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Developing Critical Skills for Effective Leadership
in Higher Education
Dr Ruby Campbell, PhD, MBA
The 4th National Higher Education Women’s Leadership Summit 2014, Liquid Learning
Effective Leadership Workshop
2
Session 1 Session 2 Session 3 Session 4Know Yourself to Lead Others
Leadership & Management
Communication, Listening & Negotiation
Case Study
•Values & Strengths•Personality Traits•Emotional intelligence•Goals
•Definitions•Dimensions•Current models•Challenges in Higher Education
•Communication as a dialogue•Levels of listening•Negotiations•Managing conflict
•Real life examples•Working on a Case Study in Higher Education
Session 1
The first tenet of goodleadership:
Know yourself
3
Test Your Awareness
With this YouTube video
http://youtu.be/IGQmdoK_ZfY
4
5
The Behaviour iceberg
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Know yourself
Values, beliefs and strengthsPersonality traitsEmotional intelligenceGoals: career, love, play, health
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Values, beliefs and strengthsGallup strengths finder
https://www.gallupstrengthscenter.com/
Values In Action Inventory of Strengths (VIA Strengths)https://www.authentichappiness.sas.upenn.edu/
http://www.viacharacter.org/
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9 Source: http://www.letitripple.org/resources
Personality Traits
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Trait Characteristics
Openness to experience Inventive, curious vs. consistent, cautious
Conscientiousness Efficient, organized vs. easy-going, careless
Extraversion Outgoing, energetic vs. solitary, reserved
Agreeableness Friendly, compassionate vs. analytical, detached
Neuroticism Sensitive, nervous vs. secure, confident
Personality Traits - Implications Confidence is contagious. So is lack of confidence - Vince Lombardi
The best thinking has been done in solitude - Thomas Edison
I not only use all the brains I have, but all I can borrow – Woodrow Wilson
Education’s purpose is to replace an empty mind with an open one – Malcolm Forbes
The trouble with organising a thing is that pretty soon folks get to paying more attention to the organisation than to what they’re organised for – Laura Ingalls
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Emotional Intelligence Emotional intelligence - the ability to manage
ourselves and our relationships effectively – consists of 4 fundamental capabilities:
Self-awarenessSelf-managementSocial awarenessSocial skill
Source: Leadership That Gets Results by Daniel Goleman, Harvard Business Review, Mar-Apr 2000
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Self orientation
Others orientation
Emotional Intelligence
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Self-management
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Goals
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Work (Paid work, studies, volunteering, domestic duties)
My Values:
Short, Medium and Long term Goals:
Relationships (partner, parents, children, close friends, relatives)
My Values:
Short, Medium and Long term Goals:
Play (rest, hobbies, sport, creativity, leisure, entertainment)
My Values:
Short, Medium and Long term Goals:
Health (physical, psychological, emotional, spiritual, wellbeing)
My Values:
Short, Medium and Long term Goals:
Session 2
16
The Leader/Manager map
17Source: Management Education and Development, Vol 23, Part 2, 1993, pp. 109-121
The Leader/Manager map
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Source: Management Education and Development, Vol 23, Part 2, 1993, pp. 109-121
What is leadership then? “Leadership is not the same as the authority and power of a
CEO, (or Dean, President, Head of, or Director)* or a military commander. Formal authority depends on an established power hierarchy – the ability to tell people what to do and impose severe consequences for disobedience. By contrast, leadership is most usefully viewed as an activity rather than a formal position or personal characteristic, and it may or may not be accompanied by authority”Adapted from: Leading Boldly, Stanford Social Innovation Review , Winter 2004 (Ronald Heifetz, co-founder of Centre for Public Leadership, John F Kennedy School of Government, Harvard University)* Added by Dr Ruby Campbell, ProVeritas Group
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Some Leadership ModelsTransformational LeadershipTransactional LeadershipStrategic LeadershipAuthentic LeadershipDistributed LeadershipServant LeadershipComplexity/Adaptive Leadership
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Challenges in Higher EducationMultiple stakeholdersChanging funding sources and
expectationsUnprecedented need for
entrepreneurship and fundraisingFaculty recruitment, retention and
tenureCompeting priorities (research,
teaching, management)And......
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The Adaptive Leadership Process:
1. Identify type of problem2. Focus attention3. Frame the issues4. Secure ownership5. Manage stakeholder conflict
and maintain stress6. Create a safe haven
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The Four Factor Model of Leadership
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Source: Cavanagh (2013) in Beyond Goals, David , Clutterbuck & Megginson (Eds), Gower Publishing, England
Session 3
Communication and listening skills
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The Dialogue Model
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Source: Crucial Conversations, Patterson et al (2002)
State My Path
Share your facts
Tell your story
Ask for others’ paths
Talk tentatively
Encourage testing
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Source: Crucial Conversations, Patterson et al (2002)
“What” skills
“How” skills
Levels of Listening
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Cosmetic Conversational Active Deep
How are you?How was your weekend?
I want to askI want to knowI feel the same
She was frustratedShe was angryShe was happy
Tone of voiceBody languageSense of anticipationSense of excitement
What type of listener are you?
Session 3 (cont’d)
Negotiation and Conflict Management
28
29Source: www.womensagenda.com.au
Effective NegotiationResolution: A resolution is achieved, rather than a
stalemate or a breakdown in communication.
Mutual satisfaction: Acceptance of the outcome is shared by both parties.
Quality resolution: A high or at least acceptable quality of resolution is achieved in terms of the substantive issues.
30
Effective Negotiation (cont’d)
Principled interaction: The interaction is reasonable and positive rather than coercive and negative.
Positive implications: The parties’ capacity to resolve future problems is enhanced. For example, trust between the parties is reinforced rather than eroded.
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Effective Negotiation BehavioursTest your own and the other party’s understanding and
summarise this understandingShow concern for obtaining further responses from the
other partyShow more concern for implementationSeek more informationAcknowledge your own and the other party’s feelingsAvoid using communication irritators
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Effective Negotiation Behaviours (cont’d)
Avoid offering immediate counter-proposalsAvoid diluting the other party’s argumentsSeparate the people from the problemFocus on interests not positionsGenerate a variety of possibilities before deciding what
to doInsist that the results be based on an objective
standard
33
Session 4
Bringing it all together:
Case study in Higher Education
34
Coaching & Leadership Development
35
© Copyright 2014 ProVeritas Group
36
Thank you for your participation!
www.proveritas.com.auPhone: +612 8011 3063
Mobile: +61 422 845 996Email: [email protected]