Developing Academic Leadership Capability 2. Learning Outcomes Review and understand personal leadership results using the iCVF. Conceptualise a leadership.

Developing Academic Leadership Capability 2

Learning Outcomes

• Review and understand personal leadership results using the iCVF.

• Conceptualise a leadership development plan in line with experiential learning principles.

• Further build your peer coaching practice network.

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

Acknowledgement

The authors would like to acknowledge Professor Tricia Vilkinas and her team for their contributions to these PowerPoints based on their work in their ALTC project, “The development of a web based 360 degree feedback process for utilisation by Australian universities to develop academic leadership capability in academic coordinators.”

Interpreting the Feedback

Go to feedback manual:

1. See number and type of respondents (p.1-3)

2. Focus on effectiveness scores

3. Integrator score

4. Then go to operational roles

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)

PeersCourse CoordinatorsProfessional staff

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

Effectiveness

Interpreting Your Feedback-Effectiveness

Were any of the scores below 3 – if so make a note

Difference of > 1 between how effective I said I was and they said I was

Do I need to do some work to improve my effectiveness?

Now let’s move to your integrator

feedback (p.3-1)

Integrator

What does your integrator score tell you about your ability to critically observe

and then reflect on those observations?

Integrator

Interpreting Your Feedback-Effectiveness

Role

Displayed

Role

Importance

You

SO

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 3.5then 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

C = gap between You and SO for role importance

D = gap for SO between role displayed and importance

A

B

C

D

Interpreting Your Feedback-Integrator

Were there any differences in the importance scores of you and your SO?

Do I need to do some work on my Integrator?

A B CRole Difference of 1 or

more

(direction): What you said you did and what they said you did

Difference of 1 or more

(direction): What you said you did and what you said was important.

Broker

Interpreting Your Operational Roles

Role Difference of 1 or more (direction): What you said you did and what they said you did

Difference of 1 or more (direction): What you said you did and what you said was important.

Were there any differences in the importance scores of you and your SO?

Do I need to do some work on my Roles

Innovator

Broker

Deliverer

Monitor

Developer

A B C

Thingsknown to others

Thingsnotknown to others

Things known to self

Arena(Open Area)

Facade(Hidden Area)

Blind Area

Unknown Area

Things not known to self

Feedback

Sharing

Yo

urs

elf

as s

een

by

oth

ers

Yourself as seen by you

Johari Window

Prioritised—1

Prioritised—2

How did you feel about the feedback?

Initial responses to feedback:“Feelings”

• Confirming

• Conflicting/confusing

• Surprising

• Threatening

• Infuriating

22

Action plansPlan

Do(action)

ObserveBehaviours:

yours and others

ReflectNote: thoughts

& feelings

Learnings

Plan

Teaching and LearningLeadership Practice

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?

Your Action Strategies

• In your reflective journal note:

• Start small

• Low risk

• High control

ObservationsBehaviours:

yours and others

ReflectionsNote: thoughts

& feelings

Journal Format

What I observed:

Their behaviour

My Behaviour

Reflections:

What did I think and feel about these behaviours?

What did I learn about me?

What do I need to do differently?

Or the same?

Develop a Network of Peer Coaches

• Link with others• Share best practice and challenges• Create a sense of community• Create a support network for the

implementation of plans• Help you to:

– Retain motivation– Continue learning

• Where do you start?

Managing Performance with Learning Agendas

Process• Diagnose learning needs• Formulate learning goals• Identify resources• Select strategies• Evaluate outcomes• Specify criteria (KPIs)• Specify the time frame

Knowles, M., Holton, E., & Swanson, R. (1998). The Adult Learner (5th ed.). Woburn, MA: Butterworth Heinemann.

CoachingReflective Journaling

Development Plan for Monitor Role (6 months)

1. Diagnose learning need (Monitor)2. Formulate learning goal:

Within 2 months, produce succinct yet comprehensive course review and mapping documents that include well researched background factors, course statistics, strategic plans and options with recommendations that support the amendment/development of course review/developments.

3. Identify resources and strategies:a. Attend course review committee meeting—note common

questions, issues that need to be addressedb. Identify partner CC and work collaboratively through

review processes – meet fortnightly.c. Etc…

How Will This Process Benefit You?

Use it:

• For academic promotion

• At your performance management meeting

• To develop your academic leadership capacity