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The Essential Academic Leader

The Essential Academic Leader

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The Essential Academic Leader

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  1. The Essential Academic Leader Jeffrey L. Buller Harriet L. Wilkes Honors College Florida Atlantic University

  2. Today’s Workshop • The Foundations of Academic Leadership • The Importance of Communication in Academic Leadership • Leading Change • Coping with the Stress of Academic Leadership

  3. Most Important Concept In the end, people don’t respond to your “technique.” They respond to your values.

  4. Most Important Advice Use your resources! In this workshop, your resources are: • the presenter • the Powerpoint slides • the workbook materials • each other • your own experience and imagination

  5. The Foundations of Academic Leadership Part 1

  6. The Foundations of Academic LeadershipGoals for This Session • Explore what leadership means in an academic setting • Discuss styles of academic leadership • Consider how academic leaders develop a vision • Discuss some of the ways in which academic leaders make decisions

  7. Leadership The ability to motivate and unite individuals to work together towards a common goal.

  8. Roles of a Leader • Planner • Evaluator • Teacher • Coach • Counselor • Mediator or Arbitator

  9. Five Types of Leaderfrom Dorothy Leeds, Smart Questions, page 107 • Commander fast moving leader, change agent • Convincer promotes ideas (own or others) • Carer keeps the peace and encourages cooperation • Calculator makes sure things are done right • Creator is innovative in developing new ideas and strategies

  10. Leeds’ Five Types • One of these types is probably your “default style” • But every leader should combine elements of all five • Most importantly, every leadership team should contain clear representation of all five leadership types

  11. How to Lead • Understand who you are • Understand your core beliefs, principles • Be known for something • Radiate confidence and positive energy • Seek areas where the dreams of others coincide with your own • Find ways to offer more than you receive

  12. Leadership Styles • Hierarchical leadership • Participative leadership • Collaborative leadership • Delegative leadership • Charismatic leadership • Visionary leadership • Pedagogical leadership • Free-rein leadership • Team-based leadership • Situational leadership • Transformational leadership • Transactional leadership • Management-based leadership • Servant leadership • Reactionary leadership • “Invisible” or quiet leadership

  13. Verse 17 of the Tao Te Ching When the work’s done right, With no fuss or boasting, Ordinary people say, Oh, we did it. True leaders are hardly known to their followers. Next after them are the leaders the people know and admire; after them, those they fear; after them, those they despise. To give no trust is to get no trust.

  14. Leadership Styles • No single style of leadership is appropriate in all situations. • The effectiveness of a leadership style depends on … • The personality of the leader • The needs and mission of the organization • The knowledge, needs, and personalities of the staff

  15. Discussion • Do you have a “default” leadership style? • Are there particular situations in which specific leadership styles may be most appropriate or desirable? • Can you cite examples of situations in which specific leadership styles would be least desirable or appropriate?

  16. Do You Agree? Credibility is the cornerstone of exemplary leadership.

  17. Leadership and Vision • Build outward from core strengths • Borrow from “best practices” in use at peer and aspirational institutions • Balance the practical and the highly imaginative • Not every vision has to be your own: empower others • Keep in mind those who will follow you • One highly compelling dream is work far more than dozens of less creative and meaningful dreams

  18. Leadership and Making Decisions Adapted from Reginald Leon Green, Practicing the Art of Leadershipthird edition (New York, NY: Pearson, 2009) pp. 139-142 The Classical Modelthe best The Administrative Modelthe satisfactory The perfect is the enemy of the good. --Voltaire The Incremental Modelsmall decisions The Mixed Scanning Modelcombines Administrative and Incremental Models The Garbage Can Modeltrial and error The Political Modelemphasizes power and influence

  19. Common qualities of exemplary university leaders Drawn from six case studies performed by Arthur Padilla in Portraits of Leadership: Six Extraordinary University Presidents A Leadership Case StudyExercise #1 (Part 1 of 2) • Clark Kerr (University of California, Berkeley) • William C. Friday (University of North Carolina System) • Theodore Hesburgh (University of Notre Dame) • John Brooks Slaughter (University of Maryland) • William Gordon Bowen (Princeton University) • Hanna Holborn Gray (University of Chicago)

  20. Read over these qualities and experiences, and then: Place a check mark in the box for any one of these qualities and experiences that applies to you Place a check mark in the circle for any one of these qualities and experiences that you believe significantly contributed to your success as an academic leader What are the most important qualities that you identify? A Leadership Case Study Exercise #1 (Part 2 of 2)

  21. Communicationand Academic Leadership Part 2

  22. Communication and Academic LeadershipGoals for This Session • Explore why leadership is inseparable from communication • Identify our own styles of communication • Discuss methods by which academic leaders interact with others

  23. Why Communication Is Important We’re all middle managers now.

  24. Exercise #2.1Self-Assessment: Method of Interacting with Others Complete Exercise #2.1 in your materials as you are instructed.

