Up for a challenge: self-directed group learning for leaders

nm-v3

If our role as educators of adults is to enhance their capacity for self-directed learning, how does that apply to leadership development training? Doug Parkin, director of the Leadership Foundation’s Future Professional Directors programme, reflects on his experience of designing transformational self-directed group learning activities for leaders.

From work with a thousand students in a thousand lecture halls, we all know how easy it can be to leave learning at the classroom door. The lesson may have been interesting, insightful, even entertaining – but if nothing changes in the learner, their thinking, action or beliefs, then was it learning at all?  Consider the difference between these two statements:

  • I taught them how to tie their shoes, but they still can’t do it!
  • I helped them learn how to tie their shoes and they’ve been doing it ever since.

There is a fascinating idea from social development theory that it is the appreciation, use and application of something by another that gives it true definition. So, if they “still can’t” tie their shoes, then was it really teaching?

Leadership development needs to be transformational in its impact. Whether that is a complete reinvention by someone of their identity as a leader, arising from intense self-reflection, or a new perspective on just one aspect of how to lead, the transformation needs to be fully committed and sustainable. A multi-faceted, experiential learning environment is the basis for such transformations, combining variety, examples, appropriate models, challenging experiences, reflection, individualised feedback, strong opportunities for professional and social exchange, and, critically, opportunities for self-directed learning.

When we designed the Future Professional Directors (FPD) programme we set ourselves the goal of including, among a variety of innovative elements, an entirely self-directed group activity.  We came up with Challenge Groups: groups of three or four participants from different higher education institutions working together on a common area of leadership challenge. Step one would involve each Challenge Group identifying a question of high current relevance to all group members that could become the basis for an active enquiry process. The Challenge Groups would then work independently alongside the eight months of the programme itself to explore the question from multiple perspectives using their own institutional contexts as a resource, and also looking more widely, possibly at other sectors. While we did not have a formal assessment mechanism, we built in the use of feedback. This came from tutors on the original question and proposal (including a tailored stimulus webinar for each group), from peers through a mid-point review, and then from peers and tutors through online comments on the finished work.

As part of their application to join the FPD programme, all participants were asked to identify three leadership challenges: a people challenge, a change challenge and a stakeholder challenge. The information provided formed the basis for deciding the Challenge Groups, clustering participants so far as we could around common themes or areas of interest. It was then a delight to see the questions which emerged as the groups identified their area for shared, collaborative enquiry.

Three of the areas explored by the first cohort of FPD included:

  • Leading potential and performance – particularly the difference between leading performance and managing performance, and the role of personal inspiration.
  • Achieving common goals with influential stakeholders where there may be conflicting priorities – and developing as part of this a model of influence specifically tailored for the higher education context and its values.
  • How to achieve change through a collaborative approach – based on survey responses, a set of overarching recommendations were produced for collaborative, cross-boundary leadership.

Other groups looked at the role of trust and values in authentic leadership, developing a template communication strategy for leading change, and managing the needs of diverse stakeholders through complex change.

As well as the impressive outputs, and the sharing of these, we also invited participants to reflect on the process of engaging in the Challenge Group activity, particularly the group development, the sharing of leadership, and the cross-institutional/cross-service working.  These reflections showed how strongly participants had valued sharing different perspectives, building relationships, working through the uncertainty of defining the task, seeing roles and strengths emerge, and the opportunity for independent working and research.  There was also high value in delivering a tangible outcome, with both group and individual benefits firmly linked to real work-based leadership challenges.

Through self-direction, within the framework of a fully supported programme, the participants found a new gateway to both personal discovery and lasting professional friendships.

In his ambitious model of Vertical Leadership Development, Nick Petrie argues for the importance of ‘colliding perspectives’ (the who), ‘heat experiences’ (the what) and ‘elevated sensemaking’ (the how), and it was rewarding to see how some of the FPD Challenge Group work, alongside other experiential elements on FPD such as live case studies, business simulations and strategic dialogues, went a long way towards achieving this.  As Malcolm Gladwell powerfully observed “we learn by example and by direct experience because there are real limits to the adequacy of verbal instruction”.

As the quote below highlights, one of the other clear benefits of an extended leadership programme with a variety of types of learner engagement, including significant self-directed elements and action learning, is the relationships that form, with a life beyond the programme itself.

