1 Department Leadership in Action: Enhancing Your Academic TeamWalt Gmelch Dean Emeritus & Professor of Leadership Studies School of Education University of San Francisco

2 Building Your Academic Team Seminar ObjectivesExplore the trade-offs and pay-offs of department leadership. 2) Experience, through simulation, the key skills of effective leadership. 3) Develop strategies for effectively leading a department through: Shared leadership Team goals Constructive conflict Consensus decision making Supportive climate Faculty development 4) Explore ways to manage your faculty and staff molecules.

3 Truisms About Chairs as Academic LeadersDepartment chairs hold the most important position in the university. Eighty percent of university decisions are made at the department level. Deans are only as good as their chairs! The department chair is the most unique management position in America. The time of amateur administration is over.

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

5 Definition of Academic Leadership“Leadership is the act of building a community of colleagues to set direction and achieve common purposes through the empowerment of others.” Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

6 What Is Effective Leadership?Building a community of colleagues Setting direction Empowering others Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

7 Academic Leadership DevelopmentSkill Development Conceptual Understanding Application Grounded Theory Practice Reflective Practice Walter H. Gmelch, Center for the Study of Academic Leadership, Iowa State University Walter H. Gmelch, Center for Academic Leadership, University of San Francisco 7 7 7

8 Developing Leadership ExpertiseAs a faculty member, it takes on average 6 years to associate and 14 years to full professor. As a university leader, how long does it take to become an expert? 10,000-hour rule 10-year rule 1 day seminar rule? As an leader, how do you equip yourself for success? Walt. Gmelch, Center for Academic Leadership, University of San Francisco

9 Why did you choose to serve as a department chair?Chat

10 Academic Leader SurveySelect 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 For financial gain To advance my department and discipline e. Out of necessity (lack of alternative viable candidate) f. Drafted by the dean/provost or my colleagues Out of a sense of duty, it was my turn Other:______________________________________ Walter H. Gmelch, Center for Academic Leadership, University of San Francisco 10

11 Why Did You Become a Department Chair?For personal development Drafted by the dean or colleagues Out of necessity, lack of alternative choice To be more in control of my environment Out of sense of duty, my turn For financial gain An opportunity to relocate at new institution {To advance my department and discipline} Poll—participants vote. Source: Gmelch, W. H., & Miskin, V. D. (2011). Department Chair Leadership Skills. Madison, WI: Atwood.

12 Top 10 Reasons Professors Become Chairs (David Letterman Style)Because you don’t want someone else to do it even if you don’t. Because you are burned out teaching the same thing over and over again for 20 years and writing articles two people in the who country read. For the money. For the petty power, having, in middle age, experienced a precipitous decline and needing an alternative thrill. Because you lack imagination and can’t think of anything better and more original to do.

13 Because you have imagination and fantasize about all the things you will do back to your peers that they did to you while they were chair. Because some dean has made you an offer you can’t refuse. Because your peers elect you to slow down your rate-busting activity by loading you up with administrative trivia. Because your peers elect you, thinking you are useless at research and teaching an this way you can at least fill out administrative reports. Because you temporarily became insane, forgetting why you came into academics in the first place, thinking you will climb the ladder of success.

14 Academic Leader SurveyAs a university employee, do you consider yourself to be: a. An academic faculty member b. An administrator c. Both a faculty member and an administrator 2. When do you feel satisfied with your job? 3. When do you feel dissatisfied with your job? Walter H. Gmelch, Center for Academic Leadership, University of San Francisco 14 14

15 Perception of Academic Leaders’ RolesWalter H. Gmelch, Center for Academic Leadership, University of San Francisco 15

16 The Transformation From Professor to ChairFragmented Social Focused Solitary Autonomy Manuscripts Professor Private Stability Professing Austerity Client Accountable Memorandum Public Mobility Persuading Prosperity Custodian Walt. Gmelch, Center for Academic Leadership, University of San Francisco

17 Department Chair RolesFaculty & Program Developer Most important role Manager Least satisfying role Leader Most resisted, misunderstood role Scholar Most comfortable role Walt: Will the points in red be included on the slide? Or are they what you will say?  Walt. Gmelch, Center for Academic Leadership, University of San Francisco 17

