ISU Emerging Leaders Academy Effective Decision Making and Team Development

1. ISU Emerging Leaders AcademyEffective Decision Makingand Team Development Walt Gmelch University of San Francisco School of Education whgmelch@usfca.edu

2. Decision Making and Building Your TeamSeminar Objectives 1) Explore the trade-offs and pay-offs of university leadership. 2) Experience, through simulation, the key skills of effective leadership. 3) Develop strategies for effectively leading a department through: • Shared leadership • Team goals • Constructive conflict • Consensus decision making • Supportive climate • Faculty development 4) Explore ways to manage your colleague and staff molecules.

3. Leadership Development Skill Development Conceptual Understanding Application Grounded Theory Practice Reflective Practice Walter H. Gmelch, Center for Academic Leadership, University of San Francisco 3

4. Block Time for Reflection • When do you find time to reflect? (Flow Time) • Where do you reflect? (Hearth Time) • Do you have confidants? Personal and professional? (Introspection Time)

5. Developing Leadership Expertise • As a faculty member, it takes on average 6 years to associate and 14 years to full professor. • As a university leader, how long does it take to become an expert? • 10,000-hour rule • 10-year rule • 1 day seminar rule? • As an leader, how do you equip yourself for success?

6. Definition of Leadership Walter H. Gmelch, Center for Academic Leadership, University of San Francisco “Leadership is the act of building a community of colleagues to set direction and achieve common purposes through the empowerment of colleagues and staff”

7. Conditions of Effective Leadership Walter H. Gmelch, Center for Academic Leadership, University of San Francisco Building a community of colleagues Setting direction Empowering others

8. Leadership Inventory Each of the following statements describes a certain leadership behavior. Read each statement carefully and decide to what extent it is an accurate description of yourself.

9. Leadership Inventory (Continued)

10. Qualities of Effective Leadership

11. Qualities of a Leader • Complete the Qualities of a Leader Inventory. • Select the top five qualities you believe are important for a leader to possess. • Compare your list with others at your table. • By consensus, agree on the top three qualities for being an effective leader.

12. United Wineries • TEAM ASSIGNMENT: PURCHASE LANDS FOR GRAPE CULTURE • LAND SHOULD HAVE: • Adequate rainfall • Fertile soil • Gentle slope • Adequate sub-soil drainage • IF DEFICIENT, COMPENSATE BY: • Irrigation • Fertilizers • Terracing • Draining • (These are expensive, so you can only correct one deficient condition) • Findings of agriculture experts are not complete so there will be some information missing on some of the available plots. • YOUR TASK: To discover and purchase as many suitable plots of land as possible without purchasing those that are not suitable.

13. Effective Teams Leadership Participation Decision Conflict Goals Climate Individual Development

14. Keys to a Productive Department Supportive Environment Decision Making Constructive Conflict Professional Development Leadership Goals

15. Effective Team Characteristics Collective Team Attitude Traditional Department Climate • Long term, future-oriented goals • Established & Modified to give the best possible match • between individual goals & department goals • Commitment sought from all members of the department • Short-term, changing, operational goals • Little consideration given to individual or personal • Imposed upon the group by the chair Goals • A shared responsibility • All faculty members feel responsible for contributing to the department goals • Different members, because of their knowledge or abilities, act as “resource expert” at different times , thus the management roles change as the tasks of the department change • Delegated by position • Position determines influence • Obedience to authority the accepted norm • Power concentrated in authority positions Management • Information openly shared with all staff and faculty • Decisions reached by consensus • All members usually in agreement with final results or • outcomes, after all interested parties have been heard and • understood • Disagreements usually constructive to each common • understanding and improve conceptual acceptance • Information restricted or unavailable • Decisions made by authority • Those in opposition expected to “go along” even though in actual practice they often remain resentful Decision Making • Conflict and controversy viewed as positive and essential to • the problem-solving process • Disagreements may be frequent and candid but relatively • comfortable • Little evidence of personal attack; criticism is constructive • and even supportive in nature • Interests of all parties explored with collaborative search for • common solution • Conflict viewed as a destructive barrier to problem solving and is consciously ignored or suppressed • Disagreements may be suppressed by the chair or “resolved” by a majority vote, which leaves a still unconvinced minority • Criticism embarrassing and tension producing often leading to accommodation or compromise • Emphasis on department position with little attention to the interests of conflicting parties Conflict • Time and effort directed toward developing strong • interpersonal relationships and building individual • problem-solving skills • Self-actualization encouraged for each individual team • member through achievement of department performance • goals • Recognition based on individual contribution to department • successes through informal feedback • Emphasis on conformance to “organizational standards” and on group productivity • Rewards and discipline tied to department productivity goals, with little attention to interpersonal relationships to individual skill development Professional Development

