Leading for TransformationLessons Learnt

Romy Lawson3 June 2019

Leading for TransformationLessons Learnt (Personal)

Romy Lawson3 June 2019

Leading for TransformationLessons Learnt (Personal)

Romy Lawson3 June 2019

Leading for TransformationLessons Learnt (Personal)

Romy Lawson3 June 2019

Who am I? Change Agent Experience Role Change Processes

Provost Murdoch University (formerly DVCE)

University Wide Academic Model – Towards 2027Governance Re-structureCurriculum RevisionTeam Re-structures

Director Learning, Teaching & Curriculum –University of Wollongong

OLT National Teaching Fellow (2013)

Curriculum TransformationCPD FrameworkTEL Revisions

Curriculum Design for Assuring Learning

Associate Dean L&T James Cook University

Online course developmentTEQSA - Assurance of Learning/ course design

Teaching & Learning CoordinatorUTS Business School

OLT Strategic Project Lead – Hunters & Gatherers

AACSB Re-registrationCasual staff onboardingCourse Re-design

Assurance of Learning

1. Don’t try and do everything

Leading v Managing

Leadership is about enabling others

Don’t try and do everything

Get the monkey off your back

Don’t try and do everything

Give your self time & space

2. Know why your bothering (and make sure everyone else knows it too)

Align activities with strategic objectives

Develop change Principles

T27 EG Rationale:To achieve the strategic plan

• There is a need to create an aligned structure that clusters disciplines in a way that will foster and promote collaboration, and innovative, multidisciplinary thinking.

• University strategic achievements will be enhanced by the way we operate and better integrating our support functions and processes for staff and students.

• There is a need to attract and develop future higher education leaders with broader remits and responsibilities beyond disciplinary boundaries.

• Providing greater financial flexibility and robustness for the academic administrative unit through the ability to draw on a greater pool of diverse activities and expertise to enrich the educational experience and future outcomes.

T27 EGPrinciples

3. Genuine Consultation

What is and isn’t in scope

T27 EGWhat are we consulting on?

1. Creation of a two College model (that would cluster academic expertise into discipline-focused Faculties)

2. Grouping of disciplines under this two College model

3. Naming of Colleges and Faculties

4. Executive team structures for Colleges

Genuine Consultation:Build over time

Issues & Challenges Identified

Alternative Ideas and Solutions Explored

Requirements to Achieve Strategic Aims

Focus Groups

Genuine Consultation

Always sense check your decisions

Then communicate this

Socialise – no surprises

T27 EGStrategic Aims Suggested Way Forward

Create an aligned structure that clusters disciplines in a way that will foster and promote collaboration, and innovative, multidisciplinary thinking.

Larger entities will reduce silo effect making it easier to collaborate – teaching and research

College ADs will foster collaboration

Strategic achievements will be enhanced by the way we operate and better integrating our support functions and processes for staff and students.

More consistent approach with less entities which is easier to support

Feedback indicated that a hub and spoke model should be explored in the next phase

Attract and develop future higher education leaders with broader remits and responsibilities beyond disciplinary boundaries.

PVC and College Business Manager will be high level roles with PVC sitting on SEG

Greater financial flexibility and robustness for the academic administrative unit through the ability to draw on a greater pool of diverse activities and expertise experience and future outcomes.

Wider budget allowing for loss leaders and innovation

Genuine Consultation

Listen and respond

1. Creation of a two College model

Issues/ Challenges Ideas/ Solutions Suggested Way Forward Suggested Action

Could an extra layer create more distance between academic and leaders

Create a 2 College Model without Faculties, i.e. flat structure within Colleges

Adopt a flatter model with no College level:- Keep current structure as

it is- Merge current schools to

create 5 faculties

Create a 2 College Model - without Faculties- with discipline clusters

- Form 2 colleges with PVC and Business Manager - September 2018

- Amend governance- Existing schools to sit under

Colleges for remainder of 2018- Review professional support

model for Colleges

College Y

College X

T27 EGWhat we have heard

4. Put yourself out there – Own it

Don’t hide away

Put yourself out there – Own it

Use external resources with care d

5. Ownership not buy in:

Co-Design; Co-Create; CollaborationOwnership not buy in:

Leading a Learning Organisation - Approaches

SPRINTS

STAND UPS

AGILE

Task &

Finish

DiagonalIntersect

Rapid Development Initiatives

VALUES IN ACTION

TO CONSIDER

PRINCIPLES

Respect & Diversity• We are people and for people, irrespective

of background• We embrace and value the many

individuals and organisations that support our endeavours

Respect for People

• The people working in the process are the best people to improve the process

• We involve staff at all levels in decision making about improvements• We ask for and value the views of others• We create a world where values are more than words on a website.

We consider Student and

Stakeholder Needs in our

improvement work and try to only

do work that responds to those

needs ‘Everything we do must

matter’

We Involve Staff at all

levels in the decision making

process about what and how

we will improve

Staff ExcellenceDeveloping and optimising staff to

maximise their potential and

contribute to the success of the

University

Excellence & Future Focus• We are future-focused and active in creating

our success• We embrace continuous improvement

Continuous Improvement

• Standing still means going backwards so we take time to identify areas that we think could be improved

• Note, not actually ‘continuous’ – more like pausing from time to time to see what we can improve

We seek Process

improvement considering the

entire end-to-end process

We seek Excellence in all

we do

We seek to be Effective and

Efficient

We seek to maintain a Pipeline Flow where there

is no interruption to the flow of

each step in the process

Streamlined ProcessesIdentify and reduce activity

/process steps that are not

necessary to meet student

and/or stakeholder needs

Turnaround TimeOptimise the flow of work

tasks

Quality ControlDesign to prevent errors

from occurring and ensure

quick identification and

action if they do occur

Data ManagementEnsure one true data effective

and efficient source

MovementEnsure minimum

movement of

information or

materials between

stages in a process

ensuring pipeline

flow

Admissions

College

Financial

Management

Equal Plans Course

Portfolio/

Publications

Rapid Development Initiatives

EG

Takes more time

Have to persuade others - consistent behaviour

Requires trust

Takes a change in culture

Co-Design; Co-Create; CollaborationEnabling:

Co-Design v Critical Feedback

Not everyonecan havetheir way

Co-Design; Co-Create; CollaborationEnabling:

6. Remember Transitioning

Critical Task Groups

Process feedback Groups

Remember Transitioning

Think Big

Start Small

Start Now

7. Communicate, communicate, communicate

Microsite – with (anon) feedback link & FAQs

Dedicated Email

Weekly announcements

Plenaries

Focus Groups

Q&A

Excellence & Future Focus

• We are future-focused and active in creating our success

• We embrace continuous improvement

Why?

• Environments are changing• Standing still means going backwards• Everything can get better

What?

• Seek new ways to do things• Dare to be different• Set standards that others aspire to achieve• Challenge ourselves to improve the way we work

2. Enhance the way we operate and better integrate our support functions and processes for staff and students

Why do we do it like that?

Think Enhancement @ Murdoch (TE@M)Making it Stick

According to Google (!):

• On average it takes 66 days for a new behaviour to become automatic

• It can take 3000-5000 repetitions to break a bad habit and 300-500 to make a new habit

• Some estimate it takes 10,000 hours to master something

So I guess we have some conscious practice to do to get to unconscious competence (if there is such a thing)

Changing BehaviourMaking it Stick

What have/ do I find hard?

Personal Resilience:

How am I perceived?

What did I do wrong?

Coping

Moral Compass –sense check

Learn to say NO

Coping

Shields

Coping

Shields

Coping

Moat & Drawbridge

Coping

Be Authentic

Coping

Imposter Syndrome

Coping

Learn to say NO

You don’t have to take everything on to proof yourself

Coping

Let others understand how you work

How have I learnt?

So what have I learnt?

• Don’t try and do everything

• Know why your bothering

• Genuine Consultation

• Put yourself out there

• Ownership not buy in

• Remember Transitioning

• Communicate, communicate, communicate

• Making it stick

• Personal Resilience is hard but important