College Professors Leadership Theory Handbook

Leadership Theory Handbook for College Professors

INTRODUCTION

This is a guidebook on the leadership of learning and teaching for college lecturers. Specialist skills are required in the area to embrace the emerging teaching and learning methodologies. Some of these emerging trends include

· Being familiar with effective methods of teaching, assessment, and application of relevant technologies for effective delivery of the curriculum

· Management and leadership competence

This handbook is written to meet the broadly accepted need for supporting the development of professional competencies and tools for leaders at the individual level.

· The initial part explores the primary leadership aspects and functions that target what leaders who succeed do to encourage excellence in teaching and learning.

· The second part, a brief account of the background, offers the lead ideas on leadership theories that drive the book\\\\\\\'s themes.

The guide also examines the main audience for college professors, including those charged with teaching and governance. It also explores the following

· Strategic leadership: the clear vision of an institution on how students learn and how to realize such a vision

· Robust leadership: the inspiration of the trainers must espouse providing the best possible student experience

· It offers an encouraging perspective of teaching at the university level, basing on the evidence of effective options.

Qualities of leadership

A leader is a person with qualities of leadership. A leader\\\\\\\'s skills and knowledge to steer a group to achieve specific objectives voluntarily.

This part examines the functions and qualities of a leader. One cannot overlook character and personality when it comes to matters of leadership. There are some general traits of leadership. Here is a list of seven outstanding ones.

Seven qualities of leadership

1. Must be enthusiastic

2. Must have integrity

3. Must be fair: impartiality is critical

4. Should elicit toughness: should demand and insist on high standards

5. Should also be warm: should show concern for others

6. Must be humble: should have listening skills and trim down on their ego

7. Should also be confident. So pushes where they are certain and acknowledges where others help out – devoid of arrogance

Functions of leadership

Three variables exist in leadership:

1. Aspects of character and personality

2. The situation: partly constant

3. Group: followers, values, and needs

This part of the handbook examines the functions of leadership concerning workgroup needs. There are three such overlapping needs:

1. Need for task: it is based on achieving a common task

2. Needs for maintenance of the team: for the team to jell and stay together

3. Needs of the individual: needs that individuals come into the group with

Based on the above three needs, people have the following expectations of their leaders

· To help them accomplish a common mission

· Build synergies in the group

· Respond to individual needs and meet them

The tasks call for organizations or groups to emerge since one individual cannot accomplish it. There are needs sewn around a task because there is built up pressure to achieve its completion to avert frustration among the team members if they are deterred in their quest to accomplish it.

The needs for team maintenance exist because the promotion, creation, and retention of the cohesiveness of an organization is important on the unity principle

Individual needs can be split into two, i.e., salary and psychological needs:

· a sense of accomplishment

· recognition

· the deeper urge to give and receive from others in a working situation

· status

Figure 1: The Task, Team, and Individual needs overlap (Thomas, 2020)

The overlapping shows

· Task achievement: satisfies the individual and builds the team

· If the team\\\\\\\'s maintenance is lacking, there is an impairment in task performance; satisfaction at the individual level also decreases.

· If the needs of the individual are not met, there will be no cohesiveness. There will also be impairment in the performance of the task

It is important to consider the individual, task, and team needs at all levels. To accomplish a common mission, you must maintain teamwork and meet the needs of individuals. Some functions must be performed. Functions refer to what the leader does.

The functions include:

1. task definition

1. Planning

1. Updating others

1. Controlling

1. Evaluating

1. Encouraging/Motivating

1. Organizing

1. Leading by example

Figure 2: Functions of leadership concerning team, task, and individual (Thomas, 2020)

The above functions need high-level skills for them to be excellently handled as they should be.

Some qualities of leadership have functional value. They can be termed leadership traits or characteristics

