Our mentorship journey Siobhan Atherley and Kerry Jordan-Daus

Siobhan Atherley is a senior lecturer at Canterbury Christ University who took part in Aurora London in 2017. Her mentor, Kerry Jordan-Daus is head of UK and International Partnerships and is on the Canterbury Christ Church Athena Swan Senior Implementation Team and the Faculty of Education Athena Swan champion. Here they take the time to reflect on their experiences and learnings as a mentor and mentee. Their relationship demonstrates conversations can provide clarity and motivation in facilitating learning and development.

Siobhan: Black

Kerry: Purple

Siobhan: I am a senior lecturer with many years experience working in higher education institutions with a range of multi professional health and social care undergraduate and post graduate students and learners. This also included working as a tutor in the Open University and as a non-medical general practice programme director in a Deanery.

I applied for Aurora as I thought it would be an opportunity to help me navigate my way in my professional career and become energised as I was feeling ‘stuck’ in my career. I felt a lack of momentum which I recognised as a hindrance in my motivation to move forward into leadership positions. For me leadership isn’t about being in charge but about being a visionary and enabling different perspectives to be shared, in bringing together talents and ideas from others. In order to shape ideas and influence change I felt that I needed to gain a leadership role but I felt stuck, and hoped that Aurora would help facilitate the personal development I needed. My successful application to Aurora gave me the learning space to reflect and challenge and start to examine how I would integrate my prior knowledge, new knowledge and future knowledge into my work as an academic.

Kerry: I am an experienced senior leader in the university’s Faculty of Education and a member of the university’s Senior Leadership Group. I am new to mentoring Aurorans but I do have significant experience of mentoring as part of my professional role as a teacher educator.

I have undertaken a number of professional development courses to support my own learning as a mentor and coach. Most recently I completed a Manager as Coach Staff Development programme through our university. I am a Department for Education designated coach and currently coach two school leaders. I find coaching to be professionally enriching. I am in a place in my own professional life where I feel I can share my own leadership journey, but I am also in a place where I want to continue to learn and grow as a leader so being a mentor and coach is also about my own learning.

I am a member of the university Athena Swan Senior Implementation Team and the Faculty of Education Athena Swan champion. I am currently completing a Doctorate in Education Leadership with a focus on gender and authentic leadership so mentoring Siobhan seemed like the right fit.

Siobhan: Due to ill-health my first mentor was unable to continue in the role. This was a great loss to me as I find her vision and articulation of the position of women in society including the workplace energising. I was grateful to her visual image and description of ‘sweeping rubbish away’ when I discussed how stuck I was feeling. It gave me permission to do just that and how important it is to move forward in a positive way. The absence of a mentor for a significant part of Aurora contributed to some of my frustrations but I was determined to get beyond this.

I realised how important the mentor was in the Aurora learning and professional development process and I chased for a replacement. Kerry was my second mentor and we met when the programme ended. The meetings took the shape of constructive coaching conversations facilitated by Kerry. With these coaching sessions, my ideas took shape, my energy increased, and I determined to change my views. I got out my broom!

At our first meeting, I admitted to Kerry that I was tired of feeling professionally stuck. For me this was a brave admission as being open might not be seen as a positive strength. I think self-awareness is important and I know many of us are wary of being honest.

Aurora set out an excellent session on a holistic presentation of ourselves. A common theme was that women are not forth coming in expressing their views in meetings for example and that confidence and assertiveness is an issue. Kerry my mentor was not judgemental and provides a space for honest reflection on thoughts and feelings and a solution focused approach to developing skills in for example assertiveness and confidence.

As busy academics, protected time for reflection is vital in maintaining flexibility and Aurora provided this space. Now, mentorship provides a support system and a vehicle for me to critically reflect on my scope of work both as an individual and as a team member. The first meeting was crucial in setting the scope and objectives for enabling me to help myself, feel more in control of where I would like to go, and how I would do this.

I believe passionately in the impact Action Learning Sets can have and although ours was less effective (we only met once perhaps owing to our geographical spread), I have continued to meet with one of the members of the group. I see this informal networking as a real benefit of Aurora.

