Post on 04-May-2018
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 school Gets 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 roles Unaware Unskilled
Unpolished
Overused 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) 1. Focus on effectiveness scores 2. Integrator score 3. 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)
Peers Course Coordinators Professional 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 3.5 then 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
Things known to others
Things not known 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)
Observe Behaviours:
yours and others
Reflect Note: 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
Observations Behaviours:
yours and others
Reflections Note: 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 Equal Johari Window
Power Knowledge Age
Hidden window Blind window
Open window
Non
-Eva
luat
ive
------
------
--Eva
luat
ive
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 Why How 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)