Bridge-Building Leadership
Joining up the university

Richard Sharpe, Managing Director, Elementa Leadership
AUA Yorkshire...
About Elementa Leadership
Elementa Leadership is an organisation development
consultancy. It works in partnership with its...
About Elementa Leadership


Our work is informed by a strong evidence base drawn
from organisational psychology, manageme...
Adaptive Challenges that UK HE Faces
 Ongoing public sector retrenchment
 Changes in funding and policy direction (decre...
Fit between an Organisation and its Environment
Jones, 2004
Strategic Agility

The ability of the university, as a living human system, to thrive
on and learn from continuous waves o...
Bridges, Connections and Collaboration
An Interconnected Future – The Future of Global HE
Research Partnering around the world’s great problems
Transnational Education Collaboration
British Council, 2013
Partnering with Students
Partnering with the City Region
Interdisciplinary (Collaborative) Research
Building a new Academic / Administrative Interface
Discussion Point

What are the blocks to more effective collaborative
cross-boundary working in your University?
The Seven Key Collaborative Factors
Linden, 2010

1.

The partners have a shared, specific interest of purpose that they a...
Linden’s Collaboration Framework
Linden, 2010

Appropriate
People

High Priority

CHAMPION

Shared Goals

Open Process
Leading Across Boundaries –
The Intercultural Competence Assessment (INCA)
Byram et al, 1997

1.

Tolerance for ambiguity ...
Leading Across Boundaries –
Intercultural Competence Assessment (INCA)
Byram et al, 1997

4.

Knowledge discovery is “the ...
Bennett’s Model of Intercultural Sensitivity


In the Denial stage, individuals must learn to recognize the existence of ...
Strategies for Working Across Different Cultures
Linden, 2010



Respect difference; don’t allow them to overshadow the c...
What does a Bridge-Building Leader do?
© Elementa Leadership
CO-CREATES
SHARED
PURPOSE AND
‘BUILDS
COMMUNITY’
SEEKS ‘WINWI...
What does a Bridge-Building Leader do?


Achieves deep empathy with and understanding of others’ perspectives and encoura...
Reflection Point

Think of your University’s best Bridge-Building leaders
Who are they?
and

What do they do that others d...
The Re-Invention of the
Academic / Administrative Interface
(The foundation of the ‘Agile University’)

A Job for Bridge-B...
The Current Academic / Administrative Interface
Model One:
Command and Control (Don’t Trust the Academics)

Model Two:
Avo...
Lesson from the US - Appoint a Provost
 The Provost’s encountered took the academic mission as the core of
their role and...
Lesson from the US - Appoint a Provost
 The Provost’s appeared to act as ‘bridge-builders’ between the
academic and admin...
An Integrated framework for Planning,
Performance and Accountability

A new bridge that will join up the university
How effective a Bridge-Builder are you?
Complete our Bridge-Building Leadership Self Assessment Questionnaire

and find ou...
Launching December 1st 2013
Email
richard@elementaleadership.co.uk
Web
www.elementaleadership.co.uk
Yorkshire and North East Conference '13 - Bridge Building Leadership, Phil Vincent
Yorkshire and North East Conference '13 - Bridge Building Leadership, Phil Vincent
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Yorkshire and North East Conference '13 - Bridge Building Leadership, Phil Vincent

