The Call to Academic Leadership: Personal Development & Tradeoffs

1. The Call to Academic Leadership:Personal Development & Tradeoffs Walt Gmelch Dean & Professor School of Education University of San Francisco whgmelch@usfca.edu

2. Academic Leaders Seminar • On • Leadership, Teamwork, and Conflict • Introductions • Session 1: The Call to Leadership: Professional and Personal Tradeoffs • Academic Leadership Development • The Transformation from Academic to Leader • Assess Your Qualities as an Academic Leadership • Tradeoffs: Time and Stress • Advice to Academic Leaders • Break • Session 2: Team Building Simulation • Strategies for Effective Team Work • º Shared Leadership • º Open participation • º Goal setting • º Constructive Conflict • º Consensual Decision Making • º Supportive Climate • º Faculty/Staff Development • Lunch

3. Session 3: The 3 Rs of Conflict Management • 1. Recognize the Nature and Causes of Conflict in the Academy • Eight Conditions in the Academy Creating Conflict • Sources of Interpersonal Influence • 2. Respond to Conflict with Appropriate Style • Assess Your Personal Conflict Styles • Advantages of Conflict Styles • Break • Session 4: Conflict Management (continued) • 3. Resolve Conflict with Principles • Eight Organizing Questions • Principled Negotiation Skills • Negotiation Activity • Basic Ingredients for Satisfying Resolution • Conflict Concepts and Strategies • Dealing with Difficult People

4. Call to Leadership • Without leadership training • Without administrative experience • Without understanding of ambiguity/conflict • Without recognition of metamorphic changes • Without awareness of the cost to scholarship Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

5. University Socialization Strategies Context Collective Individual Formal Informal Content Sequential Random Fixed Time Variable Time Sociality (Roles) Serial Role Disjunctive Role Divestiture Investiture Status Quo Innovation Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

6. Academic Leadership Development Skill Development Conceptual Understanding Application Grounded Theory Practice Reflective Practice Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

7. Academic Leader Survey Walter H. Gmelch, Center for Academic Leadership, University of San Francisco • Select all the items below that describe why you became an academic administrator: a. For personal development (interesting challenge, new opportunity) b. An opportunity to relocate at a new institution c. To be more in control of my environment d. For financial gain e. Out of necessity (lack of alternative viable candidate) f. Drafted by the dean/provost or my colleagues g. Out of a sense of duty, it was my turn h. Other:_____________________________________________ • Are you willing to serve another term? a. Yes b. No c. Undecided

8. Academic Leader Survey(continued) Walter H. Gmelch, Center for Academic Leadership, University of San Francisco 3. Given the opportunity, would you seek a higher position in administration? a. Yes b. No c. Undecided • As a university employee, do you consider yourself to be: a. A academic faculty member b. An Administrator c. Equally a faculty member and an administrator • When do you feel satisfied with your job? • When do you feel dissatisfied with your job?

9. Perception of Academic Leaders’ Roles Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

10. The Transformation From Professor to Chair Chair Fragmented Social Focused Solitary Autonomy Manuscripts Professor Private Stability ProfessingAusterity Client Accountable Memorandum Public Mobility Persuading Prosperity Custodian Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

11. The Metamorphosis of Academic Leaders Leadership FromTo Managing Tasks Manipulating Symbols Doing Imagining Fragmented Focused Professing Persuading Discipline Building Coalition Building Academic Emphasis Personal Autonomy Institutional Responsibility Student-Centered Learning-Centered Knowledge Creator Information Broker Manuscripts Memos, Policies, Positions Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

12. The Metamorphosis of Academic Leaders (continued) Social Orientation FromTo Personal Intimacy Social Distance Individual Reward College Award Autonomy Accountability Stability Mobility Professional Development Individual Team Self-directed Other-directed Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

13. The Metamorphosis of Academic Leaders (continued) Conflict FromTo Self Interest Community Interest Identify Scholar Leader Specialist Generalist Local Cosmopolitan Balance in life “Getting a life” Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

14. Chairpersons’ Reasons for Not Seeking Deanship Source: McCarty & Reyes

15. Definition of Academic Leadership Walter H. Gmelch, Center for Academic Leadership, University of San Francisco “Academic leadership is the act of building a community of scholars to set direction and achieve common purposes through the empowerment of faculty and staff”

16. Condition of Effective Leadership Walter H. Gmelch, Center for Academic Leadership, University of San Francisco Building a community of colleagues Setting direction Empowering others

17. Academic Leadership Inventory Each of the following statements describes a certain leadership behavior, or effect that a dean might have on a college. Reach each statement carefully and decide to what extent it is an accurate description of yourself. Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

18. Dean’s Leadership Inventory (Continued) Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

19. Qualities of Effective Leadership Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

20. Trade-offs in Academic Leadership Walter H. Gmelch, Center for Academic Leadership, University of San Francisco Trade-offs act like a ledger – a credit is countered with a debit. Personal and professional trade-offs vie for the same resource –time. Trade-offs can create dissatisfaction with personal and professional lives. Too many trade-offs in one direction create an imbalance – stress. Trade-offs change with age, tenure, position, time . . . The clearer the distinction between academic and administrative roles and goals, the less conflict between trade-offs.