Kerry: I met Siobhan at the end of her formal Aurora Programme. It was evident to me that she had really engaged with the messages and was determined not to ‘sit’ and wait but to put herself out there. But at that first meeting I heard her frustrations but I also heard her determination. Using the GROW Coaching Model enabled me to support Siobhan to see that there were options and that it was in her grasp to do something to secure the leadership role that she really aspired to. 

I really enjoyed the opportunity to put into practice some of the new techniques that I had been introduced to as part of my own coaching programme and I encouraged Siobhan to evaluate my mentoring/coaching approach.

Research into women in leadership (Blackmore and Sachs, 2007, Coleman 2011, Fitzgerald 2014,) highlight the diversity of women’s leadership life trajectory. Both Siobhan and I spent our first meeting talking about our lives. Work is important to both of us. It gives us a sense of identity. But our stories do not follow a neat pattern. Families, children, health all impact on our journeys. We talked about these experiences as empowering and not limiting. We found ourselves going back to history and reflected on those women who are ‘hidden from history’ (Rowbotham 1973) as our heroines.

Siobhan: It was energising discussing with Kerry the influential work undertaken by women writers and researchers in the past that we both had read, and how their reflections continue to be relevant today. For example we talked about Ann Oakley who explored women’s work both paid (the public sphere) and unpaid (in the home). I felt a sense of connection with my mentor discussing women’s literature as this aspect of women’s history in literature can be neglected and unknown. Certainly there is debate around the word ‘feminism’ and its current relevance. It would be useful to explore the juxtaposition between academic, current social and historical definitions of the private and public sphere of women and work in society, and apply to leadership in general.

Since I completed Aurora I have been appointed as cohort coordinator for the medically themed MSc pathway for clinical fellows in the Institute of Medical Science. I have also led a project to include a range of health and social care professionals in practice education and I am now part of a project exploring the facilitation of learning in the workplace for all learners across all levels and programmes. Finally, I have been invited to contribute to a proposed book exploring practice learning and I am planning to apply for Senior Fellowship of the Higher Education Academy. Within less than a year I have achieved some of the leadership space that I aspired to at the beginning of the process.

Kerry: Our mentor/mentee relationship is built upon honesty and trust. This continues to grow which is a natural part of the process of development. We have continued to meet, and the mentoring continues in an informal way. Perhaps it’s not mentoring anymore but I like to think I am providing ongoing professional support and a bit of space, which we all need and pretending otherwise feels dishonest. Both Siobhan and I are committed to our own learning and the relationship has enabled us to both continue to learn and grow as leaders. For me, it has also been about my learning as a coach and a mentor.

Siobhan: Putting together this blog has been another significant part of our developing mentee/mentor relationship – providing scaffolding to support reflection and reflexity.  Kerry and I continue to meet – I think this could continue for sometime!

Siobhan and Kerry’s blog post forms part of our mentor and mentee blogs. There are two more currently online: 

Aurora is the Leadership Foundation’s women-only leadership development programme. Aurora was created in 2013 in response to our own research which highlighted women’s under-representation in senior leadership positions and identified actions that could be taken to address this.

Dates and locations for Aurora 2017-18 are available here.

This year we are encouraging Aurora mentees and their mentors to attend the Aurora Conference 2018 on Thursday 7 June. Book now. 

Why Leadership Matters

Christine Abbott is a facilitator of Leadership Matters, the Leadership Foundation’s programme for senior women in higher education. Christine has has spent almost all her career in higher education, most recently as university secretary & director of Operations at Birmingham City University. Here she considers how women can achieve senior roles in the sector and how Leadership Matters can support this.  

It is often said that success, in any walk of life, is less about what you know, than who you know. In our now extensively connected world this is increasingly true. Nevertheless good networks alone are rarely enough. Certainly successful leadership requires the ability to engage with people, to understand their motivations, and to recognise and develop their talents. But in addition, a sound bedrock of knowledge and experience are also needed. However the work environment is now so complex, and in such a state of continuing flux, that claiming to know enough to fully understand one’s organisation can seem a fanciful statement.

