What does it mean to be a leader? Board Member Kim Evans explained her own personal philosophy, developed through over 25 years of experience in the financial services industry:
“It’s not just managing the responsibilities that you’ve been given. It’s taking a look up the road and seeing what’s next and preparing the people, business, and technology for what’s to come—versus just managing the status quo.”
With confidence and passion, she summarized, “I would say my leadership style is transformational, and actually, this is how many that have worked with me refer to my leadership style as well. I don’t know what the status quo is. You’re always improving, getting better or you’re falling behind.”
In practice, as the North American Head of Private Capital Administration for Northern Trust, Evans’ transformational leadership has helped the company recognize and capitalize on market opportunity. Playing a major part in “transforming the current private capital administration business,” Evans has led the business to nearly double in assets under administration in less than two years.
And while this business success is exciting, Evans maintains that developing talent and people is ultimately the biggest impact that she has as a leader:
“Transformational leadership obviously provides great benefit to the business, external stakeholders and the people who are working to achieve the business goals. The transformation that happens with people is the most exciting and rewarding part of it.”
“With the excitement of doing something that has not been done before, people begin to take off their blinders. They not only focus on what’s in front of them, they harness energy and gain experience from exploring what else is possible.”
In fact, it was Evans’ desire to effect long-term, positive change for young people specifically that drove her to join the Fund’s Leadership Council in 2017, and then the Board in 2018.
“I fell in love with the people at the Fund and then I fell in love with the work,” she stated. “What I get from being on the board is learning from others who are just as interested in investing in the education system for our youth and passionate about giving back.”
About the Fund’s mission, she stated, “I appreciate the fact that the Fund has focused on supporting and developing school leadership. If you want to have a great impact on students, making sure that the leadership is supported and equipped to serve them on a regular basis is one of the best ways to impact our students. Leadership matters in business and in every other system that impacts people and it couldn’t be more critical when it comes to our youth and education.”
Impacting students positively is of great personal importance to Evans because she was a CPS student. And now, she uses that perspective to inform how the board operates:
“I grew up on the South Side of Chicago. I am a graduate of CPS from kindergarten, all the way through high school. And so I think what I contribute to the Fund is the practical experience of having grown up in the system to help us lead our work forward.”
Although CPS has evolved since her childhood, Evans still said that the need for more youth resources has always been important to her: “I remember being a student and seeing the need for additional resources: technology resources and equipment; arts programs; sports programs; things that help young children and adults mature.”
Evans maintains that students, parents, and teachers were resilient even with fewer resources.
She added, “That experience was the foundation to who we are. It’s also part of the reason that we give back the way that we do.”
Through her work in financial services and education, Evans has realized that one important aspect of giving back is using data intentionally to achieve strategic goals. She stressed that all industries need to take a deep look into their data collection and analysis practices because, “Just because something can be measured doesn’t mean it’s a measure that will matter to achieve your outcomes.”
For her, collecting the right educational data is a matter of equity: “We talk about how many kids attend school or how many kids graduate—but how prepared are they to actually contribute to society after their education is complete? That’s an example of having the right data to measure, and then turning that data into insights that will help achieve broader community and societal goals.”
Most recently, given the heightened needs of students and families during the COVID-19 epidemic, and the increased national dialogue surrounding racial equality, Evans stressed that now is the moment to take care of each other and put these equitable ideas into action.
She said, “I’m hopeful that the tension that has been created by this moment is strong enough to get us some sustainable change.”
Luckily, she is the type of leader that might just make that change happen.