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Coaching to develop research leadership (skills) for the changing higher education sector

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Coaching to develop research leadership (skills) for the changing higher education sector Dr Annette Fillery-Travis, International Centre for the Study of Coaching ... – PowerPoint PPT presentation

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Title: Coaching to develop research leadership (skills) for the changing higher education sector


1
Coaching to develop research leadership (skills)
for the changing higher education sector
  • Dr Annette Fillery-Travis, International Centre
    for the Study of Coaching, iWBL, Middlesex
    University

2
In our time together....
  • Context for coaching
  • Evidence base for the practice
  • What is the practice?
  • Potential application for research leaders
  • Hints and tips for bringing coaching into the LD
    strategy

3
The Context
  • Global estimated spend of 1.5 billion (USD).
  • ICF has 16,000 members 53 have achieved Masters
    or Doctorate level education

Training Top-down instructor-led intervention by
an organisation to make desired changes
in employees behaviour and knowledge
Learning A self-directed process by which an
individual constructs new knowledge, skills and
capabilities leading to increased adaptive
capacity
4
(No Transcript)
5
The Good News
  • Nine out of ten organisations use coaching by
    line managers (trained)
  • Two out of three organisations use external
    coaches (29 expect to increase)
  • 84 regard coaching by line managers as
    effective or very effective
  • 92 judge coaching by external practitioners to
    be effective.

A high level of usage and belief in the power of
coaching
CIPD Annual Survey of Private, Public and
Voluntary Organisations
6
The good news (2)
who indicated effective or very effective
On-the-job training 96
Instructor-led training off the job 94
Formal education courses 93
Coaching by external practitioners 92
Job rotation, secondment etc 87
Mentoring (Internal senior colleagues) 85
Action learning sets 77
Perceived effectiveness of different development
activities
7
Coaching
a learning relationship which helps people to
take charge of their own development, to release
their potential and to achieve results that they
value Connor and Pakora (2007)
8
A maturing practice a meta profession?
9
A Coaching Process
10
Coaching as Reflective Dialogue
Reflection-with-another to challenge
assumptions, beliefs, perspectives and ways of
construing and acting upon experience (Weil
McGill (1989)
Time Out!
11
The significant problems we face cannot be
solved at the same level of thinking we were at
when we created them.  Albert Einstein
12
Evidence Base?
  • Team coaching (Mathieu et al 2008)
  • Process (Dingman 2004)
  • Perspective underpinning (FeldmanCronshaw 2004)
  • Coach behaviour (Jarvis 2006)
  • Client behaviour(Dawdy 2004)
  • Coach-Client (de Haan 2008)
  • ROI outputs (Various)

Olivero et al (1997) 22 increase in
productivity after management training but 88
increase after internal coaching NHS Leadership
Centre (Woolnough et al 2004) - 41 of coachees
were promoted compared to 15 of the non-coached
group, leadership skills and job satisfaction
improved
13
Meta analysis of ROI studies
  • De Meuse and Dai (2009)
  • Drew on six studies (four used)
  • ROI 1.27
  • Range from 1.98 -0.02 for self rating
  • Range from 1.83-0.06 for others ratings

14
Coach/mentor as professional?
International Coach Federation - 16000 members
over 50 countries European Mentoring and
Coaching Council 17 years and 14
countries Worldwide Association of Business
Coaching 800 members but elite professional
forum
  • Skill based on theoretical knowledge
  • Defined body of knowledge
  • Established community of practitioners
  • Extensive period of education
  • Testing of competence
  • Institutional training
  • Licensed practitioners
  • Work autonomy
  • Code of professional conduct or ethics
  • Self-regulation through formalised organisation
  • Public service and altruism

Bennett 2006 and others
15
So how does this relate to Research Leadership?
16
Application within Research Leadership
  • Research into RD teams within a variety of
    contexts identifies
  • Time-lagged, sporadic and nonmarket nature of
    their outputs
  • Consist of professionals (highly educated and
    creative) with distinct characteristics in terms
    of goal orientation, value systems, need
    structure and behavioural patterns
  • Undertaking tasks with a high level of risk of
    failure, and who experience disruptions, delays
    and setbacks
  • A unique challenge to leadership

W.Zheng et al 2010
17
Leadership
  • Leadership is embedded in its context
  • A persons ability to innovate and create is
    dependent upon
  • Individual characteristics
  • Work environment
  • The influential role of the leader (although in
    RD teams more likely to be technically
    proficient then management trained)
  • The fit between the leadership characteristics
    and key contextual factors maximises
    effectiveness of the leader

18
Context and Model of RD Leadership
Zeng,W et al 2010
19
Research leader/super(wo)man ?
  • Negotiation/influencing
  • Communication
  • Strategy development
  • Interpersonal skills
  • Holding your nerve
  • Visioning.............

20
Coaching is..
facilitating client growth through stages of
development towards more advanced stages of
thinking that can accommodate increasing
complexity Just-in-time One-to-one To the
coachees own agenda!
21
Taking coaching onboard..Is all in the contract!
  • External or internal or manager (trained)
  • Coaches have particular strengths and weaknesses
    (s)he should know when to refer
  • Look at the coachs professional accreditation
  • Be clear about your purpose (with/without
    training)
  • Contract hard with your coach (psychological as
    well as operational)
  • Make sure there is an exit plan
  • Evaluate (not just happy sheets)

22
THANK YOU FOR YOUR ATTENTIONQUESTIONS/COMMENTS?
23
Coaching Styles
Directive
Intrinsic Observation
External Observation
Non-Directive
Clutterbuck Megginson (2005)
24
Enabling tools self and others
Client understanding-self
Self awareness and emotional intelligence
focus MBTI, etc 180 or 360 process Meeting with
manager or Shadowing Performance
agreement Agreed activities and strategies -
observing self Reporting back and measuring
progress Career Reviewing CV and selection
criteria
Line of sight to own business performance
plan Understanding own resilience strategies -
Activation control Building capability of
others Coaching and mentoring self and
others Managing upwards effectively Working to
own integrity and organisational values
Qualified coaches adhering to code of ethics
Knowledge of public sector Establish rapport,
listen, hear and understand Reflection through
intake form and discussion Establish goals and
objectives using SMART and GROW etc Positive
habits for keen mind and body
Peak performance self and organisation
Client readiness and energy coach skill and
understanding successful coaching and ROI
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