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Leadership In Distance Learning Draft 6
 

Leadership In Distance Learning Draft 6

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Panel presentation 2009 ITC eLearning Conference

Panel presentation 2009 ITC eLearning Conference

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  • A number of reasons distance learning leadership is so difficult, and why I believe it takes a special set of skills and strategies that are different than those normally associated with leadership in education administration.
  • There is no guidebook for distance learning leadership. We have been making it up as we go. What we are trying to do in ITC is bring together people who have been leading their institutions over the past 15 years, and gather and share the strategies that have worked
  • Commitment Establish a clear plan and then follow it!Let go of total controlTrust others to do what they’ve agreed to do, but….Stay connected Communicate often and effectivelyRecognize there will be setbacks and plan for them

Leadership In Distance Learning Draft 6 Leadership In Distance Learning Draft 6 Presentation Transcript

  • Leadership in Distance Learning
    The Art of Managing Change to Transform Institutions
    John Sneed, Director of Distance Education Portland Community College
  • What a Pretentious Title!
    Art?
    Creative-making up as we go
    Original solutions
    Managing Change?
    Change happens – we don’t make it happen
    Directing powerful societal forces
    Transform institutions?
    Colleges are different than 15 years ago
    Transformation is a process
  • “Creating and conveying technological visions powerful enough to displace traditional educational models is one of the most challenging aspects of leadership.”
    Chris Dede, Timothy E. Wirth Professor of
    Learning Technologies, Harvard University
  • Why is Leadership in Distance Learning So Difficult?
    • Higher Education is conservative
    • Distance Learning is disruptive
    • Technology is not just a tool
    • Absence of a career path
    • Confused fiscal models
    • Administrative ambivalence
    • Demands collaboration
    • Bureaucratic inertia-no rewards for visionaries
  • A Distance Learning Leadership Sampler
    How to navigate the politics of distance learning?
    How to lead when you have the responsibility but not the authority?
    How to lead from the middle?
    How to lead when everyone wants a piece of the action
  • The Politics of DE Leadership
    Fred Lokken
    Associate Dean
    WebCollege & Academic Support Center
    Truckee Meadows Community College
  • DE is different
    Although couched as just “another delivery method”, DE offers a significant challenge to the traditional campus culture
    Cross-disciplinary
    Cross-institutional
    Counter-campus culture
    DE challenges administrative “silos”
  • Consequences
    Senior administrators don’t know how to manage DE and/or don’t exactly know how to structure and support it
    Who does DE report to?
    How to staff and budget DE?
    What kind of space/equipment is needed?
    Centralized or decentralized model?
    Perceived as a threat by other units (competing for limited staff, budget & space)
  • Consequences (2)
    As a result, DE programs often lag other campus units in:
    Staff
    Budget
    Space
    Authority
  • DE Leadership: A Strategy for Success
    Qualities needed to be successful:
    1.  Ability to see the bigger picture
    2.  A sense of campus politics/identify key allies
    3.  Recognize the value - and power - of data
    4. The ability to be a “missionary” for DE
    5.  The need to be inclusive/collaborative
    6. Monitor trends in your state/nationally (ITC)
    7.  The need to be tenacious (never give
    up/never surrender!)
  • Success stories
    Every panelist represents a very successful DE program – the TMCC Story
    “Success” is measured by:
    Organizational acceptance
    Faculty/student/staff acceptance
    Commitment to quality
    Meeting the needs of your students/campus
  • Leadership in Distance Learning
    Distributed Leadership
    Mary Wells
    Quality Matters Consultant
  • Leadership Issue:
    How do you lead if you
    have the responsibility
    but not the authority?
  • Quality Matters
    :
    Inter-Institutional Quality Assurance in Online Learning
    QM Organizational Chart
