CUPA'Leadership Development Program'Cornell'2'27'03'Final

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CAUBO 2004 Saskatoon, Saskatchewan ACADEMIC
LEADERSHIP DEVELOPMENT

June 12, 2004 Chet Warzynski Cornell University
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QUESTIONS

• What environmental and organizational challenges
  are leaders in higher education facing today?
• Outline the leadership competencies and
  capabilities (in HR and generally) are needed to
  meet these challenges, and how they can be
  developed?
• What are some highly effective leadership
  development practices?
• What is HRs role in academic leadership
  development?

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Cornell University

• Founded in 1865
• Fourteen colleges and schools
• 13,725 undergraduates
• 6,500 graduate students
• 3,091 faculty
• 8,744 support staff
• 217,886 alumni
• 1.7 billion annual budget
• 465 million in research

• Public and private divisions
• 200 departments
• 57 cooperative extension associations
• 4,000 undergraduate courses
• 100 academic and professional fields
• 27 Nobel Laureates
• 400 Active patents

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Cornell University

• Decentralized highly differentiated structure
• Semi-autonomous agents
• Fragmented IT systems
• Blended job responsibilities
• Distinct academic administrative subcultures

• Strong allegiance to local unit
• Significant diversity of views
• Conflict-averse culture
• Long-term, local employees
• Job entitlement
• Individual over team achievement

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Organizational Alignment
Cornell Universitys Priorities Inspire
Community Introduce New Technologies Improve
Partnerships Encourage Innovation Increase
Productivity Maintain HR Quality Support
Organizational Capabilities Leadership/Supervisi
on Customer Service Change Management
People Issues Attract/Develop/Retain
Alignment Teamwork Learning Innovation
Productivity/Execution
Organizational Development Strategies Leadership
Development Reorganization Alignment
Performance Mgt Strategic Planning Team
Building Project Mgt Work Process Change
Training Development Conflict Resolution
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The Burke-Litwin Model
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The Struggle to Explain Leadership
Definitions of leadership are influenced by the
times in which we live
Trait Theory
Behavior Theory
Contingency Theory
1920s 1940s Today

• Ohio State Michigan Studies
• Task oriented
• Relationship oriented

• Great Man Theory
• Common traits characteristics

• Situational Leadership
• Transactional / Transformational
• Servant Leadership
• Values-based Leadership

TOMORROW ACTOR- NETWORK LEADERS?
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The Cornell Leadership Model Be - Know - Do

• What does Cornell want its leaders to BE KNOW
  DO?
• Create the Cornell Leadership Model
• -Identify the values and attributes of a Cornell
  leader.
• -Identify the skills and of a Cornell leader.
• -Identify the actions of a Cornell leader.
• -Identify examples of Cornell leadership at its
  best.

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Future HR Competencies

BUSINESS MASTERY
LEADERSHIP
PERSONAL CREDIBILITY

HR MASTERY
CHANGE PROCESS MASTERY
D. Ulrich -HR Champions
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History of Leadership Development
Leadership for Quality
Leadership Skill Training
Leadership Assessment
Leadership for Change
Discovering Leadership
1990 1992 1994 1996
1998 2003
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Culture of Discovering Leadership
Change Management (Practices)
Leadership Experience C C
Systems
Teams

• Satisfaction for those whom We serve

• Scholarship
• Learning
• Outreach

• Collaboration
• Collegiality
• Partnerships

• Innovation
• Entrepreneurship

• Respect
• Trust
• Integrity

• Stewardship
• Productivity

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Research on Leadership Development

• Lessons learned from experience have a lasting
  impact on how a person manages and leads.
• Developmental experiences fall into four areas
• Challenging Assignments - 42
• Significant other people - 22
• Hardships - 20
• Other events - 16
• Challenge within experience drives learning
  forward and makes it developmental.
• Center for Creative Leadership Benchmarks,
  Greensboro, North Carolina

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Leadership Development

• Five Steps to Leadership Development
• Have a model of leadership
• Get some feedback relative to that model
• Evaluate the feedback you receive
• Make a plan
• Work the plan

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Learning to Learn from ExperienceAction-Observati
on-Reflection Model
Action/Experience What did you do?
Observation/Feedback What happened?
Reflection How do you feel/think about it now?
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Premises of Discovering Leadership
Hegel We may affirm that absolutely nothing
great in this world has been achieved without
passion.   Ghandi Be the change you wish to
see in the world. Jung We discover ourselves
through others. T.S. Elliott We must not
cease from exploration and the end of all our
exploring will be to arrive where we began and to
know the place for the first time.    Oliver
Wendell Holmes What lies behind us and what
lies before us are tiny matters compared to what
lies within us.