  1. 1. Bridge-Building Leadership Joining up the university Richard Sharpe, Managing Director, Elementa Leadership AUA Yorkshire and North East Conference November 15th 2013
  2. 2. About Elementa Leadership Elementa Leadership is an organisation development consultancy. It works in partnership with its clients to develop greater strategic agility. The consultancy was formed in October 2008 by Richard Sharpe, formerly Associate Director, Leadership, with The Work Foundation.  Elementa Leadership works extensively in UK higher education and believes that HE is critical to the success of the UK’s growing knowledge and innovation economy and that it is essential that HE is sustained, protected and encouraged to flourish if the UK is to achieve it’s economic and societal goals.
  3. 3. About Elementa Leadership  Our work is informed by a strong evidence base drawn from organisational psychology, management theory and ‘whole systems’ thinking.  We have significant practical international experience of working at strategic and senior levels, across sectors.  Elementa Leadership has organised two US study visits for UK HE leaders, as a part of our ongoing research in to the ‘Agile University’. These have included meetings with senior leaders and key staff at Columbia, NYU, University of Michigan and Ohio State University.
  4. 4. Adaptive Challenges that UK HE Faces  Ongoing public sector retrenchment  Changes in funding and policy direction (decreasing government financial support)  Prospect of institutions being allowed to ‘fail’  Intensification of global and local competition (including the prospect of private universities and increased competition for international students)  Students as customers? What is the ‘student experience’?  Research, REF & Impact  The impact of technology on teaching & learning (MOOC’s)
  5. 5. Fit between an Organisation and its Environment Jones, 2004
  6. 6. Strategic Agility The ability of the university, as a living human system, to thrive on and learn from continuous waves of change such that change becomes a natural and inevitable part of organisational life and not an isolated and threatening event. The ability to continually develop new capabilities and improve upon those that already exist, advantage. as a source of sustainable strategic
  7. 7. Bridges, Connections and Collaboration
  8. 8. An Interconnected Future – The Future of Global HE
  9. 9. Research Partnering around the world’s great problems
  10. 10. Transnational Education Collaboration British Council, 2013
  11. 11. Partnering with Students
  12. 12. Partnering with the City Region
  13. 13. Interdisciplinary (Collaborative) Research
  14. 14. Building a new Academic / Administrative Interface
  15. 15. Discussion Point What are the blocks to more effective collaborative cross-boundary working in your University?
  16. 16. The Seven Key Collaborative Factors Linden, 2010 1. The partners have a shared, specific interest of purpose that they are committed to and can’t achieve (as well) on their own. 2. The partners want to pursue a collaborative solution now and are willing to contributed something to the effort. 3. The appropriate people are at the table. 4. The partners have an open, credible process. 5. The effort has a passionate champion (or champions), with credibility and clout. 6. The partners have trusting relationships. 7. The partners use the skills of collaborative leadership.
  17. 17. Linden’s Collaboration Framework Linden, 2010 Appropriate People High Priority CHAMPION Shared Goals Open Process
  18. 18. Leading Across Boundaries – The Intercultural Competence Assessment (INCA) Byram et al, 1997 1. Tolerance for ambiguity is “the ability to accept lack of clarity and ambiguity and to be able to deal with it constructively” 2. Behavioural flexibility is “the ability to adapt one’s own behaviour to different requirements and situations” 3. Communicative awareness is “the ability to establish relationships between linguistic expressions and cultural contents, to identify, and consciously work with, various communicative conventions of foreign partners, and to modify correspondingly one’s own linguistics forms of expression”
  19. 19. Leading Across Boundaries – Intercultural Competence Assessment (INCA) Byram et al, 1997 4. Knowledge discovery is “the ability to acquire new knowledge of a culture and cultural practices and the ability to act using that knowledge, those attitudes and those skills under the constraints of real-time communication and interaction” 5. Respect for otherness is “the readiness to suspend disbelief about other cultures and belief about one’s own” 6. Empathy is “the ability to intuitively understand what other people think and how they feel in concrete situations”
