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Developing Academic Leadership Capability 1

Developing Academic Leadership Capability 1. Learning Outcomes. Be able to explain the general principles of the Integrated Competing Values Framework (iCVF), a leadership measurement tool, to gauge personal leadership capabilities.

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Developing Academic Leadership Capability 1

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  1. Developing Academic Leadership Capability 1

  2. Learning Outcomes • Be able to explain the general principles of the Integrated Competing Values Framework (iCVF), a leadership measurement tool, to gauge personal leadership capabilities. • Understand the importance of 360°appraisal in leadership development (using the iCVF). • Explore the value of peer coaching as a component of an overall leadership development strategy.

  3. How Will This Process Benefit You? Use it: • To develop your academic leadership capacity • At your performance management meeting • For academic promotion

  4. 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.”

  5. Integrated Competing Values Framework (iCVF) This is a leadership model that is designed to build your capabilities at an academic level now and in the future. The iCVF conceptualises academic leadership as: • Having competing demands (paradoxical) • Requiring behavioral and cognitive complexity • Involving critical observation • Involving reflection and learning

  6. People focus Is innovative & sees need for changes Cares for others & develops teams Developer Innovator Integrator Internal focus Reflects, considers, monitors and applies strategy External focus Monitor Monitors outcomes & quality of T & L Broker Deliverer Exerts influence, develops networks outside the school Gets the job done, Provides structure Task focus

  7. Complete the iCVF figure in Groups (6 groups – 1 per role) • Draw up the figure and place the role names in it • Write some words or phrases a course coordinator would use when in each role • Place/draw some pictures that you believe represents each particular role in each section.

  8. People focus Innovator Developer Integrator Internal focus External focus Monitor Broker Deliverer Task focus

  9. Course Coordinator KRAs compared to iCVF roles People focus • Key Result Areas • Academic leadership – effective management of programs, promotion of scholarship and excellence in teaching and student centred learning • Communication and relationships within and outside the University with key stakeholders, professional associations and accreditation bodies • OHS&W and Equity and Diversity • Leading course teams to achieve strategic outcomes • Understanding contemporary teaching and learning methodologies • Building and developing strategic relationships Innovator Developer Integrator Internal focus External focus Monitor Broker Deliverer Task focus

  10. Inappropriate Use of Roles Adapted from Quinn, R., et al. (1996). Becoming a master manager (2nd ed.). New York: John Wiley and Sons, p. 22 Overused roles Innovator Premature responses Disastrous experimentation Change for change sake Soft hearted Permissive Overly democratic Too participative Developer Well developed Innovator Positive Zone Caring Sympathetic Process oriented Creative Clever Underused roles Unaware Unskilled Unpolished Technically expert Well prepared Unimaginative Tedious Politically astute Acquires resources Monitor Task oriented Decisive, directive Reliable Political expediency Unprincipled opportunism Broker Perpetual exertion Overachieving Unreceptive, Unfeeling Sceptical, Cynical Over- developed Monitor Under- developed Integrator Deliverer

  11. The road to masteryFrom novice to expert… • Novice: Learn facts and rules • Advanced beginner: Apply the rules and Discover certain basic patterns • Competence: Develop your own rules-of-thumb and Engage in calculated risks • Proficiency: Calculation and analysis disappear – you unconsciously “read” the situation • Expertise: Adapt to constant change, and Intuitively acts upon different situations appropriately Backward Reasoning …..…. Forward Reasoning Chapter 10: Integration and the road to mastery. Quinn et al. (2007). Becoming a master manager. A competing values approach. NJ: John Wiley & Sons, Inc.

  12. Boyatzis’s 5 Discoveries (Goleman, Boyatzis, McKee, 2002) • My Ideal Self: Who do I want to be as a CC? • My Real Self: Who am I now as a CC? • My Learning Agenda • Experimenting w New Behaviors • Developing Trusting Relationships My Strengths My Gaps Information Coaching

  13. Select individuals whose opinion you value and respect Select a robust sample Explain the purpose – development and learning Assure them of confidentiality Be available to answer questions Remind them Thank them Completing the iCVF

  14. Effectiveness Sample Data

  15. Integrator Sample Data

  16. Broker Sample Data

  17. Prioritised - 1

  18. Prioritised - 2

  19. Interpreting Operational Roles A B C

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