Leadership isolation: it’s lonely up here!

Leadership can be a lonely job

Many senior leaders in higher education experience isolation when they reach higher positions in their universities. In this blog, Martin McCracken shares some of the key findings to emerge from recent research into the Leadership Foundation’s Top Management Programme (TMP), linked to the issue of isolation.

Although knowledge, skill, drive and ambition are clearly vital to achieve the ambition of reaching a leadership position, we must also recognise that in modern organisations, regardless of sector or industry, establishing and cultivating a network of close trusted colleagues with whom we can work collaboratively will be critical. Therefore, we need to invest time and energy in nurturing the right kind of relationships which will support us at different stages of our career.

However, if and when we are in the most senior roles we may find ourselves in a new quandary: we would still like to tap into our internal networks, but realise that our new role and associated responsibilities compromise these established relationships with our most trusted friends and professional confidants. At the base level, we may now hold line management responsibility for some in this group, which may erode some of the old relationship certainties that were taken for granted.

Also, we will increasingly move in different circles due to our new leadership role, which can result in a scenario where we find ourselves missing out on valuable information originating from the network where we once were core members. In addition, given the changes in the relationship and power dimensions, certain colleagues may become more suspicious of our intentions and more distant, while others may try to better insulate themselves politically from perceived disruptive change and begin to display what might be termed as uncritical ‘cheerleading’ of our actions.

All of this can impact upon our effectiveness as leaders and ultimately there is a real threat that we begin to experience what has been termed as ‘executive isolation’ (Ashkenas, 2017), which is characterised by the erosion of our most trusted networks. Meanwhile as our workload and responsibilities increase, we may find ourselves continually surrounded or ‘crowded’ by people, as we get caught up in a seemingly endless round of meetings and events.

The end result is a feeling of frustration where increasing demands on a leader’s time leave little space to reflect, recharge or plan for the future. So, what can leaders who find themselves in such a precarious position do to address the negative effects of isolation? How can they reinvigorate their networks and who do they now turn to for advice and guidance on the manifold issues linked to organisational vision, strategy and mission setting on which, as senior leaders, they are now supposed to be expert?

From our research into the Top Management Programme it is clear that a progamme of this nature is invaluable in offering senior leaders an opportunity to come together and reflect upon the salient issues of the day for their universities and the higher education sector as a whole. What emerged most strongly when we spoke to TMP alumni was the power of the programme to erode some of the worst effects of executive isolation.

The vast majority of TMP alumni (over 50 participated in in-depth interviews, and a further 95 completed a survey linked to their experience of the programme) described how interacting with like-minded colleagues offered them a route towards replenishing their social capital networks and building awareness or, as one explained, “turbo charging your knowledge of the sector”. Also, clearly linked to the concept of leadership isolation was the fact that the TMP impact groups offered what one alumni referred to as a “safe space”.

Impact groups are the participant-driven element of TMP, participants meet regularly to discuss issues they face – particularly difficulties – and then test in action the ideas arising from that discussion. Finding this safe and secure place is vitally important for leaders in the higher education sector who often work in politically-charged environments. It was clear from comments made by alumni that having the opportunity to interact with like-minded leaders in the sector or “test stuff out with peers” as well as “step back and look at what happens in other universities in another environment” was considered essential.

Perhaps the best illustration of the value attached to the impact groups and networks they created was borne out by the fact that many groups continued to meet long after the formal TMP proceedings had been wrapped up. It was not uncommon to hear of alumni groups still keeping in contact for many years, meeting maybe as often as two or three times a year. As we listened to the testimonies of those we interviewed, we realised that such meetings were viewed as vitally important and many looked forward to these ‘get-togethers’ as offering a cathartic experience and a real opportunity to get away from  busy roles and reflect deeply with like-minded people.

Ultimately the last word on this is illustrated by the words of one alumni who remarked: “I guess sometimes you feel a bit isolated in a leadership role in your own institution and actually realising that everybody else has similar problems and you are not alone can be energising, but also then seeing different contexts and slightly different solutions that you can adapt back to your own institution.”

So, to conclude, we can clearly appreciate that leadership isolation can be a problem, but undertaking a programme like the TMP can be an effective way of addressing this as it can allow leaders to develop more effective networks as well as offering them some much needed structured time out to reflect and take stock of their aspirations.

