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Sacred Opportunities: Reimagining Performance Reviews Through Transformational Leadership

This content is brought to you by the Association for Christians in Student Development (ACSD), a volunteer membership organization committed to equipping and challenging faithful professionals to infuse their Christian faith into student development practice and scholarship. Thoughtful content such as this is made possible by volunteer contributions and the financial support of membership dues. Interested in becoming a member for more awesome content just like this? Join today by clicking here!

During a recent ACSD Senior Student Development Officer Collaborative virtual gathering, our conversation briefly turned to performance reviews. I left that meeting challenged to engage the performance review season with thoughtfulness. While rarely expressed aloud, I genuinely love performance review season. Despite the exhaustion that comes with analyzing data, scheduling conversations, and completing paperwork, I’ve come to recognize that these few weeks represent one of the most important seasons of the year. 

Performance reviews are a dedicated space to encourage team members, listen deeply to their experiences, and challenge them to grow personally and professionally. Rather than viewing reviews as administrative burdens, I see them as sacred opportunities for transformation.

As my research on Millennial Senior Student Affairs Officers (SSAOs) revealed, transformational leadership behaviors are strongly preferred by this emerging generation of higher education leaders (Pacurari, 2024). But how do we translate these research findings into practical leadership approaches that make a difference in our daily work?

Let’s explore how key elements of transformational leadership can transform our approach to performance reviews from mechanical evaluations into meaningful developmental conversations that honor both our institutional missions and the people we serve.

The Heart Behind the Process

Performance reviews often get reduced to systematic evaluations that miss the true opportunity before us. Christ’s ministry reminds us that development is fundamentally relational and transformative. He met people where they were, but loved them too much to leave them there. He saw not just present reality but future potential in everyone He encountered.

My research revealed a clear pattern: Millennial SSAOs overwhelmingly embrace transformational leadership approaches that elevate, inspire, and develop their teams (Pacurari, 2024). This orientation reflects the gospel principle that we are called not merely to manage people but to participate in their transformation. Just as Christ’s leadership was never about maintaining the status quo but always about transformation, our performance reviews should cultivate growth rather than simply check an institutional box.

Inspirational Motivation: Connecting Performance to Purpose

Inspirational motivation is simply the ability to communicate a compelling vision that inspires others to exceed expectations. My research found this to be a key predictor of transformational leadership among Millennial SSAOs (Pacurari, 2024).

Practical Applications:
  1. Begin with “Why”: Start conversations by asking, “What moments this year connected you most to our mission?” This elicits stories that remind us why the work matters.
  2. Frame Growth Areas Through Mission: Rather than “Improve your data skills,” try “Better data analysis will help demonstrate our impact on student success.”
  3. Connect Individual Goals to Vision: Show how professional development contributes to institutional priorities. Research by Arikan (2020) suggests that connecting individual work to organizational vision significantly enhances employee motivation and performance.
  4. Use Future-Focused Language: Dedicate half the conversation to looking forward with phrases like, “I can envision you leading…”

When team members rediscover their “why,” their engagement deepens naturally. These approaches honor the unique gifts God has placed in each person.

Idealized Influence: Leading with Integrity

Idealized influence means demonstrating values and ethical standards that earn trust and respect. It emerged as another strong predictor of transformational leadership (Pacurari, 2024). As Deng et al. (2022) notes, idealized influence involves leaders serving as role models through consistently ethical behavior.

Practical Applications:
  1. Demonstrate Vulnerability First: Begin by sharing your own growth points before offering feedback.
  2. Maintain Consistency: Apply evaluation standards evenly across your team. Research by Sischka et al. (2021) shows that inconsistent leadership behaviors significantly undermine trust and psychological safety in organizational settings.
  3. Follow Through: Document your commitments to provide support, then deliver on those promises.
  4. Align Values with Practice: Ensure evaluation criteria reflect your stated values.

I’ve found regular check-ins throughout the year are particularly effective. These brief conversations focus on whether I’ve followed through on my promises to support growth.

Individualized Consideration: Personalizing Development

Individualized consideration involves recognizing and developing each person’s unique potential through coaching and mentoring. Performance reviews are perfect opportunities for this approach. According to Shamshad and Khan (2022), leaders who demonstrate individualized consideration positively impact followers’ psychological well-being and self-efficacy.

Practical Applications:
  1. Ask Curious Questions: “What makes you lose track of time?” reveals core strengths to build upon.
  2. Personalize Development Plans: Work collaboratively to customize development plans rather than one-size-fits-all solutions. Studies by Lin et al. (2022) demonstrate that personalized development approaches significantly increase implementation success and skill development.
  3. Honor Communication Preferences: Some process feedback better in writing, others verbally. Adapt accordingly.
  4. Connect to Life Goals: Find intersections between organizational needs and personal aspirations to transform development from requirement to investment.
A Season of Prayer and Reflection

For me, performance review season is fundamentally a spiritual practice, a season of prayer and thoughtfulness. Before each review, I spend time in prayer for my team member, asking for wisdom to see them as God sees them, both their current reality and their created potential.

