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My Leadership Journey<br />
Wisdom from the Trenches
My Leadership Journey<br />
Wisdom from the Trenches<br />
Dr. Barbara Darby<br />
Williams and King Publishers
Copyright 2019 by Dr. Barbara Darby<br />
All rights reserved. No part of this publication may be reproduced,<br />
stored in a retrieval system, or transmitted in any way by any means<br />
electronic, mechanical, photocopy, recorded or otherwise without the<br />
prior permission of the copyright holder, except by reviewer who may<br />
quote brief passages in a review to be printed in magazine, newspaper<br />
or radio/TV announcement, as provided by USA copyright law. The<br />
author and the publisher will not be held responsible for errors within<br />
the manuscript.<br />
ISBN: 978-0-9998406-8-9<br />
Williams and King Publishers<br />
306 Ocoee Apopka Rd. Ocoee, Florida 34761<br />
Printed in the USA
Dedication<br />
Many have contributed to my leadership journey and have been<br />
acknowledged by name, inference or circumstance along the pages of<br />
this narrative. But, as I dedicate this book, I must begin at the beginning!<br />
The Triune God - God the Father, God the Son and God the Holy Spirit,<br />
from whom all blessings flow and who is the giver of all good gifts, must<br />
get first and top billing. Without Him nothing would have been<br />
possible. To Him I give all the glory and the praise for the journey, even<br />
as it continues.<br />
My dear husband, John Darby, Jr. and our children – Jzanyt Darby<br />
Burney, Tamara Nichole Witherspoon, Jonathan Darby, grandsons<br />
Alexander and Brandon Burney - have been my constant companions,<br />
encouragers and partners on this journey. They have been the wind<br />
beneath my wings and the support system that keeps my feet grounded<br />
and my heart and resolve strong. Much love and appreciation to them<br />
for always being there for me!<br />
The Barnaby and Fairclough families were the nesting place God chose<br />
to bring me into this world for care, nurturing, to be loved and shown
how to live. A loving thanks to my dear mother, Bethy Wanica<br />
Fairclough Anderson, whose love was unconditional and whose rearing<br />
provided limits, discipline, structure, fun and a Godly example. My<br />
maternal grandmother, May Adelita Fairclough Stephens, was equally<br />
doting and loving and deserving of the highest gratitude for her lasting<br />
impact in shaping the person I am today. Lloyd Stokes Barnaby, my dad,<br />
always made me feel special. I was his first-born in whom he expressed<br />
great pride. He never hesitated to give credit to my mother and<br />
grandmother for the woman he was able to see me become before his<br />
death.<br />
My paternal grandparents - Augustus and Eliza Barnaby, uncles and<br />
aunts, on both sides of the family, were also important and significant<br />
influences and to them I also dedicate this book - Uncles Schula Van<br />
Battenberg, Alric Fischle, Zadok Barnaby, Bazil Barnaby and Aunts<br />
Josephine Barnaby Thomas, Kathleen Barnaby Cox (named me at birth)<br />
and Mabel Barnaby Lewis. I pray I have represented everyone well on<br />
this journey!
Table of Contents<br />
CHAPTER 1<br />
IN THE BEGINNING… ...................................................................................1<br />
CHAPTER 2<br />
MY ANCHOR .................................................................................................13<br />
CHAPTER 3<br />
TO THINE OWN SELF BE TRUE ...........................................................31<br />
CHAPTER 4<br />
NO ONE CAN REPRESENT YOU LIKE YOU CAN .......................53<br />
CHAPTER 5<br />
HOW TO SWIM WITH SHARKS .............................................................71<br />
CHAPTER 6<br />
GROW, GROW, GROW! ............................................................................83<br />
CHAPTER 7<br />
CHOOSE FURTHER RATHER THAN FASTER ................................97<br />
CHAPTER 8<br />
BELIEVE IN YOURSELF .........................................................................125<br />
CHAPTER 9<br />
CELEBRATE! ..............................................................................................137<br />
CHAPTER 10<br />
PAY YOUR RENT ......................................................................................147<br />
REFERENCES<br />
ABOUT THE AUTHOR ....................................................................................167
Foreword<br />
FINALLY! A BOOK THAT HELPS US TAKE A HOLD OF<br />
OUR DESIRE TO SUCCEED!<br />
In this life we are faced with many challenges as well as with numerous<br />
opportunities. It is important that we're ready for both. In our quest to<br />
succeed, nothing is more important than becoming a good leader.<br />
Awesome leadership touches different aspects of our lives, both in<br />
business and personally. That is the main reason why My Leadership<br />
Journey: Wisdom from the Trenches by Dr. Barbara Darby is a must read and<br />
a book whose existence should be celebrated. Each chapter provides the<br />
sharing of Dr. Darby's challenges and how she gained wisdom from<br />
them. That wisdom prepared her to seize the opportunities when they<br />
came her way and this book will prepare you as well.<br />
Thank you, Dr. Darby, for sharing your knowledge with us and<br />
providing a valuable guide we can use as we strive to become successful<br />
leaders.<br />
Brenda Jackson<br />
New York Times Bestselling Author
Chapter 1<br />
In the Beginning<br />
My Family<br />
Popular author B. J. Neblett (2013) wrote, “We are the sum total<br />
of our experiences and those experiences influence and shape us<br />
throughout our lives.” His words sum up my own belief about<br />
becoming – my past, present, and future, all provide the fuel that<br />
generates actions, reactions, perspectives, style, attitude and centering.<br />
Given this outlook, it seems appropriate that I open this narrative of my<br />
leadership journey by embracing my beginnings.
Dr. Barbara Darby<br />
Placed in a loving family, the Faircloughs and the Barnabys, my<br />
leadership journey began at birth. Baptized and nurtured in the Christian<br />
faith, I was provided with the essential foundation for a purposeful and<br />
successful life - an abiding faith in God. Born to my mother, Bethy, at<br />
her tender age of fifteen, my maternal grandmother, May, played a<br />
significant role in my upbringing. Together, my mom, grandmother, dad,<br />
aunts, and uncles surrounded me with unconditional love and an implicit<br />
understanding that I was part of two great families and full of potential.<br />
I came to best understand their implicit belief in my potential<br />
while I was enrolled at Hunter College. There were never any questions<br />
asked about how I was doing in school or my grades, just a quiet<br />
confidence that I was doing my work and getting the job of earning a<br />
college degree done. And so, I did. Even when I struggled with courses<br />
like Organic Chemistry and Pharmacology, fearing failure, I simply tried<br />
harder. My motivation was the confidence I sensed my family had in me.<br />
They thought I could and would succeed and they seemed not at all<br />
concerned that it would be otherwise.<br />
Born in the Republic of Panama, my family’s material resources<br />
were very limited. But, the things that stood out most vividly, as I reflect<br />
on my humble beginnings, were the love, sacrifices, and examples of<br />
hard work, strength, determination, leadership and resourcefulness that<br />
were evident in those who comprised my support system.<br />
Where there was a need in our community – neighbor or family,<br />
I witnessed my grandmother, May, and my mother busily coordinating<br />
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Wisdom from the Trenches<br />
donations of food, clothing and other resources to help others. Their<br />
actions were without question the actions of a leader shaped by the<br />
circumstances. In my subconscious, I received images of leadership that<br />
entailed acting when needed, benefiting others through our actions and<br />
making things better than how you found them. Indeed, my mother and<br />
grandmother were my earliest and most important examples of<br />
leadership.<br />
Important Influencers<br />
In high school, I was selected by Gloria Kaplan, my counselor and<br />
physical education teacher to become a member of the Senior Leaders’<br />
Group – very exciting! We carried out precision drills under the<br />
leadership of one of our members. The drill leader’s role rotated to<br />
various members each time we assembled. I was energized by the<br />
responsibility of leading a group in the precision drills – right face, left<br />
face, about face, left, right, left, right, left, right, halt! It was a sight to see<br />
a group of fifteen to twenty, moving in synchrony and I was responsible<br />
for the precision with which they marched – wow! This group<br />
experience introduced me to the role of the leader in a team – movement<br />
toward a common goal, the importance of working together to achieve<br />
the goal, the value of preparation and the weight of leadership to<br />
produce positive outcomes. With certainty, these leadership concepts<br />
have been important in my leadership toolbox and journey.<br />
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Dr. Barbara Darby<br />
Power and influence are qualities possessed by leaders to various<br />
degrees. At times these are by virtue of the position held. At other times,<br />
they are leveraged when a leader is viewed as authentic, ethical and<br />
knowledgeable. My Maternity Nursing instructor in college was a leader<br />
with power and influence. Her power was positional in that she assigned<br />
our course grades and therefore had the ability to affect our success. But,<br />
it was her influence that made an impact. Sitting in a theatre-style tiered<br />
classroom, I would watch her deliver her instruction with confidence,<br />
authenticity, and knowledge of the subject matter. I can remember<br />
looking down at her from my seat in the classroom and thinking – I too<br />
can do what she is doing. I can be a Professor of Nursing. Some nine<br />
years later, I started my career as a Nursing Professor at Florida Junior<br />
College in Jacksonville, Florida and began my influence on the lives of<br />
countless nursing students now serving as healthcare providers<br />
throughout the United States and abroad. The privilege of power and<br />
influence is not to be taken lightly in leadership – the effects of both can<br />
be far-reaching as was the case in my leadership journey.<br />
As a new graduate nurse living in New York, my first position<br />
practicing nursing was at the Veterans Administration Hospital as an<br />
intensive care nurse. Excited about my new career and filled with fear<br />
and trepidation about beginning in a unit requiring specialized skills, I<br />
braved the assignment with anticipation. This was my dream - to work<br />
where the action was sure to keep me on my toes.<br />
After the usual weeks of orientation afforded new graduates, I was<br />
assigned to my permanent unit - Surgical Intensive Care and assigned to<br />
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Wisdom from the Trenches<br />
Lisa van Heusen who was to serve as my mentor and “go-to person.” I<br />
could not have asked for a better leader-mentor. Clearly a seasoned<br />
nurse-leader, I observed many valuable qualities in Lisa. Qualities that,<br />
along my journey, I integrated into my own practice as a nurse-leader<br />
once I had been “broken-in.” Lisa possessed a high standard of<br />
excellence – no short cuts when it came to taking care of her patients.<br />
Her attention to details enabled her to anticipate the needs of her<br />
patients, the physicians and nurses with whom she shared the unit. An<br />
open unit with beds in the front and rear of the unit, the nurses could<br />
easily see all patients, their monitors, and other medical devices. The unit<br />
was an “open book” and keen observation skills were a must. My<br />
standards of professional excellence and attention to details as a leader<br />
were unequivocally drawn from my tutelage under Ms. van Heusen.<br />
Poise, self-control, self-discipline and an air of calmness are<br />
qualities I observed in mentors such as Hettie Mills, Dr. Lois Gibson<br />
and Dr. Ezekiel Bryant. Their approach to crises, conflict and stress<br />
appeared to reside in the adage, "Never let them see you sweat." I recall<br />
being interviewed by Mrs. Mills for a position with the Duval County<br />
Family Planning Project and being duly impressed by this beautiful Black<br />
woman, professionally dressed, with a warm welcoming smile that put<br />
me at ease right away. Her role as the County Director for the program<br />
was significant in that she was a high-level administrator with<br />
responsibility for Family Planning Clinics throughout the county,<br />
hundreds of patients and the employees who served them. In my years<br />
working with and knowing Mrs. Mills I never witnessed any behavior,<br />
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Dr. Barbara Darby<br />
attitude or perspective that was unprofessional. Along with Dr. Gibson<br />
and Dr. Bryant, she illustrated dignity, professionalism, ethics, integrity<br />
and comfort in her own skin. Their example proved valuable in my<br />
leadership journey. When crisis, tension, adversity, conflict, and<br />
disruption seemed the order of the day, week or month, I learned that<br />
poise, calmness, self-discipline, self-control, time and prayer, such as<br />
these mentors displayed, would always see me through.<br />
My grandmother's often repeated words - "This too shall pass,"<br />
also provided solace and comfort when the waters got rough as they<br />
sometimes do along the road. As difficult situations occurred, I<br />
developed the ability to be calm in the storm, no matter what. When a<br />
situation escalated, I would find myself becoming calmer and calmer.<br />
More often than not, I was able to diffuse explosive situations, having<br />
the opportunity to draw on past experiences and wisdom by maintaining<br />
my composure. This ability became an invaluable leadership skill. After<br />
all, leadership can be a lonely place and is not a role for wimps.<br />
Delta Sigma Theta Sorority, Inc.<br />
In 1978, I was inducted into Delta Sigma Theta Sorority, Inc.,<br />
Jacksonville Alumnae Chapter, having been sponsored for membership<br />
by my mentor, Hettie Mills. This affiliation proved to be<br />
transformational in that I truly honed my fundamental leadership skills<br />
and style in the early years of my membership. An international<br />
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Wisdom from the Trenches<br />
organization of college-educated women committed to Sisterhood,<br />
Scholarship and Service, my membership through the Jacksonville<br />
Alumnae Chapter, inspired my leadership and provided vast experiences<br />
for personal and professional development.<br />
I learned about planning, organizing, working with and leading a<br />
team toward a common goal, conflict resolution, fundraising, public<br />
speaking, compromising, negotiating and giving back to my community.<br />
I was exposed to very accomplished women leaders at the local, regional<br />
and national levels of the organization. These women were professional,<br />
knowledgeable, articulate, powerful, insightful leaders in every<br />
imaginable field of endeavor. They were transforming communities<br />
across the nation and abroad through the organization’s public service<br />
programs.<br />
I recall one national president, Dr. Yvonne Kennedy, who was<br />
among my favorite of the national leaders. My admiration of her<br />
leadership spanned many years based on her many achievements outside<br />
of the sorority. She was an Alabama State Representative and President<br />
of Bishop State Community College while she held the office of<br />
National President of Delta Sigma Theta, Inc. As she presided over<br />
national conventions during her tenure, I observed a characteristic that<br />
endeared Dr. Kennedy to me. During plenary sessions, voting delegates<br />
would approach the floor microphone to make motions on various<br />
issues. Many times, they were unskilled and unsure of how to package<br />
their concern to have it heard. While Dr. Kennedy could have easily<br />
dismissed these delegates from the platform, she exhibited patience and<br />
~ 7 ~
Dr. Barbara Darby<br />
understanding, gently guiding them to articulate a motion or to amend a<br />
motion. She had the power, using parliamentary processes and<br />
maneuvers, to dispense with their issue without giving it a hearing, but,<br />
she typically chose to use her power to help and to support those she<br />
led. This proved to be a remarkable leadership lesson that served me<br />
well as I led teams during my professional career in higher education.<br />
Early in my membership in Delta Sorority, I worked on the<br />
souvenir program for the local chapter's major fundraiser, the Miss<br />
Delta Teen Pageant. Mentored and tutored by the unmatched fundraiser<br />
in the chapter and Past Chapter President, Myrtle Turner, I learned the<br />
souvenir program development process from cover to cover, including<br />
going out to the community to raise funds. The nugget I was able to<br />
extract from this gold-mine experience is the importance of a leader<br />
having an understanding, even if basic, of the operations of the entity<br />
you are leading.<br />
It is difficult to express the depth, breadth and length of the<br />
leadership development that membership in Delta Sigma Theta Sorority,<br />
Inc. provided. My role in various elected offices – Recording Secretary,<br />
Corresponding Secretary, Vice President, President and chairperson of<br />
almost all committees across my years of membership, sowed the seeds<br />
that ultimately yielded the harvest in my leadership journey. For<br />
example, in my position as Recording Secretary, I learned the<br />
importance of maintaining accurate and complete records of any<br />
proceedings. This documentation was the official record often referred<br />
to in order to confirm decisions made.<br />
~ 8 ~
Wisdom from the Trenches<br />
The importance of accurate documentation carried over to a later<br />
professional role. A standard operating procedure in my tenure as the<br />
Campus President for the North Campus of Florida State College was<br />
to create “meeting notes” for meetings with my direct reports to<br />
chronicle meeting outcomes, follow-up required, assignments and<br />
future meetings to assess progress. These were invaluable to the team as<br />
we carried out our work together.<br />
As President of the Jacksonville Alumnae Chapter from 1987 until<br />
1991, my leadership development was further expanded and<br />
strengthened. An honor to serve in the Chapter’s highest leadership role,<br />
I learned the basics of parliamentary procedure in order to lead effective<br />
and productive meetings. This was also a time to sharpen interpersonal<br />
skills as I worked with and led a diversity of individuals. Eventually,<br />
many of the practices and beliefs that evolved from that leadership<br />
period were easily transferred to my most expansive leadership roles<br />
later in my professional career. Resolving conflict was especially helpful<br />
as I worked with my teams to diffuse faculty to faculty, faculty to<br />
administration, faculty to student, campus to the community, student to<br />
student and administrator to administrator conflicts.<br />
My leadership practice in conflict resolution involved bringing all<br />
affected stakeholders around the table, listening to the individual<br />
perspectives on the concern, determining each stakeholder’s desired<br />
outcome and seeking compromise – win-win solutions.<br />
~ 9 ~
Dr. Barbara Darby<br />
My first leadership position at Florida Junior College, as it was<br />
known at the time, was Program Manager for the Nursing/Nursing<br />
Related Programs. The department constituted the largest single<br />
department on the North Campus, if not at the College. The department<br />
consisted of the associate degree nursing, practical nursing, surgical<br />
technology, medical assisting, nursing assisting and home health aide<br />
programs. There were over 600 students served by more than thirty fulltime<br />
and a cadre of part-time faculty. This was a large, dynamic<br />
department.<br />
Early on in my tenure in the position, I had my Leadership 101<br />
lesson. Asked by the then Campus President, Dr. Ezekiel Bryant, to<br />
reduce the number of Xerox copies being made by the faculty on the<br />
copier within the department and to ensure that large copy jobs were<br />
directed to the print shop on campus, I had the answer, or at least so I<br />
thought. I instituted a ten-page single copy restriction per faculty per day<br />
with appropriate signage in the copy room.<br />
When the faculty became aware of the restriction, the complaints<br />
flowed like a stream to my office. I had a large group of disgruntled<br />
faculty on my hands to appease. The leadership lesson I learned from<br />
this trench was perhaps the most important in my career and the one I<br />
practiced with the greatest fidelity during my career at the College. The<br />
lesson I learned was about how best to implement change! First and<br />
foremost, communicate the concern or problem to be solved to the<br />
stakeholders. Provide an opportunity for the stakeholders to participate<br />
in the process of identifying possible solutions and the selection of the<br />
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Wisdom from the Trenches<br />
solution they feel best meets their needs and will resolve the larger issue.<br />
With the buy-in this process incorporates, implementation of the<br />
solution meets with little resistance and at times strong embrace by the<br />
stakeholders. A small lesson that paid great dividends at all levels of my<br />
career at the college.<br />
Romans 8:28 (The New King James Version) states, “And we<br />
know that all things work together for good to those who love God, to<br />
those who are the called according to His purpose.” I believe that it was<br />
in God’s plan for my life that I would serve in various leadership roles<br />
during my personal life and career. As I reflect on the journey, the sum<br />
total of my experiences from childhood, secondary and postsecondary<br />
education, young adulthood, community-based and professional work,<br />
was to serve the purpose of writing this book to pass on to others who<br />
are at different stages of their leadership journey.<br />
“Iron sharpens iron, and one man sharpens another.”<br />
Proverbs 27:17<br />
(The New King James Version)<br />
Next stop – “My Anchor” – the role of faith along my journey.<br />
~ 11 ~
Chapter 2<br />
My Anchor<br />
Dreams Require Risk-Taking<br />
An anchor holds a ship steady. It keeps the ship from drifting<br />
aimlessly or being tossed to and from in turbulent waters. Among the<br />
definitions in the Merriam- Webster Dictionary (2016), an anchor is said<br />
to hold an object firmly in a place. Leaders operate in a sea of<br />
opportunities, challenges, problems to be solved and outcomes to be<br />
achieved. They are subject to feel the weight of their responsibilities and<br />
must have a place of solace or refuge that gives them a sense of stability<br />
as they consider and reach decisions.
