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KEY CHALLEGES AND OPPORTUNITIES IN ACADEMIC
MANAGEMENT & LEADERSHIP DEVELOPMENT
Prof. Yacov Kedem
Mofet Institute
QUESTIONS:
1. What environmental and organizational challenges are managers and leaders in higher education facing today?
2. What are the leadership and management competencies and capabilities that are needed to meet these challenges, and how can they be developed?
3. What are some highly effective leadership and mangement development practices?
Organizational Alignment
University’s Priorities:Inspire Community Introduce New Technologies
Improve Partnerships Encourage Innovation
Increase Productivity Maintain HR Quality & Support
Organizational Development StrategiesLeadership Development Reorganization & Alignment Performance Mgt
Strategic Planning Team Building Project Mgt
Work Process Change Training & Development Conflict Resolution
OrganizationalCapabilities
Leadership/Supervision
Customer Service
Change Management
People IssuesAttract/Develop/Retain
Alignment & Teamwork
Learning & Innovation
Productivity/Execution
KEY CHALLENGES AND OPPORTUNITIES
FACING ACADEMIC LEADERS
• DEALING WITH THE “THEN” AND “NOW” HE SCENARIO
• “THEN”
– Academic focus
– Centralized decision making
– Entrenched hierarchies
• “NOW”
– Diffused focus
– Inclusive decision making
– Alternative perspectives
KEY CHALLENGES AND OPPORTUNITIES
FACING ACADEMIC LEADERS
• MOVING FROM SPECIALIST TO
GENERALIST MODE
– No longer a purely academic focus
– Strong business and financial management and
leadership skills
– Sound knowledge of new HE policy and legislation
– In-depth understanding of the type, role and function of
the institution within the overall context of the HE
strategic framework
KEY CHALLENGES AND
OPPORTUNITIES FACING
ACADEMIC LEADERS
• GROWING LEADERSHIP SKILLS
– Acknowledge the need for a changed mindset
– Identify strengths
– Acknowledge shortcomings
– Define new roles and responsibilities
– Plan and implement personal upskilling
– Be aware of staff and student needs
PERSPECTIVES ON EFFECTIVE AND
SUCCESSFUL LEADERS IN A CHANGING
ENVIRONMENT
• EFFECTIVE LEADERSHIP
– Have a vision/ be passionate about what you do
– Build a climate of trust, loyalty and commitment
– Transparency, consistency and integrity
– Lead by example: honesty and courage under pressure
– Draw on the knowledge and experience of others
– Surround yourself with other good leaders
– Be able to lead, but also be a good team player
– Understand the difference between leadership and
management
PERSPECTIVES ON EFFECTIVE AND
SUCCESSFUL LEADERS IN A CHANGING
ENVIRONMENT
• INEFFECTIVE LEADERSHIP
– Subjective rather than objective
– Cronyism
– Bulldozing changes, bullying
– Undermining colleagues
– Creating mistrust through gossip and un-collegial
information gathering
– Neglecting the details
– Deliberately impeding necessary changes
– Having a personal agenda
PERSPECTIVES ON EFFECTIVE AND
SUCCESSFUL LEADERS IN A CHANGING
ENVIRONMENT
• THE CHANGING ENVIRONMENT
– Accept and acknowledge change
– Acknowledge and deal with your own fears
– Acknowledge staff fears, uncertainties and aspirations
– Be empathetic but realistic
– No rumour mongering
– Institute and implement a change management strategy
– Ensure an environment conducive to change
DEANS AS VISIONARIES,
RESPONSIBLE AND ACCOUNTABLE
LEADERS IN HE
• THE ROLE AND FUNCTION OF DEANS
– Mainly heads of Faculties or Colleges. Diverse
range of functions in new dispensation
– Need broad knowledge of institutional types,
disciplines, functioning and offerings
– Must be multi skilled
– Be aware of danger of falling back into “what
you know”
DEANS AS VISIONARIES,
RESPONSIBLE AND ACCOUNTABLE
LEADERS IN HE
• LIVING THE VISION
– Have a clear vision and ensure your own buy-in
– Work for a balance between the vision and the
practical reality of its implementation
– Equip/skill yourself to implement the
operational plan
– Balance the dream with good governance
– Ensure legal compliance
DEANS AS VISIONARIES,
RESPONSIBLE AND ACCOUNTABLE
LEADERS IN HE
–HR Strategy:
– Identify competent people
– Acknowledge and encourage potential
– Seize on “windows of opportunity” that present
themselves in the change process
– Always work with the “bigger picture” in mind
A Collegial Approach in
Understanding Leadership (Singh, Manser, Mestry)
• “Traditional management implies that the ideal organization is orderly and stable, that the organizational process can and should be engineered so that things run like clockwork.” (Kouzes & Posner, 1997: 15)
