NOTE: This post is the first of many that focusses on individual growth and development. The reader will most certainly see applications to higher education but the focus will on personal development, life long learning, and self improvement.
In the fast-paced and demanding environment of higher education, it’s easy to feel overwhelmed by the multitude of tasks, responsibilities, and goals we face daily. Whether you’re a student striving for academic success, a faculty member working on research, or an administrator managing institutional change, the sheer volume of work can sometimes feel insurmountable. However, by focusing on making small, consistent steps of progress, we can achieve significant results over time.
Visualizing Progress and Celebrating Small Wins
Adam Grant, author of Hidden Potential and Think Again, emphasizes the importance of recognizing and celebrating small wins. Grant argues that by breaking down larger goals into smaller, manageable tasks, we can build momentum and maintain motivation. Each small step forward reinforces our progress and helps to sustain our effort over the long term. This approach is especially relevant in higher education, where long-term projects like research, curriculum development, and strategic planning can span months or even years.
James Clear, in his best-selling book Atomic Habits, delves into the science of habit formation and the compounding effect of small changes. Clear explains that by making tiny adjustments to our daily routines, we can create powerful habits that lead to significant outcomes. For instance, spending just 15 minutes a day on professional development can lead to substantial knowledge and skill accumulation over a year. In the context of higher education, this could mean dedicating a small amount of time each day to student engagement, faculty development, or administrative improvements, ultimately leading to meaningful institutional change.
Liz Fosslien, co-author of Big Feelings and No Hard Feelings, highlights the importance of acknowledging our emotions while making progress. Her illustrations remind us that feeling overwhelmed is a natural part of the process, and it’s okay to experience these emotions. By taking small, manageable steps, we can navigate these feelings and continue to move forward. This perspective is crucial in higher education, where the emotional labor of teaching, mentoring, and leading can be significant.
Addressing Burnout and Demoralization
The issue of burnout and demoralization in higher education is significant. A recent article on Inside Higher Ed highlights that the pandemic has exacerbated existing issues of burnout, turnover, and demoralization among staff and faculty. Kevin McClure, an associate professor of higher education, explains that many of these issues predate the pandemic but have been brought to light more starkly due to the increased pressures and changes in working conditions over the past few years. McClure emphasizes the importance of institutions understanding and addressing these issues through better data collection and more thoughtful workplace policies (Inside Higher Ed) (Inside Higher Ed).
Another article from Inside Higher Ed discusses the importance of harnessing the full potential of higher ed staff members. It argues for the need to focus on the well-being and professional development of staff to ensure they can contribute effectively to the institution’s goals. The article suggests that by creating a supportive work environment and providing opportunities for growth, institutions can improve staff retention and satisfaction, which in turn benefits the entire educational community.
Integrating Trauma-Informed Leadership
A crucial aspect of managing and preventing burnout in higher education is the integration of trauma-informed leadership. Trauma-informed leadership recognizes the widespread impact of trauma and understands potential paths for recovery. Leaders with this approach promote an environment of safety, trustworthiness, collaboration, and empowerment. By acknowledging the trauma experiences of students, faculty, and staff, and by implementing policies and practices that support their well-being, institutions can foster a more resilient and supportive educational environment (Higher Education Today) (Safe Supportive Learning).
Recently, I worked with colleagues in my cohort with the CIC and AALI Senior Leadership Academy to research and share insights on using trauma-informed leadership in higher education. Trauma-informed leadership also involves cultivating empathy, practicing emotional maturity, and providing regular opportunities for reflection and feedback. According to an article by the National Center on Safe Supportive Learning Environments, trauma-informed leaders are better equipped to support their communities through crises and changes, ultimately leading to improved mental health and job satisfaction across campus (Safe Supportive Learning).
Applying These Concepts in Higher Education
For those in leadership positions, it’s essential to model and encourage this approach within your teams and institutions. Break down larger institutional goals into smaller, actionable steps and celebrate progress along the way. For faculty members, apply this method in your teaching and research by setting small, achievable milestones for yourself and your students. For students, focus on incremental progress in your studies and personal development.
In higher education, as in life, the path to success is rarely a straight line. By embracing the power of small steps, we can make steady progress toward our goals, build resilience, and transform overwhelming challenges into achievable tasks. Remember, every great achievement starts with a single step.
Citations
- Clear, James. Atomic Habits. Penguin Random House, 2018.
- Fosslien, Liz, and Mollie West Duffy. Big Feelings and No Hard Feelings. Portfolio, 2019.
- Grant, Adam. Hidden Potential and Think Again. Viking, 2021.
- “How to harness the full potential of higher ed staff members.” Inside Higher Ed. July 3, 2024. Link
- “Turnover, burnout and demoralization in higher ed.” Inside Higher Ed. May 4, 2022. Link
- “Trauma-informed Colleges Begin With Trauma-informed Leaders.” Higher Education Today. March 14, 2022. Link
- “A Trauma-Informed Framework for Higher Education.” Trauma Matters Delaware. Link