18 What Role Do You Enjoy: Most? Least?Faculty/Program Development Manager Leader Scholar Two polls—one for enjoy most, the other or enjoy least

19 Exercise 1.2 Department Chair RoleA. Listed below are 24 typical duties of department chairs. Please answer the following questions for each of the duties listed. How Important to you is each chair duty? How Important to you is each chair duty? Low High Leader Faculty Development Coordinate Departmental activities with constituents 1 2 3 4 5 Encourage professional development efforts of faculty Plan and evaluate curriculum development Encourage faculty research and publication Solicit ideas to improve the department Recruit and select faculty Represent the department at professional meetings Maintain conductive work climate, including reducing conflicts Provide informal faculty leadership Evaluate faculty performance Develop and initiate long-range vision and departmental goals Represent department to administration TOTAL Walter H. Gmelch, Center for Academic Leadership, University of San Francisco 32

20 Exercise 1.2 Department Chair Role (continued)Scholar Manager Obtain resources for personal research 1 2 3 4 5 Prepare and propose budgets Maintain research program and associated professional activities Plan and conduct department meeting Remain current within academic discipline Manage department resources (finances, facilities, equipment) Obtain and manage external funds Assure the maintenance of accurate department records Select and supervise graduate students Manage non-academia staff Teach and advise students Assign teaching, research, and other related duties  TOTAL TOTAL Walter H. Gmelch, Center for Academic Leadership, University of San Francisco 20

21 Department Chair Role Orientation ScoringThe 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. Walter H. Gmelch, Center for Academic Leadership, University of San Francisco 21

22 Types of Department ChairsDepartment 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 no 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. Walt. Gmelch, Center for Academic Leadership, University of San Francisco

23 Conditions for Departmental RenewalDouble Agent Conditions for Departmental Renewal Foster Teamwork Strong Leadership Focus on Teaching Commitment to Quality 23 Source: Pew Policy Perspectives

24 What are key ingredients of an effectively functioning team?

25 United Wineries TEAM ASSIGNMENT: PURCHASE LANDS FOR GRAPE CULTURELAND SHOULD HAVE: Adequate rainfall Fertile soil Gentle slope Adequate sub-soil drainage IF DEFICIENT, COMPENSATE BY: Irrigation Fertilizers Terracing Draining (These are expensive, so you can only correct one deficient condition) Findings of agriculture experts are not complete so there will be some information missing on some of the available plots. YOUR TASK: To discover and purchase as many suitable plots of land as possible without purchasing those that are not suitable.

26 Effective Teams Leadership Participation Decision Conflict GoalsClimate Individual Development

27 Adapted from J.R. Katzenback & D.K. Smith, The Wisdom of Teams, p. 45Definition of a Team “A team is a small number of people, with complementary skills who are committed to a common purpose. . .and hold themselves mutually accountable.” Adapted from J.R. Katzenback & D.K. Smith, The Wisdom of Teams, p. 45

28 Effective Team CharacteristicsCollective Team Attitude Traditional Department Climate Long term, future-oriented goals Established & Modified to give the best possible match between individual goals & department goals Commitment sought from all members of the department Short-term, changing, operational goals Little consideration given to individual or personal Imposed upon the group by the chair Goals A shared responsibility All faculty members feel responsible for contributing to the department goals Different members, because of their knowledge or abilities, act as “resource expert” at different times , thus the management roles change as the tasks of the department change Delegated by position Position determines influence Obedience to authority the accepted norm Power concentrated in authority positions Management Information openly shared with all staff and faculty Decisions reached by consensus All members usually in agreement with final results or outcomes, after all interested parties have been heard and understood Disagreements usually constructive to each common understanding and improve conceptual acceptance Information restricted or unavailable Decisions made by authority Those in opposition expected to “go along” even though in actual practice they often remain resentful Decision Making Conflict and controversy viewed as positive and essential to the problem-solving process Disagreements may be frequent and candid but relatively comfortable Little evidence of personal attack; criticism is constructive and even supportive in nature Interests of all parties explored with collaborative search for common solution Conflict viewed as a destructive barrier to problem solving and is consciously ignored or suppressed Disagreements may be suppressed by the chair or “resolved” by a majority vote, which leaves a still unconvinced minority Criticism embarrassing and tension producing often leading to accommodation or compromise Emphasis on department position with little attention to the interests of conflicting parties Conflict Time and effort directed toward developing strong interpersonal relationships and building individual problem-solving skills Self-actualization encouraged for each individual team member through achievement of department performance goals Recognition based on individual contribution to department successes through informal feedback Emphasis on conformance to “organizational standards” and on group productivity Rewards and discipline tied to department productivity goals, with little attention to interpersonal relationships to individual skill development Professional Development Walter H. Gmelch, Center for Academic Leadership/University of San Francisco.doc

