Are governors facing information overload?

Four clear baubles containing who where when how why

Governors must have confidence in the information that they are being given. They also need it to be clear, concise and timely information upon which they can rely. Simon Perks asks how that can be achieved.

The Advance HE project, integrated thinking and reporting (IT&R) can help governors and their institutions to focus on material issues and take a holistic approach to strategic governance. Ten HEIs are participating in a pilot project to examine how universities can better report on how they create value, particularly to critical stakeholders such as governors and students.

The higher education sector and the responsibilities of individual institutions are becoming ever more complex. Institutions are actively seeking approaches to deal with the range of issues and challenges with which governing bodies are required to concern themselves, and scrutiny of what institutions do and how they do it has risen swiftly to the top of the political and media agenda. Consequently, the need for governors to obtain reliable assurance on their institutions’ activities has never before been so great.

Whilst a holistic approach to stakeholder engagement is part of the integrated thinking and reporting concept, the need for governors to engage in the process of short, medium and long term value creation and to be part of the communication process to demonstrate that value is critical. You can read more about putting all stakeholders at the heart of value creation here.

The drive for greater and better information, and assurance took centre stage in the recent workshop for the IT&R project and the needs of governors featured strongly.

“Governors need to know what their institution is doing”, explained Simon Taylor, director of financial services at Sheffield Hallam University and a governor of Barnsley College.

“They need to know the risks that it is facing. And they need clear assurance around the management of risk, exposure to fraud and other challenges”.

As the challenges faced by institutions and the assurances required by governors grow, so too do the number and length of reports that governors are expected to read. Participants in the IT&R project agreed, that can make it difficult for governors to stay on top of the information provided to them. Furthermore, reports to governors on specific issues do not always set out the bigger picture. And in their drive to provide full and complete information, such reports may not highlight adequately the issues that are of most concern to the governing body.

We need a more holistic way of thinking about our institutions’ activities and of reporting to governors. And integrated thinking and reporting provides a way of doing just that.

The project draws on the principles and practice of the international Integrated Reporting (IIRC) framework, which is designed to allow organisations across all sectors to communicate more clearly how they create value in the short, medium and long term. An integrated report should be concise yet reliable, complete yet focused on material issues. Ideal, then, for governors.

The benefits to governors of such an approach to reporting are clear. It provides a complete and inclusive insight into the institution and its activities. It focuses on how the institution creates value for its students, staff, funders and society. It considers how well the institution uses the financial and other resources available to it. And it provides information on the institution’s failures as well as its successes. In short, it goes behind the facts and the figures to really tell the institution’s story.

Participants agree though, that an integrated approach to reporting to governors can only work if governors themselves are engaged actively in developing the reporting framework. What issues are most important to them? What information do they want? How frequently do they need it? How would they like to see it presented? What other assurances do they require?

By creating clear, concise and insightful reports that get quickly to the heart of the issues facing institutions, these institutions can help governors to focus on what is important. To see the bigger picture.To gain insight into what the institution is doing and the challenges that it might face. That is what integrated thinking and reporting is all about. And that, surely, is what being a governor is all about, too.

Simon Perks has written two “Getting to Grips With” guides for Advance HE: Getting to Grips With Finance and Getting to Grips with Efficiency. He is the founder of Sockmonkey Consulting. Click here to find out more about the IT&R project, or come to our national event on 11 September. Browse our extensive resources for governors and sign up to our governance new alert service.

Getting to grips with talent management in higher education

Circus acrobats doing a balancing actThe concept of talent management seems to be striking a chord in higher education at the moment. Ahead of our Talent Management Symposium in June,  Dr Wendy Hirsh from the Institute of Employment Studies reflects on what she sees as the talent management issues emerging in higher education and some of the practical barriers that need to be tackled.

