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AKA Leadership Seminar

AKA Leadership Seminar. Session I September 24, 2008. Overview. The Chair as a member of the university’s leadership team Balancing stability and change Building indispensability in one’s department Recruiting and advancing faculty Building strength through collaboration Open forum.

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AKA Leadership Seminar

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  1. AKA Leadership Seminar Session I September 24, 2008

  2. Overview • The Chair as a member of the university’s leadership team • Balancing stability and change • Building indispensability in one’s department • Recruiting and advancing faculty • Building strength through collaboration • Open forum

  3. Why the position of chair is important and difficult • Departments are where the work is done • Faculty view • Advocate for faculty wishes • Win things for the department • Defer to the faculty voice • Dean’s view • Promote the university’s agenda • Make full and effective use of resources in support of institutional priorities • Make the tough decisions

  4. Balancing Stability & Change • Remaining static is not an option • Being reactive or proactive (tomorrow’s session on strategic planning ) • Evolution, revolution, or “punctuated equilibrium”

  5. chairs and directors • faculty officers (governance) • faculty catalysts COLLECTIVE LEADERSHIP INDIVIDUAL LEADERSHIP • departments, centers, programs • research clusters and groups

  6. CHANGE • embrace change as: a. good; it presents opportunities b. ongoing / continuous • to be institutionally agile: • a. well-informed - widely communicated institutional data - useful peer data - well-articulated goals b. modify rewards and incentives - vehicles (promotion, tenure, salary adjustments) • practices recognize and reward “good” • individual • collective c. extend institutional stewardship

  7. External Pressure to Change View from WithinIssueView from the Outside Ideas Focus Students Quality Budget Cost Discovery / Learning Faculty Time in the Classroom Academic Discipline Loyalty Institution Academic Program Reviews Evidence Anecdotes Shared Governance Leadership No One in Charge Protects Academic Freedom Tenure Protects: Incompetence/Laziness

  8. Current Challenge Goal #1 To ensure full and effective use of the faculty resource in support of institutional needs. Goal #2 To establish a high level of institutional adaptability. Goal #3 To establish incentive/reward systems that encourage / reinforce change. Goal #4 To differentiate individual and unit responsibilities in moving the institution in the desired direction. Goal #5 To create a means of continuous evaluation and improvement. Goal #6 To develop a greater sense of interdependence and collective achievement. Goal #7 To optimize program complementarity. Goal #8 To build greater stewardship for all institutional activities. Goal #9 To be indispensable to the state’s future. Goal #10 To further strengthen the institution’s caring and optimistic character. Goal #11 To build public awareness of, and support for, higher education.

  9. CORE VALUES TO BE REINFORCED • The university as “idea” centered, where discovery and learning occur together in time and place. • An organization that cares about people and relationships. • An institution that is a vital member of its community, with partnerships that enrich instruction and research. • A culture that acknowledges, encourages, and rewards contributions to all of the many areas of responsibility. • An organization that is dynamic and adaptable, proactive in shaping its future. • An institution whose members (faculty, staff, and students) reflect the diversity of the state.

  10. Deans’ Role inLeadership for Change • professional development of chairs (retreats) • exposure of chairs to best practices / benchmarks • annual evaluation of units • responsiveness to institutional needs • differential merit allocation • emphasize institutional values in promotion and tenure discussions.

  11. Chairs’ Role inLeadership for Change • professional development of the unit • retreats • faculty involvement in governance • functional decision-making systems • exposure to best practices / benchmarks • unit responsiveness to institutional needs • articulation of these needs • assignment of responsibilities • different mixes / roles • attentive to unit needs • evaluation of contributions to the “collective good” • application of rewards

  12. Faculty Role inLeadership for Change • differentiation of roles • acknowledgement • buy-in • contribute in new ways • models for different roles • rules for exceptions (P & T) • dealing with: • the ideal • extremes • softened hierarchy for the kinds of contribution • heightened attention to the quality of the contribution

  13. Ensuring Sound Decision Making • the need to be informed • the need to communicate • the importance of process • the need to orchestrate • the need to operate on the basis of principles • the need to articulate with the bigger picture

  14. IMPORTANT LEADERSHIP TRAITS • competence • honesty and fairness • vision (imagining the possibilities) • decisiveness • communication • empathy • balance (emotional, intellectual, behavioral) • humor • delegation • optimism

  15. ROLES LEADERS MUST PLAY • chief administrative officer • chief academic officer (peer colleague) • chief development officer • chief publicity officer • nurturer of the spirit • steward • mentor and advisor • master of ceremonies

  16. RULES TO LIVE BY(have some) • maximize good • focus on principles, not personalities • no “friends” or “enemies” • disappointment vs. anger • seeing the larger set of related things • be optimistic / have fun

  17. Building indispensability in one’s department • How a department becomes dispensable or “The road to oblivion” • How a department becomes essential and indispensable

  18. The Road to Oblivion* • Elect and re-elect a weak chair • Lose your most productive colleagues to other institutions • Eschew undergraduate education and majors • Forego participation in campus governance • Glory in bitter ideological and personnel vendettas • When all else fails, declare war against the dean *Abler, R. (1992). Six steps to oblivion.