29 A Leader Is Best When people barely know that he or she exists,Not so good when people obey and acclaim him or her, Worst when they despise him or her. But of a good leader, who talks little, When his or her work is done, his or her aim fulfilled, They will all say, “We did this ourselves.” Lao Tzu – 2500 years ago

30 Effective Team Decision Making

31 Effective Team Decision MakingWho should be involved? When should they be involved? How should they be involved? Who on their molecule should be involved, under what circumstances do I involve them and under what decision rules (tell, sell, empower?)

32 Chair Decision ChoicesChair solves by self A2 Chair obtains information, then solves C1 Chair shares with faculty individually, then makes decision C2 Chair shares with faculty in group, then makes decision G2 Department decides as a group

33 Decision-Making Questions For Department ChairsIs there a need for a quality decision? Do you have adequate information? Do you know what information is missing? Is commitment of the group critical? Will the group commit without participation? Do the group and leader share goals needed to solve problem? Is conflict about alternatives likely within the group?

34 Effective Leadership Strategies1 Quality Decision 2 Adequate Information 3 Missing Information 4 Commit-ment 5 Parti-pation 6 Shared goals 7 Conflict  W.H. Gmelch, University of San Francisco: Adapted from Victor Vroom /Effective Leadership Behaviors.doc

35 Case of the Acting Department ChairYou will leave Sunday on a four-week leave of absence. One of your faculty members must be selected to act in your absence. Whoever acts for you may need to make a number of important decisions. The principal responsibilities of the acting chair are to coordinate the work of your faculty and staff. In this area s/he will need to rely on persuasion rather than formal authority. If the group lacked confidence in the person chosen, productivity would definitely suffer. You have two people in mind who could handle the assignment. The person who assumes your position during your absence would want the job. Each of your faculty members realizes that it is critical for the job to be done well. On the two previous occasions when you have had to be absent for significant periods, the people you selected were accepted by everybody and performed the job conscientiously and well. It appears that once you have decided who should do the job, your judgment is accepted without question.

36 Case of the Acting Department ChairHow would you go about making this decision? A1: Chair solves by self A2: Chair obtains information, then solves C1: Chair shares with faculty individually, then makes decision C2 : Chair shares with faculty in group, then makes decision G2: Department decides as a group

37 Decision-Making Guidelines1. Don’t use A1 When quality is important and don’t have adequate information 2. Don’t use G2 When quality is important but don’t have goal congruence 3. Move toward G2 When want more commitment from faculty on decisions 4. Use C2 or G2 When conflict among colleagues seems likely Consider: Time Development Skills After protecting quality and commitment Adapted from Vroom, V. H., & Jago, A. G. (1988). The New Leadership. Englewood Cliffs. JY: Prentice Hall.

38 Building Your Team: Managing Your MoleculeDean External Others (Constituents) Internal Others (Faculty, Students) You Staff (Team of Two)

39 Managing Your Management Molecule“The Care and Feeding of Monkeys” * Determine who is on your chair molecule. Decide where the initiative should be. Make sure the “next move” is where it belongs. *William Oncken, Jr., and Donald L. Wass, “Management Time: Who’s Got the Monkey?” Harvard Business Review, November 1999)

40 How to Create and Use Communication NetworksOperational Network: Who can help you get work done efficiently? Personal/Professional Network: Who can mentor/coach you in developing leadership skills? Strategic Network: Who can assist in visioning future priorities and challenges? 40

41 Developing Your Operational NetworksWho is in your operational network? Who is missing? Who are people who can help you accomplish your chair duties? Chat

42 Developing Your Professional/ Personal NetworkWho would you like to add to your professional off-campus network? Name three people who can help you with your personal advancement. Add them to your network. Chat Give a couple of examples of how key people can be added.

