The Alignment of Leaders with Institute Culture and Values

Transcription

1 Presentation Notes for Los Triad Ringbarkus Marg Scott and Derek Kypriotis The Alignment of Leaders with Institute Culture and Values Culture Definitions Organisational culture is defined as the shared values, norms and expectations that govern the way people approach their work and interact with each other. In other words it's what am I expected to do in order to fit in and get ahead here. 1 Mike Gourley, Human Synergistics The contemporary definition of organization culture includes what is valued, the dominant leadership style, the language and symbols, the procedures and routines and the definitions of success that characterizes an organisation. Organisation culture represents the values, underlying assumptions, expectations, collective memories and definition present in an organisation. 2 Values Angel A Berrio The moral principles or accepted standards of a person or group. What did we want to find out? What is the relationship between the achievement of strategic goals and leadership? How to identify leaders in the broad sense as opposed to managers? What are the differences between leadership and management? Can you define each separately or are they both parts of a whole? Where do competencies fit in? What programs are organisations using, Are they effective? What are the benefits for the Organisation? If they are effective, are they aligned to Culture and Values and how does this alignment happen? Have they developed a competency framework to build the leadership program on? What do they have in common? What are the critical success factors? How important is the link between culture, values and leadership? How do they fit into HR Management in the organisation? What recommendations can we make for future TAFE leadership initiatives?

2 Methodology The triad that originally included Sarah Rowley of South West Institute of TAFE, Discussed and agreed our definition of terms Culture, Values Leadership Management Assessed the data that was available from the People Matters Survey and Staff surveys. People Matters Survey, State Services Authority (2004) Staff Surveys at each Institute Functional map at Central Gippsland TAFE aligning management purpose and roles to the strategic plan Perused the summary literature that is currently available on leadership in the TAFE Sector A Draft Leadership Capability Framework to Assist leadership development in the TAFE Sector 3 What are the Essential Characteristics for those who Manage Training Organisations? 4 Knowledge & Skills for the Innovation Economy 5 Visited and developed Case Studies at five organisations Analysed the commonalities, critical success factors and developed our recommendations. Comparing leadership and management Management is seen as being about reliable and efficient operating in the current work environment; maintaining order and stability, exercising authority as necessary. On the other hand Leadership is seen as being about leading people toward a future vision, developing and motivating their performance and potential and inspiring people to follow because people want to. 6 Foley makes the point that in her research in Victorian TAFEs those interviewed saw a clear distinction between management and leadership but that there was an overlap. However, the actual amount of overlap or separation is variable depending on the local context. 7 Why is this important? Leaders in organisations are there for one purpose -for the purpose of engaging themselves and the staff they lead in the achievement of the strategic goals of the organisation.

3 Leaders are the enablers who help shape the culture in particular directions consistent with their own values and the vision and strategic directions of the organisation. They should be the embodiment of the culture! Leaders set this strategy and the strategy reflects the values and the culture they wish to create in the organisation they lead. Leadership development should align with these values and the culture that the leaders wish to create. Where do leaders come from? All managers are leaders but not all leaders are managers! Foley s research states that one of the key themes in the discussion of leadership in the TAFE system it that, educational leadership is not seen as the same as management and can come from anywhere in the system Educational leadership is part of (an) informal system but will only emerge and thrive is fostered, encouraged and celebrated by management. 8 Five organisations were visited Case Study Results Kangan Batman TAFE Vic Roads Yarra Valley Water Adult Multicultural Education Services (AMES) Ford, Geelong Common features across organisations Pre-existing leadership program not working le3aders returning from programs showed little change to the way they approached thi9er role. Common theme, staff did not identify with the strategic plans and values of the organisation Started with a situational analysis of the current organisation culture and issues through a survey or focus groups Commitment was strong from the existing leadership group in particular the CEO HR/Organisation Development seen as the Facilitators not the drivers Broad stakeholder involvement including all of the senior management group and in some cases the next level of management. Based on a statement of the values of this leadership group Followed by a development of customized leadership capabilities for the organisation under pinned by behavioural statements for each capability and in some cases a definition of effectiveness and ineffectiveness for each one. Recognition that, for the leadership group thus involved, the journey was as much the catalyst for paradigm shifting as the actual document developed. Where organisations had developed a leadership program it included multi-rater assessment (eg.360 feedback)

