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

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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

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Test Your Awareness

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 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

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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

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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.

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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 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

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Session 4

Bringing it all together:

Case study in Higher Education

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Coaching & Leadership Development

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© Copyright 2014 ProVeritas Group

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Thank you for your participation!

www.proveritas.com.auPhone: +612 8011 3063

Mobile: +61 422 845 996Email: rcampbell@proveritas.com.au