Martin McCracken is a senior lecturer in organisational behaviour at Ulster University and also leads the research study evaluating the TMP ‘Leadership Journeys: Tracking the Impact and Challenge of the Top Management Programme’. Find out more about his research into management development, leadership and change.

Nominations are open for TMP 43, the deadline is Friday July 6. Find out more about the TMP Alumni group.

How to manage conflict: steering the meeting

A professional couple having a discussion over coffee in a cafe

In the second part of our practical tips on conflict management, the Leading Roles team offer insight into how to handle difficult conversations in a meeting. 

After you have prepared for your meeting, the time has come to you to face your colleague.

A warm welcome
Offer warm greetings with a genuine smile and thank them for sparing the time to see you. Check this is the right time for them and be mindful of potential interruptions and distractions. Be considerate of their comfort and the environment / surroundings.

Offer a structure for the meeting
We like the 3Ps framework: “Purpose, Process, Payoff”, which might sound something like this: “We need to talk about what happened on Monday (purpose).  I really want to hear your opinion as to what happened, and I would like to share mine (process). Hopefully by the end of the conversation, we will have agreed what we can do to resolve the situation to both our satisfaction (payoff).”

Seek first to understand and then be understood
Gather as many facts as you can before sharing your opinions. The other party will probably be grateful for the chance to speak first and at length if it’s an issue they have been troubled by. You could prepare some short focused questions to help the other person give you the full picture from their point of view. Start with open questions and make brief notes (if they don’t mind) of aspects you wish to explore further. Use ‘funnelling’ to explore these topics. Probe gently to make sure you have the pertinent facts.

Remember TED as a tool for clarifying and seeking further information (Tell me…, Explain…, Describe…).

Fair air-time?
Are you doing too much talking? Check in and ask an open question and really listen to what they’re saying.  Be ready to summarise and ‘playback’ what you have heard to demonstrate your understanding.

Respect silence
It can often be very powerful to leave a long pause for thought, and it can be damaging to interrupt someone’s train of thought if the matter is of consequence to them.

Show what cards you can
Promote trust through your body language, for example by keeping your hands visible, relaxed and open. Clenched or hidden hands can send the wrong message and subconsciously provoke adverse reactions.

Listen to the other view
Ask for the other party’s proposed solutions to the situation before stating your own. Having considered both the benefits and consequences of your proposed solutions from both your points of view before the conversation, seek a chance to cover these off during the conversation, and check for consensus on this. If you need to offer feedback, the AID model (and its implied principle of being helpful to the other party) is a useful one: What Action have you seen or heard? What Impact did / will it have? What would you therefore like the other person to do in consequence (Desired behaviour)?

Finally, if you need to offer explanations of your rationale, structure the explanation around three points. Any more and they are more likely to be misremembered.

Be ‘future-focused’
Talk about events of the past, the present business of rectification, and a more positive future.

Thank them for their time
Acknowledge any effort you have seen them make towards a positive outcome, and for any honesty and candour you recognised.

Buy yourself time
If you need to reflect on an outcome, meet again to discuss it. Agree the next steps clearly and repeat or summarise any agreed actions before you part.

If you would like to know more about handling difficult conversations, join us on our Introduction to Head of Department programme. Find out more: www.lfhe.ac.uk/ihod

We have further resources on having difficult conversations on our Knowledge Bank. Take a look here: www.lfhe.ac.uk/knowledgebank

Leading Roles comprises of Sharon Paterson, Mike Rogers and Paul Hessey. Sharon is an associate director culture and engagement at MIMA and Teesside University. Mike is a coach, roleplayer and facilitator for several consultancies in the arena of effective communications and leadership development. Paul Hessey is a leadership, management and communication skills expert who has worked across a wide range of sectors including financial services, manufacturing and the NHS.

How to manage conflict: preparing for the meeting

Sharon Paterson, Mike Rogers and Paul Hessey from Leading Roles run an experiential session on having difficult conversations on our Introduction to Head of Department programme. In our first of two blogs on this subject, they share their practical tips on the preparation needed to ensure that difficult conversations are managed well and generate the best outcome for those involved.