    MarylandOnline
    (Wendy Gilbert,
    Administrative
    Suzanne Moret)
    Representatives
    Project Management Team
    Faculty &
    Project Evaluator
    Their Courses
    (John Sener)
    Mary Wells (co-director)
    Instructional
    Chris Sax (co-director)
    Representatives
    Kay Kane (coordinator)
    Cynthia France
    Peer Course
    External Evaluator
    Jurgen Hilke
    Reviewers
    (Anne Agee)
    John Sener
    Wendy Gilbert
    Chief Academic
    Officers
    Advisory Board
    Instructional
    Designers
    External Partners:
    Affinity Group
    Working
    Florida CC/Jacksonville, Kentucky Virtual Univ, Michigan
    Committees
    Virtual CC Consortium, Portland CC, Raritan Valley CC,
    Sloan Consortium, SREB, Towson Univ, WCET
    Process
    Tool Set
    Training
    Scholarly
    (Joan McMahon,
    (Jurgen Hilke,
    Course & Peer
    (Cynthia France,
    others, as
    Development
    Mary Wells)
    Chris Sax)
    Reviewer Selection
    Wendy Gilbert)
    needed
    (Kay Shattuck)
  • Distributed Leadership Is …
    a model which allows leadership to emerge to meet a specific need
    Characteristics include:
    Responsibility for successful completion resides with Director(s)
    Foundation = Goals & Objectives of Project
    Flexible structure to encourage:
    participation, divergent thinking, creativity
    Leaders self-identify or are recruited
    Match needs & skills
  • Critical Factors Leading to Distributed Leadership
    Compelling project
    Complex (no single “right way” to do it)
    Solves a recognized need
    Immediate impact on need/problem
    Related directly to professional/personal interests
  • Challenges to Leading
    A Complex Project When You Have Responsibility With No Authority:
    Commitment
    Trust
    Letting Go
    Communication
    Evaluation
    Finding Balance
    • Structure / Flexibility
    • Big-Picture / Details
    • Present / Future
    • Thinkers / Do-ers
    • Cooperative / Divergent Thinkers
    • Authority / Consensus
  • Leadership in Distance Learning
    Leading From the Center
    Loraine Schmitt
    Director of Distance Education and Academic Technology
    Chemeketa Community College
  • Leading from the Center
    Autonomy can give a director a sense of personal control over daily operations, but the long-term results of isolation from the mainstream of campus process carries a heavy price. (Wunsch, 2000)
  • Strategic Planning via Collaboration
    Set a direction
    Create a collaborative effort
    Facilitate the effort
    Create a culture of dialogue
    Take Action
    Develop a shared understanding & vision
  • Setting a Direction
    Formal structure
    Analysis- SWOC
    Vision, goals, strategies
    Recommendation - ASK
    Executive support
    Task force- 15 departments
    Charge
    Plan
    Clarity about purpose and outcome
  • Creating a Culture of Dialogue
    Prepare for the conversation-content/structure
    4 teams – Self-select
    Goals, hot topics, strengths, anticipate push back
    Open discussion – listen, paraphrase, genuine empathy
    Address hard questions
    Document the conversation
    Validation, retain integrity, respect for time
    Strong facilitation
    Expect the unexpected
    Feed them!!
  • Develop a Shared Understanding & Vision
    Dialogue leads to shared understanding
    Teams – full task force – teams – task force
    Team members present
    Continue to document- preserve ideas
    More depth – needs, challenges, hopes
    Shared understanding leads to shared vision
    Multiple perspectives, big picture
    Consensus
  • Outcomes
    Strategic plan developed
    Developed a commitment to the effort
    Example: Student Services Audit
    Process allowed people to bring their issues and interests into the conversation
    Legitimized their roles and need for outcomes of the task force
  • Outcomes continued
    Allowed individuals to move to the same side of the table to discuss issues
    Framed a perspective that served the organization vs. individuals representing the perspective of “1”
    Demonstration of shift in leadership - from autonomous to collaborative
    Foundation in place – support future initiatives
  • I think a major act of leadership right now, call it a radical act, is to create the places and processes so people can actually learn together, using our experiences.