Dr. Barbara Darby<br />
In The New King James Version of the Bible, Hebrews 11:1, we<br />
find these words – “Now faith is the substance of things hoped for, the<br />
evidence of things not seen.” 4 Appropriately, as a Believer, my faith in<br />
the Triune God - God the Father, God the Son and God the Holy Spirit,<br />
has been the anchor that has provided the stabilizing force for my<br />
journey – personal and professional. Countless examples of God's hand<br />
at work and my reliance on His abiding presence and promises will be<br />
shared in this chapter to illustrate the power of my anchor.<br />
In 1973, I was employed as an agency supervisor with the Duval<br />
County Family Planning Project. My position was full-time with benefits<br />
and one of responsibility. But, I desired to teach nursing at a local college<br />
and full-time teaching positions were not frequently available nor easy<br />
to acquire. Part-time teaching positions however, were readily available<br />
on an as-needed basis. Part-time positions also provided an opportunity<br />
to establish one’s brand as a valuable member of the team. My goal to<br />
teach nursing required an act of faith. There was only one action that<br />
would move me closer to my heart’s desire. And so, in April of 1979,<br />
Dr. Lois Davis Gibson, Director of the Nursing Programs, opened the<br />
door of opportunity. I left my full-time position and began my teaching<br />
career at Florida Junior College as an adjunct faculty in nursing.<br />
There was elation, a great sense of satisfaction and apprehension<br />
intermingled with the intellectual challenge of guiding and preparing<br />
future generations of nurses. My two-income family quickly transitioned<br />
to a one-income plus family. This teaching position offered no benefits<br />
or promise of continuous teaching assignments from semester to<br />
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Wisdom from the Trenches<br />
semester. But God, my anchor, ensured that for the two years I served<br />
as a part-time instructor, I had the needed teaching assignments to earn<br />
the income needed to help meet my family’s financial obligations.<br />
Looking back, my employment decision was the precursor to the various<br />
leadership experiences and opportunities I was able to enjoy in higher<br />
education.<br />
After two full years as a part-time instructor, a full-time position<br />
became available. I applied and was selected for the position. It was by<br />
God's grace.<br />
While in my faculty position, the senior administrator over all<br />
programs at the College requested to visit the clinical area with nursing<br />
students and a faculty member to observe. I volunteered to host Dr. Jon<br />
Cosby for a visit at St. Vincent's Hospital with my students. During his<br />
visit, the intricacies of clinical education became apparent to our visiting<br />
administrator. Faculty had responsibility for instructing and supervising<br />
twelve students in the clinical setting. That responsibility included<br />
selecting patients for the students to provide patient care, reviewing each<br />
student’s preparation for their assignment, ensuring that all treatments<br />
and medications were administered safely and in a timely manner.<br />
Patient records had to reflect the care rendered by the students under<br />
the supervision of faculty. Clinical days would close with a discussion of<br />
lessons learned.<br />
During a recent luncheon conversation with Dr. Cosby, now<br />
retired, he shared that it was that observation experience in the clinical<br />
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Dr. Barbara Darby<br />
setting with my class that impressed him and influenced him to appoint<br />
me the Program Manager for Nursing and Nursing Related Programs<br />
some four years later, in 1984. Jon stated, "I gained an appreciation for<br />
the complexities of teaching students in the clinical area and I admired<br />
the organization and competence with which you did your work." It was<br />
by God's grace.<br />
Activated Faith<br />
Faith in God and His promises must be nurtured daily through<br />
prayer, the study of His word as found in the Bible, reflection and selfaffirmation.<br />
Throughout my young adult years, I must admit, I have<br />
practiced these habits inconsistently, at my best. But, in 1992, a nursing<br />
colleague, Rosemary Bush, shared an article entitled The Practice of<br />
Gratitude: A Tool for Empowered Living by Connie Donaldson (1992.) 5<br />
To say that the article was transformational in my devotional life does<br />
not do justice to the benefits I can pinpoint twenty-five years later.<br />
Not a religious article, the author focused on integrating gratitude<br />
into our daily routine. Donaldson suggested the use of a journal in which<br />
a daily listing of specific things for which we were grateful are noted.<br />
Already given to a time of daily prayer and meditation, on January 1,<br />
1993, I began a daily meditation diary which included at least three<br />
statements of gratitude. Today, I have a library of meditation journals<br />
covering the twenty-five years since I first began journaling.<br />
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Wisdom from the Trenches<br />
Reading and reflecting on entries made at earlier times has been a<br />
faith-building and affirming activity. Often, I am led to recognize that<br />
God has been at work in the issues, concerns and activities of my life.<br />
Events that may have been of concern at an earlier point in my<br />
chronological entries were no longer of concern and many times, would<br />
not have been remembered except for the retrospective review of my<br />
journal entries.<br />
The last impression I want to give is that I adhered to this model<br />
one hundred percent of the time. A review of any of my journals will<br />
reveal that there were many days within a year that I had no journal<br />
entries. There were times when faith waivered under the pressures of<br />
my roles. Some days I simply wanted to just curl up in my mother’s arms<br />
– “I want my mama” would be the recurring call in my heart. But, this<br />
one thing I know, my meditation practice was so much a part of my very<br />
fabric, I instinctively worked diligently to get back on track with my<br />
journaling as quickly as I could. I had missed those special times of<br />
communication with my heavenly Father. It was by God’s grace!<br />
On more than one occasion, because of my licensure as a nurse, I<br />
had to function in two full-time administrative positions at the same<br />
time. This was usually prompted by turnover in the leadership role in<br />
the associate degree nursing program. The leadership role in the nursing<br />
discipline had to be occupied by a licensed professional nurse. This<br />
situation occurred more than twice while I was serving as Dean of the<br />
Health Services Programs or as Campus President. The leadership roles<br />
of Dean and Campus President were each very demanding. Looking<br />
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Dr. Barbara Darby<br />
back at my journal entries, I could clearly see that not only did God<br />
provide the strength, peace and wisdom to do what needed to be done<br />
in both roles, with the support and assistance of my administrative team<br />
and staff, but, He also sent qualified replacements for the vacated<br />
positions. Faith in God bridged those periods of great challenge.<br />
Moving Up the Career Ladder<br />
My career path in higher education was fueled by the desire and<br />
interest in making a difference in the lives of increasing numbers of<br />
students. As a nursing faculty, I influenced twelve to twenty-four<br />
students each semester. My role as Program Manager for Nursing and<br />
Nursing Related Programs expanded my reach to more than 600<br />
students each semester. Once I was appointed to the position of<br />
Instructional Dean for Health Services Programs, my span of<br />
opportunity to assist students grew to more than 1,000 students per<br />
semester.<br />
In 1995, I completed my Doctorate in Educational Leadership<br />
which positioned me to compete for the Campus President position at<br />
the North Campus of Florida Community College. The position had<br />
been held by my mentor, Dr. Ezekiel Bryant, for twenty-five years. He<br />
was a beloved leader who created a culture of “family” on the campus.<br />
The selection process for this position proved to be a big test of<br />
my faith. But, in retrospect, it was a time of preparation for what was to<br />
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Wisdom from the Trenches<br />
come. A national search was conducted to fill the position. Dr. Dennis<br />
Gallon served as the search committee chair. The pool of applicants<br />
included highly qualified internal candidates as well as candidates from<br />
other locations throughout the country. I was selected as one of three<br />
finalists for the position. As the selection process concluded, there was<br />
a new College President selected for the College through a national<br />
search process, Dr. Steven R. Wallace.<br />
As Dr. Wallace assumed his leadership of Florida Community<br />
College at Jacksonville, he decided that he wanted to start the search<br />
process for the North Campus President position from scratch. This<br />
meant that all the work done by the first search committee was canceled.<br />
For the second time, a national search to fill the position was<br />
launched, with a totally different search committee and Dr. Duane<br />
Dumbleton as committee chair. Once again, I applied and was among<br />
the top three finalists for the position. Ultimately, selected by Dr.<br />
Wallace to fill the position, I was appointed by the Board of Trustees on<br />
April 7, 1998 - the first African-American woman to serve in a senior<br />
executive position at the College in its thirty-three-year history.<br />
While I have described what may appear to have been a<br />
straightforward process, it was far from that. Faith in God and a belief<br />
that, “What God has for me, is for me,” kept me in the process through<br />
two national searches. As an internal candidate, serving as the Dean for<br />
Health Services Programs, I continued to do my work at high levels of<br />
excellence, not looking to the left nor to the right. I did not entertain the<br />
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Dr. Barbara Darby<br />
institutional gossip that was at hand between the two search periods nor<br />
the efforts by a small group of nursing faculty to portray my leadership<br />
record in a negative way. Holding my head high, keeping a positive<br />
attitude, I smiled often and kept my hands in God’s through prayer and<br />
meditation. Words of scripture were my source of strength and light –<br />
“For I know the plans I have for you,” declares the Lord, “Plans to<br />
prosper you and not to harm you, plans to give you hope and a future.”<br />
– (Jeremiah 29:11, The New King James Version).<br />
Throughout the search process and the “unplanned” time of<br />
preparation, my prayer, if selected as the next campus leader, was to have<br />
the opportunity to provide student-centered leadership and to be led by<br />
God’s love in my interactions with fellow human beings and in my<br />
decision-making process. Expressions shared by employees with whom<br />
I worked seem to indicate that I had some success in achieving my goal.<br />
Joe Davis, who served as Dean of Liberal Arts at the same time as I<br />
served as Dean of Health Services Programs, stated it this way - “Her<br />
priority was always students. How does this help the student?” Don<br />
Hughes, the Executive Director of the Nassau Center, wrote, “Barbara<br />
Darby cared deeply for all of her employees whether they were direct<br />
reports or reported to her through intermediary supervisors.” Youlanda<br />
Henry, Associate Dean for Library and Learning Services, captured her<br />
experience with this statement, “I’ve learned so much from you about<br />
how to merge handling the challenges of leadership with genuine care<br />
and respect for others.” It was all by God’s grace.<br />
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Wisdom from the Trenches<br />
Armored<br />
A morning person at heart, my workday often began at four or<br />
five a.m. during the work week. Meditation and prayer were the first<br />
order of the day unless I allowed something of less importance (as was<br />
the case too many times, in my estimation) to infringe upon that special<br />
time. My morning prayer often included - Lord, go before, behind,<br />
beside, above, beneath, within and all around so that whatever I face<br />
today, I will face it with the full knowledge that You are with me and I<br />
will know that, “I can do all things through Christ who strengthens me,”<br />
(Philippians 4:13, The New King James Version). Fully armored in<br />
God’s word, my work days would begin.<br />
As is the case in leadership, there was never a paucity of challenges<br />
during my tenure as the chief executive officer of the North<br />
Campus/Nassau Center. Six months into my administration as Campus<br />
President, I faced my first major crisis. Dean Joe Davis brought to my<br />
attention information about observed irregularities in the enrollment in<br />
some of the courses on the campus. Based on the initial information, I<br />
asked Dean Davis to conduct a discovery process to gather more<br />
complete data for my review and I informed Dr. Wallace. My early<br />
practice as a Campus President was never to let my boss be surprised<br />
and to be the first to let him know of any “bad news.”<br />
Once the discovery period was completed by Dean Davis and<br />
myself, it became clear that a small group of faculty had been engaging,<br />
over a two-year period preceding my tenure as Campus President, in<br />
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Dr. Barbara Darby<br />
enrollment activities that resulted in a financial gain that otherwise<br />
would not have accrued to them. Through many weeks of consultation<br />
with Dr. Wallace and providing updates to the designated Board of<br />
Trustees Committee, I recommended disciplinary actions for the faculty<br />
involved, including suspension, reprimand and termination, based on<br />
the extent of involvement.<br />
As a public institution in Florida, these proceedings were open to<br />
the “Sunshine Law” of the State and subject to media scrutiny and<br />
reporting. Some days, I arrived on campus to find media trucks and<br />
cameras in the parking lot with reporters asking lots of questions about<br />
the situation. There were members of the media present at the monthly<br />
Board of Trustees meeting to cover the story. There were headlines in<br />
the local media outlets. Some members of the African-American<br />
community and civil rights organizations expressed dissatisfaction with<br />
my recommendations, as the employees involved were all African-<br />
American. Criticism came from some campus employees, via<br />
anonymous notes, in favor of the impacted faculty. Not to mention, the<br />
faculty who were involved secured legal representation. Needless to say,<br />
it was a very intense and expectant period on the campus and<br />
throughout the College.<br />
My faith walk was the bright spot during these dark days! My daily<br />
prayers provided an inner calm, a tranquility and an understanding that<br />
God would guard my heart and my mind during this episode. As I look<br />
back in my meditation journals during the time of the investigation, I<br />
saw this entry on Friday, May 28, 1999: “Help me Lord to always come<br />
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Wisdom from the Trenches<br />
to you in prayer, seeking your wisdom when I must make decisions.<br />
Without your wisdom, I am likely to make errors in judgment and be<br />
guided by imperfect motivations.”<br />
I titled my journal entry on Friday, June 18, 1999, “Trouble.” My<br />
entry was, “Life brings trouble, all sorts of troubles. It is inevitable. But,<br />
my response to trouble is what separates me as a believer in Jesus Christ.<br />
Help me to call on my faith for all circumstances that come my way.<br />
Help me to stand on God’s promises in my time of trouble.” In the<br />
attitude of gratitude section of this entry, I stated that “I am grateful for<br />
the assurance that God is working things out according to His plan.”<br />
After many months of focus and attention, the investigation<br />
concluded and the cloud that hung over the campus was lifted.<br />
Throughout that time, the campus team served students and the<br />
community with integrity and passion. Many positive initiatives were<br />
launched and completed. In other words, we did not allow “trouble” to<br />
distract us from our purpose and mission of serving students.<br />
A Seat at the Table<br />
Weekly Cabinet meetings with Dr. Wallace were quite stimulating<br />
and intriguing. All his direct reports, approximately thirteen senior<br />
executive leaders, would meet on Tuesday mornings to plan, provide<br />
updates, exchange information and generally guide the College’s work<br />
and operations. Because each member of the executive team was<br />
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Dr. Barbara Darby<br />
accomplished and powerful in his/her own right, the atmosphere in the<br />
conference room was at different times competitive, tense,<br />
collaborative, disharmonious. I was the sole African-American member<br />
of the group which shouldered its own special weight.<br />
Preparation for these meetings included a good night’s sleep,<br />
morning meditation and prayer, a positive attitude, an escape<br />
mechanism, information about the latest updates for my campus, and a<br />
willingness to be a strong advocate for issues of social justice and equity.<br />
Exciting and visionary initiatives resulted from our discussions over the<br />
years of Dr. Wallace’s tenure as College President. He entertained<br />
everyone’s opinions and contributions which at times may have been at<br />
odds with his own or other members’ opinions.<br />
These meetings did not lack in intensity. Some Tuesday mornings<br />
I recall feeling like I was going to do battle, as I drove to the<br />
administration building downtown. Some of my Tuesday morning<br />
journal entries reflected just the right outlook for the day. On Tuesday,<br />
January 16, 2001, based on Psalm 55 (The New King James Version), I<br />
wrote – “God is my burden bearer. I need not walk in anxiety about<br />
anything.”<br />
When meetings became tense and I needed an “escape,” I turned<br />
to my folder in which I carried a photograph of my family. Looking at<br />
their smiles in that photograph always brought a smile to my face and<br />
joy and warmth to my heart. My folder also contained a sheet I labeled,<br />
“Inspirational Thoughts that Strengthen.” This was a compilation of<br />
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Wisdom from the Trenches<br />
affirmations such as, “The Lord is my Shepherd,” “In my times of heat<br />
I will trust God’s power, God’s perspective and God’s presence,” also,<br />
“With God all things are possible.” I would focus on the wisdom of the<br />
words as the meeting dynamics dictated. These actions saw me through<br />
many of our Tuesday executive meetings.<br />
Challenges Come…Challenges Go<br />
Home of all health programs at the College, the North Campus<br />
had an additional layer of accountability related to the accreditation of<br />
the programs by national and State of Florida regulatory agencies.<br />
Programs such as the associate degree and practical nursing programs<br />
had to demonstrate compliance with national standards at intervals<br />
determined by each accrediting agency.<br />
In 2013, the Practical Nursing program was placed on<br />
probationary status by the Florida Board of Nursing because its<br />
graduates were not successfully passing the licensure examination at the<br />
required rate. The College was given two years to turn the trend around.<br />
Together with the Dean and faculty, many measures were instituted to<br />
address the problem. More stringent admission requirements, an<br />
external testing program to assess students’ end of course and end of<br />
program competency, new grading policies, a free review session to help<br />
graduates prepare for the licensure examination are some of the<br />
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Dr. Barbara Darby<br />
strategies implemented to increase their success rate on the licensure<br />
examination.<br />
One issue that surfaced during the analysis of our program<br />
graduates who were not successful on the licensure examination is that<br />
most had graduated more than six months from the date they took the<br />
examination; some even more than twelve months. The impact of this<br />
trend on the program’s pass rates was clear. The more time that elapsed<br />
between program graduation and taking the licensure examination, the<br />
less the likelihood of success on the examination secondary to lack of<br />
reinforcement and loss of knowledge.<br />
Apparently, other programs in the State of Florida were<br />
experiencing the same problem and through the legislative process, there<br />
was relief provided. A bill was filed and approved that required graduates<br />
of nursing programs to take the licensure examination within six months<br />
of graduation. Additionally, the bill made provisions for retroactivity to<br />
one year prior. Hence, the pass rates for programs were recalculated to<br />
eliminate those candidates who graduated more than six months before<br />
taking the licensure examination. The legislative actions were a blessing<br />
from God. There is no action that program officials could have taken<br />
that would have had the same immediate turn around for the program.<br />
On Tuesday, July 22, 2014 my “Attitude of Gratitude” entry in my<br />
meditation journal started with my power scripture – Psalm 23:1 (The<br />
New King James Version) – “The Lord is my Shepherd. I shall not<br />
want.” It continued, “My attitude of gratitude today is for the New PN<br />
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Wisdom from the Trenches<br />
NCLEX Rule – Students’ scores who graduated more than six months<br />
before the NCLEX will not be calculated in the program’s overall pass<br />
rate at the end of the calendar year. Praise be to God who always has a<br />
ram in the bush – Hallelujah!” My anchor, once again, steadied the ship<br />
during a storm.<br />
Power – Handle with Care<br />
As a leader, I have seen individuals, also in leadership roles, who<br />
used their power to inflict fear, discord and injustice. Such was the case<br />
with a leader of a national organization with the authority to accredit<br />
nursing programs. Two of the College’s nursing programs were<br />
subjected to the tyranny of this leader for a period extending more than<br />
two years. Ultimately, the responsible Board of Directors recognized<br />
that failure to act would drive member programs to seek accreditation<br />
with another approved agency. With that leader’s removal, the two<br />
programs satisfactorily reported progress made and met the<br />
requirements of the agency. It was by God’s grace.<br />
For the first fourteen years of my tenure as Campus President, I<br />
prioritized renovations of academic and student spaces and facilities<br />
each budget year. Three years prior to my retirement, renovation of the<br />
administrative suite, which housed a conference room, my office, the<br />
offices of the academic deans and the support staff was scheduled. The<br />
area had not been addressed in more than twenty-five years and was<br />
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Dr. Barbara Darby<br />
dated. I had strong opposition from my Chief Financial Officer<br />
colleague around the executive table. For one year, I went head to head<br />
and toe to toe with that colleague to get the appropriated funds released.<br />
This colleague argued that it would not be good use of public funds<br />
during a time of financial austerity. But, a new hire on the executive team<br />
came on board and renovated space into a posh office at the<br />
administrative building downtown. This was the turning point for my<br />
renovation project. The much-needed renovation was completed two<br />
years prior to my retirement. This episode reminded me, once again, of<br />
the impact of my faith in God during my leadership journey.<br />
Deuteronomy 20:4 (The New King James Version) speaks eloquently to<br />
my sentiments as we were able to move forward with the planned<br />
renovations – “For the Lord your God is He who goes with you to fight<br />
for you against your enemies, to give you the victory.”<br />
Through the experiences shared in this chapter and many others,<br />
my faith in God was the anchor that held my ship steady. The pressures<br />
of leadership can take a physical, mental and emotional toll on the leader.<br />
Leaders need an outlet to re-energize, refuel, re-direct and to cope. Each<br />
leader will make that choice.<br />
In his song, My Testimony (2011), 8 Marvin Sapp wrote:<br />
So glad I made it,<br />
I made it through<br />
In spite of the storm and rain,<br />
Heartache and pain<br />
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Wisdom from the Trenches<br />
I’m still alive declaring you…<br />
In spite of calamity,<br />
He still has a plan for me<br />
And it’s working for my good<br />
And it’s building my testimony.<br />
I indeed have a testimony to share as I discuss values-centered<br />
leadership and decision-making in Chapter 3. Many decisions fall in the<br />
purview of a leader. Made consistently from a belief system, leaders earn<br />
the respect of those in their circle of influence.<br />
“This hope we have as an anchor of the soul, a hope both sure and<br />
steadfast and one which enters within the veil.”<br />
Hebrews 6:19,<br />
(The New American Standard Version)<br />
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Chapter 3<br />
To Thine Own Self Be True<br />
Putting Ethos to Work<br />
What does it mean “To Thine Own Self Be True?” (Shakespeare,<br />
W. (2012) Polonius 1.3.84. Polonius offered these words of advice to his<br />
son Laertes as an admonishment to attend to his best interests first and<br />
foremost.<br />
More contemporary use of the phrase has taken on a variety of<br />
meanings to reflect constancy of personhood, commitment, authenticity<br />
and being a “known brand.” Personally, in my leadership journey, the<br />
phrase represents living and leading by the values and beliefs that are<br />
grounded in my faith – love, kindness, justice, fairness, service and not
Dr. Barbara Darby<br />
counting self-greater than others. The phrase speaks to my commitment<br />
to “walk the talk” and to working day by day and in every circumstance<br />
to be the person that I say that I am. In other words, being me, without<br />
diversion or digression, as consistently as I can. It is adhering to tenets<br />
of integrity, ethics and practices that ultimately define the paths I take.<br />
It is a state of always becoming since, to be so statically would deny my<br />
humanity and propensity for failure, even with the best of intentions.<br />
Operationalized in my leadership roles, one would see habits of<br />
excellence, preparation, accountability, confidentiality, organization,<br />
modeling/mentoring, inclusion, self-growth and development. Along<br />
the way, these habits were shaped and reinforced as I experienced a wide<br />
variety of opportunities and challenges.<br />
Excellence<br />
The Habit of Excellence evolves and is developed from a basic<br />
understanding that it requires steady work and attention to being, doing<br />
and giving the best that you can. In the Merriam Webster Thesaurus,<br />
(2016) these words are used to define excellence – “exceptionally high<br />
quality” and “a quality that gives something (or someone) special worth.<br />
Commonly used synonyms are first-rateness and superbness. These<br />
stand in stark contrast to averageness and mediocrity.<br />
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Wisdom from the Trenches<br />
So, how does a person pursue excellence? I would respond that one<br />
must first develop a mindset to be excellent. It is committing to doing<br />
the best job possible at whatever one does.<br />
In today’s world, we have the great benefit of technology to assist<br />
us to work smarter and not harder. We often rely on functions such as<br />
“spell-check” and “grammar check” to find and correct errors in the<br />
documents we produce. These functions are very helpful and valuable<br />
but, should not be the ultimate determinants of the suitability of a<br />
document for distribution to others. A little time taken to read one’s<br />
documents after spell and grammar checks can help us identify<br />
additional areas in need of refinement or that were clearly missed by<br />
these very helpful functions available in our word processing programs.<br />
Excellence creates a WOW effect! In other words, excellence, when<br />
present, makes others stand up and take notice every time. It is apparent,<br />
unmistakable, commendable, worthy of comment and appreciated. The<br />
Habit of Excellence requires pre-thinking the details necessary to create the<br />
WOW reaction.<br />
For example, when hosting an event at the North Campus and the<br />
Nassau Center of Florida State College at Jacksonville, my leadership<br />
team and I would discuss every aspect needed to provide a great<br />
experience for our guests. Address and directions from various points<br />
in the city would be provided in advance of the meeting. Signage and<br />
security personnel would be strategically placed to direct guests to<br />
parking for the event. A block of parking spaces would be earmarked<br />
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Dr. Barbara Darby<br />
for easy access to the closest entrance to the meeting space. If cones<br />
were utilized to hold parking spaces, a security officer would be available<br />
to move the cones so that our guests would not be required to exit their<br />
automobiles to move the cones before they could park.<br />
When the campus hosted one of the monthly District Board of<br />
Trustees meetings, students would be available to escort Board members<br />
individually to the meeting location on campus. In this way, we provided<br />
an opportunity for interaction among Board members and the students<br />
they served through the policy decisions they made.<br />
The route to and the actual meeting space also had to create that<br />
WOW appeal. Pre-planning allowed the team to identify specific needs<br />
that should be attended to prior to the date of the meeting. Tables and<br />
chairs were arranged based on the event to be hosted. Picture the look<br />
of a meeting space where tables have no covering or skirting, a variety<br />
of chair styles are in use, female guests have no privacy for their legs<br />
when seated versus skirted tables covered with table linen, uniformly<br />
styled chairs, and live green plants. Can you picture the difference in the<br />
two set-ups?<br />
Technology-based presentations will always have their own set of<br />
unique challenges. Technology is great if it works. But, Murphy’s Law –<br />
“anything that can go wrong will go wrong,” is at times operative no<br />
matter how well you plan. Murphy’s Law should be anticipated. With<br />
technology presentations, you should check the functionality of the<br />
equipment and the loaded presentation just before guests arrive for the<br />
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Wisdom from the Trenches<br />
meeting. Additionally, have someone available who is technologically<br />
knowledgeable and efficient who could quickly troubleshoot any issues<br />
that may impact successfully displaying the presentation. Excellence<br />
dictates that you also have hard copies of the presentation to distribute,<br />
if needed, when visuals are important to convey components of your<br />
presentation. Many times, participants will request a copy of<br />
presentations and the copies could be utilized to meet those requests,<br />
even if there were no technological challenges.<br />
When I prepared a report, verbal or written, for consumption by<br />
others, my goal was to anticipate the questions I might be asked and<br />