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"Leadership cannot really be taught. It can
only be learned." Harold Geneen
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Features of Discovering Leadership

• 300 Graduates 61 faculty, 3 associate deans, 5
  assistant deans, 25 chairs, 28 academic staff,
  188 administrative managers
• Discovery process based on experiential learning
  triple loop action learning
• Emphasis on safety, trust values (social
  capital)
• Self-assessment and understanding impact
• Use of live data rather than case studies
• Project-based assignments applications

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The Goals of Discovering Leadership
Increase participant self-awareness
Create new leadership experiences
CULDP GOALS
Improve communication and relationship-building
skills
Execute a customized learning and action plan
Develop skills for leading supporting
change
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Obstacles to Discovering Leadership

• A. Program Obstacles
• Competing definitions and models
• Integration of three programs
• Mixing faculty and staff
• Duration of program
• Team teaching
• B. Organizational Obstacles
• Developing sponsorship
• Engaging faculty support
• Acquiring funding
• Marketing

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Goldmans Emotional Intelligence
Competencies 1. Self-awareness - ability to
understand emotions 2. Self-regulation - ability
to think redirect impulses 3. Motivation - a
passion to pursue goals with energy 4. Empathy -
ability to deal with others emotions 5. Social
Skill - proficiency in building relationships

• Hallmarks
• Self-confidence, realistic self-assessment, humor
• Trustworthiness, integrity, openness to change
• Achievement, optimism, commitment
• Building talent, cross cultural sensitivity,
  service
• Effectiveness in leading change, persuasiveness,
  teambuilding

Adapted from Daniel Goleman, What Makes a
Leader? Boston Harvard Business Review,
November-December, 1998, p. 95.
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Attributes of Leadership

• 1. Personal Credibility (Ethos)
• Intelligence and competence
• Clear values, goodwill, sincerity, integrity, and
  trustworthiness
• Strong work ethic
• 2. Logical Strategies (Logos)
• Rational dialogue
• Mental models/tools (capabilities)
• Evidence and proof
• 3. Emotional Strategies (Pathos)
• Emotional commitment to values and beliefs
• Appeal to personal interest
• Achievement orientation
• Adapted from E. Bettinghaus and M. Cody.
  Persuasive Communications. New York Holt,
  Rinehart and Winston, 1987.

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Leadership Capabilities

• Strategic Planning

• Developing Culture

• Team Building

• Leading Change

• Managing Performance

• Negotiating Solutions

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Model I The Defensive Organization

• Chris Argyris, Overcoming Organizational Defenses
• Most organizations foster attitudes that are
• Controlling - they act and manage the environment
  unilaterally
• Competitive maximize winning and losing
• Protective of themselves and others
• Withholding - of feelings and information
• Attributive and blaming - of others
• Adverse to conflict - at all costs

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Model II The Learning Organization

• Learning organizations foster attitudes where
  people are
• Data Seeking exploring new and risky ideas
• Collaborative people are supportive and helpful
  
• Empowering autonomy and power sharing are
  valued
• Open actions and assumptions are confronted and
  tested
• Commitment people are engaged and take
  responsibility for actions
• Feedback individual and organizational feedback
  is valued

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Model II The Learning Organization

• AKA The Resilient, Adaptive, Agile, Fast
  Organization
• John Kotter, Corporate Culture and Performance
  Most successful cultures over time are adaptive.
  Outperform others by as much as 300. The most
  visible factor is competent leadership.
• Change in Motivation from controlling to
  learning
• Consequences Learning and change are encouraged.

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Moving from Model I to Model II

• Peter Senge The Fifth Discipline
• Five Core Competencies
• Dialogue
• Team Learning
• Model I Personal Mastery Model II
• Vision
• Systems Thinking

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Discovering Leadership Change Process

• 7. Develop vision goals
• 8. Build team sponsorship
• 9. Develop project plan
• 10. Implement plan empower, coach, develop
• 11. Measure performance communicate results
• 12. Reward, correct, improve performance

• 1. Identify challenges
• 2. Formulate key questions
• 3. Ask questions
• 4. Compare answers
• 5. Conduct best practice research
• 6. Evaluate answers/ research findings

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Discovering Leadership Program

• 1. Discovering the leader within (5 days)
• Self-awareness, leadership skills, and personal
  mastery
• Dialogue
• Coaching
• Conflict resolution Interest-based negotiations
• 2. Developing teams (3 days)
• Facilitating organizational systems
• Consulting process skills
• Building high performance teams
• 3. Applying leadership to organizations (3 days)
• Leading change
• Strategic planning
• Managing performance/measurement

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Leadership Challenges and Strategies  
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Participant Reaction Following Program N169

• (Rating 5high 1low)
• Group Info. Skills Effect Overall
• Pilot 4.6 4.5 4.2 4.5
• Control 4.0 4.3 4.8 4.4
• Group Ave. 4.2 4.4 4.5 4.6
• Results
• Three intact work units AFF, CIT, NYSAES
• Special program for other universities
• Waiting list 79 ( 21 faculty)

Reported in Warzynski, C. and Chabot, B.
Leadership Development at Cornell University,
in Ruben, B. Pursuing Excellence in Higher
Education Eight Fundamental Challenges. San
Francisco Jossey-Bass, 2003, pp. 315-323.
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Analysis of Program After One Year

• Quick Facts
• Survey developed by graduate students in Personal
  and Organizational Development course
• Survey Response Rate 51 (94/185 administered
  surveys)
• Survey Response Time Oct. 17, 2003 - Oct. 27,
  2003
• 41 questions, combination of multiple choice and
  open-ended
• Questions grouped into four categories
• Assessment of Program Effectiveness/On-the-Job
  Impact
• Identification of Future Leadership Development
  Needs
• Perception of Work Unit Performance
• Participant Demographic Information

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Summary of Survey Data
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Strengths of Discovering Leadership

• Specific strengths as cited by program
  participants
• Self-Discovery and Self-Assessment
• Building Teams and Organizations
• Communication and Feedback
• Leading Personal Organizational Change
• Managing Conflict
• Cross-Departmental Networking
• Strong Facilitators
• 60 of survey respondents rated the program as
  excellent.

