E26-E31. Web.
Müller, A. M., Goh, C., Lim, L. Z., & Gao, X. (2021). COVID-19 emergency elearning and beyond: Experiences and perspectives of university educators. Education Sciences, 11(1), 19-24. Web.
Neill, M. S., Men, L. R., & Yue, C. A. (2020). How communication climate and organizational identification impact change. Corporate Communications: An International Journal, 25(2), 281-298. Web.
Sujarwo, S., Sukmawati, S., Akhiruddin, A., Ridwan, R., & Siradjuddin, S. S. S. (2020). An analysis of university students’ perspective on online learning in the midst of COVID-19 pandemic. Jurnal pendidikan dan pengajaran, 53(2), 125-137. Web.
Appendix A: Full Interview Transcript
Interview
What was the intended strategic change?
ZT University wanted to upgrade its technology to better assist a wide range of its students in meeting the challenges of the modern world. The institution introduced its App Clip, a condensed version of its program that allowed learners to check in through their smartphones without human assistance. Additionally, prospective students can complete the registration process without installing the whole software on their devices. With fewer students available during the COVID-19 pandemic, institutions had to compete for learners through quality and pricing. In addition, there was a need to save costs by eliminating some positions within learning institutions.
Because of demographic shifts and the introduction of automated procedures, the institution sought to expand its reach throughout the world. It proactively collaborated with transportation firms to guarantee enough cars for its students. ZT University tried to change in response to the challenging global environment by strengthening relationships with key partners. All personnel, including lecturers, agreed to take a wage cut during the pandemic to keep the institution operating, which was a significant factor in its survival.
Why was it something that you had sought to pursue?
Closing schools seemed like a good idea to prevent the spread of the disease and keep learners and other stakeholders safe, but it had a negative impact on education. Several students in different parts of the world shifted to learning via distance or remote methods, such as those based on technology, radio, TV, or others that the school quickly adopted to keep running. Formerly scheduled exams were scrapped or changed, and parents were asked to become more involved in their children’s education. ZT University and other educational systems had difficulties with attendance and increased absenteeism even before the closure of physical schools.
What was happening in the organization at that time to suggest the need or urgency for such a change?
Like many other organizations worldwide, ZT University was hit hard by the rapid outbreak of the highly contagious COVID-19 virus. As soon as the travel prohibition laws went into effect, educational practices plummeted, with estimates putting the overall decline in performance at roughly 45%. ZT and other institutions faced unprecedented uncertainties, such as the sheer number of course deferrals, travel limitations, and scheduling challenges, which forced the executive team to make quick and flexible decisions that ultimately proved deadly. The sector was in grave danger but saw the COVID pandemic as a catalyst for change that would ensure their survival or demise. The institution lost $100 million weekly as of March 31, 2020. Many programs were primarily empty in the springtime as would-be students stayed at home. The institution saw a roughly 90 percent drop in operational revenue during the second quarter compared to the same period in the prior year. This was the most outstanding annual loss in ZT’s three centuries of history, totaling $5 billion in 2020.
How long had you been in your position by that point?
I had been with ZT University for three years during the COVID-19 pandemic. As the chancellor, I prioritized safeguarding the school’s employees, students, and cash flow during the institution’s worst slump. When I was still grieving the loss of my mother, the institution was rocked by the COVID-19 outbreak. Throughout much of 2020, when the education sector was in the midst of its worst crisis, I, like university leaders worldwide, struggled for the viability of the institution. Even before the whole scope of the disaster was understood, I made my first call on how to respond to the outbreak. Notwithstanding early skepticism, I convened the university stakeholders and stopped all ZT-related trips to China, making ZT the first American institution to do so.
Importantly, how did you seek to facilitate or implement the change?
ZT was the first university to keep students spaced out, ask learners to use masks, and offer extended course re-registration options of up to two years for students whose flights were canceled. ZT was the first institution to implement these policies, and perhaps more crucially, it was the first to notify its stakeholders. The university’s moderate success during this period can be primarily attributed to its transparent approach to learning, which included providing early looks at the new cleaning technologies it was developing. There was a strong emphasis on improved creative processes, as there was in virtually every other facet of the education sector.
Demand dropped across the school programs when the infection spread, and ZT took swift steps to save its success. As a result, the university had to make the unpopular but essential choice to cut back on learning immediately by implementing various measures designed to save money, ensure safety, and increase cash flow. ZT instituted a hiring freeze across the institution, provided voluntary leave choices, and considered retiring older employees early to cut costs.
Which traits, behaviors, skills, and/or styles did you utilize? Were some leadership approaches (traits, behaviors, skills, and/or styles) more effective than others? Why?
I led with a transformational approach to help ZT University adapt to its new environment. I am a transformative leader because I sparked positive change at ZT University with my boundless energy, enthusiasm, and passion. I am not only invested and engaged but also committed to the success of each team member. I took charge and directed the team by articulating a shared vision. My enthusiasm and commitment to the project inspired and motivated my colleagues.
I am a transformational leader because I constantly encourage my team and help them achieve their goals by using frequent and open lines of communication. I do not always lead by example, but I do my best to meet the demands of my team through effective delegation of responsibility. For instance, tasks with targets can meet employees’ demands for self-actualization and security. Their sense of safety is ensured because they will have jobs during and after the transition. This demonstrated the importance of the institution’s staff in keeping the operations running.
During the COVID-19 outbreak, I made some critical measures as the chancellor that were quite successful. I knew the importance of having a solid and cohesive team. As a result, I brought in a group of highly skilled individuals who contributed significantly to the team’s success. ZT’s leadership is forward-thinking and experimental because of my influence, and the university has taken some impressive risks. There was a clear improvement in morale, commitment, and trust in the group when I implemented several leadership strategies. These methods encouraged and facilitated mutual support among team members to boost productivity, morale, and commitment.
What was the outcome of the change? Did the change achieve, or not, its intended goal or objective?
I was able to inform the students, workforce, and critical constituencies of the upcoming changes and their expected outcomes due to the establishment of an efficient communication strategy. Students, employees, and stakeholders gave my team positive input on our plans, which we used to implement the improvements successfully. Plan participants were also asked to help implement the changes. This was accomplished by soliciting their input and incorporating their suggestions into the transformation strategy. Students and employees who participated in change management were more likely to understand and support the rationale for implementing the alterations, increasing the likelihood that such transformations would be successful. Stakeholders given opportunities to contribute to the amendment proposals ultimately became advocates for those changes because they felt a more significant personal stake in them.
What might you do differently next time in shaping change in the organization?
Assuming the change initiative is well-communicated, I will eventually be able to form teams composed of workers and students with complementary skill sets. Through one-on-one meetings, I could determine how every group member could best contribute to the change effort. Through the sessions, I may gain insight into how to best assist each participant in overcoming problems and capitalizing on strengths. After the meetings, I would keep in touch with the staff through various methods. Using a variety of channels increases the likelihood that workers and other involved parties will receive the message and any additional information about the intended change. Management can learn if their students and staff members are still in denial by polling them using various methods, such as email, in-person meetings, and internal memoranda. As part of the transition, I should provide tasks to team members that make the most of their strengths while also giving opportunities for growth as individuals and as a group. Each team member will feel more invested in the change effort if they can contribute to it personally.