ISU Emerging Leaders Academy
Effective Decision Making
and Team Development
Walt Gmelch
University of San Francisco
School of Education
whgmelch@usfca.edu
1
Decision Making and Building Your Team
Seminar Objectives
1) Explore the trade-offs and pay-offs of university leadership.
2) Experience, through simulation, the key skills of effective leadership.
3) Develop strategies for effectively leading a department through:
a) Shared leadership
b) Team goals
c) Constructive conflict
d) Consensus decision making
e) Supportive climate
f) Faculty development
4) Explore ways to manage your colleague and staff molecules.
2
Conceptual
Understanding
Application
Leadership Development
Skill
Development
Reflective
Practice
Walter H. Gmelch, Center for Academic Leadership, University of San Francisco
3
Block Time for Reflection
 When
do you find time to reflect? (Flow
Time)
 Where
do you reflect? (Hearth Time)
 Do
you have confidants? Personal and
professional? (Introspection Time)
4
Developing Leadership Expertise
 As a faculty member, it takes on average 6 years to
associate and 14 years to full professor.
 As a university leader, how long does it take to
become an expert?
 10,000-hour
rule
 10-year
rule
 1 day seminar rule?
 As an leader, how do you equip yourself for success?
5
Definition of Leadership
“Leadership is the act of building a
community of colleagues to set
direction and achieve common
purposes through the
empowerment of colleagues and
staff”
Walter H. Gmelch, Center for Academic Leadership, University of San Francisco
6
Conditions of
Effective Leadership
► Building
a community of
colleagues
► Setting
direction
► Empowering
others
Walter H. Gmelch, Center for Academic Leadership, University of San Francisco
7
Leadership Inventory
Each of the following statements describes a certain leadership behavior. Read each statement carefully and decide to what
extent it is an accurate description of yourself.
Extent that the statement characterizes you . . .
Little to
no
Slight
Moderate
Great
Very
Great
Dimension 1 (BC)
1
2
3
4
5
I show I care about others.
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
I show concern for the feelings of others.
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
I involve others in new ideas and projects.
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
I support effective coordination by working cooperatively with others.
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
I communicate feelings as well as ideas.
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
I treat others with respect regardless of position.
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
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I provide opportunities for people to share ideas and information.
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
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I make others feel a part of the group or organization.
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
Dimension 2 (SD)
1
2
3
4
5
I communicate clear sense of priorities.
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
I encourage others to share their ideas of the future.
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
I engage others to collaborate in defining a vision.
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
I willingly put myself out front to advance group goals.
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
I have plans that extend beyond the immediate future.
‫ڤ‬
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‫ڤ‬
‫ڤ‬
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I am oriented toward actions rather than maintaining the status quo.
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
Total Score
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Leadership Inventory
(Continued)
I consider how a specific plan of action might be extended to benefit
otheres.
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
I act on the basis that what I do will have an impact.
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
Dimension 3 (EO)
1
2
3
4
5
I make sure people have the resources they need to do a good job.
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
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I reward people fairly for their efforts.
‫ڤ‬
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I provide information people need to effectively plan and do their work.
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I recognize and acknowledge good performance.
‫ڤ‬
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I help people get the knowledge and skills they need to perform
effectively.
‫ڤ‬
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‫ڤ‬
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I express appreciation when people perform well.
‫ڤ‬
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I make sure that people know what to expect in return for
accomplishing goals.
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
I share power and influence with others.
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
‫ڤ‬
Total Score
Total Score:
9
Qualities of Effective Leadership
10
Qualities of a Leader
► Complete
the Qualities of a Leader Inventory.
► Select
the top five qualities you believe are
important for a leader to possess.
► Compare
your list with others at your table.
► By
consensus, agree on the top three qualities for
being an effective leader.
11
United Wineries
TEAM ASSIGNMENT: PURCHASE LANDS FOR GRAPE CULTURE
LAND SHOULD HAVE:
 Adequate rainfall
 Fertile soil
 Gentle slope
 Adequate sub-soil drainage
IF DEFICIENT, COMPENSATE BY:
 Irrigation
 Fertilizers
 Terracing
 Draining
(These are expensive, so you can only correct one
deficient condition)
 Findings of agriculture experts are not complete so there will be some
