This study examines the first year in office of newcomer executives to understand how they make sense of the ongoing stream of experience (sensemaking) while they simultaneously articulate a desired future image (sensegiving). College and university presidents, who were hired as outsiders, were interviewed to examine how they make sense of the organization while they simultaneously set forth strategic initiatives. This research advances the executive transition literature by examining the simultaneity of “being and learning” an executive role. This contrasts with stage models that have examined sequential processes. Four empirically grounded processes emerged: (a) speaking in broad, ambiguous goals and “safe harbors”; (b) holding knowledge cautiously—knowing you do not know; (c) relying on social interactions to help make sense of the organization and to give more certainty in judgments; and (d) reducing equivocality through priority setting.
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