xad - Portland State University

Transcript xad - Portland State University

2013-2014 Academic Leadership Development Series

Monday, October 21, 2013

What is the Academic Leadership Development Series

• Designed for Academic Department Chairs and Directors • • • • Sponsored by the Office of Academic Affairs Themed approach, focusing on leadership competencies in the context of particular initiatives and/or issues Objective: To help you and your department be successful in your department’s—and the University’s—mission. Objective: To help you development leadership knowledge, skills, and dispositions.

What is the Academic Leadership Development Series

• 2013-14 Focus on Leading in an Environment of Changing Fiscal Realities • Four sessions aimed at providing “just in time” information • • • • Today’s session: Portland State’s financial context Understanding the University budget Dealing with ambiguity and “learning on the fly” while creating the new and different

What is the Academic Leadership Development Series

• Session two, in January, will focus on managing the climate • Developing interpersonal skills to deal with • Personnel management • Potential structural changes • Compliance issues • Building trust and morale

What is the Academic Leadership Development Series

• Session three, in March, will focus on building the future • Developing strategic skills to • Understand and develop the culture of the department • Lead strategic planning efforts • Manage enrollments • Plan curriculum

What is the Academic Leadership Development Series

• Session four, in May, will focus on “bringing people along” • Learning to Lead and Leading to Learn in order to • Make good decisions on behalf of your department • Self-reflect on your successes and challenges • Build effective teams • Mentor and support faculty research and teaching

The series is designed to give you:

• Specific, timely, an relevant information • Time to get work done • An opportunity for decision-making • An exchange of ideas and differing perspectives • Specific leadership knowledge, skills, and dispositions • An awareness of leadership competencies • Confidence to provide leadership for your department

2013-2014 Series: Leading in an Environment of Changing Fiscal

Realties Note: All sessions times are 9:00 am - Noon

Effective leadership competencies introduced in the sessions will help develop leaders who are:

• Visionary • Organized • Inspirational • Focused • Persuasive • Courageous • Strategic • Ethical • Innovative • Inquisitive • Flexible • Personable • Decisive • Resilient Sources: Lombardo, Michael & Robert Eichinger (2009). FYI For Your Improvement: A Guide for Development and Coaching. Korn/Ferry International.

http://www.bizjournals.com/denver/stories/2005/08/29/smallb3.html?page=all http://www.fsa.usda.gov/Internet/FSA_File/leadership_core_competencies.pdf

http://hrweb.berkeley.edu/learning/leadership/competency-model

Session One: Understanding the University Budget – Creating the New and Different

Welcome and Introduction to the Series

Sona K. Andrews, Provost and Vice President for Academic Affairs Carol L. Mack, Vice Provost for Academic Personnel and Leadership Development

Financial Context

Wim Wiewel, President

Revenue Cost Attribution Tool (RCAT) Interactive Session

Alan Finn, Associate Vice President for University Budget and Planning Kevin Reynolds, Vice Provost for Budget Planning and Internalization Andria Johnson, Budget Analysis for University Budget and Planning

Linking Today’s Activities to Competencies

Carol L. Mack, Vice Provost for Academic Personnel and Leadership Development

After today’s session you will:

• Have a good understanding of RCAT.

• Better understand the relationship between costs and revenue.

• Be able to use the RCAT as a tool for decision-making.

• Be able to use the RCAT to explore various options for achieving better efficiencies for a balanced budget.

2013-2014 Academic Leadership Development Series:

Financial Context

Wim Wiewel, President

How we Plan: 5-year Forecast

2013-15 Biennium 2011-13 Biennium FY13 Actual FY14 FY15 $ 33,582,354 $ 22,355,980 Beginning Fund Balance $ 49,933,896

Revenues: Gross Tuition and Fees Less: Fee Remissions

Net Tuition, Fees and Other Student Charges

State General Fund $ $

213,194,649 (15,527,219)

197,667,430

$ 53,988,262 Tuition Buydown Other (SELP, F&A Recovery, misc. income, transfers in etc.) $ 17,326,371

Total Revenues & Transfers In $ 268,982,063

REVENUE: change from prior year $ 4,076,085

Expenditures: Personnel Services Operating Expenses & Transfers Out Expenditure Reduction $ 213,211,619 $ 56,651,329