In 2017, in response to growing interest in talent management, the Leadership Foundation for Higher Education (now Advance HE) published a report entitled Talent management: learning across sectors, which has generated considerable interest. The publication of the report has created several opportunities for me to work with many HEIs over the past months at events, in smaller networks and with HR teams inside individual institutions.

In several events and workshops I have asked relevant professionals working in institutions to identify where in the workforce talent management is a real issue. These are some of the common themes emerging from such discussions.

A lack of successors or talent pools for leadership roles. This can apply to the executive team, but seems a more pressing issue at head of department and dean or head of school / faculty levels. The main issue is not really about potential but a set of structural and cultural problems with these jobs. Becoming a head of department is a big leap into the unknown in terms of leadership, brings with it a mass of routine administration and has an uncertain impact on the individual’s career thereafter. To put it politely, the historic head of department role seems to have passed its sell-by. Some institutions are starting to address this by reviewing administrative workload and offering more development support in preparing for these roles and in getting up to speed after appointment.

HEIs need productive and high profile professors, principal investigators and heads of research units, especially in subject areas of priority to the institution. Many sectors have a similar need for top professional talent, including science-based industries, professional services and the arts and creative sectors. Attracting and retaining top academics is a challenge, and Brexit is an added concern here. But their leadership approach is also of concern, as they need to role model the values of their institutions and play a positive part in leading and developing the early career academics who work with or for them. Concern about the early career development of researchers – and indeed teachers – often comes back to the quality and consistency of support received from their principal investigators (PIs) and professorial colleagues.

In the layers below institutional leaders and high profile academics, HEIs rely increasingly on the skills and good will of highly experienced academic and professional service staff. They are experiencing greater workload pressure and sometimes unsettling change in response to top-down strategies. One challenge often reported is of experienced academics who may become disengaged. Here talent management needs to adopt OD approaches in addressing anxieties, involving staff more actively in the change process and decisions affecting their work, and supporting skill and career development at all career stages.

Other sectors see increasing workforce diversity as a key strand of talent management, and this is certainly the case in higher education. Attention is certainly being paid to the appointment process, but initiatives to change the external brand of the sector in this regard or to offer differentiated development opportunities to under-represented groups are not yet widely embedded.

Many HEIs are strengthening their leadership development at a range of levels, which is to be welcomed. Many also want to adopt more systematic and rigorous succession planning for key roles, but there is still a lack of confidence about how to make this happen. In particular there are concerns about explaining this process to staff and how to broaden the talent pools of successors as part of the approach. Institutions have been re-articulating promotion criteria, but less often communicating the criteria to be used in succession planning or in identifying potential for promotion.

In getting to grips with talent management, there seem to be a few common hurdles which the sector needs to address. Talent management rests on workforce planning but there is often a big gap between strategic planning at institutional level and the rather short-term, reactive and budget focused planning at faculty or departmental/service level. Talent management rarely has clear governance in terms of collective decision-making at either institutional or faculty/school level. This still gets in the way of it being a systematic and transparent process. There is much talk of better career conversations but it is often unclear in HE who individuals can have these conversations with.
As the research showed, talent management is a mindset. HEIs need to make sure that the senior leaders and academics they are promoting or appointing right now understand the importance of spotting potential in people and then helping those people to grow.

How to tackle shared challenges, consider potential solutions and ensure that the focus on talent enables diversity in access and outcome enable will be the focus of the Talent Symposium on 19 June. Featuring case study inputs from inside and outside higher education, this event will be the first in a series exploring differing approaches to talent in higher education.

Dr Wendy Hirsh is one of the speakers at the Talent Symposium, along with Jacqui Marshall, deputy registrar & HR director, Exeter University, Sarah Churchman, head of diversity, inclusion and wellbeing, PwC and Debra Lang, director HR and organisational development, organisation development and change, DCMS. Book your place for the Talent Symposium.