Before the meeting ask yourself these questions:

  • Why have this conversation?
  • Who will it serve immediately and what will it bring you?
  • What might be the ultimate benefit (to both of you) of having this conversation?
  • Is the matter trivial or serious enough for both parties to invest time in?
  • What might be the ultimate consequence of not having this conversation?
  • If you’re not going to do it, what are you going to do instead?
  • What might be your “BATNA” (Best Alternative to No Agreement)?

When you consider the longer-term implications, decide whether a good outcome now would damage a relationship with this individual (or wider group) in the longer term. If you have not decided to avoid this potential conflict for legitimate reasons, explain to yourself why a ‘victory’ on this issue is essential for you, or how you might be prepared to compromise in the short term to get more from the relationship over time, or indeed whether there is a way to collaborate with this individual for an even better solution than the one you currently plan to offer.

How can you prepare yourself?
Think about how you can carry your desired mindset into the conversation and even how your physiology can affect your psychology. Try psychologist Amy Cuddy’s Power Posing techniques.

Consider Patsy Rodenburg’s status circle and focus on the following attributes:

  • Curious
  • Open-minded
  • Alert
  • Respectful
  • Listening actively and empathetically
  • Being mindful of body language and tone of voice

If you want to be assertive, courageous, compassionate, remind yourself of when you have done these things well – even if it was in unrelated circumstances – and summon the feelings associated with those times. Develop techniques that will help you to keep calm and manage your emotions. Slow silent counting and breathing deeply can sometimes help.

Being assertive
If you are planning to be assertive, the 5-part assertion tool can help you rehearse being assertive about what you really want or need to happen. This isn’t a script, but you can benefit by thinking about the following in your own terms:

  • What I like…
  • What I don’t like…
  • If you do…
  • If you don’t…
  • What I want / need is…

Are you ‘travelling light’?
You may be carrying ‘baggage’ into the conversation. Is it possible to leave it at the door – the past does not always need to feature in the present.

How can you bring both honesty and integrity to the conversation?
Be very clear about what you can and can’t promise, and about what power and responsibility you have to meet requests. With what status are you entering the conversation? Parent, adult or child? (Find out more about this idea by following this link). Question your assumptions and your knowledge of the context of events, consider why would a reasonable person be acting in this way.

Think about the situation from the other person’s perspective
If you were in their position, how could they be feeling and what might they be thinking about the issue?  (Literally asking these questions early in the conversation should give you a better understanding of both.)  What alternative approach might you offer as a suggestion, if you were ‘wearing their shoes’?

Think about the degree to which they seem to be holding onto their convictions, using what you have observed, rather than assume to be the case. If they have declared outright that the issue is one on which they will never compromise, you may need to re-assess your ability to influence them.

Location, location, location
Taking some control of the meeting environment might help. Your place or theirs or neutral ground? Where might be most advantageous to the situation?

Once you’re satisfied that you are prepared, the next step is to face your colleague. Read the second blog: how to manage conflict: steering the meeting

If you would like to know more about handling difficult conversations, join us on our Introduction to Head of Department programme. Find out more: www.lfhe.ac.uk/ihod

We have further resources on having difficult conversations on our Knowledge Bank. Take a look here: www.lfhe.ac.uk/knowledgebank

Portal to a more diverse future?

Photo montage of diverse faces

Higher education is waking up to the reality that diversifying governing boards will be imperative to the future success of universities. Ahead of the launch of the Board Vacancies portal, Jenny Tester, Project Associate for the Board Diversification Project at the Leadership Foundation discusses the diversity case for increasing the transparency of university board vacancies.

The Parker Review and the Davies Report have shone light on the lack of BME and female representation on boards in FTSE 100 companies. These reports, and the narrative surrounding them, challenge businesses, executive search firms and industries to take action to improve board diversity without the use of enforced quotas.

At a time when the cultural climate is one of action against discrimination, with high profile topics such as the gender pay gap and the #MeToo movement dominating the headlines, the opportunity for advancing diversity is unparalleled. In higher education, the Higher Education Funding Council for England (Hefce) has set a target of 40% female representation on boards by 2020. Last month Scottish legislation was passed requiring public boards, which includes universities, to comprise 50% women by 2020.

