rosie barry and jennifer engler april 28,...

Leadership and Talent Development

Rosie Barry and Jennifer Engler

April 28, 2017

Faculty and Staff Leadership Development at the U of M:

Use of the Hogan Personality Assessment and

University-specific Competencies

360 Degree Assessment


Agenda

• Underlying Principles

• Assessments Used

• Application of Assessment in

Programming


Underlying Principles for

Our Assessment Work

HumanResources Office of

Common Leadership Challenges at

the University of Minnesota


Learning Objectives for the Equity and

Diversity Leadership Challenge

• Develop awareness and understanding that equity and diversity is a leadership expectation; that this is everyone’s everyday work.

• Explore my own personal values and assumptions and how they impact my colleagues, students and stakeholders.

• Increase awareness and appreciation of own and others’ social and cultural identities and differences relevant to work.

• Learn about strategies and behaviors to create an inclusive and accessible work environment.

• Understand the equity and diversity initiatives in the college/school and identify specific ways you will contribute to this work.


Social and Cultural Identities

• For the purposes of this assessment, we refer to the definition used by the Office for Equity and Diversity:

• American Indians and other indigenous populations, people of color, including underrepresented groups and new immigrant populations, people with both apparent and non-apparent disabilities, people who identify as women, people of various gendered and sexual identities and expressions, first generation students from economically disadvantaged backgrounds, we also include individuals who might encounter barriers based on their religious expression, age, national origin, ethnicity, or veteran status.


Equity and Diversity

Leadership Challenge

Definition:

Creating a strong organizational climate and structure of access and inclusion as the critical elements and core values in achieving excellence

Competencies & Items:

Demonstrates an Open Mind

• Demonstrates an understanding of how their own values and assumptions about equity, inclusivity, and diversity influence decision-making.

• Identifies and openly discusses own and others’ social and cultural identities and differences relevant to work.

• Creates an environment for open dialogue and conflict resolution around different perspectives.

Increases Access, Diversity & Inclusion

• Recognizes and communicates the importance of diversity and inclusivity.

• Solicits feedback regarding the inclusivity of the workplace.

• Creates an inclusive and accessible work environment by finding solutions to systemic barriers.

• Implements recruitment, hiring, and retention efforts that promote diversity within the workplace.


Variables Needed to

Strengthen Leadership Skills

2. Colliding Perspectives

3. Elevated Sense-making

1. Heat Experiences (Challenge)

1. Heat Experiences. Facing a complex situation that disrupts and disorients your habitual way of thinking. Your current way of making sense of the world is inadequate. Your mind starts to open and search for new and better ways to make sense of his/her challenge.

3. Elevated Sense-making. Using a process or another person (e.g., a mentor) to help you integrate and make sense of these perspectives and experiences from more elevated stages of development A larger, more advanced worldview emerges and, with time, stabilizes.

Adapted from the Center for Creative Leadership

2. Colliding perspectives. Being exposed to people with different worldviews, backgrounds, and training, which challenges your existing mental models and increases the number of perspectives through which you can see the world.

Leadership Development Pipeline


Assessments Used


UMN 360

• Several levels

• Competencies needed to meet University

challenges

• Three open-ended questions:

– Greatest strengths?

– Opportunities for development?

– What are people afraid to tell this person?


Hogan Insights – MVPI, HPI, HDS

©2011 Hogan Assessment Systems

Performance risks that could get in the way

Risks

Characteristics you possess to

create it

Strengths

The work environment you will strive

to create

Values


Hogan Management Focus

Six styles of management

• Results

• People

• Process

• Thought

• Social

• Data


Application of Assessment

in Programming


Ways to Use the Data

• Individual debriefs

• Group debriefs and team analysis – using

dashboards

• In progress: working on data to illustrate

what successful academic leadership is

built on -- it’s different from corporate

leadership


Faculty LEADS Program

• Based on the competencies that enable academic leaders to successfully address the key University challenges.

• In a college cohort setting, helping newly tenured faculty build an understanding of people leadership

• The program is designed to assist in developing leadership skills, capacity, and readiness.


Program Activities

During the 12-month program, participants devote four to ten hours a month on:

• In-class learning and related course work

• Networking events

• Group discussions

• Assessment completion, debrief/coaching and tie-in to assessment facets in appropriate sessions

• A capstone challenge day


Program Benefits

• Increased self-awareness and understanding of leadership behaviors

• Improved resilience when facing novel and complex demands

• Opportunity for practical application and practice of leadership behaviors

• Expanded peer support network within the cohort

• Elevated awareness of University services, programs, and resources that support leaders


Sr. Leadership Group

Motives, Values, Preferences Inventory (MVPI) Results

• Colored data points represent the scores of the Sr. Leadership Group and some of the data points represent more the one score

• Black line represents the Sr. Leadership Group average, n=8 • Red line represents the eads Cohort Group average, n=14 (data points for cohort group in separate chart)

0

10

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100

Recognition Power Hedonism Altruistic Affiliation Tradition Security Commerce Aesthetics Science



Hogan Personality Inventory (HPI) Results

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Adjustment Ambition Sociability Interpersonal Sensitivity Prudence Inquisitive Learning Approach


• Black line represents the Sr. Leadership Group average, n=8 • Red line represents the Leads Cohort Group average, n=14 (data points for cohort group in separate chart)



Hogan Development Survey (HDS) Results


• Black line represents the Sr. Leadership Group average, n=8 • Red line represents the Leads Cohort Group average, n=14 (data points for cohort group in separate chart)

0

10

20

30

40

50

60

70

80

90

100

Excitable Skeptical Cautious Reserved Leisurely Bold Mischievous Colorful Imaginative Diligent Dutiful


Leading on All Levels Program

• Helping individual contributors build their leadership

skills and engage them in the strategic mission of the U?

• Focus on development in the area of UMN leadership

challenges: results, vision, engagement, collaboration,

and accountability.

• Equip participants to better navigate their leadership

journey whether they manage projects, informally lead

the work of others on teams, or want to plan their career

path at the U.

• Particular emphasis on leading without formal authority.


Program Activities

• Receive a personal development assessment for insights into leadership strengths via the Hogan Management Focus

• Participate in highly interactive group work and presentations.

• Expand their personal network across the University.

• Connect their work to the University’s leadership competencies.

• Create an Individual Development Plan.


Course Requirements

Individual:

• Complete four activities from the eight Leadership Challenges sections. The activities require entering meaningful reflections in the section journals.

• The Leading on All Levels program manager reviews the journal entries and sends confirmation of acceptance into the program to the individual contributor and their manager.

Manager:

• The individual contributor’s manager sends an email to nominate their employee

• The manager agrees to work with their employee on topics covered in class during the program..

• The manager also commits to attending the final class session.


Questions

Thank You!

Rosie Barry - [email protected]

Jennifer Engler - [email protected]

rosie barry and jennifer engler april 28,...

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