provide the information in my report or to be prepared to provide an<br />
answer. The initial step – research the topic to become reasonably<br />
knowledgeable. Seek to answer the essential questions – What? Why?<br />
Who? When? Where? How? If recommendations were in order, I would<br />
be prepared to share or include those along with anticipated outcomes.<br />
Excellence, indeed, requires hard work!<br />
Preparation<br />
Preparation is simply planning. Planning is simply preparation. My<br />
preference was never to go into a meeting unprepared unless it was<br />
called on an emergency basis. If I was leading the meeting, my<br />
preparation included reminding invited participants, developing and<br />
sharing an agenda for the meeting, identifying additional resources<br />
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Dr. Barbara Darby<br />
needed to support the discussion, confirming meeting space<br />
arrangements including seating, signage, water and coffee, paper and<br />
pens for guests to take notes, if desired. When technology was to be<br />
used, checking its functionality just prior to the meeting as well as<br />
scheduling back-up from expert team members to troubleshoot the<br />
equipment if necessary.<br />
At times, preparation meant a few less hours of sleep the night<br />
before the report or presentation was to take place. No complaints to<br />
be offered – it was simply the cost of leadership. Suck it up and keep<br />
moving. If coffee is your favorite stimulant, have it on hand to keep you<br />
motivated. If sheer willpower is all you need, that will work as well. The<br />
message here is that on the day of the report or presentation, you must<br />
not look like you are “Sleepless in Seattle” (Foster & Ephron, 1993). I<br />
found that the excitement and anticipation of presenting provided<br />
sufficient adrenalin to keep my alertness at high levels. Preparation was<br />
and is a value that denotes my personhood and being true to that value<br />
has been an important element in my leadership journey.<br />
Accountability<br />
“The buck stops here” (Mathews, 1951) is an idiom attributed to<br />
President Harry S. Truman and used to indicate that a person accepts<br />
responsibility and will not pass it on to someone else, no matter the<br />
outcome. Have you ever been in a work environment where a leader<br />
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Wisdom from the Trenches<br />
routinely says – “I asked my secretary to take care of such and such but,<br />
apparently she failed to do so.” This statement posits blame right at the<br />
secretary’s doorstep. Accountable leaders avoid pointing a finger of guilt<br />
at anyone, even when it is deserved. Leaders must be willing to share<br />
praise, acclaim and the rewards of success with team members and to<br />
accept fully all the blame when things don’t go well or as planned. This<br />
is the essence of accountability – counting oneself ultimately answerable.<br />
The health programs, based at the North Campus where I served<br />
as Campus President, had various national and State accreditations to<br />
maintain. At various intervals, these programs would have to reaffirm<br />
their accreditation status by completing a detailed self-study which<br />
examined various components of the program – curriculum, facilities,<br />
student services, student performance on licensure examinations,<br />
organization, administration and an evaluation plan among others. As<br />
the accountable employee at the College for ensuring the quality and<br />
compliance with standards of these programs, these accreditation<br />
reports were extremely important. The reports provided external<br />
reviewers with a status report on the degree to which our programs were<br />
in compliance with national standards. Similar programs at colleges and<br />
universities across the country had to meet the same standards.<br />
The reports were prepared by the program leader, faculty and<br />
senior administrative team members, with participation from students<br />
and community partners from various clinical settings. As the accountable<br />
employee, it was my practice to read each of these reports which<br />
included a narrative of possibly 100 – 150 pages and an accompanying<br />
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Dr. Barbara Darby<br />
volume(s) of supporting appendices with various documents that served<br />
to verify, amplify or clarify each program’s compliance with the<br />
accrediting agency’s published standards. I provided feedback, offered<br />
suggestions to strengthen components, edited, drafted some narrative<br />
and ultimately gave the final approval to the responsible instructional<br />
Dean when the documents were ready for submission to the accrediting<br />
agency. My review process involved many hours, most often, personal<br />
time at home. This self-study process took place over six to twelve<br />
months and culminated with a two to three-day onsite visit from peer<br />
reviewers from other colleges and universities from across the country.<br />
After the onsite visit, the peer reviewers would make a report to the<br />
accrediting agency regarding our program’s compliance with the<br />
standards and the accrediting agency would take one of several actions<br />
at the scheduled meetings where these accreditation decisions were<br />
made – continue accreditation (reaffirmation of accreditation,)<br />
probation, warning or termination of accreditation. New instructional<br />
programs seeking accreditation had to achieve it before the first class of<br />
students graduated from the program. Again, this requirement<br />
necessitated full compliance with the national standards the first time up<br />
to bat.<br />
I recall a new health program for which we were seeking<br />
accreditation and the responsible members of my team were engaged in<br />
completing the self-study process in the manner we typically followed.<br />
As time drew close for submission of the documents, my time to<br />
complete my review and feedback process was non-existent or at least<br />
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Wisdom from the Trenches<br />
so I thought. I gave the go-ahead to the responsible Dean to submit the<br />
documents without following my usual review process because it was<br />
important that we meet the submission deadline set by the accrediting<br />
agency. Would you know, the one and only time I did not complete my<br />
review of the self-study documents, it proved to be a significant<br />
problem.<br />
While the self-study documents were submitted in a timely<br />
manner, we learned, that the self-study did not follow the agency’s<br />
required format and therefore was rejected. To make matters worse, the<br />
returned documents were addressed to the program leader who was a<br />
part-time employee, not on campus daily, who had not checked the<br />
mailroom. Delays now associated with these challenges pushed the<br />
program’s accreditation beyond the graduation of the first class of<br />
students. Hence, the two students who were the program’s first<br />
graduates did not graduate from an accredited program. They were able<br />
to find employment despite not graduating from an accredited program<br />
because local employers did not require graduation from an accredited<br />
program for employment.<br />
Within the realm of accountability, had I been true to myself. I<br />
would have somehow carve out the time to review the self-study<br />
documents. If I had done my customary review, I would have discovered<br />
that the correct format had not been used in preparing the report. In my<br />
normal review process, I would print the accrediting agencies most<br />
current standards, guidelines and instructions, and used those as the<br />
template for my review of our self-study documents. A word of wisdom<br />
~ 39 ~
Dr. Barbara Darby<br />
can be shared based on this experience. When you are the accountable<br />
leader for a process, the buck stops with you!<br />
Respect Confidentiality<br />
Much personal information about others often comes to the<br />
attention of a leader in the course of leading a team. How such<br />
information is handled can be illustrative of a leader’s character.<br />
Information learned and given in confidence by someone deserves the<br />
respect and every effort to be held in confidence, unless, it is otherwise<br />
life-threatening to the person and others.<br />
As a child, I learned early that family business was private and not<br />
to be shared indiscriminately with others who had no need to know. In<br />
my nursing program at Hunter College, it was instilled that all<br />
information coming to us about the patients and families we cared for<br />
was to be held in confidence, except for discussions among the members<br />
of the healthcare team responsible for the patients’ care. Patients’<br />
personal information was not to be discussed in hallways, on elevators,<br />
at home, in social venues – nowhere. I learned clearly and early the<br />
importance of confidentiality and am always astonished when I become<br />
aware that someone’s confidentiality has been violated as in one instance<br />
late in my professional career.<br />
A very accomplished applicant for an executive level position<br />
completed a confidential personality inventory required as part of the<br />
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Wisdom from the Trenches<br />
selection process. The results of these assessments, while utilized to<br />
assist the hiring administrator in the hiring process, are confidential and<br />
to be viewed by a very restricted number of individuals. I was surprised<br />
and frankly appalled when in an open meeting with senior executives<br />
who would be working side by side with this applicant, if selected for<br />
the position, the hiring administrator discussed aspects of the<br />
individual’s results with denigrating comments. Failing to honor<br />
someone’s confidentiality is a clear way to destroy trust. And, for me,<br />
this experience negatively impacted my respect for the leader.<br />
Organization<br />
Being a sequential thinker, organization is perhaps one of the<br />
attributes that has served me well in my various leadership roles. It is a<br />
skill that I value and that is evident in my performance over the years. It<br />
is strongly aligned with the skill of planning and preparation.<br />
For me, the value of being organized is that it takes into high<br />
consideration the quality of the experience I want those I lead to have<br />
as we fulfill the mission and vision of the organization. When team<br />
members get a real sense that you know where you are going or leading<br />
them to, they are more likely to contribute and to follow.<br />
Organization helps to keep progress on track and to provide<br />
direction for the work to be accomplished. If scheduling a meeting, there<br />
should be some pre-thought given to purpose, outcomes to be achieved,<br />
~ 41 ~
Dr. Barbara Darby<br />
next steps and more. The convener of the meeting hence, should<br />
prepare a meeting agenda that will provide the framework for how the<br />
time together will be spent and the anticipated deliverables after the<br />
meeting. The agenda then serves as a rallying point when the “ship” gets<br />
off course.<br />
While an agenda is valuable as a means of organizing a meeting, it<br />
is insufficient for the desired productivity and momentum beyond the<br />
meeting. Meeting notes (minutes) which capture the discussion and<br />
decisions made are necessary as a point for future reference and keeping<br />
participants on the same wavelength. These notes also document<br />
commitments made by various participants and provide a pathway for<br />
dynamic follow-up. An example can be found at the end of this chapter.<br />
Follow Up<br />
A process for follow-up is essential to productivity! Without<br />
follow-up, progress becomes a hit or miss process and success may be<br />
delayed, thwarted or simply not achieved after hours invested in<br />
meetings and planning. A tool I used for follow-up that was a hallmark<br />
of my weekly meetings with my Cabinet members while serving as<br />
Campus President is presented at the end of this chapter. The tool<br />
consisted of four columns. The first identified the status of the item<br />
under discussion. The second column listed a title that at a glance<br />
described the item. The third column identified the person(s)<br />
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Wisdom from the Trenches<br />
responsible for leading the item and the final column included a due date<br />
for reporting progress and/or completion. This follow-up system was<br />
most helpful in gauging the team’s progress on issues relevant to the<br />
successful operation of the campus and meeting the College’s goals and<br />
objectives.<br />
Writing my first book has been no less a challenge to my penchant<br />
for being organized. My publisher, Marcia Williams, provided helpful<br />
hints and resources to get me started. During our initial meeting, she<br />
launched the process with sage advice, all of which hinged on my ability<br />
to organize my thoughts, my time, and my process for completing this<br />
book. In organizing my thoughts, I knew I would be best served if I<br />
listed my proposed chapters with titles and a brief description of the<br />
content to be addressed. Without a doubt, the framework I created<br />
yielded great dividends for my initial attempt at authoring a book.<br />
Being a Role Model<br />
Leaders serve as role models and mentors whether they intend to or<br />
not. It is a given. Our words, actions and presence leave lasting<br />
impressions. Awareness of this role should be used to support and<br />
encourage team members to become stronger leaders. A leader must<br />
understand that all eyes are upon you always—does your walk match<br />
your talk – is essentially what is being observed.<br />
~ 43 ~
Dr. Barbara Darby<br />
My goal as a leader was to set a positive example. Most times I<br />
believed I was successful as expressed by faculty and program leader,<br />
Denise Dougherty who sent a greeting card to acknowledge the<br />
recognition award she received for her leadership of her program. These<br />
were her words – “Thank you so very much for the award. It was a great<br />
surprise and an unexpected blessing. I cannot tell you how much it<br />
meant to me to be honored in such a way. This card can in no way truly<br />
express my gratitude for such an acknowledgment. Thank you for your<br />
dedication and service to the College. You lead by example for others to<br />
follow.”<br />
At other times, I failed the test miserably, I am sure. I pray these<br />
were few and far between. From time to time I would receive<br />
anonymous notes in my office that would convey an employee’s<br />
dissatisfaction with my example. Once, an anonymous message stated<br />
that I was unfairly hiring friends and members of my church and<br />
Sorority for openings on the campus. The writer of the message clearly<br />
was not familiar with the hiring procedures established by the College<br />
and managed by the Human Resources Department. I would apply the<br />
following principle to anonymous messages – if the message does not<br />
apply, let it roll and if it does apply, change my ways.<br />
I have had many role models and mentors, persons who have<br />
influenced and impacted my personhood, opened doors, given sage<br />
advice, set a good example and provided friendship and strength in<br />
difficult times. Noteworthy among these individuals were Priscilla<br />
Perkins (Middle School teacher), Gloria Kaplan (High School<br />
~ 44 ~
Wisdom from the Trenches<br />
Counselor), Hettie Mills (boss and friend), Dr. Lois Gibson (Sorority<br />
Sister, boss and friend), Eleanor Gay (Sorority sister, colleague and<br />
friend), Dr. Ezekiel Bryant (boss and friend.) While they are all deceased,<br />
their investment in me is still producing dividends. This is the value of<br />
mentoring and role modeling for leaders. Your influence has no limits<br />
so, be careful to make it one that is positive and helpful.<br />
Today, I serve as mentor and role model for many – some I am<br />
aware of and have the pleasure of interacting with on a regular basis.<br />
Others, I do not know. Recently, I exchanged email messages with a<br />
colleague at Florida State College at Jacksonville who was awarded her<br />
doctorate degree in Educational Leadership. I sent her a congratulatory<br />
message on Facebook and received this response from Dr. Jametoria<br />
Burton – “By the way, I mentioned you in my acknowledgments.” I<br />
replied, “Wow! Don’t know why but, I am honored.” Dr. Burton<br />
responded – “Even though we didn’t see each other every day, you were<br />
a mentor from afar and role model for me at FSCJ as a collegiate<br />
academic leader. I truly appreciate you.”<br />
Participative and Collaborative Leadership<br />
I would describe my leadership style as inclusive, participative and<br />
collaborative. My belief system encompasses the understanding that<br />
multiple perspectives are necessary to create the greatest good. As a<br />
~ 45 ~
Dr. Barbara Darby<br />
result, it was my priority as a leader, to promote inclusion of ideas by<br />
bringing a diversity of participants to any process.<br />
Excitement fails to describe the feeling I would experience when<br />
at my weekly Cabinet meetings, my team of leaders would sit around the<br />
table and create innovative initiatives to serve our students and<br />
community. Someone would surface an idea and everyone else would<br />
add a perspective that would further shape and strengthen the idea into<br />
something that we all had a part in creating. No one team member could<br />
claim the initiative as their own. Every team member had a part in giving<br />
it birth.<br />
Many times, along my journey, I was the only African-American<br />
at the table and carried the weight of bringing a missing perspective to<br />
the discussion. As a nursing student at Hunter College, I was the only<br />
African-American in most of my nursing courses. I recall often asking<br />
questions like – “How do you assess an African-American for cyanosis?”<br />
The textbook and instructors always spoke of the bluish hue that one<br />
would see on the patient’s skin and mucous membranes. However, for<br />
individuals with dark skin, the same was not true. Cyanosis appeared as<br />
a grayish discoloration around the mouth and in the conjunctivae of the<br />
eyes for those with deep pigmentation of the skin. By the time I began<br />
to teach nursing, the textbooks included information on cultural<br />
differences and observations that health care professionals needed to<br />
know in a diverse society.<br />
~ 46 ~
Wisdom from the Trenches<br />
As a participant in the Leadership Jacksonville Class of 1993, I<br />
was delighted to see and experience the great length to which the<br />
program leadership went to emphasize and demonstrate not only the<br />
value but, also the importance of having diverse perspectives at the table<br />
as community leaders sought to address community issues. The program<br />
targeted high-level leaders in various fields in the community and I<br />
believe it has made a significant difference in sensitizing its participants<br />
to the need for diversity and inclusion of people with divergent views in<br />
the discussion of issues and solutions.<br />
While serving at Florida State College at Jacksonville as the<br />
Campus President for the North Campus, I was the sole African-<br />
American senior executive leader at the table for several years. Again,<br />
this carried an unusual burden, not by intent but because of the simple<br />
lack of knowledge and sensitivity around issues of diversity among some<br />
of my colleagues. I was often reminded that people cannot do what<br />
people do not know how to do.<br />
Marketing materials were prepared by the College’s Marketing<br />
Department and mailed to members of the community to create<br />
awareness of the College’s programs and services and to build<br />
enrollment. At one of the Tuesday morning executive meetings, samples<br />
of a brochure that was to be mailed were shared with the executive team.<br />
Comments from my colleagues around the table were generally<br />
favorable but, all the images included in the brochure were Caucasian<br />
and I highlighted that weakness. Essentially, the document did not<br />
reflect the diversity of the community so, why would members of the<br />
~ 47 ~
Dr. Barbara Darby<br />
groups not represented in the document feel that the College was a place<br />
they should come. Dr. G. Pritchy Smith’s course in Multicultural<br />
Education would have been an excellent development opportunity for<br />
the executive team. Inclusion minimizes the “blind spot” in a leader’s<br />
decision-making process and is an important asset in a leader’s toolbox.<br />
Self-Growth and Development<br />
Leaders must be committed to self-growth and development. Learning<br />
new things keeps the leader informed, knowledgeable, current and<br />
relevant. In his Seven Habits of Highly Effective People (1989), Steven<br />
Covey’s seventh habit is Sharpen the Saw which speaks to the need for<br />
self-renewal. Conferences, courses, workshops, books, journal articles,<br />
rich and stimulating conversations with colleagues and others, can all<br />
have a very positive impact on a leader’s capacity and productivity. In<br />
chapter six I speak in greater detail about this component of my<br />
leadership journey.<br />
As I conclude this discussion of “To Thine Own Self be True,” I<br />
sum it up in this way – along my leadership journey, I valued and tried<br />
to be consistent in my demonstration of excellence, preparation,<br />
accountability, confidentiality, organization, role modeling, mentoring,<br />
self-growth and development. By these, I would be known.<br />
You must know your values and belief system as a leader. Stand<br />
firmly and consistently on what you believe. Be guided by these values<br />
and beliefs when making decisions of importance. This is your BRAND!<br />
~ 48 ~
Wisdom from the Trenches<br />
Next stop “No one can represent you like you can.” So, why<br />
would you yield your opportunities and right to represent yourself when<br />
and where it matters most.<br />
“For we are His workmanship, created in Christ Jesus for good works, which God<br />
prepared beforehand, that we should walk in them.”<br />
Ephesians 2:10,<br />
(The English Standard Version)<br />
~ 49 ~
Dr. Barbara Darby<br />
~ 50 ~
Cabinet Follow-up Assignments<br />
August 10, 2005<br />
Wisdom from the Trenches<br />
Item<br />
List of “Information Items to<br />
be shared at Faculty Retreat<br />
Responsible<br />
Administrator<br />
Dr. Brenda Simmons<br />
Completed; packet<br />
distributed at the Retreat.<br />
Due<br />
Date<br />
8/17/05<br />
Grants Update — “Learning<br />
Any Time, Any Place”<br />
Review and Recommend<br />
Multimedia Equipment<br />
Request Information to<br />
Faculty<br />
Update Evening Clerk’s<br />
Responsibilities<br />
Dr. Neal Henning<br />
Joe Davis<br />
Deans<br />
Steve Park<br />
Dr. Neal Henning<br />
8/17/05<br />
Week of<br />
8/22/05<br />
8/17/05<br />
Metlife Foundation Grant<br />
Opportunity Explore and<br />
Advise<br />
Dr. Theodrick Morton 8/17/05<br />
Constitution Day / 911<br />
Observance Plans<br />
Revisions to service districts<br />
information in catalog<br />
(Nursing Program’s Service<br />
District)<br />
Refine concept for Health<br />
Sciences Building<br />
Kerry Roth<br />
B. J. Hausman<br />
Dr. Brenda Simmons<br />
I need clarity on this<br />
request.<br />
Dr. Neal Henning<br />
Dr. Barbara Darby<br />
8/17/05<br />
9/14/05<br />
9/14/05<br />
~ 51 ~
CHAPTER 4<br />
No One Can Represent You Like You Can<br />
Who Are You?<br />
As individuals, each of us has characteristics that are uniquely ours<br />
and separate us from everyone else. Often, others will reference these<br />
characteristics when describing us, when trying to bring us to someone’s<br />
remembrance or when simply thinking about us. The characteristics they<br />
select are most often the ones that define us based on their relationship<br />
or association with us. Characteristics such as humorous, caring, warm,<br />
authentic, aloof, shy, angry, ambitious, hard- working, lazy, “know it all”,
Dr. Barbara Darby<br />
helpful, kind, well-spoken, free spirit, creative and many more are used<br />
by others to define us.<br />
Leaders also have characteristics that are used by employees,<br />
colleagues, and members of organizations in which they hold<br />
membership to describe them. These attributes by which we may be<br />
known include approachable, friendly, effective, organized,<br />
knowledgeable, hard to work for or with, innovative, strong-willed,<br />
visionary and many more. When leading, I recognized and came to<br />
understand the weight and importance of how I was viewed, perceived<br />
and described by those I led. I also realized early on that the perceptions<br />
of employees and other constituents depend on institutional folklore,<br />
their interactions with the leader, personal as well as distant, over time.<br />
My goal as a leader has been to be trustworthy, approachable,<br />
accessible, transparent, authentic, believable and welcoming to those I<br />
lead. Developing a relationship of this nature does not just happen. A<br />
leader must be intentional, investing self and time into creating an<br />
organizational culture that exudes these qualities. Well, how exactly is<br />
this accomplished, one might ask? My response is -- not easily nor over<br />
a short few months. It is accomplished through consistent, authentic<br />
multi-level messaging and actions on the part of the leader and it is<br />
ongoing – a work always in progress.<br />
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Wisdom from the Trenches<br />
It Is All About Relationships<br />
If a leader is successful in creating a relationship with employees,<br />
colleagues and community associates based on the premise of the<br />
qualities I have articulated, the benefits are numerous and include<br />
intangibles and tangibles such as high morale among employees,<br />
employees willing to go the extra mile without being asked, but certainly,<br />
when asked, high productivity and employees willing to share their<br />
thoughts, fears, concerns and needs with the leader. These and other<br />
benefits can be extended to other constituents of the leader. A note<br />
written by Natarsha Joseph-Hall and included in my retirement “book<br />
of memories” sums up the rewards of the culture in which I placed high<br />
value. She wrote “… the one thing that really warmed my heart is that<br />
you made yourself touchable with warm hugs and attentiveness to all.”<br />
When I was appointed as Campus President for the North<br />
Campus and the Nassau Center in 1998, I immediately began the process<br />
of creating the foundation to build a culture that fostered the important<br />
tenets of a strong working relationship with my boss, Dr. Steven<br />
Wallace, the employees with whom I worked and the students and<br />
community I served. As I look back, I feel that the organizational culture<br />
I was able to establish was among one of my highest achievements. For<br />
the most part, we were a family of colleagues caring for and about each<br />
other and our community.<br />
~ 55 ~
Dr. Barbara Darby<br />
First Person Is the Best Source<br />
The chair of my dissertation committee, Dr. Kathe Kasten, would<br />
remind me as I worked on my dissertation that the first-person source<br />
or account was always the best to use as supporting documentation. I<br />
found that sage advice applicable to my work as a leader.<br />
How would my boss, Dr. Steven Wallace, know that I was doing<br />
an effective job and fulfilling my responsibilities at the College? He could<br />
certainly examine my work personally, but he did not have time to do<br />
that. He had a big, complex, College to lead. It was therefore up to me<br />
to represent the quality of my work and productivity to him. I certainly<br />
did not want him relying only on the news and tidbits shared by wellintentioned<br />
and sometimes not well-intentioned individuals within and<br />
outside of the institution.<br />
My boss needed to hear from me directly about the work, the<br />
efforts and accomplishments of the North Campus/Nassau Center<br />
team. While, our weekly Tuesday morning executive meetings provided<br />
a very modest opportunity to share, there were twelve other leaders at<br />
the table, not to mention the boss’ agenda for the meeting. No real time<br />
for sharing one on one, which is what is needed for information<br />
exchange at a deeper level.<br />
To the end of representing myself, my team’s and my work to my<br />
boss, I employed several strategies. Chief among them was establishing<br />
a regular one on one appointment time on his calendar through his<br />
~ 56 ~
Wisdom from the Trenches<br />
secretary. These thirty-minute appointments provided a platform for me<br />
to share specific and important projects, issues and concerns. Items<br />
would include progress on assignments and projects, concerns that<br />
needed his attention, significant achievements, heads-up about<br />
potentially thorny issues and ideas for which I needed a temperature<br />
check. The sessions also served as a time when I could seek his counsel<br />
on a variety of topics. I would arrive armed with two copies of a<br />
prepared agenda – one for him and one on which I could make notes<br />
regarding our discussion to prompt my post-meeting follow-up. I was<br />
respectful of his time by only addressing high-level issues and canceling<br />
appointments in advance when I had no items of importance to discuss.<br />
As I reviewed an agenda dated July 29, 2012, it reflected a discussion<br />
about several high-level items – reorganization of the leadership roles in<br />
the health programs, the start-up of a new associate in science degree<br />
program in Funeral Services, a partnership opportunity for the Culinary<br />
Program with the LaVilla Grille at the Jacksonville Urban League<br />
Building.<br />
In addition to the one on one meetings, I used telephone calls to<br />
his cell phone when necessary, or messages left with his secretary who<br />
communicated with him throughout the day and could relay<br />
information. Together, these strategies provided ample opportunities to<br />
communicate the status of the campus/center. While others may have<br />
shared perspectives about the status of the campus/center and the<br />
leader, these perspectives would not be the only ones he heard.<br />
~ 57 ~
Dr. Barbara Darby<br />
Another benefit of the one on one meetings with my boss was the<br />
strength and the character of the relationship we grew to enjoy. He was<br />
able to learn about my leadership approach, develop confidence in my<br />
decision-making and value my trustworthiness in the role of Campus<br />
President. In a letter of recommendation written on my behalf in 2011,<br />
he illustrated the benefit of our thirty-minute appointments. He wrote:<br />
“One of the things that I value most about Barbara Darby is her “failure<br />
is not an option” attitude. She is phenomenally resourceful, creative and<br />
strategic in her pursuit of objectives.” He would not have been able to<br />
make this statement, absent first-hand knowledge of my work as a<br />
leader.<br />
“Touch” and be “Touched” by Your Constituents<br />
Maintaining an authentic connection with constituents is an<br />
essential leadership discipline to be developed by effective leaders. Ask<br />
a constituent in any organization about the leadership and you will<br />
receive a quick litmus test of that leader’s connection or representation<br />
in the organization. If the constituent’s response to the leader’s name is<br />
“who?”, it conveys a connectional distance between leader and<br />
constituents. If the response is warm, personal and positive, it signals a<br />
strong connectional relationship between leader and constituents.<br />
~ 58 ~
Wisdom from the Trenches<br />
Students<br />
Students were the focus of our enterprise – education. At the<br />
North Campus, we served some 5,000 to 7,000 students during any<br />
given semester. How would students at the Campus and the Center<br />
connect with the leader in Office C136? Well, I had to be intentional<br />