According to the report Women Count (Jarboe, 2016) women make up 36% of boards and 19% of Chairs (up from 32% and 12% respectively). In order to meet Hefce’s target on gender alone, the pace of female appointments to board positions needs to increase significantly over the next year. Although much of the current focus on diversifying boards has centred on increasing BME and female representation, the case for diversity should be viewed through a much broader lens.

Diverse perspectives, expertise and experiences strengthens the effectiveness of governing boards, combating unconscious bias and groupthink, enabling governors to interrogate the HEI with the benefit of a breadth of knowledge and experience, and inspiring a future generation from diverse backgrounds to get involved. Ahead of the Leadership Foundation’s Equality, Diversity and Inclusion Retreat, Simon Fanshawe explored how diversity can be advanced through cultural considerations in this recent blog post.

Universities are being urged to reform widening participation – increasing student representation from different socioeconomic backgrounds, ethnicities and geographical regions. As the focus shifts to put the student at the centre of higher education, with tax-payer and student return-on-investment central to the debate, pressure will grow for governing bodies to mirror the diversity of the student body and communities they serve.

The challenge

Despite goodwill in higher education, and a recognition of the need for change, the reality of recruitment practices for board appointments often results in the appointment of ‘the usual suspects’, typically from a narrow demographic. A recent survey conducted by AHUA and the Leadership Foundation found over 50% of board vacancies are not publicly advertised, relying on the networks of the Chair and board members to identify suitable candidates. Although this can be an effective way of securing strong candidates who would have otherwise not considered a university board appointment, it does narrow the pool of candidates to those in the board’s immediate network and risks marginalising those beyond.

Potential candidates who have not built networks in higher education therefore lack the necessary visibility and are less likely to be made aware of opportunities. Couple this with the tendency to hire in the image of self, when only 19% of Chairs are female, and the result is a hiring norm which perpetuates rather than tackles inequality. Where vacancies are advertised, their placements range from newspapers which target a certain readership to higher education recruitment pages which lack the visibility to candidates outside the higher education sector. Higher education now needs to make tangible changes to achieve board diversity. As board recruitment processes can last months, in order to meet Hefce’s target we need to take action now or female representation will fall short by 2020.

Possible solutions

In order to attract a more diverse pool of candidates, there needs to be an increase in the transparency and accessibility of vacancies. For those considering a board level appointment in higher education, a central hub to locate vacancies will serve to increase the transparency of board appointment processes and send a message of inclusivity and accessibility to candidates from diverse backgrounds.

As part of a broader project aimed at diversifying boards in higher education, the Leadership Foundation, in collaboration with the Committee of University Chairs, is piloting a board vacancies portal aimed at providing a central repository of board vacancies across the sector. Not only will the portal provide a central space for those considering board appointments in higher education to locate vacancies, it will also draw new talent to the sector through a series of partnerships with networks and organisations seeking to support diversity. The portal is currently being trialled with a select number of opportunities, with a view to launching sector-wide in September 2018.

The portal is only one strand of the Board Diversification Project, funded by Hefce, Hefcw and the Department for the Economy in Northern Ireland, which includes practical, related initiatives to support greater diversity within higher education boards and those applying for board roles, whether in higher education or outside the sector.

Other strands include:

– Developing a Board Appointment Diversity Framework in partnership with the leading search firms in the sector. This follows from recommendations from the Leadership Foundation report ‘Increasing the diversity of senior leaders in higher education: the role of executive search firms’ authored by Professor Simonetta Manfredi in March 2017.

– Piloting two board readiness workshops following feedback from our Women Onto Boards alumni development survey showing 75% of respondents would be interested in further support in order to develop the right profile and skills.

– Conducting a scoping study to assess the feasibility, effectiveness and practicalities of developing a Board Apprenticeship Scheme in the higher education sector providing aspiring board members with a risk-free environment to gain the necessary knowledge and experience to pursue a board appointment.

The sector has significant opportunity, during times of upheaval and uncertainty, to make tangible changes to the diversity of its governing boards, and in so doing strengthening the quality of its governance for the future.

Jenny Tester is a project associate managing the Board Diversification Project at the Leadership Foundation for Higher Education. The project aims to increase gender and BME diversity on university boards through practical, related initiatives. Jenny was previously a senior consultant at an executive search firm, leading senior appointments in higher education.