21. Figure 8.1A Day in the Life of a Department Chair Brevity, Variety, Fragmentation and Live Action Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

22. A Day in the Life of a Dean Unrelenting Pace, Fragmentation, Task and Work Orientation, Intense Interaction, and Networking [1] Adapted from J.F.L. Jackson, Decanal Work (unpublished doctoral dissertation, Iowa State University, 2000). Percentages adjusted after omitting times for personal appointments and breaks.  Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

23. Table 1Professor to Department Chair:Percent Change in Use of Time Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

24. FIGURE 1 Satisfaction of Department Chairs with Less Time for Professional and Personal Activities (Percent of Chairs Reporting Loss of Time) Percent Chairs Reporting Loss of Time  Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

25. Time Management Matrix Urgent Not Urgent Important I II Not Important III IV Important Contributes to mission, values, and high-priority goals. Urgent Implies immediate attention. Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

26. Six Point Scholarship Protection Plan • Enter with research agenda • Build a research team • Consult your faculty • Negotiate with your dean • Rely on your staff • Find a HIPO Hideout Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

27. Stressful Professions • Physician • Administrative Professor • Dispatcher • Administrator • Air Traffic Controller • Blue Collar Supervisor • Professor

28. Academic Administrator Stress Contributors Hours Worked Unwanted Overtime Quantitative Overload Type A Behavior Absorbers Participation Job Satisfaction Person – Environment Fit Social Support

29. Top Department Chair Stressors • Insufficient time to keep current • Gaining Financial support for programs • Evaluating faculty performance • Attending meetings • Too heavy a workload • Academic career progress not adequate • Writing letters, memos and other paperwork • Imposing excessively high self expectations • Preparing manuscripts • Meeting deadlines for reports Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

30. Academic Leader’s 4-Way Stress Test Questions to ask yourself: 1. Identify with identity? 2. Comfort with conflict? 3. Focus on HIPOS? 4. Got a life? Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

31. Department Chair Roles • Faculty Developer • Manager • Leader • Scholar Walter H. Gmelch, Center for Academic Leadership, University of San Francisco 

32. Exercise 1.2Department Chair Role A. Listed below are 24 typical duties of department chairs. Please answer the following questions for each of the duties listed. 32 Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

33. Exercise 1.2Department Chair Role (continued)  TOTAL TOTAL Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

34. The Department Chair Orientation Instrument is keyed to four different roles department chairs perform. B. Add your total score for each role. Plot your scores on the appropriate axes below, then connect the points with straight lines to get a visual representation of your dominant and back-up chair orientations. Department Chair Role Orientation Scoring Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

35. Types of Department Chairs • Department chairs who play instruments are musical chairs. • Those who overdress are upholstered chairs. • Those who kick back and do nothing are recliner chairs. • Those who collapse under pressure are folding chairs. • Those unsteady on their feet are rocking chairs. • Those who lazily go through the motions are lounge chairs. • Those who have not standards are easy chairs. • Those who always complain are beach chairs. • Those who write devastating reports are electric chairs. • And those who dump on others are just plain stools. Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

36. Academic Leaders’s Survival Skills • Know yourself – enlarge your arena • Communicate in all directions • Manage your molecule • It’s not about me – serve others • Enhance leadership and learning • Hallucinate – see the vision vertically and horizontally Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

37. Time Management Molecule Boss You External Others Internal Others Staff Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

38. Working with the Dean Worksheet I work well with the Dean when: • • • I do not work well with the Dean when: • • • Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

39. Strategies for Managing Your Boss • Communicate, Communicate, Communicate • Be Prepared and Well-documented • Personalize the Professional Relationship • Balance Faculty Advocacy & Administrative Support – Daily • Give Yourself Personal Distance Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

40. The Credible Chair • Honest (truthful, ethical, trustworthy) • Competent (capable, productive, effective) • Inspiring (enthusiastic, positive, optimistic) • Forward Looking (decisive, provide direction) Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

41. Advice to New Academic Leaders • Be clear why you want to be department chair/dean. • Become centered in your philosophy, values and beliefs. • Pay attention to national issues. • Develop a college-wide perspective. • Build a multi-layered support network. • Develop your faculty team. • Identify a mentor. • Take time for professional development. • Continue/your strong academic record. • Play well with others – collaborate. • Find personal/professional and scholar/leader balance. • Take care of yourself – physically, socially, intellectually. Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

42. Double Agent Conditions for Departmental Renewal • Foster Teamwork • Focus on Teaching • Commitment to Quality • Strong Leadership Source: Pew Policy Perspectives

43. What Would Executives Change in Their Lives The three most common answers: • Take more time to be reflective. • Understand more deeply what really gave them satisfaction. • Take more risks. Source: Parker Palmer

44. STAGE Engagement Separation Transition Incorporation Re-Engagement The New Dean’s Rite of Passage Identity Exhilaration Esteem Relief Professional Plateau Sociality Professional Plateau CHANGE Disengagement Disidentification Disenchantment Disorientation Taking hold Immersion Reshaping Consolidation Refinement Content Context Valley of Despair RESPONSE Equilibrium Exhilaration to Exhaustion Chaos/Isolation Renewal (Action and Learning) Equilibrium Contract Signing Leader’s Convocation New Leader TRANSITION EVENT: Farewell Speech Walter H. Gmelch, Center for Academic Leadership, University of San Francisco 44

45. Dean Loop: “Zoom to Doom” “Mandate of Heaven” High “Good Dean” “Damn Dean” Established “Seldin’s slide” Competence/Effectiveness Learning curve Tyranny of competence “New Dean” “Doomed Dean” Low High Low Commitment (time, learning, skills, interest) 0 5 10 Time in Years Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

46. Legacy Worksheet How do you want to be remembered as a leader? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________  Walter H. Gmelch, Center for Academic Leadership, University of San Francisco