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

Views on Listening: supported

Support image

As she prepares to host the autumn 2014 runs of Research Team Leadership and Leading Research Leaders, LF associate, Shirley Wardell returns with the latest in her Listening series of blogposts. In ‘supported’ she explains how research leaders can offer true support through better listening.

When you listen to people they feel supported, this is what participants on the Research Team Leadership programme tell us. Support is something that stops things from collapsing or crumbling; support is a critical function of a leader. I am sure leaders in institutions are hoping to do more than stop people from collapsing when they offer support. I imagine they are hoping to help people reach their full potential; to do the really hard stuff; and to work really well with others.

On Research Team Leadership we use John Adair’s Functional Leadership as a practical framework that helps leaders be clear about ‘what’ they need to do. The Functional Leadership model outlines 11 functions a team leader needs to perform over the three areas of the task, the team and the individual. Support is one of the functions described in this model. A leader needs to provide support for the task, support to the team and to the individual. John Adair’s framework establishes ‘what’ to do and then we turn to Nancy Kline’s framework getting the participants to think about ‘how’ to do it.

We ask the research leaders how they might support their teams. We ask them to think deeply about how they can achieve the goal of supporting their teams by arranging for them to listen to each other profoundly. Nancy Kline’s suggestion ‘if in doubt, ask’ seems like a good maxim when deciding how to support anyone. We can take a few educated guesses what they might need, but when we ask and listen profoundly the nuances of needs appear.

Here is a glimpse of what research team leaders tell us are good ways to support their teams:

1. Take time to listen to the research team and to make sure this happens
2. Be aware of the needs of individual researchers
3. Create a supportive atmosphere
4. Be responsive
5. Support them to support themselves
6. Facilitate team activity
7. Resolve conflicts

All of the activities above would require some skilled listening. Programme director David Faraday and I have woven our learning from nearly 60 runs of Research Team Leadership training into Leading Research Leaders (the first run takes place on Thursday 27 and Friday 28 November in Birmingham and the second run is scheduled for May 2015.) In this new programme for research-active academics we will expand upon how listening can be learned as a skill to develop thinking, collaboration and to support research leaders.

Research Team Leadership, the vehicle that has brought us all this insight, has run exclusively as an in-house programme at universities throughout the UK for the past four years. In November we reintroduce it as an open/national programme providing participants with the chance to network with peers outside of their university. The autumn run is on Thursday 13 and Friday 14 November, also in Birmingham. Individual research team leaders can attend and add their thoughts to the wealth of data we have gathered and analysed and benefit from the results of the talented research team leaders who have attended the programme over the years.

Shirley Wardell’s earlier blog posts are here. Listening