information missing on some of the available plots.
YOUR TASK: To discover and purchase as many suitable plots of land as
possible without purchasing those that are not suitable.
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Effective Teams
►
Leadership
►
Participation
►
Decision
►
Conflict
►
Goals
►
Climate
►
Individual Development
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Keys to a Productive Department
Decision
Making
Constructive
Conflict
Leadership
Professional
Development
Goals
14
Effective Team Characteristics
Collective Team Attitude
Goals
•
•
•
•
•
Management
Decision
Making
•
•
•
•
•
•
•
Conflict
•
•
•
Professional
Development
•
•
Traditional Department Climate
Long term, future-oriented goals
Established & Modified to give the best possible match
between individual goals & department goals
Commitment sought from all members of the department
•
•
•
Short-term, changing, operational goals
Little consideration given to individual or personal
Imposed upon the group by the chair
A shared responsibility
All faculty members feel responsible for contributing to
the department goals
Different members, because of their knowledge or abilities,
act as “resource expert” at different times , thus the
management roles change as the tasks of the department
change
•
•
•
•
Delegated by position
Position determines influence
Obedience to authority the accepted norm
Power concentrated in authority positions
Information openly shared with all staff and faculty
Decisions reached by consensus
All members usually in agreement with final results or
outcomes, after all interested parties have been heard and
understood
Disagreements usually constructive to each common
understanding and improve conceptual acceptance
•
•
•
Information restricted or unavailable
Decisions made by authority
Those in opposition expected to “go along” even though in
actual practice they often remain resentful
Conflict and controversy viewed as positive and essential to
the problem-solving process
Disagreements may be frequent and candid but relatively
comfortable
Little evidence of personal attack; criticism is constructive
and even supportive in nature
Interests of all parties explored with collaborative search for
common solution
•
Conflict viewed as a destructive barrier to problem solving
and is consciously ignored or suppressed
Disagreements may be suppressed by the chair or “resolved”
by a majority vote, which leaves a still unconvinced minority
Criticism embarrassing and tension producing often leading
to accommodation or compromise
Emphasis on department position with little attention to the
interests of conflicting parties
Time and effort directed toward developing strong
interpersonal relationships and building individual
problem-solving skills
Self-actualization encouraged for each individual team
member through achievement of department performance
goals
Recognition based on individual contribution to department
successes through informal feedback
•
•
•
•
•
Emphasis on conformance to “organizational standards” and
on group productivity
Rewards and discipline tied to department productivity
goals, with little attention to interpersonal relationships to
individual skill development
15
Definition of a Team
“A team is a small number of people with
complementary skills who are committed to a
common purpose. . . and hold themselves
mutually accountable.”
J.R. Katzenback & D.K. Smith, The Wisdom of Teams, p. 45
16
Portrait of an Effective Department
►
A supportive climate
►
Frequent Interaction
►
Toleration of differences
►
Generational equity
►
Workload equity
►
Evaluation of teaching
►
Balanced incentives
►
Effective leaders
Stanford Institute for Higher Education Research
17
Effective Team
Decision Making
►Who
should be involved?
►When
►How
should they be involved?
should they be involved?
18
Leader’s Decision Choices
19
A1
Leader solves by self
A2
Leader obtains information, then solves
C1
Leader shares with faculty individually,
then makes decision
C2
Leader shares with faculty in group, then
makes decision
G2
Department decides as a group
Decision Making Questions
For Leaders
►
Is there a need for quality decisions?
►
Do you have adequate information?
►
Do you know what information is missing?
►
Is commitment of the group critical?
►
Will the group commit without participation?
►
Does the group and leader share goals needed to solve
problem?
►
Is conflict among the group likely about alternatives?
20
W. H. Gmelch, University of San Francisco: Adapted from Victor Vroom/Decision Making Questions.doc
Effective Leadership Strategies
1
Quality
Decision
2
3
4
Adequate
Missing CommitInformation Information ment
5
6
7
Partipation
Shared
goals
Conflict
21
W.H. Gmelch, University of San Francisco: Adapted from Victor Vroom /Effective Leadership Behaviors.doc
Case of the
Acting Director
You will leave Sunday on a fourweek leave of absence. One of your
colleagues must be selected to act in
your absence. Whoever acts for you
may need to make a number of
important decisions.
The principal responsibilities of the
acting director are to coordinate the
work of your colleagues and staff. In
this area s/he will need to rely on
persuasion rather than formal
authority. If the group lacked
confidence in the person chosen,
productivity would definitely suffer.
22
You have two people in mind who
could handle the assignment. The
person who assumes your position
during your absence would want the
job. Each of your colleagues realizes
that it is critical for the job to be
done well.
On the two previous occasions when
you have had to be absent for
significant periods, the people you
selected were accepted by everybody
and performed the job
conscientiously and well. It appears
that once you have decided who
should do the job, your judgment is
accepted without question.
Case of the Director
How would you go about making this decision?
23