43 Developing Your Strategic NetworkWho is in your strategic network? Who should be added? Who outside your department can help you become a more strategic leader? Who will help you reach your organizational goals? Chat

44 Collegiality: The Art of Cultivating a Positive and Productive Team44 Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

45 Civility and CollegialityIn higher education, civil behavior is demonstrated by the following: Collaboration— “Plays well with others” Collective responsibility – “Attends to the common good” Acts in a professional and respectful manner toward others “Steps up” when needed and agreeing to serve one’s colleagues and mission of the department. Adapted from Robert Cipriano (2011). Facilitating a Collegial Department in Higher Education. Walt: How about you say the definition to make the slide less crowded? Civility indicates politeness and courtesy – a set of behaviors that contribute to a collegial department.

46 Benefits of Department Collegiality and Civility“Building community” -- first tenet of effective department leadership Most difficult to achieve – but most enjoyable and rewarding journey Not herding cats but moving in the same direction toward a common vision. Function as a community of scholars – not as a collection.

47 Discuss in groups of 2 to 3 and generate a couple strategies.What Strategies Would You Use to Build a Collegial Department/Division? Discuss in groups of 2 to 3 and generate a couple strategies. ______________________

48 The Chair’s Role in Promoting CollegialityWhat trait or quality, related to promoting collegiality, do faculty value most in a department chair? 48 Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

49 The Credible Chair as a Role ModelHonest (truthful, ethical, trustworthy) Competent (capable, productive, effective) Inspiring (enthusiastic, positive, optimistic) Forward looking (decisive, provides direction) 49 Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

50 Five Strategies Chairs Can Use to Build a Collegial DepartmentTalk about it at a department meeting. Openly discuss: What collegiality is -- and what it is not. Why collegiality is important and how non-collegial behavior can ruin a department. Why the department needs a Code of Conduct. What would be good ingredients for a code of conduct? Activity #17 Write a Code of Conduct for your department W: Thanks, I agree and have made the change. FR SF: Instead, ask participants to indicate what would be good ingredients for a code of conduct? 50 Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

51 Five Strategies Chairs Can Use to Facilitate a Collegial Department2. Celebrate their successes: Celebrations matter! Recognize people publicly for their achievement(s)—formally (public meetings, note to the dean) and informally (handwritten note, personal statement) Celebrate “small wins.” . 51 Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

52 Five Strategies Chairs Can Use to Build a Collegial Department3. Foster teamwork: Shift from collection to a community of scholars–my work to our work 4. Deal with the “-isms” that contribute to uncivil behaviors: Sexism Racism Ageism Classism 52 Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

53 Five Strategies Chairs Can Use to Build a Collegial Department5. Pursue a “collaborative agenda” to build collegiality. Balance group and individual interests Develop academic communities as teams Reward group -- not individual -- productivity What activities, events, policy changes, or practices would promote a “collaborative agenda?” W: Excellent suggestion. Activity #18: Generate policies, practices or activities that would promote a “collaborative agenda” FR SF: Ask participants to indicate what policies, etc., would do so (a live activity rather than one to do after)? 53 Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

54 The Perfect Apology Acknowledge mistake Accept responsibilityExpress regret Provide assurance, won’t be repeated Time it well Barbara Kellerman (April, 2006) Harvard Business Review 54

55 Strategies When Dealing with an Uncivil Faculty Membergmelch-FINAL recorded session Strategies When Dealing with an Uncivil Faculty Member Consult with and use all of the resources of the university (you do not have to go it alone). Keep your dean informed every step of the way. Meet with the challenging person to understand his or her point of view. Understand that discussions should be professional, not personal – and private not public! gmelch-FINAL recorded session

56 Strategies When Dealing with an Uncivil Faculty Member (cont.)gmelch-FINAL recorded session Strategies When Dealing with an Uncivil Faculty Member (cont.) Obtain advice from trusted colleagues—on campus and external to campus. Do your homework! Start to document and build a case. Be proactive—walk the halls, build relationships, be known for integrity. Work with your “Council of Academic Chairs.” Source: Cipriano, R.E. (2011). Facilitating a collegial department in higher education. San Francisco, CA: John Wiley & Sons. gmelch-FINAL recorded session

57 Case Study and Role PlayThe Ornery Professor Divide into triads. Review the case of Professor Ironside. Develop a set of strategies for dealing with Professor Ironside.