• “Collegiality, on the other hand, is a collaborative process that entails the devolution of power to teachers and other stakeholders in order for them to become an integral part of the leadership processes of the school that are guided by the school’s shared vision.” (Sergiovanni, 1991: 26)
Collegiality Defined
• A process of assimilation
• Encouraging personal visions to become part of a shared vision
• Built on synergy
• Collegial strategies are more lateral or horizontal vs. vertical or hierarchical
• All stakeholders should be involved in decision-making and ‘own’ the outcome of discussions (Bush, 2003: 70)
Kouzes and Posner on
Leadership• “Leaders know that no one does his or her best when feeling weak, incompetent or alienated; they know that those who are expected to produce the results must feel a sense of ownership.”
• “Leadership is the art of mobilizing others to want to struggle for shared aspirations.”
• “People in positions of authority can get people to do something because of the power they wield, but leaders mobilize others to want to act because of the credibility they have.”
Trust Kouzes and Posner (2001: 85)
• “Leadership is a relationship between those who aspire to lead and those who choose to follow.”
• “The heart of this relationship is trust.”
Contributing and Distracting
Factors
• What are the factors within your College and Program that contribute to collegiality?
Examples:
• other full-time faculty and Program Coordinators in your school/department
• physical environments that promote collegial conversations
• What are the factors that distract from a collegial work environment?
Examples:
• high ratio of part-time teachers within your Program
• administrators who don’t encourage collegial relationships
Team Based Leadership and Learning(Terry Dance-Bennink, V.P., Academic, Sir Sandford Fleming
College, A Leadership Abstract, April 1999)
• “How can we expect college students to become good team players if college staff lack those skills ourselves?”
• “How can we expect faculty to promote collaborative learning activities if they are treated in an authoritarian, top-down manner by ‘management’?”
• How can a college respond quickly to student needs if decisions are slowed by layers of bureaucracy?”
Collegial Leadership (Dr. Paul Davenport, President, the University of Western Ontario,
June 20, 2005)
• Others have knowledge we don’t have – they need space to act, succeed and occasionally fail.
• Our job is to listen to others on campus, work with them to set directions which we all agree on, and then monitor progress and cheer on success.
• Our moral authority is key: leadership by example isn’t one way of leadership, it’s the only way.
• Leadership rests on communication and making choices.
Three Advantages of Collegiality
(Bush, 1993: 33 – 39)
1. Teachers participate fully in the management and leadership of the school;
2. The quality of decision-making is improved when the teaching staff participate in this process and take the lead in finding solutions to problems;
3. The contribution of the teaching staff is important because they take the responsibility of implementing changes in policy.
The Burke-Litwin ModelExternal
Environment
Leadership
Management
Practices
Work Unit
Climate
Motivation
Individual &
Organizational
Performance
Mission and
Strategy
Organization
Culture
StructureSystems (policies
& procedures)
Individual Needs &
Values
Task Requirements
& Individual
Skills/Abilities
The McKinsey 7-S Framework
Skills
Sharedvalues
Staff
Style
Strategy
Structure
Systems
The Struggle to Explain Leadership
Definitions of leadership are influenced by the
times in which we live:
1920s 1940s Today
Trait Theory Behavior Theory Contingency Theory
•Great Man Theory
•Common traits &
characteristics
•Ohio State & Michigan
Studies
•Task oriented
•Relationship oriented
•Situational Leadership
•Transactional /
Transformational
•Servant Leadership
•Values-based Leadership
Leadership: Traits & Behaviors
Who the leader is? (personality traits)
How the leader behaves? (observable
behaviors)
Traits + Behaviors = Desired Results
Introduction to Leadership Theories
� Historically went hand-in-hand with studies
of “the elite”
� Throughout 20th century, numerous studies
conducted which resulted in theories
� Theories are NOT isolated, but rather are
evolutionary
Timeline of Leadership Theories
1900’s:Are leaders natural-born?