Leadership characteristics

THE NEED

QUALITY

FUNCTIONAL VALUE

Task

Initiative

Mobilizes the group

Perseverance

Keeps the team spirit high

Efficiency

Work completed effectively with knowledge of time and costs

Honesty

Use of facts

Self-confidence

Dealing with facts

Industry

Steady production generates benefits

Audacity

Free to take leave from rigid rules

Humility

Avoiding the blame game

Team

Integrity

Building trust and jellying

Humor

Tension diffusion

Audacity

Inspiring others by being an originator of ideas

Self-confidence

Trust by others

Justice

Group discipline is enhanced with fair dealing

Honesty

Earns respect

Humility

They praise where it is necessary, they also share it, desist from arrogance

Individual

Tact

Not indifferent

Compassion

Ability to sympathize and help others

Consistency

Everyone knows where they stand

Humility

Notes qualities and abilities and gives praise

Honesty

Commands respect from individuals

Justice

dealing fairly motivates others

In the exercise of their functions, leaders should show the attributes below

1. Influence on the group: to produce a willingness by a group achieve a goal

2. Command: to be decisive

3. Calmness: to remain calm and focused under turmoil

4. Judgment: can organize resources and information in a way that it helps achieve results easily and fast

5. Application: to show sustained effort alongside dependability to accomplish a task or achieve goals

LEADERSHIP SKILLS

We shall now examine the eight functions highlighted above.

1 tASK DEFINITION

A task is a job that is lined up for accomplishing. Workers in organizations must be made to understand it through an objective that is:

· clear

· time-limited

· challenging

· concrete

· realistic

· Capable of evaluation.

2 Planning

This is an organizational activity that calls for searching for options. It is best done by engaging in open brainstorming with others. Planning responds to questions related to what, why, how, and when.

3 Briefing

Giving instructions to a team is a primary function of leadership usually done in physical encounter situations. Briefings provide an opportunity for

· Creating a conducive atmosphere

· Promoting teamwork

· Knowing and motivating every individual

4 Controlling

It has been observed that excellent leaders get optimal outcomes with minimal resource input. To control other people, a leader must show self-control. It should also be noted that becoming angry is also legitimate if circumstances call for it. Indeed, such a reaction also helps in certain situations.

5 Evaluating

Leaders should demonstrate

· Aptness at situation assessment

· Team performance evaluation

· Training individuals and performance

· Individual training and appraisal

· judgment

In consequence assessment, a leader should foresee the result of an action based on financial, technical, and human considerations and query pointed questions intended to confirm consequences.

6 Motivating

Six principles motivate other people

1. choose motivated people

2. Show motivation

3. Remember that progress motivates

4. recognize

5. set targets that are challenging and realistic

6. Provide fair rewards

7 Organising

Effective leaders

· Are organized: this can be seen in how they work and manage their affairs

· Organize teams: they cultivate effective teamwork skills

· They direct the organization, i.e., the systems and structures that inform operations of the team

· Leaders reorganize and arrange for results achievement. Change leadership calls for power and leadership skills.

8 Setting an example \\\\\\\'Leadership is example.\\\\\\\'

A leader needs to act out what they say. The way a leader acts and talks is always analyzed and interpreted by those they lead. Since examples influence others, it is then important that a leader sets a good one.

Leadership | Theory, and practice

1. Skills approach

Leadership views inform the skills approach to leadership. While personality has its place in leadership, the skills method suggests a need for knowledge abilities. Abilities are critical for effective leadership. According to Katz (1974), a seminal piece on the skills method to leadership indicates that leadership is driven by three skills, i.e., human, technical, and conceptual

Figure 3: The skills needed in management across levels (Northouse 2018)

This part demonstrates that leadership skills can be acquired even through training.

Technical Skills

· Technical skills are about knowledge in a specific discipline

· They comprise special competencies in a special area, the ability to analyze, and the ability to make use of appropriate techniques and tools

· An IT professor may understand software programs and how to disseminate the same to students

Note: Technical skills are most important at lower and middle levels of management and less important in upper management

Human Skills

· Human skills relate to knowledge and being able to work with others

· They differ from technical skills because these focus on things

· Human skills= people skills

Note: Being a leader with human skills means being sensitive to others\\\\\\\' needs and motivations and considering others\\\\\\\' needs in one\\\\\\\'s decision-making.