about cultivating a warm and welcoming culture on the campus and<br />
center. It was with sheer joy that I gave my attention to this effort.<br />
Believing that no one could represent me as I could among our students,<br />
many avenues for student interaction with the campus leader were<br />
developed. Some were aided by technology, but most required my<br />
personal presence and the investment of time.<br />
I instituted and attended the monthly meetings of my leadership<br />
team with the officers of the Campus Student Government Association<br />
and the leaders of other student clubs and organizations. Agenda items<br />
consisted of administrative updates and students’ updates and concerns.<br />
The exchange of views was open and my presence at the meetings,<br />
assured students that any concerns they brought to the table would<br />
receive my attention. They could also hold me accountable for updates<br />
at future meetings.<br />
During the beginning weeks of every semester, I randomly visited<br />
classrooms on the campus/center to personally welcome students, to<br />
thank them for choosing Florida State College to pursue their higher<br />
education, and to encourage them to contact my office if I could be of<br />
assistance with any needs they encountered during their enrollment.<br />
~ 59 ~
Dr. Barbara Darby<br />
Over the years, many students took me up on my offer. Again, hearing<br />
directly from the president of the campus was better than receiving<br />
information from a secondary source such as a dean or a faculty<br />
member.<br />
A variety of celebratory events were scheduled each semester for<br />
students by the administrative team and I attended as many as my<br />
schedule permitted, often in the role as a server – ice cream socials,<br />
Fourth of July Cookouts, just to mention a few. An open appointment<br />
time block was scheduled monthly for students and staff to drop-in to<br />
my office to chat about anything they wished. The campus marquis<br />
proved to be a visible location to announce these meetings.<br />
There were occasions when very thorny programmatic issues<br />
surfaced which impacted students negatively. When such issues came to<br />
my attention, it was my practice and preference to personally meet with<br />
the impacted students to hear their concerns, to allay their apprehension,<br />
to avert negative press coverage and together with my team find and<br />
implement solutions. In each of those instances, the responsible dean<br />
could have been my envoy or representative, if you will. But, my<br />
appearance at the meeting with the responsible dean signaled true<br />
interest and concern. Further, it provided assurance that their message<br />
was getting to the person who was ultimately responsible. There was the<br />
added advantage of communicating the information to the group, all at<br />
the same time.<br />
~ 60 ~
Wisdom from the Trenches<br />
Why was I so intentional about the approaches I have described?<br />
First, there is no substitute for the personal touch when conveying one’s<br />
authenticity as a leader! No one else can truly do you justice like you can<br />
in these situations, even the most well-intentioned. Secondly, when one<br />
engages personally, one gets a first-person view and perspective of the<br />
dynamics at work in any given situation. Third, the constituents can see<br />
and hear my concern for their issue as well as understand that it will be<br />
under review with follow-up forthcoming. <strong>Final</strong>ly, and most<br />
importantly, the leader can develop a trust-based rapport with various<br />
constituents.<br />
Employees<br />
Employees are another group of important constituents. They are<br />
the key to the achievement of vision and mission. Their partnership in<br />
the work is crucial to the success of the leader and the organization. A<br />
leader must tangibly and consistently recognize and value those who<br />
serve with him or her. Again, the question that looms large is how can<br />
this be achieved by the leader in a sizable organization? I will say, not<br />
randomly, not easily and not without intentionality.<br />
Tom Peters (1982) wrote about the best run companies and noted<br />
the factors these companies had in common. Among these factors was<br />
the practice he and his partner, Robert Waterman, Jr., profiled as<br />
Management by Walking Around (MBWA.) This leadership approach,<br />
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Dr. Barbara Darby<br />
which still enjoys popularity today, establishes the importance for<br />
leaders to get from behind their desks to engage employees, clients, and<br />
customers to better understand the operations, support constituents and<br />
problem-solve with employees for greater effectiveness.<br />
It will become apparent that communicating with constituents at<br />
multiple levels and in a variety of ways was my preferred strategy to<br />
convey interest, concern and encouragement. It was and is my belief that<br />
constituents should “hear the leader’s voice”, literally as well as<br />
figuratively.<br />
“Good Morning or Good Afternoon North Campus/Nassau<br />
Center” was the subject line of e-mail messages directed to all employees<br />
using the available technology. The messages were used to greet, salute,<br />
inform, encourage, recognize, make requests and appeals, thank and<br />
appreciate employees and groups of employees at very frequent intervals<br />
– no fewer than once or twice weekly. These messages resulted in replies,<br />
questions, and a sense of awareness about campus life. The<br />
communication also built a sense of anticipation for the next message<br />
among employees. I found this method to be the most direct and<br />
effective way to communicate with all employees at the same time.<br />
Periodic visits to departments, offices and classrooms provided<br />
yet another opportunity for connecting and communicating with<br />
constituents in an authentic fashion. As I moved around from one<br />
location to another on campus and at the center, I greeted employees<br />
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and students, often introducing myself to some whom I did not know<br />
and others who did not know me and my role on the campus.<br />
Hugs were always in order when I stopped-in. Most employees<br />
were comfortable with the hugs, returning them with warmth and<br />
expressions of appreciation. Some would even initiate the hug by<br />
approaching me with outstretched arms. There were some whom I<br />
discerned to be uncomfortable with this gesture and I was respectful of<br />
their personal space.<br />
In today’s work environments, hugging an employee is not<br />
without risk because of abuses that have been well reported in the media<br />
and I find that to be unfortunate. But, leaders today, must adapt to<br />
organizational culture and practices regarding invading anyone’s<br />
personal space with a hug or an unwelcomed touch of any kind.<br />
The opportunity to speak with employees one on one, to ask<br />
about their families or, just to ask how they were doing, was priceless.<br />
Seeing employees in their work-spaces provided a first-hand perspective<br />
of vision and mission support in action. As a leader, this was always a<br />
satisfying part of my work-day. A time that I scheduled on my calendar<br />
to occur at various times of my work day, including evenings. Process<br />
changes and improvements also were derived from employee<br />
suggestions and concerns generated through this “walking about<br />
campus” practice.<br />
Theodore Roosevelt and others have been noted for coining the<br />
phrase, “People don’t care how much you know until they know how<br />
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Dr. Barbara Darby<br />
much you care.” This popular truism, additionally illustrates the<br />
importance for a leader to represent himself or herself to constituents.<br />
There is no substitute for personally acknowledging the death of an<br />
employee’s family member, or recognizing an employee’s achievement<br />
with a hand-written note, a card, a telephone call or office visit. The<br />
gesture will be long-remembered and always appreciated by that<br />
employee.<br />
As campus president, schedule permitting, I attended funerals and<br />
family celebrations. Personal hand-written notes on birthday cards,<br />
sympathy cards, congratulatory cards and encouragement cards were not<br />
in short supply. It was important to convey my awareness and<br />
connection during special moments in their lives.<br />
Holidays and the cyclical rhythm of the academic year provided<br />
unique opportunities to communicate with employees – Christmas<br />
breaks, semester breaks, memorable events and more. Individually<br />
addressed and signed letters, mailed to employees’ home address, were<br />
my option for communicating during special times. Content was usually<br />
reflective, celebratory of our collective achievements, appreciative and<br />
anticipatory of our future.<br />
In a letter dated December 20, 2001, shortly after the 911 disaster,<br />
my opening paragraph was reflective of the recent events:<br />
“As the year ends, I pause to reflect and to be thankful for untold<br />
blessings! The events of September 11 and the aftermath have surely<br />
made us all look at life through different lenses. We have no doubt re-<br />
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examined our priorities, put first things first, and evaluated what is truly<br />
of importance. Perhaps we have made some revisions in the way we are<br />
living and how our lives reflect what we value.”<br />
In the same letter, my appreciation was expressed in this manner:<br />
“Among the blessings I am thankful for is the opportunity to work<br />
along with you to serve our students and community. Your contributions<br />
to student success and the progress and growth of North Campus and<br />
Nassau Center are valued and appreciated.”<br />
In contrast, the communication penned to mark the end of the<br />
2000-2001 academic year was heavily celebratory of our collective<br />
achievements in support of the College’s vision and mission and with<br />
mention of future aspirations as reflected in the following excerpt:<br />
“As the 2000-2001 academic year ends, it seems most appropriate to<br />
pause to give thanks for another successful year of ‘teaching and learning’<br />
at the North Campus/Nassau Center. Countless students have come<br />
through our doors with dreams and goals in hand, mind and heart. To<br />
some measure, you have contributed to whatever successes these students<br />
have experienced along the way to …’achieving their hopes, dreams and<br />
full potential,’ (These words were pulled directly from the College’s<br />
mission statement, at the time, to connect our work with the College’s<br />
intent).<br />
The letter continues…<br />
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Dr. Barbara Darby<br />
“I applaud, commend and value your ‘commitment to our core<br />
competencies of teaching and learning’. This is why we exist! It has been<br />
my fortune to work along with you to make a real difference in the lives<br />
of so many. Please feel a sense of pride about your work this year … I<br />
certainly do.”<br />
The letter further calls to remembrance specific achievements of<br />
the team:<br />
“We have seen the aesthetics of North Campus improve over the year<br />
with renovated and remodeled facilities (name one renovated facility.)<br />
The beauty of our grounds and serene campus atmosphere continues to<br />
elicit compliments from students and all who are first-time visitors to the<br />
campus (visualize your highest-ranked location on the campus grounds).<br />
Overall enrollment has increased, and we have seen the addition of<br />
several new programs. A number of new initiatives (summer camps,<br />
holiday gift certificates, Continuing Workforce Education and<br />
Enrollment Coordinator positions) have been implemented.”<br />
The letter concludes with a leap to the near future.<br />
“Looking to the 2001-2002 academic year, I anticipate new challenges<br />
and opportunities that will stretch and cause us to grow. They have<br />
been there in the past and this year will be no exception. What will be<br />
different is our approach!<br />
Direct your attention to our theme for the coming fall convocation –<br />
Creativity: Exploring Your Potential. We will challenge ourselves to look<br />
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at old and new issues with different lenses and from different perspectives.<br />
The net result will be clearer, broader, more complete and far-reaching<br />
solutions.”<br />
For the seventeen years of my leadership as campus president, all<br />
employees received letters at the Christmas holiday break and at the end<br />
of each academic year. These letters served to communicate many things<br />
to the team, most important of which was my connection to each of<br />
them, my reliance on them to advance the vision and mission,<br />
appreciation for their hard work and accomplishments on behalf of our<br />
students. At the highest level, the letter communicated my belief that we<br />
were family. The message came directly from the leader, not through a<br />
designated member of the team.<br />
Community<br />
One additional group of constituents to whom I knew it was<br />
important to represent myself as the leader, was the North Jacksonville<br />
and Nassau County communities. Our facilities resided in these<br />
communities. We were neighbors.<br />
The goal became how best to convey that we were the<br />
community’s college campus and as such, our doors were open to our<br />
neighbors. Our “Open Door” policy was communicated directly to<br />
residents within the service area through a community newsletter mailed<br />
to their homes, messages on the campus marquis, services provided by<br />
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Dr. Barbara Darby<br />
students in various programs such as Cosmetology, Culinary Arts and<br />
Dental Hygiene, which residents could access for a nominal fee. Lastly,<br />
community programs such as an Annual Family Literacy Fair, A Taste of<br />
North Campus, the Mallard Room Restaurant and “Holler for a Dollar”<br />
at the Nassau Center, to mention a few, were developed and<br />
implemented by the team to invite citizens unto our locations for a fun,<br />
enjoyable learning experience. Wow – we had a great time getting to<br />
know members of our community and inviting them to know who we<br />
were and what we offered.<br />
Regarding our community focus, Dean Joe Davis stated,<br />
“Dr. Darby saw the position and its responsibilities as going beyond the<br />
contractual limits. She constantly reminded us that we were part of a larger<br />
community – a community of citizens and businesses that our campus had<br />
a mandate and an obligation to find ways to serve. I was not just a dean,<br />
but a member of the community, and in many ways that defined what I<br />
was as an educator.”<br />
The point of this chapter is to highlight the essential aspect of a<br />
leader having a “face” that is visible to constituents, literally and<br />
figuratively. Tom Peters frames it this way – “I’m trying to sell you the<br />
discipline of, in fact, getting out of your office and getting close to where<br />
the work is really done and working like hell to make sure the normal<br />
course of affairs does not keep you from doing that.” I add, getting in<br />
the hearts of those with whom you work and having them in your heart<br />
is a powerful catalyst to great things happening in the workplace.<br />
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Wisdom from the Trenches<br />
How to Swim with Sharks is the next stop on this leadership<br />
journey. It is a chapter that captures my recollection of the intrigue of<br />
navigating the tough waters of destructive institutional dynamics and<br />
politics – real and imaginary.<br />
“Every good and perfect gift is from above, coming down from the Father<br />
of the heavenly lights, who does not change like shifting shadows.”<br />
James 1: 17<br />
(The New International Version)<br />
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Wisdom from the Trenches<br />
CHAPTER 5<br />
How to Swim with Sharks<br />
The Sharks are Coming<br />
Sharks are known to be active predators, at times dangerous to<br />
humans (Merriam- Webster Dictionary, 2016). The mere mention of the<br />
presence of sharks in bodies of water shared with humans, can elicit fear,<br />
a sense of alertness, concern and even intimidation. The emotions<br />
experienced by some humans regarding sharks are often associated with<br />
the reported harm to human life and limb that can result from a chance<br />
encounter with one of these inhabitants of the ocean.<br />
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Dr. Barbara Darby<br />
Along my leadership journey, I have had encounters with humans<br />
who raised my sense of alertness, caused concern and who even behaved<br />
in a manner that I viewed as deliberately intimidating. I branded such<br />
individuals “corporate sharks and corporate bullies.” Some had the<br />
power and position to cause harm and confusion. Others seemed to be<br />
in a continuous state of attack and still others delighted in simply being<br />
like “bull sharks”- predators on the hunt. I found a common thread in<br />
their behavior. One never knew when or in what manner their<br />
treacherous actions would occur because the direct route to address<br />
differences was rarely their preference. Starting a false rumor, writing an<br />
anonymous letter, discussing differences behind someone’s back, using<br />
innuendos and telling falsehoods were the instruments best suited to<br />
their intent to bring harm.<br />
Leadership can often be situational, requiring different strategies,<br />
approaches and perspectives, while maintaining authenticity, integrity<br />
and transparency. This is especially true when “swimming with sharks.”<br />
The goal is to remain whole and to continue the work and pursuit of<br />
goals. Some of my experiences support my beliefs.<br />
In the Shark Tank<br />
My earliest recollection of “swimming with sharks” resulted in a<br />
lesson from my mother on how I should address the situation. I was in<br />
elementary school and while walking to school each day, I would be<br />
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Wisdom from the Trenches<br />
teased by two sisters. Their teasing targeted a portfolio I carried with<br />
me. These sisters started calling me “portfolio” in a teasing manner. As<br />
most children would, I reported the teasing to my mother. Her advice<br />
was twofold – first, ignore the girls for they were simply jealous because<br />
they did not have one. But, secondly, my mother wanted me to be<br />
prepared if the “sharks” launched a physical attack. She taught me how<br />
to put my fists up to fight in self-defense. The wisdom gained from this<br />
experience was the value of not being drawn into conflict if you<br />
understand the opponent’s motivation. And, plan B was preparation to<br />
safeguard one’s well-being from the untoward effects of an attack. In<br />
other words, have a plan to fight back when necessary.<br />
As I relocated to Jacksonville from New York in the early 1970s<br />
and while working for the Duval County Family Planning Project, I<br />
experienced a “shark attack.” My colleague and the program<br />
administrator invited me to a meeting in the administrator’s office<br />
(“shark tank”) to discuss statements I made to a physician about the<br />
disrespectful tone in which he addressed patients in the clinic. In this<br />
instance, while fear of becoming unemployed for insubordination might<br />
have caused me to make a different decision, I chose not to ignore or to<br />
be silent about my observations. I had witnessed a pattern of<br />
disrespectful, condescending and demeaning communication with the<br />
mostly African-American patients being served by the clinic. I spoke to<br />
the physician about the need to treat everyone with dignity and respect<br />
regardless of economic status. No doubt, he complained to the clinic<br />
administrator and I was called in to quiet my voice of advocacy on behalf<br />
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Dr. Barbara Darby<br />
of the patients we were there to serve. In the “shark tank,” I did not<br />
retreat from my position. I stated clearly that I was more concerned<br />
about doing what I knew to be right. I was not dismissed from my<br />
position nor did I stop being insistent that our patients receive the<br />
respect they deserved. I have maintained professional friendships over<br />
the years with some of the Residents with whom I served in the clinic.<br />
As we have reflected on our shared experiences, I have been told by<br />
some such as Dr. Reuben Brigety, Dr. Wade Barnes and Dr. Herman<br />
Miller that, from my example, they learned how to be compassionate<br />
and caring healthcare professionals. I count their statements an<br />
affirmation of my choice of action in the “shark tank” so many years<br />
ago.<br />
During my tenure in higher education, my experiences<br />
“swimming with sharks” took on a new, interesting, and at times, more<br />
intense character. These experiences often sought to do harm to my<br />
viability as a leader within the institution, to my reputation and to the<br />
trust and respect I enjoyed with my superiors and colleagues. Along the<br />
way, I learned many lessons, experienced stress, gained inner strength,<br />
grew in wisdom as a leader and ultimately succeeded despite very clear<br />
and present danger. What sustained me during these times of challenge?<br />
My faith, my family, my mentors and inner fortitude all played a role in<br />
not simply surviving but, remaining whole through it all.<br />
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Wisdom from the Trenches<br />
And the Sharks Keep Coming<br />
My initial administrative position at Florida State College at<br />
Jacksonville, then Florida Community College, was as the Program<br />
Manager for Nursing/Nursing Related Programs. I became the leader<br />
of the department in which I served as a faculty member and was now<br />
the supervising administrator for those with whom I had worked for<br />
approximately nine years. While I was cautioned to expect that the<br />
dynamics would change, I did not anticipate that a handful of my nursing<br />
colleagues would actively plot to oppose and undermine my<br />
advancement to the position of Campus President, eight years after my<br />
role as the leader in Nursing. I learned never to underestimate the extent<br />
to which opposers will go in their attempts to derail the person they<br />
oppose. It was a valuable lesson to learn because it removed the element<br />
of surprise and disbelief from all similar future occurrences. I also<br />
learned that God provides a remnant of supporters to protect, alert, care<br />
for and uphold you during “shark attacks.” Throughout my leadership<br />
tenure, I was blessed to be surrounded by more people of good will than<br />
those who sought to bring harm.<br />
The nursing faculty was famous for its celebrations of various<br />
occasions – birthdays, engagements, farewells, holidays, retirements and<br />
more. In pot-luck fashion, each member would bring a specialty dish<br />
and we enjoyed good food and fellowship. Gifts and greeting cards were<br />
presented on special occasions to the Campus Provost and other leaders<br />
on the campus at Christmas. There was a standing committee called the<br />
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Dr. Barbara Darby<br />
Sunshine Committee that coordinated these celebrations and<br />
expressions. Each faculty member contributed twenty-five dollars per<br />
semester to support some of the expenses. When my husband, John and<br />
I became engaged, there was a lovely luncheon planned for us in the<br />
Mallard Room, the campus restaurant. At that time, I was serving in the<br />
role of Dean of the Health Sciences Programs with an office in the<br />
administrative suite. Responsible now for all health programs, I was one<br />
administrative level removed from the nursing team.<br />
In contrast, when I was named to the position of Campus<br />
President, there was no congratulatory message or expression from the<br />
Nursing faculty as a group, for this first-time achievement of one of<br />
“their own.” However, the African-American members of the faculty<br />
planned and implemented a wonderful celebration of my appointment<br />
at my home. The members of Delta Sigma Theta Sorority, Inc.,<br />
Jacksonville Alumnae Chapter hosted a beautiful community-wide<br />
reception in my honor at the then Hilton Hotel – Airport. Elected city<br />
officials, community leaders, family and friends were in attendance.<br />
Additionally, congratulatory email messages, greeting cards, flowers,<br />
dish-gardens and a variety of remembrances were received from<br />
employees, community members, friends and family. Mayor John<br />
Delaney signed a resolution declaring November 1998 as Dr. Barbara<br />
Darby month. It was all very humbling and heartwarming.<br />
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Wisdom from the Trenches<br />
Sharks Everywhere<br />
Interestingly, I was aware that one nursing faculty member who<br />
had long been my nemesis, had organized a group of four to five other<br />
faculty members to oppose my candidacy for the position of Campus<br />
President. Because I typically kept my office door open, one day I<br />
witnessed this group of faculty pass by my office as they went into the<br />
Interim Campus President’s office, a very short distance from my office,<br />
in the administrative suite. Soon after their visit, I was asked to come to<br />
the Interim Campus President’s Office where she informed me of the<br />
reason for the visit by the group of nursing faculty. They told the Interim<br />
Campus President that I had made a decision that impacted the faculty<br />
without discussing it with them and getting their input. Because of my<br />
penchant for memorializing, in writing, meetings, conferences and<br />
conversations, I was able to refute their report. Moreover, the Program<br />
Manager of the Nursing Programs confirmed that I had indeed held the<br />
discussions with faculty and had followed-up in writing. As I recalled<br />
this episode, I was reminded of valuable advice that has been helpful on<br />
more than one occasion – ‘When you are criticized, if it is not true, just<br />
let it roll. If it is true, change your ways.’ In other words, strive to never<br />
give credence to what your enemies might say.<br />
A few weeks prior to my retirement, I learned for the first time,<br />
from a staff member in the Nursing Department, that this faculty<br />
member tried unsuccessfully to circulate a petition against my being<br />
appointed to the position of North Campus President. I had no<br />
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Dr. Barbara Darby<br />
knowledge of this for the seventeen years I served in the role.<br />
Throughout my tenure, this individual tried to orchestrate any number<br />
of situations that she thought would be harmful to me in my leadership<br />
role. As a faculty senator on the Faculty Senate, she became the source<br />
of misleading information, fabrications and the instigator of unrest in<br />
the department of nursing. There were times that members of the staff,<br />
the faculty and the student body came to my office with complaints and<br />
concerns that had every appearance of “bullying” on the part of this<br />
individual. My nemesis remained an active shark seeking to do harm in<br />
any way possible until she retired. Because of my experience with this<br />
individual, I understood the Apostle Paul when in 2 Corinthians 12: 7b<br />
– 9, (The New International Version), he wrote, “Therefore in order to<br />
keep me from becoming conceited, I was given a thorn in my flesh, a<br />
messenger of Satan, to torment me. Three times I pleaded with the Lord<br />
to take it away from me. But He said to me, ‘My grace is sufficient for<br />
you, for my power is made perfect in weakness.’ Despite the various<br />
ways in which she sought to undermine my leadership, she never<br />
prevailed, and I give thanks and praise to God for the invisible shark<br />
cage, without boundaries, in which He kept me enveloped.<br />
There were times when the shark attacks would occur among<br />
individuals or groups with opposing viewpoints -- student to student,<br />
faculty to faculty, faculty to student, administrator to faculty,<br />
administrator to student, staff to staff and every other conceivable<br />
combination. My intuition and sensibility led me to utilize conflict<br />
resolution principles and negotiation skills in these situations. It was<br />
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Wisdom from the Trenches<br />
always helpful and revealing to get the individuals involved in the<br />
conflict in the same room – face to face. This strategy seemed to bring<br />
constraint to what individuals would state in those conversations versus<br />
what they might say to me alone in a one on one session. The goal was<br />
to get each side to identify their need in the conflict as well as desired<br />
outcome. Once these were articulated, they could more readily discuss<br />
remedies, points of agreement and areas for compromise to bring<br />
resolution to their differences. I found this approach to be valuable,<br />
especially with conflict among individuals.<br />
Sharks in Suits<br />
Around the executive table, I had to first learn the “attack”<br />
strategies of my colleagues. Dr. Duane Dumbleton, my colleague,<br />
mentor and role model, who sat next to me in my early transition to the<br />
executive team was most helpful and provided valuable counsel. Two<br />
colleagues had the habit of throwing “hand grenades” on the discussion<br />
table. These “hand grenades” would often be in the form of an<br />
incendiary statement, comment or outright criticism directed at another<br />
colleague around the table. One example that I vividly recall was, “Some<br />
people around the table do not know what they are doing.” No one<br />
knew who the statement was directed to but, it elicited strong rebuttals<br />
from those seated around the table. It also changed the tenor of the<br />
meeting.<br />
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Dr. Barbara Darby<br />
Initially, I would take the bait. After all, how could I allow<br />
inaccurate statements to go unanswered? Dr. Dumbleton taught me<br />
how to leave the “hand grenades” on the table. When that was done, the<br />
grenades seldom had an opportunity to explode. So, one helpful strategy<br />
became learning to ignore some “shark attacks.” Not everything was<br />
worthy of a response and in the long run, very little was. Left alone,<br />
many of the situations had no fins and would not travel anywhere-- a<br />
valuable leadership lesson to learn!<br />
Another important understanding about addressing “shark<br />
attacks” is knowing when it is yours to manage or should be punted-up.<br />
I recall one of my executive colleagues acted to re-purpose a resource<br />
that was attached to the Culinary & Hospitality Institute, housed at the<br />
North Campus, without consultation, conversation, input, collaboration<br />
or notification. I became aware of the plan while in a meeting with this<br />
individual and others. I spoke to the unacceptability of the approach<br />
during the meeting but, knew that the issue had more serious<br />
ramifications and had to be addressed by our mutual supervisor, Dr.<br />
Steven Wallace.<br />
First, the proposed action was an affront to my leadership of the<br />
campus and its programs. Secondly, there were discriminatory elements<br />
to the action as I believed that this individual would not have acted<br />
similarly with a male or a white counterpart. I scheduled a meeting with<br />
Dr. Wallace and in that meeting advised him of my concerns. I indicated<br />
that I found my colleague’s action unacceptable and requested that he<br />
address the issue with my colleague since this colleague reported directly<br />
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Wisdom from the Trenches<br />
to Dr. Wallace. Following the meeting with Dr. Wallace, the situation<br />
