The Leading Forward initiative of the American Association of Community Colleges (AACC) has clearly illustrated the necessity and importance of leadership training to prepare for the roughly 2,500 administrative positions that were projected to occur between 2001 and 2007. While many leadership skills are transferable from one organizational type to another, the AACC is determining through consensus the competencies specific to effective leadership of community colleges. Some aspiring leaders are exposed to the requisite knowledge, skills, and values of community college leadership through formal, educational pathways that culminate with a credential; others learn them informally through experience and mentoring, and in some cases, a well-developed, leadership training program at the community college where they work.

Over the next year, the AACC's Leading Forward initiative will explore the extent and depth of "grow your own" leadership training programs: those efforts developed by community colleges and states to prepare future leaders in the community college system. To determine the status of the programs developed by community colleges in Illinois , OCCRL conducted a survey of all community colleges in the State. Of the 36 colleges who responded to the survey, six reported having well-established programs in place, and two are launching programs in 2005.

The format of the eight programs in existence or in the planning stage is varied and includes a one-day, off-site conference; a two and a half day, off campus retreat; a four-day, off campus conference; a series of 18, three-hour sessions held on campus throughout the academic year; a multi-day seminar held on campus in the Fall of each year; and a series of five, on-campus, full day sessions spaced throughout the year. While some programs are held during the academic year, others are held between spring and summer terms, and faculty attend on their own time. Typically, selection occurs through nomination and self-submission. Participation in all eight programs is voluntary.

Content and leadership of the programs are also varied. One college depends on its faculty and administration to develop and deliver the modules; another includes a panel of regional presidents; and several of the programs include nationally renowned experts and scholars in community college literature and leadership, in addition to the college's administrative staff. Regardless of the format and content, the respondents, who had either attended the programs or heard from others who had, reported that the attendees felt that the commitment was well worth their time. One attendee stated that although she had taught at the college for 10 years before she attended her college's conference, she felt a much deeper sense of belonging and responsibility after the intense workshop. She went on to say that the group of people who attended the same year as she have taken on much greater leadership responsibility in the college and frequently call upon one another for advice. Another attendee said that faculty often talk of a reunion retreat to recreate the sense of collegiality and continue the valuable dialogue that began as a result of the conference.

Of the 28 colleges that reported no ongoing or annual leadership program, many stated their college sends representatives to various leadership training opportunities at local, state, and national levels. Many of the people interviewed at campuses where there is not an ongoing initiative were interested in learning more about the nature of the programs in existence and the topics covered. One person stated that the college was considering beginning "management training" for administrative staff. This person was interested to hear that many colleges include faculty and staff as well as administrators in their programs. Several college representatives made a comment similar to one respondent: "Starting such an initiative is on the agenda of the [administration]. We're very interested in learning more about what's out there."

Lack of resources was often cited as a reason some colleges have not yet begun such programs. One college recently held its first leadership conference, partnering with another college that has conducted a leadership conference annually since 1994. The two colleges' programs were conducted separately but were held at the same location during the same week to share the cost of bringing in nationally recognized speakers. This clever use of resource management is one example of the strategies colleges can use to accomplish their goal of offering leadership training during lean economic times.

As a result of the survey several issues become apparent, and the implications for leadership training are many. It is clear that interest and need are growing. Regardless of format, the experience of participating in such activities appears to engender a strong, collegial bond between participants. A deep sense of collegiality is an important but invisible structural component of an organization that values shared leadership. Where leadership training is offered on an annual or ongoing basis, the growing web of shared knowledge of community college leadership skills has the potential to help form a generative culture of continuous learning. However, the transfer of skills, knowledge, and values from training to practice requires ongoing dialogue and feedback.

It is commonly known that exposure to leadership training through informal or formal means does not automatically make one a leader. Community colleges are wise to include in their leadership initiatives exposure to not only the requisite skills, knowledge, and values of leaders but also to the expectations and responsibilities of participants to continue to develop and practice what they have learned.

There is evidence that efforts of Leading Forward , The Illinois Leadership Academy, the Illinois Career and Technical Education Leadership Institute, and the University of Illinois' Community College Executive Leadership program are helping fill the gap between the need for and availability of leadership education and training for individuals who seek it. Meeting the projected needs is both a challenge and an opportunity. Multiple strategies will be needed to equip today's colleges with tomorrow's leaders. How we approach this opportunity to lead our community colleges forward is up to us. u

atherine Kirby is Assistant Director of OCCRL and serves as an adjunct faculty member of Eastern Illinois University 's School of Technology . She can be reached via phone at 217-244-0858 or e-mail at ckirby@uiuc.edu .