Leadership

Before we begin to define individual roles it is worth saying a few things about leadership. Few would disagree that good leadership is critical to successful change but equally few will be able to define exactly what that constitutes in our environment.

There is a clear distinction between management and leadership. Management is a set of processes that keep a complex system running smoothly. Leadership defines the future and aligns people with that future. We often find that too much emphasis is placed on managing change and not enough on leading change.

Kotter (1995) has identified eight important steps in leading change. Although these derive from a business perspective and may require some translation, they have some validity for change in education, especially transformational change (for an exploration of the forms of change see Types of Change).

1. Establish a sense of urgency: examine market and competitive realities. Identify and discuss crises, potential crises or major opportunities.
   
2. Form a powerful guiding coalition: assemble a group with enough power to lead the change effort and encourage the group to work together as a team.
   
   
   'It is important to try to encourage ownership of the change process by all senior managers as soon as possible and not permit them to leave driving the initiative to one department only.'
   
   From Implementing a VLE at the Belfast Institute of F&HE: Changing the Culture Case Study
   
   
3. Create a vision: this helps direct the change effort. Develop strategies to support that vision.
   
4. Communicate the vision: use every vehicle possible to communicate the new vision and strategies. The coalition has to lead by example.
   
   
   'Disseminating good practice throughout the institution gets people excited about the proposed changes.'
   
   From Effects of Business Development and Knowledge Transfer on institutional culture Case Study
   
   
5. Empower others to act: get rid of the obstacles to change. Change structures that undermine the vision, encourage risk-taking and non-traditional ideas, activities and actions.
   
   
   'Going around barriers taught us a lesson or two about building alliances, capturing enthusiasm, empowering the right people and the effectiveness of rewarding change.'
   
   From Changing Teaching and Learning Styles Case Study
   
   
6. Plan for and create short-term wins: plan for visible performance improvements, create those improvements and recognise and reward employees involved.
   
7. Consolidate improvements: use increased credibility to change systems, structures and policies that don't fit the vision, hire, promote and develop employees who can implement the vision. Reinvigorate the process with new projects, themes and change agents.
   
8. Institutionalise the new approach: articulate the connections between new behaviours and corporate success. Develop the means to ensure leadership development and succession.
   
   
   'Success affects the culture of the institution too - the belief that we can replicate success boosts morale, and confidence.'
   
   From Effects of Business Development and Knowledge Transfer on institutional culture Case Study
   
   

In public sector organisations in the 21st century, and certainly in colleges and universities, leadership is not something which is solely the prerogative of senior management. Aspects of the leadership of change may extend to any part and any level of the organisation and our discussion of change roles should be read with this in mind. Within 'old' universities in particular many Heads are appointed on a temporary basis. From a change perspective this has both advantages (for example, a fresh perspective) and disadvantages (lack of continuity, and a sense that everything is temporary and that staff can ride out any impetus).

Follow this link for some Perspectives on Leading in an Academic Environment.