was resolved to my satisfaction, clarity was brought to role<br />
responsibilities and the need for respectful and collegial interactions was<br />
addressed. Michelle Obama’s adage sums up this approach well –<br />
“When they go low, we go high.” (Obama, 2016).<br />
Closing Thoughts<br />
As a little girl, I often heard my grandmother, May Adelita<br />
Fairclough Stephens say, “Honey is sweeter than vinegar” and “You can<br />
catch more flies with honey than with vinegar.” I applied the wisdom of<br />
these words by incorporating the strength of a smile always, especially<br />
in my times of challenge, opposition and stress. If I was ignoring a<br />
“shark attack,” I was smiling. If I was fighting back, I was smiling. If I<br />
was punting-up, I was smiling. If I was arbitrating, I was smiling. If I was<br />
being attacked, I was smiling. My smile was always the evidence that I<br />
was whole as I swam with sharks!<br />
Growth in a leadership role comes with experience and<br />
opportunities to grow professionally and personally. Grow, grow, grow<br />
follows with my narrative about its importance and benefits. The<br />
leadership journey continues in chapter six.<br />
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Dr. Barbara Darby<br />
“Do not be afraid or discouraged of this vast army. For the battle is<br />
not yours, but God’s.”<br />
2 Chronicles 20: 15b<br />
(New International Version)<br />
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Chapter 6<br />
Grow, Grow, Grow!<br />
Most living things require nurturing and nourishment to sustain<br />
life and to thrive. The human intellect is likewise needful. Without the<br />
stimulation of new information and knowledge we can quickly become<br />
stagnant and even obsolete in our approaches to our work. In an earlier<br />
chapter, I spoke about the imperative of making daily deposits into my<br />
spiritual bank account. My spiritual strength from day to day was the<br />
foundation of my inner peace no matter what a day presented.<br />
Sharpening the saw, the seventh of Steven Covey’s Seven Habits<br />
of Highly Effective People (1989) addresses the importance of renewal<br />
and refueling in the life of leaders. The practice of exposing ourselves to
Dr. Barbara Darby<br />
experiences, activities, people and circumstances that build capacity in<br />
every aspect of who we are as human beings – spiritually, physically,<br />
intellectually, psychologically and socially -- has innumerable benefits.<br />
Covey states “You increase your capacity to produce and handle the<br />
challenges around you. Without this renewal, the body becomes weak,<br />
the mind mechanical, the emotions raw, the spirit insensitive and the<br />
person selfish.” (Covey, 1989). This is not the picture of a leader at his<br />
or her best. Since this book is about leadership, I focus my attention<br />
more pointedly on renewal through professional development activities.<br />
Focus on You!<br />
My energy level is highest in the early part of the day and<br />
therefore, I have always chosen to perform my more difficult, most<br />
physically or intellectually demanding or least liked tasks and activities in<br />
the early part of the day. Meditation is first because I recognize the<br />
benefits of centering, inner peace and spiritual fortitude I derive from<br />
starting my day in communication with God. Physical exercise followed<br />
closely because I knew if I did not get it done at the beginning of the<br />
day, it would not get done. But, exercise energizes my body and<br />
stimulates my thought processes, likely due to the increased oxygen to<br />
all my cells with the release of endorphins! Exercise is also a great way<br />
to manage the stress that comes with leading. It is a great way to start<br />
any day and I highly recommend its inclusion into every leader’s daily<br />
schedule.<br />
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The importance of renewal cannot be stressed too much. It keeps<br />
the leader in the - How can I do what I do well, even better? How can I<br />
reinvent the company? How can I reframe my approach to business?<br />
How do I re-imagine what we are doing? All are important and necessary<br />
questions when we pursue excellence! A myriad of strategies are<br />
available for leaders to refuel, renew, re-start, re-charge and simply<br />
reinforce themselves to do their jobs at the highest possible level. Some<br />
strategies include seeking higher educational credentials or special<br />
certifications, attending professional and other conferences, taking-on<br />
leadership roles or becoming members of Boards and other community<br />
organizations, reading a wide array of materials, sabbaticals, participating<br />
in leadership development programs and seeking memberships in<br />
professional organizations.<br />
Along my leadership journey, many of the previously mentioned<br />
strategies served me well as I sought to expand my leadership capacity.<br />
My discussion of several strategies will illustrate the priceless growth<br />
opportunities I was afforded.<br />
Growing is Preparation<br />
In 1987, I was elected as the President of the Jacksonville<br />
Alumnae Chapter of Delta Sigma Theta Sorority, Inc. While I served for<br />
two terms, this role began a year before my first administrative position<br />
at Florida State College at Jacksonville. The role of chapter president<br />
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enhanced my personal and professional growth as it prepared me for my<br />
first administrative role at the college. I learned how to lead a team of<br />
professionals, to delegate with accountability, to lead with a vision, to<br />
develop and evaluate programs, to plan and lead effective meetings, to<br />
learn the basics of parliamentary procedure and to deal with difficult<br />
people and situations.<br />
As an international organization, we met in conference regionally<br />
and nationally, which meant I had the opportunity to meet and learn<br />
from other members from across the nation. The national and regional<br />
leaders of the organization are accomplished professionals in a variety<br />
of fields. I was able to observe and learn from leaders who had been<br />
leading for much longer than I had and who made it all seem so easy. In<br />
retrospect, I can say now that I know it was not easy to lead an<br />
organization of more than 300,000 college educated, professional<br />
women. At the conferences, held annually, there were always prominent<br />
national leaders invited to address the membership. These conferences<br />
were fertile ground for networking, sharing information, cultivating new<br />
friendships and most of all learning.<br />
The professional associations and work-related conferences I<br />
attended, provided similar benefits in terms of the information sharing<br />
and knowledge gained. If I made it a point to sit with new people at the<br />
luncheons and dinners that are often a part of these conferences, it was<br />
possible to participate in a rich discussion and exchange of best practices<br />
and strategies.<br />
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Another benefit associated with the conferences was the access to<br />
a marketplace filled with vendors of every description who were selling<br />
educational materials, programs, equipment and support services to<br />
assist colleges and universities. I always left these meetings with several<br />
pearls of wisdom that I could apply or adapt when I returned home.<br />
Often, I left these meetings beaming about how much more we were<br />
doing in Jacksonville in comparison to institutions in other cities.<br />
One of the jewels that I delved into at one of these meetings and<br />
brought back to the nursing faculty was a system of nationally<br />
standardized testing for every course in the nursing curriculum. This<br />
comprehensive online testing package was based on the National<br />
Certification Licensure Examination (NCLEX) which all graduate<br />
nurses must successfully complete to practice the profession of nursing.<br />
The faculty voted to adopt this system of standardized testing which<br />
included a report for the students and faculty about performance on<br />
every test item. The report also provided comparative data analyses that<br />
assisted faculty and administration to assess the students’ performance<br />
against other nursing programs in the State of Florida and across the<br />
country. The faculty also had the flexibility of customizing questions<br />
based on our curriculum as curricula vary from college to college.<br />
During a period of declining pass rates on the NCLEX nationally, this<br />
testing program proved to be invaluable. Program policies were revised<br />
to utilize scores on these examinations as a component of a student’s<br />
course grade and in the final semester of the program, a requirement to<br />
attain a minimum score on the comprehensive assessment was added.<br />
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Dr. Barbara Darby<br />
The result of these changes was a progressive increase in the NCLEX<br />
pass rates for the nursing program over time. Needless to say, this was<br />
a good outcome stemming from adopting a best practice gleaned from<br />
attending a professional meeting.<br />
Leadership Development Programs a Blessing<br />
Leadership development experiences were particularly beneficial<br />
along my leadership journey and I had the opportunity to participate in<br />
some excellent programs. Some were sponsored by the college, others<br />
were community-based and yet others were nationally recognized<br />
programs. My posture was always to take advantage of whatever learning<br />
experiences I could. Preparation begins before opportunity knocks.<br />
When opportunity knocks, the prepared individual is poised to step into<br />
the opportunity confidently.<br />
One of the earliest opportunities I applied for was a Leadership<br />
Program for Women and Minorities offered by Florida State College at<br />
Jacksonville. Those selected, participated in a year-long program<br />
consisting of program days with specific leadership topics presented by<br />
subject matter experts. Participants were placed into small groups and<br />
had to identify an issue, need, problem or opportunity within the<br />
institution and to develop a plan to address the situation. The plan would<br />
ultimately be presented to the College’s Executive team. The experience<br />
created a network of aspiring leaders who worked collaboratively as a<br />
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team, learned more about the institution, its resources, leaders and<br />
operations. While the participants were not promised any promotions as<br />
a result of completing the program, I will say that we were all positioned<br />
to be competitive in any searches for which we threw our hats in the<br />
ring. So much so, that when the College created a new mid-level<br />
administrative role of Assistant Dean, many of the leadership program<br />
participants submitted applications and were selected for several of the<br />
positions that opened-up. I became the Assistant Dean for Nursing.<br />
Preparation pays dividends!<br />
My first community-based leadership development program was<br />
the inaugural class of Project Blueprint. Acceptance to this program and<br />
others like it was competitive, based on the weight of one’s application<br />
as measured against the acceptance criteria. Typically, there were more<br />
applicants than available seats. Project Blueprint was a program designed<br />
to prepare minorities to serve on local boards of directors and provided<br />
year-long exposure to community agencies, their leaders, boards of<br />
directors, operational structure, fiduciary responsibility and value to the<br />
community. Again, selected as a cohort, participants formed a bond and<br />
a network of support that in many cases continue today. For example,<br />
Joyce Morgan Danford, who at that time was a local TV station anchor<br />
and now serves as a Councilwoman on the Jacksonville City Council,<br />
and I have had a long-standing connection based on our participation as<br />
classmates in the first class of Project Blueprint.<br />
The final months of the program involved an internship with a<br />
local board. My internship experience was with Family Counseling<br />
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Dr. Barbara Darby<br />
Services, Inc., an agency which provided counseling support for<br />
children, individuals and for families. Upon completing Project<br />
Blueprint, I rotated on to the board of the agency as a regular board<br />
member. While, I had previously served on the Branch Administration<br />
Committee for the A. L. Lewis Branch of the Young Women’s Christian<br />
Association (YWCA), this was one of my early appointments to a board<br />
of directors.<br />
In 1993, I applied for and was selected to participate in Leadership<br />
Jacksonville (LJ) with classmates such as Michael Stewart, Ju’Coby<br />
Pittman, Elaine Tisdale, Sandra Hull-Richardson, Alberta Hipps and<br />
others. Again, a highly competitive process, I did not allow the specter<br />
of competition and the risk of rejection to deter me from the<br />
opportunity. I am reminded of several adages in this regard-- no risk, no<br />
gain; if at first you don’t succeed, try and try again; failure is not final,<br />
just a place of reflection and refueling for the next quantum leap!<br />
Leadership Jacksonville gave us a solid understanding of the Jacksonville<br />
community by exposing the class to the state of affairs locally through<br />
themed program days such as, Poverty, Economic Development,<br />
Education, Government, Criminal Justice, Health Care and the Arts.<br />
With an opening and closing retreat as bookends and program days once<br />
per month for a year, we met as a group in various locations in the<br />
community and listened to and exchanged perspectives on issues of<br />
importance with individuals thought to be the movers and shakers in the<br />
area (Mayor, Superintendent of Schools, Sheriff, and CEOs.) The<br />
program included leadership skills development through a variety of<br />
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strategies such as Asset Mapping, Meyers Briggs Personality<br />
Assessment, Visioning and more. It was an exciting year and the<br />
friendships we formed among class members are immutable to this day.<br />
The network of LJ Alumni is strong and supportive as we continue to<br />
support the organization by serving on committees and attending<br />
sponsored events. I had the distinct honor of serving as the<br />
organization’s Board Chair and being recognized at one of its<br />
Celebration Fundraising Events for service to the community. I<br />
continue to participate when called upon to serve. My participation in<br />
LJ led to participation in the Northeast Florida Regional Leadership<br />
Academy in 2005 where we focused on issues impacting Northeast<br />
Florida; Leadership America in 2011 in Washington, DC focused on<br />
issues from a national perspective. Memorable moments from my<br />
Leadership America experience included the dynamic class of women<br />
that were assembled from across the nation, our sessions in various<br />
states – San Francisco, Texas, Washington, D. C., our session at the<br />
Washington Press Club with the late Helen Thomas, the reporter who<br />
covered the White House during the administration of ten presidents.<br />
My Leadership Florida experience was no less stimulating and rewarding<br />
than any of the others in which I was blessed to be a participant. As with<br />
the other programs, my classmates were accomplished leaders –<br />
scientists, artists, politicians, attorneys, business owners, non-profit<br />
leaders, and CEOs, to mention a few. Among them was Andrew Gillum<br />
who was elected as the Mayor of Tallahassee, Florida since completing<br />
the program and who was the 2018 Democratic Party candidate for the<br />
governorship of the State of Florida.<br />
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Dr. Barbara Darby<br />
I remember with fondness my participation in the National<br />
Institute for Leadership Development, led at the time, by a uniquely<br />
special leader, Dr. Carolyn Desjardins. I am thankful for the crossing of<br />
our paths. Held in Scottsdale, Arizona, the program was an immersion<br />
leadership development program for women seeking mid to executive<br />
level administrative roles in higher education, particularly the role of<br />
president. A dynamic and transformational program, my most impactful<br />
memory, besides the exceptional women with whom I shared the<br />
experience, was the actual preparation I received for seeking the position<br />
of president in higher education. We each were prepped for “the search<br />
committee interview,” negotiating a contract, articulating a vision and<br />
more. Our simulated interviews were taped, analyzed and individual<br />
feedback provided with areas for improvement, along with a copy of our<br />
tape. I recall one of my feedback points was my tendency to let the<br />
pitch/tone of my voice go up at the end of my sentences. The experience<br />
was one of the most supportive and reaffirming of women and their<br />
leadership opportunities in my memory. Several of my classmates,<br />
whose careers I followed, went on to serve in high-level administrative<br />
positions in higher education.<br />
My best friend, Barbara Tolliver Haskins, was living in Lincoln,<br />
Nebraska and working with State Farm Insurance Company as a Vice<br />
President for Operations in 1998. She informed me of the Gallup<br />
Leadership Institute and recommended I consider attending the Gallup<br />
Premier Leadership program. It was an intensive week-long program<br />
held in Lincoln, Nebraska in November. I had been selected to be the<br />
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Campus President of the North Campus and the Nassau Center of<br />
Florida State College in April of the same year and would need to<br />
persuade, my boss, Dr. Steven Wallace, that this was a once-in-a-lifetime<br />
opportunity that I should experience. Well, I succeeded in my appeal to<br />
Steve and off I went to a very cold Nebraska.<br />
One of my classmates was Stedman Graham. Another was the<br />
Mayor of the City of Laredo, Texas, Betty Flores. Others were seniorlevel<br />
executives of large corporations such as Searle Pharmaceuticals,<br />
Phillips Petroleum Co., the Reformed Church in America and more. The<br />
depth and breadth of this Institute was like none I had experienced<br />
previously. Based on research, its focus was to help participants to<br />
pinpoint their leadership strengths and manage their weaknesses in<br />
pursuit of excellence. 19<br />
I have chosen to say much more about this professional<br />
development experience because of the transformational impact it had<br />
on my leadership practice upon my return to Jacksonville. Prior to our<br />
arrival in Lincoln, Nebraska, participants were required to complete an<br />
online self-assessment known as the Gallup Workplace Audit. My direct<br />
reports at the College and faculty did the same. Dr. Wallace also<br />
provided feedback about my leadership through a Gallup survey.<br />
Among the highlights of the institute were: 1) A unique, comprehensive<br />
leadership profile for each participant; 2) A report from a 360 Degree<br />
Feedback Survey completed by members of our teams about how they<br />
perceived our leadership strengths and effectiveness and how to manage<br />
those perceptions; 3) Exploration of the Seven Demands of Leadership;<br />
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Dr. Barbara Darby<br />
4) An understanding of our team members’ perception of the work<br />
environment and culture; 5) One on one consulting time with a Gallup<br />
professional consultant assigned to each participant (Gallup,1998.) The<br />
premise of the research-based program is that we lead best when we lead<br />
from our strengths and talents.<br />
The topics covered in each session were eye-opening, challenging,<br />
thought-provoking and often led to self-examination and selfassessment.<br />
As was true for me, I believe that the self-examination and<br />
self-assessment shaped the formulation of strategies to maximize our<br />
strengths and to manage our weaknesses. Once we arrived in Lincoln<br />
for the institute, we each received a comprehensive Leadership Profile<br />
based on the online surveys completed by many of our workplace<br />
stakeholders back at home.<br />
My personal Leadership Profile, prepared by my Gallup<br />
consultant, was a six-page report based on the sum of input received<br />
from various sources. A few excerpts from my profile are provided to<br />
illustrate the valuable information contained in our profiles. My leadingedge<br />
strength was identified as achievement orientation. It keeps me on<br />
the move – thinking about the next big goal, the next big challenge.<br />
Ironically, a weakness to be managed is a by-product of strong achievers<br />
– it is overcommitment. My consultant wrote, “In the mind of an<br />
achiever, there is always room in one’s day to do one more thing! Those<br />
close to Barbara may likely worry about Barbara burning-out.” To this<br />
date, I have not mastered the art of saying “No!” and so I often find<br />
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myself balancing an over-committed schedule. I am still a work in<br />
progress for sure!<br />
A second strength identified in my profile was referred to as<br />
Relator. It is addressed in this manner, “Barbara’s religious beliefs are<br />
important cornerstones to her values. She wants to be able to touch the<br />
lives of people and make a difference. She believes in the dignity of the<br />
human being and she reveals a great capacity for acceptance of others.<br />
It is her relational strengths that allow her to create a following of people<br />
who have confidence in her ability to lead.” <strong>Final</strong>ly, I will share that in<br />
reviewing the results of the Gallup Workplace Audit, I learned that<br />
members of my team did not feel recognized and praised for doing a<br />
good job. This finding was among those that provided an opportunity<br />
for growth and strengthening my leadership skills. I determined a<br />
number of ways to provide authentic recognition to team members and<br />
encouraged direct reports to do the same with their teams. As a result<br />
of my Gallup Leadership Institute experience, I left Nebraska with a list<br />
of goals I would be working on as I continued my journey early in my<br />
role as Campus President. Prominent among my goals was scheduling<br />
individual meetings with my direct-reports and with Dr. Wallace, and<br />
sharing my vision with employees more frequently.<br />
I concur with Ron Beegle, a past Gallup Institute participant who<br />
offered the following comment about his experience – “The Premier<br />
Leadership Program provided me a rare opportunity to slow down and<br />
take a good, long and hard look in the mirror. The program provided<br />
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Dr. Barbara Darby<br />
me with a wonderful opportunity to get to know me better,” (Gallup,<br />
1998).<br />
<strong>Final</strong> Thoughts<br />
Indeed, as I grow in knowledge of my strengths as well as areas<br />
for growth, if I am willing to do the inner work, I not only become a<br />
better leader but a better person as well.<br />
Journal articles, research papers, books, mentors, monographs<br />
and other materials are but a few examples of other sources of<br />
professional and personal growth for leaders. Conference participation<br />
can be costly when you consider registration fees, travel, meals, room<br />
and board. But, even so, a leader must be willing to invest in self if the<br />
organization will or cannot. The benefits are innumerable and longlasting.<br />
What’s more, your outcomes as a leader will far exceed your<br />
expectations! As the leader grows, he or she must make certain that the<br />
team as a whole is also growing. My next chapter will highlight teams,<br />
their value to the organization and the leader’s success.<br />
“All scripture is God breathed and is useful for teaching, rebuking,<br />
correcting and training in righteousness, so that the servant of God may be<br />
thoroughly equipped for every good work.”<br />
2 Timothy 3: 16 – 17<br />
(New International Version)<br />
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Chapter 7<br />
Choose Further Rather than Faster<br />
High Performing Teams<br />
The title of this chapter was inspired by an African proverb that<br />
advises that if you want to go fast, go alone. If you want to go far, go<br />
together, (PassItOn.com, 2018). The Proverb aptly describes the value<br />
of a team – a collective of individuals working toward a common goal<br />
or goals. There is a certain “magic” about a team that works well<br />
together. Though consisting of very different and unique individuals, the<br />
members work together effectively to create results. We’ve all seen the<br />
process work when watching professional sports teams in their
Dr. Barbara Darby<br />
respective field of endeavor. Every member knows the goal – to win the<br />
game. Every member has unique talents that qualify the person to be on<br />
the team. Team members are expected to contribute those talents at the<br />
highest level every time they are on the field of play. Performance must<br />
be kept at high levels through physical and mental development and<br />
disciplined practice. And, at times, the contribution must be given at a<br />
sacrificial level.<br />
As a Senior Leader in high school, I recall that our drills required<br />
precision, coordination, repetitious practice, knowledge, skills and an<br />
understanding of the goal – impeccable, precision drills, every time.<br />
Each squad was a team – a group of students in pursuit of the same<br />
(common) goal and willing to dedicate the time to do what we did well,<br />
even better.<br />
Strength of a Team - Priceless<br />
Over the course of my career, I have had the special privilege of<br />
working with and leading exceptional teams. In my role as a Shift Charge<br />
Nurse at the Veterans Administration Hospital in New York, I worked<br />
with a team of professional nurses and we were charged with the care of<br />
the patients in the Surgical Intensive Care Unit. It required that we work<br />
closely together to achieve a common goal – to ensure the safety and<br />
well-being of individuals who were very ill. To do so, we needed first to<br />
have the knowledge, qualifications, experience and skills gained through<br />
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our nursing education. We also needed information about the patients<br />
from the departing team as is typically shared during a change-of-shift<br />
report. To that information we added the resources provided within the<br />
unit – nursing assistants, equipment, medications, treatments of various<br />
kinds and access to a telephone to communicate with physicians and<br />
other departments in the hospital. None of the aforementioned would<br />
be of value, without a plan for how best to meet the goal. Our plan was<br />
executed through assignments, wherein, the acuity level of the patient<br />
determined if a nurse had one or two patients to care for on a given<br />
shift. The plan also anticipated additional patients being transferred to<br />
the unit during the shift and who among us would assume the care of<br />
each additional patient. While each nurse had a specific assignment, we<br />
were each responsible for all of the patients and for achieving the goal<br />
of safety and well-being for every patient in the unit. We knew that we<br />
could count on each other to get the job done! Whenever one patient<br />
experienced a medical crisis and the assigned nurse’s attention had to be<br />
laser-focused on that patient and she had a second patient, another nurse<br />
stepped-in to meet the needs of the second patient. No questions asked,<br />
no drama or discussions about workload – the team understood the goal<br />
– the safety and well-being of all the patients on the unit.<br />
Organizations and Boards which I have had the honor to lead and<br />
serve, have reflected the same essentials. Often, a collective of<br />
community volunteers come together with the staff to achieve the<br />
organization’s mission and vision. Multi-talented individuals, from<br />
varied backgrounds and with a passion for the organization’s purpose,<br />
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work together to transform the community. Effective board teams, as<br />
all other effective teams, can point to successful outcomes. This is the<br />
highest mark a team can attain – goal achievement!<br />
My Phenomenal Teams<br />
I dedicate this chapter to all of the teams that I have had the<br />
pleasure of leading, learning from and attaining extraordinary goals – as<br />
a nurse, a community volunteer, educator and a higher education<br />
administrator. My most expansive, challenging and rewarding team<br />
experiences occurred at Florida State College at Jacksonville and will<br />
garner the greatest attention in this chapter. I especially thank, salute and<br />
acknowledge the teams that God blessed me to serve with during my<br />
thirty-six-year career at the North Campus and the Nassau Center of<br />
Florida State College at Jacksonville. Together we travelled further,<br />
climbed higher and left a legacy that will long benefit citizens in<br />
northeast Florida.<br />
In every operational area, team members worked arduously to<br />
meet the challenges of pursuing excellence on behalf of students. The<br />
final seventeen years of my tenure at the College were particularly<br />
exciting and rewarding because of the stellar work of my assistants Jan<br />
Locker, Nancy McDuffie, Marti, Dane Ruser, Kimberly Earney and<br />
Wanda Williams Davis, as well as the accomplishments of the leadership<br />
team consisting of Joe Davis, Dean of Instruction, Dr. Melanie Ferren,<br />
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Dean of Workforce Development, Mrs. B. J. Hausman, Dean of<br />
Students, Dr. Neal Henning, Dean of Workforce Development, Mr.<br />
Don Hughes, Executive Director of the Nassau Center, Mr. Steve Park,<br />
Director of Administrative Services, Dr. Brenda Simmons-Hutchins,<br />
Executive Dean and Dr. Dana White, Dean of Liberal Arts.<br />
Mentors such as Dr. Lois Gibson, Dr. Ezekiel Bryant, Mrs. Hettie<br />
Mills and Dr. Jon Cosby modeled leadership styles that were warm,<br />
personal, family oriented, dynamic and outcomes focused. I learned<br />
from observing them, how to build effective teams early in my career at<br />
the College. I would even say that my lessons were more along the lines<br />
of how to build an effective “family-team.” My early observations led<br />
me to invest in a well- known truism attributed to a number of<br />
individuals – “People won’t care how much you know until they know<br />
how much you care,” (Goodreads, 2018). Given that team members<br />
spent more than fifty hours at work together during a week, we were like<br />
a second family to each other. When one of us experienced joy, we all<br />
shared that joy. Similarly, when life brought pain, loss, difficulties, all of<br />
us shared in those as well. My colleague, Don Hughes, articulated his<br />
experience as a member of my leadership team in this manner – “One<br />
of the tenets of good leadership is caring for those on your team. Barbara<br />
Darby cared deeply for all of her employees whether they were direct<br />
reports or reported through intermediary supervisors. She always<br />
addressed her several hundred employees by name and made great<br />
efforts to stay abreast of their major life events. Her personal<br />
communication to individuals who experienced losses of loved ones,<br />
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serious illnesses or who achieved a major professional or personal goal,<br />
was always well received, appreciated and often comforting as she<br />
demonstrated that she really cared. Employees who are genuinely cared<br />
about tend to go the extra mile.”<br />
It was of great importance to be “present” with and for my team<br />
and so, I communicated with them often and in a variety of ways.<br />