“The Future Professional Directors programme content and people were amazing and challenging. Having so many like-minded people in one room gave us the ability to talk freely and openly about the opportunities and challenges we face in the sector. We will remain a close network for years to come. With its mix of presentations, live case studies and visiting externals from academic and professional services, the programme gave us personal confidence and practical insight into what it takes to be an authentic leader in our large complex organisations in the 21st century.”

Chris Parry, University of Nottingham, head of global IT change delivery – academic portfolio

Doug Parkin is programme director of Future Professional Directors, working alongside Tracy Bell Reeves, both at the Leadership Foundation for Higher Education. Doug is also the author of ‘Leading Learning and Teaching in Higher Education: The key guide to designing and delivering courses’.  The book explores contemporary ideas on leadership, engagement and student learning into a practical solutions-based resource designed for those undertaking the challenge of leading a university-level teaching module, programme or suite of programmes, particularly through periods of transformation or change. 

Find out more: Future Professional Directors

Powerbrokers: HE leaders understanding Westminster

powerbrokers-web-banner-640x340_4web

Vijaya Nath, shares insights from the first Powerbrokers: lifting the lid on the Westminster village programme, which took place earlier this month.

‘So were you for Brexit or not?’ This question raised an eyebrow or two as we observed select committee hearings on the implications of Brexit for the justice system. The witnesses ‘on the spike’ included Professor Tim Wilson, professor of criminal justice policy at Northumbria University. This brief, but timely look at the world of parliamentary select committee hearings provided valuable stimulus during our recent Powerbrokers programme.

Powerbrokers: lifting the lid on the Westminster village emerged from a conversation and formal exploration with over 40 senior leaders in higher education on the skillset, mind-set and toolset they believed they needed as leaders to take their institution forward. Over the duration of this new two-day programme participants were exposed to the workings of Westminster gaining along the way a more intimate understanding of how they could, as leaders exert more influence politically for the benefit of their institutions and student populations.

Observing the interactions between leaders of both HEIs and sector agencies and the selection of MPs, peers and civil servants who worked with us on this programme – three key insights struck me as instrumental in their individual and collective leadership going forward.

Insight 1: Seeking first to understand and then be understood

Critical to gaining this insight was deepening participants understanding of where higher education sits in the priority list of our political leaders at Westminster. Through frank and intimate discussion with existing peers and MPs; leaders it was quickly established that whilst higher education did not have the column inches or status ‘enjoyed’ by the NHS and health it was as a sector, important to the UK’s future and in a post Brexit world even more important. At the same time higher education leaders heard the importance of higher education leadership needing to be relevant and pragmatic, as opposed to idealistic or theoretical. In the words of one peer “leaders who bring solutions and not problems” would as expected be listened to over those who sought to “bang on about depleting student numbers post Brexit” for example.

Understanding what keeps your MP awake at night with regards to any issues in the university, whether it be about student or staff welfare issues, and communicating with them in advance of a crisis was also viewed as being appreciated. In addition to this was the plea to build more transformational relationships with local political leaders – not just view them as great to wheel out for opening a new department, but looking at what local challenges they are trying to tackle and what the university, college or specialist institution could do to help.

Insight 2: Communication skills matter

During both days of the programme higher education leaders consistently worked to understand and respond to the pace and intensity of questioning and the full range of communication skills needed to be effective at local, national and international government level. Developing the language of influence was seen to be as important as the content. Being able to move from demonstrating Intelligence Quotient (IQ) to Emotional Quotient (EQ) is an area that all those participating on the programme agreed was vital.

Insight 3: Build relationships of trust

Like all interactions between leaders we go much further when we are able to demonstrate that most basic and foundation of leadership – trust.

Often when pressed political and higher education leaders said to give trust they needed to get trust. Interestingly this takes me back to the first sentence in this blog post, which was asked by an MP, in a real select committee evidence session. Whether we believe this was the right question to ask or whether it breaks protocol – it asks individuals to reveal their personal decision in a manner that suggests that this would impact on the credibility of their evidence. Credibility – an interpersonal construct is something that we use to determine the quality of our political leaders, on Powerbrokers we heard that this was also a quality that political leaders were looking for from higher education.