4 Also included an individual self assessment including the MBTI, DISC, EQ and Human Synergistics LSI The delivery of the program involved all levels of leaders in the organisation in the modelling of behaviours and mentoring of developing leaders. Recognition that for all managers, both those mentoring and those developing, there was continual reinforcement and alignment with vision and values taking place. There was a multi faceted, dynamic approach to leadership development and many ways for potential leaders to develop their capabilities. Core Leadership Capabilities compared AMES Yarra Valley Water Vic Roads Kangan Batman TAFE Wheeler Strobel 9 Strategic thinking and leadership Shape strategy vision and direction Organisation Vision and direction Capacity to deliver Results focus achievement motivation Aligns organisation and business goals Organisational sensitivity Lead to achieve results Growing our core business Business Acumen Business focus Operational effectiveness Budgeting and planning Lead with business Acumen Managing customer and Stakeholder relations Principles and Strategies of Management Work innovatively Lead with a Service Orientation Innovation and Risk taking Customer Focus and quality Change focus conceptual effectiveness Leading people through change Lead change Change Management Working collaboratively People Focus Interpersonal effectiveness Developing high performance teams Lead Teamwork and collaboration Working as a Team People Management Managing Performance Developing and empowering people Effective people skills Communication and Interpersonal skills Managing self as a leader Lead Self and Others Self Efficacy Personal integrity

5 Critical Success Factors CEO commitment and buy in providing enthusiasm, resourcing and pushing the agenda Involvement of all mangers and board/council in the development of the values and competencies Contextualising to the organisation Involvement and commitment of executive, senior manager and direct managers in the actual development program for individuals A strong emphasis on mentoring and coaching Importance of senior managers devoting TIME to help in the development of future leaders Importance of constructive feedback and dialogue about performance and the use of 360º Feedback at all levels and a good performance management program Key Performance Indicators for individual incorporate the leadership competencies and are assessed through behaviours i.e. leadership competencies are embedded in the Performance Management System Flexibility and adaptability to move with the times and lots of ways of developing the necessary leadership competencies Process for identifying future leaders in not haphazard and uninformed. The future leaders see the process as a satisfactory process that meets their needs WIFM the future leaders see the value to them of the process and the development There is a strategy for leadership development ie. it is not scatter gun but a thought through process Benefits to the Organisation ENGAGEMENT AND COMMITMENT Engagement of the staff in the achievement of the strategic goals of the organisation and embedded in the goals are the cultural norms and values of the leaders Framework for succession planning and the development of individual leaders Cross functional networking in the organisation Establishes the leadership profile to meet the challenges of the future and develops a leadership culture not just a management culture Engenders buy in and commitment from stakeholders Ensures the knowledge transfer between generations Recognizes that leadership comes from all levels and all functions of the organisation Evidence of improved customer service, turnover, absenteeism and other HR indices Happier staff, innovation, flexibility, trust and profitability It s a rare person who doesn t want to do a good job. By adding clarity you are giving people the best possible opportunity to do well Sally Denning, Kangan Batman

6 Recommendations Content of an effective leadership and management program SELF Personal integrity Self efficacy Interpersonal skills TEAM Developing others through mentoring and coaching Managing performance Team leadership and team building Valuing and managing diversity Managing Change Managing operations and principles and strategies of management Customer focus and quality Leading to achieve results Encouraging innovation ORGANISATION Organisation vision and direction Growing the core business - Business acumen Business ethics Learning methodologies External training, seminars and conferences Instructor lead training Project based learning Shadowing Planned higher duties Secondment and acting roles both internal and external Rotation Internal job swaps On-the-job learning with mentoring or coaching Coaching group or individual Mentoring 360º Feedback and self assessment tools Action learning Syndicate group sessions Workplace projects Presentations of learning experiences Study assistance

7 Acknowledgements: Sally Denning, Judith Pettitt, Anne Farquhar Michele Hayward, Jeanette John, Kangan Batman TAFE Vic Roads Yarra Valley Water Adult Multicultural Education Services (AMES) Ford Motor Company, Geelong 1 Mike Gourley, 2002, Organisational culture Available at: Human Synergistics 2 Angel A Berrio,2003 An Organisational Culture Assessment Using the Competing Values Framework: A Profile of Ohio state University Extension Journal of Extension [On-line] 41(2) Available at: Foley, J. and Conole, L. 2003, A draft leadership capability framework to assist leadership development in the Victorian TAFE sector, Office of Training and Tertiary Education (OTTE), Victorian Department of Education and Training (The Wheeler Strobel Report) 4 Callan, VJ, 2001 What are the Essential Characteristics for those who Manage Training Organisations? National Centre for Vocational Research (NCVER), Leabrook, South Australia. 5 State of Victoria 2002, Knowledge & Skills for the Innovation Economy Department of Education & Training, Melbourne,. 6 Foley J Op cit. p Ibid p.14 8 Ibid p.15 9 Ibid p.16