Whenever on campus, I would schedule time to visit a few departments,<br />
faculty offices or classrooms. These were opportunities to simply say<br />
hello, how are you doing, give and get a hug. When I stopped by a<br />
classroom, I would make a few remarks to students expressing<br />
appreciation that they had chosen the North Campus/Nassau Center<br />
for their studies. I would invite them to visit my office or seek me out if<br />
they ever needed my assistance. Three or more times a week, I sent an<br />
e-mail message to all employees at both sites that greeted them with:<br />
“Good Morning North Campus/Nassau Center: Changing lives…One<br />
Student at a Time.” Updates about projects, upcoming events,<br />
recognitions for outstanding contributions and other topics were often<br />
covered in these brief messages.<br />
At the beginning of each academic year, at Christmas and other<br />
special occasions, I wrote a letter, personally signed with my first name<br />
only and sent it by U.S. mail to the home address of every<br />
campus/center employee, expressing thanks for their hard work,<br />
celebrating their accomplishments, previewing upcoming events and on<br />
occasion addressing a social or national situation that was timely<br />
addressed in this way. In a letter I sent in August of 2003, I said: “Our<br />
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team continues to thrive because of the strengths that each individual<br />
brings to the whole. We can boast a number of accomplishments among<br />
the challenges that have clearly tested our resolve, patience and unity.<br />
Our mission to serve students, businesses and the community has been<br />
the common theme and often the invisible life-force that has kept us<br />
along the way. I commend you for making students first! Our faculty<br />
has led the way by maintaining standards of excellence in the teaching<br />
and learning process while guiding students toward academic success.<br />
The exemplary support and skills of North Campus Career employees<br />
have been the glue holding us all together. The administrative team has<br />
superbly sustained and supported all campus personnel, activities and<br />
operations. Our beautiful campus continues to be admired by new and<br />
repeat visitors because of the work of our Plant Services Team. It is a<br />
special privilege and indeed a blessing to work with you.”<br />
Building Effective Teams<br />
Effective teams don’t just happen! Building the team is the<br />
beginning step in the process. Sometimes a new leader will inherit an<br />
executive team already in place. It serves the new leader well to get to<br />
know the team members’ talents, skills, contributions and interests. In<br />
my case, I had a great mix of leaders who had worked for the College<br />
for many years and were well seasoned and experienced administrators,<br />
(Davis, Hughes, Hausman and Simmons-Hutchins). I had the<br />
opportunity to add new leaders to the executive team, (Deans Henning,<br />
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White, Ferren and Director Park). Important in the selection process<br />
was to add new members that possessed qualities and talents that were<br />
perhaps missing on the team or that would round the team out. When<br />
building a team, a leader must not simply select individuals who are just<br />
like the leader. The goal should be to select individuals who will bring<br />
skills and talents that the leader may not have as strengths, who will ask<br />
the hard questions, who will push-back on ideas that have not been well<br />
thought through and who will challenge the status quo. This is not an<br />
easy thing for some leaders to do, even when they want to do so.<br />
Group dynamics are always at play when a new group is<br />
constituted and each time a new member is added to an existing team.<br />
A leader must recognize the impact of this phenomenon and facilitate<br />
the group’s transition through to effective performance. Failure to<br />
matriculate through the phases of this phenomenon will decidedly<br />
impact the team’s ability to be productive. Numerous scholarly articles<br />
and books describe the phenomenon of group formation – coming<br />
together: forming; storming: infighting and positioning; norming:<br />
establishing ways of operations and ultimately, performing: effectively<br />
fulfilling its mission, (Egolf & Chester, 2013). As a leader, I witnessed<br />
the phenomenon in the early stages of building my leadership team at<br />
the North Campus/Nassau Center. Oh but, once the team got to the<br />
“performing” stage, they were unbeatable in excellence, productivity,<br />
achievements and service to our students and community. They truly<br />
exemplified our initial vision of “The Campus of Choice.” Our students<br />
felt that the team was there to work on their behalf and to facilitate their<br />
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journey to successful completion of the selected program of study. Dean<br />
Joe Davis captured our team’s focus on students in this manner – “Dr.<br />
Darby always seemed to try to narrow the focus of a problem to the<br />
group that was most impacted by a decision. The first priority in her<br />
mind was always the students. When approached about an issue, she<br />
would always ask, ‘Does this help the student?’ and if it did, she wanted<br />
to know how and to what extent the students would be benefitted. The<br />
student priority stayed with me and seemed to be a decisive<br />
consideration for anything I proposed doing as Dean. Dr. Darby often<br />
repeated the maxim ‘We’re here to serve the students and I think that<br />
applies to all levels of educational leadership…”<br />
Teams Thrive in Pursuit of a Vision<br />
The formation of the team is an important first step in building a<br />
team that goes further. But, engaging the team in establishing a vision<br />
for the plan of work is far more important, in my experience. The vision<br />
becomes the beacon light that fuels every effort, every plan, every<br />
activity, every decision. And while, visionary leaders are often spoken of<br />
with great exultation, my belief, as a leader, was that creating a sharedvision<br />
with my team would get us far more mileage, because of our<br />
collective ownership. How was this to be done? I learned in one of my<br />
doctoral studies courses that individuals will have a greater sense of<br />
investment and buy-in for any idea in which they have been actively<br />
engaged in framing and creating. Somehow the “sweat-equity” poured<br />
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into the development process allows them to feel connected and<br />
responsible for seeing the idea become reality.<br />
I was appointed as Campus President in April of 1998 and spent<br />
my first three months meeting with the teams in each department to<br />
learn more about their work on behalf of students, their aspirations and<br />
needs. In July of 1998, we held the first of what would become an annual<br />
practice – A Leadership Team Retreat. The Leadership Team consisted<br />
of the leaders of every instructional and operational department on the<br />
North Campus and Nassau Center, faculty representatives and student<br />
government leaders. A second half-day session was held in September<br />
of 1998. The purpose of the retreat was to engage the leaders of the<br />
campus in a planning process that would frame our work on behalf of<br />
students going forward. I personally led the visioning process<br />
component of the retreat, utilizing skills and processes learned during<br />
my Leadership Jacksonville experience. After two half-days of<br />
interacting, sharing ideas, affirming and confirming plans and thinking<br />
about the future, we came away with a vision statement and seven goals<br />
which we aligned with the then college-wide mission and goals. The<br />
vision was stated simply as: North Campus/Nassau Center: The<br />
Campus of Choice. Inherent in the vision statement was our belief and<br />
commitment to be the campus that students, employees and community<br />
members would come to because we were student-centered,<br />
technologically efficient, responsive, innovative, market-sensitive and<br />
performance driven. From first impression to last impression, we would<br />
be a welcoming place to visit and to pursue educational goals.<br />
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The team’s visioning process also resulted in the identification of<br />
seven goals that would guide the team’s work over the coming years.<br />
Each goal was defined contextually and had measurable strategies for<br />
advancing to achievement status as well as a designated champion. The<br />
goals resulting from the visioning at the retreat were:<br />
1) Provide aesthetically pleasing learning environments and<br />
facilities that support experiential learning and the integration<br />
of technology.<br />
2) Create a quality service-oriented environment.<br />
3) Expand current programs and add new programs.<br />
4) Establish partnerships with our communities of interest.<br />
5) Initiate employee-directed teams to plan training and<br />
development opportunities.<br />
6) Increase visibility and access for the North Campus and the<br />
Betty P. Cook Nassau Center.<br />
7) Enhance campus-based performance and accountability.<br />
It was Benjamin Franklin who is credited with saying that “failing<br />
to plan is planning to fail.” 23 The North Campus/Nassau Center team<br />
lived by its planning processes which engaged leaders and employees in<br />
every area of campus operations and instruction. Through<br />
representation on the leadership team, Student Exchange of Views and<br />
the Student Government Association as well as the Student<br />
Organizations Council, members had monthly opportunities to be<br />
engaged in these processes. Faculty engagement was facilitated through<br />
annual faculty retreats, faculty forums and Faculty Exchange of Views.<br />
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A planning and evaluation model was ultimately designed that tied all of<br />
the necessary elements for success together. It is located at the end of<br />
this chapter.<br />
Following the initial planning process, I penned a memorandum<br />
to every employee of the Campus and the Center, expressing<br />
appreciation for their participation and contributions to the visioning<br />
process. It read in part - “The excitement and agreement generated by<br />
the visioning process were very encouraging and confirming. Thanks for<br />
a productive and enjoyable experience. Attached you will find the goals<br />
with strategies, all a result of the hard work at the two retreats. The entire<br />
North Campus/Nassau Center team will also now have an opportunity<br />
to react and respond to the plan which will guide us over the next few<br />
years.” Enclosed with the memo was a response form for each employee<br />
to anonymously indicate support or non-support for the goals and to<br />
provide comments.<br />
Continuity, Consistency,<br />
Engagement, Productivity<br />
Each summer, the Leadership Team Retreat had a theme that gave<br />
focus to our work, our sharing, our connecting and our development.<br />
The goals were revisited, progress reported, goal achievement<br />
recognized and celebrated, revisions and updates shaped and agreed to.<br />
At one retreat, the team revised the vision statement to: “North<br />
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Campus/Nassau Center: Changing lives…One Student at a Time,”<br />
based on our recognition that our work on behalf and with students<br />
resulted in significant positive life-changes as they matriculated and<br />
completed their selected program of study. Their lives and the lives of<br />
immediate family members would now change because of the expanding<br />
opportunities for economic security and stability created by the<br />
postsecondary degree or certificate they now held.<br />
When we provide access, expand opportunities and build capacity<br />
so that citizens who don’t see a way to a different economic trajectory<br />
find themselves on track to do exactly that through education, we have<br />
changed their lives, their children’s lives and their grandchildren’s lives.<br />
In nursing, the addition of an evening-weekend option to complete the<br />
associate degree as well as the practical nursing certificate, granted access<br />
to citizens who could not have otherwise enrolled in these programs.<br />
They were the bread-winners in their family and could not leave their<br />
9am – 5pm jobs to enroll in these programs. The expansion of the<br />
Bridge-Option Nursing program to enable Emergency Medical<br />
Technicians (EMTs) to become Registered Nurses through an<br />
accelerated program of study that recognized previous education and<br />
experience was of benefit to many local EMTs who were desirous of<br />
advancing in the health field. The development of the online Bachelor<br />
of Science in Nursing Program expanded access for associate degreeprepared<br />
nurses who wished to advance in their professional nursing<br />
career. The Early College High School program at Ribault High School,<br />
in partnership with Duval County Public Schools, was developed with<br />
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Dr. Carolyn Girardeau and other public-school district leaders. It is an<br />
example of providing access to an accelerated college education through<br />
the dual enrollment option. Students at Ribault High School would<br />
complete college-level classes at the North Campus while concurrently<br />
taking their high school classes, ultimately earning the associate in arts<br />
degree and their high school diploma concurrently. Initiated in 2005, the<br />
legacy continues and high school students and their families are still<br />
benefitting educationally and economically.<br />
When new programs of study were added to the College’s<br />
educational offerings, they automatically opened new opportunities for<br />
meaningful and rewarding careers for those citizens who enrolled. I am<br />
very proud of the North Campus/Nassau Center Team’s track record<br />
in developing new programs. Each of these programs required state<br />
approved state-of-the-art facilities and equipment which were costly.<br />
The College did not embark on these undertakings lightly. The campus<br />
leadership team had to conduct a feasibility study in partnership with the<br />
College’s Office of Workforce Development before a program could be<br />
offered. The State Department of Education approval was also<br />
necessary for new programs. The feasibility study provided information<br />
on employment opportunities in the field in the northeast region of the<br />
state (Region 8), the entry-level compensation which had to be within<br />
the state’s high-wage job classification, accreditation and marketing<br />
requirements as well as facility renovation and equipment costs. New<br />
programs were never pursued on a whim. Much preliminary<br />
documentation of need had to be compiled. But, the team I led was<br />
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never daunted by that prospect. A matter of fact, the team developed a<br />
three-year new program planning priority list which it pursued with<br />
fidelity and updated annually based on environmental scanning and high<br />
demand job trends in the State.<br />
Once the campus received approval to move forward with the<br />
proposed program, the real work began. Standards-based curriculum<br />
had to be developed, library holdings and learning materials had to be<br />
identified and secured, laboratory development had to be planned,<br />
facilities renovations had to be contracted to architectural firms,<br />
program marketing to attract students had to be planned and initiated, a<br />
program leader and faculty had to be recruited and hired, clinical<br />
affiliation agreements were necessary for students to receive authentic<br />
practical experiences, advisory committees consisting of professionals in<br />
the respective fields had to be established, and planning to seek national<br />
accreditation for the program was initiated, just to mention a few<br />
elements of new program start-up.<br />
The Physical Therapy Assistant Program was among one of the<br />
early programs the team developed. A new state-of-the-art physical<br />
therapy laboratory had to be planned, developed and equipment<br />
purchased. Space on campus was identified and completely renovated<br />
to host the laboratory and classroom. Graduates of this program work<br />
with physical therapists to restore optimal musculoskeletal function<br />
when impairment occurs as a result of injury, disease, surgery, or some<br />
other form of trauma or condition. There has been a high-demand for<br />
these healthcare workers over the years and graduates work in a variety<br />
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of settings. Recently, I needed physical therapy because of a walking<br />
injury to my meniscus. When I went to the rehabilitation center in my<br />
community, I was served by a graduate of the inaugural class of this<br />
program. Needless to say, I was delighted to see him in the role and<br />
doing well! A campus employee whose son completed the program<br />
never failed to advise me of how well he was doing in his field. When I<br />
would run into him in the community periodically, he personally<br />
affirmed that he was doing very well because of the associate degree in<br />
Physical Therapy Assisting he earned at the College. These encounters<br />
with graduates of our programs in the community are not infrequent.<br />
The new Associate in Science degree programs launched by the<br />
North Campus/Nassau Center team included the Occupational<br />
Therapist Assistant program which prepares its graduates to work with<br />
individuals to assist them to return to or regain optimal ability to<br />
perform activities of daily living. The closest Funeral Services Programs<br />
to Jacksonville for many years were located in Atlanta, Georgia and<br />
Miami. Local funeral directors asked the College to consider starting a<br />
program locally. The North Campus Team successfully developed and<br />
launched the Associate Degree Funeral Services Program followed a few<br />
years letter by an Embalming certificate program and the development<br />
of an Embalming Laboratory. Other programs included the Ophthalmic<br />
Assistant Program, a Radiography Technician Program and the Human<br />
Services Assistant Program. When the University of Florida started its<br />
planning to develop the Proton Beam Center in Jacksonville, the North<br />
Campus team was approached to develop a program to educate the<br />
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Radiation Therapist Assistants who would work with the Radiation<br />
Oncologists to plan and implement the treatment for patients. Initially,<br />
a one-year certificate program that prepared certified Radiography<br />
Technicians to become Radiation Therapist Assistants was developed<br />
and successfully launched to meet the employment needs of the new<br />
center. Subsequently, a Radiation Therapy Assistant Associate in Science<br />
degree program was added. A high-tech program with a very<br />
sophisticated high-tech laboratory was launched at the Betty P. Cook<br />
Nassau Center – Cardiovascular Technology to meet the growing need<br />
for healthcare workers in this field.<br />
The value and importance of creating career ladder opportunities<br />
for citizens were not lost on the North Campus/Nassau Center team.<br />
Many certificate programs from six months to one-year duration were<br />
identified and developed to provide entry-level skills and access to<br />
employment for many of our citizens. After some time in the field,<br />
graduates could return to pursue advanced degrees or to add<br />
certification levels that would expand their marketability and<br />
advancement options. Among such programs were Florida Funeral<br />
Director, Culinary Arts, Food and Beverage Management, Bartending,<br />
Guests Services Specialist, Healthcare Informatics Specialist, Medical<br />
Information Coder/Biller, Pharmacy Technician, Massage Therapy,<br />
Case Management and Facials Specialty. When the College was<br />
approved to offer workforce based bachelor degree programs, the<br />
North Campus Team was among the leading development teams with<br />
degrees such as the online Bachelor of Science in Nursing, Bachelor of<br />
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Science in Human Services and Bachelor of Applied Science in Public<br />
Safety.<br />
Team Accountability<br />
Produces Great Outcomes<br />
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The North Campus/Nassau Center was responsible for all of the<br />
health programs offered by the College. Uniquely, health programs must<br />
obtain and maintain national accreditation through program-specific<br />
accreditation agencies. Some programs like the Emergency Medical<br />
Services programs and nursing, also have annual State required program<br />
approval processes. These standards-based review processes are<br />
intensive and extensive and designed to promote program quality and<br />
excellence in the preparation of health care professionals nationally.<br />
They require the performance of a self-study based on the national<br />
standards addressing curriculum, faculty, resources, student outcomes,<br />
student services, evaluation processes and others. A comprehensive selfstudy<br />
report with separate appendices must be prepared by each<br />
program and submitted to the accreditation agency by a specific date. A<br />
visiting team of professional peer evaluators from other educational<br />
programs, not in the State of Florida, visit the program on site to verify,<br />
amplify and clarify information included in the program self-study. The<br />
visiting team makes a written report to the accrediting agency following<br />
the two to three-day on-site review. At a subsequent national meeting,<br />
the accreditation council acts on the report. Several possible outcomes<br />
were typically possible – continuing accreditation, continuing
Wisdom from the Trenches<br />
accreditation with progress report, probation, withdrawal of<br />
accreditation status. Each year, there would be at least two programs<br />
undergoing the preparation process for an upcoming accreditation visit.<br />
I am blessed to say that the team successfully acquired accreditation for<br />
new programs and maintained the accreditation status for the programs<br />
– a big undertaking with documented success.<br />
As noted, the accreditation process was intensive and involved the<br />
campus leadership team, collegewide departments like the budget office,<br />
marketing, human resources, campus and collegewide leaders. The<br />
program leader and faculty were responsible for performing the selfstudy<br />
and preparing the report with the support of the leadership team.<br />
Each member of the leadership team had review responsibility for a<br />
specific standard in the report. For example, B. J. Hausman reviewed<br />
and assisted as needed with the student services standard; Steve Park did<br />
the same for the resources component, Dr. Neal Henning reviewed<br />
curriculum if it was one of his programs, Dr. Melanie Ferren, if it was<br />
one of hers, I reviewed the Outcomes/Evaluation Plan component, Dr.<br />
White worked with the faculty component.<br />
The College serves the community. That responsibility calls for<br />
building partnerships to support the needs of employers, agencies,<br />
government, organizations and other community entities. The North<br />
Campus leadership team had a strong track record in forging<br />
partnerships such as the one with Aetna Insurance Company. The<br />
company had a need to fill a number of positions with registered nurses<br />
and wished to invest in its own employees becoming registered nurses.<br />
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Meetings between the campus team and the Aetna team, framed the<br />
partnership and the pathway to accomplishing the desired outcome. A<br />
complex initiative was successfully launched with classroom lectures<br />
taking place at the company, lab experiences at the campus and clinical<br />
sessions at local hospitals. A cohort of approximately twenty students<br />
enrolled with eighteen successfully graduating from the associate degree<br />
in nursing program. These graduates were able to advance in the<br />
company.<br />
A similar partnership was established with River Garden Hebrew<br />
Home for Nursing Assistants to become practical nurses and with<br />
United Community Outreach Ministry (UCOM) to prepare community<br />
residents to become nursing assistants and home health aides. These<br />
partnership, without exception, opened employment opportunities for<br />
the participants and lifted their economic status through gainful<br />
employment. In addition to these examples, the campus/center also<br />
partnered with the City of Jacksonville to conduct the certification<br />
training for Jacksonville Small and Emerging Businesses. A very multitalented<br />
and hard-working team accomplished these and many other<br />
partnership initiatives.<br />
One of the goals in the North Campus/Nassau Center plan was<br />
to provide aesthetically pleasing learning environments and facilities that<br />
support experiential learning and the integration of technology. To that<br />
end, the team worked tirelessly to create this reality at both sites. This<br />
effort included maintaining current structures and spaces, updating and<br />
upgrading where needed and adding new facilities, as programs and<br />
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services expanded. The talented team of employees with whom I worked<br />
and led, pursued this goal with serious intent to provide students with<br />
the best learning environment we could within funding limitations. We<br />
developed a master plan for the campus/center which we updated and<br />
re-prioritized annually. The campus and center are located in serene, oak<br />
and pine tree canopied areas of northeast Florida with natural flora and<br />
fauna. Visitors to the campus/center never failed to comment about the<br />
beauty of the campus/center grounds. And the Plant Services team<br />
responsible for maintaining the beauty of the campus, under the<br />
leadership of Steve Park, Director of Administrative Services, was<br />
phenomenal and hardworking! I remember each member that served on<br />
that team with great warmth and appreciation because they understood<br />
our commitment to provide an aesthetically pleasing environment for<br />
students, employees and visitors and they delivered. Hats-off to those<br />
who provided direct supervision for the team during my tenure – Dick<br />
McEwen, Willie Jacobs and Mark Gandy. This hard-working team never<br />
disappointed this leader.<br />
The team led and executed $43.5 million of facilities renovations,<br />
remodeling and new facilities construction. Key among these were the<br />
construction of the Criminal Justice Center on the North Campus in<br />
partnership with Sheriff Nat Glover of the Jacksonville Sheriff’s Office.<br />
Since 1998, this state-of-the-art facility has provided regional training to<br />
produce police and correctional officers as well as continuing education<br />
programs for officers from various counties. In Nassau County, the first<br />
permanent higher education facility was constructed and opened by the<br />
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College – The Betty P. Cook Nassau Center of Florida State College at<br />
Jacksonville. This was followed by the Lewis “Red” Bean Technical<br />
Center, in partnership with Dr. John Ruis, Superintendent of the Nassau<br />
County Public School District. This state-of-the-art educational facility<br />
provides technical education for Nassau County public school students<br />
and citizens. Don Hughes was the leader on the ground for these two<br />
projects. As the campus enrollment grew from approximately 3,500 per<br />
term in the mid to late 90s to a high of 7,700 the spring term of 2011<br />
and new programs were added, many new laboratories were developed,<br />
existing laboratories were remodeled and upgraded, technology access<br />
was expanded, new learning resources such as the Academic Centers and<br />
Learning Center were brought online along with new classrooms,<br />
remodeled faculty offices, student cafeteria, science laboratories, a<br />
second culinary laboratory and much more. All facilities initiatives were<br />
ably led by Steve Park, Director of Administrative Services.<br />
A Word of Gratitude<br />
While I had leaders who were added, released or who retired along<br />
the way, the core team of leaders who were my direct reports were intact<br />
as a team for most of my tenure as Campus President. They were a group<br />
of dedicated, hard-working, committed phenomenal professionals with<br />
whom I enjoyed working. We met weekly on Wednesdays for strategy<br />
planning and reporting sessions. Together we achieved much and<br />
established a legacy that will continue to serve the citizens of northeast<br />
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Florida with programs offered at two locations in learning environments<br />
that will position them to compete for well-paying employment<br />
opportunities. Thanks to Dean Joe Davis for his integrity, the strong<br />
leadership and support he provided as my only Dean when we first<br />
started on this journey together. His friendship over the years has been<br />
a treasure, not to mention being my editor in chief, even to this time.<br />
Mr. Don Hughes, as the Executive Director of the Nassau Center,<br />
demonstrated leadership and network-building expertise in the Nassau<br />
community that were invaluable to the College’s success in Nassau<br />
County. I always knew that the Center was in good hands and that his<br />
heart would provide the nurturing the team members at Nassau Center<br />
needed. Together, Dr. Brenda Simmons-Hutchins and I were the<br />
dynamic duo! Her seasoned and expert leadership experience was one<br />
of my most valued assets and allowed me great freedom to grow into<br />
my new role as Campus President in a focused manner. Dr. Dana<br />
White’s great capacity to complete any assignment given at the highest<br />
level of excellence was always a characteristic I admired and I was<br />
thankful to have her on the team. Dean B. J. Hausman, a seasoned and<br />
experienced student services professional, was the leader I depended on<br />
to create that initial student-centered impression in the Student Services<br />
area. She rose to the occasion at all times and groomed her team to<br />
respond to never-ending changes in College policies which impacted<br />
students’ matriculation, in proactive ways. Her innovative ideas were a<br />
welcomed addition to the team. Dean Neal Henning, as one of the<br />
Workforce Development Deans, was my “work-horse.” His ability to<br />
get things done with his program leaders, to maintain program<br />
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accreditation, expand and develop new programs, produce reports,<br />
coordinate grant development and much more was impressive and a<br />
must-have on the team. Dr. Melanie Ferren, the second Dean of<br />
Workforce Development, was also an experienced higher education<br />
leader whose attention to detail and focus on excellence rounded-out<br />
the team nicely. Her thoroughness in approaching her responsibilities<br />
was a strength that heralded the high quality that was among my<br />
expectations of my leaders. Steve Park, Director of Administrative<br />
Services was the first member of the team I selected and hired. He was<br />
committed to our vision and work one-hundred percent. Often he was<br />
the last one to leave the campus. He managed multiple operational<br />
functions with a high degree of coordination and excellence. A positive<br />
energy on the team that I much appreciated.<br />
In my final communication to campus/center employees, as I<br />
retired in 2015, I wrote the following excerpt. It very much applied to<br />
the effective team of professional leaders with whom I was blessed to<br />
share my leadership journey.<br />
“Together, we have ‘changed lives…one student at a time’ and made<br />