Get a mentor, be a mentor

Mentoring quote: "The delicate balance of mentoring someone is not creating them in your own image, but giving them the opportunity to create themselves." Steven SpielbergCat Turhan, policy officer at GuildHE and Shân Wareing, pro vice-chancellor education and student experience at London South Bank University and Aurora speaker, have both had positive experiences of mentoring, and its power to support women’s careers. A generation apart in age, they compare some of those experiences.

What does having a mentor mean to you?
Cat: One of the most important things about mentoring is that there isn’t a fixed definition or relationship. Having a mentor has meant different things at the different stages of my life and career. The three most significant mentors for me were Judy Ryder, Jacqui Clements, and Kate Dolan from Warwick Students’ Union during my time as welfare and campaigns officer, and then president. Judy was not only someone who taught me about how to be an effective trustee, but helped me think strategically about where I wanted my career to go, and how to make that happen. Jacqui taught me how to be an effective leader by modelling great leadership: she showed me that women could be leaders by being themselves – and that kindness, passion and principles were more important than anything.

Finally, Kate gave me space and patience to help me articulate what I was worried about, and showed me great empathy and kindness when I was finding things particularly stressful. I found her experience very reassuring – whatever I was feeling was normal, and never impossible to solve. What has also been wonderful about these relationships is that even though I have moved to a different organisation, we are still very close – and I still turn to them when I need advice.

Shân: I had one formal mentor, at a time of job transition. I asked a senior women I very much respected for her leadership, intelligence, calmness and warmth, Carole Baume, to mentor me when I became a Dean. I was worried about the impact of a promotion on my family life, and wanted to make sure I could balance the two parts of my life. Her mentorship helped me articulate what I was worried about, and her example made me believe I could do it. It helped me see a way forward beyond my own knowledge and confidence levels. I’ve also had lots of informal mentorships, where I asked someone further along their career path than for help. Shout outs to Linda Thomas and Sally Brown in particular, who helped me with job decisions! My colleague and friend Nancy Turner gave me a tiny replica of an inuksuk, a First Nation’s people statue, which in real life are giant stone monuments that stand on the horizon to show travellers that people have journeyed that way previously. They symbolise ‘you are not the first, it is possible’. That’s what mentoring means to me.

What does it mean to you to be a mentor?
Shân: I want to give something back. Life experience is easy to share and what I hope is that it accelerates the career journey for other people, and perhaps takes some of the stress and uncertainty out of it. When I mentor, the other person says what they want out of the process, and we make an informal agenda out of their questions, and talk through them at agreed intervals. It’s like helping someone see round a corner, and navigate that turn in their life.

How do mentoring relationships arise? (Formal/informal)
Shân: The formal relationships have happened when I asked someone to mentor me, and gave a reason (a transition to a more senior, more demanding job with a longer commute, when I had young children). When someone has come up to me and asked me to mentor them, it’s also been because they felt they were facing a particular dilemma they couldn’t quite see past.

Cat: Some mentoring relationships are developed from the professional circumstances or working environment. My current line manager, Kate Wicklow, is an amazing mentor – not only for helping me navigate HE policy, but also for advising me on how to strengthen my policy skills and confidence. However, she might not have been my mentor if she wasn’t already my boss. In the students’ union, sabbatical officers were paired up with mentors who were the senior managers of the organisation, as were student trustees with non-student directors (who were selected for having previous board experience). I think organisations that understand the benefit of mentoring show that they really value staff development. It certainly helped me grow as a person, and seek out different mentoring relationships in future roles.

Who initiates the mentoring relationship? Can the other person refuse?
Shân: It’s always been the mentee who initiates the relationship, in my experience. I turned down a request once, where I barely knew the person, and I have been turned down, twice, by people who said they were too busy.

Cat: Organisations can facilitate relationships, but ultimately it has to be down to the mentee to want it. Recently, an ex-colleague asked me if I would mentor one of her members of staff, as I have relevant experience in her chosen career path – so occasionally they come from surprising places.

