Leadership In Distance Learning Draft 6


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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

    1. 1. Leadership in Distance Learning<br />The Art of Managing Change to Transform Institutions<br />John Sneed, Director of Distance Education Portland Community College<br />
    2. 2. What a Pretentious Title!<br />Art?<br /> Creative-making up as we go<br />Original solutions<br />Managing Change?<br />Change happens – we don’t make it happen<br />Directing powerful societal forces<br />Transform institutions?<br />Colleges are different than 15 years ago<br />Transformation is a process<br />
    3. 3. “Creating and conveying technological visions powerful enough to displace traditional educational models is one of the most challenging aspects of leadership.”<br />Chris Dede, Timothy E. Wirth Professor of<br />Learning Technologies, Harvard University<br />
    4. 4. Why is Leadership in Distance Learning So Difficult?<br /><ul><li>Higher Education is conservative
    5. 5. Distance Learning is disruptive
    6. 6. Technology is not just a tool
    7. 7. Absence of a career path
    8. 8. Confused fiscal models
    9. 9. Administrative ambivalence
    10. 10. Demands collaboration
    11. 11. Bureaucratic inertia-no rewards for visionaries</li></li></ul><li>
    12. 12. A Distance Learning Leadership Sampler<br />How to navigate the politics of distance learning?<br />How to lead when you have the responsibility but not the authority?<br />How to lead from the middle?<br />How to lead when everyone wants a piece of the action<br />
    13. 13. The Politics of DE Leadership<br />Fred Lokken<br />Associate Dean<br />WebCollege & Academic Support Center<br />Truckee Meadows Community College<br />
    14. 14. DE is different<br />Although couched as just “another delivery method”, DE offers a significant challenge to the traditional campus culture<br />Cross-disciplinary<br />Cross-institutional<br />Counter-campus culture<br />DE challenges administrative “silos”<br />
    15. 15. Consequences<br />Senior administrators don’t know how to manage DE and/or don’t exactly know how to structure and support it<br />Who does DE report to?<br />How to staff and budget DE?<br />What kind of space/equipment is needed?<br />Centralized or decentralized model?<br />Perceived as a threat by other units (competing for limited staff, budget & space)<br />
    16. 16. Consequences (2)<br />As a result, DE programs often lag other campus units in:<br />Staff<br />Budget<br />Space<br />Authority<br />
    17. 17. DE Leadership: A Strategy for Success<br />Qualities needed to be successful:<br />1.  Ability to see the bigger picture<br />2.  A sense of campus politics/identify key allies <br />3.  Recognize the value - and power - of data<br />4. The ability to be a “missionary” for DE<br />5.  The need to be inclusive/collaborative<br />6. Monitor trends in your state/nationally (ITC)<br />7.  The need to be tenacious (never give <br /> up/never surrender!)<br />
    18. 18. Success stories<br />Every panelist represents a very successful DE program – the TMCC Story<br />“Success” is measured by:<br />Organizational acceptance<br />Faculty/student/staff acceptance<br />Commitment to quality <br />Meeting the needs of your students/campus<br />
    19. 19. Leadership in Distance Learning<br />Distributed Leadership<br />Mary Wells<br />Quality Matters Consultant<br />
    20. 20. Leadership Issue:<br />How do you lead if you<br />have the responsibility <br />but not the authority?<br />
    21. 21. Quality Matters<br />:<br />Inter-Institutional Quality Assurance in Online Learning<br />QM Organizational Chart<br />MarylandOnline<br />(Wendy Gilbert, <br />Administrative<br />Suzanne Moret)<br />Representatives<br />Project Management Team<br />Faculty & <br />Project Evaluator <br />Their Courses<br />(John Sener)<br />Mary Wells (co-director)<br />Instructional <br />Chris Sax (co-director)<br />Representatives<br />Kay Kane (coordinator)<br />Cynthia France<br />Peer Course <br />External Evaluator<br />Jurgen Hilke<br />Reviewers<br />(Anne Agee)<br />John Sener<br />Wendy Gilbert<br />Chief Academic <br />Officers<br />Advisory Board<br />Instructional <br />Designers <br />External Partners:<br />Affinity Group<br />Working <br />Florida CC/Jacksonville, Kentucky Virtual Univ, Michigan <br />Committees<br />Virtual CC Consortium, Portland CC, Raritan Valley CC, <br />Sloan Consortium, SREB, Towson Univ, WCET<br />Process<br />Tool Set<br />Training<br />Scholarly <br />(Joan McMahon, <br />(Jurgen Hilke, <br />Course & Peer <br />(Cynthia France,<br />others, as <br />Development<br />Mary Wells)<br />Chris Sax)<br />Reviewer Selection<br />Wendy Gilbert)<br />needed<br />(Kay Shattuck)<br />
