2013-2014
Academic Leadership
Development Series
Monday, October 21, 2013
What is the Academic Leadership
Development Series?
•
Designed for Academic Department Chairs and Directors
•
Sponsored by the Office of Academic Affairs
•
Themed approach, focusing on leadership competencies in the
context of particular initiatives and/or issues
•
Objective: To help you and your department be successful in
your department’s—and the University’s—mission.
•
Objective: To help you development leadership knowledge,
skills, and dispositions.
What is the Academic Leadership
Development Series?
•
2013-14 Focus on Leading in an Environment of Changing
Fiscal Realities
•
Four sessions aimed at providing “just in time” information
•
Today’s session:
• Portland State’s financial context
• Understanding the University budget
• Dealing with ambiguity and “learning on the fly” while
creating the new and different
What is the Academic Leadership
Development Series?
•
Session two, in January, will focus on managing the climate
•
Developing interpersonal skills to deal with
•
Personnel management
•
Potential structural changes
•
Compliance issues
•
Building trust and morale
What is the Academic Leadership
Development Series?
•
Session three, in March, will focus on building the future
•
Developing strategic skills to
•
Understand and develop the culture of the department
•
Lead strategic planning efforts
•
Manage enrollments
•
Plan curriculum
What is the Academic Leadership
Development Series?
•
Session four, in May, will focus on “bringing people along”
•
Learning to Lead and Leading to Learn in order to
•
Make good decisions on behalf of your department
•
Self-reflect on your successes and challenges
•
Build effective teams
•
Mentor and support faculty research and teaching
The series is designed to give you:
• Specific, timely, an relevant information
• Time to get work done
• An opportunity for decision-making
• An exchange of ideas and differing perspectives
• Specific leadership knowledge, skills, and dispositions
• An awareness of leadership competencies
• Confidence to provide leadership for your department
2013-2014 Series: Leading in an
Environment of Changing Fiscal
Realties
Note: All sessions times are 9:00 am - Noon
Effective leadership competencies introduced
in the sessions will help develop leaders who
are:
• Visionary
• Organized
•
•
•
•
•
•
Inspirational
Persuasive
Strategic
Innovative
Flexible
Decisive
•
•
•
•
•
•
Focused
Courageous
Ethical
Inquisitive
Personable
Resilient
Sources:
Lombardo, Michael & Robert Eichinger (2009). FYI For Your Improvement: A Guide for Development and Coaching. Korn/Ferry International.
http://www.bizjournals.com/denver/stories/2005/08/29/smallb3.html?page=all
http://www.fsa.usda.gov/Internet/FSA_File/leadership_core_competencies.pdf
http://hrweb.berkeley.edu/learning/leadership/competency-model
Session One:
Understanding the University Budget –
Creating the New and Different
Welcome and Introduction to the Series
Sona K. Andrews, Provost and Vice President for Academic Affairs
Carol L. Mack, Vice Provost for Academic Personnel and Leadership Development
Financial Context
Wim Wiewel, President
Revenue Cost Attribution Tool (RCAT) Interactive Session
Alan Finn, Associate Vice President for University Budget and Planning
Kevin Reynolds, Vice Provost for Budget Planning and Internalization
Andria Johnson, Budget Analysis for University Budget and Planning
Linking Today’s Activities to Competencies
Carol L. Mack, Vice Provost for Academic Personnel and Leadership Development
After today’s session you will:
• Have a good understanding of RCAT.
• Better understand the relationship between costs and
revenue.
• Be able to use the RCAT as a tool for decision-making.
• Be able to use the RCAT to explore various options
for achieving better efficiencies for a balanced budget.
• Understand the role of flexibility in being an effective
leader.
