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THE DEVELOPMENT OF ACADEMICS TALENT. NOR WAHIZA ABDUL WAHAT , Ph.D Dept. Professional Development & Continuing Education Faculty of Educational Studies Universiti Putra Malaysia October 18 th 2012. ABOUT THE TRAINER. Senior Lecturer
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THE DEVELOPMENT OF ACADEMICS TALENT NOR WAHIZA ABDUL WAHAT , Ph.D Dept. Professional Development & Continuing Education Faculty of Educational Studies Universiti Putra Malaysia October 18th 2012
ABOUT THE TRAINER • Senior Lecturer Department of Professional Development & Continuing Education, Faculty of Educational Studies, UPM. • Associate Fellow CADe • Programme Head /Research Associate Citizenship Laboratory, Institute of Social Science Studies, UPM. • Visiting Academic (Postdoctoral) School of Psychology, Faculty of Science, UNSW (2011-February 2012).
Career Stages Redefining organizational identity Organizational mid-life Maintenance Establishment Job adjustment New Academics Pre-hire (Burlew, 2006)
Research & grants • Internal source • External source • Collaboration • Consultancy
THE 4 SECRET KEYS • KNOWING WHAT? • Alertness towards available opportunities, requirements and even threats.
Reflection • Your intention (‘niat’). • Why do you choose the academic career in the first place? _______________________________ _______________________________ _______________________________
PERSONAL MEANINGS ASPIRATIONS Underlying values
‘I am here because I wanted to serve in a better university. Secondly, I really want to teach the teachers so that they could teach in better ways. I would like to help because I know that I can. Being actively involved in a social work association and a volunteer for the Marine Park, I truly wanted to expose our society, especially the students on the bright sides of volunteerism. So, when they offered me this job, I am really happy because it brings me closer to all my dreams. I like it here and I really love the job. It’s a dream come true. Higher salary would be nice but it’s not really a problem. What I need is the chance to learn from the best people. This is what I want to do. What ever that I wanted to do, it’s all here’
‘I am really motivated. First, I know I really want to be a lecturer. If not, poor students….. I feel different now. I was in banking before. The starting pay was quite high… RM3000 for a new graduate. But after two years there, I realize it was not where I want to be or who I want to be. It was all routine. I actually wanted to explore and learn..’
FINDINGS • Parallel to Cable and DeRue’s (2002) proposition on the importance of congruence between individuals’ needs and job nature or requirements. AWARENESS OF YOUR OWN CHOICE JOB SATISFACTION RESILIENCE
RESPONSIBILITY x X (Azahari Ismail)
IDENTIFYING YOUR TALENT & CAPITALIZING THEM
Talent Development Model (Bloom et. al, 1985) Talent Development
Group Activity Strategies that allow the unleashing of your talent and potential in your work place: • _____________________ • _____________________ • _____________________ • _____________________ • _____________________ • _____________________
Mentoring • Provided clearer pictures to younger leaders on appropriate strategies that could be adopted to ensure continuous excellence of performance. • When mentors are willing to share their opinion, experience and the way they feel about certain issues, it allowed the younger ones to climb the organizational ladder more confidently. • It also helped them to identify the right ladders to climb.
Mentoring • Dymock’s (1999) proposited that mentees benefitted from accessible mentors when they had the chance to understand more about organizational policies and culture, improve self-organization and gain more networking opportunities. • In one phase of his career, a particular leader learned from his superior that meeting people and demonstration of excellence is crucial. • He also learned the importance of practicing open door policies to encourage the flows of new ideas:
Mentoring • A vice chancellor from a public university acknowledged that the feasibility to learn directly from his two previous vice chancellors has shaped his own way of dealing with issues in the university. • His leadership development experience during the eras of his predecessors made him both cautious and nurtured in him the desire to do everything right ‘the right way’:
When I observed the earlier vice chancellor, he was such a fantastic leader. What he did, now you can see the result. He was doing the right things, changing the shape of the university. I think I have the privilege of inheriting the two leadership traits from two previous vice chancellors. The latter was a very cautious man. He wanted to do everything right. The former wanted to do the right things. He changed, shaped the faculty….. changed the name of the university. I think I am both.