The tube map of universities

Navigating the current higher education sector, or even one’s own University, can sometimes feel more like travelling in the London underground than following the A to Z. A tourist in London might go down into the tube at Marble Arch, and pop back up at Westminster, and recognise the landmarks in both locations; but they may have little idea of the route between the two places, or what sits above ground as they travel through the tunnels. In our Universities this feeling of limited understanding can become a particular concern when colleagues move from one role to another, or from one department, faculty or service area to another. Moving between institutions or gaining promotion can exacerbate that consciousness of the blocks or blind spots in our understanding.

Why Leadership Matters

The aim of the Leadership Matters course is to fill in some of those gaps in understanding and knowledge, by looking at the frameworks – the strategic, financial, and governance frameworks – within which our institutions operate. Participants on previous cohorts have often been those who have gained promotion to middle or senior management positions, which bring them, perhaps for the first time, into a broader University arena, and feel there are gaps in their understanding of how the whole University entity fits together and functions.

The programme aims to help participants to get to grips with how their University operates, how it takes critical decisions, and the financial, legal, and reputational considerations that impact upon its decisions.

Module one, which is led by Gill Ball and myself, aims to ‘humanise’ some potentially dry topics, such as funding and finance, governance and decision making. Through practical small group work there will be plenty of opportunity for hands-on learning. Module one also includes a session led by a senior woman leader from the sector, on ‘navigating the organisation’. This session links the organisational perspective with the individual and personal, and provides the bridge into the Action Learning Sets and module two.

The second module, which is led by Rachael Ross and Sally Cray, focuses more closely on how to develop the personal impact necessary to be successful as a senior woman leader.

Impact of the programme

Leadership Matters is now being run for the eighth time, and from the outset the Leadership Foundation was keen for the programme to be women-only. The programme director, Rachael Ross, and the programme leaders have discussed a number of times the rationale for this, since as concerns module one, the topics discussed, and the approaches used, are gender neutral. Our conclusion, which has been reaffirmed after each of the cohorts that we have led to date, is that the women-only aspect of the programme enables a particularly rich and reflective quality to the discussions. This is most notably the case in the Action Learning Sets, and in module two of the programme, as colleagues draw upon their personal experiences of leadership and their leadership journey. As programme director Rachael Ross says: “We find that our senior delegates value a women-only programme. They are able to deepen their understanding of these key topics in an open, reflective way, challenge themselves to “claim” their unique leadership approach, and build a supportive network of women leaders right across higher education.”

It is the blend of the broad organisational perspective with the personal that makes this programme special.

At more junior levels in one’s career, the concern is primarily to be able to provide the answers to the questions you are asked. The more senior your role, the more important it becomes to know the questions to ask, how to ask them, and to whom those questions can and should be addressed. The Leadership Matters programme is designed to help female colleagues to identify both the questions, and the audience for those questions, and so to develop their confidence and effectiveness in their leadership roles.

Leadership Matters will be taking place in  Manchester and Bristol in Winter, and Spring respectively in the next academic year. For more information and to book a place please click here.

Core stability – the journey towards work/life balance

Professor Shân Wareing is pro vice-chancellor for Education and Student Experience at London South Bank University (LSBU) and a professor of Teaching in Higher Education. She recently spoke at Aurora in London and Edinburgh about her personal experience as a senior female leader during Power and Politics. Shân has also recently spoken at Leadership Matters and Preparing for Senior Strategic Leadership. Here, she reflects on her work life balance which formed part of her talk at Aurora this year.

“How we spend our days is how we spend our lives”
(Anne Dillard, quoted in Scott 2003, p80)

Like most people, there are plenty of times I don’t feel I’ve got my work/life balance right, but perhaps strangely, it was worse when I was a lecturer completing my PhD than now when I have three children and more senior job. Along the way, these are some of the ideas and habits that have helped me.