Conceptual Skills

· Conceptual skills have to do with one\\\\\\\'s aptness in dealing with concepts and ideas

· Conceptual skills help to create a vision and a strategic plan

· a professor in it, for example, needs conceptual skills to communicate their vision for the department to compete successfully

Leaders who have conceptual skills talks about ideas that shape an organization

Skills model

The skills model was crafted in the 90s to explain people\\\\\\\'s abilities that inform effective leadership. It is more complex compared to the model by the Katz paradigm. It comprises five elements:

· environmental influences

· individual attributes,

· competencies,

· career experiences and

· leadership outcomes

The model embraces the following competencies as most essential: social judgment, problem-solving and knowledge,

· The general cognitive skills

· Motivation

· Personality

· Crystallized cognitive skills

Figure 4: Skills Model of Leadership (Northouse, 2018)

There are no records of specific environmental influences with the skills model. Rather, it accepts such factors and acknowledges that they can influence a leader\\\\\\\'s performance. It, thus, points out that although environmental factors affect the performance of a leader, the leader cannot control them

The competencies of a leader are influenced by their career experiences too, and the surrounding. According to the model, a leader can explain performance and effective problem solving through its primary competencies. In turn, the competencies are affected by the attributes of the leader, environment, and experience.

Implications

The skills approach provides important information on leadership

It offers an avenue to delineate leader skills. It can be used across management levels

It assists upcoming professors to understand their strengths and shortcomings in conceptual, human, and technical skills

After taking the inventory, the upcoming professors will understand their leadership competencies in detail

The score leads one to know where they need more training to bolster their performance in the organization.

2. Path-Goal Theory

Path-goal focuses on how leaders encourage their ones they lead to achieve a common goal. The main objective of the theory is to boost the performance of the follower and their satisfaction. It concentrates on the nature of the tasks and the motivation of the follower.

Figure 5: Path-Goal Theory (Northouse, 2018)

House says that the heart of Path is based on the idea that an n effective leader must complement their subordinates, their surroundings, and capabilities in a way that makes up for the subordinate\\\\\\\'s shortcomings.

Aspects of Path-Goal Theory

· The behavior of a leader

· Characteristics of follower

· motivation

· task characteristics, and

. The Path-Goal theory suggests that each leader behavior comes with a different effect on the motivation of followers

Figure 6: Major Path-Goal Theory aspects (Northouse, 2018)

· Path goal theory is built on the Expectancy Theory. The latter states that subjects will be inspired if they feel competent, appreciated, recognized, and feel that their effort will attract a reward.

· A leader can be useful to followers by adopting a leadership style that will offer what an organization lacks.

The leader, therefore, has a responsibility to propel followers to achieve goals by guiding and directing them

Path-goal offers an avenue for the prediction of how the style of a leader interacts with the needs of followers and the task form

The model predicts that ambiguous tasks are well done with directive leadership. It also points out that supportive leadership with repetitive tasks while participative leadership works well with autonomous followers and unclear tasks. Challenging tasks, on the other hand, call for achievement based leadership.

Application

· Before applying the path-goal theory, a leader should determine the befitting leadership style after examining the followers\\\\\\\' tasks.

· If there is an unease level regarding task fulfillment, there is a need to use a style that boosts confidence.

· If at a university, a member of a faculty harbors fear regarding their research or teaching, the chair of the department should provide supportive leadership

· The chair helps the junior to build confidence through their support

Implications

Influencers: one must be committed to clear objectives. They should also engage the learner actively and use every chance they get to help them succeed. Learning is mutual. Learners are taught how to learn too

Supporters: They are open to other views; they listen without bias and are sensitive to the feelings of learners and their values. They also strive to understand the learner for effective delivery and better outcomes. They inspire learners to like subjects.

Achievers: they are bent on maximizing outcomes. They do it by goal evaluation, solution assessment, and checking on outcomes. They experiment a lot in their quest to get the best solutions and results. They inspire independent thinking.

Theorists: The apply quantitative analysis to arrive at better designs for learning. They examine the current theories for learning to extract the best and establish effective learning environments. They drive learners to understand their potential.

3. Behavioral Approach

The above method focuses on leader behavior

It is concerned with the actions and behavior of the leader

The approach ignores who leaders are and focus on what they do

It proposes that leaders engage in two types of behaviors, i.e., relationship and task

It focuses on how leaders combine the above behaviors to influence their subordinates

The behavioral approach stems from three distinct research lines, i.e., the University of Michigan research works by Blake and Mouton on Managerial Grid, and studies were done by Ohio state university

Figure 7: The Leadership Grid (Northouse, 2018)

· The Managerial Grid, which is the Leadership Grid, blends focus on production and focus on people in a two-pronged model

· The horizontal axis reflects the concern for outcomes, while the vertical axis represents the interest in people.

