In their role as transformational leaders, university presidents, deans, heads of departments or directors of academic services, engage in complex processes of organisational as well personal development. In my years of leading or supporting leaders in institutional transformation at different levels – from individual processes or units to overall executive leadership – I have witnessed time and again how excellent strategies and well-structured governance processes only become effective and alive through the quality of leadership.
As a coach for leaders of universities or research organisations, using internationally certified coaching methods as an Integral Business Coach, I help leaders reflect and develop their individual leadership qualities and resources, as the source from which they draw when developing their complex organisation.
In orchestrating change you draw on your whole personality and experience – to imagine, plan and mobilise, to persuade and meet resistance, to explore new approaches to your core processes. To develop and master this leadership role, it helps to reflect your own resources, energies, blind spots, your strengths and potential, as well as your limits. They are an integral and vital part of your own growth in the process. Exploring your own personality, assumptions, resources and even behavioural patterns helps you develop the most effective ways to leading complex organisational change.
Transformation at universities can be met with a surprising degree of resistance to change that is not always as easily overcome with persuasion and rational arguments as university members may wish to believe. To lead change at universities takes both personal and organisational reflection – and the energy and readiness to change one’s own familiar perspectives and approaches to decision-making and communication. Often leaders may underestimate the personal and organisational energy and resources required to manage change and orchestrate deeper transformation. Reichert offers 30 years of experience with institutional change management, including the many highs, challenges, and some instructive lows and surprising rewards, that contribute to the lasting sense of purpose for undertaking major cultural and structural change at universities.