Know your purpose
To work out what balance is right for you, and how to achieve it, you need to be clear about what you want to achieve in life, what your purpose is. In one of my first jobs, a senior colleague had a poster on his wall that said “No one on their death bed wishes they’d spent more time in the office!” and I thought “Hmm, but perhaps I’ll wish I’d achieved more!”  Imagining myself in old age, reflecting on what might cause me to feel pride or regret helped me identify what mattered to me. Being very clear about what is important to you helps you allocate your time and keep things in proportion. That sense of proportion is vital to regulate our emotional response to events at work, which in my experience exact a heavy toll on me if I feel I am living out of alignment with my sense of purpose.

Planning is key
If you know where you’re heading, you can make a plan. And a plan allows you to identify the best opportunities for you, to estimate if you can take on new work without having a melt down, and to prioritise and selectively ignore things.  This is important to protect you from being buffeted by every policy whim, incident, metric, new piece of research, sector panic, and so on. Having a plan helps you spot if you are drawn off your plan too much by fire fighting. I always assume that up to 10% of each day or week will be spent in emergency unplanned reactive activity, but if it starts to increase regularly beyond 10% I need to change my plans to focus more on eliminating the causes of the fire fighting.

The 80:20 Principle
I’ll always have too much work, and probably so will you! In the endless tail of work that is never totally cleared, I have an arbitrary self-imposed cut off point. To minimise the distress of never ticking off everything on my To Do list, the 80:20 principle helps.  If 80% of the benefit comes from 20% of my work and I am fairly sure I’ve done the important 20%, I can go home a bit earlier. Looking at my To Do list regularly from an 80:20 perspective is also important to avoid the feeling that I need to be busy to feel productive. Needing to be busy is the enemy of work/life balance!

Work with and for your team
When the work suddenly piles on, it is easy to feel too busy to talk to people, and I have to fight this instinct! In a management role, and many other roles, people are the job, not an inconvenient extra. The better my team relationships, the more adept my teams are at handling their everyday work and sorting out anything unexpected, which means fewer unpleasant surprises for me. I have found I have a better work/life balance as a manager by talking and listening to my teams. Also working though others is a chance to increase their capability so a win-win for everyone. I could work five hours extra every week but it’s worth a lot less to the university than if I can enable a team of staff to be 10% more productive. To be effective, delegation needs to be in the context of purpose and planning, not random or opportunistic. The better I plan and the higher functioning my teams, the less random rubbish happens, and the earlier we all go home.

Avoid emotional leakage
A lot of stress and unnecessary work comes from emotional leakage – anxiety, fear, hostility, resentment  triggered by projects and people. Work/life balance is not just about what you choose to spend time on, it’s also about how you feel about things. As far as humanly possible it helps not to sink emotion into stuff where it can’t have any positive effect.

Be in the habit of taking care of yourself.
I noticed in pregnancy that what I ate one day had an effect on my mood the next day (protein and vegetables, good; only chocolate all day, bad), and I decided this was probably an exaggerated version of what happens anyway, so I tidied up my eating habits a bit (aiming to avoid chocolate-only days). And I also notice exercise helps my will power.  When I exercise, I’m better able to make myself do stuff I don’t want to do.

Invest in your own growth
Seek out development opportunities that take you in the direction you’re heading.  However experienced and senior you become, you never stop needing to learn. ‘Sharpen the axe’, Stephen Covey calls it.  And to lighten cognitive load (ie fewer things to think about or make decisions about), it really helps to have habits and routines. Barak Obama is reported to have said “You’ll see I wear only gray or blue suits. I’m trying to pare down decisions. I don’t want to make decisions about what I’m eating or wearing. Because I have too many other decisions to make.”

Look for happiness
Another tip from maternity leave and days where it seemed like nothing got done is to remember to pat myself on the back for what I have achieved, not beat myself up for what I haven’t.  Dwelling on what is good about my professional and personal life isn’t about being smug or complacent – it is a necessary exercise in order to sustain optimism for vision and planning.

I still get bad days when it all gets too much, but not so much, and falling back on these principles helps. And for the very impatient readers out there who skimmed to the end, the super-efficient version is: (1) work out what matters to you and do that; and (2) count your blessings.

