Personal Leadership Capabilities and Their Development

1. Personal Leadership Capabilities and Their Development Developing Fieldwork Coordinator Leadership Capability

2. Learning Outcomes • On successful completion participants will: • Review and understand personal leadership results using the Integrated Competing Values Framework (ICVF) • Begin to formulate a personal leadership development plan • Strengthen peer coaching relationships • Explore an action plan for their leadership development

3. Ground Rules • What happens here, stays here • No power relationships • Assist each other • Build a community of practice • Be interactive • Take responsibility for what you want to do • Lifelong skills and development • Enjoyable, fun and challenging

4. People focus Cares for others & develops teams Is innovative & sees need for changes Developer Innovator Integrator Internal focus Reflects, considers, monitors and applies strategy External focus Monitor Monitors outcomes & quality of T & L Broker Deliverer Exerts influence, develops networks outside the school Gets the job done, Provides structure Task focus

5. Inappropriate Use of Roles Adapted from Quinn, R., et al. (1996). Becoming a master manager (2nd ed.). New York: John Wiley and Sons, p. 22 Overused roles Innovator Premature responses Disastrous experimentation Change for change sake Soft hearted Permissive Overly democratic Too participative Developer Well developed Innovator Positive Zone Caring Sympathetic Process oriented Creative Clever Underused roles Unaware Unskilled Unpolished Technically expert Well prepared Unimaginative Tedious Politically astute Acquires resources Monitor Task oriented Decisive, directive Reliable Political expediency Unprincipled opportunism Broker Perpetual exertion Overachieving Unreceptive, Unfeeling Sceptical, Cynical Over- developed Monitor Under- developed Integrator Deliverer

6. Interpreting the Feedback Go to feedback manual: • See number and type of respondents (p.1-3) • Focus on effectiveness scores • Integrator score • Then go to operational roles

7. Sources of Feedback • Your perception of yourself • Others perceptions of you • What you said is important – your benchmarks • What others said is important – their benchmarks • Others: Line managers (Head of School etc) Peers Course Coordinators Professional staff

8. Effectiveness (p. 2-1) What score did you give yourself? What score did the others give you? • If your score is above 4 – need to make sure that you keep up the good work: fine tuning • If your score is between 3 and 4: a major service • If your score is below 3: a major overhaul or rebuild Make some notes on the sheet provided

9. Effectiveness

10. Red* and Green* Asterisks • * Score is one or more above self • Green * indicates that your score is 0.7 or more below your significant other group(s). Hence, you either have a developmental need, are being too self-critical, or recognise you could do more if you had more time, resources etc…. • * Score is one or more below self • Red * indicates that your score is 0.7 or more above your significant other group(s). Hence you may be over estimating your abilities, have a developmental need that you may not recognise, or may have less than accurate self-reflective or benchmarking ability. • High Self Awareness (similarity in rankings is associated with effectiveness)

11. Atwater, Waldman, and Brett (2002) • Reported that self-awareness increased following feedback from the 360° assessment. They found that after the feedback, individuals who over-rated their performance in the items in the assessment tended to lower their ratings in line with their respondents (known as Significant Others), and under-raters tended to increase their self-ratings to be closer to the ratings of their Significant Others. • Authors reported that high levels of self-awareness tended to be associated with effectiveness.

12. Interpreting Your Feedback-Effectiveness

13. Now let’s move to your integrator feedback (p.3-1)

14. Integrator What does your integrator score tell you about your ability to critically observe and then reflect on those observations?

