Managing faculty and staff

Transcription

1 Managing faculty and staff Debra Colley, Dean of the College of Education Niagara University Richard C. Washousky, Executive Vice President of Academic Affairs Erie Community College 1

2 The leader builds mutual respect and trust with workers.. fostering teamwork to improve quality. (Deming) Leaders believe people have intrinsic value beyond tangible contributions. (Greenleaf) Leaders inspire, empower and stimulate people so that all are involved in the execution of the vision. (Fullan) The best people don t need to be managed first who, then what. (Collins) Leaders build a learning organization.. where people continuously expand their capacity to create results, new thinking is nurtured and people continuously learn together. (Senge) If you can win with people, you can win. (Maxwell) 2

3 Considerations for Managing People Leadership Context of higher education Vision - strategy Engaging Faculty and Staff 3

4 Roles in... Management vs. Leadership Management The art of directing and controlling behavior. Leadership The ability to inspire and have others follow you through their free will. 4

5 There is a difference between leadership and management. Leadership is of the spirit, compounded of personality, vision, and training. It is the personality of an art. Management is the science of the mind. Managers are necessary leaders are indispensable. 5

6 Leading or managing people in higher education: Is it the same? In your group, note two-three similarities and differences related to: Managing people in a business organization Managing faculty and staff within higher education 6

7 COMMUNICATION Leading Change Create Awareness Build Desire Provide Knowledge and Tools Cultivate Skills & Abilities Reinforce and Sustain 7

8 Leading Change Objectives Outcomes C O M M U N I C A T I O N Create Awareness Build Desire Provide Knowledge and Tools Cultivate Skills & Abilities Reinforce and Sustain Make sure your team understands what the change is and why it is necessary Clearly illustrate how the change is aligned with the corporate vision-show how the future will be different Clearly communicate individual expectations Create a sense of urgency around the immediate need for change Align employees with the vision Create short-term wins to build credibility Reward people when behavior aligns with the vision Communicate often about the change vision Apply the vision to all aspects of operations from training to performance reviews Provide ongoing support, training resources, etc. Find effective Change Leaders throughout your department to create urgency and momentum Cultivate Key Competencies for Effectively Handling Change: Learning on the Fly Dealing with Ambiguity Problem Solving Timely Decision Making Informing Strategic Agility Provide on-going support and mentoring in these areas Ensure department structure, processes, job descriptions and performance systems line up with vision Recognize and reward people for making change happen Talk about progress every chance you get Measure results and analyze what is going right and what needs improving Increased Customer Satisfaction and Loyalty Leaders are better able to lead employees through change Increased efficiency and effectiveness Increased employee engagement Managers are able to have tough conversations Employees feel they are treated fairly and with respect Top Talent is engaged 8

9 Expanding Roles of Faculty Recruitment retention Teaching Scholarship Assessment (planning, executing) Service Innovative classroom pedagogies Student and community engagement Continuous improvement External revenues 9

10 Potential Barriers Awareness - how a person perceives problems, credibility and trust of leaders, misinformation and rumors, disagreement around the need to change. Desire - WII-FM, a person s personal life, and intrinsic motivation, what motivates them? Knowledge - the capacity and capability of the person to gain additional knowledge, resources for education, access to expertise and the knowledge for the learning. Ability - psychological blocks or fear, intellectual capability, time to develop the new skills, availability of resources to develop those skills. Reinforcement - how meaningful is the change to the person? Is progress being demonstrated and reinforced? Is there a no blame culture? Are there accountability systems in place?

11 Communicating through Change Specify the nature of the change Make sure that people understand the change and how it affects the areas in which people work. Explain why Explain the business or organizational reasons for the change. Explain the change, good and bad Some people may perceive being negatively impacted by the change. Being open about all good and bad aspects help people manage it.

12 Communicating through Change Develop creative communication Don t just rely on one method of communication. Use word, verbal, written, and in different formats; use diagrams; hold discussions. Manage the negatives As negatives occur, make sure they are anticipated and managed. Explain what success looks like Make sure people can work towards a future vision. Explain what s in it for people Try to identify what will be a benefit to each individual in the new world. This helps people with the incentive to manage the added work and disruptions that change causes.

13 Communicating through Change Repeat yourself! People may not be ready for messages the first time they are presented. Follow up your communications with more communications. Make communication two-way A key part of people s motivation will stem from their ability to be involved. Provide the opportunity for feedback, discussion and debate. Be a change figurehead You will be communicating with your words and actions. People will look to you for cues, right down to your enthusiasm and perceived body language.

14 Helping Others through Change Allow time for employees to process the information. Be consistent and stick to the rationale for the change. Host small group meetings to gauge concerns. Address/respond to concerns. Reinforce employee value and role in the growth and strength of the organization.

15 Tips & Tricks To Get Through Change Develop support relationships at work and home. Take care of yourself. Build self-esteem. Be open and flexible. Keep your "sunny side" up. Take control of your life.