This look at how higher education interacted with Westminster on this our newest programme reinforces that our decision to co-create (a much used  phrase at present in higher education) was the right one and more than this, the diagnosis higher education leaders made of their development requirements was accurate.

I look forward to facilitating the next run of Powerbrokers: Lifting the lid on the Westminster village  which runs on Tuesday 25 – Wednesday 26 April 2017, when once more we will begin the process of supporting our leaders in higher education to exert the influence we know that our students and staff deserve, so that the UK’s higher education sector builds on its considerable achievements in challenging times.

To find out more or book a place on the spring 2017 run of  Powerbrokers: Lifting the lid on the Westminster village  please click here

Is HE governance the best there is?

dreamstime_m_38242407-governance-300-400

Mary Joyce, Leadership Foundation governance and leadership associate, considers the dynamics and impact of good governance and whether boards should be looking beyond compliance.

What were your experiences of what it was like working with your board this year? How did you manage those strategic discussions before and after the vote to leave the European Union? Are you changing the composition of your board and its ways of working? These are live questions for many boards at the present time, in all sectors across the UK. They represent factors that are an additional disruption to the already delicate and largely unseen dynamics of work on boards.

A glance at the past year’s news stories reveals the extent to which ethics, unchecked egos, financial constraints and increased regulation dominate much of the anxiety felt by non-executives as they discharge their responsibilities on boards. Interest in good governance and its importance in organisational life is only set to increase as the pace and scale of change in the public, private and charitable sectors gathers momentum. And, as more stories of failing and dysfunctional boards appear in news stories and official reports, the typical response is to produce even more formal guidance and codes of conduct.

Yet, in 2009 when Sir David Walker published his findings on corporate governance in banks and other financial industry entities (BOFIs), he found that:

“the principal deficiencies in BOFI boards related much more to patterns of behaviour than to organisation.”

While the focus of the Walker Review was on the financial sector, many of its insights and recommendations for good governance and apply to all sectors. The best strategy for developing the capacity of your board to work well together and use all its talents in decision-making is one that focuses not only on technical know-how (legal, financial and sectoral), but also on boardroom behaviour and leadership. This will ensure you achieve more than simply compliance in the stewardship of your organisation.

Just over two years ago the Leadership Foundation designed a series of developmental workshop sessions on boardroom dynamics for higher education governors. They were well received, and we built on those foundations to design a special programme for university secretaries and clerks in recognition of their leadership role at the interface between the board and the executive – a difficult role for which there is generally less developmental support. In its launch year 28 people from 25 institutions attended this innovative programme from roles that included not only university secretaries, clerks and registrars but also, directors of strategic planning; the vice-chancellor’s chiefs of staff; and heads of governance.

The programme uses a psychodynamic approach to develop an awareness and understanding of group behaviour and its potential to either hinder or help the board’s capacity to work effectively. Facilitated learning sets offer a unique opportunity for clerks, university secretaries and those working in the governance field to work on their own organisational issues in confidence, and to apply new theories to their practice.

Participants on the programme commented that they were able to make sense of their experiences in a way that helped them to be more effective both in their role and with colleagues. They said:

“A valuable, thought-provoking, supportive and informative programme, putting the role into a wider context.”
Head of Executive Services

“(The action learning experience was) very supportive while being rigorous. It has helped me reflect on my approaches and practice which has been a very valuable element of the programme.”
Director of Strategic Operations and University Secretary

“Great course content and I’ve made great contacts. I would definitely recommend this to all clerks, whether they are new in post or have been appointed for some time.”
Clerk to the Board and Head of Governance

The Leadership Foundation is running the Clerks and Secretaries Programme again in 2017, starting in February, offering another opportunity for governance professionals to develop their skills and leadership. This higher education specific programme consists of three one-day sessions, which will include action learning set meetings, and two additional half-day action learning set meetings.

Join us as we take a look at how higher education governance’s behaviours, roles and remit compare to those of other sectors, and take the opportunity to consider whether higher education is at the forefront of governance as it continuously explores what good governance means and how it can be improved to meet the changing world.

Mary Joyce specialises in leadership development, group dynamics and organisational behaviour, and executive coaching. Her reputation for working ‘beneath the surface’ has developed through a variety of leadership and consultancy commissions in the public and private sectors.

Read our latest Governance Briefing Note – 25: The factors that influence whether governance is effective?

