Leading People is Leading Diversity

‘Reality is diverse; therefore a true reflection of reality includes diversity.’  Nancy Kline

Shirley Wardell, programme director of our research leadership development programmes discusses the importance of encouraging diverse thinking and insight into the valuable skills every leader should prioritise.

I have come to think of the skills leaders need to understand the diversity issues as mainstream leadership skills.  To my mind managing people is managing diversity. Diversity goes beyond minority groups and the obvious power imbalances.  Diversity extends to the subtle depth of how we think, which has a direct impact on how well we perform in our jobs.

Diversity grows when people have the ability to hear, openly, what everybody thinks.  Having practised that skill, with people we believe are similar to us, we may be better prepared to listen to those we assume are more different to us.  The charming surprise is; that as Maya Angelou says, ‘We are more similar than we are different.’ Once we have accepted that we are more likely to be similar in a broad way, appreciating the specific differences seems to be the key.  So how can we be sure that we are able to allow, or even encourage, different ways of thinking?

I choose the Thinking Environment® to help me, and my clients, to create the conditions for diverse thinking to flourish. When you run an event in a Thinking Environment®; everyone has a turn. That means; you go round the group and ask everyone what they think.  Sometimes people tell me it takes too long, but they are really stumped when I ask them who they would leave out of the round.

In an event such as this no-one interrupts and participant say; ‘If I don’t interrupt, I might forget my idea?’ And again, they look a bit blank when I ask, ‘What if the person you interrupt forgets theirs?’ Giving turns, not interrupting, appreciating each other, asking how to make things better and a positive philosophy are a few of the ways to get everyone involved in a productive way.

The Thinking Environment® has ten components; however there are a few principles that sum it up for me:

  • The way we listen to someone has an impact on the quality of their thinking.  If we are able focus on them, stop judging and create a time and space for them; the quality of their thinking improves.  At a recent workshop I asked how it feels to be listened to really well and people said they felt valued, important, as if their ideas matter, that they have a contribution to make, happy, it improved their self esteem, relaxed and intelligent.  Well, if all those things can be achieved by, ‘just listening’ we should perhaps put listening at the top of the leadership skills list.
  • When you think on behalf of someone else you are disempowering them.  When you think your ideas are better, or you are simply too busy for them to find their own answer, you are stopping them from thinking and therefore stopping them from learning and growing.  Being able to develop staff has become one of the most valuable assets to Institutions and leaders who can do this will have the evidence of their success in their research output.
  • A positive philosophy is required to help people perform well.  Our expectations will have an impact on the outcomes.  Those expectations include what I expect from the person and what my prejudices are about that person. I need to be able to see there are numerous and unknown possibilities yet to be achieved for every individual.
  • We also need to examine our assumptions about the world.  What we expect to be possible in this office, this organisation, this market, this country and this world; will have an impact on our own and our team’s thinking.  Leadership training needs to explore the assumptions we make and the impact that has on performance; and then show how to, pragmatically, choose assumptions that will help us perform better.

Research Team Leadership and Leading Research Leaders are run in a Thinking Environment® and include many of the reliable principles and actions that help research leaders to think. They are then able to pass that favour on to their teams and collaborators.

The Thinking Environment® was developed by Nancy Kline of Time to Think

Find out more about Shirley Wardell by visiting our website www.lfhe.ac.uk/resprog

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.”

A future focus for higher education

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Vijaya Nath, director of leadership development reflects upon leadership, the future and working with influencers in higher education.

While 9 November 2016 will forever be associated with tumultuous political change in the US, it also brought into stark relief the change process that political decisions unleash across all sectors – and the relationship between our two higher education sectors. In such circumstances, leadership and the ability to think interdependently becomes increasingly important.  On 9 November I was with colleagues from across HEIs – my first formal engagement with the higher education community – at the annual Staff Development Conference. My session was on Higher Education: Future Focus, which fitted with the theme of the conference, Future Fit, and the commitment to developing excellent practice that staff developers share with those of us from external development organisations.

Exploring the five main forces driving change globally “now and next” (using the ideas of futurologist and personal colleague Richard Watson), we first looked at the potential impact of demographic change, including an aging population and aging workforce, for the UK and the challenges and opportunities this brings to higher education. Just hours after Trump’s election victory, the next of the five forces – power shifts east – was also a stimulus in a post-Brexit world that most staff developer colleagues agreed was in sharper focus. The impact caused through being better connected globally (the third force) and sustainability (the fourth force) were concepts that most colleagues found familiar. The last of the five forces, GRIN technologies (genetic prophesy, robotics, intuitive internet, nano materials and artificial intelligence), was found to be of topical relevance as many staff developers were focused on new learning technologies and the impact of these on teaching and learning in HEIs.