Further reading
Scott, Susan (2003) Fierce Conversations. London: Piatkus
Covey, Stephen (2004) The 7 habits of highly effective people. London: Simon and Schuster

About Aurora
Aurora is the Leadership Foundation’s women-only leadership development programme. Aurora was created in 2013 in response to our own research that shows that women are under-represented in senior leadership positions and identified actions that could be taken to change this. Since Aurora began in 2013 we have welcomed 3,477 women from 139 universities and sector bodies, with 1029 women attending in 2016-17 alone.

The Aurora Conference- Thursday 7 June 2018
We are delighted to be launching our fourth Aurora conference.

Participants include, but are not limited to:

    • Aurora participants (current and alumnae)
    • Aurora champions
    • Aurora role models
    • Aurora mentors
    • People working in/leading equality and diversity

Find out more and book

Demystifying Finance – Wednesday 18 April 2018
For women in higher education who want to improve their understanding of finance in higher education and develop financial management skills.

Find out more and book

Leadership Matters
Leadership Matters is our programme for senior women leaders in higher education and will be taking place in Manchester and Bristol in Winter and Spring respectively in 2018. For more information and to book a place please click here.

Preparing for Senior Strategic Leadership
Preparing for Senior Strategic Leadership is one of our most highly regarded programmes. It will take place once more this academic year:

PSSL Summer
Application Deadline: 8 June 2018
Programme Dates: Tuesday 19 – Friday 22 June
Location: Manchester

Getting more women onto Boards, is there a shortcut?

Alice Johns, programmes and projects manager, Leadership Foundation, shares her insights ahead of the upcoming Women onto Boards events on what to do if you are thinking of taking the first step in applying to join a governing body. These events form part of the Leadership Foundation’s work to promote equality, diversity and inclusion within higher education.

Since 2013, the representation of women on university governing bodies has increased from 32 to 36 per cent and the number of chairs has risen from 12 to 19 per cent (Leadership Foundation for Higher Education, 2016). Although this does show improvement in the diversity of higher education boards, the rate of progress is slow. Much research has been published on the value of having a diverse workforce. Why Diversity Matters (McKinsey, 2015) found that companies in the top quartile for gender diversity are 15% more likely to have financial returns above national industry medians.

As the lead body for leadership, governance, and management within higher education, the Leadership Foundation is committed in working towards gender equality. Building on our work though the Aurora programme, the Women onto Boards initiatives aim to showcase the benefits and opportunities for women who may be thinking about serving as a governor on a higher education or non-executive body in other sectors. This serves as an important element of our work to equip leaders and governors to respond to contextual challenges in higher education.

In 2017, we journeyed to all four nations of the UK and Ireland, with our Women onto Boards series of events; welcoming 5 chairs, 15 speakers and 180 women. In 2018, we will do the same (see here for dates) hoping to reach more women who are looking at taking their first step into applying for a board position. So how can you position yourself to take this step and what are the key things we learnt from last year?

Start somewhere…

Asking to be an observer can be a good gateway if you’re not fully board ready, or a school board is a useful place to start. University committee positions can also build experience without the time commitment and lack of remuneration.

If you are planning to pursue a commercial board make sure it’s related to something you are passionate about and to your values. Remember board positions are a development opportunity but no one is born ‘board ready’.

… but plan ahead and prepare

Think about presenting your CV in a new way, as understanding any gaps in expertise the board may be in need of is key to success. Focus on your transferable skills (strategy, finance, regulation, HR) and the impact you have made within previous organisations. Highlight your connections and contacts, particularly where these are relevant to the institution and where you have cross sector experience.

Never underestimate the importance of networking! Research the organisation or institution and the makeup of the board, and the kinds of skills those sitting on it may already possess. Be prepared to invest time and check the board is functioning well before joining.

… and above all be persistent and passionate

Think of how you can make a difference and add value but be prepared to make several applications before you are accepted so persistence is key! Push yourself to go beyond your comfort zone. As women we are all familiar with imposter syndrome but be confident in your abilities and be tenacious. Displaying drive and passion could make the crucial difference between being selected for interview or not.

Above all, remember it’s about confidence, knowledge and contacts.  With all that has been in the news lately about the effectiveness of higher education governing bodies, there has never been a greater need for diverse and talented candidates. So whilst there is no shortcut, there are ways to position yourself that might make you more likely to get noticed.