Taking Up Challenging Assignments • The motivation-based theory of skills acquisition by Kanfer and Ackerman (1989) proposes that challenging experiences faced by individuals allow for growth in their knowledge and skills. • When dealing with difficult tasks and assignments, individuals are often motivated to put in extra effort to complete their tasks. • According to Ohlott (2004), among the tasks considered developmentally challenging are those involving change creation and high level responsibility.
Taking Up Challenging Assignments • The following informant narrated her developmental experiences as a young lecturer, laboratory leader, deputy dean and during her current position as a deputy vice chancellor. • She admitted that all the challenging tasks that she had to undertake while holding her earlier leadership positions were helpful to her in her present capacity. • The cumulative experience equipped her with vast knowledge and information on rulings, procedures and other relevant aspects that have allowed her to excel as a leader.
I started as a young lecturer. Then I handled the lab. For my section, I was the only one in that area. So, I developed the whole thing about my section. When I became the deputy dean, I had to do many things, even develop rules and regulations for the undergraduates. I was involved in the early part. When I went to the graduate school, I developed the [graduate education] system. So I know finger tips about what was happening. If I’m here and I want some information from the graduate school, I know what’s there in the graduate school. I think to be a leader, you have to know what the game is all about, what information is required and you must be in top form in terms of knowledge.
Strategic Planning Be conscientious….in time management ’Of course the office time starts at 8.30 a.m and ends at 5.30 p.m. But I work from 8.00 a.m right up to 7.00 p.m. Most of my classes are between 4.00 p.m or 5.00 p.m. And it ends at 7.00 p.m or 7.30 p.m. The morning time is usually for me to focus on research, do some readings and administrative work. Thus, I could balance my time well. My habit is simply not to procrastinate and delay my work for more than two or three days. The minimum would be one day. Hence, I complete my job faster’
”Some things are blur. We can’t really ask the people here, because they themselves do not know. So, we should just contact the right source and ask. Then, we will know exactly what it is all about. Or...go to websites to find the information..Sometimes, being lazy, phone calls will do. Matters become quite clear”
Seek for Professional and Self-Development Opportunities • I have to focus more on teaching. I was rather slow in doing reseach. I have to spend more time in teaching rather than doing fundamental researches, eventhough as academics we are expected to do both and balance up these two aspects. My research journey is still bumpy. It is not smooth. I do not even have enough time to think of the title for my research proposal, what more strengthening my research skills.
Openness in Experience (Costa & McCrae, 1992; Digman, 1990).
We would not learn any new experience if we limit our involvements. This is the time to gain experience. There are many new approaches, so we need to do revisions. I like to try new things. Actually, I am from the agricultural background and love to combine it with something new..other field for example..
Be extrovert in personality • Love to socialize and mix around with others at the work place • Cooperative • Friendly • Tolerate others • Empathy • Humble • Build positive reputation • Make other’s presence favorable
Azan…. MARILAH MENDIRIKAN SOLAT MARILAH MENUJU KEJAYAAN..
Harmonious relationships speed up your transformation process from outsider to insider. • Harmonious relationships help you to obtain more information. • Harmonious relationship makes your life sunny and easy!
“We should definitely try to mix around and get to know others. Faculty and departmental meetings provide us the chance to meet with experienced academicians. Without attending such meetings and trying to create harmonious relationships with the experienced ones, we will be alone. It is always tougher to perform your job well when you are working alone” “It is us who will be in trouble if we refuse to ask. Being new, we won’t gain a thing if we just stay in our room. Must go out and seek for advice or opportunities. If we are lucky, somebody might asked if we are interested to join their research projects. That is what usually happens here. So, just be friendly and approachable”
Respect Yourself by Respecting Others
Rasululullah (S.A.W) as a Great Model Abu Hurayrah (r.a) reported that: ‘A dark-complexioned woman used to sweep the mosque. So, the messenger of Allah (S.A.W) missed her and enquired about her. People then told him about her death. He asked, “why couldn’t you inform me?’. It appears as of they have belittled her affairs. He said, “Lead me to her grave”. They led him to her grave and he prayed for her……