  20. 20. Bennett’s Model of Intercultural Sensitivity  In the Denial stage, individuals must learn to recognize the existence of cultural differences.  In the Defence stage, people can diminish their polarized perspectives by emphasizing “common humanity” and similarities in needs and feelings.  In the Minimization stage, a person needs to develop cultural self-awareness and learn that even if there are similarities between cultures, there are also a lot of differences.  In the Acceptance stage, individuals must refine their analysis of cultural contrasts, making cultural differences the focus and practicing cultural frame-of-reference shifting.  In the Adaptation stage, one must perfect one’s cultural frame-of-reference skills and increase one’s ability to empathize with others.
  21. 21. Strategies for Working Across Different Cultures Linden, 2010  Respect difference; don’t allow them to overshadow the commonalities.  Work on relationships; take time to let trust grow.  Become “bilingual”; take time to decode other culture(s).  Do real work together on a common goal.  Co-locate staff from several agencies or units in the same space.  Identify and use the strengths of each organisation.  Make needed systemic changes when trying to alter an organisation's culture (in order that it can build and sustain collaboration across cultural boundaries) .
  22. 22. What does a Bridge-Building Leader do? © Elementa Leadership CO-CREATES SHARED PURPOSE AND ‘BUILDS COMMUNITY’ SEEKS ‘WINWIN’ HIGH QUALITY OUTCOMES COURAGE TO HAVE THE DIALOGUE A POST-HEROIC LEADERSHIP MODEL TRUST THROUGH HUMILTY AND AUTHENTICTY EQUITY EMPATHY THROUGH LISTENING AND CURIOSITY VOICE ENGAGES AND INFORMS STAKEHOLDERS EXCELLENCE COMMUNITY CREATES A LEGITIMISED ‘ROAD MAP’
  23. 23. What does a Bridge-Building Leader do?  Achieves deep empathy with and understanding of others’ perspectives and encourages everyone to do the same  Builds trust by acting authentically with humility- being open and transparent  Courage to actively ‘step in’ to contested ‘sites’ and conflict and engage in dialogue  Co-creates Shared Purpose promoting a sense of ‘voice’, control and influence (more pull less push) and community. Can handle ambiguity and uncertainty.  Looks for collaborative win/win high quality outcomes and solutions (will not readily accept mediocrity) to meet shared interests (equity and justice).  Keeps key stakeholders ‘on board’ as ‘champions’ and does not surprise these stakeholders or ‘blindside’ them (Political skill)  Develops a ‘legitimised’ strategic framework (goals, priorities and strategies) and process for sustainable collaboration and/or partnership – building confidence with successful ‘baby steps’ first
  24. 24. Reflection Point Think of your University’s best Bridge-Building leaders Who are they? and What do they do that others don’t?
  25. 25. The Re-Invention of the Academic / Administrative Interface (The foundation of the ‘Agile University’) A Job for Bridge-Builders?
  26. 26. The Current Academic / Administrative Interface Model One: Command and Control (Don’t Trust the Academics) Model Two: Avoidance / Consulting to the Void (Don’t upset the Academics) Model Three: Partnership and Collaboration (Let’s Work Together)
  27. 27. Lesson from the US - Appoint a Provost  The Provost’s encountered took the academic mission as the core of their role and orchestrated a range of academic and administrative staff and services to best support this mission and the academics that were key to its delivery.  These role holders were all established academics who had at some point in their careers opted to pursue a managerial route.  There appeared no confusion academic/administrative interface. or lack of clarity in the
  28. 28. Lesson from the US - Appoint a Provost  The Provost’s appeared to act as ‘bridge-builders’ between the academic and administrative communities and as a result it appeared that a productive, solution orientated focus occupied this space.  The Provost’s seemed to find it relatively easy to identify problems and opportunities and to get the right people around the table to find appropriate solutions.
  29. 29. An Integrated framework for Planning, Performance and Accountability A new bridge that will join up the university
  30. 30. How effective a Bridge-Builder are you? Complete our Bridge-Building Leadership Self Assessment Questionnaire and find out if you are a:  Master Bridge-Builder  Effective Bridge-Builder  Apprentice Bridge-Builder  Bridge Blocker
  31. 31. Launching December 1st 2013
  32. 32. Email richard@elementaleadership.co.uk Web www.elementaleadership.co.uk

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