15. Integrator

16. Interpreting Your Feedback-Operational Roles • If you: • have a difference of 1 or more on any of the ones (A,B,C or D) below, or • any of your scores are less than 3.5 • then some action may be needed. Focus on A, then B, then C A = gap between You and SO for displayed roles B= gap for You between role displayed and importance B C = gap between You and SO for role importance A C D = gap for SO between role displayed and importance D

17. Interpreting Your Feedback-Integrator

18. Broker

19. Interpreting Your Operational Roles A B C

20. Yourself as seen by you Things known to self Things not known to self Johari Window Feedback Things known to others Yourself as seen by others Arena (Open Area) Blind Area Sharing Things not known to others Unknown Area Facade (Hidden Area)

21. Prioritised – Display

22. ICVF - Radar

23. How did you feel about the feedback?

24. Initial responses to feedback: “Feelings” • Confirming • Conflicting/confusing • Surprising • Threatening • Infuriating

25. Where to Start? • Where do you start? • Groups of 4 – Each discuss a potential ‘area’ of development or ‘action’ you could take in your WIL program • Present summary to larger group

26. Scholarship of Teaching and Learning • How might you consider the Scholarship of Teaching and Learning applied to Fieldwork (WIL)?

27. Scholarship of Teaching and Learning • There are 4 dimensions to this: • being informed of the literature and/or knowledge of teaching and learning in a discipline; • focussing on student learning and teaching rather than just teaching alone; • reflection on the literature in one’s own context and relations between two; and • communication http://www.clt.uts.edu.au/Scholarship/A.Model.html#Model

28. An Example: Models of Supervision • There are 4 dimensions to this: • being informed of the literature and/or knowledge of teaching and learning in a discipline; • Cooperative learning literature • Literature on WIL • focussing on student learning and teaching rather than just teaching alone; • Evaluating/measuring differences in student learning across different models • Impacts on teachers of new model • reflection on the literature in ones own context and relations between two; and • Exploring literature in physiotherapy on models of supervision and comparing to other disciplines, cooperative learning literature, professional reasoning literature • Communication • Sharing findings through publications and conferences

29. Scholarship of Teaching and Learning Glassick et al. (1997) • Clear Goals – purpose of your action plan in relation to WIL? • Preparation – skill base, resources, knowledge • Methods – action research, phenomenology, etc.. • Results – appropriately analysed, presented to other forums Reflective Practice

30. http://www.clt.uts.edu.au/Scholarship/A.Model.html#Model

31. Action plans Plan Do (action) Observe Behaviours: yours and others Reflect Note: thoughts & feelings Learnings Plan

32. Action Plan • The role that I wish to take some action on is… • The actions I am going to take are: • How will I know when I have been successful with my action plan?

33. Developing your Individual Leadership Process • Diagnose learning needs (eg. Broker) • Formulate learning goals (situate within ALP) • Identify resources (what resources do you use) • Select strategies (how do you use these resources?) • Evaluate outcomes (measure against your KPIs) • Specify criteria (KPIs) (what will it look like when achieved?) • Specify the time frame Knowles, M., Holton, E., & Swanson, R. (1998). The Adult Learner (5th ed.). Woburn, MA: Butterworth Heinemann.

34. Your Action Strategies • In your reflective journal note: • Start small • Low risk • High control Observations Behaviours: yours and others Reflections Note: thoughts & feelings

35. Journal Format

36. Develop a Community of Practice • Link with others • Share best practice • Create a sense of community • Create a support network for the implementation of plans • Help you to: • Retain motivation • Continue learning

37. Power and Distance in Coaching Vertical Coaching or Mentoring: Status Different Hidden window Blind window Power Knowledge Age Non-Evaluative --------------Evaluative Open window Johari Window Horizontal Coaching: Status Equal

38. Structured Coaching Model (Grant, 2003) Define Issue Set Goal Develop Action Plan Act Change if not working: Do more if working Monitor Evaluate Celebrate

39. Example coaching questionsZeus and Skiffington (2002) • Why questioning can sometimes sound interrogatory so use these types of questions cautiously. • They may lead to defensiveness from the coachee and create argument between the parties.

40. How Will This Process Benefit You? Use it: • For academic promotion • At your performance management meeting • To develop your academic leadership capacity

41. Action Learning Project Timeline The Process From Here.... • Start your Action Learning Project • Work with your community of practice • Liaise with Project Team • Meet two more times for group learning • Finalise and write up project (3 cycles) • (~ 5 Months)