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Leadership and Change Portfolio Competency Project:

Strengths-Oriented Leadership Analysis

Diane Wu Chang

Azusa Pacific University, Department of Higher Education

Leadership Comprehensive Project

October 15, 2023

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Strengths Leadership Analysis

In 2018, with a new job as the Associate Dean of Equity at an inner-city community

college, I attended a one-day equity summit. The plenary speaker was Ibram X. Kendi who

was promoting his upcoming book, How To Be An Antiracist. Dr. Kendi was the closing

speaker in the afternoon after a day of workshops, discussions, and speakers. In the middle of

Dr. Kendi’s presentation, I realized I did not understand what he was saying. It was as if he

spoke a different language and I was only recognizing words and phrases but was unable to

grasp any meaning. One thing was clear as I left for the day, there are a lot of important

things I need to learn. After some research and planning, I began my doctoral program at

Azusa Pacific University in higher education.

Over the three years of coursework, coinciding with the nationwide dialogue on race

and racism, I have learned much about myself and the world around me. Through the

different readings, theories, and assessments, I gained confidence in myself as a leader and

leaned into the areas that need growth. Through this process, I also clarified the type of leader

I want to become. This paper examines the different assessments that have provided language

and confidence to describe the leader I am at this point and the leader I want to become in the

future.

Assessments

The three assessments that inform this reflection process are Myers-Briggs Type

Indicator (MBTI), Clifton StrengthsFinder (CSF), and Values in Action (VIA) Character

Strengths. My MBTI (Meyers, 1998) profile is extroverted, intuitive, thinking, and perceiving

(ENTP). My top five Clifton strengths (Gallup, 2022) are connectedness, input, arranger,

individualization, and analytical. The top five VIA Character Strengths (2022) include

spirituality, curiosity, love of learning, teamwork, and gratitude. These assessments combine

to describe how I understand the world and how I operate in the world as a leader.
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My Best Work is Through Collaboration

The three assessments helped me understand I need to engage with people to be my

best self. As revealed by the MBTI, I am an extroverted person and gain energy through

interacting with others. My creativity flourishes and my insights deepen through conversation

and collaboration. Especially when I am faced with a challenge or a problem, discussion with

even one or two others helps me to generate more innovative solutions. The assessments

helped me understand that my strength and best work is leading through collaboration.

Reflecting on all three assessments, I realized that I am most excited when different

team members bring their ability to accomplish a goal together. The Clifton Strengths of

connectedness and individualization further explain that connection with people is spiritual

for me because I believe every person is intricately linked to one another. The experiences,

cultures, passions, and challenges of each person not only shape their existence but also

influence mine. This impact we have on each other’s existence is across time and space. For

example, Stacey Abrams’s book, Lead From the Outside, published in 2019, had a profound

impact on me, in 2022. Abrams, a Black politician from the South, wrote about her life

experiences, lessons she learned in her leadership journey, and internalized dominant

messages that she had to confront (Abrams, 2019). I was very surprised by how much I

identified with her and how much her words put clarity to my experiences.

As I began to understand that I am best while collaborating, I also recognized the

sense of accomplishment and satisfaction I gain when we come together and accomplish a

goal. When this happens, I feel like I created a beautiful mosaic art and I still smile after the

project is complete, as an artist appreciates their work. For example, in the Fall 2022

semester, although my institution had many in-person classes and all services were open,

students and faculty rarely engaged outside of class time. The Quad, in the center of the

campus where students and faculty often walked across and sit for lunch or enjoyed various
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events, was often empty. As we approached spring registration time, there was concern that

students were unprepared to register and would have difficulty getting service once the fall

semester ended. For the college, this could further exacerbate the impact of declining

enrollment. Through conversations with a few colleagues in student services, I led the

creation of a Fall Fest in The Quad during the lunch hour. In the past, similar events

emphasized student service programs to ensure students know about counseling, tutoring,

learning communities, and other support services. For this Fall Fest, in addition to the usual

student service programs tabling at The Quad, I recruited instructional faculty to promote

their discipline or classes and encouraged a show-and-tell approach. Many faculty

appreciated a platform to promote their classes due to a fear of low enrollment leading to

class cancelations. Organizationally, against past practices where tables were assigned

randomly, I arranged similar disciplines together. Science, engineering, biology, and math

faculty shared tables since they often shared the same students. This also made the event

more pleasant for the faculty because they were with others in their own division and were

more likely to know each other. In addition, I invited student clubs so they could promote

their clubs and recruit members. Using my Clifton Strengths of analytical and arranger, I was

able to integrate people and programs to accomplish our goals - remind students to register

and build engagement for both students and faculty.