How much challenge do you welcome / can you tolerate from a mentor?
Shân: I think ideally there is enough trust between the mentor and the mentee for the mentor to challenge the mentee quite robustly, but it has to feel safe. Knowing where that boundary is and not going beyond it into territory that may feel too challenging, or bullying, is really important. If the mentee doesn’t want to have a particular conversation, the mentor needs to respect that.

Cat: I think that depends on the context of the relationship. Mentors have to build trust and understand the mentee’s background before they challenge them directly, but in turn mentees should expect a mentoring relationship to be challenging them in order for them to progress.

Is a mentor purely professional, or do they overlap into your life outside work?Cat: I would count some of the most significant mentors in my life as great friends. A successful mentor understands the whole person, including any personal issues that person wishes to divulge. Having that in-depth understanding of someone can lead to a friendship.

Shân: definitely about the overlap, in my experience. Not to advise on how to live life outside work, but to talk about how professional and domestic life fit together.

Is it more important for women to have mentors/to be mentors?
Cat: There is already a systemic bias against women achieving in the workplace, and it is even worse for women of colour, for LGBTQ women, disabled women, and working class women. Women who have navigated through the system in spite of those biases have so much to teach younger women who are trying to do the same. There is a famous quote from Madeleine Albright (former Secretary of State of the USA) – ‘There’s a special place in hell for women who don’t help each other’. I’ve always tried to live my life by that quote, and hope that I will be in a position to mentor people in the future.

Shân: We still don’t have so many women in senior positions yet that it’s easy to see how women’s careers grow, so seeing someone in a similar field as yourself in a more senior position gives women insights into what’s required. The tensions between caring responsibilities and work trajectories are real, and hard to navigate. Women can find themselves in teams where they feel out of place, and talking to someone who has navigated that about how to be part of that team but retain your integrity and sense of self is very important.

How do you know when you have been a successful mentor?
Shân: When I am mentoring, I can see usually by someone’s next actions whether they are able to move on past whatever they were concerned about. You don’t know really what goes on in some else’s head, but you can see if they feel able to act positively. I do think mentors, like teachers, send people out into the world and often don’t know the effect they had, so it’s good to say thank you. I just wrote to my school English teacher to tell him what I am doing now, and that I am still grateful to him for teaching me Julius Caesar in 1981, and how my life changed because he inspired me to go to university.

If a mentor has feet of clay, does it matter?
Shân: No, it’s part of the deal! We all muddle through with our flaws, and recognising you don’t have to be perfect to get a job done, be good enough, and go home at the end of the day, is part of what you learn from mentors who are human just like you and me.

Cat: Absolutely not! If anything, it enhances the relationship. The stories where my mentors have made mistakes – and how they handled them – have been fundamental to the way I have treated mistakes in my own life. Women are often told that they have to be superwoman in order to succeed, and I think these narratives are particularly damaging to our self esteem and mental health. Flawed women are also successful women, and my mentors taught me that.

How long do mentoring relationships last? What’s the frequency and length of mentoring conversations?
Shân: The literature on mentoring tends to describe it as a long relationship, over years, but my experience has been of quite short relationships, to deal with particular transitions or issues. I think that’s a more flexible model that’s easier to adopt, and less commitment on both sides. It also allows for the growth of the mentee, who may need different guides at different career and life stages.

Cat: I think relationships can wax and wane, depending on the needs of the mentee, and the availability of both parties. Some relationships are very ‘of the moment’, whereas others will last for years. I think it is crucial that both parties communicate often and honestly. There should also be respect for the other’s commitments, priorities, and changes to their life which may have an impact on the relationship.

We hope by sharing our positive and varied experiences of mentoring, we have inspired and encouraged you to seek mentors, and to offer mentoring, as part of your career journey.

Many of our leadership programmes have mentoring or sponsorship elements to them, read about the sponsorship toolkit. You can also read others’ experiences of mentoring via blogs here and here. We are now accepting Aurora programme bookings for 2018-19 – find out more here.