A1: Director solves by self

A2: Director obtains information, then solves

C1: Director shares with colleagues individually, then makes
decision

C2 : Director shares with colleagues in group, then makes
decision

G2: Department decides as a group
Decision-Making Guidelines
1. Don’t
use A1
2. Don’t
use G2
Consider:
1. Time
2. Development
When quality is important but 3. Skills
don’t have goal congruence After protecting quality
and commitment
When quality is important
and don’t have adequate
information
3. Move
When want more
toward G2 commitment from faculty on
decisions
4. Use C2
or G2
When conflict among
colleagues seems likely
Adapted from Vroom, V. H., & Jago, A. G. (1988). The New Leadership. Englewood Cliffs. JY: Prentice Hall.
24
The Perfect (Decision Making) Apology
1.
Acknowledge mistake
2.
Accept responsibility
3.
Express regret
4.
Provide assurance, won’t be repeated
5.
Time it well
Walter H. Gmelch, Center for Academic Leadership, University of San Francisco
Barbara Kellerman (April, 2006) Harvard Business Review. 72-81.
25
Building Your Team:
Managing Your Molecule
Supervisor
External Others
(Constituents)
You
Staff
(Team of Two)
26
Internal Others
(Faculty, Students)
Managing Your
Management Molecule
“The Care and Feeding of Monkeys” *
Determine who is on your chair molecule.
1. Decide where the initiative should be.
2. Make sure the “next move” is where it
belongs.
*William Oncken, Jr., and Donald L. Wass, “Management Time: Who’s Got the Monkey?” Harvard Business Review, November 1999)
27
How Do You Manage
Your Supervisor?
I work well when …
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Working with the Supervisor Worksheet
I work well with my supervisor when:
•
•
•
I do not work well with my supervisor when:
•
•
•
Walter H. Gmelch, Center for Academic Leadership, University
of San Francisco
29
Strategies for Managing Your Supervisor
30
o
Communicate, communicate, communicate.
o
Be prepared and well-documented.
o
Personalize the professional relationship.
o
Increase your credibility quotient.
What trait or quality do
employees value most in
a leader?
31
Walter H. Gmelch, Center for Academic Leadership, University of San Francisco
The Credible Leader
► Honest
(truthful, ethical, trustworthy)
► Competent (capable, productive, effective)
► Inspiring (enthusiastic, positive,
► Forward
optimistic)
looking (decisive, provides direction)
32
Walter H. Gmelch, Center for Academic Leadership, University of San Francisco
Four Final Tips for
Managing Others
►
Be principled
►
Be forthright
►
Be timely
►
Be private (when disagreeing)
33
How to Create and Use
Communication Networks
► Operational
Network: Who can help you get
work done efficiently?
► Personal/Professional
Network: Who can
mentor/coach you in developing leadership
skills?
► Strategic
Network: Who can assist in
visioning future priorities and challenges?
34
Developing Your
Operational Networks

Who is in your operational network?
 Who is missing?
 Who are people who can help you
accomplish your chair duties?
35
Developing Your
Professional/Personal
Network
►Who
would you like to add to your
professional off-campus network?
►Name
three people who can help you with
your personal advancement. Add them to
your network.
36
Developing Your
Strategic Network
 Who
is in your strategic network? Who
should be added?
 Who outside your department can help you
become a more strategic leader?
 Who will help you reach your
organizational goals?
37
Leadership Priority Matrix
Not Important
Important
Urgent
Not Urgent
I
II
HIPOS
(hotspots)
HIPOS
(planned)
Important
Contributes to
mission, values, and
high-priority goals.
Urgent
LOPOS
II
I
Implies immediate
attention.
LOPOS
IV
38
Spheres of Your Life
39
Find Balance Between Your
Professional and Personal Lives