important contributions to the College and the community! I thank<br />
you for allowing me the privilege of working alongside and leading on<br />
this journey. As I reflect on our achievements as a team, I am proudest<br />
of the family atmosphere we nurtured, the culture of recognition of<br />
employees’ excellence we shaped, the increasing numbers of students we<br />
served, the community outreach programs we developed, the more than<br />
twenty new instructional programs we created, the program<br />
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accreditations we achieved and maintained, the more than $43.5<br />
million in facilities improvements and new construction as well as the<br />
more than $7 million in grant resources we garnered to support<br />
students and programs. Indeed, we have done much to add value and<br />
to leave a legacy.” And I added, “Together, we went further!”<br />
Some <strong>Final</strong> Reflections<br />
I recently discovered that retirement does not break the bond<br />
between the leader and the team and does not diminish the legacy<br />
created by the team. In a news article in the local paper, the retiring<br />
College President of four years, was quoted in a statement that was<br />
disparaging, unfounded and not based in facts about North Campus<br />
facilities. Upon reading the article, I was incensed and wrote my first<br />
letter to the editor of the local paper. My letter, which was two pages in<br />
length, was published almost in its entirety in the Opinion Section of the<br />
paper, under the heading: “A Response to FSCJ president’s comments<br />
on FSCJ North Campus.” The letter had as its primary objective to set<br />
the record straight and correct the inaccurate picture painted in the<br />
article by the retiring college leader. As someone who knew first-hand<br />
of the excellent quality of programs and facilities at the campus, it was<br />
my responsibility to respond. When my response was published in the<br />
paper, it was as though there was a collective sigh of relief from<br />
employees at the Campus and the College that a response had been<br />
delivered. I received any number of messages from employees<br />
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expressing appreciation for my letter to the editor. Much of what was<br />
stated in my letter was a summary of what is covered in this chapter.<br />
Among the messages received from colleagues were the following:<br />
“Hi Dr. Darby, just wanted to drop you a note of thanks. I am very<br />
happy that you responded the way that you did to comments about the<br />
North Campus. In the ten years that I worked with you as my<br />
president, I never felt that North Camus was ‘less than’ any other<br />
campus. In fact, I always felt bad for the other campuses because I<br />
knew we had a campus president who fought tirelessly with her team to<br />
make North Campus the best at the college.”<br />
Another employee’s message said:<br />
“Your ‘view’ in the Reason section of today’s paper absolutely made<br />
my weekend. I cut it out, scotch-taped it together and have copied it<br />
to hand out to those who don’t get the paper. Your words were<br />
precise, elegant, not mean-spirited, but clear. They focused on what<br />
we should be focused on – the student, and how we change<br />
lives…one student at a time. I have heard from probably two-dozen<br />
people today, ranging from student to faculty and staff to trustee.<br />
All were so happy with your comments. You corrected the record,<br />
and in doing so, you also demonstrated what true class looks like.”<br />
One final response simply said:<br />
“Your viewpoint column regarding North Campus was right-on.<br />
Thank you for writing about the North Campus today.”<br />
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Wisdom from the Trenches<br />
Every leader builds on the successes of previous leaders. Every<br />
leader works with a team that brings the vision into reality. Every leader<br />
owes a debt of gratitude to all who brought excellence, innovation,<br />
creativity, hard work, commitment, dedication, talents, courage, insight<br />
and joy to goals that have been achieved. It was a high privilege and even<br />
higher blessing to have served with the North Campus/Nassau Center<br />
Team, who long before we adopted the vision statement was “changing<br />
lives…one student at a time.” I am delighted through this medium to<br />
share how this was done over the course of my thirty-six years at Florida<br />
Junior College/Florida Community College/Florida State College at<br />
Jacksonville.<br />
Effective teams build organizations and leave their mark in the<br />
process. Teams, however, are comprised of individual performers.<br />
Therefore, teams are only as strong as the individuals that make-up those<br />
teams. Each individual must have a sense of who they are, their talents,<br />
strengths and the confidence to stand strong within and apart from the<br />
team.<br />
Believe in yourself is the title of the next stop on our journey and<br />
it focuses on the individual team member’s self-confidence and sense of<br />
self-worth. I will see you there.<br />
“For the body does not consist of one member but of many.”<br />
1 Corinthians 12: 14<br />
English Standard Version<br />
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Chapter 8<br />
Believe in Yourself<br />
Nature and Nurture<br />
We are products of both nature and nurture. No one would argue<br />
effectively that the environments in which our nature is nurtured do not<br />
play a significant role in our development and how that development is<br />
expressed individually and in groups. I am a firm believer that our sense<br />
of self and our self-confidence are impacted by family, society, media,<br />
culture, authority figures, friends, education, religion, relationshipsespecially<br />
those with a “power gradient,” and so many other factors.<br />
Leaders must exude self-confidence to have a following. That selfconfidence<br />
stems from a belief that they are capable of doing what needs<br />
to be done to advance the mission of the organizations they lead. Leaders
Dr. Barbara Darby<br />
believe in themselves and their ability to get things done. They tell<br />
themselves repeatedly, until they believe it, that they can make things<br />
happen and what they do is important. Those who follow them, look for<br />
their leader to demonstrate that she knows “true north” or in other<br />
words, knows where she is going and has a sense of how to get there.<br />
For a believer like myself, self-confidence is grounded in my<br />
relationship with Jesus Christ and knowing what scripture says about His<br />
presence and my access to His direction and guidance at all times. My<br />
self-confidence hence, is based on my faith in God and His word – “I<br />
can do all things through Christ who strengtheneth me,” (Philippians<br />
4:13, The King James Version.)<br />
Self-confidence is not haughty; it is not prideful; it is not selfaggrandizing<br />
or self-promoting; it is not dismissive of others’ opinions; it<br />
is not rude. It is a quiet centeredness that guides a leader through a<br />
repertoire of actions and decisions. Healthy self-confidence wears a smile,<br />
warmth, kindness, poise and an aura of peace.<br />
At an early age, I was given a vision of what defined a self-confident<br />
person. I was surrounded by family members and teachers who modeled<br />
this characteristic. The common thread I saw among them – my mother,<br />
maternal grandmother, aunts and teachers, was the strength and seeming<br />
ease with which, they did the things they had to do – work, care for<br />
families, interact socially with others, manage life-issues and much more.<br />
They believed in themselves and their actions reflected this reality, at least<br />
from my vantage point.<br />
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I am sure that they experienced and had to address the stressors of<br />
life that have impacted human beings since the beginning of time. But,<br />
they did not succumb to these pressures. They transcended them.<br />
As a young adult, my confidence and belief in self were bolstered<br />
by things such as educational attainment, promotions, preparation,<br />
attaining personal and professional goals. As I advanced professionally, I<br />
observed a transition from external reinforcers to internal factors such as<br />
wisdom acquired through various experiences and the accumulation of<br />
maturity associated with such experiences. When I recognized that stress<br />
is self-limiting and crisis has its peak then titers downward, a weight was<br />
lifted that freed me to lead with greater confidence.<br />
For young leaders I offer a number of suggestions to enhance selfconfidence<br />
and belief in self. Obtaining the necessary credentials is an<br />
important step. Possessing the necessary educational credentials conveys<br />
persistence, goal orientation, a willingness to work hard and the blue<br />
ribbon of excellence. Equipped with the theoretical and practical<br />
knowledge in the field, a leader is ready to lead as an expert.<br />
We are often surrounded by role models and examples of all that<br />
we aspire to be and do. As I did, it is important to draw from their<br />
experiences and example. Observation and conversation are important<br />
strategies to deploy. I had the great blessing of learning from the strong<br />
women and men in my life – my mother, my father, my maternal<br />
grandmother, aunts and uncles, their friends and teachers. In retrospect,<br />
their example deposited strength, knowledge and confidence in me.<br />
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Dr. Barbara Darby<br />
Shapers and Molders<br />
Recognizing the mentors in our lives and learning from them is<br />
an important part of a leader’s toolkit. Mrs. Hettie Mills was among the<br />
valued mentors that God brought into my life. An educated, well<br />
positioned and respected professional and community volunteer, her<br />
example and influence were powerful in expanding my confidence. A<br />
woman of strong faith, she modeled the peace, dignity and selfassurance<br />
that come from having a relationship with Jesus Christ. She<br />
walked, talked and led with quiet poise, intelligence and self-confidence.<br />
She embraced the young women in her life by sharing her wisdom,<br />
supporting their endeavors, congratulating them on their achievements<br />
and opening doors and opportunities for their personal and professional<br />
growth.<br />
Another mentor who influenced the development of my belief in<br />
myself was Dr. Lois Gibson. I was introduced to Dr. Gibson by Mrs.<br />
Mills at an event sponsored by the Jacksonville Alumnae Chapter of<br />
Delta Sigma Theta Sorority, Inc. that was held at Snyder Memorial<br />
Church located in downtown Jacksonville. A very accomplished woman,<br />
with many “firsts” on her resume, I was quite hesitant to approach Dr.<br />
Gibson to introduce myself. But, aware of my interest in teaching<br />
nursing and knowing that Dr. Gibson was the Director of the Associate<br />
Degree Nursing Program at Florida Junior College, Mrs. Mills urged me<br />
to introduce myself to Dr. Gibson. She did not relent until I did. This is<br />
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just one example of how mentors create life-changing opportunities for<br />
their mentees. Meeting Dr. Gibson was a life-transforming opportunity.<br />
Looking back, it was the event that established the trajectory for many<br />
wonderful professional achievements and successes in higher education<br />
and in my community.<br />
I became an adjunct faculty member at the community college and<br />
was able to “sit at the feet” of Dr. Gibson to learn and grow. And, I did.<br />
Lois Gibson was a dynamic, energetic, passionate leader. She was selfconfident,<br />
educated, well-informed, knowledgeable, goal-oriented.<br />
Observing her, as she first led the nursing programs at the college and<br />
later became the Dean of all the Health Services Programs, was a lesson<br />
in leadership far more important than any I could have had in any formal<br />
leadership program or classroom. Being in her presence was indeed like<br />
being in a classroom without borders.<br />
I learned that belief in self was among the top characteristics of a<br />
leader. It was necessary to lead a group to a goal. Lois’ staff meetings<br />
were organized, purposeful and well led. Participants had responsibilities<br />
and accountability for reporting on the status of their assigned<br />
responsibilities at the meetings. And, this accountability therefore,<br />
demanded everyone’s engagement. Decisions were typically made by<br />
consensus. But, when she had to make decisions as the leader, she did<br />
not hesitate to do so with confidence.<br />
Poise, especially under duress, is another sign of believing in<br />
oneself. It conveys a sense of inner peace that transcends the crisis of<br />
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Dr. Barbara Darby<br />
the moment. Poise states emphatically, “I will not be overcome by this<br />
temporary diversion.” Poise also sends the message that “I am in control<br />
of my response, no matter what may be occurring around me.”<br />
When Dr. Gibson applied for the position of Dean of the Health<br />
Services Programs, her interview was open to any employee who wished<br />
to attend. I attended as an observer, for support and to provide that<br />
warm, friendly face in the room that we often look for when making a<br />
presentation, sitting through an interview or being examined by a group.<br />
The experience was instructive. First, she was dressed for the occasion<br />
– professionally in a beautiful dark suit. She sat upright in her chair with<br />
hands overlapping and legs crossed at the ankles. She wore a smile which<br />
made her glow. She was the picture of poise. As the screening committee<br />
asked the predetermined questions, she listened intently, gave thought<br />
to what she would say and only then, proceeded to respond very<br />
deliberately and directly to each question. She did not stop smiling nor<br />
looking comfortable in her own skin. She was truly the picture of<br />
someone who believed in herself and her ability to do the job for which<br />
she had applied.<br />
When I went through my interviews for the position of North<br />
Campus & Nassau Center President, the poised images and example of<br />
Mrs. Hettie Mills and Dr. Lois Gibson were at the forefront of my<br />
preparation. Two strong, self-confident leaders and role models.<br />
Three other role models influenced my understanding of believing<br />
in self. Eleanor Gay, my line sister in Delta Sigma Theta Sorority, Inc.<br />
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and fellow employee at the College, was someone whose calmness and<br />
tone of voice always conveyed that what she had to say was important.<br />
Her self-confidence commanded attention. From Eleanor I learned how<br />
best to handle criticism that will certainly be experienced as a leader –<br />
not everyone will agree with your decisions. Her advice was never take<br />
it personally and never take-on responsibility for other people’s<br />
problems.<br />
Dr. Ruth Stephens, an exceptional individual, nurse, educator and<br />
professional, modeled the role that faith in Jesus plays in building selfconfidence.<br />
She demonstrated how to stand courageously with a smile<br />
in the face of opposition. She exuded the belief that, “If God is for us,<br />
who can be against us?” (Romans 8:31, The New International Version.)<br />
Angie O’Bryant, Lieutenant Colonel (Retired), a fellow nursing<br />
faculty member, church member and friend, also made deposits into my<br />
“belief in-self” bank account. While I was Director of the Nursing<br />
Program, Angie was called to active military duty and served in the<br />
Desert Storm conflict in a significant leadership role.<br />
I needed someone to serve as the Director of the Nursing<br />
program on an interim basis while we conducted a search to fill the<br />
position. I asked Angie if she would take-on this very demanding role.<br />
She said ‘yes’ and confidently led the nursing department, setting<br />
expectations and working hard to enhance the program. Angie’s belief<br />
in herself, strength, courage and ability to deliver what she said she<br />
would were always evident and admired.<br />
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Dr. Barbara Darby<br />
Be Open to New Experiences<br />
Experience is a good teacher. When we volunteer for new<br />
opportunities, we broaden and deepen our experience, even when the<br />
opportunity is not positive or does not produce the desired results. The<br />
fear of the unknown or of failure will at times prevent us from exploring<br />
and trying new things. But, that approach only keeps us in our comfort<br />
zone, never to challenge our skills, abilities, capacity and our talents.<br />
Perhaps, never to grow beyond where we are.<br />
I strongly recommend searching for new growth-producing<br />
experiences. These may include chairing a committee, leading an event<br />
or task force, taking on a project, volunteering to conduct a special<br />
research project, drafting a document or letter, coordinating a<br />
conference or training session, making a presentation to a group,<br />
planning a meeting, representing the organization or your supervisor at<br />
a specific initiative – the examples are unlimited.<br />
I remember signing-up to be a part of the inaugural leadership<br />
class for women and minorities at the College. I diligently prepared and<br />
submitted my application, even though, I only had a conceptual<br />
framework of the year-long program. I knew that it would add to my<br />
workload and time requirements but, as a middle-management leader in<br />
the organization, I felt it would only add to my leadership toolbox.<br />
The program was led by Dr. Campbell from the University of<br />
Florida and consisted of a comprehensive agenda of leadership topics<br />
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and experiences. Participants were exposed to senior level leaders in the<br />
organization and current trends and literature on the leadership topic of<br />
the day. The cohort of participants was divided into groups which were<br />
assigned to identify an issue within the institution that needed to be<br />
addressed and to propose a plan to address the issue. Each group would<br />
make a presentation of their issue and proposed plan to the college<br />
president and other senior leaders. Every member of each group had to<br />
participate in the development of the plan and the presentation.<br />
There were numerous benefits derived from this experience that<br />
further shaped and strengthened my belief in myself. These were<br />
invaluable benefits that paid dividends throughout my career at the<br />
college.<br />
During the year-long journey, I worked with colleagues from<br />
across the college – from various campuses and departments which<br />
meant I developed a network of colleagues that I could call on for<br />
assistance in their areas of expertise, when needed. Similarly, my coparticipants<br />
got to know me better and to learn more about my skills,<br />
talents and strengths.<br />
The collaboration required to identify the group’s project and to<br />
develop the plan to address the issue was a gift of great magnitude. There<br />
was negotiation, consensus building, persuasion and much more<br />
required for each group to meet its objectives. Experience was gained in<br />
team building, teamwork, conflict resolution and networking. These<br />
benefits carried over into my day to day responsibilities, making me a<br />
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more confident and effective leader. In other words, there were<br />
immediate gains from my participation in the program.<br />
The interaction with the college president and senior leaders<br />
provided great exposure and the opportunity to demonstrate my<br />
capabilities in a forum that otherwise might not have been possible. My<br />
capabilities were not related by a secondary source but demonstrated by<br />
the primary source – myself. Name and face recognition in both<br />
directions – participants and senior leaders - was now possible because<br />
of the exposure provided by the program.<br />
Once we completed the year-long program, there was a planned<br />
celebration with presentation of certificates. Participants were informed<br />
that while completing the program was not a guarantee of a promotion<br />
or advancement in the institution, we could anticipate being granted an<br />
interview for any position we applied for within the institution.<br />
I could have said that my job responsibilities were too demanding<br />
to participate in the leadership program and they were. But, I did not. I<br />
could have said that I did not have the time to take on anything else – my<br />
plate was full and it was. It was actually overflowing! But, I did not. I<br />
could have allowed fear of the unknown and the risk of failure to keep<br />
me in my safe zone – and I considered doing so. But, I did not. I will<br />
never know the full measure of the benefits I derived from participating<br />
in the program but, one sure thing, my confidence and belief in myself,<br />
as a leader, were strengthened.<br />
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Closing Thoughts<br />
Growth in education, knowledge, information, skills, talents and<br />
wisdom related to the experiences we pursue, encounter or are divinely<br />
guided to, help leaders to be well planted and to produce good fruit. A<br />
leader who exudes belief in self will gain the respect and loyalty of those<br />
who follow in support of the common vision.<br />
A confident leader understands the value of building an equally selfconfident<br />
team and, while there is a multiplicity of strategies to do so,<br />
well-placed celebrations can convey the leader’s appreciation of the team<br />
and promote positive feelings and a desire to pursue excellence that is<br />
rewarded within the organization.<br />
Celebration, as a leadership tool, is the subject of chapter nine.<br />
“She is clothed with strength and dignity, and she laughs without fear of<br />
the future.”<br />
Proverbs 31:25<br />
(The New Living Translation)<br />
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Chapter 9<br />
Celebrate!<br />
The Art of Recognition<br />
Celebrations are moments in time when we pause to acknowledge<br />
an individual or a group on a noteworthy occasion. The occasions are as<br />
diverse as the forms of celebration and the effort conveys significance,<br />
appreciation and awareness. As a student of leadership, I had the<br />
opportunity to observe masters of the art of leadership. I noted that time<br />
for acknowledgment and shining a light on personal as well as<br />
professional life events was always a component of their practice. As a<br />
good student, I learned the value of this practice and made use of it<br />
extensively throughout my professional and personal leadership<br />
experiences. After all, everyone loves to be affirmed and to be celebrated
Dr. Barbara Darby<br />
in some way, if we were to be honest. There is a certain “feel good”<br />
element about celebrations that lifts one’s spirit, encourages the heart<br />
and motivates greater levels of engagement.<br />
My colleague, Joe Davis, offered the following, “Leadership is as<br />
much a celebratory act as it is a decision-making process - that I learned<br />
early-on from Dr. Darby. She was adamant that whenever the College<br />
offered an opportunity to recognize achievement or success, the deans<br />
were responsible to make sure their students, staff or faculty were put<br />
up for consideration. It was up to us as leaders to find someone or<br />
something to celebrate, and we did just that. The local newspapers, local<br />
TV channels, campus publications, radio publications all were<br />
challenged to tell the success stories that were a part of the College<br />
experience. Faculty innovation was recognized, campus building<br />
expansions were spotlighted, new curriculum programs,<br />
community/college partnerships, multiple generations of students<br />
within a family enrolled on the campus – all were part of the pride that<br />
comes from recognizing the efforts and the successes of the educational<br />
process on the campus.”<br />
“Dr. Darby started every weekly leadership meeting with an<br />
agenda item listed simply as Celebrations -- ‘What’s new and good on the<br />
Campus that we should celebrate. The result was a general feeling among<br />
all the staff, faculty and students that good things were happening, that<br />
the hard work everyone was doing was worthwhile. At one Campus<br />
Convocation, we adopted a theme of ‘Whale Done’ and every employee<br />
in the audience found a colorful stuffed whale on his or her chair. When<br />
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the previous year’s achievements were mentioned, a rousing ‘Whale<br />
Done!’ was shouted, with the whales raised in the air. It was fun and a<br />
great way to start the year.”<br />
Dean Joe Davis recalls - “Another time, the leadership team<br />
assembled for a three-day annual planning retreat and were told to show<br />
up on the first morning for breakfast. When they did, Dr. Darby pointed<br />
to a counter loaded with all kinds of grocery items and said, ‘Okay, team,<br />
you make it, we’ll eat it!’ and referred the team to the menu written on a<br />
chalkboard. It was amazing to watch twenty-eight leaders from all<br />
departments take control of the challenge and to organize themselves to<br />
successfully prepare a breakfast for the entire group. It was fun and it<br />
demonstrated that leadership was not just telling people what and when<br />
to do something but giving people a chance to form their own groups,<br />
to find their particular strengths and talents, and to work together to<br />
accomplish a goal that ultimately benefited everyone.”<br />
I was intentional about celebrating those with whom I worked and<br />
led! While I was not in a position to give monetary recognition to<br />
employees, I knew the importance of tapping into the intrinsic human<br />
desire to be valued, recognized and celebrated for work well done<br />
professionally as well as for events that had special personal significance<br />
in their lives.<br />
The Goal – Create and Foster Celebrations<br />
My weekly messages to employees on the campus and<br />
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Dr. Barbara Darby<br />
center contained “shout-outs” to individuals, groups and departments<br />
for various achievements. Examples included things such as the<br />
graduates of a program achieving a high pass rate on their licensure<br />
examination, a faculty member earning a graduate degree, a studentleader<br />
recognized for exceptional leadership and engagement, the beauty<br />
of the campus grounds, well-cared for by our Plant Services team. There<br />
was much to celebrate and acknowledge and sharing the information as<br />
I did, gave everyone on campus an opportunity to participate in the<br />
recognition of colleagues.<br />
Annually, in the spring, the College would publish requests for<br />
nominations for outstanding faculty, career employees, and<br />
administrators. Individuals could self-nominate, or departments could<br />
nominate a colleague. The first year of my presidency, no one on our<br />
campus received any nominations or awards. I was quite disturbed by<br />
these results because I knew that we had an excellent team with team<br />
members who were worthy of recognition. In the very next meeting, I<br />
charged my team of deans and directors with the responsibility of<br />
identifying a campus nominee for each of the annual award categories,<br />
working with the nominees to prepare the nomination packet and<br />
submitting the nomination by the established deadline. As a team we<br />
identified a number of employees for each category along with the<br />
noteworthy achievements. This approach yielded phenomenal results.<br />
Every year hence, our campus was well represented, with employees<br />
receiving many of the available awards. It was always a point of personal<br />
pride for our leadership team to see our colleagues recognized at the<br />
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college-wide convocation each fall and then again at our campus<br />
convocation.<br />
As Campus President, I instituted special campus-based<br />
recognition awards to acknowledge excellence and special efforts. The<br />
Campus President’s Excellence Award and the “Gimper” Award were<br />
two examples. The first identified those employees whose contributions<br />
to the campus and center were unquestionably at an excellent level.<br />
Every employee who was nominated for a college-wide award was also<br />
a recipient of the Campus President’s Excellence Award. If an employee<br />
nominated for a college-wide award was not selected, the strength of<br />
their nomination was sufficient to receive the campus award. The<br />
“Gimper” award was given annually to one employee on the campus<br />
whose efforts and contributions were consistently above and beyond.<br />
My assistant, Dane Ruser, (a recipient of both college-wide and<br />
campus awards) was a talented, creative, hard-working member of our<br />
team. Her technology skills were superb, and she played a tremendous<br />
role in supporting my vision of celebrating employees. She created<br />
special stationery, Thank You note cards, birthday cards, sympathy cards,<br />
congratulatory cards, thinking of you cards and much more. Just imagine<br />
receiving a card with a personal, handwritten message, from your<br />
Campus President, at your home through the U. S. mail. How would it<br />
feel? I assume that some employees were surprised and delighted, others<br />
may have smiled, while others may have felt very special. No one ever<br />
returned the card stating that they were not appreciative of the gesture.<br />
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One year, early in my tenure as Campus President, I hosted<br />
monthly Ice Cream Socials for all the employees celebrating birthdays<br />
during each month. I ultimately settled on sending individual birthday<br />
cards to each employee to their home address.<br />
Special achievements such as receiving a degree or being<br />
appointed to an important committee or task force were also occasions<br />
for a handwritten congratulatory greeting from the campus president.<br />
During Administrative Assistants’ week, my leadership team<br />
meticulously planned annual celebrations for those without whom we<br />
could not do our work. There was a luncheon held for all administrative<br />
assistants on the campus/center in the Mallard Restaurant on campus.<br />
Small tokens of appreciation were selected as gifts for each assistant<br />
(Two of my deans went shopping and selected the items.) One year, the<br />
gift was a beautiful matching tea cup and saucer holding a live plant.<br />
Members of the executive team offered expressions of appreciation to<br />
our very valuable assistants during the luncheon.<br />
No Permission Needed – Just Do It!<br />
New and renovated facilities on the campus, once completed,<br />
were opened with the fanfare of a ribbon cutting ceremony, Open<br />
House tours and reception to which employees, colleagues from other<br />
campuses and community members and partners were invited.<br />
Prominent examples include the opening of the Criminal Justice Center,<br />
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the Betty P. Cook Nassau Center, the Red Bean Technical Center, the<br />
Library and Learning Commons, the Building “A” infill with new<br />
classroom spaces and laboratories, the science laboratories, the<br />
cosmetology and personal care laboratory and others.<br />
Students on the campus were also celebrated. Each Pinning<br />
Ceremony for graduates of the Health Services Programs was followed<br />
by a reception with cake and punch for graduates, their family members<br />
and guests. Additionally, the fourth of July holiday “picnic” was hosted<br />
for students and employees with a free lunch of hot dogs, chips, soft<br />
drinks, cookies and ice cream bar or cups. The administrative team<br />
