1. Personal Leadership Capabilities and Their Development Developing Fieldwork Coordinator Leadership Capability

2. Learning Outcomes On successful completion participants will: –Review and understand personal leadership results using the Integrated Competing Values Framework (ICVF) –Begin to formulate a personal leadership development plan –Strengthen peer coaching relationships –Explore an action plan for their leadership development

3. Ground Rules What happens here, stays here No power relationships Assist each other Build a community of practice Be interactive Take responsibility for what you want to do Lifelong skills and development Enjoyable, fun and challenging

4. Developer Monitor Deliverer Broker Innovator Integrator People focus Task focus Internal focus External focus Is innovative & sees need for changes Exerts influence, develops networks outside the school Gets the job done, Provides structure Cares for others & develops teams Monitors outcomes & quality of T & L Reflects, considers, monitors and applies strategy

5. Inappropriate Use of Roles Underused roles Unaware Unskilled Unpolished Developer Deliverer Monitor Broker Innovator Overused roles Positive Zone Creative Clever Politically astute Acquires resources Task oriented Decisive, directive Reliable Technically expert Well prepared Caring Sympathetic Process oriented Premature responses Disastrous experimentation Change for change sake Soft hearted Permissive Overly democratic Too participative Unimaginative Tedious Perpetual exertion Overachieving Unreceptive, Unfeeling Sceptical, Cynical Political expediency Unprincipled opportunism Well developed Innovator Under- developed Integrator Over- developed Monitor Adapted from Quinn, R., et al. (1996). Becoming a master manager (2nd ed.). New York: John Wiley and Sons, p. 22

6. Interpreting the Feedback Go to feedback manual: 1. See number and type of respondents (p.1-3) 1. Focus on effectiveness scores 2. Integrator score 3. Then go to operational roles

7. Sources of Feedback Your perception of yourself Others perceptions of you What you said is important – your benchmarks What others said is important – their benchmarks Others: Line managers (Head of School etc) Peers Course Coordinators Professional staff

8. Effectiveness (p. 2-1) What score did you give yourself? What score did the others give you? If your score is above 4 – need to make sure that you keep up the good work: fine tuning If your score is between 3 and 4: a major service If your score is below 3: a major overhaul or rebuild Make some notes on the sheet provided

9. Effectiveness

10. Red* and Green* Asterisks * Score is one or more above self – Green * indicates that your score is 0.7 or more below your significant other group(s). Hence, you either have a developmental need, are being too self-critical, or recognise you could do more if you had more time, resources etc…. * Score is one or more below self – Red * indicates that your score is 0.7 or more above your significant other group(s). Hence you may be over estimating your abilities, have a developmental need that you may not recognise, or may have less than accurate self-reflective or benchmarking ability. High Self Awareness (similarity in rankings is associated with effectiveness)

11. Atwater, Waldman, and Brett (2002) Reported that self-awareness increased following feedback from the 360° assessment. They found that after the feedback, individuals who over- rated their performance in the items in the assessment tended to lower their ratings in line with their respondents (known as Significant Others), and under-raters tended to increase their self-ratings to be closer to the ratings of their Significant Others. Authors reported that high levels of self- awareness tended to be associated with effectiveness.

12. Interpreting Your Feedback- Effectiveness Were any of the scores below 3 – if so make a note Difference of > 1 between how effective I said I was and they said I was Do I need to do some work to improve my effectiveness?

13. Now let’s move to your integrator feedback (p.3-1)

14. Integrator What does your integrator score tell you about your ability to critically observe and then reflect on those observations?

15. Integrator

16. Interpreting Your Feedback- Operational Roles Role Displayed Role Importance You SO If you: have a difference of 1 or more on any of the ones (A,B,C or D) below, or any of your scores are less than 3.5 then some action may be needed. Focus on A, then B, then C A = gap between You and SO for displayed roles B= gap for You between role displayed and importance C = gap between You and SO for role importance D = gap for SO between role displayed and importance A B C D

17. Interpreting Your Feedback- Integrator RoleDifference of 1 or more (direction): What you said you did and what they said you did Difference of 1 or more (direction): What you said you did and what you said was important.

18. Broker

19. Interpreting Your Operational Roles RoleDifference of 1 or more (direction): What you said you did and what they said you did Difference of 1 or more (direction): What you said you did and what you said was important. Were there any differences in the importance scores of you and your SO? Do I need to do some work on my Roles Innovator Broker Deliverer Monitor Developer A BC

20. Things known to others Things not known to others Things known to self Arena (Open Area) Facade (Hidden Area) Blind Area Unknown Area Things not known to self Feedback Sharing Yourself as seen by others Yourself as seen by you Johari Window

21. Prioritised – Display

22. ICVF - Radar

23. How did you feel about the feedback?

24. Initial responses to feedback: “Feelings” Confirming Conflicting/confusing Surprising Threatening Infuriating

25. Where to Start? Where do you start? – Groups of 4 – Each discuss a potential ‘area’ of development or ‘action’ you could take in your WIL program – Present summary to larger group

26. Scholarship of Teaching and Learning How might you consider the Scholarship of Teaching and Learning applied to Fieldwork (WIL)?