High Pay-Offs (HIPOS)
►
►

Professional HIPOS
Personal HIPOS (Can you name two?)
Low Pay-Offs (LOPOS)
►
►
Professional LOPOS (Can you name two?)
Personal LOPOS
40
Leadership Priorities Matrix
High Payoff--Personal
High Payoff--Professional
Low Payoff--Personal
Low Payoff--Professional
41
Leaders’s Decision Making
Survival Skills
1.
Know yourself – enlarge your arena
2.
Communicate in all directions
3.
Manage your molecule
4.
It’s not about me – serve others
5.
Enhance leadership and learning
6.
Hallucinate – see the vision vertically and
horizontally
Walter H. Gmelch, Center for Academic Leadership, University of San Francisco
42
Know Yourself – Enlarge Your
Arena
Known to self
Unknown to self
Arena
Blind Spot
Known
by others
Disclosure
Soliciting feedback
Unknown
by others
Facade
Unknown
43
“We’re all in this alone”
-Lily Tomlin
44
What Would Executives Change in
Their Lives?
The three most common answers:
 Take more time to be reflective.
 Understand more deeply what really gave
them satisfaction.
 Take more risks.
45
Legacy Worksheet
How do you want to
be remembered as an
academic leader?
46
Old Buddhist Saying
To know and
not to use,
is not yet to
know.
47
References
•Walter H. Gmelch and Jeffrey L. Buller (2015). Building Academic
Leadership Capacity. San Francisco: Jossey-Bass.
•Walter H. Gmelch and Val Miskin (2011). Department Chair Leadership
Skills. Madison, Wisconsin: Atwood Publishing.
•William Oncken, Jr., and Donald L. Wass (November 1999). Management
Time: Who’s Got the Monkey?” Harvard Business Review.
•H. Ibarra and M. Hunter (2011). How Leaders Create and Use Networks in
Advancing your Career. Harvard Business Review, 171-192.
•Victor Vroom and J. G. Jago. (1988). The New Leadership. Englewood
Cliffs, NY: Prentice-Hall.
48
Achieving the Learning Outcomes
49
Strategies for Personal Development
Leadership Development Component
1.
2.
3.
Conceptual Understanding
Skill Development
Reflective Practice
Levels of Intervention
1. Personal Intervention
2. Institutional Intervention
3. Professional Intervention
1. What Opportunities Are Available
to You at the Personal Level?




Reflection: Expand your Arena from feedback,
confidants, mentors, personal reflection,
journaling
Balance: Protect personal HIPOS (family) and
professional HIPOS (scholarship)
Develop yourself as a leader: Key skills in
building community and empowering others
Reading: CHE, HBR, journals, leadership books
51
Walter H. Gmelch, Center for Academic Leadership, University of San Francisco
2. What Opportunities Are Available to You
at the Professional Level?

Get networked! Get connected!

Take advantage of forums, webinars, and classes.

Attend professional conferences, e.g. AERA, AMA.

Apply for externships, internships, Fulbright's.

Explore post-doctoral opportunities.

Read, write, and publish.
52
Walter H. Gmelch, Center for Academic Leadership, University of San Francisco
THE SEVEN S’s
Describe your organization in terms of:
1.
Strategy (mission statement)
2.
Structure (organizational structure)
3.
Systems (control systems)
4.
Staff (personnel support)
5.
Style (leadership quality)
6.
Skills (training and development)
7.
Superordinate Goals (unity of purpose)
53
Truisms About
Academic Leaders
► Department
chairs hold the most important
position in the university.
► Eighty
percent of university decisions are made
at the department level.
► Deans
are only as good as their chairs!
► The
department chair is the most unique
management position in America.
► The
54
time of amateur administration is over.
Collegiality:
The Art of Cultivating
a Positive and Productive
Team
55
Walter H. Gmelch, Center for Academic Leadership, University of San Francisco
Benefits of Department
Collegiality and Civility
community” -- first tenet of
effective department leadership
► Most difficult to achieve – but most enjoyable
and rewarding journey
► Not herding cats but moving in the same
direction toward a common vision.
► Function as a community of colleagues – not
as a collection.
► “Building
56
Five Strategies Leaders Can
Use to Build a Collegial Department
1.
Talk about it at a department meeting. Openly
discuss:
 What collegiality is -- and what it is not.
 Why collegiality is important and how noncollegial behavior can ruin a department.
 Why the department needs a Code of
Conduct.
What would be good ingredients for a code of
Walter H. Gmelch,
Center for Academic Leadership, University of San Francisco
conduct?
57
Five Strategies Leaders Can Use to
Facilitate a Collegial Department
2. Celebrate their successes:
 Celebrations matter! Recognize people
publicly for their achievement(s)—formally
(public meetings, note to the dean) and
informally (handwritten note, personal
statement)
 Celebrate “small wins.”
Walter H. Gmelch, Center for Academic Leadership, University of San Francisco
58
Five Strategies Leaders Can
Use to Build a Collegial Department
3. Foster teamwork: Shift from collection to a
community of colleagues–my work to our work
4. Deal with the “-isms” that contribute to
uncivil behaviors:
 Sexism
 Racism
 Ageism
 Classism
59
Walter H. Gmelch, Center for Academic Leadership, University of San Francisco
Five Strategies Leaders Can
Use to Build a Collegial Department
5. Pursue a “collaborative agenda” to build
collegiality.
o Balance group and individual interests
o Develop academic communities as teams
o Reward group -- not individual -- productivity
What activities, events, policy changes, or practices would
promote a “collaborative agenda?”
Walter H. Gmelch, Center for Academic Leadership, University of San Francisco
60