Running Head: RE-CULTURING AND CHANGE

Re-Culturing and Change:

Adapting My Leadership Style to the Systems of the RSO Design Center
Krysta Coleman
Western Michigan University

RE-CULTURING AND CHANGE

When I came into this class, I had a pretty good understanding of leadership, and how it
had played into my previous roles as a student leader. But in the seven weeks that I have been in
this course, I have learned so much about adapting my leadership style to my new environment
here at Western Michigan University (WMU), how my leadership style is influenced by the
systems of my work environment, and how I am able to influence change in my new role.
Specifically, as the Graduate Assistant for Registered Student Organization (RSO) Development
in the Student Activities & Leadership Programs (SALP) office, one of my main functions is
supervising seven student employees in the RSO Design Center. Over the next two years, this
position will challenge me in adapting my leadership style to a new environment, understanding
the systems at WMU and how they affect my position, as well as making changes to improve the
services of RSO Designs.
In starting my role, one of the first things that I struggled with was accepting the
implementation dip. However, I have found that taking the time to adjust and to learn has been a
huge benefit to me, as it has allowed me to not only figure out the procedures and processes of
our office, but also has allowed me to study the culture and systems in our office (Fullan, 2007,
p.175). Throughout this time I have played the role of the anthropological sleuth: observing
the actions, attitudes, and habits of those around me, and investigating why things are done a
certain way. Taking my observations into account, I have been able to develop my role as a
visionary leader by taking the best of what has been, as well as pinpointing areas for
improvement, in order to create more effective processes, and a better office culture (Grogan,
2013, p.277).
While I can appreciate the work that has been done in the past, I see a great opportunity
to improve communication and customer service within the RSO Designs office. Based on

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conversations with returning student employees, as well as the SALP professional staff, it seems
as though the student employees in RSO Designs have had little structure in the office previous
to my appointment in the position. As a relational and strategic leader, I hope to make change by
re-culturing the office through a series of small changes. Having been in similar situations in the
past, I have often found it necessary to re-culture in order to make the most effective change
(Fullan, 2007, p.177).
As Senge says, the most effective way to make change within a system is through small
steps (Senge, 1990, p.63). In fact, with my students I have started to lay the ground work for
change by building relationships with them that allow them to see that I can relate to their
situations as student leaders. Specifically, I have created a relationship based on idealized
influence. While it sounds pretentious and narcissistic, I believe that the best way for me to
connect with, and lead, students is through relating to them, by sharing with them my
experiences as a student leader just a few years ago. With this approach, I hope to build trust
with my teams, and allow them to see that they can trust my advice and guidance, thus building a
strong relationship within our office (Northouse, 2013, p.191). Additionally, I have begun to
develop my competencies within the office, and I believe that I can now prove to them, through
showing, not telling, that I am capable of accomplishing the tasks that the office requires, and
that I can help them to improve upon past systems and programs. Based on the feedback that I
have received so far, I believe that my team has already begun to perceive that I am authentic and
genuine in the work that I do, and I hope to continue that trend as I prove my competencies over
the next year (Kouzes, 2003, p.69).
When I started my position in RSO Designs, I was extremely nervous that I would be
unequipped to deal with some of the struggles that I encountered right away. I was unsure of

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how to approach change, or how to evaluate, or even identify, systems. I struggled with how I
would adapt my leadership style to a new environment. Now, seven weeks later, I find myself
applying the lessons I have learned throughout the duration of this class nearly every day, both in
executing everyday tasks as well as planning for long term change and re-culturing. Through my
understanding of my leadership style, and how it fits into the greater system that I have recently
moved into, I believe that I can make effective change that will create a better RSO Designs
experience for RSOs and departments across campus.

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4
References

Fullan, Michael (2007). The Jossey-Bass Reader on Educational Leadership (2nd ed). San
Francisco, CA: Jossey-Bass.
Grogan, Margaret (2013). The Jossey-Bass Reader on Educational Leadership (3rd ed.). San
Francisco, CA: Jossey-Bass.
Kouzes, J., & Posner, B. (2003). Credibility: How Leaders Gain and Lose it, Why People
Demand it. San Francisco, CA: Jossey-Bass.
Northouse, Peter G. (2013). Leadership (6th ed.). Thousand Oaks, CA: SAGE Publications, Inc.
Senge, Peter M. (1990). The Fifth Discipline: The Art and Practice of the Learning
Organization. New York, NY: Doubleday.