stir.ac.uk

1. Middle Management Development 4-6 May 2010 www.stir.ac.uk

2. Welcome Simon Smith University of Stirling Adrian Egglestone University West of Scotland Caroline Baynham University West of Scotland

3. Finding your own direction • MMD ‘traffic lights’ action plan framework • STOP doing this... • START doing this... • Think about…? • an opportunity for honest self-reflection • capture any thoughts as they occur • ideas for realistic actions to take away Middle Management Development 2010

4. Introductions • Who you are • Where you are from • What you do • 1 interesting fact…

5. Course Expectations • think about what you want to achieve over the next 2.5 days... • if the MMD course was a journey, what would be the signposts you’d like to see along the way ? • what would the landscape look like ? • create a team map to illustrate the places you’d like to visit

6. Learning Outcomes • Provide some reflection on a changing Higher Education environment • Develop your team working skills, and an understanding of your personal style • Enhance your ability to operate as a manager • Broaden your experience through networking • Progress your own personal and professional development plans

7. Issues Facing Higher Education Steve Burt Deputy Principal (Strategy & Resources) Middle Management Development Programme 4 May 2010

8. The Changing Environment • “the modern-day manager’s mantra that we live in times of great and constant change” • “we perceive our environment to be in constant flux because we only notice the things that do change” • “the world continues to move ahead in small steps, punctuated by the occasional big one – just as it always has” • Huy & Mintzberg (2003)

9. Stakeholder Groups Scottish Government Student Market(s) Stakeholders Society & Organisations Scottish Funding Council Other Providers Resource Base

10. Scottish Government • Funding Priorities • independent review & spending review • impact of “emergency budget” post Westminster elections • inevitable cuts in public spending • Government funded students – nursing, education, social work • Attitudes towards • student fees (and funding) – Browne review in England • direction of HE – sector & skills agenda • FE/HE relationship • four year degrees • number of universities • Election(s) Approaching

11. Funding Council • New Horizon • 7th sector & light touch – what has this meant ? • General Fund v Horizon Fund (88.5:11.5) • Relationships • with Scottish Government • with Universities Scotland • Resourcing • General Fund • UTR – value, control (consolidation & tolerance), banding • REG – value, revision\updating, timing • Horizon Fund • “effective institutions” (previously “sector wide capacity”) • part-time & widening access premia under review

12. Student Market(s) • “Traditional” Students • domestic market(s) • demographic downturn coming • expectations and demands (contacts hours, feedback, • flexibility) • international market(s) • long term sustainability • exchange rates\costs • host or home market delivery • home and other international market competition • visa systems & entry requirements

13. Student Market(s) • CPD Students • economic climate & perceived “value” of CPD • Student Expectations • students as customers • information search/digestion – student to student • Policy Actions • quality assurance/enhancement • degree classifications • programme information • Employability

14. Society & Organisations • Research Agenda • research for all or a few institutions • sustainability of dual support system • REG and REF • timing, composition (“impact”), conduct (citations), • funding availability & disciplinary weightings • Grant Funding • research councils • projects v programmes • success rates falling • doctoral studentships • other sources • FEC recovery & ability to fund in recession

15. Other Providers • Intra-University Competition • collaboration (pooling) v competition • league tables • accreditation (professions etc) • Alternative Providers • FE provision of HE • private HE providers (Overseas) • Geographical Dimension • regional v national v international

16. Resource Base • Staff • pay and pensions • succession in some subject areas • training and career development • performance management • number and type of staff • Services • in house v third party • cost of regulatory compliance • Infrastructure • funding – capital v recurrent • fitness for purpose • energy efficiency

17. The Future ? • Is going to be: • interesting • different • challenging • But it always has been !

18. Lunch

19. Leadership and Management Thinking

20. Leadership Transactional Leadership 1930’s to 1970’s Based on the principles of creating order and maintaining the “status quo” Focus on studying first line supervisor 1970s all change

21. Leadership • Transformational Leadership • New paradigm model of leadership • Peter’s and Waterman’s “In Search of Excellence” • Heroic models dominated 1980s and 1990s

22. Leadership Boas Shamir 1995 • Distant Charismatic leaders • rhetorical skills • an ideological orientation, sense of mission • Persistent and consistent • Non conforming to social pressure • Close or Nearby leaders • Sociable • Open and considerate of others • Sense of humour • High level of expertise • Intelligent • Setting high standards

23. Leadership Toxic Leadership

24. Jim Collins “Good to Great” 2001 1400 organisations 11 CEO met criteria 1) Unflinching believe that their company would be the best. 2) Deep personal humility

25. Leadership Leadership in the “post heroic” era, And the concept of engagement The importance of “nearby” leadership

26. Leadership Models • Action Centred Leadership • What a leader has to do - actions • Engaging Leadership model • UK based research, focus on “nearby” manger

27. Team Exercise What makes a great leader or manager ?

28. Leadership skills • Actions leaders need to take • ACHIEVE THE TASK • BUILD THE TEAM • DEVELOP THE INDIVIDUAL

29. Action Centred Leadership Achieve the Task Build the Team Develop The Individual John Adair

30. Action Centred Leadership John Adair Achieve the Task specifying and agreeing objectives reviewing progress allocating resources focusing effort evaluating performance Achieve the Task Build the Team Develop The Individual

31. Action Centred Leadership John Adair Achieve the Task specifying and agreeing objectives reviewing progress allocating resources focusing effort evaluating performance Achieve the Task Build the Team Develop The Individual Build the Team Structure the team build trust and inspire teamwork create a team identity facilitate and support team decisions deal with conflict positively make the most of team diversity expand team capabilities