27. Scholarship of Teaching and Learning There are 4 dimensions to this: – being informed of the literature and/or knowledge of teaching and learning in a discipline; – focussing on student learning and teaching rather than just teaching alone; – reflection on the literature in one’s own context and relations between two; and – communication http://www.clt.uts.edu.au/Scholarship/A.Model.html#Model

28. An Example: Models of Supervision There are 4 dimensions to this: – being informed of the literature and/or knowledge of teaching and learning in a discipline; Cooperative learning literature Literature on WIL – focussing on student learning and teaching rather than just teaching alone; Evaluating/measuring differences in student learning across different models Impacts on teachers of new model – reflection on the literature in ones own context and relations between two; and Exploring literature in physiotherapy on models of supervision and comparing to other disciplines, cooperative learning literature, professional reasoning literature – Communication Sharing findings through publications and conferences

29. Scholarship of Teaching and Learning Glassick et al. (1997) Clear Goals – purpose of your action plan in relation to WIL? Preparation – skill base, resources, knowledge Methods – action research, phenomenology, etc.. Results – appropriately analysed, presented to other forums Reflective Practice

30. http://www.clt.uts.edu.au/Scholarship/A.Model.html#Model The Scholarship of Work-Integrated Learning Intention/StrategyKnow the Literature Improve Fieldwork Improve Student Learning Improve Student Learning Generally Collect and read the literature on WIL and related areas A (know the literature) B (know the literature and use it to improve fieldwork experiences) Investigate own fieldwork program and student learning in WIL C (A + B + improve student learning by investigating how they learn through your fieldwork program) Relate discipline knowledge to teaching in fieldwork and learning literature on WIL D (C + relate discipline literature to teaching in fieldwork and learning literature) Communicate results of own work and existing literature on WIL E (Sharing results of D with the larger higher education community)

31. Action plans Plan Do (action) Observe Behaviours: yours and others Reflect Note: thoughts & feelings Learnings Plan

32. Action Plan The role that I wish to take some action on is… The actions I am going to take are: How will I know when I have been successful with my action plan?

33. Developing your Individual Leadership Process Diagnose learning needs (eg. Broker) Formulate learning goals (situate within ALP) Identify resources (what resources do you use) Select strategies (how do you use these resources?) Evaluate outcomes (measure against your KPIs) Specify criteria (KPIs) (what will it look like when achieved?) Specify the time frame Knowles, M., Holton, E., & Swanson, R. (1998). The Adult Learner (5th ed.). Woburn, MA: Butterworth Heinemann.

34. Your Action Strategies In your reflective journal note: Start small Low risk High control Observations Behaviours: yours and others Reflections Note: thoughts & feelings

35. Journal Format What I observed: Their behaviour My Behaviour Reflections: What did I think and feel about these behaviours? What did I learn about me? What do I need to do differently? Or the same?

36. Develop a Community of Practice Link with others Share best practice Create a sense of community Create a support network for the implementation of plans Help you to: – Retain motivation – Continue learning

37. Power and Distance in Coaching Vertical Coaching or Mentoring: Status Different Horizontal Coaching: Status Equal Johari Window Power Knowledge Age Hidden window Blind window Open window Non-Evaluative --------------Evaluative

38. Structured Coaching Model (Grant, 2003 ) Define Issue Set Goal Develop Action Plan Change if not working: Do more if working Act Monitor Evaluate Celebrate

39. Example coaching questions Zeus and Skiffington (2002) HowWhatWhenWhereWhy How did you think/feel/act? How did that come about? How have you coped in the past? How does that fit in? What happened? What makes you think that? What might you do differently next time? What was important about that? What did you learn from that? When did it start? When did that first occur? When did you realise? When did you decide? When will that happen? Where does it happen? Where can we start to make a change? Where did it go all wrong? Where will that get you? Where do you see yourself in...? Why did you do that? Why do you think that happened? Why do you think they responded that way? Why is this happening? Why questioning can sometimes sound interrogatory so use these types of questions cautiously. They may lead to defensiveness from the coachee and create argument between the parties.

40. How Will This Process Benefit You? Use it: For academic promotion At your performance management meeting To develop your academic leadership capacity

41. Action Learning Project Timeline The Process From Here.... Start your Action Learning Project Work with your community of practice Liaise with Project Team Meet two more times for group learning Finalise and write up project (3 cycles) (~ 5 Months)