The success of the Fall Fest led to a more energetic Spring Fest with instructional

faculty getting very creative in engaging students. Science faculty brought science

experiments and Carpentry faculty brought a wood block game. Through the assessments, I

realized that my satisfaction of leading the Fall and Spring Fests was not solely based on the

success of the event. Instead, the greater satisfaction was from leveraging the different skills

and motivators of the instructional divisions, student clubs, and student services to come

together and accomplish each group’s own goal and the common goal of helping students.
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Without the assessments clarifying my extroverted, teamwork, analytical, and people-valuing

tendencies, I might not have been able to carry out these events as successfully as I did.

Knowing my skills through these assessments, I was able to better leverage different group

interests to accomplish the institution’s goal of preparing students for registration.

Confidence Through Assessments

The three assessments not only gave me a better understanding of my tendencies and

strengths, but they also helped me become more confident and see my strengths as

advantages. The dominant culture in the United States values individual accomplishment so

coming from a collectivist culture, I have often felt working in teams was a sign of weakness

or demonstrated a fear to take charge. However, these assessments tell a different story and

encourage the use of these Extroverted, Connectedness, Individualization, Arranger, and

Teamwork strengths in combination. When I operated in my strengths, I found more success.

By discovering my strengths, I was able to bring faculty and students together for the purpose

of enrollment and engagement. The enrollment event was more successful because the

chemistry faculty brought simple experiments to The Quad and the carpentry faculty brought

a large Jenga set as demonstrations of their disciplines. My success was greater not because I

organized a successful event, but because my strengths helped others flourish.

Limitations of the Assessments

The assessments gave me the confidence to operate in my strengths. However, there

are also limitations to these strengths if they become too dominant. For example, when I

allowed my Clifton strengths of Input and Analytical, and my VIA strengths of Curiosity and

Love of Learning to take full control, I was unable to make decisions or act because I was

weighted down with too much information or a heightened need for more information. Such

immobilization often occurred during the three years of PhD coursework. Because there was

so much new knowledge, I often struggled to write my assignments unless I did enough
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research or read through everything. Leaving all three comprehensive exam projects to the

semester after I completed the coursework is a demonstration of my inability to commit to the

topics and the need to gather more information.

Areas of Development

Assessments help me understand my strengths and preferred approach to leadership.

However, knowing my strengths did not give me a vision of the leader I wanted to become.

Abrams (2019) advised against leaders pursuing titles or positions but instead, Abrams

emphasized that leaders need to clarify their own motivation for leadership - the why. In

communities of color, leaders “incorporate what is good for the whole, not just individual

behavior or private virtues” (Bordas, 2012, p. 114). Therefore, in addition to recognizing my

strengths and balancing their effect, I need to clarify my motivation for leadership.

Bordas's (2012) multicultural leadership theory gave me a framework to clarify my

why. Bordas (2012) wrote, “Leadership in communities of color is inherently a public

responsibility to bring people together to address and change the social and economic

conditions that affect their lives” (p. 115). Using this description, I clarified my motivation

for leadership which is to change people’s social and economic conditions through education.

Through self-reflection of the nine principles of multicultural leadership theory (Bordas,

2012), I identified two principles that were minimally operationalized in my leadership. The

two principles I need to intentionally develop are Leaders as Guardians of Public Values and

The Seventh Generation Rule.

Leaders as Guardians of Public Values: Active Social Justice Work

Multicultural leaders are part of the community and conferred by their community to

be a leader (Bordas, 2012). The authority they have as a leader in the community is given by

the community. They are leaders among equals, not above the people they lead. This concept

is opposite the Western culture that values self-made successes. In the principle of Leaders as
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Guardians of Public Values, Bordas (2012) described one of the primary roles of the leader is

to protect the public values. This role is to ensure justice, equity, and the ideals of democracy

are enacted in society, not just in one’s personal life. Personal values and ethics are extremely

important qualities of a multicultural leader. These qualities allow the leader to take on the

responsibility of ensuring that society’s systems are ethical. Early civil rights activists fought

against unethical behaviors condoned by societal systems such as legal and educational.

When schools were segregated in the 1950’s and 1960’s and given different resources and the

law condones unequal treatment of people, society was unethical.

For most of my life, I learned to close my eyes to society’s unethical treatment of

people based on race and ethnicity. I internalized the dominant culture’s messages of

assimilation. In addition, Chinese proverbs like, “the tallest trees attract the strongest winds”

taught me to never draw attention to myself which further reinforced the idea of assimilation.

I did not understand assimilation was really losing yourself to the whiteness of the dominant

culture. Over the last three years, as I learned from communities of color, I am learning more

about active citizenship and awakening my eyes and mind to see what I had ignored before.

In my current early stage as a leader of social justice, I have learned the language to talk

about white supremacy and my eyes begin to see microaggressions and racism both in myself

and others. I now experience anger when I am being cut off mid-sentence and have the

courage to ask them to let me finish my thought.

