1. Developing Academic Leadership Capability 2

2. Learning Outcomes Review and understand personal leadership results using the iCVF. Conceptualise a leadership development plan in line with experiential learning principles. Further build your peer coaching practice network.

3. Ground Rules What happens here stays here No power relationships Assist each other Build a community of practice Be interactive Take responsibility for what you want to do Lifelong skills and development Enjoyable, fun and challenging

4. Acknowledgement The authors would like to acknowledge Professor Tricia Vilkinas and her team for their contributions to these PowerPoints based on their work in their ALTC project, “The development of a web based 360 degree feedback process for utilisation by Australian universities to develop academic leadership capability in academic coordinators.”

5. Interpreting the Feedback Go to feedback manual: 1. See number and type of respondents (p.1-3) 2. Focus on effectiveness scores 3. Integrator score 4. Then go to operational roles

6. Sources of Feedback Your perception of yourself Others perceptions of you What you said is important – your benchmarks What others said is important – their benchmarks Others: Line managers ( Head of School etc) Peers Course Coordinators Professional staff

7. Effectiveness (p. 2-1) What score did you give yourself? What score did the others give you? If your score is above 4 – need to make sure that you keep up the good work: fine tuning If your score is between 3 and 4: a major service If your score is below 3: a major overhaul or rebuild Make some notes on the sheet provided

8. Effectiveness

9. Interpreting Your Feedback- Effectiveness Were any of the scores below 3 – if so make a note Difference of > 1 between how effective I said I was and they said I was Do I need to do some work to improve my effectiveness?

10. Now let’s move to your integrator feedback (p.3-1)

11. Integrator What does your integrator score tell you about your ability to critically observe and then reflect on those observations?

12. Integrator

13. Interpreting Your Feedback- Effectiveness Role Displayed Role Importance You SO If you: have a difference of 1 or more on any of the ones (A,B,C or D) below, or any of your scores are less than 3.5 then some action may be needed. Focus on A, then B, then C A = gap between You and SO for displayed roles B= gap for You between role displayed and importance C = gap between You and SO for role importance D = gap for SO between role displayed and importance A B C D

14. Interpreting Your Feedback- Integrator Were there any differences in the importance scores of you and your SO? Do I need to do some work on my Integrator? A B C RoleDifference of 1 or more (direction): What you said you did and what they said you did Difference of 1 or more (direction): What you said you did and what you said was important.

15. Broker

16. Interpreting Your Operational Roles RoleDifference of 1 or more (direction): What you said you did and what they said you did Difference of 1 or more (direction): What you said you did and what you said was important. Were there any differences in the importance scores of you and your SO? Do I need to do some work on my Roles Innovator Broker Deliverer Monitor Developer A BC

17. Things known to others Things not known to others Things known to self Arena (Open Area) Facade (Hidden Area) Blind Area Unknown Area Things not known to self Feedback Sharing Yourself as seen by others Yourself as seen by you Johari Window

18. Prioritised—1

19. Prioritised—2

20. How did you feel about the feedback?

21. Initial responses to feedback: “Feelings” Confirming Conflicting/confusing Surprising Threatening Infuriating

22. 22 Action plans Plan Do (action) Observe Behaviours: yours and others Reflect Note: thoughts & feelings Learnings Plan Teaching and Learning Leadership Practice

23. Action Plan The role that I wish to take some action on is… The actions I am going to take are: How will I know when I have been successful with my action plan?

24. Your Action Strategies In your reflective journal note: Start small Low risk High control Observations Behaviours: yours and others Reflections Note: thoughts & feelings

25. Journal Format What I observed: Their behaviour My Behaviour Reflections: What did I think and feel about these behaviours? What did I learn about me? What do I need to do differently? Or the same?

26. Develop a Network of Peer Coaches Link with others Share best practice and challenges Create a sense of community Create a support network for the implementation of plans Help you to: –Retain motivation –Continue learning Where do you start?

27. Managing Performance with Learning Agendas Process Diagnose learning needs Formulate learning goals Identify resources Select strategies Evaluate outcomes Specify criteria (KPIs) Specify the time frame Knowles, M., Holton, E., & Swanson, R. (1998). The Adult Learner (5th ed.). Woburn, MA: Butterworth Heinemann. Coaching Reflective Journaling

28. Development Plan for Monitor Role (6 months) 1.Diagnose learning need (Monitor) 2.Formulate learning goal: Within 2 months, produce succinct yet comprehensive course review and mapping documents that include well researched background factors, course statistics, strategic plans and options with recommendations that support the amendment/development of course review/developments. 3.Identify resources and strategies: a.Attend course review committee meeting—note common questions, issues that need to be addressed b.Identify partner CC and work collaboratively through review processes – meet fortnightly. c.Etc…

29. How Will This Process Benefit You? Use it: For academic promotion At your performance management meeting To develop your academic leadership capacity