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Diversifying Leadership 6

When and where?
Thursday 22 February 2018, London More info

Dates for Diversifying Leadership 6

Module 1:  Thursday 22 February 2018
Module 2:  Thursday 22 March 2018
Action Learning Set: Thursday 19 April 2018
Module 3:  Thursday 3 May 2018

Location: London

The continued development of this progamme is funded by the three higher education funding councils of England, Wales and Northern Ireland, and therefore this is reflected in the fee that you are contributing to this activity. 

 

 

Fee:
£1,000.00 LF Member Price
£1,100.00 LF Scottish Member Price
£1,250.00 Non-member Price
  1. Overview
  2. Who should attend
  3. Book a place
  4. Facilitators
  5. Role of a sponsor
  6. For your line manager
  7. More »

The Diversifying Leadership programme is designed to support early career academics and professional services staff  from black and minority ethnic backgrounds who are about to take their first steps into a leadership role. 

The programme will:

  • introduce you to leadership concepts and enable you to explore various elements of leadership and your role as a leader.
  • introduce you to the concept of ‘authentic leadership’ and help you to identify your leadership style
  • enable you to explore motivation and influences

The programme will also provide a safe space in which to discuss issues relating to your experiences of working in higher education.

 The following themes will be explored:

  • Demystifying Leadership
  • Increasing your visibility
  • Authentic Leadership
  • Cultural Identity and Cultural Capital
  • Power & Influence

Programme Format 

The programme will comprise of four one-day face-to-face workshops. While it is non-residential, it will feature online resources, leadership stories from high profile higher education leaders, and include the development of strategies for working effectively with sponsors and mentors. As part of this programme, there will also be a facilitated Action Learning Set. 

Module Titles 

Module 1: Leadership, 'BAME leadership' and lessons from the labyrinth
Module 2: Leadership, Power and Influence: changing the game
Module 3: Leadership tomorrow: vision, voice and visibility

Actiion Learning Set: Speaking actions into existence
 

This programme is aimed at early career academics and professional services staff from black and minority ethnic backgrounds up to and below senior lecturer level (or equivalent), who would like to develop and explore issues relating to taking their first step into a leadership role. Participants should have the endorsement of their institution and be committed to developing and enhancing their career. 

Participants will be asked to:

  • attend each of the three development dates; and
  • take part in the facilitated action learning set; and 
  • undertake self-directed learning throughout the programme, aligned with developing interests; and where time allows
  • commit to working with a sponsor from within their institution who is senior, influential and commited to developing them; and
  • be prepared to participate in a longitudinal study to measure the impact of the programme over time. For more information on the longitudinal study, please see here.

 


 

If you would like to attend Diversifying Leadership or book a place for someone else please book online via the orange button. You'll be asked to log into MyLF using your MyLF identity. Once you're logged in, MyLF will allow you to book yourself or select other delegates via a simple search option or add new delegates as required.

To complete your booking for Diversifying Leadership 6, participants will need to: 

  • identify and engage a named sponsor from their institution, who will need to submit a letter of support as part of the booking process. Details of the role of the sponsor can be found under the role of the sponsor tab. Download template here Sponsor Guidance For more information and support on the role of the sponsor please see module 1 of our sponsor toolkit
  • provide a statement (maximum one page of A4) which outlines reasons for attending the programme and the outcomes they are hoping for through participation in the programme. Download template here Personal Statement

Please note, if the above supporting evidence is not ready at the time of booking, the letter from the sponsor, and the personal statement must be emailed to Thahmina Begum within two weeks of booking to secure their place on the programme.

Please note: This progamme is funded by the three higher education funding councils of England, Wales and Northern Ireland, and therefore this is reflected in the fee that you are contributing to this activity. 

Jannett MorganJannett Morgan, Programme Director, Diversifying Leadership, Leadership Foundation for Higher Education

Jannett Morgan, director of JM Learning & Skills Limited, is a highly respected teacher and trainer with over fifteen years' experience in further and higher education. A specialist in the field of Specific Learning Differences, Jannett has provided tutorial support to students and consultancy services to staff at a number of London HEIs including the Academy of Live and Recorded Arts (ALRA), Birkbeck, University of London, City and Guilds London Arts School, University of East London and University of Greenwich. Currently, Jannett works part-time as a dyslexia tutor at City University London.

Jannett is an associate partner and head of training for the Sisonke Partnership, an organisation providing consultancy services to further education colleges in South Africa and UK providers interested in establishing mutually beneficial partnerships. Jannett is responsible for the development and roll out of Preparing for Work Skills, an employability leadership programme for final year vocational students with a parallel training-the- trainers programme for college staff.

