Personal Leadership Capabilities and Their Development

Developing Fieldwork Coordinator Leadership Capability

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

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

Developer

Monitor

Deliverer

Broker

Innovator

Integrator

People focus

Task focus

Internal focus

External focus

Is innovative & sees need for

changes

Exerts influence, develops networks outside the schoolGets the job

done,Provides structure

Cares for others & develops teams

Monitors outcomes &

quality of T & L

Reflects, considers, monitors and

applies strategy

Inappropriate Use of Roles

Underused rolesUnawareUnskilled

Unpolished

Developer

Deliverer

Monitor

Broker

InnovatorOverused roles

Positive Zone

Creative

Clever

Politically astute Acquires resources

Task oriented

Decisive, directive

Reliable

Technically expert Well prepared

Caring Sympathetic

Process oriented

Premature responses

Disastrous experimentation

Change for change sake

Soft hearted Permissive Overly democratic Too participative

Unimaginative

Tedious

Perpetual exertion Overachieving Unreceptive, Unfeeling Sceptical, Cynical

Political expediency

Unprincipled opportunism

Well developed Innovator

Under-developed Integrator

Over-developed

Monitor

Adapted from Quinn, R., et al. (1996). Becoming a master manager (2nd ed.). New York: John Wiley and Sons, p. 22

Interpreting the Feedback

Go to feedback manual:1. See number and type of respondents

(p.1-3)2. Focus on effectiveness scores3. 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

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)

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.

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-Operational Roles

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

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.

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

Your

self

as se

en b

y ot

hers

Yourself as seen by you

Johari Window

Prioritised – Display

ICVF - Radar

How did you feel about the feedback?

Initial responses to feedback:“Feelings”

• Confirming• Conflicting/confusing• Surprising• Threatening• Infuriating

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

Scholarship of Teaching and Learning

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

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

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

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

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

The Scholarship of Work-Integrated Learning

Intention/Strategy Know the Literature

Improve Fieldwork

Improve Student Learning

Improve Student Learning Generally

Collect and read the literature on WIL and related areas

A (know the literature)

B (know the literature and use it to improve fieldwork experiences)

Investigate own fieldwork program and student learning in WIL

C (A + B + improve student learning by investigating how they learn through your fieldwork program)

Relate discipline knowledge to teaching in fieldwork and learning literature on WIL

D(C + relate discipline literature to teaching in fieldwork and learning literature)

Communicate results of own work and existing literature on WIL

E (Sharing results of D with the larger higher education community)

Action plans

Plan

Do(action)

ObserveBehaviours:

yours and others

ReflectNote: thoughts

& feelings

Learnings

Plan

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?

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.

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 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

Power and Distance in Coaching

Vertical Coaching or Mentoring: Status Different

Horizontal Coaching: Status EqualJohari Window

PowerKnowledgeAge

Hidden windowBlind window

Open window

Non

-Eva

luati

ve --

------

------

Eval

uativ

e

Structured Coaching Model (Grant, 2003)

Define Issue

Set Goal

Develop Action Plan

Change if not working: Do more if working

Act

Monitor

Evaluate

Celebrate

Example coaching questions Zeus and Skiffington (2002)

How What When Where WhyHow did you think/feel/act?How did that come about?How have you coped in the past?How does that fit in?

What happened?What makes you think that?What might you do differently next time?What was important about that?What did you learn from that?

When did it start?When did that first occur?When did you realise?When did you decide?When will that happen?

Where does it happen?Where can we start to make a change?Where did it go all wrong?Where will that get you?Where do you see yourself in ...?

Why did you do that?Why do you think that happened?Why do you think they responded that way?Why is this happening?

•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.

How Will This Process Benefit You?

Use it:• For academic promotion• At your performance management meeting• To develop your academic leadership capacity

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)