Total Expenditures & Transfers Out

Net from Operations and Transfers

One-time bad debt adjustment (OUS policy change)

269,862,948

$ (880,885) Use of Fund Balance for one-time items $ (8,464,383) 7.3%

1.5%

$ 211,761,336 $ (16,900,000)

$ 194,861,336

$ 55,907,870 $ 818,442 $ 19,712,810

$ 271,300,458

$ 2,318,396

$ 229,690,872 $ 53,235,960

$ 282,926,832

$ (4,200,000) 8.0%

0.9%

$ 214,952,498 $ (16,900,000)

$ 198,052,498

$ 57,328,338 $ 1,636,884 $ 19,240,878

$ 276,258,598

$ 4,958,140

0.0% $ 235,666,000 $ 55,660,459 $ (15,067,860)

$ 276,258,599

$ $ (2,100,000) $ 4,000,000 Estimated Unexpended Current Year Budget (Carryforward) Change in Fund Balance

% of Expenditures

Ending Fund Balance

Fund Balance as % Operating Revenues $ (16,351,542)

$ 33,582,354

12.5%

-4.0%

$ 22,355,980

8.2% $ 1,900,000

0.7%

$ 24,255,980

8.8% 7.9%

1.8%

-5.17%

State Contribution 08-09 = $71.7M

State Contribution 13-14 = $56.7M

Decrease in State Contribution = $15M PEBB and PERS 08-09 = $40.2M

PEBB and PERS 13-14 = $53.5M

Increase in PEBB and PERS Costs = $13.3M

Salary and Wage Costs 08-09 = $123.1M

Salary and Wage Costs 13-14 = $156.7M

Increase in Salary and Wage costs = $33.6M

Net Tuition and Fees 08-09 = $147.4M

Net Tuition and Fees 13-14 = $194.8M

Increase in Net Tuition and Fees = $47.4M

Decrease in State Contribution + Increase in PEBB and PERS Costs $15M $13.3M

+ Increase in Salary and Wage costs $33.6M

Increase in Net Tuition and Fees - $47.4M

Net Structural Problem =

$14.5M

2013-2014 Academic Leadership Development Series:

Revenue Cost Attribution Tool (RCAT)

Linking Leadership Competencies to Today’s Session

• Creating the new and different requires the development of strategic skills.

• The ambiguity of the RCAT requires “learning on the fly” and the strategic skill of flexibility .

Linking Leadership Competencies to Today’s Session

• Lombardo and Eichinger identify 67 competencies for effective leaders.

• Dealing with ambiguity is one. 90% of the problems of middle managers are ambiguous—it’s neither clear what the problem is nor what the solution is.

• Dealing with ambiguity leads to more flexible and effective leaders.

Flexible Leaders

• Are open, responsible, and adaptable to new information and change.

• Adapt behavior and work methods in response to new information, technology, changing conditions, or unexpected obstacles.

• Adjust rapidly to new situations warranting attention, problem-solving, and resolution.

• Learn quickly as relentless and versatile learners when facing new problems

Flexible Leaders

• Analyze successes and failures in order to improve their organizations. • Enjoy the challenge of unfamiliar tasks and experiment to find solutions.

• Comfortably handle risk and uncertainty.

Dealing with Ambiguity: Skilled Leaders

• Can effectively cope with change.

• Can shift gears comfortably.

• Can decide and act without having the total picture.

• Aren’t upset when things are up in the air.

• Can comfortably handle risk and uncertainty.

Dealing with Ambiguity: Unskilled Leaders

• May prefer more data than others • May prefer structure and certainty • Are less efficient and productive under ambiguity.

• May not do well on fuzzy problems with no clear solution or outcome.

• May like to do things the same way time after time.

Dealing with Ambiguity: Over skilled Leaders

• May move to conclusions without enough data • May frustrate others by not getting specific enough • May reject precedent and history • May err toward the new and risky at the expense of proven solutions

“In the future, instead of striving to be right at a high cost, it will be more appropriate to be flexible and plural at a lower cost. If you cannot accurately predict the future, then you must flexibly be prepared to deal with various possible futures.” Edward de Bono—British physician, author, inventor, and consultant