Social justice work is guarding public values for the common good. For me,

recognizing my strengths has helped me better understand how to be active in social justice

work through education. Cornel West (2013) once tweeted, “You can’t lead the people if you

don’t love the people. You can’t save the people if you don’t serve the people” (para. 1). I

love humanity and the combined glory of humanity. However, keeping my eyes and mind

alert for social justice work requires intentionality sustained throughout my life. One way to
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sustain this intentionality is to continually immerse myself in the experiences of people of

color different from me. At work, this will include looking at data critically and then learning

from those most disadvantaged in the system. Utilizing my strengths of Input, Curiosity, and

Love of Learning, continued reading and learning from educators of color can also immerse

my mind to inform social justice work. Finally, I practice an annual personal reflection

retreats where I assess my previous professional year and determine goals for the following

year through prayer and scripture. I will incorporate an analysis of myself as a multicultural

leader and my social justice work at these retreats. My hope is that through these efforts to

engage my Thinking, Input, and Learning strengths from all three assessments, I will be

guided to more active social justice work.

The Seventh Generation Rule: Social Justice Work Across Generations

The Seventh Generation Rule (Bordas, 2012) both sustains and expands social justice

work across generations. The Seventh Generation Rule calls for multiple generations to

collectively work together to enact change; combining the wisdom and experiences of the

older generations with the passion and vision of the younger generations to create a more

equitable and sustainable world. However, instead of approaching this as a traditional form of

mentoring by the elders, Bordas (2012) described mentoring in the multicultural leadership

theory as an intergenerational leadership built on equality.

Chinese culture respects and honors age and experience, much like other communities

of color. Over the years, I have intentionally built mentoring relationships. I highly value

these mentors who are either older than me or have leadership experiences more advanced

than mine. However, as I applied this intergenerational leadership principle, I realized I had

not been intentional in developing myself to be in co-leadership spaces with those younger

than me (in age or experience). In my work with younger generations, I feel burdened to keep

them grounded because I fear their passion and feel their vision is unrealistic. Bordas (2012)
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presented the younger generation as a We generation, more collaborative and concerned

about equality and sustainability of our society. Bordas’s (2012) Seventh Generation Rule

reminded me that I need to learn from the younger generation and learn about them rather

than trying to contain them. Since social media is highly used by the younger generation to

express themselves and engage one another, I decided to learn through the online world a

year ago. I began listening to podcasts or following Facebook or Twitter of younger leaders

of color in higher education and political arenas. Although I have been impressed by these

leaders, I also recognize this process will require time to dismantle my biases and ignorance.

Conclusion

The self-reflective process of my strengths has led to recognition and confidence in

my strengths and a clearer vision of myself as a leader. The MBTI, Clifton StrengthsFinder,

and VIA provided a deeper understanding of my people-oriented values and beliefs. I

understand that my best work includes collaboration with others because other people’s

perspectives and experiences inform my learning and inspire my creative thinking. Through

the principles of multicultural leadership theory (Bordas, 2012), I can envision myself as a

leader who makes economic and social changes for people who are systemically excluded.

Applying the nine principles of multicultural leadership theory also led to some

developmental goals to dismantle my ignorance, biases, and assumptions. This process has

begun and will continue as I incorporate this leadership assessment annually to become a

leader that serves to create a more equitable higher education system.

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Professional Development Plan

1. Goal 1: Move to an Academic Dean position by August 2024

a. Complete the California Community College Chief Instruction Officer’s

Advancing Leadership Institute for Instructional VPs in Equitable Education

(ALIVE). This is a cohort program and I am part of the 2023-24 cohort. This

program mentors deans of color to increase VPI of color in California

Community Colleges.

b. Increase my network and mentors of academic deans and vice presidents –

Connect with my assigned mentor and connect with other guest speakers

through the program.

c. Apply to Academic Dean positions

2. Goal 2: Conduct an annual retreat and assess my multicultural leadership using

multicultural leadership principles (Bordas, 2012).

3. Goal 3: Explore anti-racist pedagogy training to support Academic Dean role

4. Goal 4: Identify ways to continue research on disaggregated Asian American higher

education data – 2025

a. Work with Dr. Kim

b. Network with Asian Pacific Americans in Higher Education (APAHE) to be

involved in research projects on AAPI higher education.

5. Goal 5: Join an Accreditation Committee and participate in site visits to other

community colleges - 2025

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References

Abrams, S. (2018). Lead from the outside. Picador.

Bordas, J. (2012). Salsa, soul, and spirit: Leadership for a multicultural age. (2nd Ed.).

Berrett-Koehler Publishers, Inc.

Gallup. (2022). https://www.gallup.com/cliftonstrengths/

Myers, I. B. (1998). Introduction to type (7th edition). CPP.

VIA Institute on Character (2022). https://www.viacharacter.org/

West, C. [@CornelWest]. (2013, December 5). You can’t lead the people if you don’t love the

people. You can’t save the people if you don’t serve [Tweet]. Twitter.

https://twitter.com/CornelWest/status/408819728770027521