handbook-executive-leadership-of-research-development-pdf-v10

The continuity of the leadership group needs to be managed with succession plansand professional learning arrangements to attract and retain new senior leadingresearchers. Associate deans are effective facilitators of these networks often takingon an executive officer role. They can be highly effective in reducing the complexityin organisational arrangements, simplifying communications and as a sourceof specialist knowledge for both the executive leader and the deans. The mostproductive usually have a budget to run projects at the faculty level, including fundsto engage expert advice and professional development for research teams. They alsosupport the executive group in a variety of ways such as engaging project officersto conduct whole of university monitoring of progress to inform senior leadershipdecisions.Sponsor professional learning for research leadersThe senior executive leader can add significant value to the quality of researchleadership by sponsoring a systematic professional program of professional learningclosely aligned with the research goals. A thorough assessment of the researchtraining needs should provide the basis for a substantial ongoing program, especiallyfor the first cycle of research development initiatives and then regularly revised inresponse to changing conditions. The training analysis sends a strong message earlyin the change agenda that the university values the research leaders and researchers“You need new people who areexternally focused and people whonurture talent internally. You needprocesses or forums and occasionsto get these people to talk to oneanother. You need to create theconditions for serendipity.”generally. This also serves to make the pointthat while generic leadership programshave a place, research developmentleadership requires specialist expertise torun sophisticated management systems tomeet the challenges of competition and takeadvantage of opportunities in new areas ofresearch activity.In most universities the human resources department, or an academic developmentunit, provides the professional learning program. These typically involve a seriesof workshops and forums designed and delivered with advice and support fromthe executive leader of research development. Whatever the organisationalarrangements it is vital that the executive leader is closely involved to ensure that theprograms directly enhance the leadership skills needed to implement the plan. Incontrast to somewhat reactive professional learning events this might include specifictraining in response to specific opportunities as they arise. While it would involveFocus 2 — Taking an assertive-participative approach to leadership47