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Transcript of Beata Pawlowska, MA CUSTOMIZING FACULTY DEVELOPMENT CUSTOMIZING FACULTY DEVELOPMENT faculty...
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Beata Pawlowska, MA
CUSTOMIZING FACULTY DEVELOPMENTCUSTOMIZING FACULTY DEVELOPMENT faculty members’ roles and skills
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Overview
LMU Center for Leadership and People Management Research questions Theoretical background Methods Results Discussion
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LMU Center for Leadership and People Management
Strategic Objectives of LMUStrategic Objectives of LMU
Scientific Scientific FoundationFoundation
NeedNeedAssessmenAssessmen
tt
PersonnelDevelopment
Academic Excellence
Junior Faculty Development
Interdisciplinarity
Internationality
Equality
Introduction
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Overview of the course programme
4
Courses Content
1. Crash-Courses Leadership and motivation, advancement of communication, cooperation and team performance
2. Moderated exchanges
Participants’ leadership challenges
3. Lecture series Employee-oriented business leadership
4. Individualized workshops
Conflict management and performance improvement
5. Cooperation with LMU Professional Development
Innovation: from idea generation to implementationDiversity managementInternationality: opportunities and challenges
6. Coaching Individual topics
Introduction
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What are the roles of a professor and what skills are needed to fulfil them?
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Managerial roles (McCall und Segrist, 1978; Tsui, 1984) Leader: direct work of subordinates; facilitate subordinate's growth and development
Liaison: attend social functions to keep up contacts; stay attuned to informal
network
Environment monitor: keep up with market trends; learn about new ideas form
outside
Spokesperson: serve as an expert to people outside the unit; represent the unit
Entrepreneur: plan and implement changes; initiate controlled changes
Resource allocator: distribute budgeted resources
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Theoretical Background
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Intellectual capacities of faculty members (Wyer & Blood, 2006)
Theory in the discipline: a command of the construct Core knowledge of the discipline: an understanding of declarative and procedural
knowledge Professional practice in the discipline: a command of the methodologies, issues,
environment, responsibilities that support the application of the discipline Research knowledge: a command of the methodologies, issues, and responsibilities
that create knowledge in the discipline Educational practice in the discipline: a command of the methodologies, issues,
and responsibilities that communicate the discipline to students
What kind of skills (other than intellectual) does a faculty member need in order to function successfully?
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Theoretical Background
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Research questions
What is a role set of a university professor?
What kind of soft skills does a university professor need in order to execute those roles?
What are a university professor’s training preferences?
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Interviews
Sample population: University Professors (N = 24)Length of the interview: 35 minutesSample questions: “As a university professor what type of roles do you fulfil on a daily
basis ?” “What type of skills do you need in order to fulfil those roles?” “What type of professional training would you be interested in?”
Data Analysis (Mayring, 2007)1. Analysis of interview texts following the guidelines for qualitative content analysis 2. MAXQDA software3. Inductive category development & deductive category development4. Assignment of statements to the respective categories (preliminary coding procedure)5. Revision and refinement of categories (feedback loops)6. Development of inclusion criteria, prototypical examples, and coding rules for each
category (coding schema)7. Frequencies coded for each category
The Study
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A basic professorial role set
Category N Percentage
1a. Leader (task-oriented/organizational) 23 95,8%
1b. Leader (person-oriented) 24 100,0%
2. Teacher 24 100,0%
3. Researcher 24 100,0%
4. Administrator 20 83,3%
5. Professional 2 8,3%
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Results: Roles
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Roles: how many subcategories emerged?
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(a) task-oriented (1) 1. Leader
(b) person-oriented (5)
2. Teacher
3. Researcher
4. Administrator
5. Professional
GeneralEducationMentoring MotivationTeam cohesion
„doing research“Environment monitorSpokespersonLiaisonResource managerEntrepreneur
“doing administration”SpokespersonLiaisonResource managerEntrepreneur
teaching (1)
research (5)
administration (6)
consulting (1)
Results: Roles
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Roles: managerial role set vs. professorial role set
Leader
Liaison
Environment monitor
Spokesperson
Entrepreneur
Resource allocator
Leader
Teacher
Researcher
Administrator
Professional
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Results: Roles
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Roles: leaders’ subcategories
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Category
1a. Leader (task-oriented)1b. Leader (person-oriented)
2. Teacher
3. Researcher
4. Administrator
5. Professional
Leader (person-oriented)
N Percentage
General 21 87,5%
Education/Training 18 75,0%
Mentoring 20 83,3%
Motivation 15 62,5%
Team cohesion 17 70,8%
Results: Roles
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Roles: core concepts regarding leaders’ categoriesTask-oriented leaderCriteria: Structuring, supervision, control of work processes, personnel selection
Person-oriented leaderCriteria: Promoting intellectual and personal growth of subordinates
Education training/education of research team members Mentoring promote career and personality development Motivation motivate research team members/coworkers Team promote team cohesion
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Results: Roles
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Roles: researchers’ subcategories
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Category
1a. Leader (task-oriented)1b. Leader (person-oriented)
2. Teacher
3. Researcher
4. Administrator
5. Professional
Researcher N Percentage
General 21 87,5%
Specific 16 66,7%
Environment monitor 3 12,5%
Spokesperson 7 29,2%
Liaison 10 41,7%
Resource manager 12 50,0%
Entrepreneur 8 33,3%
Results: Roles