58 The 10 Guidelines for Handling ComplaintsDon’t take it personally Never act on one side of the story Nobody knows what everybody knows When in doubt, leave it out Never attribute to malice what incompetence can explain C.K. Gunsalus (2006). The College Administrator’s Survival Guide. C.K. Gunsalus (2006). The College Administrator’s Survival Guide.

59 Ten Guidelines for Handling Complaints6. Say what you will do; Do what you say 7. In the absence of facts, people make them up 8. Keep notes 9. Trust your instincts 10. Some problems require a formal process

60 Looking to the Future 1. Would you be willing to serve another term as department chair? Yes No 2. Given the opportunity, would you seek a another position in administration? Undecided Walter H. Gmelch, Center for Academic Leadership, University of San Francisco

61 Know Yourself – Enlarge Your ArenaKnown to self Unknown to self Arena Blind Spot Known by others Soliciting feedback Disclosure Unknown by others Facade Unknown Walt. Gmelch, Center for Academic Leadership, University of San Francisco

62 Chairpersons’ Reasons for Not Seeking DeanshipTime Mentioned Percent of Total Enjoy research more Like teaching better Dislike administration Position too stressful Decisions too difficult Insufficient leadership opportunities Too time consuming Deal with other people’s problems Totally disassociated from discipline Too much politics 18 17 16 5 4 3 2 24.3 22.9 21.6 6.8 5.4 4.1 2.7 Total 74 100.0 Source: McCarty & Reyes

63 Managing Your Career PathWhat are the next steps? What opportunities will help you fulfill career path? How can you be deliberate? How do you honestly assess your own compatibility? Who will help you assess your readiness/fit?

64 Leader Loop “Zoom to Doom”High Mandate of Heaven “Good Leader” “Damn Leader” Established “Seldin” slide Competence/Effectiveness Tyranny of competence Learning curve “New Leader” “Doomed Leader” Low High Low Commitment (time, learning, skills, interest) ? ?? Time in Years Walter H. Gmelch, Center for the Study of Academic Leadership, USF

65 Department Chair’s Return JourneyWhat factors are pushing you from your current position? Lack of support Incompatibility with the dean Poor job fit Poor Personal fit Walt Gmelch (2013). The Department Chair’s Return Journey. The Department Chair, pp

66 Department Chair’s Return JourneyWhat factors are pulling you from your current position? Return to research agenda Accomplished milestones Looking for a new challenge Slumping learning curve

67 Strategies for Managing the Plateau: Keeping the Fire Alive!Tinker Tactics: Augment personal skills and interests. Toehold Tactics: Explore outside for new ideas. Mosaic Tactics: Zigzag searching for new challenges. Exploration tactics: Climb a new mountain. Gmelch, Hopkins, & Damico (2011). Seasons of a Dean’s Life. Stylus Publishing.

68 How to Leave Right Pass the baton – not the gavel.Cross the finish line in a sprint. Take care of others impacted by your exodus. Regain “flow” time. Reflect on your legacy. Walt Gmelch (2013). The Department Chair’s Return Journey. The Department Chair, pp

69 Legacy Worksheet How do you want to be remembered as an academic leader?

70 “We’re all in this alone” -Lily TomlinWalt. Gmelch, Center for Academic Leadership, University of San Francisco

71 Old Buddhist Saying To know and not to use, is not yet to know.Walt. Gmelch, Center for Academic Leadership, University of San Francisco

72 Resources Walter H. Gmelch and Val Miskin (2011). Department Chair Leadership Skills. Madison, Wisconsin: Atwood Publishing. William Oncken, Jr., and Donald L. Wass (November 1999). Management Time: Who’s Got the Monkey?” Harvard Business Review. H. Ibarra and M. Hunter (2011). How Leaders Create and Use Networks in Advancing your Career. Harvard Business Review, Victor Vroom and J. G. Jago. (1988). The New Leadership. Englewood Cliffs, NY: Prentice-Hall.