    22. 22. Distributed Leadership Is …<br />a model which allows leadership to emerge to meet a specific need<br />Characteristics include:<br />Responsibility for successful completion resides with Director(s)<br />Foundation = Goals & Objectives of Project<br />Flexible structure to encourage:<br />participation, divergent thinking, creativity<br />Leaders self-identify or are recruited<br />Match needs & skills<br />
    23. 23. Critical Factors Leading to Distributed Leadership<br />Compelling project<br />Complex (no single “right way” to do it)<br />Solves a recognized need <br />Immediate impact on need/problem<br />Related directly to professional/personal interests<br />
    24. 24. Challenges to Leading<br />A Complex Project When You Have Responsibility With No Authority:<br />Commitment<br />Trust<br />Letting Go<br />Communication<br />Evaluation<br />Finding Balance<br /><ul><li>Structure / Flexibility
    25. 25. Big-Picture / Details
    26. 26. Present / Future
    27. 27. Thinkers / Do-ers
    28. 28. Cooperative / Divergent Thinkers
    29. 29. Authority / Consensus</li></li></ul><li>Leadership in Distance Learning<br />Leading From the Center<br />Loraine Schmitt<br />Director of Distance Education and Academic Technology<br />Chemeketa Community College<br />
    30. 30. Leading from the Center<br />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)<br />
    31. 31.
    32. 32.
    33. 33. Strategic Planning via Collaboration<br />Set a direction<br />Create a collaborative effort<br />Facilitate the effort<br />Create a culture of dialogue<br />Take Action<br />Develop a shared understanding & vision<br />
    34. 34. Setting a Direction<br />Formal structure<br />Analysis- SWOC<br />Vision, goals, strategies<br />Recommendation - ASK<br />Executive support<br />Task force- 15 departments<br />Charge<br />Plan<br />Clarity about purpose and outcome<br />
    35. 35. Creating a Culture of Dialogue<br />Prepare for the conversation-content/structure<br />4 teams – Self-select <br />Goals, hot topics, strengths, anticipate push back<br />Open discussion – listen, paraphrase, genuine empathy<br />Address hard questions<br />Document the conversation<br />Validation, retain integrity, respect for time<br />Strong facilitation<br />Expect the unexpected<br />Feed them!!<br />
    36. 36. Develop a Shared Understanding & Vision<br />Dialogue leads to shared understanding<br />Teams – full task force – teams – task force<br />Team members present<br />Continue to document- preserve ideas<br />More depth – needs, challenges, hopes<br />Shared understanding leads to shared vision<br />Multiple perspectives, big picture<br />Consensus<br />
    37. 37. Outcomes<br />Strategic plan developed<br />Developed a commitment to the effort<br />Example: Student Services Audit <br />Process allowed people to bring their issues and interests into the conversation<br />Legitimized their roles and need for outcomes of the task force<br />
    38. 38. Outcomes continued<br />Allowed individuals to move to the same side of the table to discuss issues <br />Framed a perspective that served the organization vs. individuals representing the perspective of “1”<br />Demonstration of shift in leadership - from autonomous to collaborative<br />Foundation in place – support future initiatives<br />
    39. 39. 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.<br />Margaret J. Wheatley<br />
    40. 40. Leadership in Distance Learning<br />Twelve Lessons for Creating and Sustaining a Successful eLearning Enterprise<br />Lynda Womer, Associate Provost Electronic Campus<br /> St. Petersburg College<br />
    41. 41. Lesson 1<br />VERIFY CENTRALITY TO COLLEGE MISSION<br />Support of President and key leaders<br />Include in college mission statement<br />Recognize need for system changes<br />
    42. 42. Lesson 2<br />BUILD INSTITUTIONAL COMMITMENT<br />Promote institution-wide benefits<br />Use existing faculty<br />eCampus= everyone’s campus<br />