In addition to our highly regarded Governor Development Programme, the Leadership Foundation has a wealth of information, tools and tips on its Governance website, tailored to the specific needs of Governors of Higher Education institutions and colleges. Find out more at: www.lfhe.ac.uk/governance

Why is HE like a Travelling Circus?

dreamstime_m_14986518-ltlt-blog-300x400

Doug Parkin, Leadership Foundation Programme Director reflects on why developing leadership in learning and teaching is critical.

After falling on hard times two brothers went their separate ways.

Ivan said to his brother “you can keep the big top, the caravans, the animals and the cages, and I wish you well with them”. 

Orlov took them and aimed to keep the great traditions alive. Visiting the towns his family had always visited, he had animals doing tricks, stupid clowns being cruel to each other, strong men lifting weights, and lots and lots of dancing girls… and fewer and fewer people came. 

Ivan went to new cities and entertained in venues never visited by a circus before. Humans performed instead of animals, incredible acrobats, jugglers and gymnasts, and in his circus clever clowns created magic and told new stories.

The Travelling Circus – which university are you?

Leading Transformation in Learning and Teaching: never more important!

When the Leading Transformation in Learning and Teaching (LTLT) programme began the landscape of radical change surrounding learning and teaching in Higher Education appeared significant, and indeed it was, but in the short period of three-years that has elapsed since then the challenges relating to student engagement, transforming curricula, and quality enhancement have become profound. Not just because of the Teaching Excellence Framework, but further catalysed by it and the debate it has fuelled, striving for teaching excellence has become an imperative on all institutional agendas.  And the relationship with students, as partners in not just the learning process but also the on-going development of the institution itself, has created new dialogues, challenges and expectations.  Linked to this there are many other agendas that could be mentioned such as social mobility and fair access, internationalisation, marketisation, technology enhanced learning, employability, expressing learning gain, and needless to say the colossal uncertainty surrounding Brexit.

LTLT is a programme very much of its time. It is aimed at a constituency of academic colleagues whose needs have not been fully recognised by staff development in the past – namely, course and programme leaders, senior course tutors, associate deans and those in similar roles.  A key acknowledgement (and celebration!) this programme makes both explicitly and, perhaps, symbolically is that programme directors and course leaders have become some of the most important people in our universities: if they don’t succeed then neither do their institutions – the traditional travelling circus fades away and is replaced by the nouveau cirque.

The overall aim of LTLT is:

To support participants to develop the skills, approaches and insights needed to lead course and programme teams through processes of transformation and innovation.

LTLT is an inspirational programme in itself. Not because of its content or its pedagogy, although there is much to be appreciated there, but because of the community of practitioners it brings together from across the sector and the quality of dialogue, interaction and exchange it promotes.  This rich thinking environment, with a focus on transformation, innovation and new approaches, helps participants to develop the energy for change in an ever-evolving learning and teaching environment.

Reflecting on the LTLT experience and its impact, the following is some participant feedback:

  • I learned a very great deal about investment by stakeholders, partnership with students, and the crucial importance of negotiation in relation to the curriculum and much else besides. This is the most exciting (and exacting) leadership course I have ever undertaken.
  • I used one of the tools within days of returning to work.
  • I feel empowered to be a consultant/critical friend (in learning, teaching and assessment) within the workplace. This role is essential.
  • I have found this programme to be extremely useful, extremely enjoyable, an excellent networking opportunity, a great way of sharing best practice, crammed full of useful information, and at all times run by experts who are incredibly helpful and supportive. I cannot recommend this programme highly enough.
  • An excellent programme for which I am grateful.
  • The sessions were quite simply the best example of CPD I’ve been on and perfectly pitched, thoroughly prepared and delivered in an engaging manner.

Leading Transformation in Learning and Teaching is a development programme offered by a sector partnership between the Leadership Foundation for Higher Education and the Higher Education Academy. It has been running very successfully since 2013 and the next cohort begins in March 2017.