When hypothesising about the impact of two of the five forces – demographics and GRIN technologies – staff development colleagues expressed the importance of up-skilling themselves. They also recognised the need to extend their influence to enable a greater number of academic and non-academic colleagues to appreciate the change process necessary for HEIs to face the future with confidence and maximise the potential benefits and challenges.

This session, in tandem with the following session, enabled staff development colleagues to focus on a future that gives priority to growing a learning culture within their organisations and enabling their HEIs to foster cultures which are responsive to changes in their domain and in which innovation will thrive. This is Future Focus.

More recently, following the SDF Conference, I was pleased to facilitate a morning with Richard Watson for senior strategic leaders in HEIs. With Richard’s expert input, it was an opportunity to initiate a conversation with a group of senior leaders on how the five forces Richard associates with global change will impact higher education in the four countries of the United Kingdom.

Richard reminded us of the challenge that leaders in higher education face, contrasting the pace of volatility, uncertainty and ambiguity that characterise this current period with the mindset, tool set and agility needed to tackle the issues this period brings. This is sometimes matched by a cohort of leaders who are anxious and who may appear slow to react as events unfold.

Richard set out the process he follows for building an exploration of the future. This begins with identifying the big questions you believe you might face as leaders in your sector. From these ‘‘burning questions” come a series of trends and patterns related to the questions.  These trends and patterns lend themselves to scenario planning (an activity with which many sectors engage but to which few give enough time). The generation of these future scenarios is often predicated on leaders being able to look at what would need to disappear and, conversely, what new innovative practices and mindsets may be needed for the new possibility to become a reality.

We applied this process to a short guided exploration of the future for higher education from the perspective of this senior leadership group. Reflecting on the burning questions generated by the senior leaders, a number of these were focused on the impact of future demographic trends on higher education. These questions included the impact of declining fertility rates, and an ageing population. In the ensuing discussion, the opportunities and challenges of demographic change led to a possible future trend of growing higher education provision targeting the silver surfer generation and an explosion of concepts such as the University of the Third Age alongside more catastrophic predictions eg university closures due to falling UK student numbers.

Leaders were keen to explore the impact of technology and innovation made possible through the growth of artificial intelligence and the “industrialisation” of learning via enhanced smart technology, as Richard referred to a blurring between digital and physical. This leadership activity requires the strategic change leaders to take a step back and engage in bold thinking. Higher education leaders may not be able to predict all that the future holds in the next 30 years but they can and should be able to influence it.

As the minutes ended on my second interaction with leaders in my new sector, I recalled and shared a philosophy I have held as a developer of leaders for 26 years and across a number of sectors: if we can understand how we learn, then we can understand how we lead.

We are committed to using the insights that this senior leadership group produced in co-creating new innovative leadership development interventions. The graphic above demonstrates the possibilities of working in new ways as we continue to support the Future Focus for higher education.

Ends

Vijaya Nath leads the Leadership Development operation at the Leadership Foundation. The portfolio of development for higher education institutions include options that are delivered face-to-face, online only and also in a mix of both formats (blended learning). They are designed for leaders, managers and those that aspire to such roles from across all disciplines and types of institutions. Programmes and events include one-day events for governors; the flagship Top Management Programme, that has over 700 of the most senior people in higher education in in its alumni including 60 current vice-chancellors. There is also Aurora, the women-only development scheme that has already seen almost 2,500 participants in its first three years.

Watch Vijaya Nath discuss the future of higher education and the need to create political powerbrokers on our YouTube Channel: www.youtube.com/watch?v=iVUzlTtfCUI 

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: what do followers need and expect?

In the latest in our Brexit blogs series, programme director Doug Parkin considers the ART of leadership – authenticity, responsibility and trust.

ART

Let’s turn the whole leadership thing on its head and ask, instead, the question “what do followers need and expect?”  What do they need to follow willingly and with energy and commitment, and what do they expect from leaders in terms of behaviour, communication and relationship?  And before we become too fixated on polarised notions of leaders and followers, it is important to acknowledge that great followers are as important as great leaders. Most of us occupy both roles in our lives at different moments and in different ways, and there is often a grey line between the two as leadership is shared and followers become empowered.

Starting from perhaps quite a low base, following the recent EU referendum and Brexit decision, trust in public/political leadership has taken quite a battering and a real appetite seems to be emerging for more authentic, genuine and sympathetically attuned or connected leaders.  These are themes consistently engaged with on Leadership Foundation programmes.