For more information about the series including dates, location, pricing and how to book your place visit the Women onto Boards homepage

Find out the latest in governance, including recent publications and what’s next in the Governor Development Programme, via our website

More information about our women-only leadership development programme, Aurora, can be found here

The 7 leadership blog posts of 2017

As part of our 12 leadership days of Christmas campaign, we are pleased to release our 7 leadership blog posts of the year.

Take some time out this festive season to read some of your colleagues’ favourite blogs of the year and take the opportunity to start thinking about the next steps in your leadership development.

You can follow the campaign by using the hastag #LF12Days 

1. Top 12 things those new to higher education need to know

Rita Walters, marketing and communications coordinator, Leadership Foundation shares the insights from colleagues at the Leadership Foundation on what they believe are the key messages for those new to higher education.

2. Connected leadership: connecting people with purpose
Doug Parkin and Rebecca Nestor explore connected leadership and its applications to the Preparing for Senior Strategic Leadership programme.

3. 8 ways to be a better role model

We asked our Aurora facilitation team: Vijaya Nath, Phyllida Hancock, Rosemary Stamp, Rebecca Nestor, Jenny Garrett and Maeve Lankford how to be a good role model. Based on their experience of facilitating Aurora these insights will help you make the most of your experience and be the best role model you can be.

4. Our mentorship journey: Karen Twomey and Val Cummins
Karen Twomey is a Researcher at Tyndall National Institute, Cork who took part in Aurora in Dublin in 2014-15. Karen chose, Val Cummins, Senior Lecturer at University College Cork to be her mentor for the duration of the programme and the relationship continues to this day. We asked Karen and Val to reflect on their relationship as a mentee and mentor.

5. Coaching: The advice I would give my younger self
Jean Chandler, programme director of Transition to Leadership, shares her thoughts on coaching as a skill set, approaches to leading others, and her own leadership lessons.

6. Reflections from Leadership Matters

Rachael Ross is the course director of Leadership Matters, the Leadership Foundation programme for senior women in higher education. Two years on from its inception, Rachael reflects on why the programme is needed and how it was developed.

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

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.

Let us know your favourite via Twitter #LF12Days or in the comments below.

You can read more of the Leadership Foundation blogs here. 

The full list of programmes at the Leadership Foundation can be found here. 

Coaching: The advice I would give my younger self

In advance of the Transition to Leadership programme, which takes place this March,  Jean Chandler, programme director, shares her thoughts on coaching as a skill set, approaches to leading others, and her own leadership lessons.

As a young manager in the NHS in the late 1980s, I recall conversations with my late father (who was also a trade union representative), about the challenges I faced early in my management career. Although I felt confident that I had the answers to the challenges my team was facing, I did not have that same confidence addressing those senior to me with solutions, even though they were without the benefit of ‘proper’ management training scheme.

My dad tried to convince me of the benefit of listening first to ensure I understood the challenges of my senior colleagues, before wading in with my advice and latest management thinking. Unfortunately, my dad was up against it, I was on a mission and determined change the face of management and leadership in Support Services in the NHS.

Since that time in my early management career, and now in my role as programme director of Transition to Leadership, I understand the importance of having a coach when you are making the transition to leading and managing others like I had my dad. Coaching is therefore a key programme component as it is a really practical and useable skill, which has earned its place in my management & leadership toolkit.

Why coaching and what can it offer?

What is coaching?
Jonathan Passmore defines coaching as “unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them.”

It is also about future potential and building self-awareness, responsibility and self-belief.  As a leader, building the self-belief of others has the potential to transform the relationship you have with that individual and their performance.

When is coaching useful?
Coaching is particularly useful for people when they are transitioning from one role to another. As coaching can help individuals (coachees) to be more aware of themselves and their impact on others. Coachees become more willing to take responsibility for and be able to respond to situations, and be better able to learn from their experience and increase their self-motivation.

As part of Transition to Leadership, participants also learn about a coaching approach to leading via Daniel Goleman’s research on the six distinct leadership styles and, why a coaching leadership style is recognised as one of the most positive leadership styles. Participants also have the chance to practice coaching skills face-to-face and as part of the programme’s online peer coaching groups.

