Critical skills for effective leadership in higher education pro veritas 18aug2014

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Dr Ruby Campbell, PhD, MBA

The 4th National Higher Education Women’s Leadership Summit 2014, Liquid Learning

Effective Leadership Workshop

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Session 1 Session 2 Session 3 Session 4

Know 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

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Session 1

The first tenet of good

leadership:

Know yourself

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Test Your Awareness

With this YouTube video

http://youtu.be/IGQmdoK_ZfY

With this YouTube video

http://youtu.be/IGQmdoK_ZfY

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The Behaviour iceberg

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Know yourself

� Values, beliefs and strengths

� Personality traits

� Emotional intelligence

� Goals: career, love, play, health

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Values, beliefs and strengths

� Gallup 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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Source: http://www.letitripple.org/resources 9

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



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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-awareness

� Self-management

� Social awareness

� Social skill

Source: Leadership That Gets Results by Daniel Goleman, Harvard Business Review, Mar-Apr 2000

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Self orientation

Others orientation



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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:


Play (rest, hobbies, sport, creativity,

leisure, entertainment)

My Values:


Health (physical, psychological,

emotional, spiritual, wellbeing)

My Values:


Session 2

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The Leader/Manager map

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Source: 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



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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 Models

� Transformational Leadership

� Transactional Leadership

� Strategic Leadership

� Authentic Leadership

� Distributed Leadership

� Servant Leadership

� Complexity/Adaptive Leadership

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Leadership Competencies

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Source: Hogan 360 deg Report by

Peter Berry Consultancy Pty Ltd,

2013

Challenges in Higher Education

� Multiple stakeholders

� Changing funding sources and expectations

� Unprecedented need for entrepreneurship and fundraising

� Faculty recruitment, retention and tenure

� Competing priorities (research, teaching, management)

� And......

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The Adaptive Leadership Process:

1. Identify type of problem

2. Focus attention

3. Frame the issues

4. Secure ownership

5. Manage stakeholder conflict

and maintain stress

6. 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



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Session 3

Communication

and

listening skills

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The Dialogue Model

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Source: Crucial Conversations,

Patterson et al (2002)



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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 ask

I want to know

I feel the same

She was frustrated

She was angry

She was happy

Tone of voice

Body language

Sense of

anticipation

Sense of excitement

What type of listener are you?



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Session 3 (cont’d)

Negotiation

and

Conflict Management

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Source: www.womensagenda.com.au



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Effective Negotiation

� Resolution: 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.

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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 Behaviours

� Test your own and the other party’s understanding and

summarise this understanding

� Show concern for obtaining further responses from the

other party

� Show more concern for implementation

� Seek more information

� Acknowledge your own and the other party’s feelings

� Avoid using communication irritators

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Effective Negotiation Behaviours (cont’d)

� Avoid offering immediate counter-proposals

� Avoid diluting the other party’s arguments

� Separate the people from the problem

� Focus on interests not positions

� Generate a variety of possibilities before deciding what

to do

� Insist that the results be based on an objective

standard

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Session 4

Bringing it all

together:

Case study in Higher

Education

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Critical skills for effective leadership in higher education pro veritas 18aug2014

Leadership & Management

Transcript of Critical skills for effective leadership in higher education pro veritas 18aug2014