· The axis is a scale with 9 points. A score of 1 stands for minimal concern, while nine is the highest. When scores are plotted on each of the axes, a range of leadership styles are portrayed

· The grip illustrates five key leadership approaches

· middle-of-the-road management (5,5)

· impoverished management (1,1),

· country-club management (1,9),

· authority–compliance (9,1), and

· team management (9,9)

Blake and fellow researchers have also identified two more behaviors in addition to the major styles illustrated on the grid

· Materialism/paternalism is about a leader who applies both 1,9 and 9,1 approaches but does not blend them

· On its part, Opportunism is about a leader who combines any styles on the list of the primary five for personal advancement.

The behavioral approach is not as refined as the other theories. It does not offer polished prescriptions organized for leadership assessment broadly, with a task and relationship aspects. The behavior approach does not tell leaders how they should behave. Rather, it describes the important aspects of their conduct.

Application

The behavioral approach points out to leaders what they do towards other people concerning task accomplishment and relationships. Leaders should be more focused on tasks in some situations. Other circumstances demand to focus on the relationship

Equally, some subordinates need constant direction while others are self-driven and just need support

For instance, imagine two classrooms of a college on their first day encountering two professors with different styles

· The first professor, call them Smith, they check into class, record attendance, give a syllabus overview, explain the maiden assignment and leave

· Professor Jones, on his part, does what they other professor did but also makes an effort to have the students to get to know one another by having them describe themselves in brief, their interests, and hobbies

· The two leadership styles above are different

· What professor Smith does could fit into task behavior while professor Jones engages in relationship behavior

The behavioral approach enables the professors to understand the difference in how they behave. The response by the students will determine whether and how the professors will adjust their teaching approaches after the introductory lesson

Implications

· Through their behavior assessment, professors in the future can establish how others view their styles and how they can alter their behaviors for better results.

· The behavioral approach can be applied to almost everything that a leader does. It is used as a model for many companies and training institutions worldwide to teach managers how to improve effectiveness and productivity.

· In general, the behavioral approach provides avenues for assessing leader behaviors generally

It also reminds managers that others\\\\\\\' effect happens via the tasks they execute and the relationships they establish.

4. Adaptive Leadership

· Just as its name suggests, Adaptive Leadership is an approach whereby leaders are at the apex of motivating and inspiring citizens to handle complications, alterations, and changes.

· Adaptive leadership, therefore, focuses on the requirement of people to adjust to counter to the changes within their environment.

· The adaptive leadership approach has seen advancement and acknowledgment in leadership writings and literature since the first publication of a seminal book, Leadership Without Easy Answers by Heifetz.

· To explain efforts leaders have made towards enhancing change across diverse levels like personal, communal, societal, and organizational, the concept of Adaptive Leadership has been applied broadly.

· The evolution of adaptive leadership frameworks has since been on the rise, borrowing mostly on Heifetz and his affiliates\\\\\\\' literature.

Figure 8: Model of Adaptive Leadership (Northouse, 2018)

The three types of situational challenges tackled by leaders are:

i. Technical challenges

ii. Technical and Adaptive challenges

iii. Adaptive challenges

The primary concern of adaptive leadership is to help individuals to get to grips with adaptive provocations. Six key leadership behaviors are vital in the undertaking, which are:

i) get on the balcony,

ii) recognize adaptive problems,

iii) regulate stress,

iv) maintain disciplined focus,

v) delegate the work to the workforce, and

vi) protect middle-management voices.

The six leadership exploits are some of the best practices required of an adaptive leader. The center of attention and aspirations of adaptive leadership thus lies with adaptive work.

The principal focus of adaptive work cognizance oof the obligation to fashion a holding framework and the expertise to foster the created frameworks when the need arises. This holding framework is a scope created and serviced by adaptive leaders. In this space, individuals have a sense of security as they beset and hammer out strenuous life obstacles.

Application

Adaptive leadership can be utilized in real-life circumstances in several ways, which include:

· At personal levels, adaptive leadership lay foundational rubrics from where one can determine the types of obstacles they encounter. This is achieved by the provision of distinctive sets of formulations. Therefore, one can build a plan to manage such challenges as technical and adaptive in their unique way. A typical way to achieve this is by creating a holding framework.

· Inculcating these formulations at a personal level practice of leadership becomes an easy task for individuals.

· Higher learning institutions\\\\\\\' leaders and professors are facilitated to sail through unexceptional obstacles to different learning environments. This borrows heavily on the leadership model fashioned by Heifetz.