How to live and breathe values-based leadership

Follow me graffiti

Authenticity is a cornerstone of leadership and demonstrating that is a key strand of values-based practice. Leadership Foundation associate Mark Trezona digs a little deeper into what this means in reality.

My lesson in leadership is really to live the values, to breathe the values, to talk about the values. And we might not all experience or share those values in the same way but I think it’s really important that we remember we are here to make a difference. And that difference is all about values.” Cara Aitchison Leadership Lecture 2016.

Values Based Leadership has become ubiquitous in leadership literature and rhetoric over the past few years, partly in response to increasing doubts about the integrity and efficacy of many of the charismatic, dynamic and seemingly transformational leaders that have been prominent.

With leadership experts and practitioners, employees and even entire nations questioning the qualities needed for exemplary leaders, society is demanding leaders who demonstrate a strong sense of values, morals and ethics, says Mary Kay Copeland in her 2014 paper: The Emerging Significance of Values Based Leadership: A Literature Review.

But what is values-driven leadership, and how can we live and breathe our values, as Cara Aitchison calls for?

Copeland identifies Values Based Leadership as the convergence of authentic, ethical and transformational leadership.

Values-based leaders draw on their own and their colleagues’ values for direction and motivation. It is natural for leaders to refer to their own values in creating a vision or making decisions. If they then connect with their colleagues’ values when seeking enactment of their strategies, people are more attuned with each other and what they collectively stand for and care about, as well as what their organisation stands for and the difference it aspires to make.

As a philosophy, Values Based Leadership assumes that an organisation based on shared values is likely to be more flexible and productive, and that values-based leaders will make better choices, build higher quality relationships with colleagues and feel more in tune with their ‘authentic integral self’.

Values in action: bringing a values-based approach to our leadership

If the people we work with are to believe in the sincerity and depth of our organisation’s values, we, as leaders, must lead by example and enact and embody those values – our own as much as our organisation’s.

But how might we do this? The Values In Action character strengths can help.

In 2004, Peterson and Seligman published Character Strengths and Virtues: A Handbook and Classification, which describes the results of a three-year research effort that integrated the insights of over 50 top social scientists into universal personality traits.

As part of this research, Peterson led a substantial historic analysis reviewing the best thinking on virtue, strength and goodness. This mammoth task involved a literature review of previous attempts to classify virtue and an empirical approach driven by two questions:

  • Would the virtue catalogues of early thinkers converge?
  • Would certain virtues, regardless of tradition or culture, be widely valued?

Six similar themes – virtues – emerged across the traditions of Athenian philosophy, Confucianism, Taoism, Buddhism, Hinduism, Christianity, Judaism, and Islam. These were:

Cognitive strengths such as creativity curiosity, judgement, love of learning and perspective in the acquisition and use of knowledge.

Emotional strengths such as bravery, perseverance, honesty and zest involve the exercise of will to accomplish goals in the face of opposition.

Interpersonal strengths such as capacity to love and be loved, kindness and social intelligence.

Civic strengths such as teamwork, fairness and leadership underly healthy community life.

Strengths protecting against excess are forgiveness, modesty, prudence, and self-regulation.

Strengths of transcendence are appreciation of beauty and excellence, gratitude, hope, humour and spirituality.

Twenty-four character strengths were then derived based on how well they met 10 specific strengths criteria, including whether the qualities were morally valued, manifest across situations, and whether there are examples of the strength across the widest spectrum of cultural and organisational contexts.

However, when Values In Action’s Chris Peterson was asked to share his most important finding from all the advancements in character strengths science, he responded simply: character is plural” (Peterson, personal communication, 2010).

What Petersen meant is that people are not simply kind or humble, brave or hopeful. Rather, people have many character strengths, and these strengths are expressed in combinations, each person having a unique profile of character strengths. This informs the rich tapestry of a person’s character. Each person’s expression of character strengths is unique – no two people with creativity as a top strength will express this value in an identical way. In this way, character is individualised and idiosyncratic.

A values framework for higher education

That said, the twenty-four character strengths give us a universal language to describe what is best in human beings. This is a ground-breaking discovery as, historically, there has never been a language of character that crosses cultures. This gives us a potent, meaningful and recognisable framework to think, talk about and act on our different values. It gives us a coherent way of viewing ourselves, and a guide for understanding and sharing who we are at heart.

