Issue link: https://www.e-digitaleditions.com/i/438743
30 BizEd JANUARY | FEBRUARY 2015 even the lightest words might carry un- expected weight. "I have to be very care- ful that I don't make a casual comment that can be easily misconstrued into something that's not true," says Phillips. Even a stroll through a Lehigh facility can get students and staff wondering if big changes are afoot. "Simple actions have big consequences," she says. And no matter how well new deans think they've prepared for the job, they'll frequently find themselves dealing with the unexpected. "Any dean needs the ability to anticipate, to adapt, and to manage ambiguity," says Jain. "If you are agile, you'll be best positioned to respond successfully to the inevitable surprises." He was early in his tenure as Kel- logg 's dean when the United States was attacked on September 11. "The tragedy challenged all of us—students, faculty, staff—to come together as a communi- ty and help each other get through the terrible day and its aftermath. I've learned that with the support of friends and colleagues, you can rise to any event. No chal- lenge ahead of you is greater than the force of those behind you and standing with you." ONGOING CHALLENGES Once new deans have settled into the office, they must quickly begin the hard work of deaning, which includes devel- oping a vision for the school, helping staff adjust to changes, and learning to lead through influence. Frequently, the first substantive task is to work with faculty to develop a shared strategy. "Set definitive goals for your first year. Focus on initiatives that provide the greatest impact and build a strong foundation for future efforts," says Ayers of the Terry School. Both Phillips and James scheduled faculty retreats so they could meet with school leaders and develop a plan for going forward. James insisted that her colleagues focus on the school's strengths, not its weaknesses. "I think that led to a different kind of conver- sation than if we had said, 'Here are all the challenges we need to address,'" she says. "We'll get to solving problems soon enough." But new deans looking to implement new strategies sometimes encounter resis- tance from long-time faculty and staff. To overcome re- sistance, Ayers recommends actively listening—both with- in and outside school—com- municating honestly, leading by example, making timely decisions, and committing to the necessary changes. James, who has a background in organizational psychology, agrees that any leader trying to manage change must listen closely. "I try to understand not just what people say, but what matters to them. When people feel as if they've been listened to, they're more open to dialogue and a mutual exchange of ideas." Phillips advocates bringing the fac- ulty together to work on challenges as a group. "The only way to be successful at effectuating gut-wrenching, founda- tional change is to grow it organically—to make sure the faculty leaders own it. Cre- ating that sense of ownership has been extraordinarily important to me." PHOTOS: CASSIE WRIGHT (AYERS); CHRISTA NEU/LEHIGH UNIVERSITY (PHILLIPS); GORD HAWKINS (MACKLEM) change management " I was underprepared for how all-consuming the job would be. Whether I'm driving home from work or watching TV, my brain is constantly pulled back to the school. One morning at yoga, I thought, 'This is something we need to get in the newsletter.'" —GEORGETTE CHAPMAN PHILLIPS KEVIN AND LISA CLAYTON DEAN OF THE COLLEGE OF BUSINESS AND ECONOMICS LEHIGH UNIVERSITY "I made a concerted effort to learn from the successes of other administrators, as well as noting where they missed the mark and why." —BENJAMIN C. AYERS DEAN OF THE TERRY COLLEGE OF BUSINESS UNIVERSITY OF GEORGIA