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.

Top 5 lessons for new leaders

In this blog, we share the top five lessons that previous participants on our blended programme for new leaders, Transition to Leadership (TTL) found valuable on their leadership journey.

1. It was crucial to have a safe space to take risks
In order to gain confidence in learning new leadership skills, it is crucial that new leaders have access to an environment where they are encouraged to take risks. No one likes to make mistakes, but mistakes can give us our greatest lessons and having a risk free environment to make them can be insightful.

2. There is not a definitive leadership style
On TTL, we explore a variety of different leadership styles from Commanding to Democratic* and participants noticed that each of them have something positive to offer in any leadership scenario. A good leader will be able to adapt different leadership styles in relation to circumstances or indeed the people they work with.

3. Respect individual differences
Difference within teams is far more useful than homogeneity. If new leaders can understand their colleagues’ different personality preferences, they can adapt their leadership style to steer their team more effectively.

4. Coaching is an undervalued skill
Coaching is essentially about asking the right questions rather than providing the right answers. New leaders will find this an important tool to help build their listening and questioning skills to effectively support the individuals in their team.

5. Clarity is essential when dealing with change
One of the most valuable lessons TTL taught those new to leadership was that whenever change is implemented, it requires clarity in communication and engagement. This isn’t an easy task, however it is important in those situations to find examples of best practice and relate it to their own change experience.

Are you looking for development for your new leaders?
There is still time for your new leaders to take part in Transition to Leadership. The programme takes place through Thursday 16 March 2017– Thursday 22 June 2017 over 3 face-to-face days and 16 hours of facilitated online activities.

If you would like to send colleagues onto the programme please visit our website: www.lfhe.ac.uk/ttl or alternatively you can contact Rita Walters, Marketing and Communications Coordinator, E: rita.walters@lfhe.ac.uk or T: 0203 468 4817.

*The leadership styles mentioned are from a model created by Daniel Goleman, Richard Boyatzis, and Annie McKee in their 2002 book, “Primal Leadership.”

Transition to Leadership: A chance encounter

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

1. What attracted you to Transition to Leadership?

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

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

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

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

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

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

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

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

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


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

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

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

The Brexit Blogs: To see ourselves as others see us

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The map/model is not the reality

Doug Parkin, programme director considers self-awareness as the foundation of leadership development.

Sometimes leadership and management development can feel like a checklist of overlapping skills. We look at things like communication skills, managing conflict, planning, negotiation, performance management, strategy development, political awareness, team dynamics, equality and diversity, change, and so on.  All useful headings, and under each there are valuable things to know, insights to gain and skills to acquire, practise and reflect upon.

But the simple truth is, in leadership who you are drives everything. Not in a confining way, a way that says, ‘you are this and this alone’, but actually a very sophisticated way that acknowledges firstly that to “Know thyself” (a variously attributed maxim from ancient Greece) is a life-long quest, and secondly that we are very adaptive creatures capable of re-inventing ourselves to varying degrees to meet the needs of different situations.

The real skill of leadership development is, therefore, to encourage, promote and support intense self-reflection. This applies particularly to what might be termed personal leadership development, which revolves around the critical question “what sort of leader do you want to be?” Self-knowledge and self-perception is, of course, a big part of self-awareness – nobody knows our personal history better than ourselves, for example – but without some external reference points the perspective this gives us can become quite narrow.  A mirror or two may be needed, in other words, to see sides of ourselves that are otherwise obscured or sometimes conveniently disregarded. And in one way or another those mirrors take the form of feedback.

 O wad some Pow’r the giftie gie us
To see oursels as others see us!

Never most noted for his contribution to management consultancy, Robert Burns (1786) nevertheless captured in this line of poetry the essence of 360-degree feedback. I can feel literary scholars wincing as I write, so let’s move on…

Daniel Goleman (1996), in his well-known model of emotional intelligence, defines self-awareness as “Knowing one’s emotions, strengths, weaknesses, drives, values and goals – and their impact on others”.  And emotionally intelligent leaders are people who seek feedback all the time – a variety of external checks and reference points – because they appreciate the mirror this holds up for them and the productive self-reflection that it triggers.