With this shared lexicon, we can build and grow our collective understanding, interventions and strategies, and make conversations in which leaders, with the people we work with, can bring together a fusion of our individual authentic strengths and values.

In this way we can configure our collective values for different situations, relationships and organisational aspirations in ways that remain deep-seated in our truest and strongest selves – Values Based Leadership in action.

Mark Trezona is an associate and coach with the Leadership Foundation. He has more than twenty years’ experience as a learning and development specialist, with expertise in 21st century leadership, strategy and team development, learning, creativity, communications, and in strengths-based approaches for increasing resilience, engagement and happiness at work. 

Values Based Leadership was the topic of this year’s Annual Wales Conference. Gary Reed, assistant director membership, Wales, discusses what drives it in this blog post.

For more information about our bespoke programmes and how we can tailor them to your institution’s needs, contact Dot Daymond, interim assistant director operations (Consultancy and Bespoke programmes).

Learning by experience to build flexible, resilient leaders

Programme Directors Lisa Sofianos and Gary ReadAhead of the Strategic Leadership Programme later this academic year, programme directors Lisa Sofianos and Gary Reed reflect on why experiential learning is a key part of the programme.

Poor Einstein has been mercilessly mined for inspirational quotes for many years, but here’s one we can’t resist: “The only source of knowledge is experience”. We are unlike Einstein in many ways, but on this we share his commitment to the value of experiential learning in transforming abstract theory into practical knowledge. This is one of the tenets that informs and shapes the design of the Strategic Leadership Programme (SLP).

Another is that, on SLP, we know that we are working with people who are already effective in their roles running complex academic institutions. With this firmly in our minds, we see our job as facilitators is to offer provocations and reframing to help participants move their thinking somewhere new. For us, this is the real work of leadership development, with responsibilities on both sides to learn.

So far so good, but how does this translate into programme activity? 
SLP alumni tell us one of the elements they really value is the simulation exercise where participants take a role in the leadership team of a fictitious – but oddly familiar – university. Their task is to work together to complete some stretching challenges set by the “vice chancellor”. They present their solutions back to the “Executive Board” and are given specific and constructive feedback on their process.

The simulation allows participants to experiment with organisational dynamics in an environment that is safe and removed from the immediacy of their own organisational context. They can take risks, try out the new ideas they have encountered earlier in the programme, and not worry about the consequences, beyond what they can learn from them. This is not a role-play, rather participants are encouraged to step outside their tried and tested approaches and begin to find their own authentic expression of leadership.

Past participants say the real value of this exercise is in helping them to gain insights into:

  • How they operate in a group of leaders and their ideas about roles and responsibilities
  • How they lead and are affected by group dynamics
  • Their assumptions about organisations and their own institutions
  • How they react to pressure
  • How they prioritise and maintain focus
  • Their levels of creativity

The environment is fast-paced and complex, but it is safe and supportive, and most importantly, fun!

And that highlights another of our tenets. Serious learning in a fun, relaxed, and safe environment is an indispensable SLP ingredient.

We look forward to you joining us on the programme.


The Strategic Leadership Programme is for aspiring senior leaders and aims to build leaders who are flexible and resilient.

Find out more and apply:
Strategic Leadership Programme
Application Deadline: Friday 4 May 2018
Module 1: Wednesday 16 – Thursday 17 May 2018
Module 2: Tuesday 26 – Thursday 28 June
Location: Birmingham

Lisa Sofianos has recently co-authored a Leadership Foundation stimulus paper, Exploring the Impact of Coaching in Higher Education, which is available online for members of the Leadership Foundation. 

Why mentors and networks are so important

Maxine de Brunner was previously deputy assistant commissioner, Metropolitan Police. She will join us on the 13 March 2018 as a guest speaker at the Aurora Adaptive Leadership Skills day in Edinburgh. Ahead of her talk, Maxine reflects on the importance of mentorships and support networks for women to progress to top leadership positions.

Firstly, tell us a little about yourself
I spent thirty years in policing and retired as a deputy assistant commissioner in 2016. I have led many large teams as the director of intelligence and the London ‘prepare’ lead for counter-terrorism.

I spent the last two years as the transformation director. I am most proud of helping others develop as leaders, transforming an organisation and trooping the colour on horseback with the Queen. I have spent that last two years running my own business and working with two education charities.

