leaders in learning & teaching session 1 day 1 · your best-fit type. this is the mbti whole...

LEADERS IN LEARNING & TEACHINGSESSION 1 – DAY 1

@CharteredABS

INTRODUCTION TO THE PROGRAMME Debra Leighton, Executive Dean, University of Bedfordshire, Business

School

@CharteredABS

‘This programme provides professional development and support for Directors/Associate Deans of Learning and Teaching, and for academics aspiring to lead, manage and deliver high quality learning and teaching. In a supportive learning environment participants will build their leadership capacity, develop their research and practice profile, and explore strategies to design and manage curriculum development’.

Programme aim

Session 1- Personal and leadership development

Session 2- The changing learning and teaching landscape

Session 3- Developing a research/practice profile in learning and teaching

Session 4- managing in learning and teaching

4 sessions

Programme context

Personal profile

Current post

Previous post

• Associate Dean Teaching and Learning (Acting Dean)

• An inspiring Dean and a visionary programme of transformational change (2011-2015)

• Member of a high performing team

• Student and staff experience

• Curriculum innovation

MYERS BRIGGSIan Jenner, Director, Jenner Associates

@CharteredABS

Knowing and Developing your Leadership Style

Type Awareness for Leadership and Communication

Ian Jenner- ([email protected])

21st September 2017

Leaders in Learning & Teaching

MBTI®

Gro

up F

eedback

© Copyright 2012 OPP Ltd. All rights reserved.

Session Aims

Explain the Myers Briggs Type Indicator® (MBTI) approach to understanding differences in personality,

Enable cohort members to assess their own personality Type and preferences

Begin to apply these insights to business school leadership with a focus on leadership and communication skills

MBTI®

Gro

up F

eedback


Session Overview

How Type influences Communication

Introducing TypeTips to Communicate with

opposite Preferences

Leadership Activities and your context

Identify how Type Awareness can improve how your

Communicate

Self Assessing your Type

MBTI®

Gro

up F

eedback


3 Key Leadership Activities

Setting Direction

• Vision, Strategy, Defining Objectives and Developing Goals

Inspiring others to Follow

• Engaging and communicating to build trusting relationships

Mobilising the Accomplishment of Goals

• Clarify the desired results, identify and remove barriers to action, manage performance and align processes and systems

Source: Richmond (2008)

MBTI®

Gro

up F

eedback


Your leadership assets and challenges

Setting Direction

Inspiring others to Follow

Mobilising the Accomplishment of Goals

What are your main strengths?

Which leadership activities do you find most challenging?

MBTI®

Gro

up F

eedback


Purpose

The MBTI instrument will help you to:

Learn about yourself, understanding where you fit in a framework that describes personality differences in positive and constructive ways.

Appreciate important differences between people, and understand how different types can work together in a complementary way.

MBTI®

Gro

up F

eedback


General application areas for MBTI

Working with otherso Working relationshipso Communication styleo Resolving conflict

Working in teams and organisationso Leadership styleo Managing changeo Valuing diversityo Considering team and organisational culture

Developing yourselfo Decision making and Problem-solvingo Understanding stress reactionso Career development

MBTI®

Gro

up F

eedback


Reflective thought and practice

John Dewey (1933) argued that all productive thinking and learning has its origins in problematic situations, which cannot be resolved

simply by applying prior solutions (Hunt, 2005 in Wilson, 2005)

MBTI®

Gro

up F

eedback


MBTI and Learning Theories…

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=Mq2-CfImZhgZmM&tbnid=NYeyq-hDpe_LgM:&ved=0CAUQjRw&url=http://healthpsychologyconsultancy.wordpress.com/2011/08/01/personality-theories-nature-versus-nurture/&ei=YFbeUrawMc-p0AWIg4HQAQ&bvm=bv.59568121,d.ZG4&psig=AFQjCNHWsVGLDY4ydmodoxMa8hS0PM2SWw&ust=1390389066738011

MBTI®

Gro

up F

eedback


The Indicator is based on the personality theories of the eminent Swiss psychologist Carl Jung.