    43. 43. Lesson #3<br />RECOGNIZE PEDAGOGICAL DIFFERENCES<br />Same outcomes; different delivery <br /> Good content is not sufficient <br />
    44. 44. Lesson #4<br />INVEST IN INSTRUCTIONAL<br />DEVELOPMENT & TRAINING<br />instructional technology support<br />Pathways to eLearning<br /> faculty mentor program<br />
    45. 45. Lesson #5<br />ORCHESTRATE A <br />SINGLE POINT OF CONTACT<br />Creation & promotion of a central <br /> administrative department<br />“one-stop shop” approach<br />Begin with cyberadvising<br />
    46. 46. Lesson #6<br /> PROVIDE A FULL RANGE OF ELECTRONIC SERVICES<br /> clicks supported by bricks <br />educational and student services<br />access services remotely or on-site:<br />it’s the student’s choice<br />
    47. 47. Lesson #7<br />DEVELOP A ROBUST INFRA-STRUCTURE <br />& SUPPORT NETWORK<br /><ul><li>the “care and feeding” of access
    48. 48. help desk, tools, tutors, tutorials</li></ul>e-literacy<br />
    49. 49. Lesson #8<br />ENGAGE IN ON-GOING MARKETING & <br />MARKET RESEARCH<br /><ul><li>“is ecampus right for you”
    50. 50. Visitors survey
    51. 51. demographic profile, SSI</li></li></ul><li>Lesson #9<br />EMBRACE ACCOUNTABILITY AND AN ONGOING QUEST FOR QUALITY<br />Development Checklist, Flexible Access, 3 year review, Signature courses<br />Retention rates and grade distribution<br />Student survey of instruction and performance standards for students, instructors, administrators<br />
    52. 52. Lesson #10<br />BE REALISTIC ABOUT COSTS<br />models exist<br />assessing “lab fees” <br />
    53. 53. Lesson #11<br />DON’T MAKE IT MORE COMPLICATED<br />THAN IT IS<br /><ul><li>paralysis by analysis
    54. 54. institutional procedures could be adapted or adopted
    55. 55. online courses: not better, not worse, just different delivery </li></li></ul><li>Lesson #12<br />RECOGNIZE THAT YOU ARE ON <br />A CHANGE TREADMILL <br /><ul><li>increase the pace to stay in place
    56. 56. formulas for resource allocations
    57. 57. PREPARE FOR CHANGE….</li></li></ul><li>Problem: Productivity<br /><ul><li>Too many online students, not enough staff!
    58. 58. Massive reorganization college-wide
    59. 59. Re-education, training, training, and more training</li></li></ul><li>Old Organizational Chart<br />President<br />Vice President for Academic & Student Services<br />Provost of Seminole/eCampus<br />Associate Provost of Seminole eCampus<br />One Department: eCampus<br />eCampus Program Director – (multi-discipline)<br />Cyberadvisors<br />Staff<br />
    60. 60. Proposed Solution: Decentralization <br />Spread the Wealth and Responsibilities<br />PROS:<br /><ul><li>College-wide scheduling
    61. 61. College-wide student services
    62. 62. College-wide training
    63. 63. College-wide buy-in</li></ul>CONS:<br /><ul><li>Confused students
    64. 64. Confused staff</li></li></ul><li>New Organizational Chart<br />President<br />Vice President for Academic & Student Services<br />Provosts for 4 Campuses and 3 Centers<br />Associate Provosts for 4 Campuses and 3 Centers<br />6 Academic Deans (college-wide)<br />24+ Academic Chairs (6 per campus)<br />Cyberadvisors (2 per campus)<br />eCampus skeletal staff<br />Office staff college-wide<br />
    65. 65. Outcome: Too soon to tell<br />Year 1 of new organizational chart<br />Dean, Staff and Students are still learning the procedures<br />Florida education budgets facing severe cutbacks<br />
    66. 66. Recommendation:Enlist Traits of Good Leadership<br /><ul><li>Honesty - Fair-Minded
    67. 67. Competence - Broad-Minded
    68. 68. Forward-Looking - Courageous
    69. 69. Inspiring - Straightforward
    70. 70. Intelligent - Imaginative</li></ul>Traits of a Good Leader by the Tom Peters Group<br />
    71. 71. Trait: Distributed Leadership<br />With an emphasis on <br />TEAMWORK<br />even when Teamwork seems to be MORE work.<br />
    72. 72. “Retreat? Hell, we just got here!”<br /> 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.<br />“A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty.”Winston Churchill<br />
    73. 73. 2009 Leadership Academy<br />Understand your organization<br />Develop your own leadership model<br />Identify and acquire key tools<br />Gain a network of practitioners<br />July 26-29, 2009<br />Costa Mesa, California<br />