The transformational leadership behaviors that characterize Millennial SSAOs align beautifully with this perspective. By emphasizing inspirational motivation and idealized influence, we can transform performance reviews from dreaded evaluations into meaningful conversations that encourage, challenge, and ultimately develop our teams while advancing our institutional missions.

As you prepare for your next performance review cycle, I encourage you to see it not merely as an administrative task but as a sacred opportunity to speak life and vision into your team. The research is clear: transformational approaches make a difference. Now it’s up to us to apply these principles in ways that transform both our teams and our institutions.

References
  • Arikan, S. (2020). An overview on leadership styles for organizations. Romanian Economic and Business Review, 15(3), 17-32.
  • Deng, C., Gulseren, D., Isola, C., Grocutt, K., & Turner, N. (2023). Transformational leadership effectiveness: An evidence-based primer. Human Resource Development International, 26(5), 627-641. https://doi.org/10.1080/13678868.2022.2135938.
  • Lin, C.-P., Liu, C.-M., Joe, S.-W., Chen, K.-J., & Tsai, C.-C. (2022). Modeling leadership and team performance: The moderation of politics and leadership self-efficacy. Total Quality Management & Business Excellence, 33(1-2), 73-91. https://doi.org/10.1080/14783363.2020.1794804.
  • Pacurari, N. (2024). Coming of age: Leadership behaviors of millennial senior student affairs officers (SSAO) [Unpublished doctoral dissertation]. University of the Cumberlands.
  • Shamshad, I., & Khan, M. K. (2022). Emotional intelligence, transformational leadership, self-efficacy for well-being: A longitudinal study using sequential mediation. Journal of Public Affairs, 22(3), 1-11. https://doi.org/10.1002/pa.2506.
  • Sischka, P. E., Schmidt, A. F., & Steffgen, G. (2021). The effect of competition and passive avoidant leadership style on the occurrence of workplace bullying. Personnel Review, 50(2), 535-559. https://doi.org/10.1108/PR-09-2019-0469.
Picture of Nick Pacurari, PhD

Nick Pacurari, PhD

Dr. Pacurari has served at Bryan College since 2016. He earned his B.A. in Christian Ministry from Bryan College in 2011, his M.A. in Christian Education from New Orleans Baptist Theological Seminary in 2014, and his Ph.D. in Leadership – Student Personnel Services from the University of the Cumberlands in 2024. His research focuses on understanding how generational perspectives shape leadership approaches in higher education administration. As Vice President of Student Services and Enrollment Management, Nick oversees Student Life (including Campus Life, Residence Life, Counseling Services, and Campus Ministries), Academic Support Services (encompassing Academic Advising, Coaching, Tutoring/Testing, and Career Services), and Admissions. His work centers on fostering student success through comprehensive support services while leading strategic enrollment initiatives.

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Comfort Olugbuyi

Florida Atlantic University, Associate Director for Center for Learning and Student Success and eSuccess   

Workshop: Be the Standout: Elevating your Workshop Skills

Dr. Comfort Olugbuyi comes to Florida Atlantic University with a B.A. in Psychology from the University of North Texas, an M.A. in Youth and Family ministries from John Brown University, and a Ed.D in Higher Education Leadership from Bethel University (MN). Comfort’s research and experience focuses on academic support for college students. She looks for opportunities to support students where they are in the ever-changing world and create partnerships and connections to close gaps and increase retention and overall sense of belonging for students. Comfort joined ACSD June 2008 and has loved the partnership, friendships, mentorships, and overall camaraderie experienced through the years. She currently serves as the Chair of the Diversity Leadership Team, and previously served as New Professional Retreat facilitator (Vice Chair and Chair).

Dr. Comfort Olugbuyi has almost two decades of higher education experience in various positions. She started as a Graduate Assistant Caterer and event coordinator at the University of North Texas, moving on to a Resident Director at John Brown University and Palm Beach Atlantic University (PBA). Comfort then spent over a decade in various student affairs positions at Palm Beach Atlantic University within First Year Advising, Academic Support, and Disability Services. She had additional opportunities to invest and support employee professional development, employee health and wellness, multicultural programming, and NCAA athletics all at PBA. Currently, Comfort serves as the Associate Director of Academic Support at Florida Atlantic University, which is part of the Center for Learning and Student Success (CLASS) where she provides academic support and serves as a liaison to online and hybrid students to all six campuses. When she is not on a college campus you can find Comfort serving at her local church as a welcome host and greeter, volunteering at local community events, or watching local musical theater/play productions.