The model was developed by Katherine Cook Briggs and Isabel Briggs-Myers, who wanted to give as many people as possible access to these powerful ideas.

It is one of the few models of personality that describes differences positively.

There are no better or worse types to be; each type has its strengths and possible pitfalls.

History

MBTI®

Gro

up F

eedback


Research

Over 20 years of research went into the MBTI questionnaire before it was published.

There are over 4,000 research papers on the MBTI instrument, which provide strong support for its reliability and validity, although this is still debated- especially between Type and Trait theory advocates

The MBTI questionnaire continues to be refined and updated. Culturally sensitive forms have been published, including the UK MBTI Step I. It is available in 14 European languages.

MBTI®

Gro

up F

eedback


Things to remember

Preference tells us what you find most energising and comfortable.

Type cannot determine ability or skill.

There is no such thing as the ‘right’ or ‘wrong’ type.

Everyone is able to use all eight of the preferences.

You are best placed to decide your own type.

Completion of the MBTI questionnaire is voluntary.

MBTI®

Gro

up F

eedback


Ethics

The MBTI questionnaire should only be used for development.

The MBTI questionnaire cannot be used for selection, because it tells you nothing about a person’s skills and abilities.

People should only be asked to share their MBTI type if they feel comfortable doing so – each individual owns their data and can choose to share it or not as they wish.

MBTI®

Gro

up F

eedback


The four dimensions of type

How do you deal with the world around you?

JUDGING PERCEIVING

What process do you use to make decisions?

THINKING FEELING

What kind of information do you prefer to use?

SENSING INTUITION

Where do you get your energy from?

EXTRAVERSION INTROVERSION

MBTI®

Gro

up F

eedback


Tend to act before thinking

Prefer to get into action

Talk things through

More expressive when interacting

Gain energy from interaction

Have a breadth of interests

Tend to think before acting

Prefer to spend time on reflection

Think things through

More contained when interacting

Gain energy from concentration

Have a depth of interests

Characteristics

MBTI®

Gro

up F

eedback



What kind of information do you prefer to use?

SENSING INTUITION

MBTI®

Gro

up F

eedback


Characteristics

Seek out new ideas

Look at the bigger picture

Adopt an imaginative approach

Anticipate the future

Ensure things work in theory

Use conceptual frameworks

Want to know the facts

Look at the specifics

Adopt a realistic approach

Focus on the here and now

Ensure things work in practice

Collect observations

Remember, Sensing isn’t ‘sensitive’ and iNtuition isn’t ‘gut feel’

MBTI®

Gro

up F

eedback



What process do you use to make decisions?

THINKING FEELING

MBTI®

Gro

up F

eedback


Characteristics

Apply logical reasoning

Use cause and effect analysis

Seek objective truth

Decide using impersonal criteria

Focus on tasks

Provide a critique

• Apply individual values

• Understand others’ viewpoints

• Seek harmony

• Decide by personal circumstances

• Focus on relationship

• Offer praise

Remember, ‘Thinkers’ can feel and ‘Feelers’ can think

MBTI®

Gro

up F

eedback



How do you deal with the world around you?

JUDGING PERCEIVING

MBTI®

Gro

up F

eedback


Characteristics

Keep a range of choices available

Remain flexible

Respond to emerging information

Prefer to go with the flow

Prefer to be spontaneous

Like to come to closure

Make plans

Act in a controlled way

Prefer to act within a structure

Prefer to schedule activities

Remember, Judging isn’t ‘judgmental’ and Perceiving isn’t ‘perceptive’

MBTI®

Gro

up F

eedback


Type theory refresher

Preferences are not absolutes: everyone uses all eight

Preferences are not abilities: Type preferences do not tell you what you can and can’t do.

People are the best judges of their own

There are no better or worse types: all types have potential.

ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ

MBTI®

Gro

up F

eedback


Your best-fit type

This is the MBTI whole type YOU think fits you best.

Self-assessed Type and Reported Type

If you are unsure on any preference pair, consider whether there are demands on you to operate differently from your natural preference.

Remember, you know yourself best!

Don’t worry if you are still unsure – you have time to reflect before you decide.

MBTI®

Gro

up F

eedback


MBTI: Communication - Summary

E Talk it out

S Specifics

T Logical implications

J Joy of closure

I Think it through

N The Big Picture

F Impact on people

P Joy of processing

MBTI®

Gro

up F

eedback


Effective Preference communication

ExtraversionInclude time for questions and

discussions

IntroversionWritten information provided

ahead of time

JudgingSuggested structures, plans and

time frames

PerceivingPlanned flexibility for mid- course

changes as new info comes in

SensingInclude specifics, who

when, what, how & how much

iNtuitionFuture vision and how it connects

to current problems

ThinkingLogical, objective and cost

benefit analysis

FeelingConnect to mission & values

MBTI®

Gro

up F

eedback


Improving yourself: action planning

Once you are sure about your best-fit type, have a look at a more detailed description of your type.

How can you make best use of your strengths?

How might others see you?

Are there any areas you would like to develop?

MBTI®

Gro

up F

eedback


References and Website Resources

Bayne, R. (1997) The Myers-Briggs Type Indicator: a critical review and practical guide, Cheltenham, Stanley Thornes

Briggs-Myers, I. and Myers, P (1995) Gifts differing : understanding personality type, Palo Alto : Davies-Black Publishing

Brockbank, E., McGill, I. and Beech, N. (eds.) (2002) Reflective Learning in Practice. Gower, Aldershot.

Brockbank, A., McGill, I. (2007) Facilitating reflective learning in higher education. London, McGraw-Hill (eBook)

Coffield, F. et al ( 2004) Learning Styles and Pedagogy in Post 16 learning: A systematic and critical review. London

Dunning, D. (2003) Introduction to Type and Communication, CPP. California

Richmond, S. (2008) Introduction to Type and Leadership, CPP. California

British Association of Psychological Type: http://www.bapt.org.uk/about-type/jungian-type

Oxford Psychological Press: https://www.opp.com/en/Using-Type

http://prism.talis.com/mmu/items/1222001?query=myers+briggs&resultsUri=items?query%3Dmyers%2Bbriggs

http://www.bapt.org.uk/about-type/jungian-type

https://www.opp.com/en/Using-Type

KNOWING AND DEVELOPING YOUR LEADERSHIP STYLE

@CharteredABS

Dr Keith Pond, Former Associate Dean, Loughborough University, School of Business and Economics

Learning Leadership

Putting ME into Making a differencE

Keith Pond – a brief CV

Banking

H.E.

• 26 years at Loughborough

• PhD in 2003

• Programme and Placement Management

• Erasmus Intensive Programme

• Associate Dean (Teaching)

• 2 books

• ? DL study guides

• Pedagogic Research (un peu)

• QAA Business & Management benchmark board (2015)

• EOCCS team and Certification board

• EOCCS Project Manager

• Consultant

Keith Pond

And as ADT 2010 - 2017

• Many competing priorities

• Many interrelated issues

• A demanding boss

• No precedents

Get the Economics NSS scores

as high as Business.

What difference could I make?

• Lead by example

• Empower

• Support

• Congratulate

• Reward

• Support

BARRIERSENABLERS

(ME)

• Staff attitudes

• Resources

• Lead times

• University systems

• Networking

• Got the T Shirt

• Systems knowledge

• Persistence

BARRIERS ENABLERS

What difference can you make?

What?

When?

Why?

Who?

Where?

How?

I KEEP six honest serving-men

(They taught me all I knew);

Their names are What

and Whyand When and How

and Whereand Who.

Rudyard Kipling

The Elephant’s Child, 1902

Did we do it?