32. Action Centred Leadership John Adair Achieve the Task specifying and agreeing objectives reviewing progress allocating resources focusing effort evaluating performance Achieve the Task Develop the Individual Individual Needs Keep individuals informed Clarify objectives Provide coaching and technical training Treat each team member as an individual Acknowledge differences Encourage individual to contribute fully Build the Team Build the Team Structure the team build trust and inspire teamwork create a team identity facilitate and support team decisions deal with conflict positively make the most of team diversity expand team capabilities

33. Action Centred Leadership John Adair Achieve the Task specifying and agreeing objectives reviewing progress allocating resources focusing effort evaluating performance Achieve the Task Develop the Individual Individual Needs Keep individuals informed Clarify objectives Provide coaching and technical training Treat each team member as an individual Acknowledge differences Encourage individual to contribute fully Build the Team Build the Team Structure the team build trust and inspire teamwork create a team identity facilitate and support team decisions deal with conflict positively make the most of team diversity expand team capabilities

34. Task Individual Team Task Task Team Individual Team Individual ACL Distortions Action Centred Leadership John Adair

35. The Engaging Transformational Leadership Questionnaire (TLQ)™ PERSONAL QUALITIES & CORE VALUES Being Honest & Consistent Acting with Integrity

36. The Engaging Transformational Leadership Questionnaire (TLQ)™ ENGAGING INDIVIDUALS Showing Genuine Concern Being Accessible Enabling Encouraging Questioning PERSONAL QUALITIES & CORE VALUES

37. The Engaging Transformational Leadership Questionnaire (TLQ)™ ENGAGING INDIVIDUALS PERSONAL QUALITIES & CORE VALUES ENGAGING THE ORGANISATION MOVING FORWARD TOGETHER Supporting a Developmental Culture Inspiring Others Focusing Team Effort Being Decisive Building Shared Vision Networking Resolving Complex Problems Facilitating Change Sensitively

38. The Engaging Transformational Leadership Questionnaire (TLQ)™ ENGAGING INDIVIDUALS MOVING FORWARD TOGETHER PERSONAL QUALITIES & CORE VALUES Building Shared Vision Networking Resolving Complex Problems Facilitating Change Sensitively ENGAGING THE ORGANISATION

39. The Engaging Transformational Leadership ENGAGING INDIVIDUALS Showing Genuine Concern Being Accessible Enabling Encouraging Questioning PERSONAL QUALITIES & CORE VALUES MOVING FORWARD TOGETHER ENGAGING THE ORGANISATION Being Honest & Consistent Acting with Integrity Building Shared Vision Networking Resolving Complex Problems Facilitating Change Sensitively Supporting a Developmental Culture Inspiring Others Focusing Team Effort Being Decisive

40. Leadership Style • Focus on what leaders do. • Importance of context • Organisational or role demands • Experience of individuals • Commitment of individuals • Nature of the task • Style Flexibility

41. Tannenbaum and Schmidt’s Continuum

42. Managerial Styles • a manager can have a significant impact on employee motivation & performance • you as a manager create the team climate in which individuals operate • your style of interaction will determine how your staff respond to you • ...but how aware are you of your preferred ‘management style’ ? • please complete this short Hay MSW questionnaire (36 items) • ...then total your responses for columns A-F

43. Managerial Styles • Hay MSW measures your perception of how you manage in terms of 6 styles • Coercive • Authoritative • Affiliative • Democratic • Pacesetting • Coaching

44. Scoring the MSW • Exercise 1: Managerial Style, pages 4-5 • Exercise 2: Your situation demand, pages 6-7 • Interpreting your profiles • Complete grid on page 9 * Based on a sample of 16,916 managers from 16 industries

45. Coercive “Just do it the way I tell you to” • Primary objective is immediate compliance • Very controlling, directive style • Focuses on what is being done wrong • Motivates by stating consequences of non- compliance Most effective: Crisis situations, problem staff, compliance matters Least effective: self motivated staff, with complex tasks, or as a long term strategy

46. Authoritative“Let me tell you where we’re going as a team” • Primary objective is long term direction and vision • Concerned with how, what and why • Solicits team members’ perspectives on a vision without losing authority • Uses balanced feedback to enhance motivation Most effective: in times of change, with new team members, when manager is perceived to be expert or source of authority Lease effective: with very knowledgeable staff, when trying to promote self-managed teams

47. Affiliative“People first, task second” Most Effective: with routine tasks where team is performing okay, dealing with personal issues, getting conflicting groups to work in harmony Least effective: performance issues, in crisis situations, with task-orientated staff • Primary objective: creating harmony • Promotes friendly atmosphere in team • Less results driven, more emotionally tuned • Thrives on + feedback, avoids confrontation

48. Democratic“Let’s decide together” • Primary objective: building commitment and consensus • Invites team members to make decisions • Trusts that team have capability to develop appropriate direction Most Effective: with competent staff, when work must be coordinated together Lease Effective: In crises, when staff not competent or lack crucial information

49. Pacesetting“If you can’t do it right ,I’ll do it myself” Most effective: when staff also pacesetters, with poor performers who are not improving Least effective: when staff want access to manager for their development, when direction of the team is not clear • Primary objective: accomplishing tasks to a high standard • Leads by example • Has high standards and no time for poor performance • Reluctant to delegate, works individually

50. Coaching“What did you learn? What would you do differently?” • Primary Objective is long term development of team members • Helps I.D. strengths and weaknesses • Uses listening and questioning to help staff to solve their own work problems Most effective: with motivated staff who are interested in development, when initiative required to solve problems Least required: with new staff or staff who do not have direction, in crisis situations