  25. SCHOLARS DIRECTORS DIPLOMATS SOCIALIZERS

  26. Exercise #2.2Exploring Your Communication Style Break into groups by your interaction types • Scholars • Directors • Diplomats • Socializers

  27. Exercise #2.2Exploring Your Communication Style • What sort of interpersonal situation frustrates you the most? • What are some of the strategies you’ve used to deal with those situations (successfully or not)? • How would you prefer other people to interact with you if they have a problem with you?

  28. Exercise #2.3Assessing the Resources of the Area That You Supervise • Skills • Attributes • Developing a Plan

  29. All employees All faculty members All administrators All staff members Faculty Senate Department meetings Department retreats Training meetings (advising, new software, new policies) Communication and Group DynamicsSee the worksheet in the materials. • How often should this group meet? • What topics should be addressed? • What types of planning should occur? • What types of decisions should be made? • What should be done to promote inclusive discussions? • Should the meetings of this group be mostly philosophical, mostly practical, or somewhere between?

  30. Leading Change Part 3

  31. Leading ChangeGoals for This Session • Consider different approaches regarding the need for change in higher education • Discuss when change is desirable and when it’s not • Explore how change is perceived by our stakeholders • Examine how change should occur when it is advantageous to pursue it

  32. “If you are satisfied with the world as it is, you should never become a university president.” --One current university president and “More problems are caused in the world today by people who cannot work with things as they are than by anything else.” --Another current university president Two Approaches to Leadershipand Change

  33. The First View • Some people believe that change is always needed just to “shake things up” • “If institutions don’t progress, they start to regress” • “To improve is to change; to be perfect is to change often.” --Winston Churchill • “If change isn’t initiated from the top, it will probably never occur”

  34. Opponents To Continual Change Are … Obstacles to Progress but

  35. The Second View • Significant change can place high demands for time on energy on faculty and staff • Is the change you envision more important than teaching? • Is the change you envision more important than research? • Because the more time you devote to any one activity, the less you devote to any other.

  36. Advocates for Continual Change Are … Change Addicts

  37. So … • What or whom does the change most benefit? • The institution? • Current and future students? • The faculty? • Society and the region? • Or your own sense that you’ve made a difference? The institution you serve would not have achieved its current greatness if it hadn’t done many things right.

  38. A Matter of Opinion Which point of view do you agree with more? • Change is both inevitable and usually beneficial. Academic leaders need to be advocates for continual change to make sure that their institutions remain vibrant and “on the cutting edge.” or • There are more things worth preserving in higher education today than there are problems for which substantive change is required. The constant call for change by academic leaders ends up doing more harm than good.

  39. A Matter of OpinionExercise #3 • What we want to change arises from core values and beliefs • Let’s continue exploring what yours are by completing this exercise • Then we’ll discuss the various points of view that people have

  40. Gradual and incremental building “The journey of a thousand miles begins with a single step.” versus “The big idea” “You can’t cross a twelve-foot canyon with two six-foot jumps.” Two Other Approaches to Leadership and Change

  41. Leadership and Change • As academic leaders, we typically wish to be pro-active about change. but … • Most stakeholders in an institution more quickly “buy into” a change that is necessary due to external forces than they do to a “pre-emptive” change.

  42. People more readily accept changes that result from external forces But changes resulting from internal forces can be more creative and effective So, while you should never mislead people about the need for a change or (even worse) seek change for its own sake… … it is beneficial to anticipate the forces that will make change necessary before others see them and clearly convey these easons to others Leadership and ChangeSo, Remember …

  43. Most people are not ready for as much change as they say they want. Leadership and ChangeAnd …

  44. 1. Identify for yourself the reason for change in terms that will be compelling to as many stakeholders as possible Communicate the reasons for and the probable benefits of this change early and often Create clear ownership of and leadership for the change Develop and follow a practical plan for the change   Nine Steps to Effective Change1 of 2

  45. Empower the type of broad-based action (i.e., beyond the leadership group) necessary to create the change 6. Maintain a focus on the end result 7. Celebrate each success along the way  Make these new approaches permanent in the way your unit sees its mission (“anchor the new ideas in the culture”) Put as much energy into sustaining the change as you do initiating it Nine Steps to Effective Change2 of 2

  46. Discussion What are some of the things that need to be changed in: • The area that you supervise? • Your institution? • Higher education in the KSA? • Higher education in general?

  47. Stress andAcademic Leadership Part 4

  48. Stress and Academic LeadershipGoals for This Session • Explore the major causes of stress in an academic setting • Assess your own potential for stress • Look at six practical ways for academic leaders to reduce stress • Sum up today’s workshop

  49. Discussion What causes stress in your professional life?

  50. Distinction • Stress inducers (causes) • Stress reactions (effects)