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17 Aspects of Management and Supervision Hiring Motivating and challenging Mentoring and supporting (coaching) Performance counseling Building teams and engaging faculty Cultivating sustainable change 17

18 Motivating Employees Myths of employees motivation Advantages of motivated team members Today s diverse workforce Motivating 4 generations Other motivational strategies 18

19 Advantages of Motivated Teams Increased productivity Higher quality of work Improved morale Lower turnover Greater engagement levels 19

20 Myths of Employee Motivation 1. Some employees are motivated; some are not. 2. Everyone works for money. 3. Employees need to be pushed to perform. 4. Participation in a training program will increase an employee s productivity. 5. The absence of expressed employee concerns indicates that morale is good. 6. Tell employees what you expect from them, let them do it their way, and then reward/reprimand accordingly. 7. All employees respond positively when asked to participate in work-related decision-making. 20

21 4 Generations in the Workforce Veterans/traditionalists ( ) - 6.5% of the workforce Baby boomers ( ) 41% of the workforce Generation X/ Gen X ers ( ) 29.5% of the workforce Millennial s/ Gen Y ers (after 1980) % of the workforce 21

22 Motivators for Veterans/ Traditionalists Formal rather than informal Communication face to face - not text/ Explain logic of actions Traditional recognition, ex. plaques, photos Delayed rewards; driven by duty before pleasure Expect to receive a paycheck for job performed Seniority and age correlated Move up the ladder through perseverance and hard work Satisfaction of doing job well Rarely received praise and recognition; were grateful to have a job and did not take it for granted Older workers want to be rewarded with challenges, money, flexibility Want financial gain and security Messages: Your experience is respected here Loyalty is valued and will be rewarded 22

23 Motivators for Baby Boomers Need to see steps toward defined goals State objectives and desired results expected of the team Love pep talks Recognition with wide public profile, such as, company newsletter Deep identification of who they are by what they achieve at work Want to do great things work on exciting projects Value time off as they are getting older Like to be rewarded with money, title, better shift, seniority, office parking spot perks Find satisfaction and meaning in work Paid their dues and want to slow down Messages: You re valued Your contributions are important to our success 23

24 Motivators for Generation X Tell them what needs to be done, but not how Give them multiple tasks, but allow them to set priorities Informal recognition, such as day off Effective leadership Regular honest feedback and mentoring Appreciate good schedule, time off, flexible hours, casual dress Appreciate professional development/training opportunities Expect to be rewarded for small chunks of goal directed behaviors (based on specific objective criteria) Want to meet financial needs without too many demands on personal time Messages: Do it your way There aren't a lot of rules here We're not very corporate here 24

25 Motivators for Millennial s/ Generation Y Provide opportunities for continuous learning and building skills Know their goals and explain how they fit into the big picture Be more a coach, less a boss Communicate informally through and hallway conversations Salary is important to keep up with high cost of living convenient times and places Want to succeed immediately if they do not see quick rewards at one firm, they will move somewhere else Appreciate flexible schedules and time for personal life Value opportunities for continuing professional growth and career advancement Like public acknowledgment, frequent recognition, and rewards at shorter intervals Want to have fun while doing helpful, meaningful work Messages: You and your co-workers can help turn this company around 25

26 Engage (motivate) your faculty/staff Pick a generation. You have a large team working on an important cross-sector initiative (case provided at your table). As a group, identify some motivational approaches you would use with your generation of faculty/staff - you need this team to be fully engaged in the initiative if it is to be successful. 26

27 Managers and supervisors should: Discard generic motivation myths. Concentrate on developing individual employee excellence in the context of organizational requirements. Discover what motivates your employees and systematically integrate this into job requirements. Place employees in specific roles based on motivation and specific skills needed to accomplish objectives. Implement continuous improvement activities at all levels of the organization. 27

28 Strategies for All (across generations) Regular coaching Goal setting SMART goals: specific, measureable, achievable, relevant, timebound Providing a positive work environment Giving appropriate recognition Soliciting ideas and feedback Communicate, communicate, communicate goal of communication is shared meaning. Not all disagreements are poor communication - we may just disagree.) 28

29 Documenting the Coaching Discussion Why is it important to document coaching discussions? Formal vs. Informal documentation What to include in notes: Date/time Overview of discussion Agreed upon plan of action and timeline Follow-up date

30 Working with people: Where are you as a leader? Readiness (prepared for the relationship) Connection (focus on others) Trust (build mutual trust) Investment (invest in others) Synergy (win-win) 30 Maxwell, J. C., (2004). Winning with People. Nashville, TN: Nelson.

31 A learning community a thinking community? a group of people who share common values and beliefs, actively engaged in learning together from each other;. supports and inspires the intellectual and personal development of all the community. It fosters an environment that values diversity, differences, and the rights of all individuals;. creates a synergy for knowledge creation;. works beyond product orientation to changes in the way group members think about the outcomes (enhancing learning);. supports and creates new knowledge through research and scholarly inquiry on the part of faculty, staff and candidates, and it shares that knowledge with the broader community. 31

32 Discussion: What is your approach to leading or managing? What motivates you? How does coaching come into your engagement of faculty and staff? What have you seen coaches do? How would you define a thinking community or learning community within your sphere of influence? What evidence of engagement have you seen (as you lead/manage faculty and staff)? 32

33 References Dr. Katie Buvoltz, Houghton College, Coaching and Development PowerPoint Eddy, Pamela, and Regina Garza Mitchell. Faculty As Learners: Developing Thinking Communities Innovative Higher Education 37.4 (2012): Academic Search Alumni Edition. Web. 31 Oct DOI /s z (no link) Innov High Educ (2012) 37: DOI /s z Engendering Faculty Professional Growth December%202010/professional-growth-full.html Changing Students, Faculty, and Institutions in the Twenty-First Century Rethinking Faculty Development: Toward Sustaining a Community of Learners pment_randall.pdf Student-Faculty Partnerships to Study Teaching and Learning 33

34 References continued 9 rules for productive meetings: Table group site ( Organizational health): Michael Hyatt site (Leadership resources): 34