1. Leadership Project
HE511-01 Department and Divisional Leadership
November 24, 2010
Delois Sheppared
Final Course Project
Kaplan University
Dr. C.T. Follins

2. Leadership Project
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Introduction
There seems to be no one correct leadership style. I will use the Myers Briggs Type Indicator
(MBTI) to determine the style that's used by my interviewee, while questioning him about his job as a
leader. Leadership is often determined by one's opportunity, personality, experience, and social and
organizational conditions as shown by the Registrar in his interview. Then others recognize a true
leader as a genuinely inspirational while others simply hold leadership positions and exhibit behaviors
that seem trite and mechanical also described as characteristics of leadership.
Background
I meet this leader in an online class, in 2008, he guided the class though the discussion boards,
showed spectacular photo of himself in beautiful places. He was a former high school department head
and head coach in three sports for over 20 years. He felt leadership was thrust upon him during his
teen years as a restaurant employee. Where he worked his way from a lowly deliveryman to general
manager of the store in less than two years. By the time he was 20 years old, he was responsible for a
staff of 30 employees and yearly gross sales of over 1 million dollars in the early 1980s. In his current
position he work for a University. He could not really say what attracted him to leadership positions.
He feels in most cases, the leadership positions were offered due to his work ethic and his ability to
motivated people. He thinks his age and experience was a major factor in the assumption of the duties
he have as registrar.

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Leadership Analysis
The most challenging issues faced in his position was when things don’t go well, he was the person
to take the blame. For the most part, we can minimize those occurrences with good planning and good
people. He believes with a positive attitude, high moral standard’s and a strong work ethic, leaders can
excel by helping others excel around them. Subordinates who are made to feel as valuable members of
a team well work harder and longer to achieve high individual and group standard’s. High expectations
should be made for team goals and encourage them to exceed those goals for their own sense of
individual and group accomplishment morale will flourish in this demanding but nurturing
environment.
The Myers Briggs Type Indicator (MBTI) is the most frequently used personality (on style)
instrument in the world. The MBTI used four pairs of self-reported preferences to identify matrix of
sixteen type or style categories based on four core process (Hirsh & Kummerow, 1998): Energizing
(introversion versus extroversion ). How we are energized either by focusing our attention outwardly
or inwardly. Perceiving (sensing versus intuition): Where we focus our attention and how we gather
information. Finally, deciding (thinking versus feeling). How we process information and make
decisions. I believe the Registrar displays a lifestyle such as ENFP's. (K. Diamond, 2002 pg. 80)
For ENFP's the dominant quality in their lives attention to the outer world of possibilities they are
excited by continuous involvement in anything new, whether it be new ideas, new people or new
activities. Though ENFP's thrive on what is possible and what is new, they also experience a deep
concern for people as well. Thus, they are especially interested in possibilities for people. ENFP's are

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typical energetic, enthusiastic people who lead spontaneous and adaptable lives.(capt.org/mbti)
The Registrar feels the most critical attributes a leader should posses to be successful in higher
education is to be great communication skills (including the ability to listen), patience, flexibility,
strong moral character, a sense of humor are all attributes of a successful educator/ leader. Those
attributes are best developed through practice make perfect, experience cannot be replaced. Value
continued to top of the field. Listen to what other people say about your character and skills flaws and
work to make weakness a strength. Whatever “point” or “counterpoint” perspective on holds, people
look to leaders for direction, hope, and something substantial to give meaning to work life.
Leading an institution is a difficult job. Leaders must contend with laws and regulations the
deterioration of the physical plant, struggles for limited resources, and competing ideologies from
faculty for academic prominence. Ultimately, a president of a college or university is the final
authority for all campus issues and initiatives; however, there is even controversy about the role of the
president. (Freeland, 2001) Everyone involved in student advising needs ongoing support and training
for this challenging role. Whether they are new to the faculty or staff or veterans of many years,
training helps advisers share techniques that work, discuss difficulty problems that may arise, exchange
information, receive updates on new policies and program requirements, and become more comfortable
in working with student one-on-one. Campuses need to consider the duration, scheduling, format, and
content of training sessions carefully and decide whether adviser training will be required or optional
for existing faculty and staff. New faculty training should incorporate adviser training as a formal
element. A specific office or program of your institution should be charged with this responsibility.

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Reflections
The interviewee, liked his job in higher education most appealing because the ability to do
things to his own high expectation is a must. Having the power to decide what should be done, in a
fashionable time frame is also a great advantage of a leadership role. For the most part, leadership
positions offers a certain amount of respect and dignity and also pay at a higher rate than other
positions do. Lastly, the rewards of seeing a job well done is a “high” that is a great part of the job. I
liken it to winning in sports, which is an in-bread motivation for me to do my best. The
professionalism a leader words ethically to set “high” standard for coil and others conterminously
improve coil and surroundings, demonstrate accountability to and for the institution, and ensure the
length-term viability of the college and community. (babelfish, C leaves Competencies)
There are seven principles for effective leadership in evaluation and assessment: I include all
stakeholder and strive for public dialogue and consensus from the outset. Determine the most
appropriate roles and goals at the outset. Understand the substantiated anecdotes or opinions. Develop,
adapt, or adopt a system suited to the context and serving all stake-holders. Establish, maintain, and
ensure standards of quality in the system. Ensure fair and accurate interpretation and use of evaluation
results. Finally, couple evaluation with resources for recognition, reward, improvement, and
development. In determining leadership, we isolate faculty, students, and academic administrators
as principals because of their regular involvement in evaluation, but they do not (nor could they) have
the entire responsibility for and authority over evaluation practice. Outside the nucleus there must be

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an expectation for high standards of practice, an acknowledgment that best practice is sensitive to local
context, and a willingness to let best practice be guided by established evidence and decided on by
those who must operate, maintain, and use the systems. (K. Diamond, 2002 pg. 233)
Conclusion
Thanks to my online classmate for giving me a great web interview. He knew that he was a leader
early in life, his experience brought him to his current position as registrar of a university. The style of
leadership was ENFPs, the dominant quality in their lives attention to the outer world of possibilities.
Next, the most critical attributes a leader should posses to be successful in higher education. Lastly, the
reflections of leadership, is a learned behavior and practiced to become better. There is still no set style
of leadership and many styles are repeated.

7. References
[R. Freeland, (2002). Academic change and presidential leadership. In P.G. Altbach, PJ. Gumport, &
D. B. Johnstone (Eds) In defense of American higher education (pp. 227-248). Baltimore: John
Hopkins.]
America Association of Community Colleges
// 66.196.80 202/babelfish/translate
Field Guide to Academic Leadership (K. Diamond, 2002)