donned aprons and gloves to serve our guests. Because students had a<br />
number of options for pursuing their educational goals, enrollment<br />
growth was celebrated with ice cream socials for students, to express<br />
appreciation for their selection of the North Campus/Nassau Center for<br />
their studies.<br />
Planning retreats served twofold purposes – planning for the new<br />
year and celebration of achievements during the past year. Faculty<br />
retreats provided an opportunity for the administrative team to<br />
acknowledge faculty contributions to our core purpose – teaching and<br />
learning. Led and planned by and for faculty, the administrative team<br />
had a place on the agenda for updates and we also used the time<br />
propitiously to celebrate our faculty for their work in the classroom with<br />
students.<br />
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Dr. Barbara Darby<br />
Similarly, the leadership team retreats were fashioned to include a<br />
time of celebration, recognition and fun. A very committed and hardworking<br />
team, it was important to this leader to acknowledge and<br />
celebrate her team. While most retreats were held at college facilities<br />
such as the Nassau Center and Cecil Center, some years we ventured to<br />
locations that provided a nice change of scenery and a special treat for<br />
participants such as the Ribault Club and White Oak Conservation.<br />
Don’t Forget Those Who Help Along the Way<br />
The campus enjoyed many community partnerships with<br />
organizations and citizens whose contributions were significant in<br />
support of the campus/center. Our annual fall campus convocation was<br />
the perfect opportunity to recognize and acknowledge community<br />
leaders for their good deeds. A special example was when the developer<br />
of Cambridge Estates met with campus leaders to discuss his<br />
development and he honored my request to create a tree-lined median<br />
with flowering plants and shrubbery along Capper Road and North<br />
Campus Boulevard. This added to the overall aesthetics of the access<br />
road to the campus. He was honored at a fall convocation and presented<br />
with a plaque.<br />
A bridge that led to the campus on Capper Road was in need of a<br />
face-lift and a good paint job. Councilman Dr. Johnny Gaffney was<br />
contacted and in a short time had my request addressed by the City of<br />
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Wisdom from the Trenches<br />
Jacksonville. He too, was recognized with a plaque, as a community<br />
partner, at one of our fall convocation ceremonies. Senator Tony Hill<br />
secured funding to add lighting to the track and field complex on the<br />
campus. He was also recognized for his support.<br />
Summing it all up!<br />
There was a cost to support celebratory activities but, the benefits<br />
far surpassed the cost. As Campus President, it was my responsibility<br />
not just to lead but, also to support the emotional well-being of<br />
employees. When employees feel valued and appreciated, their<br />
performance is enhanced, their outlook about their work and the<br />
organization is more positive and they are willing to give and do more<br />
in support of the mission of the organization. Leaders who understand<br />
this phenomenon, will invest heavily in creating a culture of genuine<br />
celebration and recognition. This does not mean that the workplace will<br />
be void of conflict, discontent, criticism and complaints. But, these will<br />
not be the dominant characteristics of the organization.<br />
Dean Joe Davis summed it up by stating, “There were many<br />
examples of this philosophy – this approach—the notion that the<br />
administrative leaders were a ‘team’ that celebrated and recognized the<br />
contributions of those who made the difference on a daily basis in places<br />
and spaces where our mission was enacted – meant something real and<br />
positive.”<br />
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Dr. Barbara Darby<br />
My celebratory philosophy transcended the workplace. It was also<br />
evident in the community-based organizations I led. As president of the<br />
Bold City Chapter of the Links, Incorporated I used “thank you notes,”<br />
white roses and e-mail messages often to commend, congratulate and<br />
acknowledge members for special contributions and for leading<br />
successful initiatives.<br />
Leaders lead but, they also serve. Giving back is an important<br />
concept in leadership and the final chapter will explore my experiences<br />
in this arena – follow me.<br />
“Therefore encourage one another and build one another up,<br />
Just as you are doing.”<br />
I Thessalonians 5: 11<br />
(The English Standard Version)<br />
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Chapter 10<br />
Pay Your Rent<br />
A Responsibility of Good Citizenship<br />
The late Shirley Chisholm is credited with an often-used quote<br />
about service – “Service is the rent we pay for the privilege of living on<br />
this earth,” (Chisholm, 1973). This discussion about the place of service,<br />
in the realm of leadership, seems appropriately launched within the<br />
framework of Congresswoman Shirley Chisolm’s quote. Her statement<br />
posits a two-way relationship between living on earth and the<br />
responsibility for serving the earth on which we live. This is not a<br />
revolutionary idea when viewed from the example of Jesus, presented in
Dr. Barbara Darby<br />
Matthew 20:28, “Just as the Son of Man did not come to be served, but<br />
to serve…” (The New International Version).<br />
I have very vivid and early recollections from my first role models<br />
- my mother and maternal grandmother - about rendering service to<br />
others. I remember seeing them fill bags with clothes to give to a needy<br />
family and preparing meals to share with neighbors. They visited those<br />
who were ill or grieving the death of a loved one, providing support and<br />
demonstrating caring. Fast-forward twenty-three years from my birth<br />
and approximately five-years following my graduation from Hunter<br />
College in New York, I relocated to Jacksonville, Florida – the place<br />
where I would live-out the example set by my mother and grandmother<br />
in my own life experiences.<br />
Upon relocating to Jacksonville, a community that embraces<br />
service from its citizens, I had my first real opportunity to put into<br />
practice what I had learned from the matriarchs in my life. The late<br />
Hortense Brewington invited me to serve on the Branch Committee on<br />
Administration for the A. L. Lewis Branch of the YWCA. The<br />
organization’s focus on serving young ladies in the community through<br />
a variety of enrichment programs resonated in my heart. Under the very<br />
capable and effective leadership of Francis Alexander, I became a<br />
student of the work of non-profit organizations to serve and improve<br />
the quality of life for all citizens in Jacksonville. There is one particular<br />
leadership lesson I learned from Francis Alexander that remains with me<br />
until today. She would say, “if you are having a meeting and you want<br />
people to attend, you should call to remind them. Otherwise, they will<br />
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Wisdom from the Trenches<br />
forget and you will not have the participation you desire.” Now, there<br />
was some wise advice from someone who had been on the front line of<br />
community service for years. Unlike employees who have<br />
responsibilities to fulfill, volunteers may not feel the same obligation to<br />
fulfill a duty they have accepted. Thanks, Francis. Your advice has served<br />
me well all of these years.<br />
Getting Involved<br />
One would expect that my background in healthcare would draw<br />
me to serve with a focus on health care issues. But, my initial exposure<br />
to working on behalf of youth in our community, through the YWCA,<br />
sparked a passion for youth issues and concerns that has remained at the<br />
heart of my activism. I understand that the trajectory for success can be<br />
altered for the most vulnerable youth and when this occurs, the<br />
trajectory for generations to come can indeed be positively altered as<br />
well.<br />
My community service has focused largely on the youth in our<br />
community. Through organizations such as Delta Sigma Theta Sorority,<br />
Inc., The Links, Incorporated, Bold City Chapter, The Moles, Inc.,<br />
Jacksonville Chapter, Woodlawn Presbyterian Church, Florida State<br />
College at Jacksonville and others, I have led the development and<br />
implementation of programs designed to address the holistic needs of<br />
youth in our community. Programs have focused on teenage pregnancy<br />
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Dr. Barbara Darby<br />
prevention, obesity prevention, academic, sociocultural and personal<br />
development, literacy, public speaking, leadership skills, team building<br />
and many other developmental needs of young people. Examples<br />
include Destiny Starts Today Youth Partnership which comprehensively<br />
addressed the needs of young people in middle through high school<br />
(Academics, arts, social, personal.)<br />
A jury duty assignment that involved a minor, literally brought me<br />
to tears as I considered the lost life I was witnessing because the young<br />
man stood accused of breaking into a home. I promised myself on that<br />
day that I would not be an observer on the sideline, bemoaning the<br />
destructive path many of our young black males were taking.<br />
Sometime after my jury duty experience, I participated in a<br />
leadership development training session where participants were paired<br />
and asked to share one aspiration or goal with each other. I shared that<br />
I wanted to open an academy for young black males. The point of the<br />
exercise was to highlight that when we share our dreams and aspirations<br />
with someone, we will be more accountable for achieving them. The<br />
individual(s) with whom we have shared, will become participants by<br />
periodically asking how we are progressing toward accomplishing the<br />
goal we shared. Thanks for listening, Marge!<br />
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Wisdom from the Trenches<br />
Find Your Passion<br />
The Summer Leadership Academy was launched at Florida State<br />
College with a grant from the Jacksonville Children’s Commission in its<br />
early years and subsequent funding from the Community Foundation of<br />
Northeast Florida. It targeted young black males in middle and high<br />
school with an intensive six-week summer program. Led by strong black<br />
male program directors (Brian Holloway for the initial years, Claud<br />
Myers and Alpha Smith in subsequent years,) the program addressed<br />
academics, the arts, science, technology, engineering, mathematics,<br />
teamwork, social skills, project development and more. Relevant field<br />
trips and recreational activities were also incorporated in the program.<br />
Local Black professionals visited and discussed their journeys with<br />
the young men at the beginning of each day. They presented and shared<br />
concepts about manhood that otherwise might not be a part of the<br />
young men’s experience.<br />
The Summer Academy for Young Black Males evolved into the<br />
True North Academy, continuing the focus as before. These<br />
comprehensive summer programs were provided free of charge for<br />
fifteen of the seventeen years I served as president of the North<br />
Campus. As I write, I am struck by the need to do a retrospective<br />
research study of the participants to analyze impact and outcomes. Ah,<br />
but, that is another project entirely.<br />
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Dr. Barbara Darby<br />
The transition of the Summer Youth Academy to the True North<br />
Academy brought new partners to the table. I was joined in this work<br />
by Cleve Warren, Gregory Owens and Janet Owens. We were all<br />
members of The Community Engagement Group, a group of Black<br />
professionals, focused on issues affecting the Black community and<br />
therefore, the entire community. Together, we made a formidable team<br />
working on behalf of our young Black males.<br />
An outgrowth of our efforts is the annual community call to<br />
action titled, Urban Education Symposium: Reclaiming Young Black<br />
Males for Jacksonville’s Future. A forum designed to highlight the<br />
significant detriment to the community when Black males are not able<br />
to take their rightful place in the life of the community. The Urban<br />
Education Symposium, as a forum, informs the Jacksonville community<br />
of the perils impacting young Black males and stimulates action and<br />
advocacy on their behalf. It was incited by a Schott Foundation report<br />
presentation that reflected the graduation rate for young Black males in<br />
Duval County Public Schools for the 2007-2008 year as 36%, (Holzman,<br />
M., 2009). This was, in our estimation, a deplorable statistic. This was a<br />
time for action and so, the team of Cleve, Gregory, Janet and Barbara,<br />
along with other community partners have planned and implemented<br />
ten symposia over these many years. Leaders such as Leon Baxton<br />
(Communities in School), Michael Boylan (WJCT), Betty Burney (Duval<br />
County School Board), Ronnie King (Business Owner), Melanie Patz<br />
(Baptist Health), George Maxey (New Town Success Zone), Dr.<br />
Kimberly Allen (Jacksonville Public Education Fund), Darryl Willie<br />
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Wisdom from the Trenches<br />
(Teach for America), Dan Foley (City Year Jacksonville) Dr. Jarik<br />
Conrad (Independent Consultant), Gwen Crutchfield (Sallye B. Mathis<br />
Elementary School), Ronnie Ferguson (Jacksonville Housing<br />
Authority), Nat Glover (University of North Florida), Sandra Hull<br />
Richardson (Delta Sigma Theta Sorority, Inc.), Crystal Jones (Teach for<br />
America), Dr. Katherine Kasten (University of North Florida), Dr.<br />
Edward King, Jr. (Jesse P. Dupont Foundation), Brian Lyons (Ribault<br />
High School), Phil Mobley (Blue Cross/Blue Shield of Florida), Claud<br />
Myers (True North Academy), Dr. Judy Poppell (Schultz Center), Dr.<br />
Christina Ramirez-Smith (Jacksonville University), Cheryl Riddick<br />
(Community Foundation of Northeast Florida), Bryant Rollins<br />
(Mountain Top Institute), Tracy Tousey (Community Foundation of<br />
Northeast Florida), Denise Walton (True North Summer Youth<br />
Academy Parent), Dr. Claudette Williams (Community Engagement<br />
Group), Renee Williams (True North Summer Youth Academy), Pat<br />
Willis (Duval County School District), Kelly Wilson (True North<br />
Summer Youth Academy Parent), Dr. Irvin Pedro Cohen (YMCA),<br />
Ywanna Allen (Consultant), Drs. Jason & Mary Rose (Jacksonville<br />
Public Education Fund and the University of North Florida,<br />
respectively), Sharon Robinson Banks (United Way) and Tina Wirth<br />
(Jacksonville Regional Chamber of Commerce) invested heavily in this<br />
work. The first Symposium was held February 7, 2009. Dr. Jawanza<br />
Kunjufu was the invited guest speaker and delivered a no-holds-barred<br />
message that stirred the audience of more than five-hundred attendees.<br />
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Dr. Barbara Darby<br />
Attendees were engaged in facilitated “Call to Action” small group<br />
discussions. The output from approximately twenty-one small groups,<br />
once analyzed for themes, resulted in twelve priorities, divided into<br />
short, mid and long-term. The priorities identified by this very diverse<br />
group of citizens, representing every segment of the community were<br />
our springboard for action:<br />
Short-Term Priorities<br />
- Engage the faith-based community<br />
- Map available community resources<br />
- Organize Youth Forums<br />
- Assess school resources<br />
Mid-Term Priorities<br />
- Facilitate educational programs for parents<br />
- Provide culturally relevant professional development for<br />
teachers<br />
- Expand out-of-school academic programs<br />
- Develop “early warning system” for schools to identify<br />
students in need of focused interventions<br />
- Recruit and train adult volunteers for a “ministry of<br />
presence” in the schools<br />
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Wisdom from the Trenches<br />
Long-Term Priorities<br />
- Develop gender-based classrooms or schools for African-<br />
American males<br />
- Recruit African-American male teachers<br />
- Continue vigilant advocacy on behalf of young Black<br />
males<br />
An Urban Education Steering Committee worked diligently with<br />
the public-school district and other organizations within the community<br />
to advance the priorities. Each year’s Symposium included the<br />
superintendent of schools who provided a report on the status of<br />
schools, particularly our young Black males. Additionally, each year’s<br />
theme brought the community’s attention to specific areas of relevance.<br />
2009 – A Call to Action<br />
2010 – Status of the priorities at the targeted schools<br />
2011 – Model Community-Based Programs<br />
2012 – Economic Impact<br />
2013 – Single Gender Education<br />
2014 – Faith-Based Programs and Partnerships<br />
2015 – Who is teaching and leading our students in the classroom?<br />
2016 – Charter Schools: A viable school choice option<br />
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Dr. Barbara Darby<br />
~ 156 ~<br />
2017 – The Steering Committee took this year to review and recenter<br />
its efforts. No symposium was held.<br />
2018 – Re-Centering<br />
In August 2014, Cleve Warren, Gregory Owens, Janet Owens,<br />
Tunji Williams, Shawn Ashley, John Taylor and myself, with major<br />
funding from The Charter School Growth Fund, the Eartha M. M.<br />
White Legacy Fund, the Weaver, Chartrand, Northeast Florida<br />
Community and Cindy Edelman Foundations, opened the doors of<br />
Valor Academy of Leadership Charter School for Black Males on Soutel<br />
Drive to serve the very students who have been the target of the Urban<br />
Education Symposium: Reclaiming Young Black Males for<br />
Jacksonville’s Future call to action. The public-school district also<br />
instituted single-gender classrooms at Eugene Butler Middle School<br />
along with uniforms. These actions represented movement in response<br />
to one of the long-term priorities to develop single-gender classrooms<br />
or schools to address the learning styles and needs of young Black males.<br />
In August of 2015, Virtue Arts & Science Academy Charter<br />
School for Girls was launched on the south side of Jacksonville. The<br />
vision for the two charter schools was to prepare these young students<br />
for success regardless of the path they embarked on after high school<br />
graduation – college, workforce, military service. The culture of the<br />
schools was supportive, challenging, encouraging and one of high<br />
expectations. The students wore business uniforms and first and<br />
foremost were expected to demonstrate respect and pride in themselves,<br />
the adults who served them, their environment and their school. In
Wisdom from the Trenches<br />
December of 2016, both schools closed because of lack of financial<br />
sustainability. Students, parents, administration and community were<br />
sorely disappointed. In retrospect, if I could do it all again, I would have<br />
urged, if not insisted, that the founding team delay the opening of the<br />
girls’ school until we had a firm, stable foundation set for the boys.<br />
The owner of the facilities that hosted the two schools was<br />
desirous of maintaining an academic presence at the Soutel Drive<br />
location to continue to serve the community. Rather than licking my<br />
wounds and succumbing to the sense of loss (emotional, personal and<br />
financial) I felt after the schools closed, I worked, as a volunteer, with<br />
the inaugural principal of Valor Academy of Leadership, John Taylor,<br />
Lester Joseph and Lorreta Zimmerman, to assist with the development<br />
and launch of Gravely James Military Academy. The school is a co-ed,<br />
private, voucher- supported school which opened its doors in August<br />
2017. The need for options to meet the special needs of young Black<br />
males continues. Too many African-American students remain illprepared<br />
academically, socially, culturally and personally for success in<br />
today’s society. The school provides a smaller, more intimate,<br />
technology-infused, self-paced academic environment and personalized<br />
attention to the students and the myriad of behavioral, emotional,<br />
academic and learning needs many possess.<br />
In 2017, the Urban Education Symposium Steering Committee<br />
elected not to host a Symposium but, rather, to use the time to reflect<br />
on its work, accomplishments and future direction. Under the leadership<br />
of Dr. Kimberly Allen (Jacksonville Public Education Fund,) a<br />
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Dr. Barbara Darby<br />
subcommittee conducted and analyzed extensive research to assess the<br />
status of our target group – young Black males. A review of the Florida<br />
Department of Education’s academic indicators (2018) such as<br />
graduation rate, reported by Dr. Kimberly Allen, revealed that in 2015 –<br />
2016, the graduation rate for young Black males was 70%, a definite<br />
improvement from the 36% in 2007 – 2008. Yet, while we can celebrate<br />
this progress, their graduation performance was still below all other<br />
groups – white males (77 %,), Black females (80%) and white females<br />
(86%) (Allen, 2018).<br />
Astonishingly, while graduation rates increased, the<br />
subcommittee’s analyses reported by Dr. Allen (2018), revealed another<br />
disturbing performance indicator – the literacy rate, measured by the<br />
Florida State Assessment, for Black males in 10 th grade in 2017 was 23%,<br />
lower than any other group. Additionally, Out of School Suspensions<br />
for Black males was 75% in 2015 – 2016, even though Black male<br />
enrollment in the public-school district is 44%. These two indicators<br />
have been identified as the areas for focused advocacy by the Urban<br />
Education Symposium Steering Committee and were the topics<br />
addressed at the 2018 Symposium.<br />
Community Needs Abound<br />
My personal commitment to serve my community has been<br />
consistent since my relocation to Jacksonville. Being a card-carrying or<br />
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Wisdom from the Trenches<br />
dues-paying member of an organization has not been my style. I have<br />
held leadership roles in the civic and social organizations in which I hold<br />
membership. My service and leadership on Boards over the years have<br />
included the Jacksonville Urban League, Health Planning Council,<br />
National African American Women’s Leadership Institute, The Ritz<br />
Theatre & LaVilla Museum, Community Hospice, Economic<br />
Development Enhancement for North Jacksonville (EDEN), JAX Care,<br />
Leadership Jacksonville, PACE Center for Girls, Profectus Learning<br />
Systems, Inc, Jacksonville Women’s Network, to mention a few.<br />
At this writing, current Board service includes the Jacksonville<br />
Symphony (Arts), City Rescue Mission (Homelessness), City Year<br />
Jacksonville (Youth Education), Memorial Hospital (Healthcare), Kids<br />
Hope Alliance (Youth), WJCT Advisory (Community Issues & topics.)<br />
Clearly, I believe that my life is made more purposeful through service<br />
and I have committed to leave this life on EMPTY when I close my final<br />
chapter. Erma Bombeck (2012) stated it best when she said: “When I<br />
stand before God at the end of my life, I would hope that I would not<br />
have a single bit of talent left, and could say, ‘I used everything you gave<br />
me.’”<br />
Beyond the intrinsic benefits of working to support causes and<br />
issues dear to me – youth, education, healthcare, and social justice, my<br />
community service has blessed me with recognition and accolades that<br />
I must ascribe to the God I serve for making it all possible – mayoral<br />
proclamations, African-American Achiever, Times Union Up and<br />
Comers, Outstanding UNF Alumnus, Leadership Jacksonville<br />
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Dr. Barbara Darby<br />
Community Trustee, Living Legend, Women of Distinction, Bank of<br />
America Local Heroes, Mayor’s Trailblazer, Distinguished Educator and<br />
others.<br />
Professionally, I thought it important to model “giving-back” to<br />
my community and to encourage my executive team to follow suit. Dean<br />
Joe Davis captured my expectations of my team with this: “One thing<br />
that became obvious to me as Dean of Liberal Arts was that Dr. Darby<br />
saw the position and its responsibilities as going beyond the contractual<br />
limits. She constantly reminded us that we were part of a larger<br />
community - a community of citizens and businesses that our campus<br />
had a mandate and an obligation to find ways to serve. We joined<br />
business clubs, community action groups, neighborhood associations,<br />
public school councils, civic organizations, and we regularly attended<br />
meetings as active members. We took our enrollment drives into local<br />
malls; we went to local corporate businesses to find out ways we could<br />
better serve them and their employees; we opened campus facilities to<br />
the community in whatever ways we could. Dr. Darby insisted that as a<br />
Community College we serve our students and their community, and we<br />
did. I was not just a dean, but a member of the community, and in many<br />
ways that defined what I was as an educator.”<br />
Don Hughes provided day-to-day leadership at the Betty P. Cook<br />
Nassau Center in Nassau County and exemplified among my executive<br />
team members the importance of actively participating in the<br />
community. In his role as Executive Director of the Center, he<br />
effectively immersed himself in the community, creating a network of<br />
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Wisdom from the Trenches<br />
partners and friends of the College. He had great name and face<br />
recognition, as well as the respect of the community. As a result,<br />
whenever we needed to launch an initiative in the county, Don was our<br />
go-to person. His familiarity with the players in the county was<br />
invaluable.<br />
Closing Thoughts<br />
I have had many successes and some failures along the way and<br />
count them all part of my growth and wisdom development. Leaders<br />
should find their passion regarding community service and contribute as<br />
they are able. Gifted with many talents and skills, along with influence,<br />
they can make a difference. It has been my personal experience that the<br />
act of serving and giving-back brings the giver or the person serving so<br />
much more in the process. We should all pay our rent.<br />
“With good will doing service, as to the Lord, and not unto men.”<br />
Ephesians 6:7<br />
(American Standard Version)<br />
~ 161 ~
References<br />
Allen, K. (2018). Urban Education Symposium Presentation delivered April 27,<br />
2018. [Florida Department of Education, July 2017, Accountability<br />
Report]<br />
Anchor. 2016. In Merriam-Webster.com. Retrieved November 22, 2017, from<br />
https://www.merriamwebster.com/dictionary/anchor<br />
Chisholm, S. (1973). The Good Fight. New York: HarperCollins Publishers.<br />
Covey, S. (1989). The Seven Habits of Highly Effective People. New York: Free<br />
Press.<br />
Donaldson, Connie. (1992). The Practice of Gratitude: A Tool for Empowered<br />
Living. Health and Fitness, 4-6.<br />
Egolf, D & Chester, S. (2013). Forming Storming Norming Performing:<br />
Successful Communication in Groups and Teams (3 rd Edition).<br />
Bloomington: iUniverse, Inc.<br />
Excellence. 2016. In Merriam-Webster.com. Retrieved December 19, 2017,
Dr. Barbara Darby<br />
from https://www.merriamwebster.com/thesaurus/excellence<br />
Foster, G. (Producer), & Ephron, N. (Director). (1993). Sleepless in Seattle<br />
[Motion picture]. United States: TriStar Pictures.<br />
Goodreads. (2018). Quote by Theodore Roosevelt. Retrieved June 23, 2018,<br />
from https://www.goodreads.com/quotes/34690-people-don-t-carehow-much-you-know-until-they-know<br />
Holzman, M. (2009). Schott Foundation for Public Education Report.<br />
Presentation. [Urban Education Symposium, February 7, 2009].<br />
Larsen, C. (2012). God Moments for Women. Virginia: Education Publishing<br />
Concepts.<br />
Mathews, M. (1951). A Dictionary of Americanisms on Historical Principles.<br />
Chicago: University of Chicago Press.<br />
Neblett, B. J. 2013, February 26. George (Part One) [“Niblett takes us through<br />
A wonderfully captivating interface between reality and the virtual reality<br />
of next-generation video games.”] Retrieved from<br />
https://www.goodreads.com/author/quotes/6113119.B_J_Neblett<br />
Obama, M. (2016, July 25). Speech at the 2016 Democratic National<br />
Convention. [Video File] Retrieved from https://www.youtu.be/AaKju-<br />
TrEmU.<br />
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Wisdom from the Trenches<br />
Pass it On.com. (2018). African Proverb Retrieved June 23, 2018 from<br />
https://www.passiton.com/inspirational-quotes/7293-if-you-want-to-gofast-go-alone-if-you-want<br />
Peters, T. & Waterman, Jr., R. H. (1982). In Search of Excellence. New York:<br />
Grand Central Publishing Co.<br />
Sapp, M. (2011). My Testimony. On I Win [CD] Nashville, TN: Verity<br />
Records.<br />
Shakespeare, W. (2012). The Tragedy of Hamlet, Prince of Denmark (B. A.<br />
Mowat & P. Werstine, Eds.). New York: Simon & Schuster Paperbacks<br />
The Gallup Organization. (1998). Retrieved from The Premier<br />
Leadership Institute Brochure. Gallup International Research and<br />
Education Center Lincoln, NE.<br />
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About the Author<br />
Dr. Barbara Ann Barnaby Witherspoon Darby<br />
Dr. Barbara Darby is married to John Benjamin Darby, Jr. and<br />
together they are the parents of three adult children, Jzanyt Burney,<br />
Tamara Witherspoon and Jonathan Darby. They have two young adult<br />
grandsons, Alexander and Brandon Burney. Barbara and John worship<br />
and are active in the Christian fellowship of Woodlawn Presbyterian<br />
Church (USA) in Jacksonville, Florida.<br />
She received the Bachelor of Science degree in Nursing from<br />
Hunter College in New York (1970), a Master of Education in Adult<br />
Education from Florida A&M University (1979), a Master of Science in<br />
Nursing from the University of Florida (1988) and a Doctor of<br />
Education in Educational Leadership from the University of North<br />
Florida (1995). After graduating from Hunter College, she practiced<br />
professional nursing in the Surgical Intensive Care Unit at the Veterans<br />
Administration Hospital in New York. She continued her professional<br />
nursing career in Pittsburgh, Pennsylvania and in Jacksonville, Florida at
Dr. Barbara Darby<br />
Baptist Medical Center and the Duval County Family Planning Project<br />
at University Medical Center. She participated in several leadership<br />
programs including Leadership Jacksonville (Class of 1993), National<br />
Institute for Leadership Development (1994), Gallup Leadership<br />
Institute (1998), Leadership America (2007) and Leadership Florida<br />
(2012.)<br />
Dr. Darby served in the role of Campus President for the North<br />
Campus & Nassau Center of Florida State College at Jacksonville from<br />
1998 until 2015. Prior to her appointment as Campus President, she<br />
served as Dean of Instruction/Campus Dean for Health Services<br />
Programs (1994-1998), Assistant Instructional Dean, Nursing/Nursing<br />
Related Programs (1989-1994) and Instructional Program Manager,<br />
Nursing/Nursing Related Programs (1988-1989). During her<br />
administration, there was strong enrollment growth, program expansion<br />
and new program development to provide health care and other<br />
professionals for Northeast Florida. Her professional career spanned<br />
forty-five years.<br />
Barbara is a community trustee who has devoted her time, talents<br />
and treasure to the education of youth, especially young Black males,<br />
health care access, higher education access, Jacksonville’s homeless<br />
population and the arts.<br />
~ 168 ~
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