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Leadership
The document summarizes a workshop on leadership skills for staff assisting researchers' career development. It provides an overview of the agenda which includes exercises on defining good and bad leadership, group discussions on leadership definitions, and presentations on developing leadership skills through challenging experiences, mentors, and taking control of one's own development. It also outlines leadership development programs offered by various institutions.
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Leadership
- 1. Policy into Practice: EURAXESSResearcher Career Skills for Career Development PIPERS This project has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Helping researchers to pursue their professional ambitions: A workshop for staff assisting researchers’ development 7-8 MARCH 2016 DUBLIN, IRELAND Leadership Skills
- 2. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 EudaimoniaSolutions© INDIVIDUAL EXERCISE Please take a few minutes to reflect and write down examples of good manifestations of leadership in your daily life that you would like to see more of.
- 3. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 EudaimoniaSolutions© INDIVIDUAL EXERCISE Please take a few minutes to reflect and write down examples of bad manifestations of leadership in your daily life that you would like to see less of.
- 4. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 EudaimoniaSolutions© GROUP EXERCISE • Please have a short discussion in your group and develop your definition of what great leadership is. • Please also discuss in your group specific people that are examples of that. • Prepare to share your definitions and examples with the rest. • 10 minutes discussion
- 5. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 EudaimoniaSolutions© Simplest Definition of Leaders: Those having (volunteer) followers.
- 6. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 EudaimoniaSolutions© Why would anyone follow somebody else? People would follow a leader if they believed that he/she leads them towards better future than the one they can achieve on their own. Any person that does exactly that has the chance of becoming a leader.
- 7. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 EudaimoniaSolutions© MANAGEMENT VS. LEADERSHIP Why and when did we start differentiating between leaders and managers? What changed?
- 8. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 EudaimoniaSolutions© 21ST CENTURY (VUCA world): Volatility, Uncertainty, Complexity, Ambiguity • ASSUMPTIONS & WAY OF THINKING LAG BEHIND • SOCIAL RESPONSIBILITY & SUSTAINABILITY: new stakeholders requirements and call for humanity • EMPLOYER- EMPLOYEE RELATIONSHIP CHANGE: job mobility, flexibility, continuous development and better work-life balance, more competent workforce, anti-oligarchic mind-set, desire for transparency, collaboration, inclusion, fairness.
- 9. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 EudaimoniaSolutions© command • Provides Answers management • Organizes Complex Processes on behalf of the shareholder leadership • Asks the Right Questions. • Leads through Change, Chaos & Complexity • The Ultimate Level of Development of our Consciousness • Serves humanity | Situational Coercion | Physical (physical) Calculative | Rational (mental) Normative | Emotional (emotional, spiritual, systems) Increasing requirements for collaboration Increasinguncertainty | PersonalHistoric
- 10. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 EudaimoniaSolutions© GROUP EXERCISE So, we need more leaders…OK… But what can we do about it? Are leaders born or made? Can everybody be a leader?
- 11. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 EudaimoniaSolutions© 10% EDUCATION 20% DEVELOPMENTAL RELATIONSHIPS HOW DO LEADERS LEARN? • Feedback, criticism, advices, opinions, • mentors, coaches • Role models • Crucibles –deeply intensive tryouts • Challenging tasks • Personal challenges 70% CHALLENGING EXPERIENCES • Crucial for new knowledge, understanding concepts
- 12. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 EudaimoniaSolutions© Acquiring Knowledge through courses, training and intelligence efforts Experience /Learning by Doing. Competences that can be gained only by doing things, not by studying or talking with somebody about them. Awareness, Values & Purpose Aware of Self, Others & Systems Sense of Values & Uniqueness Sense of Purpose TAKE CONTROL OF OWN DEVELOPMENT
- 13. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Developing R2 Researchers as Research Leaders
- 14. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Developing the Next Generation Available from https://www.vitae.ac.uk/vitae- publications/guides-briefings-and- information/developing-the-next- generation-vitae-brunel-lfhe-2015.pdf
- 15. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Institutional strengthening for leadership Career Planning for Leadership Working with Others Building Your Network Building Your Research Profile Achieving a Work / Life Balance Finding Mentors and Role Models Management and Leadership Culture and Environment
- 16. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Career Planning for Leadership 1. What guidance and structures are in place to ensure that all staff at your institution have useful appraisals? 2. How will you ensure your next appraisal conversation is worthwhile? 3. What are the things that are important to you for your future career, both professionally and personally? 4. How do you help the people you lead to understand the responsibilities of their next career stage? 5. What does your career road map or five year plan look like?
- 17. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Working with Others 1. What support and training do you need in the areas of communication skills, effective listening and team building? 2. What methods do you have for managing upwards? 3. How do you show that you value your team members and colleagues? Do you feel appreciated and valued by your line manager and colleagues / team-mates? 4. What do you know about how to get things done within your institution and across the sector? 5. What support and training is there to assist having difficult conversations.
- 18. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Building Your Network Aspiring leaders would really benefit from learning is that networking is not amoral – it is largely about showing interest in other people's research for the purpose of wider and mutual benefits – and is certainly essential to career progression in modern academia.