1930’s:How does leadership emerges & develops in small groups?
1940’s-1950’s:What traits do leaders have in common?
1950’s-1960’s:What patterns of behavior result in leadership?
1960’s-1970’s:Which leadership behaviors work in specific situations?
1980’s:What key traits, behaviors and situations allow to lead organizations to excellence?
Leadership Theories
• Trait Theory
• Behavioral Theories (Ohio State studies)
– Role Theory
– The Managerial Grid
• Participative Leadership
– Lewin’s leadership styles (University of Iowa studies)
– Likert’s leadership styles (University of Michigan studies)
• Contingency Theories
– Fiedler’s Least Preferred Co-Worker (LPC) Theory
– Cognitive Resource Theory
– House’s Path-Goal Theory of Leadership
• Situational Leadership
– Hersey and Blanchard’s Situational Leadership
– Vroom and Yetton’s Normative Model
Summary of Leadership Theories
Theory Leadership Based On…
Trait Theory Leaders born with leadership traits
Behavioral Theory Initial structure and consideration
- Role Theory Shaped by culture, training, modeling
- Managerial Grid Concern for production and concern for people
Participative Leadership More people involved = better collaboration
- Lewin’s Style Autocratic, democratic, laissez-faire
- Likert’s Style Task oriented, relationship oriented, participative style
Contingency Theories No one best leadership style
- Fiedler’s LPC Theory Task focus v. relationship focus
- Cognitive Resource Theory Intelligence and experience make a difference
- House’s Path Goal Theory Help followers make their goals compatible with
organizational goals
Situational Leadership Similar to contingency theory
- Hersey and Blanchard Based on relationship between leader and follower and
task behavior
- Vroom & Yetton Decision quality and decision acceptance
Leadership vs. Management
Leadership & Management
• Leadership Role:
to provide inspiration, create opportunities, energize people and make key choices
• “Relationship”
– Selecting talent
– Motivating
– Coaching
– Building trust
� Management Role:
to make things happen and keep work on track; to supervise endless details and engage in complex interactions that are routinely part of an development.
� “Function”– Planning– Budgeting– Evaluating– Facilitating
Why do we follow
leaders?
• Voluntarily
• “Followers”
• Leaders appeal to people. They must want to follow you enough to stop what they are doing and perhaps walk into situations they would not normally consider risking.
Why do we follow managers?
• “Subordinates”
• Compliance
• Managers have a position of authority vested in them by the company, and their subordinates work for them and largely do as they are told.
Leadership vs. Management
Working in the system
React
Control risks
Enforce organizational rules
Seek and then follow direction
Control people by pushing them in
the right direction
Coordinate effort
Provide instructions
Working on the system
Create opportunities
Seek opportunities
Change organizational rules
Provide a vision to believe in and
strategic alignment
Motivate people by satisfying
basic human needs
Inspire achievement and energize
people
Coach followers, create self-
leaders and empower them
Agenda
Network Development for Agenda Achievement
Execution
Outcomes
Leadership Management
Establishing Direction
Develop future vision
Develop change strategies to achieve
vision
Aligning People
Communicate directly by words &
deeds to those whose cooperation
needed
Influence creation of coalition/teams
that understand & accept vision and
strategies
Motivating/inspiring
Energy to overcome barriers (ex.
Political resource, bureaucratic) to
change by satisfying basic needs
Tends to Produce
Change often dramatic
Provides potential for very useful
change (ex. New products)
Planning/Budgeting
Develop detailed steps/ timetables for
results
Allocate necessary resources
Organizing/Staffing
Develop necessary planning, staffing,
delegation structures
Provide policies/procedures for guidance
and methods/systems for monitoring
Control/Problem Solving
Monitor results vs. plan in detail
Identify results/plan deviations and plan
and organize to correct
Tends to Produce
Order/predictability
Key results expected by stakeholders
� The manager administers; the leader innovates.