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Weaknesses of Discovering Leadership

• Specific weaknesses as cited by program
  participants
• Program should incorporate additional follow-up
  activities
• Incorporate more real-life scenarios to
  facilitate knowledge transfer
• Administrative leadership support is needed to
  create supportive environment for skill transfer
• More emphasis on leading change, conflict
  management, and problem solving
• Too much information inhibited knowledge
  absorption
• Stronger support needed from senior leadership.

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Obstacles to Transfer

• Over 30 of participants found that transferring
  their new knowledge and skills was difficult
  because other people in their department had not
  gone through the same training and were not open
  to new methodologies and processes.
• Almost 50 of respondents reported that they did
  not have managerial support for transferring
  their newly gained leadership skills and
  abilities.

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Future Leadership Programming

• Strategic Thinking (in the context of the whole
  university)
• Budget/Project Management
• Organizational Development/Change Management
• More on Conflict Management and Communication
• Refresher Courses and Reunions

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Summary of Program Results

• 1. Participants increased their understanding of
  different personality types for teamwork,
  leadership, etc. (23.4)
• 2. Participants improved abilities to give and
  receive feedback, manage conflict, solve
  problems, and lead change. (20.2)
• 3. 85 of alumni would recommend this leadership
  experience to a colleague.
• 4. 65 of the participants enjoyed the program.
• 5. The biggest obstacle to implementing newly
  acquired skills is the operating environment to
  which participants return.

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Benefits of Discovering Leadership

• Understanding and alignment of personal values,
  mission, vision, and impact.
• Clear values, safety, trust, strong
  relationships, teamwork, community (culture
  social capital).
• Enthusiasm, optimism, and renewed commitment.
• Increased initiative, innovation, agility
  stability
• Personal and organizational productivity.
• Humanization of the work place.

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Lessons Learned

• Align leadership development with universitys
  and HRs priorities, goals, strategies, and
  performance systems.
• Conduct a needs assessment and relate participant
  needs and issues to exercises and relevant tasks.
• Build safety and trust through informal,
  interactive exercises, e.g., ropes, coaching
  groups, energizers.
• Provide self-assessment opportunities and
  exercises.
• Structure learning activities around real issues
  develop new experiences competencies through
  simulations and role plays.
• Link competencies to capabilities, e.g.,
  strategic plans, project teams, OD interventions,
  performance change management.
• Provide access to coaching and organizational
  expertise.
• Engage individuals in action learning projects
  and on-the-job applications.

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Selected References on Leadership Development

• Argyris, Chris (1990), Overcoming Organizational
  Defenses, Boston Allyn Bacon
• Argyris, Chris (1993), On Organizational
  Learning, Cambridge, Massachusetts Blackwell
• Burke, Warner, W. (2002). Organization change
  theory and practice. Thousand Oaks, CA Sage
  Publications, Inc.
• Covey, S. R. Principle-Centered Leadership. New
  York Simon Schuster, 1991.
• Cunningham, L. L. (1990). Educational Leadership
  and administration Retrospective and prospective
  views. In L. L. Cunningham B. Mitchell,
  Educational Leadership and changing contexts in
  families, communities, and schools (pp.1-18).
  Chicago The National Society for the Study of
  Education.
• Leithwood, K. Jantzi, D. and Steinbach, R.
  (1999). Changing Leadership for Changing Times.
  Philadelphia Open University Press.
• Senge, Peter M. (1990), The Fifth Discipline The
  Art and Practice of The Learning Organization,
  New York Currency/Doubleday
• Senge, Peter M. et al (1994), The Fifth
  Discipline Fieldbook Strategies and Tools for
  Building a Learning Organization,
  Doubleday/Currency, New York
• Scholtes, P. R. (1998). The Leaders Handbook.
  New York McGraw-Hill
• Wellins, R.S., Byham, W. and Dixon, G. R.
  (1994). Inside Teams How 20 World-Class
  Organizations are Winning Through Teamwork. San
  Francisco Jossey-Bass.
• Sobel, C. Studied trust building new forms of
  cooperation in a volatile economy. In Richard
  Swedberg, ed., Explorations in Economic
  Sociology, New York Russell Sage Foundation,
  1993.

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Discovering Leadership Questions

• What environmental and organizational challenges
  are leaders in higher education facing today?
• What are the expectations of leaders in todays
  university?
• What are some best practices for leadership
  development in the academy?
• From a marketing perspective how can academic
  leadership development best be positioned in the
  university?
• What should be HRs role in academic leadership
  development?

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• Thank you very much.