Developing Educational Leadership Capacity

Paula N. O’Neill, MEd, EdD September 8, 2005 ESFP Workshop

Discussion focus
     

Objectives: At the conclusion of this workshop, participants should be able to: Discuss considerations in making educational leadership a component of personal academic career plans Discuss skills, knowledge and attitudes needed for leadership Discuss issues of ethics, credibility, communication, and cultural competency needed for educational leaders Become familiar with leadership opportunities within their respective institutions Begin a personal development plan to enhance academic leadership capacity

Educational leadership?
 Personal
 

objectives regarding leadership?

Do you WANT to be a leader? If yes, why, if no, why not?

 Experience

with educational leadership?

 Part

of your career plan?

Concept of Educational Leadership?
 Small

group work — 10 minutes

How do you describe educational leadership? What types of positions are available to those who aspire to leadership positions? What training or experience might be necessary for such positions? When should you aspire to such positions?

Leaders do you admire
 Who

are the leaders you admire?


Knowledge, skills and attitudes necessary
 List

knowledge, skills and attitudes necessary for leaders in academic dentistry or medicine.

Core Competencies for New Leaders

Redistribution of power New rules for playing the game What was certain

now is not

Essential leadership demands ability to

bring coherence and structure

What’s needed

Vision Alignment of practice Partnering with others Managing change

What’s needed
Gilkey, O’Neill

Communication skills Understanding of finance Effectiveness in promoting public health initiatives Influencing policy

What’s needed cont.

Building public awareness of issues, trends Cultural competence Self-confidence

Building capacity and credibility as a leader Maxwell & Bogue
 Influence
  

Princess Diana and Mother Teresa Earned Difference between leadership and management is?? Does it equate to leadership? Leadership develops daily, Not in a Day Learners

 Knowledge

 Process
 

Four Phases of Leadership Growth

INEFFECTIVE UNAWARE I don’t know what I don’t know I know what I don’t know

EFFECTIVE I simply go because of what I know I grow and know — It starts to show






Steer or chart course

E. F. Hutton

real leaders/listen

“Being in power is like being a lady. If you have to tell people you are,
 

“YOU AREN’T. Margaret Thatcher




Solid ground
Foundation & trust Follow those stronger Evaluate everything Who you are Is who you attract

Individual activity



List qualities of those whom you think would help you become an academic leader

 


 



Heart before hand Communication

Potential determined by

Those closet to you!

You cannot move people to action unless you first move them with emotion.

There are no “Lone Ranger Leaders.”

If you are alone, you are NOT leading anybody.

Building cont.


Secure leaders give power to others

Maxwell’s study on “How people became leaders”
  

Natural gifting 10 % Result of crisis 5 % Influence of 85 %  Another leader


It takes a leader to raise up a leader





Then vision

Activity is not accomplishment Leadership Communicating Creating Networking 19 % 38 % 31 % 12 %


Maxwell’s Priorities
 



 

Create forward progress





Timing important

Give up to go up Cost of leadership Responsibilities Rights

When, what and where

Value measured by legacy of succession


SWOT Analysis

Conduct prior to developing Leadership Plan

(Individual work for 5-7 minutes) Strengths Weaknesses Opportunities Threats


Acquiring competence
Kouzes and Posner

Learned Genuine Authentic Desire Self-confidence Value

Leadership Programs

American Dental Education Association

Leadership Institute Association of American Medical Colleges  National Leadership Development Programs   Mid-Career Women Faculty Professional Development Seminar   Minority Faculty Career Development 

Leadership Programs

Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM) Program for Women. MCP Hahnemann Drexel University College of Medicine  The University of Texas Health Science Center Academic and Administrative Leadership Development Program 

Leadership opportunities within your institutions
 How

do you learn about leadership opportunities?

 If

you don’t have a channel, how can you find one?

Levels of Academic Leadership
         

Course Director Section Chief Department Vice Chair Department Chair Assistant/Associate Dean Dean Assistant/Associate/Vice President President Chancellor Provost

Incorporating leadership in your Career Development Plan

Write down responses to the four questions.
1. 2.

3. 4.

Level of leadership to which you aspire? What development steps would be necessary to achieve that level of leadership? Who needs to support your plan? What resources are necessary for your plan to succeed?

Planning and Visioning
 Focus
  


on the future

True visionaries let go of the past Embraces the reality of change Pushes to create a different world

 Lay
  

your Plan’s foundation on Core Values
Of the institution Of professional values Of personal values

Developing a realistic Leadership Development Plan
Develop a picture of the future that you want to create.  What would your Plan be

if you had to describe it to someone without any knowledge?

Consider your future opportunities realistically.  Determine resources needed.  Who will be involved?  Prioritize aspects of Plan.

Don’t keep it a secret
 Remember

Your Plan must be:
 Implemented

and aligned with the

organization  Communicated

Summary and Questions

   

Developing leadership potential requires PLANNING Requires the assistance of others Demands motivation Must be principled Solid foundation May need to develop additional knowledge, skills and attitudes Expectations managed and evaluated Can’t be a secret

 

Bogue EG. Leadership by Design: Strengthening integrity in higher education. 1994. San Francisco: Jossey-Bass, Inc. Giber D, Carter L, Goldsmith M. 2001. Best Practices in Leadership Development Handbook. San Francisco: Jossey-Bass, Inc. Kouzes JM, Posner BZ. Credibility: How leaders gain and lost it, why people demand it. 1993. San Francisco: Jossey-Bass, Inc. Lobas JG. Leadership in academic medicine: capabilities and conditions for organizational success. Am J Med. 2006 Jul;119(7):617-21. Maxwell JC. The 21 Irrefutable Laws of Leadership. 1998. San Francisco: Jossey Bass., Inc.


   

McCauley CD. Moxley RS, Van Velsor E. Handbook of Leadership Development. 1998. San Francisco: JosseyBass, Inc. Soder R. The Language of Leadership. 2001. San Francisco: Jossey Bass, Inc. Souba WW., Day DV. Leadership values in academic medicine. Acad Med. 2006 Jan;81(1):20-6. The 21st Century Health Care Leader. 1999. Gilkey RW. (ed). Jossey-Bass. Inc. The Successful Medical School Department Chair, Vols. I, II, III. 2002. Washington, DC, The Association of American Medical Colleges.