Reflections on Aurora

The Leadership Foundation’s former International Projects Manager, Hannah Phung shares her thoughts on year one of the Aurora programme.

One of the Aurora cohorts

An Aurora year one cohort

I’ve been on personal development programmes before including a Future Leaders’ programme and I benefited from each one, but from the outset, there was something different with Aurora. I don’t know if it is because of Ginnie’s vision for it or if the idea of 200 women in a room triggered something, but I definitely wanted to participate.

I enjoyed taking part in Aurora with a group of LF colleagues. The camaraderie of going through the process together meant we shared experiences and became closer as we opened up to each other. This openness and willingness to share was a major characteristic of Aurora. It meant some of the benefit came from the presentations and speakers but most came from the experiences, knowledge, advice, support, questions and willingness to listen. Total strangers, delegates I had only just met gave to me and I could give back as we shared our challenges. I’ve not experienced such openness on a programme before. It wasn’t just at the tables we sat at or my action learning group it was wherever I was in the Aurora environment. I really did not expect such openness and bonding between strangers, especially in the space of a few hours. A culture is created in Aurora that makes this happen.

The four Aurora days were great. There were things I had learnt before, which on learning again, reinforced and ignited ideas and actions. There were also things that were new; some I have used already and some I know that I will use in the future.

I remember a message, Aurora contributor, Sue Stockdale communicated at the very first Aurora day, Identity, Impact and Voice – “Seize opportunities, if you don’t try you don’t know.” I have said this to myself before and I have acted on it before. Maybe there is something that pushes you a little bit further when you hear it regularly and hear that other people have taken that advice with success.

I saw an amazing job advertised three days before the deadline…  I had to go for it.and I am delighted to say that I got it. I got it!

As I prepared for my new role I took on Jenny Garrett’s advice about ‘experiments and risks.’ I experiment more, making small moves to push myself and prove to myself that I got this role for a reason. I wanted to walk into my new role feeling confident.

One thing Aurora gave me which I had not had on any of my previous personal development programmes was a mentor. Knowing my Aurora mentor had signed up for the role and was specifically to support me gave me real impetus. I took control and initiated the meetings. These were some of the points that I raised: “I have a big challenge coming up and feel daunted by it.” “Something has been bugging me for a while and I don’t know how to approach it now.” “I want to be more confident when…”

The mentor meetings were hard work at times but I left each one feeling positive and energised. This really was the most useful part of Aurora for me, as it gave me time to think about the specifics and have the support of someone who was there to work with me to apply who I am and what I have learnt from Aurora and beyond, to my specific situations and aspirations.

Attending Aurora allowed me to step away from my desk and be selfish. A cornucopia of information and inspiration filled every Aurora day and related activity. Like a cross between the Charlie & the Chocolate Factory characters Augustus Gloop and Veruca Salt I took and took; from speakers, from participants and from my mentor, and I hope I gave as generously as I had taken.

The reality is that I don’t know how much of Aurora contributed directly or even indirectly to my getting the job, but I do know I will be using lots of the things I have  learnt from it for many years to come.

Hannah Phung is Project Manager (Museography) Zayed National Museum at The British Museum, a role that she took up in June.

Aurora year two begins next week and will be taking place in London, Dublin, Edinburgh, Cardiff and Sheffield, use this link for more information: Aurora

Views on Listening: supported

Support image

As she prepares to host the autumn 2014 runs of Research Team Leadership and Leading Research Leaders, LF associate, Shirley Wardell returns with the latest in her Listening series of blogposts. In ‘supported’ she explains how research leaders can offer true support through better listening.

When you listen to people they feel supported, this is what participants on the Research Team Leadership programme tell us. Support is something that stops things from collapsing or crumbling; support is a critical function of a leader. I am sure leaders in institutions are hoping to do more than stop people from collapsing when they offer support. I imagine they are hoping to help people reach their full potential; to do the really hard stuff; and to work really well with others.

On Research Team Leadership we use John Adair’s Functional Leadership as a practical framework that helps leaders be clear about ‘what’ they need to do. The Functional Leadership model outlines 11 functions a team leader needs to perform over the three areas of the task, the team and the individual. Support is one of the functions described in this model. A leader needs to provide support for the task, support to the team and to the individual. John Adair’s framework establishes ‘what’ to do and then we turn to Nancy Kline’s framework getting the participants to think about ‘how’ to do it.

We ask the research leaders how they might support their teams. We ask them to think deeply about how they can achieve the goal of supporting their teams by arranging for them to listen to each other profoundly. Nancy Kline’s suggestion ‘if in doubt, ask’ seems like a good maxim when deciding how to support anyone. We can take a few educated guesses what they might need, but when we ask and listen profoundly the nuances of needs appear.

Here is a glimpse of what research team leaders tell us are good ways to support their teams:

1. Take time to listen to the research team and to make sure this happens
2. Be aware of the needs of individual researchers
3. Create a supportive atmosphere
4. Be responsive
5. Support them to support themselves
6. Facilitate team activity
7. Resolve conflicts

All of the activities above would require some skilled listening. Programme director David Faraday and I have woven our learning from nearly 60 runs of Research Team Leadership training into Leading Research Leaders (the first run takes place on Thursday 27 and Friday 28 November in Birmingham and the second run is scheduled for May 2015.) In this new programme for research-active academics we will expand upon how listening can be learned as a skill to develop thinking, collaboration and to support research leaders.

Research Team Leadership, the vehicle that has brought us all this insight, has run exclusively as an in-house programme at universities throughout the UK for the past four years. In November we reintroduce it as an open/national programme providing participants with the chance to network with peers outside of their university. The autumn run is on Thursday 13 and Friday 14 November, also in Birmingham. Individual research team leaders can attend and add their thoughts to the wealth of data we have gathered and analysed and benefit from the results of the talented research team leaders who have attended the programme over the years.

Shirley Wardell’s earlier blog posts are here. Listening