What does good leadership mean to you?
Good leadership means being prepared to admit when you’re wrong, recognising that it is others who deliver for you and the investment you make in people will pay you back many times over. Great leadership is all about the teams you build and the guidance you give them. Supporting them when things go wrong and taking the responsibility for the difficulties while allowing your team the limelight when things go well. As a leader, it is not about you but your people.

For you as a woman, what has been your greatest insight in terms of your journey to leadership?
Understanding that great teams need balance, not just in terms of gender but all aspects of diversity. I have found that you have to be determined, focused, prepared to work very hard as well as be willing and able to negotiate and influence.

At the start of your career, what were the biggest barriers to progression you were faced with and what advice would you give to someone aspiring to a leadership role facing similar barriers?
The biggest barrier at the start of my journey was that there were no women at the top of my organisation and very few in the lower ranks. Women did not have equal pay, pension rights and did not receive the same officer safety training as male colleagues. They were viewed as necessary to look after children and deal with sexual assault cases. I think the most powerful thing women can do when facing barriers is to join together so that they can influence as a single body.

What would be some of the milestones that you think “that’s a point where my leadership changed”?
The main milestone for me was understanding that you could have children and still have a great career. I was given a project when I came back from maternity leave, but I thought (as is the law) that I should have my old job back. I found that I had to insist on this requirement and in the end, they gave in and allowed me to return to my job. I wanted to come back four days a week but did not have the courage to ask for this. My mentor brokered the subject on my behalf and helped me negotiate my first year back.

What would you say if someone were to ask you, what makes you most resilient?
Being reflective and prepared to debrief your own actions, decisions and consequences. I think when times are hard it helps to focus on positive outcomes and not internalise situations. They are not usually personal but about the business, but it is easy to forget that. It also helps to have self-belief and confidence that what you are doing is right. That confidence will come from outcomes, achievements and your network.

What is the biggest insight you’ve had from working with women in higher education on their leadership journey, the opportunities and the challenges?
I have found through my work in education that there are many women in teaching but many senior positions are still often filled by men. Women work incredibly hard in their roles, but senior women colleagues have also focused on themselves and taken time to invest in themselves, have a clear plan to achieve their goals. Leadership is not just about doing the tasks really well, it is also about having the confidence to look up into the future.

How important do you think mentors, role models and networks are in supporting women’s leadership?
The role of mentors and networks must never be underestimated. Being part of a strong group of women gives you the power to negotiate your futures. It is vital that women don’t give this away.

Just look at the recent BBC pay gap situation, a group of women joined together to talk as one body. That helps take the heat away from individuals, and where there are individual positions taken, they are fully supported by the group. It’s very powerful and I have no doubt they will achieve a fair outcome.

How can initiatives like Aurora help women and their organisation achieve their potential?
Aurora can help women understand the values of mentoring and group influence while giving practical tools and help on the journey. It can inspire many to believe in themselves.

Thinking about your career and experiences, what advice would you give your younger self?
I think if I was starting again I would have got involved in a network much earlier as being alone was much harder and many heads are much better than one when problems arise.

Finally, do you have an inspiring woman leader, and if so, who?
The most inspiring woman leader I have met is a lady called Barbara Wilding, she retired as the chief constable of South Wales Police. Barbara mentored me, employed me in a senior role when I thought it was impossible, encouraged me and sponsored me for senior courses and strategic command. She was a great leader herself and cared deeply about others. She was very careful not to pull the ladder up behind her but develop the leaders of tomorrow. I owe her a great deal. It was her influence that enabled me to be supported as a chief officer and whenever things went well or even not so well, she wrote to me with her thoughts. I still have her letters today.


About Aurora
Aurora is the Leadership Foundation’s women-only leadership development programme. Since Aurora began in 2013 we have welcomed 4,635 women from 139 universities and sector bodies, with 1,158 women attending in 2017-18 alone.

Dates, location and booking
We will shortly be releasing the Aurora dates for 2018-19. To register your interest please get in touch aurora@lfhe.ac.uk.

Onwards and Upwards longitudinal study
In March 2018, the Leadership Foundation released the year 2 Aurora Longitudinal Study as a Leadership Insight.