Authenticity – a little thing called integrity

There is a courage that sits at the heart of authentic leadership that is about showing who you really are through “being” who you really are: the big difference, for example, between saying you have integrity and showing you have integrity. Authentic leaders do not lead from behind a mask.  James Kouzes and Barry Posner had, at the core of their enquiry into leadership, the question “what do you most look for and admire in a leader, someone whose direction you would willingly follow?” The leadership quality that was ranked consistently top over more than 20 years by a very large set of contributors across six continents was “honest”.  Their work shows this to be “the single most important ingredient in the leader-constituent relationship” and that “regardless of what leaders say about their own integrity, people wait to be shown; they observe the behaviour”.  The top four personal traits and characteristics for willing and committed follower participation, identified with remarkable consistency, are:

  • Honest
  • Forward-looking
  • Competent
  • Inspiring

Responsibility – misleaders

Leaders also have a responsibility to be honest in their communications and engagement, particularly around change and when portraying a vision of the future.  Manipulating people either through the content and manner of communication, or through the style and timing of engagement, will cause the leader/follower relationship to crumble or, worse still, turn toxic.  There is certainly a sense-making role for leaders, particularly when operating in complex and uncertain environments, and that may involve putting across the truth of a situation “as I see it”.  But that is very different from misleading people, or preying on their fears and insecurities to sell a particular position or develop a sense of urgency.  Leaders should be “dealers in hope” (Napoleon Bonaparte), not peddlers in fear, and, whatever the situation, they need to live by the principle that “the truth will set you free” (John 8:32).

In their 2011 book of the same name, John Rayment and Jonathan Smith identify four main types of MisLeadership: missing, misguided, misinformed and Machiavellian. Alongside these, particularly the cunning and duplicity of the Machiavellian leader, we could perhaps add a fifth form of misleadership, the knowingly misleading leader.  To knowingly mislead in a trusted leadership role is quite simply a betrayal of responsibility – a betrayal of followers.

Trust – the glue that binds followers and leaders together

Integrity is fundamentally about the person of the leader and the degree to which they are able to inspire trust and carry respect.  The importance of trust for successful and engaging team/organisational leadership cannot be emphasised enough: “trust is the emotional glue that binds followers and leaders together.  A survey conducted by the Institute of Leadership and Management and the journal Management Today in 2009 used the following six dimensions to establish an index of leadership trust: ability, understanding, fairness, openness, integrity and consistency.  The findings of their survey of over 5,000 UK employees pointed to one clear conclusion, “integrity is the foundation of trust and it grows in importance with seniority”[1]Patrick Lencioni, author of The Five Dysfunctions of a Team, takes this still further by making trust the core foundation of high functioning or high performing teams.  And linking back to authenticity, Lencioni teaches us again the importance of honesty and vulnerability in leadership:

“Teamwork begins by building trust. And the only way to do that is to overcome our need for invulnerability.”

The Chartered Institute of Personnel and Development (CIPD) Megatrends survey in 2013 revealed that just 37% of employees trusted their senior managers.  (One could speculate, perhaps, where this figure might be with regard to national political leadership at the current time…).  This built upon a series of case studies published the previous year calledwhere has all the trust gone?  Following this, in 2014 the CIPD produced a research report called Cultivating Trustworthy Leaders, which identified four pillars of trust:

  • Ability – demonstrable competence at doing their job or fulfilling their role.
  • Benevolence (genuine concern) – a concern for others beyond their own needs and showing levels of care and compassion.
  • Integrity – adherence to a set of principles acceptable to others encompassing fairness and honesty, while avoiding hypocrisy.
  • Predictability – a regularity of behaviour over time.

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Authenticity begins in the heart and works outward through the values we embody and the behaviours we display.  The integrity that flows from this creates a core responsibility for leaders not to mislead others for their own purposes.  And, to complete the ART of leadership, trust is the essential ingredient in the leader/follower relationship that enables teams and organisations to flourish.

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.

[1] Campbell, S. (2009). The Truth about Trust, Index of Leadership Trust Special Report. Edge Magazine, The Institute of Leadership & Management, UK, September 2009: 20-25

The Brexit blogs: working through change

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Cindy Vallance explores how the Kubler-Ross curve can be used in the work place.

My last blog encouraged leaders to take an active role in supporting staff to share their feelings in relation to Brexit, particularly given the complex and emotionally charged nature of this particular change. The UK, and the higher education sector as a whole, continue to receive a daily stream of Brexit-related announcements and uncertainty has not decreased, nor is it likely to in the near future.

University leaders are well-used to change. However, the scale of Brexit has had an unprecedented impact that continues to reverberate. Once you and your staff have named and shared your initial feelings, which may be grief or shock, and opened up the door for further discussion – then what? How do leaders use the change model and deal with feelings once they are unwrapped?[1]

Firstly, working through change is not linear and people may move backwards as well as forward through the phases.

During this phase of shock or denial, people need to take time to adjust to a new reality. They will want further information to understand what is happening and will need to know how to get help. Regular communication is the critical element here – web-based written communications, links and FAQs (ideally that have been tailored for the context of each institution) [2] can be helpful but it is also important to retain the human element. Some questions can be answered in writing, but there will also be those individuals who want to have direct face-to-face conversations, particularly if they feel they are being very personally affected. Even if universities do not have the answers yet, people will want to know that someone is listening.