Delivered through three modules and two-on-line action learning sets over a period of 6 months, the structure of LTLT is simple. The first module called ‘Getting Started’ is a two-day residential focussed on firstly leading change and enhancement and secondly leading through inquiry and influence. The second one-day module called ‘Getting Going’ is centred around leading engagement and challenge. The final one-day module, ‘Going Forward’, uses action learning to focus fully on the participants’ own transformation pilots, initiatives they are leading in their own institutions, and how to plan for sustainable impact. To continue discussion around progress of the transformation pilots there are then two further on-line action learning set meetings. Key features of the programme include:

  • A Strategic Toolkit of organisational development tools to help support and facilitate transformational change, some of which have been developed uniquely for the programme;
  • A live case study involving a university team part way through a significant change initiative;
  • Engaging with key perspectives on leadership in an academic context, and linked to this a range of relevant change theory;
  • Considering how to lead with influence rather than through authority;
  • Opportunities to develop the skills necessary to become an effective internal consultant;
  • Exploring new approaches to curriculum design;
  • Sessions on quality and pedagogic innovation; bringing students to the centre of the transformation process; the use of narrative for change; and building communities of practice;
  • The opportunity for participants to work on and develop a current transformation initiative, with further support through action learning;
  • Use of Yammer as a social site to provide resources and allow for on-line discussion;
  • Gaining evidence towards professional recognition against either level 3 of level 4 of the UK Professional Standard Framework.

The programme espouses a number of important values and principles including working to a non-deficit model of academic development, the importance of mutual learning through the live case study and working with an appreciative spirit of inquiry. The importance of open, collaborative working and engagement is emphasised throughout.  And above all the programme illustrates how leadership is generative and endorses the notion that transformational change is iterative, emergent and intensely negotiated.

So, the travelling circus must reinvent itself to survive. Why?  Because the world is changing and audiences move on.  To change the course of history we must change the course of leadership, and if universities are to play their role in answering the big questions of tomorrow, then transformational leadership needs our full support.

Those that are excellently inspired have the capacity to inspire excellence. 

Doug Parkin is co-programme director of the Leading Transformation in Learning and Teaching programme, working alongside Steve Outram from the Higher Education Academy. Find out more and book your place here. Doug is also the author of ‘Leading Learning and Teaching in Higher Education: The key guide to designing and delivering courses’.  The book explores contemporary ideas on leadership, engagement and student learning into a practical solutions-based resource designed for those undertaking the challenge of leading a university-level teaching module, programme or suite of programmes, particularly through periods of transformation or change. 

A future focus for higher education

futurist-illustration

Vijaya Nath, director of leadership development reflects upon leadership, the future and working with influencers in higher education.

While 9 November 2016 will forever be associated with tumultuous political change in the US, it also brought into stark relief the change process that political decisions unleash across all sectors – and the relationship between our two higher education sectors. In such circumstances, leadership and the ability to think interdependently becomes increasingly important.  On 9 November I was with colleagues from across HEIs – my first formal engagement with the higher education community – at the annual Staff Development Conference. My session was on Higher Education: Future Focus, which fitted with the theme of the conference, Future Fit, and the commitment to developing excellent practice that staff developers share with those of us from external development organisations.

Exploring the five main forces driving change globally “now and next” (using the ideas of futurologist and personal colleague Richard Watson), we first looked at the potential impact of demographic change, including an aging population and aging workforce, for the UK and the challenges and opportunities this brings to higher education. Just hours after Trump’s election victory, the next of the five forces – power shifts east – was also a stimulus in a post-Brexit world that most staff developer colleagues agreed was in sharper focus. The impact caused through being better connected globally (the third force) and sustainability (the fourth force) were concepts that most colleagues found familiar. The last of the five forces, GRIN technologies (genetic prophesy, robotics, intuitive internet, nano materials and artificial intelligence), was found to be of topical relevance as many staff developers were focused on new learning technologies and the impact of these on teaching and learning in HEIs.

When hypothesising about the impact of two of the five forces – demographics and GRIN technologies – staff development colleagues expressed the importance of up-skilling themselves. They also recognised the need to extend their influence to enable a greater number of academic and non-academic colleagues to appreciate the change process necessary for HEIs to face the future with confidence and maximise the potential benefits and challenges.

This session, in tandem with the following session, enabled staff development colleagues to focus on a future that gives priority to growing a learning culture within their organisations and enabling their HEIs to foster cultures which are responsive to changes in their domain and in which innovation will thrive. This is Future Focus.