Why are you excited to be a part of Elevate?
Dr. Olugbuyi is excited and honored to partner with Elevate. There is tremendous value within this professional development opportunity. Comfort is excited to share her ideas through her unique perspectives. She looks forward to collaborating with this group of professionals to share information and offer support in helping to create workshops to enhance ACSD and other conferences.

Shino Simmons

Keck Graduate Institute, Dean of Students

Workshop: Strategic Planning: How to Create a Multicultural Strategy in Your Area of Influence

Shino was born in Japan and raised in Hawaii. Shino has served in higher education for the past 27 years, and she felt the call to raise up the next generation of leaders through higher education. She began her career as a resident director but quickly rose to various leadership positions, including associate director of residence life, directorship in various offices, Title IX Coordinator, associate dean of students, Vice President for Student Affairs, and currently the Dean of Students at Keck Graduate Institute.

Shino received her B.A. in Psychology and M.Ed. in College Student Affairs from Azusa Pacific University. She continued her education at Claremont Graduate University and received her Ph.D. in Higher Education, where she learned from scholars such as Dr. Daryl Smith, Dr. Linda Perkins, and Dr. Susan Paik.

Shino has been married for almost 26 years to Eric, and they have two beautiful, fun, strong, smart, and crazy kids (Kayla, 17 and Travis, 13). She loves having great conversations over a good cup of coffee (and dessert). She especially enjoys seeing the next generation of leaders be trained, equipped and developed so that they can continue to lean into what God is calling them to do.

Why are you excited to be a part of Elevate?
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Kevin Villegas

Baylor University, Dean of Intercultural Engagement and Division of Student Life Initiatives

Workshop: Starting with You: Self-awareness and Sustainability

Dr. Kevin Villegas serves as the Dean of Intercultural Engagement and Division of Student Life Initiatives. In his role, Dr. Villegas is responsible for leading a comprehensive approach to empower all students and Division of Student Life staff in the creation of a more vibrant, inclusive, and supportive campus environment as an expression of the Baylor University mission. He has more than two decades of demonstrated leadership experience in a variety of roles within higher- and secondary-education settings, which includes working in or overseeing areas such as campus ministries, student leadership development, new student orientation, student activities, international student programs, athletics coaching, and public relations. He has also led international service trips, co-led a cross-cultural course, and taught strategic leadership in higher education, and leadership and first-year seminar courses for undergraduate students. 

Dr. Villegas is an active member of the Association for Christians in Student Development (ACSD) and served for several years on the executive committee as the chair of the Diversity Leadership Team. He was a recipient of ACSD’s Jane Higa Multicultural Advancement Award in recognition of his significant contributions toward increased understanding and promotion of multiculturalism in ACSD and at Messiah University, where he worked for 17 years. Beyond the realm of education, Dr. Villegas also worked in the entertainment industry and in pastoral ministry. 

A native of New York City, Dr. Villegas is a decorated veteran of the United States Marine Corps, having served on active duty for four years before going on to earn his Bachelor of Arts degree in communication from Messiah College, his Master of Arts degree in Christian Leadership from Fuller Theological Seminary, and his Doctor of Education degree in Educational Leadership from Gwynedd Mercy University.

Why are you excited to be a part of Elevate?
I’m excited to be a part of Elevate because equipping our professional members to better serve and develop multicultural student populations on our respective campuses is vital work. In an increasingly diverse society, knowing how to navigate differences of all sorts with conviction and compassion is needed now more than ever.

Leah Fulton

Trinity Christian College – Palos Heights, IL, Vice President of Student Success

Workshop: Development: Institutional Partnerships and Operational Efficiency

Leah comes to Trinity with a B.A. from Ball State University, an M.A. in Intercultural Studies from Wheaton College, and a Ph.D. in Higher Education with a minor in African American Studies from the University of Minnesota. Leah’s research explores the historical and contemporary motivations and barriers facing African Americans in foreign missions, the history of Black women in doctoral education and the experiences of Black mother doctoral students. She also studies the experience of students and adjunct faculty of color in leadership education.

Leah has over a decade of higher education experience, primarily in student affairs, beginning at Wheaton College where she was a founding member of the Shalom House- a living learning community for students to explore racial reconciliation. She has served as Assistant Dean of Students for the University of St. Thomas and as Associate Dean for Intercultural Student Programs and Services at Bethel University where she launched the Act Six program and the Cultural Connection Center- a campus affinity space designed to cultivate understanding, friendship, and shalom in the way of Jesus. She is also the founder and principal consultant for Project 51, which serves leaders and not-for-profit organizations seeking to grow in their approach to justice, to belonging, to equity, and to diversity.

