1 / 29

Developing Academic Leadership Capability 2

Developing Academic Leadership Capability 2. Learning Outcomes. Review and understand personal leadership results using the iCVF. Conceptualise a leadership development plan in line with experiential learning principles. Further build your peer coaching practice network. Ground Rules.

washi
Download Presentation

Developing Academic Leadership Capability 2

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Developing Academic Leadership Capability 2

  2. Learning Outcomes • Review and understand personal leadership results using the iCVF. • Conceptualise a leadership development plan in line with experiential learning principles. • Further build your peer coaching practice network.

  3. 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

  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. Interpreting the Feedback Go to feedback manual: • See number and type of respondents (p.1-3) • Focus on effectiveness scores • Integrator score • Then go to operational roles

  6. 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

  7. 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

  8. Effectiveness

  9. Interpreting Your Feedback-Effectiveness

  10. Now let’s move to your integrator feedback (p.3-1)

  11. Integrator What does your integrator score tell you about your ability to critically observe and then reflect on those observations?

  12. Integrator

  13. Interpreting Your Feedback-Effectiveness • 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 B C = gap between You and SO for role importance A C D = gap for SO between role displayed and importance D

  14. Interpreting Your Feedback-Integrator B A C

  15. Broker

  16. Interpreting Your Operational Roles A B C

  17. Yourself as seen by you Things known to self Things not known to self Johari Window Feedback Things known to others Yourself as seen by others Arena (Open Area) Blind Area Sharing Things not known to others Unknown Area Facade (Hidden Area)

  18. Prioritised—1

  19. Prioritised—2

  20. How did you feel about the feedback?

  21. Initial responses to feedback: “Feelings” • Confirming • Conflicting/confusing • Surprising • Threatening • Infuriating

  22. Action plans Plan Teaching and Learning Leadership Practice Do (action) Observe Behaviours: yours and others Reflect Note: thoughts & feelings Learnings Plan 22

  23. 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?

  24. Your Action Strategies • In your reflective journal note: • Start small • Low risk • High control Observations Behaviours: yours and others Reflections Note: thoughts & feelings

  25. Journal Format

  26. Develop a Network of Peer Coaches • Link with others • Share best practice and challenges • Create a sense of community • Create a support network for the implementation of plans • Help you to: • Retain motivation • Continue learning • Where do you start?

  27. Managing Performance with Learning Agendas Process • Diagnose learning needs • Formulate learning goals • Identify resources • Select strategies • Evaluate outcomes • Specify criteria (KPIs) • Specify the time frame Coaching Reflective Journaling Knowles, M., Holton, E., & Swanson, R. (1998). The Adult Learner (5th ed.). Woburn, MA: Butterworth Heinemann.

  28. Development Plan for Monitor Role (6 months) • Diagnose learning need (Monitor) • Formulate learning goal: Within 2 months, produce succinct yet comprehensive course review and mapping documents that include well researched background factors, course statistics, strategic plans and options with recommendations that support the amendment/development of course review/developments. • Identify resources and strategies: • Attend course review committee meeting—note common questions, issues that need to be addressed • Identify partner CC and work collaboratively through review processes – meet fortnightly. • Etc…

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

More Related