· The model addresses the possible problems faced by school leaders as either adaptive or technical.

· Adaptive challenges can be confusing as they involve complex elements, and therefore the result of any intervention can be unforeseeable.

· Technical challenges, on the other hand, are understandable and can be solved by involving technical expertise.

· The problem statement in technical challenges are easily comprehended and can be solved by applying existing strategies and practices. This, however, does not guarantee the ease and quickness of the solutions.

· A cautious diagnosis and scrutiny of the challenge are, however, mandatory in tackling adaptive problems. This assessment is followed by measures that integrate individuals\\\\\\\' involvement, such as behavior, attitudes, and assumptions.

Implications

· Information and Analytic: A constructive local college principal is aware of how to effectively apply statistics to give an all-inclusive picture of its performance. They are also mindful that their statistics can compromise trends nonetheless.

· Advocacy and Mobilizing/Motivating Others: A good college principal apprehends and adopts the significance of vouching for community college patterns and models. They also know how to motivate the college stakeholders to speak up for the college and are aware of best practices to utilize the resources economically with the best communication channels to link the college to the more significant community.

· Collaboration: A constructive community college principal advances and sustains the spirits of cooperation, response and accountability, ethics, and mutual benefits. These philosophies apply to internal and external relationships and foster the institution\\\\\\\'s college, diversity, sustainability, and mission.

5. Authentic Leadership

· This leadership style is anchored on the authenticity of leaders and their leadership practices.

· This type of leadership has two different types of formulation:

1. the practical approach which advanced from real-life experiences, learning, and preexisting literature.

2. A theoretical approach that leans on the results of social science research and readings.

· The two approaches both offer exclusive references on the intricate authentic leadership style.

Practical Approach

· George developed an authentic leadership model which takes accent on the attribute of authentic leaders.

· He gives a practical demonstration that explains authentic leadership\\\\\\\'s most vital characters and possible character development by the individuals who aspire to be authentic leaders.

· George\\\\\\\'s major revealing is that authentic leaders are legitimately and honestly driven to lead by their core principles. They purpose to serve their subjects, and there are fully conscious of themselves.

· Five rudimentary traits identify authentic leaders:

· A Powerful sense of purpose.

· Substantial value for doing right.

· Developed a dependable alliance with others

· Showed and acted on the principles of self-discipline

· Show compassion and sensitivity to other people\\\\\\\'s predicaments.

George pin-pointed five constructs of authentic leadership, which are:

· Relationships

· purposes

· value

· heart

· self-discipline

Figure 9: Authentic Leadership Characteristics (Northouse, 2018)

Theoretical Approach

· A diversity of models have been formulated to demonstrate the undertaking of authentic leadership in the research literature.

· Gardner et al. developed a model that revolves authentic leadership around the leaders\\\\\\\' advancement, self-awareness, and self-regulation.

Components of Authentic Leadership

For greater emancipation of authentic leadership\\\\\\\'s general apprehension, an all-inclusive literature review was carried out by Walumbwa and confederates. This saw several factions of content experts in the leadership field interviewed. This study aimed to ascertain the different elements that make up authentic leadership and to advance rational evaluation of this model.

The outcome of the study was summed up to four elements, which are

· Balanced processing

· Self-awareness

· Relational transparency

· Internalized moral perspectives

Figure 10: Authentic Leadership (Northouse, 2018)

Other considerations factored in include:

· Moral reasoning

· positive psychological capacities

· major life events that affect authentic leadership.

Authentic leadership is impacted by four major positive psychological characteristics, which are:

· Resilience

· Hope

· optimism and

· confidence.

These attributes are extracted from the different areas of positive organizational behavior as well as positive psychology.

Application

There diverse and customary motifs from the study literature that have examined authentic leadership despite the scarcity of intervention research. These models can apply to both individual practice and organizational settings.

· The ability and the capacity of different people to learn, being authentic leaders, is one universal motif to authentic leadership.

· Luthans and Avolio composed a framework for the establishment and instigation of authentic leadership. They argued in their original work that authentic leadership is a long term learning process and can be developed over time.

· This indicates that college leaders can nurture authentic leadership and similar skills to gain promotions to leadership positions.

Implications

Unusual circumstances suffuse the present-day generation. Many emerging issues lie terrorism, injustice, poverty, and migration are on the rise, which affects different nations and the communities. Therefore, school leaders play an essential role in providing opportunities and boost staff\\\\\\\'s internal capability in their respective schools.