More recently, following the SDF Conference, I was pleased to facilitate a morning with Richard Watson for senior strategic leaders in HEIs. With Richard’s expert input, it was an opportunity to initiate a conversation with a group of senior leaders on how the five forces Richard associates with global change will impact higher education in the four countries of the United Kingdom.

Richard reminded us of the challenge that leaders in higher education face, contrasting the pace of volatility, uncertainty and ambiguity that characterise this current period with the mindset, tool set and agility needed to tackle the issues this period brings. This is sometimes matched by a cohort of leaders who are anxious and who may appear slow to react as events unfold.

Richard set out the process he follows for building an exploration of the future. This begins with identifying the big questions you believe you might face as leaders in your sector. From these ‘‘burning questions” come a series of trends and patterns related to the questions.  These trends and patterns lend themselves to scenario planning (an activity with which many sectors engage but to which few give enough time). The generation of these future scenarios is often predicated on leaders being able to look at what would need to disappear and, conversely, what new innovative practices and mindsets may be needed for the new possibility to become a reality.

We applied this process to a short guided exploration of the future for higher education from the perspective of this senior leadership group. Reflecting on the burning questions generated by the senior leaders, a number of these were focused on the impact of future demographic trends on higher education. These questions included the impact of declining fertility rates, and an ageing population. In the ensuing discussion, the opportunities and challenges of demographic change led to a possible future trend of growing higher education provision targeting the silver surfer generation and an explosion of concepts such as the University of the Third Age alongside more catastrophic predictions eg university closures due to falling UK student numbers.

Leaders were keen to explore the impact of technology and innovation made possible through the growth of artificial intelligence and the “industrialisation” of learning via enhanced smart technology, as Richard referred to a blurring between digital and physical. This leadership activity requires the strategic change leaders to take a step back and engage in bold thinking. Higher education leaders may not be able to predict all that the future holds in the next 30 years but they can and should be able to influence it.

As the minutes ended on my second interaction with leaders in my new sector, I recalled and shared a philosophy I have held as a developer of leaders for 26 years and across a number of sectors: if we can understand how we learn, then we can understand how we lead.

We are committed to using the insights that this senior leadership group produced in co-creating new innovative leadership development interventions. The graphic above demonstrates the possibilities of working in new ways as we continue to support the Future Focus for higher education.

Ends

Vijaya Nath leads the Leadership Development operation at the Leadership Foundation. The portfolio of development for higher education institutions include options that are delivered face-to-face, online only and also in a mix of both formats (blended learning). They are designed for leaders, managers and those that aspire to such roles from across all disciplines and types of institutions. Programmes and events include one-day events for governors; the flagship Top Management Programme, that has over 700 of the most senior people in higher education in in its alumni including 60 current vice-chancellors. There is also Aurora, the women-only development scheme that has already seen almost 2,500 participants in its first three years.

Watch Vijaya Nath discuss the future of higher education and the need to create political powerbrokers on our YouTube Channel: www.youtube.com/watch?v=iVUzlTtfCUI 

David Allen OBE: Good Governance in Wales

lead-image

David Allen OBE, chair of the Higher Education Funding Council for Wales (Hefcw) discusses the importance of good governance for institutions to succeed in challenging political times.

Good governance is at the heart of institutional success. I am immensely grateful to members of governing bodies of universities and colleges who give so freely of their time, expertise and experience to support their senior teams and, through them, students and staff. The Leadership Foundation provides a development programme for governors which enables you to be supported, obtain information and to network.

Governors can only be as good as the information which they receive and seek out. You rely on authoritative, comparative data. You are also very busy and need information to be clearly signposted for you, by your institution, and sector and other bodies. Both Hefcw and the Leadership Foundation provide rich sources of material readily accessible via their websites.

Here in Wales we face a fascinating but challenging time following the Welsh government’s response to and approval of much of the recently published Diamond review of higher education. Diamond is in itself a rich source of information for governors. Commentators such as WonkHE and the HEPI have pointed out that, once (and if) implemented, Diamond provides a blueprint for the most sustainable and stable student support system in the UK for full-time and part-time undergraduates and postgraduates. The report envisages the current tuition fee regime (which benefits only Welsh domiciled full-time undergraduates) being withdrawn over time in favour of grant support for living costs and income contingent loans repayable after graduation to cover tuition for taught programmes at all levels and modes of study. The proposals are accompanied by recommendations, for example, to provide more support through Hefcw for expensive subjects and research. It is expected that the reforms, subject to treasury consent and revised Student Loan’s Company arrangements will be introduced gradually from Autumn 2018, since it will take several years for the existing system to unwind. Welsh domiciled students would receive support for living costs wherever they choose to study in the UK and possibly wider afield.

