Academic leaders and faculty members often cite the importance of interpersonal skills when leading an academic unit, managing a research team, or functioning as a productive member of any team or unit in academia. However, emotional intelligence and self-awareness are less commonly mentioned as predictors of success among academic teams. In this video course, department chairs and faculty will discover the connection between emotional intelligence and individual, team, and department results. Through Daniel Goleman’s four pillars of emotional intelligence, you will get ideas for how to: You will learn Daniel Goleman’s four pillars of emotional intelligence and informally assess your skill in each of these pillars. Once you have a greater awareness of how you “show up” for yourself and others, we’ll offer simple suggestions for how you can manage yourself and your relationships more productively.
Inclusive leadership requires that today’s leaders think about and understand change differently. Change is no longer a once-in-a-while ‘initiative’ that needs managing but is instead a constantly occurring process. And not everyone sits on a level playing field along the way: inclusive leaders must develop a greater awareness of their own blind spots and attend to the process they follow when leading change. Whose perspectives are being sought and heard, and whose aren’t? Who is the change serving, and who is it impacting? How can you invite and productively navigate through disagreement and conflict as change unfolds? Join us online to explore what managing change looks like in today’s higher education context for inclusive leaders. You will come away with:
Your team is growing more diverse every day; this includes across different generations from across generations. Each generation has its own preferences and values that motivate them, and it’s important to understand those differences in order to build a cohesive and resilient workplace culture that maximizes individual and team performance and minimizes conflict. With almost a quarter of the labor force set to retire in the next decade, it’s crucial to recognize the contributions of all generations of workers. Join us online to learn: Research that highlights the benefits of addressing the needs of your different generations. Strategies for how to motivate and coach your age-diverse team, so that they feel engaged in their work and have the tools to better understand and collaborate creatively and productively with each other. How to respond to and address interpersonal conflict that may arise within your team with an awareness and respect for the different generations. You’ll walk away with greater confidence in knowing how to communicate and engage across generational differences.
Partnering with higher ed leaders to increase their influence and impact. Dorine Lawrence-Hughes, JD, EDD, has been counseling and coaching leaders since 2012. As certified coach and facilitator, she provides individual coaching for leaders seeking to expand their impact, transition into new leadership roles, or level up their leadership skills to face increasingly complex challenges. Dorine also facilitates group coaching and leadership workshops for teams and organizations and specializes in executive leadership, conflict, middle management, and leadership communication. Her most recent clients include the University of Michigan Medicine health system, Kansas State University, the University of Houston-Downtown, and several government agencies. Dorine also co-created a leadership development program for women in higher education through UCLA and is a Certified Professional Co-Active Coach (CPCC). Dorine’s own leadership experience includes serving as an Assistant Dean for Undergraduate Education at the University of Michigan for 7 years where she provided strategic oversight of various cross school, cross-curricular, and co-curricular initiatives for effective teaching and learning. Prior to her work with the University of Michigan, she served as a Clinical Associate Professor with the University of Southern California. Dorine is also an attorney – licensed to practice law in California for over 20 years where […]
In higher education, as in other sectors, managers tend to prioritize individual talent over team chemistry. This is a mistake. Consider a sports team. The individual talent of the star players isn’t enough to ensure victories for the team. The best players have to do more than just score points, block shots, or play great defense. If you watch any sport and you listen to the announcers, you’ll find a recurring concept discussed. The very best players are judged not by their individual abilities, talent, or statistics, but by how much better they make their teammates. The best quarterbacks make their receivers, running backs, and even offensive linemen better. The best safeties make their defensive compatriots better. The best point guards make their teammates better. The mark of the truly great player is that she makes her teammates better. In your office, at your college, or at your university, this means your “star players” have to do more than get along with their colleagues; they should also positively affect their abilities and attitudes. They have to lift the productivity and effectiveness of the entire team. When you realize this, it has practical implications for who you promote (and why), for how you approach […]
As you navigate more complex leadership roles, you will also navigate more contentious issues and conflicts. This makes the relationships you form with your colleagues not only “nice to have,” but essential: there is very little that cannot be accomplished when relationships are strong and built on a foundation of trust and mutual respect. During this discussion, you’ll learn how a President and a CFO built a relationship that propelled the success of their teams, the institution, and helped them both to thrive individually. Carmen Twillie Ambar, President of Oberlin College, and Audra Hoffman Kahr, Executive Vice President of Finance & Administration at Lafayette College, will share how they met, how their relationship evolved, and a few lessons they’ve learned along the way as women leaders in higher education.
Psychological safety is the belief that you will not be punished or humiliated for speaking up with ideas, questions, concerns, or mistakes. When you have psychological safety, you have the freedom to be vulnerable. You can take risks without feeling a sense of failure or ridicule. Teams that have psychological safety are more innovative, creative, and cohesive because vulnerability will not be held against anyone. In times of confusion or conflict, leaders and supervisors often try to bring teams together by creating a common vision or by clarifying goals and processes. But before these steps can be effective, you need to ensure a high level of psychological safety within your team. Without that foundation, your team will not function as cohesively. Join us online for this two-part webcast series to learn how to foster a deeper sense of psychological safety within your team.
Academic leaders are typically expert scholars in their fields but don’t learn core leadership skills when they move into their leadership positions. They rarely get formal training on ways to be simultaneously self-aware, emotionally intelligent, savvy about navigating systems and hierarchies, as well as effective at financial management, public speaking, crisis management, and conflict resolution. To support the health and climate of their departments and, in turn, institutions, academic leaders need to intentionally develop these crucial skills. Join us online with Jennie S. Knight, Ph.D., to hear how the University of Virginia has developed their successful Leadership in Academic Matters program (LAM) that draws on cross-campus collaborations and addresses diversity, equity, and inclusion. You will leave with solid ideas for how to approach your academic leadership programs that create an inclusive, equitable climate in which staff, faculty, and students can thrive.
Hate speech incidents are a growing concern on college campuses and can come in many forms: Controversial keynote speakers and event topics Disruptive student demonstrations Anonymous hate speech written on campus property Register for this webcast to learn how to respond to hate speech incidents in ways that serve students, leadership, faculty, and staff. In these moments, you may feel torn between advocating for the students and acting on behalf of the institution. We’ll help resolve this conflict by sharing policies and procedures that create safe spaces for students while encouraging holistic institutional responses.
Donna obtained her doctorate in experimental social psychology from the University of Kansas in June 2006 and her Master’s in applied social psychology from the University of Guelph, Canada, in May 2001. Her field of interest is diversity science and her program of research concerns the effects that cultural legacies of oppression have on psychosocial processes, which in turn shape human functioning (e.g., achievement, motivation, responses to inequity, and self-regulation) in ways that advertently or inadvertently justify and maintain social inequality. She has worked on large-scale initiatives to improve intergroup relations, including fostering positive attitudes towards immigrants, counteract hate groups’ recruitment of youth, and decrease intergroup conflicts in ethnically diverse schools. Donna has received NSF funding for her research and applied work concerning women’s and ethnic minorities’ participation in STEM fields. In 2009, she was a co-PI on an NSF EHR Core Research Grant that supported her research on intersectionality and broadening women’s participation in STEM fields. In 2017, she was a co-PI on a funded $125,000 CSU Chancellor’s Office mini-grant that supported the “Prejudice Habit Breaking” intervention to advance faculty diversity at CSUSB. She is currently a co-PI on an NSF ADVANCE grant (funded 08/2018) and as the Director, […]