- 19. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Building Your Research Profile 1. How they do horizon scanning and keep up to date with their field 2. Where they think the research in their field is heading 3. How they adjust their approach, position their research or build their team according to their predictions 4. The importance of building interdisciplinary teams for future impact and potentially significant breakthroughs
- 20. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Achieving a Work / Life Balance 1. Identify and make explicit your university’s policies on work-life balance and support for the well-being of staff. 2. Are all staff made aware of the demands of jobs or new tasks and roles before they take them 3. Do you know if there is any additional support available for staff when they move to more senior roles?
- 21. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Finding Mentors and Role Models 1. What is the role of a mentor? 2. How do the roles of a mentor and line manager compare? 3. What does a successful research leader look like? 4. What can you learn from the strengths and weaknesses in the approaches of people who have led or managed you in the past? 5. Who has strengths in an area that you would like to develop in? 6. What do you do to create an environment where people can come to each other for advice and discussion? 7. What schemes are you aware of across your organisation (or elsewhere)? 8. How would you approach someone to ask if they would mentor you?
- 22. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Management and Leadership 1. Do your staff benefit from the learning and experience of senior managers and leaders within your institution and outside? 2. Do principal investigators and line managers receive training in managing effectively? 3. What opportunities are there for early career researchers to get involved in the governance of your institution?
- 23. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Culture and Environment 1. creating a favourable culture for teams and individuals to flourish 2. understanding and interacting with the macro-environment 3. supporting diversity in the community within which they work.
- 24. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Leadership and management Preparing for academic and research leadership Advice from academic and research leaders • Leading what? Set out a vision or direction • Focus on longer-term strategies verses short-term actions • Build a talented team • Understand how the institution and academia works • Be confident
- 25. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Developing R3 Researchers as Academic Leaders
- 26. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Emergent themes from the research literature (on HE Leadership) • Establishing credibility and trust • Demonstrating self-awareness • Providing a direction and a support structure to achieve that direction • Positive (problems into opportunities) attitude • Challenging the existing processes • Articulating convincing rationale for change • Devolving leadership and delegating effectively (not dumping)
- 27. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 • Ensuring a community of practice – focus on process, not just product. • Recognising and celebrating excellence • Providing a culture where people can fulfil their potential • Enabling others to act and take responsibility • Promoting the group as a success • Defending or protecting staff from outside factors
- 28. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Leading Research Module in Postgraduate Certificate and Masters in Academic Practice Module 1 Learning and teaching in higher education Module 2 Student learning as a basis for reflexive practice Module 3 Project on learning and teaching Module 4 Research student supervision Module 5 Developing funded research Module 6 Leadership in learning and teaching Module 7 Leading research Module 8 Designing higher education enquiries
- 29. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Programme • Workshop 1 – Introduction (3.5 hours) • Workshop 2a – The Research Leader as Manager (1) (7 hours) • Workshop 2b – The Research Leader as Manager (2) (7 hours) • Workshop 3 - Wider Research Environment: Key Challenges and Support from Research Office (2 hours) • Workshop 4 – Research Governance (Key Issues) (2 hours) • Workshop 5 – Establishing Resources: Staff & Equipment (2 hours) • Workshop 6 – Managing Your Budget (2 hours)
- 30. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 • Workshop 7 – Introduction to Employment law (2 hours) • Workshop 8 – Equality and Diversity (2 hours) • Workshop 9 – Introduction to Contracts and IP (2 hours) • Workshop 10 - Health & Safety Principles & Wellbeing (2 hours) • Workshop 11 – Impact (2 hours) • Workshop 12 – How to make the Headlines: Raising your Global Profile (2 hours) • Workshop 13 – Academic Impact, Bibliometrics and Altmetrics (2 hours) • Workshop 14 – Open Access & Data Management (2 hours)
- 31. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 • Workshop 15 – Unconscious Bias (2 hours) • Workshop 16 – Project Management (2 hours) • Workshop 17 – Managing Your Research Project (7 hours) • Workshop 18 – Strategy for Research (7 hours) • Workshop 19 – Writing for Publication (1 hour one-to-one session) Workshops 1, 2a, 2b, 3, 7, 8, 17 and 18 are compulsory. Participants must attend at least 6 of the remaining 13 modules.
- 32. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 What Leadership Development Do You Provide in Your Institutions? 10 minute discussion in groups and then report back.
- 33. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Other Leadership Resources PIPERS – a different leadership workshop will be piloted in Liege in 2 weeks and made available.
- 34. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Leadership in Action The aim of the ‘Leadership in action’ programme is for all participants to experience leadership. Participants are given the opportunity to lead, follow and observe others doing the same things. Participants have the opportunity to look at relevant theory, practice their unique leadership styles, receive feedback and develop their leadership capabilities.
- 35. This project hasreceived funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Preparing for Leadership The programme is aimed at research staff who are typically within zero to 4 years as a postdoctoral researcher. The programme will be suitable for researchers who are starting to take leadership roles or who wish to take on more leadership roles in the future.