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Researcher: core concepts regarding researchers’ categories Researcher General Criteria: General descriptions of the task “Research” Researcher Specific Criteria: To develop and discuss theories and experiments; to think; to produce scientific texts; Environmental monitor Criteria: To be up to date with current scientific research (publications, conferences, etc.) Spokesperson Criteria: To represent the interests of the university and communicate research results
(consultant, reviewer, publisher) Liaison Criteria: Create and maintain contact with other researchers (inside and outside the university) Resource manager Criteria: Procurement/ management of external funds, sharing/spreading/distributing tangible
resources Entrepreneur/Strategist Criteria: To plan research projects; to influence continual direction of institute or research area
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Results: Roles
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Roles: administrators’ subcategories
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Category
1a. Leader (task-oriented)1b. Leader (person-oriented)
3. Teacher
4. Researcher
5. Administrator
6. Professional
Administrator N Percentage
General 17 70,8%
Environment monitor 0 0,0%
Spokesperson 11 45,8%
Liaison 7 29,2%
Resource 5 20,8%
Entrepreneur 7 29,2%
Results: Roles
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Administrator: core concepts behind administrators’ categories
General administration Criteria: General descriptions of the task “Administration” Spokesperson Criteria: Rector, director, chair, “administrative interests” Liaison Criteria: To make outside contacts, that are not related to scientific research
(business) Resource manager Criteria: To distribute tangible resources (outside of research team) Entrepreneur Criteria: To plan and influence structural changes that influence organization
structure
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Results: Roles
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Managerial role set within professorial role set
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Category (as in Tsui, 1984)
Administrator
Researcher
total
„Leader“ - -100,0
%
„Environment monitor“ 0,0% 12,5% 12,5%
„Spokesperson“ 45,8% 29,2% 58,3%
„Liaison“ 29,2% 41,7% 58,3%
„Resource allocator“ 20,8% 50,0% 58,3%
„Entrepreneur“ 29,2% 33,3% 45,8%
Additional roles: Teacher & Professional
Results: Roles
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Managerial role set within professorial role set
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Results: Roles
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What kind of soft skills are need in academia?
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Soft Skills
Category Number Percentage Mean
Cooperation 24 100,0% 12,8%Communication 22 91,7% 9,9%Dynamism 22 91,7% 7,9%Cognitive competence 22 91,7% 10,3%Motivation/commitment 21 87,5% 5,8%Self-presentation 21 87,5% 8,0%Responsibility 19 79,2% 7,1%Integrity 18 75,0% 7,7%Sociability 16 66,7% 5,0%Sensitivity 15 62,5% 4,4%Openness 15 62,5% 4,0%Organization 15 62,5% 5,9%Resilience 12 50,0% 3,1%Self-assessment 10 41,7% 2,5%Didactics 8 33,3% 2,5%Flexibility 7 29,2% 1,9%
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Soft skills: categories and examples
1. Cooperativeness (Team)Criteria: General ability to cooperate effectively within the team; conflict
management; fostering group identity Example: „one must be able to work in team, to cooperate with other people “ 2. Communication abilityCriteria: to be able to state one's opinion clearly, converse with others 3. SociabilityCriteria: friendliness, presence, networkingExample: „management by walking“
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Results: Skills
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Soft skills: categories and examples
4. OpennessCriteria: curiosity; creativity Example: „…one has to have a broad range of knowledge, one has to think in terms of
innovation and creativity…“ 5. OrganizationCriteria: to set priorities; work scheduling; time management Example: „…one has to be very structured and very well organized“6. ResilienceCriteria: hardiness; frustration tolerance; ability to work under pressure Example: „Thick skin “ , “Here is everybody against everybody and this is normal. You just
need to accept this“
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Results: Skills
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Soft skills: categories and examples7. Flexibility Criteria: adaptable; variable Example: „....one is all-in-one device suitable for every purpose“„…being a professor is much more complex, you are not just a researcher“ „....the Swiss Army knife“
8. Didactic abilityCriteria: Ability to communicate the topic clearly; pleasure of teaching, charismaExample: „There are professors who simply are brilliant, but they don‘t have any
pedagogical abilities“ „Pleasure of teaching and sharing of results or knowledge”.
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Results: Skills
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Developmental needs and learning preferences
Needs
Cooperation
Motivation
Leadership
Communication
Conflict management
Preferences
Individual coaching
Small group seminar
Workshops
Crash-courses
Discussion groups
Results: Needs and Preferences
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CONCLUSIONS
1. A role set of a university professor consists of five distinct dimensions.
2. Moreover, a managerial role set is a part of a university professor’s role set. Thus, the roles identified by Tsui in a business setting can also be found in an academic setting.
3. However, a university professor fulfils a role similar to that of a manager only when acting as a leader, an administrator or a researcher.
4. In addition, a university professor acts as a professional and a teacher.
5. In order to execute faculty roles, a university professor needs to be an expert in a given area and a team player with highly developed communication skills.
6. Given the social nature of a professorial role set, the findings regarding the most vital soft skills are not surprising.
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References
Mayring, P. (2007). Qualitative Inhaltsanlyse. Grundlagen und Techniken (9. überarb. Aufl.). Beltz, Weinheim/Basel.
Tsui, A. S. (1984). A Role Set Analysis of Managerial Reputation. Organizational Behavior and Human Performance, 34, 64-96.
Wyer, J. C., & Blood, M. R. (2006). Who Can Do This Job? Intellectual Capacities and the Faculty Role. Academy of Management Learning & Education, 5(1), 101–112.
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Contact
Beata Pawlowska, M.A.
e-Mail: [email protected] phone: +49 (0)89 2180-9785
office: Giselastraße 10, room 308 www.lmu.de/excellent/peoplemanagement Postal address: Geschwister-Scholl-Platz 1
80539 Munich
32
Thank You