JM Learning & Skills provides bespoke training and consultancy services for a growing portfolio of public and private sector organisations in the UK and overseas. Training programmes include communication skills, coaching and mentoring and career and life management. Jannett has designed teaching and learning materials for Edexcel, carried our quality audits for FE colleges, provided consultancy on employer engagement for the Learning & Skills Improvement Service and supported employees with dyslexia in a number of workplace settings.
 

Between 2008 and 2010, Jannett was London and South Regional Manager for the Network for Black Professionals, a social justice organisation that in its ten-year tenure played a pivotal role in changing the leadership profile in further education.

 

Leyla Okhai pictureLeyla Okhai, Co-facilitator, Diversifying Leadership, Leadership Foundation for Higher Education

Leyla Okhai is the founder of Diverse Minds, helping organisations to enhance cultural capability and workplace well-being. Ensuring a positively productive workplace for all. Diverse Minds, enables individuals, organisations and businesses to work more effectively by understanding differences and leveraging unique cultural strengths. Leyla’s current clients include Innocent Drinks, Engineering firm WYG, Ernst and Young, University of London, University of the Arts London, UCL and Goldsmiths College London.


Leyla was the Head of Centre for Equality, Diversity and Inclusion Centre at Imperial College London, from July 2012-April 2017. She was is in charge of overall strategy and managing a team of staff working on various projects and initiatives. In this role she is also responsible for developing the College’s working relationships with Stonewall, Race for Opportunity, Business Disability Forum, Purple Space and WISE. She was shortlisted for the Race for Opportunity 2014 award in Race Equality: Transparency, Monitoring and Action category.


Leyla has over fourteen years’ experience in developing and implementing diversity, inclusion and equality practices, primarily by working closely with senior leadership teams. She has been responsible for embedding culture change – and not just at Imperial. Before joining the College, Leyla worked at the University of Oxford for over six years, firstly in student recruitment, specialising in increasing applications from underrepresented BAME young people. She went on to pioneer innovative race and religious belief equality initiatives at Oxford’s Equality and Diversity Unit from 2008-2012. She was the University’s first specific advisor for race and religion.


Her work to develop the College’s bespoke disabled and BAME leadership programmes have resulted in increased talent retention and income generation. As a trained coach and mediator a major focus of her role is to help staff navigate institutional boundaries and ensure they reach their full potential. Leyla has also spoken regularly on mental health and wellbeing in the workplace, and delivered training programmes and workshops these issues in the HE and private sectors.
 

Role of a Sponsor

Sponsorship is a special kind of reciprocal relationship in which a more senior colleague helps to advance the career of his or her protégé. Sponsors undertake a range of activities which include:

  • creating opportunities to increase the visibility of their protégés
  • using their power and influence to advocate for protégés
  • involving protégés in key projects and ‘stretch’ assignments
  • helping protégés to navigate internal politics and structures
  • providing access to networks
  • offering career advice & guidance

We have a developed a Sponsor Toolkit - an additional resource for sponsors, consisting of web-based materials and interactive support. It has been made available to ensure sponsors have a better understanding of the specific issues facing BME early career leaders and are confident to carry out their role in championing them. For more information on the role of a sponsor, see module 1 of the sponsor toolkit

Selecting a Sponsor

A Sponsor will be more senior (two levels above or more) than the participant and be working in an influential role. The sponsor will have a commitment to leadership development and diversity and be prepared to use his or her influence with senior and other members of staff to advocate for the participant. In return, sponsors expect their protégés to be proactive about career advancement, bring a complimentary set of skills to the relationship and work towards common goals.

Participants are asked to seek out a sponsor from within their institution who will back them throughout and beyond the duration of the programme. Sponsors do not need to be in the same part of the institution but they do need to have a broad awareness of the role and understand what leads to a successful career in the participant’s field. 

Sponsorship is not the same as mentorship. Mentors can play a support and development role and participants may have both a mentor and a sponsor, provided they bring added value to the programme. Research suggests, however, that it is the instrumental career development actions of a sponsor that are more likely to result in promotion. Further information on the distinction between the two roles can be found in Module 1 of our Sponsor Toolkit.

The time commitment will be negotiated between the sponsor and participant but it is envisaged that the relationship will be long term, minimally for sixth months post-programme. Guidance will be provided to ensure both parties are fully briefed on their respective roles and responsibilities and can establish the parameters of their sponsorship relationship from the outset.