The challenge of effective leadership development is, in many ways, to telescope this process, and thereby create a rich variety of feedback perspectives in a relatively short time scale, and a safe, forgiving space in which to reflect upon them and consider what behaviours to adapt and personal leadership changes to commit to. More extended leadership programmes, incorporating interventions such as coaching and action learning, create review points for these commitments to be refreshed and reinforced. The following figure captures the opportunities for feedback and self-reflection that can occur on well-designed leadership development programmes:

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In an illuminating chapter called ‘When do we get to do feedback?’ Professor Paul Gentle (2014) notes “How rare it is to give and receive extensive and specific feedback on our behaviours”.  Simulation activities and similar structured exercises on programmes create an opportunity for ‘feedback in the moment’. This is feedback that is immediate and which participants can respond to in real time, and it is also an opportunity for colleagues to consider and practise sharing feedback and the appreciative environment that invariably helps to make feedback land effectively. These are transferable leadership approaches that can be used for feedback in teams or projects.

360-degree feedback (or multi-source feedback) tools, particularly those premised on a model of transformational leadership such as the Real World HE TLQ used exclusively by the Leadership Foundation, are a powerful way of making feedback from a participant’s institutional work context part of their tailored development. This feedback is sensitive and confidential to the individual and so one-to-one support from an accredited coach is essential to integrate the learning and align it with other development themes within the programme overall.

Personality-based diagnostics or psychometrics of various kinds attempt to provide an objective view of personality type on an individual basis. This is an opportunity to consider what lies beneath our behaviours, choices, preferences and motivations on an individual level. It is an important part of self-awareness to consider the psychological drivers that reasonably consistently manifest themselves in who we are and how we prefer to live, work and operate in the world. Inevitably, though, the use of any such tool involves using categories and dimensions – spectrums on which we are more or less inclined to see ourselves. Whether it is four, sixteen, or a hundred-plus categories that the tool renders, it is still a simplification because every individual is gloriously unique, but there can nevertheless be great value in exploring the truth within such a diagnostic profile.  And ‘exploring the truth’ is an important mindset to have, because ultimately we are the best judges of our type, even though diagnostic tools can challenge us and help to provoke fresh self-insight (as well as providing us with a short-hand vocabulary for discussing and considering personality – our own and others’). So, whether one uses the four temperaments from ancient times (Hippocrates and Galen), or their more recent cousins found in the work of Carl Jung (Personality Types, 1921), Myers and Briggs (Myers-Briggs Type Indicator ([MBTI], 1943), Merrill and Reid (Personal Styles, 1981),  Costa and McCrae (The Big Five, 1985) Margerison and McCann (Team Management System, 1995), or Bolton and Bolton (People Styles at Work, 1996), a learning environment needs to be created that enables the participant to mediate the data from their profile with their own self-awareness and, critically, other forms of experience and feedback. No one mirror can show every view.

There can be concern with some of these diagnostic profiles, such as MBTI, that the dimensions that operate within them create something of an ‘either-or’ approach to classifying people: e.g. introvert or extravert (although ambiversion has been put forward more recently to suggest a balance of the two).  Jung himself said, however, that “There is no such thing as a pure introvert or extravert. Such a person would be in the lunatic asylum” (1957), and this is why the notion of ‘preference’ (or tendency) is so important to the understanding and use of type. Preferences can be weak or strong, they can be hidden or apparent, they can be more or less balanced, but very few of us are trapped or confined by our preferences. As mentioned before, we are sophisticated beings and can learn to operate or excel within, outside or across our type-preferences, but it is nevertheless powerful and useful, particularly for leaders, to have a strong self-awareness of what those underlying preferences are or may be and to calibrate this with feedback from others on how they see and experience us.

