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Beginning in July 2011, 20 participants began a year-long succession planning efort. Tis was followed by numerous
accelerated development program. Te formal program was email communications to ensure that presidents had all the
based on a 70/20/10 model (Lombardo & Eichinger, 1996): information and tools they needed to conduct regional talent
• 70% experience-based development (stretch assignments) reviews, identify candidates, and serve as presidential sponsors.
• 20% coaching and mentoring STEP 7: EVALUATE RESULTS
• 10% formal development (in-person seminars) Based on the measurable goals and objectives that are set for the
Te majority of the focus of the program was individualized. succession planning efort, evaluate the results and refne the
Participants were asked to spend 70% of their time investment program as needed.
in the program working on an experience-based development Following the presidential succession planning pilot efort
plan (EBDP) that they created in cooperation with their in June 2012, a full evaluation was conducted. In addition to
sponsoring president. To create an efective plan, participants the seminar evaluation feedback, an executive consultant was
were asked “what would keep you from competitively applying retained to interview each participant for feedback on the
for a presidential position today?” For some, the answer was accelerated development program. I also conducted phone
lack of experience in fundraising for the institution or donor interviews with the presidential sponsors to assess whether the
development. For others, it was representing the college or program had met their expectations. Based upon Kirkpatrick’s
university at community events or with the media. Examples of 4 Levels of Evaluation (Kirkpatrick, 1998), our evaluation plan
some stretch assignments that participants undertook included: included tracking of the following:
• Cultivate donor prospects that would lead to a gif request Level 1: learner reaction
for the institution Level 2: knowledge and skill mastery
• Represent the president at community meetings and city Level 3: job performance
council on city bonding
Level 4: business needs
• Work with a bipartisan political group that examines
government relations and agendas that afect K-12 and Learner reactions were evaluated afer each of the four
higher education seminars where participants were asked to provide feedback on
• Lead the campus in the president’s absence the content, format, and delivery of the seminars.
Knowledge and skill mastery were confrmed by interviews
Coaches, mentors, and presidential sponsors provided support with participants themselves and their sponsors. In addition,
for participants during the program. some skills were tested through observing participants’
While in-person seminars represented the least amount of performance in simulation exercises, executive decision-
time investment for the program, with four 1-1/2 day seminars making, and communication exercises.
scheduled during the year, they provided an important time Job performance was evaluated through individual phone
for participants to discuss issues, learn from one another, and interviews with each participant’s presidential sponsor.
build connections with each other. Seminar topics included:
funding and fnance, communicating to infuence and inspire, Te business need was evaluated through tracking promotions
building organizational trust, managing polarities, leading of program graduates.
change, and collaborative leadership. All seminars explored EVALUATION FINDING HIGHLIGHTS
practical strategies to address issues that face senior leaders in
higher education. Tey included real-life case studies, practice Learner reactions to the entire program were gathered in July
opportunities for sharpening speaking abilities and executive 2012, by an executive consultant. She reported, “Participants
presence, meaningful dialogue, and simulations. Participants conveyed a deep sense of gratitude for being selected,” and
also wrote their own personal leadership philosophy, which “Tey set higher goals for themselves to continue to perform and
involved a year of refective work. develop…even if they were not interested in seeking a diferent
leadership position.”
STEP 6: BUILD THE SUPPORT SYSTEM
Participants shared that they used multiple concepts from the
Create good communication systems and processes for the succession seminars and applied them to their everyday work. One leader
planning efort, including tools and process guidance for candidate reported, “I have applied new communication strategies, utilizing
identifcation, and guides for accelerating development. the polarity model and better understanding the dynamics of
Building the support system for the succession planning efort institutional change.” Another said, “I have learned to pause and
was not linear by any stretch of the imagination. It happened consider diferent approaches and insights to situations.”
simultaneously with all the other steps. For the pilot year, Within one month of completing the program in June 2012,
a group of six presidents serving on the Human Resources 30% of the participants in the program had been promoted
Leadership Committee and the Vice Chancellor for Human to interim or permanent executive positions. Presidential
Resources provided guidance and support for the efort. sponsors provided positive feedback, saying that as a result
Tey advised on numerous decision points, such as the talent of the program, participants developed greater confdence,
review process and candidate selection, and they assisted with increased maturity and ability to connect with people,
communicating to key stakeholders. To launch the efort, improved speaking skills, increased focus on refection, and
in-person meetings were held with leaders to discuss the implemented new ideas based upon what they learned. One

28 LEADERSHIP Vol. 22.1 Spring/Summer 2016

Client: The Chair Academy Job: Leadership_Journal_22.1 SPRING/SUMMER 2016 Final size: 8.5” x 11” Colors: CMYK Bleeds: Yes
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