2013-2014 Academic Leadership Development Series:
Financial Context
Wim Wiewel, President
How we Plan: 5-year Forecast
2011-13 Biennium
FY13 Actual
Beginning Fund Balance
$
Revenues:
Gross Tuition and Fees
$
Less: Fee Remissions
$
Net Tuition, Fees and Other Student Charges $
State General Fund
$
Tuition Buydown
Other (SELP, F&A Recovery, misc. income, transfers in etc.) $
Total Revenues & Transfers In
$
49,933,896
213,194,649
(15,527,219) 7.3%
197,667,430
53,988,262
17,326,371
268,982,063
REVENUE: change from prior year $
4,076,085
Expenditures:
Personnel Services
$
213,211,619
Operating Expenses & Transfers Out
$
56,651,329
Expenditure Reduction
Total Expenditures & Transfers Out
$ 269,862,948
Net from Operations and Transfers
$
(880,885)
One-time bad debt adjustment (OUS policy change)
$
(7,006,274)
Use of Fund Balance for one-time items
$
(8,464,383)
Estimated Unexpended Current Year Budget (Carryforward)
Change in Fund Balance
% of Expenditures
Ending Fund Balance
Fund Balance as % Operating Revenues
1.5%
2013-15 Biennium
FY14
$
33,582,354
$
$
$
211,761,336
(16,900,000)
194,861,336
$
FY15
$
22,355,980
$
$
$
214,952,498
(16,900,000)
198,052,498
55,907,870
$
57,328,338
$
818,442
$
1,636,884
$
19,712,810
$
19,240,878
8.0%
$
271,300,458
$
276,258,598
$
2,318,396
0.9% $
4,958,140
$
229,690,872
$
235,666,000
$
53,235,960
$
55,660,459
(15,067,860)
276,258,599
-
$
282,926,832
$
(11,626,374)
$
$
$
$
(4,200,000)
$
(2,100,000)
$
4,600,000
$
4,000,000
1,900,000
0.7%
24,255,980
0.0%
$
(16,351,542)
$
(11,226,374)
$
$
33,582,354
$
-4.0%
22,355,980
$
12.5%
8.2%
8.8%
7.9%
1.8%
-5.17%
State Contribution 08-09 = $71.7M
State Contribution 13-14 = $56.7M
Decrease in State Contribution = $15M
PEBB and PERS 08-09 = $40.2M
PEBB and PERS 13-14 = $53.5M
Increase in PEBB and PERS Costs = $13.3M
Salary and Wage Costs 08-09 = $123.1M
Salary and Wage Costs 13-14 = $156.7M
Increase in Salary and Wage costs = $33.6M
Net Tuition and Fees 08-09 = $147.4M
Net Tuition and Fees 13-14 = $194.8M
Increase in Net Tuition and Fees = $47.4M
Decrease in State Contribution - $15M
+
Increase in PEBB and PERS Costs - $13.3M
+
Increase in Salary and Wage costs - $33.6M
-
Increase in Net Tuition and Fees - $47.4M
Net Structural Problem = $14.5M
2013-2014 Academic Leadership Development Series:
Revenue Cost Attribution Tool (RCAT)
Alan Finn, Associate Vice President for University Budget and Planning
Kevin Reynolds, Vice Provost for Budget Planning and Internalization
Andria Johnson, Budget Analysis for University Budget and Planning
Linking Leadership Competencies
to Today’s Session
• Creating the new and different requires the
development of strategic skills.
• The ambiguity of the RCAT requires “learning on
the fly” and the strategic skill of flexibility.
Linking Leadership Competencies
to Today’s Session
• Lombardo and Eichinger identify 67 competencies
for effective leaders.
• Dealing with ambiguity is one. 90% of the
problems of middle managers are ambiguous—it’s
neither clear what the problem is nor what the
solution is.
• Dealing with ambiguity leads to more flexible and
effective leaders.
Flexible Leaders
• Are open, responsible, and adaptable to new
information and change.
• Adapt behavior and work methods in response to
new information, technology, changing conditions,
or unexpected obstacles.
• Adjust rapidly to new situations warranting
attention, problem-solving, and resolution.
• Learn quickly as relentless and versatile learners
when facing new problems
Flexible Leaders
• Analyze successes and failures in order to improve
their organizations.
• Enjoy the challenge of unfamiliar tasks and
experiment to find solutions.
• Comfortably handle risk and uncertainty.
Dealing with Ambiguity: Skilled Leaders
•
•
•
•
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Can effectively cope with change.
Can shift gears comfortably.
Can decide and act without having the total picture.
Aren’t upset when things are up in the air.
Can comfortably handle risk and uncertainty.
Dealing with Ambiguity: Unskilled Leaders
•
•
•
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May prefer more data than others
May prefer structure and certainty
Are less efficient and productive under ambiguity.
May not do well on fuzzy problems with no clear
solution or outcome.
• May like to do things the same way time after time.
Dealing with Ambiguity: Over skilled Leaders
•
•
•
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May move to conclusions without enough data
May frustrate others by not getting specific enough
May reject precedent and history
May err toward the new and risky at the expense of
proven solutions
“In the future, instead of striving to be right at a high
cost, it will be more appropriate to be flexible and
plural at a lower cost. If you cannot accurately predict
the future, then you must flexibly be prepared to deal
with various possible futures.”
Edward de Bono—British physician, author, inventor,
and consultant