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CAUBO 2004: Saskatoon, Saskatchewan ACADEMIC LEADERSHIP DEVELOPMENT. June 12, 2004 Chet Warzynski Cornell University. QUESTIONS:. What environmental and organizational challenges are leaders in higher education facing today?
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ACADEMIC LEADERSHIP DEVELOPMENT
June 12, 2004
Cornell University’s Priorities:
Inspire Community Introduce New Technologies
Improve Partnerships Encourage Innovation
Increase Productivity Maintain HR Quality & Support
Attract/Develop/Retain Alignment & Teamwork Learning & Innovation
Organizational Development Strategies
Leadership Development Reorganization & Alignment Performance Mgt Strategic Planning Team Building Project Mgt
Work Process Change Training & Development Conflict Resolution
Definitions of leadership are influenced by the times in which we live:
1920s 1940s Today
TOMORROW: ACTOR- NETWORK LEADERS?
Be - Know - Do
What does Cornell want its leaders to BE – KNOW – DO?
Create the Cornell Leadership Model:
-Identify the valuesand attributesof a Cornell leader.
-Identify the skills and of a Cornell leader.
-Identify the actionsof a Cornell leader.
-Identify examples of Cornell leadership at its best.
*D. Ulrich -HR Champions
Leadership for Quality
Leadership Skill Training
Leadership for Change
1990 1992 1994 1996 1998 2003
C & C
*Center for Creative Leadership Benchmarks, Greensboro, North Carolina
What did you do?
How do you feel/think
about it now?
Hegel: “We may affirm that absolutely nothing great in this world has been achieved without passion.”
Ghandi: “Be the change you wish to see in the world.”
Jung: “We discover ourselves through others.”
T.S. Elliott: “We must not cease from exploration and the end of all our exploring will be to arrive where we began and to know the place for the first time.”
Oliver Wendell Holmes: “What lies behind us and what lies before us are tiny matters compared to what lies within us.”
Increase participant self-awareness
Create new leadership experiences
Improve communication and relationship-building skills
Execute a customized learning and action plan
Develop skills for leading & supporting change
A. Program Obstacles:
B. Organizational Obstacles:
1. Self-awareness - ability to understand emotions
2. Self-regulation - ability to think & redirect impulses
3. Motivation - a passion to pursue goals with energy
4. Empathy - ability to deal with others’ emotions
5. Social Skill - proficiency in building relationships
*Adapted from Daniel Goleman, “What Makes a Leader?” Boston: Harvard Business Review, November-December, 1998, p. 95.
1. Personal Credibility (Ethos)
2. Logical Strategies (Logos)
3. Emotional Strategies (Pathos)
*Adapted from E. Bettinghaus and M. Cody. Persuasive Communications. New York: Holt, Rinehart and Winston, 1987.
Chris Argyris, Overcoming Organizational Defenses
Most organizations foster attitudes that are:
Learning organizations foster attitudes where people are:
AKA: The Resilient, Adaptive, Agile, Fast Organization
John Kotter, Corporate Culture and Performance: Most successful cultures over time are adaptive. Outperform others by as much as 300%. The most visible factor is competent leadership.
Change in Motivation: from controlling to learning
Consequences: Learning and change are encouraged.
Peter Senge:The Fifth Discipline
Five Core Competencies:
Model IPersonal Mastery Model II
2. Formulate key questions
3. Ask questions
4. Compare answers
5. Conduct best practice research
6. Evaluate answers/ research findings
7. Develop vision & goals
8. Build team & sponsorship
9. Develop project plan
10. Implement plan: empower, coach, develop
11. Measure performance & communicate results
12. Reward, correct, & improve performanceDiscovering Leadership Change Process
1.Discovering the leader within (5 days)
2. Developing teams (3 days)
3. Applying leadership to organizations (3 days)
Self and organizational awareness, personal mission, values and vision
MBTI, CPI, Emotional Intelligence, 360 feedback, SYMLOG Group Assessment, Group Management Observation, personal learning and action plans, project assignments, executive coaching
Communicating across roles and cultures
Giving and receiving feedback, dialogue (inquiry/advocacy), building relationships & trust, managing diversity, managing conflict
Scenario development, case studies, open space technology, left-hand column exercise, decision therapy, role practice
Establishing shared values and goals
Strategic planning & visioning, culture development, team design
Future search conference, strategic planning,Values-clarification and alignment
Coordinating across disciplines and functions
Planning & facilitating meetings, developing group dynamics, building sponsorship & teams, group problem solving & decision making
Organizational simulation, action research/learning, group problem solving and decision making tools
Creating change for continuous improvement
Dealing with resistance to change and building support systems, project management
Action research/learning, organization development, organizational roles, and project assignments
Performance measurement & management, organization design, coaching, and conflict resolution
Balanced scorecard, coaching-by-type, interest-based negotiation
(Rating 5=high; 1=low)
Group Info. Skills Effect Overall
Pilot 4.6 4.5 4.2 4.5
Control 4.0 4.3 4.8 4.4
Group Ave. 4.2 4.4 4.5 4.6
*Reported in Warzynski, C. and Chabot, B. “Leadership Development at Cornell University,” in Ruben, B. Pursuing Excellence in Higher Education: Eight Fundamental Challenges. San Francisco: Jossey-Bass, 2003, pp. 315-323.
Specific strengths as cited by program participants:
60% of survey respondents rated the program as excellent.
Specific weaknesses as cited by program participants:
Stronger support needed from senior leadership.
1. Participants increased their understanding of different personality types for teamwork, leadership, etc. (23.4%)
2. Participants improved abilities to give and receive feedback, manage conflict, solve problems, and lead change. (20.2%)
3. 85% of alumni would recommend this leadership experience to a colleague.
4. 65% of the participants enjoyed the program.
5. The biggest obstacle to implementing newly acquired skills is the operating environment to which participants return.