Once you understand the fundamental principles of what coaching is and, adopt a framework for a coaching discussion, it becomes essentially an exercise in attending to and listening deeply to the coachee to better understand them. To learn to not advise or give answers but to acknowledge that people are inherently resourceful and have the knowledge, insight and motivation within to make a decision.

This is something that we don’t always deploy as we have been schooled to believe we should have and that we must be the expert given our role or status.

I came to coaching quite late in my career, in my mid-40s but how I wish that as a young manager and leader I had listened to the advice of my dad or others to understand there is a better way to do this. I would have then learnt to develop key leadership attributes including listening deeply through asking helpful questions and attending to and allowing others in my team to personally develop while feeling supported with their particular challenges.

I also realise that as a young manager the challenges I found in trying to better connect and understand those I managed, could have been solved by adopting a more coaching approach to leading. This is something I hope that Transition to Leadership, with its focus on coaching and a coaching approach to leading, can help develop for others.

Personally, I apply the skills I have gained through coaching in many aspects of my working and personal life whether it be my ongoing challenges with my teenage son and his life choices about education and the future, or a close friend facing a personal crisis, I ask myself how can I help here? Is it to be in the moment and attend to their issue primarily or what question might help to reframe this or help to look at things a bit differently? I really try not to be the expert or give advice. It invariably does help both them and myself feel that we have made some progress and that they are choosing the best option for themselves.

So, the one piece of advice I would have given my younger self, apart from my dad was probably right about “that guy,” would have been to take his advice and listen hard, seek to understand and ask helpful questions to unearth the inner resourcefulness that we all possess when it comes to our challenges at work and elsewhere in life; to keep myself out of the way and support and enable others to find their own answers.

Jean Chandler is the associate director for membership in Scotland and contributes to a number of other Leadership Foundation programmes. Jean is also a qualified Institute of Leadership and Management level 7 executive coach with coaching experience both within and outside higher education. Get in touch with Jean, jean.chandler@lfhe.ac.uk 

Transition to Leadership is our blended leadership development programme for those who are new to leadership and looking to influence change. The next run of Transition to Leadership will run from Monday 19 March – Tuesday 26 June 2018 with face to face sessions taking place in Birmingham.

Find out more: www.lfhe.ac.uk/ttl

In conversation with Tessa Harrison, King’s College London

Tessa Harrison is the Director of Students and Education at King’s College London. Ahead of speaking during Module 2 of Leadership Matters in November, we asked Tessa about her leadership style, being resilient, and the impact having a coach has had for her.

Tessa has spent almost 30 years in the higher education sector. She was previously the Chair of the Association of University Administrators (AUA) and spent 6 years prior to this on its board, as well as 2 years on the board of the Leadership Foundation.

Her focus is on students and improving their experience, and she has been bringing a new perspective to her work since her son became a student in October 2016.

What’s important to you as a leader?

I think for me what’s most important is absolute clarity. Clarity about my own narrative, what I am trying to achieve for my organisation and why I am trying to achieve it.

I’ve learnt over the years that having a very strong personal narrative is really fundamental and I wish I had learnt it earlier. I have found that having a strong purpose is making things easier in terms of having the conversations I need to have, and providing inspiration and guidance for my team in what can be choppy times in the sector.

I also think appointing and being motivated by the very best people is essential.

How would you describe your leadership style?

I don’t think I can label it. I think my leadership style is about coaching, recognising that people you work with are talented and that everyone comes to work to do the best job they can.  My job is to create the environment where they can be the best they can be. My leadership style is to be very open, honest, and to be a good giver of feedback. I also like receiving feedback, and have learnt over the years that having honest, reflective conversations is the best way to create a trusting workspace and to drive high performance.

What comes naturally to you as a leader? And what do you feel you have to work on?

Openness, honesty, humility and a good sense of humour come naturally to me.

What I’m working on is the challenge that when you get to a senior level that you need to recognise you are not the expert anymore. I often have days when I ask myself “what have I contributed to moving the organisation forward or moving my directorate forward?” I think making that transition from your day job being about doing things to your day job being about being a leader and enabling other people to do things can be a really hard transition to make and I think it is one we don’t pay enough attention to.  I try to work on that every day.

