Yerkes RAS Pre-Award Manager Candidate Presentation Esther Kim Ruder - - PowerPoint PPT Presentation

Yerkes RAS Pre-Award Manager Candidate Presentation Esther Kim Ruder

Tuesday, May 12, 2020 10:00 AM

Education

• B.A. – New York University
• M.M. – University of South Carolina
• Ph.D. (current) – Georgia State University

Work Experience

• With Emory & Yerkes RAS since May 2019
• Previous institutions:
• Georgia State University
• University of South Carolina
• Princeton University
• Teachers College, Columbia University
• New York University

Introduction

Core Areas of Responsibility:

• 1. Customer service and partnerships with key stakeholders
• 2. Quality faculty service and meeting expectations
• 3. Leading and coaching a high-performance team

Overview

How can RAS ensure a strong level of customer service?

• Connect with the customer (faculty, administrators, students, etc.)

and commit to deliver

• Providing the same service to all customers
• Follow up and follow through
• Following up as a team strategy
• Following through as a team behavior
• 1. Ensuring Strong Levels of Customer Service

How can RAS ensure a strong level of customer service?

• Provide reliable hig

high-qua ualit lity service and collaboration

Consistent Collaborative High Quality

RAS

• 1. Ensuring Strong Levels of Customer Service

Developing and Nurturing Partnerships

How do we develo lop partne nership hips wit ith h key stakeho hold lders?

• Prioritize clear communication and transparency
• Take the time to gather feedback and listen
• Maintain engagement with the stakeholder
• 1. Ensuring Strong Levels of Customer Service

• Developing positive relationships with faculty are an essential

element to success as a research administrator

• Be clear and set expectations both ways
• RAS provides services to faculty (our customer), but we are also

partners

• 2. Providing Quality Faculty Service

• Setting clear expectations as a foundation so that we are
• n the same page as our customer, the faculty
• “I thought you meant…”
• Developing positive relationships that allow RAS to

anticipate faculty’s needs

• Passive vs. Proactive
• Striving to improve and build on previous experience to

exceed expectations during the next interaction

• Learning from the last round
• Encouraging team members to go the extra mile and

provide exemplary service

• Exceeding expectations should be our goal

Meeting or Exceed eeding Expectations

• 2. Providing Quality Faculty Service

What is a high-performance team?

• Goal-focused individuals with specialized expertise and complementary skills
• Collaborators and innovators who produce consistently superior results
• Pursues performance excellence through:
• Shared goals and leadership
• Collaboration and open communication
• Clear role expectations and group operating rules
• Early conflict resolution and strong sense of accountability
• Trust among its members

Source: “Developing and Sustaining High-Performance Work Teams.” Society for Human Resource Management. https://www.shrm.org/resourcesandtools/tools-and- samples/toolkits/pages/developingandsustaininghigh-performanceworkteams.aspx. Accessed May 9, 2020.

• 3. Leading and Coaching a High-Performance Team

How is a high-performance team developed? Action

• Diverse recruitment
• Thoughtful process improvement
• Establishing shared team goals

and expectations

• Providing strong and supportive

leadership

• Building a network of trust

within the team Emory Leadership Competencies Strategically focused Leads change

• 3. Leading and Coaching a High-Performance Team

How is a high-performance team developed? Action

• Nurturing the development of

the team’s hard and soft skills

• Empowering team members,

recognizing achievement, and ensuring accountability

• Addressing issues early and

managing conflicts fairly

• Helping to build a positive and

encouraging work environment Emory Leadership Competencies Coaches and develops others Empowers/delegates to others Strives for operational excellence

• 3. Leading and Coaching a High-Performance Team

How is a high-performance team developed? Action

• Network and develop

relationships both across campus and with other institutions to help the team learn, grow, and advance

• Elevate the team to become a

model for our peers Emory Leadership Competencies Influences and impacts others Institutional minded

• 3. Leading and Coaching a High-Performance Team

Striving for excellence – we are in this together

Thank you! Esther Kim Ruder ekruder@emory.edu Tel: (404) 727-7217