16. Definition of a Team “A team is a small number of people with complementary skills who are committed to a common purpose. . . and hold themselves mutually accountable.” J.R. Katzenback & D.K. Smith, The Wisdom of Teams, p. 45

17. Portrait of an Effective Department A supportive climate Frequent Interaction Toleration of differences Generational equity Workload equity Evaluation of teaching Balanced incentives Effective leaders Stanford Institute for Higher Education Research

18. Effective Team Decision Making Who should be involved? When should they be involved? How should they be involved?

19. Leader’s Decision Choices

20. Decision Making QuestionsFor Leaders Is there a need for quality decisions? Do you have adequate information? Do you know what information is missing? Is commitment of the group critical? Will the group commit without participation? Does the group and leader share goals needed to solve problem? Is conflict among the group likely about alternatives? W. H. Gmelch, University of San Francisco: Adapted from Victor Vroom/Decision Making Questions.doc

21. Effective Leadership Strategies 1 Quality Decision 2 Adequate Information 3 Missing Information 4 Commit-ment 5 Parti-pation 6 Shared goals 7 Conflict W.H. Gmelch, University of San Francisco: Adapted from Victor Vroom /Effective Leadership Behaviors.doc

22. Case of the Acting Director You have two people in mind who could handle the assignment. The person who assumes your position during your absence would want the job. Each of your colleagues realizes that it is critical for the job to be done well. On the two previous occasions when you have had to be absent for significant periods, the people you selected were accepted by everybody and performed the job conscientiously and well. It appears that once you have decided who should do the job, your judgment is accepted without question. You will leave Sunday on a four-week leave of absence. One of your colleagues must be selected to act in your absence. Whoever acts for you may need to make a number of important decisions. The principal responsibilities of the acting director are to coordinate the work of your colleagues and staff. In this area s/he will need to rely on persuasion rather than formal authority. If the group lacked confidence in the person chosen, productivity would definitely suffer.

23. Case of the Director How would you go about making this decision? • A1: Director solves by self • A2: Director obtains information, then solves • C1: Director shares with colleagues individually, then makes decision • C2 : Director shares with colleagues in group, then makes decision • G2: Department decides as a group

24. Decision-Making Guidelines Consider: Time Development Skills After protecting quality and commitment Adapted from Vroom, V. H., & Jago, A. G. (1988). The New Leadership. Englewood Cliffs. JY: Prentice Hall.

25. The Perfect (Decision Making) Apology • Acknowledge mistake • Accept responsibility • Express regret • Provide assurance, won’t be repeated • Time it well Barbara Kellerman (April, 2006) Harvard Business Review. 72-81. Walter H. Gmelch, Center for Academic Leadership, University of San Francisco 25

26. Building Your Team: Managing Your Molecule Supervisor Internal Others (Faculty, Students) External Others (Constituents) You Staff (Team of Two)

27. Managing Your Management Molecule “The Care and Feeding of Monkeys” * Determine who is on your chair molecule. • Decide where the initiative should be. • Make sure the “next move” is where it belongs. *William Oncken, Jr., and Donald L. Wass, “Management Time: Who’s Got the Monkey?” Harvard Business Review, November 1999)

28. How Do You Manage Your Supervisor? I work well when …

29. Working with the Supervisor Worksheet I work well with my supervisor when: • • • I do not work well with my supervisor when: • • • Walter H. Gmelch, Center for Academic Leadership, University of San Francisco 29

30. Strategies for Managing Your Supervisor • Communicate, communicate, communicate. • Be prepared and well-documented. • Personalize the professional relationship. • Increase your credibility quotient.