� The manager maintains; the leader develops.
� The manager accepts reality; the leader investigates it.
� The manager focuses on systems and structures; the leader focuses on people.
� The manager relies on control; the leader inspires trust.
� The manager has a short-range view; the leader has a long-range perspective.
� The manager asks how and when; the leader asks what and why.
� The manager has his or her eye always on the bottom line; the leader has his or her eye on the horizon.
� The manager imitates; the leader originates.
� The manager accepts the status quo; the leader challenges it.
� The manager is the classic good soldier; the leader is his or her own person.
The manager…; The leader…
Culture of Discovering Leadership
•Respect
•Trust
•Integrity
•Satisfaction
for those
whom We
serve
•Scholarship
•Learning
•Outreach
•Stewardship
•Productivity
•Collaboration
•Collegiality
•Partnerships
•Innovation
•Entrepreneurship
Teams Systems
Leadership
Experience
Change
Management
(Practices)
Research on Leadership Development*
• Lessons learned from experience have a lasting impact on how a person manages and leads.
• Developmental experiences fall into four areas:
– Challenging Assignments - 42%
– Significant other people - 22%
– Hardships - 20%
– Other events - 16%
• Challenge within experience drives learning forward and makes it developmental.
*Center for Creative Leadership Benchmarks, Greensboro, North Carolina, 1998.
Leadership Development
Five Steps to Leadership Development:
1. Have a model of leadership
2. Get some feedback relative to that model
3. Evaluate the feedback you receive
4. Make a plan
5. Work the plan
Learning to Learn from Experience
Action-Observation-Reflection Model
Action/Experience
What did you do?
Observation/Feedback
What happened?
Reflection
How do you feel/think
about it now?
"Leadership cannot really be taught.
It can only be learned."
— Harold Geneen
The Goals of Discovering Leadership
Create new
leadership
experiences
Increase
participant self-
awareness
Execute a
customized
learning and action
plan
Improve
communication
and relationship-
building skills
Develop skills for
leading & supporting
change
GOALS
Obstacles to Discovering Leadership
A. Program Obstacles:
� Competing definitions and models
� Integration of three programs
� Mixing faculty and staff
� Duration of program
� Team teaching
B. Organizational Obstacles:
� Developing sponsorship
� Engaging faculty support
� Acquiring funding
� Marketing
Goleman’s Emotional Intelligence*
Competencies
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
Hallmarks
• Self-confidence, realistic self-
assessment, humor
• Trustworthiness, integrity,
openness to change
• Achievement, optimism,
commitment
• Building talent, cross cultural
sensitivity, service
• Effectiveness in leading
change, persuasiveness,
teambuilding
*Adapted from Daniel Goleman, “What Makes a Leader?” Boston: Harvard Business Review, November-December, 1998, p. 95.
Attributes of Leadership*
1. Personal Credibility (Ethos)
• Intelligence and competence
• Clear values, goodwill, sincerity, integrity, and trustworthiness
• Strong work ethic
2. Logical Strategies (Logos)
• Rational dialogue
• Mental models/tools (capabilities)
• Evidence and proof
3. Emotional Strategies (Pathos)
• Emotional commitment to values and beliefs
• Appeal to personal interest
• Achievement orientation
*Adapted from E. Bettinghaus and M. Cody. Persuasive Communications. New York: Holt, Rinehart and Winston, 1987.
�Strategic Planning
�Developing Culture
�Team Building
�Leading Change
�Managing Performance
�Negotiating Solutions
Leadership Capabilities
Model I: The Defensive Organization
Chris Argyris, Overcoming Organizational Defenses
Most organizations foster attitudes that are:
• Controlling - they act and manage the environment unilaterally
• Competitive – maximize winning and losing
• Protective – of themselves and others
• Withholding - of feelings and information
• Attributive and blaming - of others
• Adverse to conflict - at all costs
Model II: The Learning Organization
Learning organizations foster attitudes where people are:
• Data Seeking – exploring new and risky ideas
• Collaborative – people are supportive and helpful
• Empowering – autonomy and power sharing are valued
• Open – actions and assumptions are confronted and tested
• Commitment – people are engaged and take responsibility
for actions
• Feedback – individual and organizational feedback is valued
Model II: The Learning Organization
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.