Editor's Notes
- #9 Leadership Leadership assumptions lag considerably behind in extent and pace of change vis-à-vis communications, military & transportation technology, as well as human awareness. Social Responsibility & Sustainability in 21st C. …People now expect much more than before that businesses will be socially responsible & accountable for their actions to all stakeholders. …Environmental issues will be a challenge to consider in everyday business. Oligarchic assumptions clash with current realities Employer- Employee Relationship in 21st C. Once based on loyalty and job security, this relationship is now to be based on flexibility, continuous development of skills and much better work-life balance.
- #17 1. What guidance and structures are in place to ensure that all staff at your institution have useful appraisals? 2. How will you ensure your next appraisal conversation is worthwhile? Are there any additional tools or training that you need to help with this? 3. What are the things that are important to you for your future career, both professionally and personally? 4. How do you help the people you lead to understand the responsibilities of their next career stage? 5. What does your career road map or five year plan look like? What are the features of a useful career plan? How can a career plan form the basis of a career conversation with your line manager or with the people you lead?
- #18 1. What support and training do you need in the areas of communication skills, effective listening and team building? Are you making the most of these skills to grow strong and wide-reaching networks? 2. What methods do you have for managing upwards? Who do you need to manage and for what purpose? 3. How do you show that you value your team members and colleagues? Do you feel appreciated and valued by your line manager and colleagues / team-mates? If not, what could you do to appreciate and value them more as a first step to encouraging them to value you? 4. What do you know about how to get things done within your institution and across the sector? How are you reaching out and building working relationships across other departments? How can you remove the barriers between academics and professional services in your institution? 5. What support and training is there to assist having difficult conversations. Have you had experience of having difficult conversations with colleagues? What scenarios might you come across in the future and how do you think you would deal with them?
- #19 Early career researchers and academics need to be encouraged to develop an "elevator pitch"-type description of their research so that they can easily communicate the core concepts to any intelligent person within a few seconds. They would also benefit from being encouraged to develop good listening and questioning skills in order to be able to build rapport and engage in constructive discussion with anyone.
- #21 1. Identify and make explicit your university’s policies on work-life balance and support for the well-being of staff. Encourage discussion around these – should they be revised? If so, how? What would make their implementation effective?2. Are all staff made aware of the demands of jobs or new tasks and roles before they take them? Have a discussion around hidden pressures and the prevailing culture in academia that may not be overt in job descriptions but sometimes makes it hard for academics to cope. 3. Do you know if there is any additional support available for staff when they move to more senior roles? Perhaps workshop participants could make some suggestions of what leaders would find useful. They could base this on the information provided in the section ‘Guidance from the top’ or their own experiences. Examples might include job shadowing, having an effective handover from predecessors, and accessing supporting documentation such as reports.
- #22 It may also be useful to develop a formal mentoring scheme for aspiring research and academic leaders, either within your institution, or across a consortium of institutions, should resources permit. At the minimum, staff should be offered guidance on how to identify, select and approach their own mentor.
- #23 Do your staff benefit from the learning and experience of senior managers and leaders within your institution and outside? How can you encourage discussions around management roles and responsibilities between early career academics and those in leadership positions? 2. Do principal investigators and line managers receive training in managing effectively? Perhaps workshop participants could identify best practice in management and think about where additional training might be useful. They could base this on the information provided in the section ‘Guidance from the top’ or their own experiences. 3. What opportunities are there for early career researchers to get involved in the governance of your institution? Do ECR reps sit on committees and steering groups? Are ECRs made aware of the potential benefits of taking part in these groups and do they know how to find out about them? Are line managers encouraged to make these opportunities available and to delegate effectively to the benefit of the professional development of the people they lead?
- #35 The aim of the ‘Leadership in action’ programme is for all participants to experience leadership. Participants are given the opportunity to lead, follow and observe others doing the same things with the result that they learn directly from their own experience and vicariously through the triumphs and setbacks of others. Participants have the opportunity to look at relevant theory, practice their unique leadership styles, receive feedback and develop their leadership capabilities. 3 day workshop for R1 and R2 researchers. Available to all UK HEIs and Vitae subscribers.
- #36 The programme is aimed at research staff who are typically within zero to 4 years as a postdoctoral researcher. The programme will be suitable for researchers who are starting to take leadership roles or who wish to take on more leadership roles in the future. The programme recognises that being effective as a researcher requires many varied skills and attributes, which may differ by discipline. The programme also recognises that postdoctoral researchers may have a great deal of responsibility for their projects and work, but often not a great deal of authority. 2 day workshop, up to 20 participants. Better appreciate the critical situations that have led you to be successful to date Consider what leadership might mean Have an insight into their preferences that will allow them to exercise leadership in a way that suits them Clarify the tasks that are expected of them now and in future roles Identify the areas of competency that are required for the next steps into leadership positions Create a vision and implement their strategy; decide what is important to them Decide the culture they want to create Decide how to get the best out of other people Decide how to develop themselves to do all of these things more effectively Appreciate what is important and essential in any future role Develop a peer network