31. What trait or quality do employees value most in a leader? Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

32. The Credible Leader Honest (truthful, ethical, trustworthy) Competent (capable, productive, effective) Inspiring (enthusiastic, positive, optimistic) Forward looking (decisive, provides direction) Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

33. Four Final Tips for Managing Others • Be principled • Be forthright • Be timely • Be private (when disagreeing)

34. How to Create and Use Communication Networks • Operational Network: Who can help you get work done efficiently? • Personal/Professional Network: Who can mentor/coach you in developing leadership skills? • Strategic Network: Who can assist in visioning future priorities and challenges?

35. Developing Your Operational Networks • Who is in your operational network? • Who is missing? • Who are people who can help you accomplish your chair duties?

36. Developing Your Professional/Personal Network • Who would you like to add to your professional off-campus network? • Name three people who can help you with your personal advancement. Add them to your network.

37. Developing Your Strategic Network • Who is in your strategic network? Who should be added? • Who outside your department can help you become a more strategic leader? • Who will help you reach your organizational goals?

38. Leadership Priority Matrix Urgent NotUrgent Important I II Important Contributes to mission, values, and high-priority goals. HIPOS (hotspots) HIPOS (planned) Not Important Urgent Implies immediate attention. LOPOS LOPOS III IV

39. Spheres of Your Life

40. Find Balance Between Your Professional and Personal Lives • High Pay-Offs (HIPOS) • Professional HIPOS • Personal HIPOS (Can you name two?) • Low Pay-Offs (LOPOS) • Professional LOPOS (Can you name two?) • Personal LOPOS

41. Leadership Priorities Matrix High Payoff--Professional High Payoff--Personal Low Payoff--Personal Low Payoff--Professional

42. Know yourself – enlarge your arena Communicate in all directions Manage your molecule It’s not about me – serve others Enhance leadership and learning Hallucinate – see the vision vertically and horizontally Leaders’s Decision Making Survival Skills Walter H. Gmelch, Center for Academic Leadership, University of San Francisco 42

43. Know Yourself – Enlarge Your Arena Known to self Unknown to self Arena Blind Spot Known by others Soliciting feedback Disclosure Unknown by others Unknown Facade

44. “We’re all in this alone”-Lily Tomlin

45. What Would Executives Change in Their Lives? The three most common answers: • Take more time to be reflective. • Understand more deeply what really gave them satisfaction. • Take more risks.

46. Legacy Worksheet How do you want to be remembered as an academic leader?

47. Old Buddhist Saying To know and not to use, is not yet to know.

48. References • Walter H. Gmelch and Jeffrey L. Buller (2015). Building Academic Leadership Capacity. San Francisco: Jossey-Bass. • Walter H. Gmelch and Val Miskin (2011). Department Chair Leadership Skills. Madison, Wisconsin: Atwood Publishing. • William Oncken, Jr., and Donald L. Wass (November 1999). Management Time: Who’s Got the Monkey?” Harvard Business Review. • H. Ibarra and M. Hunter (2011). How Leaders Create and Use Networks in Advancing your Career. Harvard Business Review, 171-192. • Victor Vroom and J. G. Jago. (1988). The New Leadership. Englewood Cliffs, NY: Prentice-Hall.

49. Achieving the Learning Outcomes

50. Strategies for Personal Development Leadership Development Component • Conceptual Understanding • Skill Development • Reflective Practice Levels of Intervention 1. Personal Intervention 2. Institutional Intervention 3. Professional Intervention