To move both students and educators forward inclusively, Principles of authentic leadership are required.

· Authenticity challenges every individual to steer objectively towards the core value of truthfulness to oneself.

· Authentic leadership principles help professors formulate appropriate ethical and moral hypotheses that cultivate proper apprehension of the contemporary world\\\\\\\'s needs and obstruction.

· Authenticity also motivates professors to engage and cooperate with other experts to build a society and foster meaningful and pertinent values.

6. Servant Leadership

Servant leadership has three elements of frameworks:

· precursor conditions

· behaviors of the servant leader

· the outcomes.

The chief cornerstone of this leadership\\\\\\\'s framework is based primarily on the seven exploits of the leaders that promote servant leadership, and these include:

· Ethical behavior

· putting subjects first

· empowering the community

· emotional healing

· creating value for the community

· conceptualizing

The leaders\\\\\\\' behavior that foresees the achievement of this type of leadership is determined by:

· the characters of the leader

· culture and contexts

· the reception of this type of leadership by the subjects

Outcome at societal, organizational, and even individual levels are likely to facilitate when the concept of servant leadership is engaged correctly.

At the college level, servant leadership is a matter of choice and can be primarily initiated by the professor. If adequately demonstrated, it can overlap and impact the organization and even individual learners.

· To achieve holistic and universally shared prospects, it is imperative to initiate and foster an affirmative faculty-student relationship.

· Other values expected to be taught by educators at the college classroom level include; power-sharing, connection, interdependence, fairness, and community awareness.

Since leadership fosters ethics and ethics is the critical attribute of leadership, a substantial shared relationship relates these two spiritually. This significant correlation between these two factors is attributed to leadership\\\\\\\'s essence and the need to involve subjects to realize the common goal.

· Every religion has a construct and a demonstration of servant leadership.

· Christianity brings it out in Jesus\\\\\\\' exemplary act of washing the feet of His disciples.

· Values are of great significance in servant leadership as the only way leaders achieving command is through ideals, ethics, and values. Servant leaders are, therefore, obligated to lead by example.

Figure 11: Model of Servant Leadership (Northouse, 2018)

Servant leadership lacked a proper conceptual rooting and adequate definition as a principle for over three decades after Greenleaf\\\\\\\'s primary original literature writing. After the paper, servant leadership was embraced by many as a leadership approach with powerful principles and practical perspectives rather than just a baseless theory.

Application

· The primary focus of servant leadership is to teach leaders a culture of putting subjects first and supporting their ambitions.

· A significant concern is the treatment leaders subject to followers and the possible outcomes.

· In situations where leaders have a strong internal drive to serve their subjects\\\\\\\' best interest, motivate them, servant leadership strives best.

· Subjects\\\\\\\' contribution is also essential to servant leadership as they are expected to be open and recept the leaders who are mindful of their affairs and want them to grow.

· Power-sharing is an essential aspect as leaders are expected to use their positions to help others grow instead of dominating on their subjects.

· Servant leadership eliminates opportunism and promotes cooperation since it does not encourage competition.

· This leadership has standard behavior scope that should guide everybody interested in being a servant leader.

· Universally, the standard behaviors expected of a servant leader are not cryptic; they are easy to understand and follow and are widely applicable in different leadership situations.

Implications

· The role of leadership played by the professor is vital for the betterment of the college.

· There are different ways the professor can act under servant leadership principles, which may significantly increase teachers\\\\\\\' productivity. Therefore, the professor must have servant leaders\\\\\\\' values and behavior, formulate ways to enable lecturers to thrive, and set bigger goals to pursue and achieve.

· Servant leadership is centered on the key principle of talking and acting. This way, leaders can set good examples and design motivated expectations from their subjects.

· This way, the college professors built transmittable traces of leadership ethos and the experiences imitated by lectures. Service delivery, therefore, becomes a hereditary right from the college principals.

· The professor, therefore, focuses on the betterment of lecturers. They achieve this by teaching personal and professional development by allowing for diversity and risk-taking.

· Lectures facilitate the professors who mentor them, and this way, they can become leaders of great prominence.

· A smooth collaboration between the professors and the lectures is therefore achieved. This is affected by the fact that both parties create an enabling environment for themselves to grow. Excellence, thus, becomes their outcome, and the goals of the college are achieved.