Why are you excited to be a part of Elevate?
Dr. Fulton is excited to be part of Elevate because of how important it is to support professionals of color in Christian higher education. She benefited from the wisdom and experience of professionals before her and is eager to invest in other professionals to support their ability to navigate the industry, care for students, be well, and effectively make lasting change.

Jerry Woehr

Wheaton College, Director of International Student Programs

Workshop: International Students: Your Role in Their Flourishing

As Director of International Student Programs at Wheaton College, Jerry empowers international students (F-1 visa, MKs & TCKs) to flourish by advising student organizations,  advocating for international student needs, mentoring students, and providing leadership for the F-1 visa student program. Partnering with his office staff and student leaders, Jerry seeks to fulfill a vision of developing students that follow Jesus, as members of God’s global kingdom, through relationships that foster belonging, active learning experiences, and meaningful engagement with their communities. He considers it a privilege to know God more deeply through his experience, and support of, a vibrant and multicultural community at Wheaton.

Why are you excited to be a part of Elevate?
I hope to encourage the Elevate cohort with the experiences and lessons God has given me in higher education, just as so many have done (and still do) for me! I also had the unique privilege of being a part of the team that created the Elevate certificate and returning as a workshop presenter is a gift.

Nii Kpakpo Abrahams

Butler University, Senior Director, Student Experience and Engagement

Workshop: Programming: Innovative Approaches to Multicultural Programming

Nii Kpakpo Abrahams serves as the inaugural Senior Director of Student Experience and Engagement at Butler University. While reporting through Academic Affairs, the office sits between university divisions to partner with and collaborate across campus to cultivate a relationship-rich, high-impact, and seamless student experience that fosters a sense of belonging for all students. He is extremely passionate about helping college students discover, develop, and deploy their giftings and passions. In addition to his work at Butler, Nii is a church planter in the Indianapolis metro area. He holds both his Bachelors and Masters degrees in Communication from Missouri State University. In his downtime, you can find him spending time with his wife and daughter, playing Monopoly Deal, and searching for the best donut shops in Indianapolis.

Why are you excited to be a part of Elevate?

As a Ghanaian-American, I uniquely understand the weight multicultural practitioners carry cultivating belonging on campus. It’s an honor to help develop and encourage leaders who are making an impact across the country!

MORE FAq's

Elevate is geared toward higher education professionals serving in a student-facing, multicultural role and are either (or both) a department of one or are early in their higher education career. Those in positions of directors, coordinators, specialists, or similar titles should consider applying and participating.

ELEVATE is aimed at professionals who are student-facing and oversee programming. We want to equip our student development professionals who are working to make a more welcoming compass experience for students.

Elevate applications will be reviewed by the ACSD Diversity Leadership Team and participants will be selected based on the following criteria:

  • Applicant is eager for new learning and support (department of one, early career professional in this field)
  • Applicant is interested in learning more about best practices within multicultural (higher ed) work
  • Applicant currently serves in student facing multicultural role (part time or full time)
  • Applicants have the support and institutional backing to participate in 2 ASCD conferences, all Elevate workshops, and to eventually use their learning to strengthen the impact of their department/role/institution.
  • Applicant will document how they will contribute to the cohort and shared learning experience

The Diversity Leadership Team will award 2 Elevate scholarships that cover the cost of the Elevate Certification (value of $300). To be considered for an Elevate Scholarship, indicate your interest in the Elevate application and complete the short answer question about financial need.

Yes, Elevate applicants and/or participants are eligible for both the ACSD Multicultural Scholarship and the Elevate Scholarship. The ACSD Multicultural Conference Scholarship covers the amount of the annual conference registration fee.

Yes, either a supervisor or a senior colleague must complete a professional reference form confirming their support of your participation in Elevate and a desire for you to return with lessons (ideas, practices, policies, programs, etc.) that will positively influence your department and work.

No. A supervisor or senior colleague approval is required to ensure that participants have departmental support to implement what they are learning (ideas, practices, policies, programs, etc.) in their department and/or role as a multicultural practitioner.

Participants will continue networking and fostering relationships with their Elevate cohort members in addition to receiving continued support from the ACSD Multicultural Collaborative and the Diversity Leadership Team. 

Elevate participants will be asked to participate in recruitment videos, photos, and provide written testimonials sharing their experience with Elevate.

The Diversity Leadership Team understands department budgets or personal changes may occur between conferences and will work with you to ensure attendance is possible for both conferences.

Yes. The Diversity Leadership Team understands professional changes happen and they will work with you to continue towards completion of the certification.

ACSD Executive Committee voting is now live!