LEADERS IN LEARNING & TEACHINGSESSION 1 – DAY 2

@CharteredABS

INTRODUCTION TO THE LEADERSHIP ROLE

@CharteredABS

Debra Leighton, Executive Dean, University of Bedfordshire, Business School

What does learning and teaching leadership look like?

• Contextual• Situational• Leader v manager• Scope and challenge• Boundaries and balance• Longevity• Recognition and reward• Security • Ambition

Some role perspectives

LEADING IN LEARNING AND TEACHING: THE LEADERSHIP ROLE AND CHALLENGES

Professor Jerry Forrester, Vice-Chair, Chartered ABS and Chair of the Chartered ABS Learning, Teaching & Student Experience Committee,

Professor, Hertfordshire Business School

@CharteredABS

An exciting time for leaders in learning and teaching – however a very challenging one!

`The higher education landscape is undergoing significant change as a result of technological innovations. We are witnessing changes in the way higher education is taught and in the way students learn. While the conventional setting of the lecture hall will continue to form the bedrock of higher education systems it will be enhanced by the integration of new tools and pedagogies and it will be complemented by many more online learning opportunities and a greater variety of providers in higher education`

Report to the European Commission on new modes of learning and teaching in higher education 2014

• In groups of 4-5 please consider (for the next 15 minutes) the current key issues/challenges in learning and teaching in UK Business Schools

• What are the implications for you, in your role as a leader in learning and teaching.

Challenges in Learning and Teaching in UK Business Schools

University

•Priorities

•Learning and teaching

support at University and

School Level

•REF v TEF

•Income - cash cow and

student numbers

•Research informed

teaching

•Recruitment of staff -

teaching only contracts?

Metrics

•NSS - revised

•NSS

•DLHE

•Progression rates

Competition

•Free market HE

•Private sector

•International

Government

•Brexit

•TEF

•Degree

apprenticeships

•League tables

•Visa controls

•Widening participation

Students

•Fees and expectations

•Customers or co-producers?

•Engagement

•Student Voice

•Transition from school to

university

•Diversity

•Feedback and assessment

•Experiential learning

•Employment ready students

International

•Recruitment

•Visa controls

•Diversity

•New teaching modes

Technology

•Keeping up to date

•VLE and online

•Student use of

media

Feedback from Leaders in Learning and Teaching Development Programme September 2016

Circles of influence - leading in learning and teaching

The smallest is our circle of control - the things

you can directly influence in your Business

School

The middle is our circle of influence- these are

things you could influence in your University.

The largest is our circle of concern - government

policy etc - how can you influence at this level?

Adapted from a James Lawther blog

`The path of least resistance and least trouble is a mental rut already made. It requires troublesome work to undertake the alteration of old beliefs`

John Dewey, How We Think (1933)

Handling change in learning and teaching

• That teaching and learning are fundamental core missions of our universities and colleges

• That active student involvement is essential in governance, curriculum design, development and review etc

• That the preference of research over teaching in defining academic merit needs rebalancing

• That it is a key responsibility of institutions to ensure academic staff are well trained and qualified as professional teachers not just qualified in a particular subject

Report to the European Commission on improving the quality of teaching and learning in Europe`s Higher Education institutions June 2014 (adapted)

Guiding principles for learning and teaching

• That ensuring new staff have a teaching qualification or have access to credible training courses and that this responsibility extends to providing opportunities for continuous professional career development as a teacher not just a subject/discipline specific academic

• That it is a key responsibility of academic staff to ensure that they are qualified to teach and able to teach well

• That this responsibility extends over their entire career from start to finish so that they remain up to date and proficient in the very best pedagogical practices and all that excellence in teaching requires.

A personal reflection

Handling change

CLOSING DISCUSSION

@CharteredABS

Debra Leighton, Executive Dean, University of Bedfordshire, Business School

leaders in learning & teaching session 1 day 1 · your best-fit type. this is the mbti whole...

Documents