You may want to direct your line manager to this page because you have either secured a place on the Diversifying Leadership programme or would like them to nominate you for this porgramme. 

Information for your line manager

About

This programme is designed to support early career academics and professional services staff from black and minority ethnic (BME) backgrounds who are about to take their first steps into a leadership role. As their line manager, you not only have an important role to play in helping your staff member benefit from the programme, but also to help transfer their learning into benefits for the department or University as a whole.

At the start of the programme, it would be helpful to discuss your staff member’s career goals with them to understand how they are aligned with departmental and/or wider organisational objectives. These goals could be reviewed with your staff member midway through and at the end of the programme. Upon completion of the programme, you can further support your staff member through dialogue with them and potentially with other colleagues to explore how the activities listed in their career plan will be realised.

The line manager’s key role in supporting their staff member while a participant on Diversifying Leadership may include:

  • identifying funding (and other resources) to cover the cost of the programme
  • negotiating workload so that staff members have the capacity to fully engage with the programme alongside their job roles
  • helping to clarify and promote understanding around the purpose of positive action programmes like DL
  • liaising with internal HR and diversity champions
  • awareness of the programme aims and objectives, including the role of sponsors within the programme and other stakeholders
  • using existing performance management and development processes (e.g. appraisal, supervision, team meetings, etc.) to review progress and capture key learning from the programme
  • helping the staff member to formulate and shape their 5-year career plan

If you have any questions or queries please contact Thahmina Begum, Programmes and Projects Coordinator (Funder Supported Projects), Leadership Development, at thahmina.begum@lfhe.ac.uk.

 

Return to event listings

Diversifying Leadership 6 is full. Please contact Thahmina Begum, the event administrator T: 0203 468 4818 E: programmes@lfhe.ac.uk, who will be happy to help you.