  19. Unit Responsiveness toInstitutional Needs • Providing a quality learning environment • Building / sustaining program quality • Serving the broader institution

  20. REPORT CARD(Annual Unit Evaluation) Departmental Contributions to Institution Building Quality Learning Environment classes facilities involvement / recognition attracting student talent department climate improvement

  21. Building / Sustaining Prominent Programs • faculty research / creative activities • national leadership for the discipline • graduate student / post doc quality • external funding and awards • collaborative integrative projects • NRC rankings • memberships on commissions & advisory panels

  22. Serving the Broader Institution • Full and effective use of resources • Responsiveness to institutional needs • Distance education • Interdisciplinary initiatives • Undergraduate research experiences • Use inspired research • Healthy unit culture • Active outreach (community enrichment, collaboration, fundraising, public schools, etc.)

  23. Annual Evaluation of Departmental Contributions to Advancing the University • Scores in each area determine the department’s grade • Performance is judged on the basis of: • Responsiveness to university needs • Productivity and efficiency • Stewardship • Decisions on the allocation of merit and of new resources are guided by performance

  24. Recruiting and Advancing Faculty

  25. The Good Old Days • Jobs for all • Tidy disciplines • No rules • Simple offer letters

  26. Topics to be Covered • The decision to search • Hiring philosophies • Types of hires • Search complexities • Other approaches to recruitment • Assessing success • Keeping good faculty

  27. Academic integrity Addresses unit needs Steady reshaping Can plan ahead Turn taking Inattentive to interdisciplinary needs Tyranny of the majority Little chance to put big packages together Institutional incoherence Few act affirmatively Departmental Centered Recruitment

  28. Appointment Philosophies • Hire only the best (market offer) • Hire the best in the pool (market offer) • Hire the person who will accept the position at a set of predetermined parameters (below the market)

  29. Types of Individual Hires • Assistant Professor: Entry (new PhDs) • Assistant Professor: Above Entry Level • Associate Professor: (bargains here) • Senior/Distinguished: (drawn to you or seeking to get away ) • Difference Makers: (catalysts for good)

  30. Respected academics Intellectual breadth Integrative approach Patient & persistent Move ideas to action Flexible & adaptable See the big picture Change as opportunity Concerned with results rather than credit Participatory and competitive in larger arenas Strategic orientation Involve students Great externally Lift others Difference Makers (catalysts for good)

  31. Search Complexities • Different search calendars • Partner accommodation • Sharing a position (split lines) • Recasting a position • Salary compression or inversion • Retaining one’s current position • Multiple appointments from a single search

  32. Other Approaches to Recruitment • Goal driven (e.g. connect knowledge areas, enhance diversity, build in strategic areas) • Theme driven (e.g. multiple hires to build a research group for a specific purpose • Opportunity driven (e.g. move an entire intact group or unit) • Advertise for people, not for vacancies

  33. Assess Your Success • Competitive Awards • Promotion and Tenure Statistics • Diversity (parity with availability) • Marketability of the Faculty: External Offers • Post Tenure Review Difficulties

  34. Promotion and Tenure Statistics • 327 faculty hired as assistant professors • 209 (64%) were eventually tenured • 27 ( 8%) were denied tenure • 91 (28%) resigned before the 7th year • 26 left facing a terminal contract (8%) • 65 left in good standing (20%)

  35. Marketability / External Offers • 98 faculty members left in 2001-02 (6%) • Of these, 34 resigned and 64 retired • 66 faculty members rec’d external offers • 21 did not receive counter-offers • 45 received counter-offers • 32 remained at ASU (71%) • 13 left for appointments elsewhere

  36. Keeping Your Best Faculty • Being attentive to “marketability” • Pre-emptive counter-offers • Reactive counter-offers • “Named” endowed positions • Fighting back

  37. Building Collaboration • Among academic units • Among education providers at all levels • With other universities • With the private sector • With city and state governments • With Federal agencies • With combinations of the above

  38. Enhance Readiness Internally • Stimulate connections between people • Interdisciplinary fellows • Seed grants for integrative work • Create integrative units • Hire an industrial liaison • Attract and keep integrative “difference-makers”

  39. Open Forum • Special problems or concerns • Ask for perspectives • Wrap-up and move on

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