In the meantime Wales, along with the rest of the UK, needs to face and deal with the consequences and opportunities of Brexit. Research and student support in relation to the EU is currently protected but until we know the shape of the Brexit deal there will be considerable uncertainty for higher education providers. What is certain, however, is that well-led, governed and managed institutions, which are clear about their missions and know their place in the market will, as always, be better placed to succeed.

In the meantime, the Leadership Foundation will continue to convene meetings and seminars to support governors, including the ‘Shaping Governance in Wales’ event planned for Thursday 6 April 2017 and taking place in Aberystwyth, with a live stream to Cardiff. I look forward to seeing you there.

David Allen OBE has been Chair of Hefcw since 2014 and on the board since 2008, has a wealth of experience in higher education leadership, governance and management, having previously held the role of registrar (2003–2013) and deputy chief executive (2009-2013) at the University of Exeter.

For more information and to book a place on the ‘Shaping Governance in Wales’ event for Governors of Welsh Institutions, please click here.

 The Leadership Foundation has a wealth of information, tools and tips on its Governance website, tailored to the specific needs of Governors of Higher Education institutions and colleges. For more information visit: www.lfhe.ac.uk/governance

 To see the upcoming Governor Development Programmes please click here

Transition to Leadership: A chance encounter

ttl-banner-email

26049807413_fc2fb0f5de_o

Helen Horsman, Research and Business Marketing Manager, University of Bradford attended the second year of our blended learning programme for new leaders, Transition to Leadership. In this interview she talks about her experience on the programme for those looking to develop themselves as an authentic leader.

1. What attracted you to Transition to Leadership?

It was a chance opportunity really, my manager couldn’t attend and asked me to go instead. It was perfect timing as I was just finishing my professional qualification and looking forward to using it in a more responsible role.

2. What were the 3 most valuable lesson you’ve learnt from the programme?

  • Coaching Being able to coach others is a very helpful tool for empowering others
  • Self-reflection Learning about your own styles of leadership and how they can help or hinder you and how this works with others. We all need to flex a bit, but usually have a comfort zone which is easy to slip back into. Being aware of your need to flex makes you a better leader.
  • Managing change Understanding resistance to change and the change process can help you work out how to best assist others to get through it, including yourself!

3. One element of the Transition to Leadership programme is to explore what it means to be an authentic leader. Can you share with us who you admire as an authentic leader?

I’m a huge believer in this. Nelson Mandela has, through the most terrible times, always been true to what he believes in and never veered from that path. It is tempting when becoming a leader to change who you are because of what you think other people want from you. A good leader doesn’t have to actively recruit followers, they just need to be knowledgeable, positive and passionate about what they believe in, listen to others views and change their mind when they believe it’s right, and people will follow.

4. If you were recommending this programme to your colleagues what would you tell them?

That it’s definitely worth doing for new and aspiring leaders, or established leaders who feel like they need a refresh. It will change your perspective on yourself and your staff.

5. Looking ahead, can you tell us what your 3 key leadership challenges for
2016-17?

I have quite a few changes coming up in my role where I will need to write new strategies and get people on board to deliver them. So my 3 main challenges will be to get buy-in from others, create advocates who will support and talk positively about what I’m proposing, and empower the people I need support from to deliver it.


The next run of Transition to Leadership will be in Glasgow and will be taking place through Tuesday 6 December 2016 – Tuesday 14 March 2017 over 3 face-to-face days and 16 hours of facilitated online activities. If you are interested in finding out more about our Transition to Leadership programme, please click here: www.lfhe.ac.uk/ttl 

Watch our Programme Faciltators talk about the benefits of Transition to Leadership in this 3 minute film: www.youtube.com/watch?v=vD8FaFHLHp4

Professor Bob Cryan, University of Huddersfield explores authentic leadership in his Stimulating Talk; ‘The naked vice-chancellor’ at our 10 year anniversary event in 2014. Watch his talk here: www.youtube.com/watch?v=rdQzmo4ckgA