    Margaret J. Wheatley
  • Leadership in Distance Learning
    Twelve Lessons for Creating and Sustaining a Successful eLearning Enterprise
    Lynda Womer, Associate Provost Electronic Campus
    St. Petersburg College
  • Lesson 1
    VERIFY CENTRALITY TO COLLEGE MISSION
    Support of President and key leaders
    Include in college mission statement
    Recognize need for system changes
  • Lesson 2
    BUILD INSTITUTIONAL COMMITMENT
    Promote institution-wide benefits
    Use existing faculty
    eCampus= everyone’s campus
  • Lesson #3
    RECOGNIZE PEDAGOGICAL DIFFERENCES
    Same outcomes; different delivery
    Good content is not sufficient
  • Lesson #4
    INVEST IN INSTRUCTIONAL
    DEVELOPMENT & TRAINING
    instructional technology support
    Pathways to eLearning
    faculty mentor program
  • Lesson #5
    ORCHESTRATE A
    SINGLE POINT OF CONTACT
    Creation & promotion of a central
    administrative department
    “one-stop shop” approach
    Begin with cyberadvising
  • Lesson #6
    PROVIDE A FULL RANGE OF ELECTRONIC SERVICES
    clicks supported by bricks
    educational and student services
    access services remotely or on-site:
    it’s the student’s choice
  • Lesson #7
    DEVELOP A ROBUST INFRA-STRUCTURE
    & SUPPORT NETWORK
    • the “care and feeding” of access
    • help desk, tools, tutors, tutorials
    e-literacy
  • Lesson #8
    ENGAGE IN ON-GOING MARKETING &
    MARKET RESEARCH
    • “is ecampus right for you”
    • Visitors survey
    • demographic profile, SSI
  • Lesson #9
    EMBRACE ACCOUNTABILITY AND AN ONGOING QUEST FOR QUALITY
    Development Checklist, Flexible Access, 3 year review, Signature courses
    Retention rates and grade distribution
    Student survey of instruction and performance standards for students, instructors, administrators
  • Lesson #10
    BE REALISTIC ABOUT COSTS
    models exist
    assessing “lab fees”
  • Lesson #11
    DON’T MAKE IT MORE COMPLICATED
    THAN IT IS
    • paralysis by analysis
    • institutional procedures could be adapted or adopted
    • online courses: not better, not worse, just different delivery
  • Lesson #12
    RECOGNIZE THAT YOU ARE ON
    A CHANGE TREADMILL
    • increase the pace to stay in place
    • formulas for resource allocations
    • PREPARE FOR CHANGE….
  • Problem: Productivity
    • Too many online students, not enough staff!
    • Massive reorganization college-wide
    • Re-education, training, training, and more training
  • Old Organizational Chart
    President
    Vice President for Academic & Student Services
    Provost of Seminole/eCampus
    Associate Provost of Seminole eCampus
    One Department: eCampus
    eCampus Program Director – (multi-discipline)
    Cyberadvisors
    Staff
  • Proposed Solution: Decentralization
    Spread the Wealth and Responsibilities
    PROS:
    • College-wide scheduling
    • College-wide student services
    • College-wide training
    • College-wide buy-in
    CONS:
    • Confused students
    • Confused staff
  • New Organizational Chart
    President
    Vice President for Academic & Student Services
    Provosts for 4 Campuses and 3 Centers
    Associate Provosts for 4 Campuses and 3 Centers
    6 Academic Deans (college-wide)
    24+ Academic Chairs (6 per campus)
    Cyberadvisors (2 per campus)
    eCampus skeletal staff
    Office staff college-wide
  • Outcome: Too soon to tell
    Year 1 of new organizational chart
    Dean, Staff and Students are still learning the procedures
    Florida education budgets facing severe cutbacks
  • Recommendation:Enlist Traits of Good Leadership
    • Honesty - Fair-Minded
    • Competence - Broad-Minded
    • Forward-Looking - Courageous
    • Inspiring - Straightforward
    • Intelligent - Imaginative
    Traits of a Good Leader by the Tom Peters Group
  • Trait: Distributed Leadership
    With an emphasis on
    TEAMWORK
    even when Teamwork seems to be MORE work.
  • “Retreat? Hell, we just got here!”
    Captain Lloyd Williams, Officer in the United States Marine Corps, World War I, 1918, when advised to withdraw by a French officer at the defensive line.
    “A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty.”Winston Churchill
  • 2009 Leadership Academy
    Understand your organization
    Develop your own leadership model
    Identify and acquire key tools
    Gain a network of practitioners
    July 26-29, 2009
    Costa Mesa, California