1. EUA Leadership Seminar Lausanne 11-14 June 2006 Developing Leadership Capacity in HE - “Being yourself with skill” Alison Johns Head of Leadership, Governance and Management HEFCE

3. Working Across Cultures Academic World Organisational World Regulatory World Curiosity, criticism, challenge Analysis and evaluation Seeking ways not to agree Independence Long time scales Knowledge Support, enabling Action Seeking consensus and agreement Inter-dependence Annual time scales Performance Judging Policy/Ideology Seeking conformity Dependence 1-6 years timetable Money

4. Leaders must seek feedback Change leads to discomfort Leaders do not have a monopoly on vision New patterns or possibilities may emerge from diverse inputs Be prepared to change tack  and abandon “old ways” Leaders listen

5. Model of Comprehensive Leadership Know Yourself Know others Know your organisation Know the world

6. What you said about your “Best Bosses” Supportive Self-assured Gave constructive feedback Good communicator Sensitive Leadership qualities Understood what motivated each individual Concerned with detail as well as big picture Respectful Responsive Encouraged development Listened Open-minded Trustworthy Principled – integrity Followed up on promises Open Collegiate Calm in a crisis

7. What you said about your “Worst Bosses” Poor communication skills Thinks they know it all – won’t ask for advice Narrow-minded Didn’t listen Inflexible No sense of leadership No team-building or development Disrespectful Didn’t support the team Failed to recognise team member’s good work Not trustworthy Blamed others Sexist Racist Low integrity Unrealistic expectations Didn’t seek or appreciate alternative views Avoided conflict

8. Today, more than ever before… … Our passion and commitment, our willingness and ability to deal with complexity, ambiguity and change, our thorough understanding of self and others… These are the capabilities that define success

9. L > I = C

10. ‘Life is like playing a violin solo in public and learning the instrument as you on along’ Anon

11. How people change True behavioural change happens when the change helps people achieve personal goals There must be an opportunity for self-assessment There must be a plan in place Behavioural change takes time, practice – and lots of feedback! Ongoing support is vital to change efforts This can be in the form of mentoring, coaching, etc: the key that it is on-going and allows for mistakes!

12. Why Action Learning? To balance, individual need with organisational requirements To tackle real life organisational problems To encourage –Collaborative and supportive relationships –Respect for difference To provide time out To expand ideas, techniques and approaches to work

13. Conditions for Effective Participation in AL Level of motivation Capacity to be open and responsive Interpersonal connectedness Emotional management skills Degree of psychological mindedness Capacity for introspection Responsiveness to observations of others Flexibility

14. Before Action Learning Programme Managers individual reactions are typically: “I cannot afford to take that amount from the Office!” “ We can probably manage with fewer meetings than that.” “I do lots of Projects – this isn’t Any difference from Project work.”

15. After Action Learning Programme At the end of the programme manager responses are typically: “We put in more time than we imagines – certainly more than the minimum.” “We want to continue to operate as a group because we value how much we have learned in this way and from each other.” “You have to Experience this process to really understand What it means.” “I would not have believed That such a diverse Group could have developed Into this effective team.”

16. “If you always do what you have always done you will always get what you always got!” Anon