To tackle this leadership challenge, I have my own coach who helps me articulate the moments when I am getting in the way of others. My coach provides a safe space where I can explore what I am doing and what I think I need to be doing differently. I also try and encourage the people who report to me to be very honest with me when I am not getting it right. You will frequently hear me say to my leadership team, “I need your help with this”. I hope that this approach also helps those I work with on their journey from subject specialist to senior leadership positions to also be open and honest.

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?

I have always been quite ambitious, not in a naked ambitious way but more internally focussed. I recognised very early on that I had to move institutions in order to progress and I have done that 5 times. I was very fortunate that my family situation made that possible, and I know that it’s not always possible for others.

The advice I would give someone aspiring to a leadership role is to get yourself a coach. Find a coach who is trained in preparing you for senior leadership and to support you through the transitions you make throughout your leadership career.  A coach can also help you define and refine the personal narrative I mentioned above.

How did you find a coach, and how would you recommend others do the same?

The coach I had was made available to me by the organisation I was about to leave. I then took the opportunity when I first started at King’s College London to train to be a coach and we’re in the process of trying to imbed a coaching culture here so that there is an internal register available for staff. But there are numerous ways of procuring a coach externally, via professional bodies like AUA for example.

Managers also need to recognise that their staff getting a coach does not mean they are not getting what they need from you as a manager- it’s a very different relationship. It’s transformational having that person with you and I strongly advise anyone on a leadership journey to get one.

Brené Brown’s book, Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead, forms part of the Leadership Matters reading list- how important is vulnerability to you as a leader?

Absolutely critical. I think vulnerability and humility are fundamental to good leadership. In the last 6-12 months I’ve really drawn on vulnerability as part of my leadership style and narrative and I can see the effect it has. It is very disarming when someone admits, “I didn’t quite get that right” or “I don’t know what to do in this situation”. I feel strongly that we need to learn to be vulnerable with each other. I think too many organisations are run by people, often but not always men, who have never learnt to be vulnerable, and that is really concerning.  I derive strength from being a woman able to bring humility and vulnerability to discussion and decision making.

What would be some of the milestones that you think “that’s a point where my leadership changed”?

It was when I left an organisation without a job to go to. I’ve always been the breadwinner, and that was the most terrifying moment of my life. My network absolutely wrapped its arms around me at that time and I joined King’s as a result. In the interim I had 2-3 months space where I really had time to reflect on what I wanted my contribution to be. So although it was terrifying, and I empathise with others going through the same experience, those 2-3 months were absolutely transformational for me. I came to King’s with clarity: about my role and about what I wanted to do with it and I can see and feel the difference for both myself and the people around me.

What would you say if someone were to ask you, what makes you most resilient?

The experience I had before joining King’s has made me more resilient. I survived and came out stronger than before. I derive confidence from being able to ask myself, “what’s the worst that can happen?” and to be able to remind myself that even worst case situations can be rescued.

Thinking about your career and experiences, what advice would you give your younger self?

The one piece of advice I would give myself and women in particular is learn how to have the conversation about the terms of your contract, particularly your pay. I’ve never been good at having that conversation but I make a point now, particularly when I hire women, to say “now is your time to tell me what you really want from your pay and conditions, because you won’t have another opportunity to have this conversation”. I make sure that conversation is a comfortable conversation.

My advice is know your value and learn how to lead that conversation about what you want and expect.

Read more: we asked Tessa to review Lean In by Sheryl Sandberg

Tessa Harrison will be the keynote speaker on Day 2 of Module 2 of Leadership Matters in Birmingham.

Leadership Matters Birmingham Autumn 
Module 1: 
Tuesday 17- Wednesday 18 October (residential)
Action Learning Set: Tuesday 7 November
Module 2: Wednesday 29 – Thursday 30 November (residential)

Book your space now.

Leadership Matters will also be taking place in Manchester and Bristol in Winter and Spring respectively in the next academic year. For more information and to book a place please click here.