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          2. Making the case
          3. Size and scope
          4. Roles, stakeholders and engagement
          5. Roles, stakeholders and engagement: examples
          6. Selection and assessment
          7. Selection and assessment: examples
          8. Development methods
        4. Case Studies
        5. Tools
  5. Governance
    1. Governors
      1. Becoming a governor
      2. What is governance?
      3. Governor responsibilities
        1. Academic governance and quality
        2. Compliance and regulation
        3. Commercial operations
        4. International students and developments
        5. Risk management
        6. Students
        7. Strategic plans
        8. Monitoring performance
    2. Governing bodies
      1. Audit Committee
      2. Nominations committee
      3. Remuneration
      4. Employment
      5. Finance
      6. Estates
    3. Operating context
    4. Academic Governance
      1. Enablers
      2. Case Studies
        1. Arts University Bournemouth
        2. City University
        3. King's College London
        4. University of Leicester
        5. University of Salford
        6. University of the West of England
        7. Queen's University Belfast
        8. Ulster University
        9. Cardiff University
        10. University of South Wales
        11. University of Wales Trinity Saint Davids
        12. Mid-Kent College
        13. Newcastle College Group
        14. Belfast Metropolitan College
        15. Grwp NPTC
      3. New Governors
        1. New Governors - Key Terms
        2. New Governors - Key Organisations
        3. New Governors - Quality, Standards & Enhancements
        4. New Governors - Academic Assurance
        5. New Governors - Other Key Terms
      4. Practical Advice
      5. Have your say
    5. Resource bank
      1. Features
      2. Governance News
      3. Previous news alerts
        1. Alternative providers and student debt in the US: could it happen in the UK?
        2. Is institutional autonomy under threat?
        3. Managing the board
        4. OECD Report suggests some higher education students lack basic skills
        5. Five issues for HEI governing bodies
        6. Whistleblowing and gagging clauses
        7. The failure of HBOS
        8. Financial forecasts for English HEIs
        9. Governance changes proposed in the HE Green paper
        10. FEHE SORP 2015 Donations & Endowments
        11. Board diversity - the Davis Review
        12. Information systems and cyber security
        13. Does a change in leadership lead to a change in strategy?
        14. FIFA and corporate governance
        15. Volkswagen
        16. Sustainability
        17. Review of governance at Plymouth University
        18. Equality and diversity and governing bodies
        19. A Changing Agenda
        20. Role and effectiveness of audit committees
        21. Governance of Scottish Higher Education Institutions: Consulative Paper on HE Bill
        22. Governance issues at Tesco
        23. Student visas
        24. Governance at the Co-op
        25. HE funding - IFS report
        26. Removal of student number control
        27. Governance issues in the private sector
        28. Governance at the BBC
        29. Reforms to how higher education in England is regulated
        30. HBOS & London Met: case studies in governance
        31. New IPPR report on HE
        32. Moocs are coming
        33. Increasing diversity
        34. Kids Company
          1. The collapse of Kids Company
          2. NAO Investigation into Kids Company
          3. The need for good governance
      4. Getting-to-grips
      5. Useful websites
      6. Codes of governance
        1. CUC Code of Governance
        2. UK Corporate Governance Code
      7. New research on governance in higher education
      8. Book reviews
      9. HE facts
      10. Illustrative Practice Notes
      11. Roundtable notes
    6. Governance Briefing Notes
      1. 25. The factors that influence whether governance is effective?
      2. 24. Benefits and impact
      3. 23. Competitive pressures
      4. 22. Corporate ethics and values
      5. 21. Personal ethics and values
      6. 20. Legal requirements and regulation
      7. 19. Estates
      8. 18. Finance
      9. 17. Employment
      10. 16. Remuneration
      11. 15. Nominations committee
      12. 14. Audit committee
      13. 13. The governance system and assessing effectiveness
      14. 12. Size, composition and skills available to the governing body
      15. 11. Monitoring performance
      16. 10. Strategic plan
      17. 09. Students
      18. 08. Risk management
      19. 07. International students and collaborations
      20. 06. Commercial operations
      21. 05. Regulations and compliance
      22. 04. Academic governance and quality
      23. 03. The workings of a governing body
      24. 02. Governance and management
      25. 01. Becoming a governor
    7. Governor Dialogues
    8. Equality and Diversity Toolkit
      1. Overview
      2. Overseeing compliance
        1. The Equality Act 2010
        2. Governance Codes
        3. Overseeing E&D
        4. Reports Governors might use
        5. Case study: Bath
        6. Championing E&D
        7. Case study: ManMet
        8. Case study: Cardiff
      3. Competitive Advantage
        1. Competing in a global market
        2. Improving staff diversity
        3. Case study: Exeter
      4. Issues and Challenges
        1. Student inequalities
        2. Staff inequalities
        3. Assessing specific E&D issues
      5. Value
        1. Increasing focus
        2. Gender diversity data
        3. Improving diversity
        4. Case study 1: UWS
        5. Case study 2: UWS
      6. Questions and Resources
        1. Resources
    9. Self-Assessment Tool
    10. Governing Body Effectiveness
    11. Governance 2020 Survey
  6. International
    1. International Engagement
    2. International Reference Group
    3. International Case Studies
  7. Membership
    1. Membership benefits and services
      1. Membership logos
        1. Download the membership logos
    2. How to join
    3. National and regional contacts
      1. Abbie McKenna
      2. Cindy Vallance
      3. Gary Reed
      4. Jean Chandler
      5. Judy Harris
      6. Lesly Huxley
      7. Meriel Box
      8. Rebecca Bull
    4. Membership advisory group
    5. Membership development support
    6. Management Development Resources
      1. Download MDR1: Managing Effective Performance
      2. Download MDR2: Managing Change in HE
      3. Download MDR3: Emotional Intelligence, Personal Impact and Personal Effectiveness
      4. Download MDR4: Lean Management: Doing more with less
      5. Download MDR5: The Current HE Context: Drivers for change
      6. Download MDR6: Commercial Skills for Academics and Researchers
      7. MDR7: Caught in the Middle
        1. MDR7 Contents
        2. Download MDR7: Caught in the Middle
      8. Download MDR8: Working with Academic Motivation and Prestige
    7. Knowledge Bank
    8. Membership community
      1. Members' Directory
    9. MASHEIN
      1. MASHEIN Members
    10. Ten great reasons to be a Leadership Foundation member
      1. #10GreatReasons1
      2. #10GreatReasons2
      3. #10GreatReasons3
      4. #10GreatReasons4
      5. #10GreatReasons5
      6. #10GreatReasons6
      7. #10GreatReasons7
      8. #10GreatReasons8
      9. #10GreatReasons9
      10. #10GreatReasons10
  8. News
    1. Twitter
Welcome...

We are a membership organisation of and for a sector that has some of the brightest minds in the UK.

 

Our members are key to our strategy and form a community of higher education institutions with a clear commitment to and experience of developing leadership, governance and management capabilities at all levels. Academic and professional services staff from member institutions contribute to our programmes, projects and research and advise on benefits and services.

 

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    • We have 154 members with around a third taking advantage of the 10% discount offered by three-year subscriptions.

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    • Research and innovation: Access to our latest, highly-valued research, Leadership Insights, Getting to Grips series and practical development project resources.
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Leadership Foundation for Higher Education
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