When working through any kind of change, feelings of anger, concern and depression often follow shock and denial. This phase is often experienced as resistance and this is often the most challenging element of change since, if it is not managed well, the organisation can quickly lose the goodwill of its people and may begin to descend into a sense of chaos. There is little value in denying people’s feelings. It can be difficult to predict where the pressure points will be and the unexpected will undoubtedly occur. However, this is where leaders can use the diversity of their experience to determine what questions people may have. Understanding the thematic sector and organisational issues as well as the specificity of individual concerns will enable leaders to begin to plan and prepare clear responses.

Eventually, some certainty on the full extent of Brexit changes will begin to emerge and it will be possible for people to explore and reach a level of acceptance of the new reality. It is at this point that people will start to consider ways to make this new reality a success. This is a phase of testing possibilities, experimenting with and discovering new options with regard to what the change will mean. Learning can take place at this stage but working through the options presented by the changes requires time and support by organisational leaders. Building in time for adjustment should be incorporated into any plans.

The final stage of integration and commitment occurs when people begin to embrace new ways and find positive opportunities that will enable universities and the sector as a whole to continue to succeed – a sector to be proud of – one that changes individual lives and makes a global difference to society. It may be difficult for some to see this as a possible future but it is this stage that is most worth working towards.

Cindy, is the Leadership Foundation’s Assistant Director, Membership. She liaises with higher education institutions in London and across the South and East of England developing relationships with our members, coordinating events and leadership development initiatives that support and complement individual institutions’ strategies and the higher education agenda.

[1] Healing the wounds, Martin Milton, Regent’s University London, THE Letter, 7 July 2016.
[2] Brexit FAQs for universities and students, UUK, and Brexit: What will it mean for universities, students and academics? Dame Julia Goodfellow, UUK President, Telegraph, 1 July 2016.

 

The Brexit blogs: owning the grieving process

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Cindy Vallance on the mood and leadership responsibilities after the referendum

Early on the morning that we learned the UK had voted to leave the European Union, I found myself reeling with the news. The first person I spoke to that day was the man who handed me a free newspaper to read on the train. He asked me, “What was the result?” When I told him, struggling to hold back my tears, his response was, “this changes everything.”

On my train journey, I was surrounded by a group of young teens on their way to school. Brexit was their only topic of conversation. Around me, commuters were glued to their mobile devices, plugged into news channels and early morning broadcasts, looking for answers in a world that had seemingly turned upside down.

I was on my way to a leadership programme session with a group of senior staff at one of the Leadership Foundation’s member universities. Travelling to the event, I asked myself, how can I possibly focus on the planned agenda and what will the group want? Will they even come to the session or will I find myself alone in the room?

I was unsure whether to be happy or disappointed when, one by one, the group members entered and sat down. There was a part of me that simply wanted to be left alone with my own thoughts, to grieve. Yes – to grieve. A strong word, a word we do not use lightly. However, when I asked the group how they wanted to spend our time together, one of the first comments a participant shared was “I feel as though I am grieving over something I have lost.”

Somehow, this acknowledgement helped set the stage in a positive way for the discussion that followed. Naming that feeling, naming grief and putting it boldly on the table, meant that we could all be honest and share our responses to the news in a very real way, opening the door for us to also work through other emotions.

Many will be familiar with this sequence of words: grief, anger, depression, bargaining and acceptance. It is from the grief cycle model developed in the 1960s by psychologist Elisabeth Kubler-Ross[1] to describe the process that terminally ill patients progress through when informed of their illness. Since that time many adaptations have been made to the original model and applied to the process that people go through when experiencing organisational change. Here’s just one example of a commonly used ‘Change Curve’[2]:

Change Curve

A positive outcome from that session on the day of the Brexit news was the common conviction expressed by those in the room that one of their leadership responsibilities is quite simply to be there for their staff and students as they work through their own emotions. Naming our feelings and allowing others to do so is a step we must take to work through what is, and will continue to be, a deeply emotional issue.

Cindy, is the Leadership Foundation’s Assistant Director, Membership. She liaises with higher education institutions in London and across the South and East of England developing relationships with our members, coordinating events and leadership development initiatives that support and complement individual institutions’ strategies and the higher education agenda.

[1] Kubler-Ross, E. (1969). On Death and Dying. Macmillan

[2] The Change Curve,  is in our  Knowledge Bank resource,  a Leadership Foundation membership benefit.

Other sources of information

Kubler-Ross’s original book was On Death and Dying – here is the link to the more accessible version of the work: On Grief and Grieving.

A view from higher education using the same model: Seven stages of grief on the way to acceptance