Used alone or in isolation personality-based diagnostics can sometimes be of more limited value, and can for some feel like either labelling or a simplistic categorisation.  For this reason, the quality of facilitation or coaching around their use is extremely important, and as regards leadership development it is important to use them in combination with other forms of feedback and self-appraisal (see figure above), as we do at the Leadership Foundation on programmes such as Preparing for Senior Strategic Leadership and Future Professional Directors. As illustrated in the lead image above, the map is not reality, it is to some degree a selective representation, and the nature of a management, communication or personality model is that it should create a tool for penetrating the complexity of the intrapersonal and the interpersonal in a useful way. The person who can most effectively ‘explore the truth’ around the model is the individual concerned – they determine ultimately their ‘best fit’ – and for this reason self-appraisal needs to be as strong, if not stronger than the evaluation by others, and this should be a balanced part of the process of developing and enhancing self-awareness for leaders. But the insights that flow from this can transform leadership like nothing else.  After all, you can’t be true to others until you are true to yourself.

Doug Parkin is a programme director for the Leadership Foundation and is responsible for a range of open programmes – including Future Professional Directors, Preparing for Senior Strategic Leadership and Leading Transformation in Learning and Teaching (in collaboration with the Higher Education Academy). He also undertakes bespoke consultancy assignments for universities and works on some of our main international projects. Key interests include educational and research leadership, the leadership of professional services, strategy development, organisational change and leadership for sustainability.

Picture credits
Photograph of Lego Big Ben courtesy of London Mums Magazine
Photograph of Big Ben courtesy of Wikimedia Commons

9 tips to being a better line-manager

by Jackie Arnold

Jackie Arnold is an associate of the Leadership Foundation, she specialises in coaching and is part of the launch team on our new women only leadership programme Aurora. This blog post is an extract from the new book Full Spectrum Supervision which Jackie has edited.

“The key to ‘seeing from the whole’ is developing the capacity not only to suspend our assumptions but to ‘redirect’ our awareness towards the generative process that lies behind what we see” Presence, Senge

When supervising at our best we need to create a connection with supervisees (the line-managed) at a fundamentally deep level. This enables us to work on the true nature of the issues that arise and achieve insights by means of safe exploration. It is important for the organisation to know that the contracting and outlining of clear responsibilities is being taken care of properly. So that honesty, integrity and good practice is being observed and that the supervisor (line manager) is taking on that responsibility. It is important for the organisation to have a part in the conversation and that the supervisor feed that back sensitively. This gives the organisation and the supervisee the opportunity to say what areas they would like the supervisor to work on. They will have some input into how their coaches are supported and developed. This needs to be a genuine, open conversation not just a reporting back.

As a leader you will be supervising many different people in a variety of situations. It is important to build on the strengths of your staff and accept that there will be times when limiting beliefs and learnt behaviours can and should be challenged. However, be mindful that this may not always be appropriate. Listening to your own internal supervisor will give you a greater degree of awareness. This knowledge will enable you to use non-judgemental reflection and insightful questioning to foster a collaborative, mindful and supportive relationship.

Here are some tips that will help you to stay mindful when supervising/line managing:
1. Leave expectation and preconceived ideas about how the session should go at the door.
2. Be patient and still to allow for the emergence of what comes from the supervisee. When the supervisee brings situations you can also identify with, remember that no two people ever feel or experience similar issues in quite the same way.
3. Refrain from entering into the content of the session and remain open to what unfolds.
4. Practise “mindfulness” so you can increase awareness of what is present and be non-judgemental in sessions with supervisees.
5. Tap into the silence so that you have the capability to ‘hold’ the different parts of the system and to be acutely aware of what is often not said.
6. Pay attention to your gestures noticing how they fit with your own words and emotions.
7. Notice how your supervisees use words and how their gestures and non-verbal language informs the emerging knowledge.
8. Sensitively direct their attention to their gestures and use of words as this helps build understanding
9. Keep a broad overview of what goes on in organisations and how the different parts relate to each other. How the different personality types and behaviours affect standards, performance, well-being and core values.

This quality of mindful attention shows respect and allows for an unconditional positive space for supervisees to explore and grow.

Full Spectrum Supervision is available on Amazon here. Jackie’s new book Coaching Supervision at its B.E.S.T. will be published in February 2014.