Moving from Model I to Model II
Peter Senge: The Fifth Discipline
Five Core Competencies:
Dialogue
Team Learning
Model I Personal Mastery Model II
Vision
Systems Thinking
Discovering Leadership Change Process
1. Identify challenges
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 performance
Discovering Leadership Program
1. Discovering the leader within
• Self-awareness, leadership skills, and personal mastery
• Dialogue
• Coaching
• Conflict resolution & Interest-based negotiations
2. Developing teams
• Facilitating organizational systems
• Consulting process & skills
• Building high performance teams
3. Applying leadership to organizations
• Leading change
• Strategic planning
• Managing performance/measurement
Leadership Challenges and StrategiesLeadership Challenges Strategies/Skills Methods/Tools
Motivating Commitment 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
Developing accountability Performance measurement & management,
organization design, coaching, and conflict
resolution
Balanced scorecard, coaching-by-type,
interest-based negotiation
Action
Planning
Strategize specific action steps that serve to enhance collegiality while minimizing the forces that are detrimental to a collegial approach.
Action
Planning
Identify what could be:
•Stopped
•Started
•Continued
to enhance collegial leadership within your College.
Benefits of Discovering Leadership
• Understanding and alignment of personal values,
mission, vision, and impact.
• Clear values, safety, trust, strong relationships,
teamwork, community (culture & social capital).
• Enthusiasm, optimism, and renewed commitment.
• Increased initiative, innovation, agility & stability
• Personal and organizational productivity.
• Humanization of the work place.
Lessons Learned
� Align leadership development with university’s and HR’s priorities, goals, strategies, and performance systems.
� Conduct a needs assessment and relate participant needs and issues to exercises and relevant tasks.
� Build safety and trust through informal, interactive exercises, e.g., ropes, coaching groups, energizers.
� Provide self-assessment opportunities and exercises.
� Structure learning activities around real issues; develop new experiences & competencies through simulations and role plays.
� Link competencies to capabilities, e.g., strategic plans, project teams, OD interventions, performance & change management.
� Provide access to coaching and organizational expertise.
� Engage individuals in action learning projects and on-the-job applications.
Selected References on Leadership Development
• Argyris, Chris (1990), Overcoming Organizational Defenses, Boston: Allyn & Bacon
• Argyris, Chris (1993), On Organizational Learning, Cambridge, Massachusetts: Blackwell
• Burke, Warner, W. (2002). Organization change: theory and practice. Thousand Oaks, CA: Sage Publications, Inc.
• Covey, S. R. Principle-Centered Leadership. New York: Simon & Schuster, 1991.
• Cunningham, L. L. (1990). Educational Leadership and administration: Retrospective and prospective views. In L. L. Cunningham & B. Mitchell, Educational Leadership and changing contexts in families, communities, and schools (pp.1-18). Chicago: The National Society for the Study of Education.
• Leithwood, K. Jantzi, D. and Steinbach, R. (1999). Changing Leadership for Changing Times. Philadelphia: Open University Press.
• Senge, Peter M. (1990), The Fifth Discipline: The Art and Practice of The Learning Organization, New York: Currency/Doubleday
• Senge, Peter M. et al (1994), The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization, Doubleday/Currency, New York
• Scholtes, P. R. (1998). The Leader’s Handbook. New York: McGraw-Hill
• Wellins, R.S., Byham, W. and Dixon, G. R. (1994). Inside Teams: How 20 World-Class Organizations are Winning Through Teamwork. San Francisco: Jossey-Bass.
• Sobel, C. Studied trust: building new forms of cooperation in a volatile economy. In Richard Swedberg, ed., Explorations in Economic Sociology, New York: Russell Sage Foundation, 1993.
Thank you very much.
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