Francine Crystal - President

Leadership Coach
Consultant
Facilitator
I had the good fortune in high school to be introduced to the field of group dynamics and to receive initial training as a facilitator, thus launching my career.  A B.A. in Social Psychology and an M.B.A in Organizational Studies each provided formal training and invaluable experience working with and learning from esteemed mentors. While initially working in government agencies and social benefit organizations, the opportunity to begin work at MIT in the late 90s led to a specialization in higher education. Since 2003, I have provided leadership coaching, team development, and strategic facilitation to dozens of higher education and social benefit organizations. I am grateful to be making a small contribution towards the success of individuals and institutions striving to have a positive impact on the world.
 
Most satisfying work
I work with senior leaders in academic institutions who are looking to define or refine their leadership approach. These leaders need to respond creatively and strategically to significant tensions embedded in higher education, such as between honoring the institution’s past and creating its future, or between addressing the needs of particular constituencies and leading the entire institution. And they need to be mission-, vision- and value- driven in the face of competing political and economic forces, to balance institutional integrity with individual needs, to demonstrate calming confidence while inviting rich collaboration, and to be true to their own sense of self. That is a daunting charge.  I’m honored to work with those faced with these challenges. I am fascinated to learn about a new client and institution, eager to find their unique leadership path, and humbled by the ripple effects our work can have.
 
Frequently used theories and tools
I bring two particular approaches to my work: developmental and systems. The developmental approach recognizes that the perspectives, practices and skills that have made someone successful in the past may not be sufficient for the present and the future. The systems approach recognizes that we are each influenced by and, in turn, have the opportunity to influence, our context. With these frameworks, clients increase their ability to reflect on and assess their current situation, use alternative strategies and tools for developing and implementing a vision, and increase the leadership capacity throughout their organization. A client recently said, at the end of our coaching relationship, “It is now less tiring being me.” 
                  
Certifications and degrees
My BA and MBA are augmented by certifications in Myers-Briggs Type Indicator, Emotional Intelligence and Diversity, the Center for Creative Leadership’s Benchmarks, and The Hay Group’s Emotional Competence Inventory. I am an alumna of Higher Education Resources Services (HERS) program, 2003, and have presented various times at CUPA-HR (College and University Professional Association for Human Resources), Massachusetts ACE Women’s Network, and the UMass Lowell Women’s Leadership Conference. 
"Francine is a thoughtful and incredibly effective partner for anyone navigating institutional change or identity change as a leader. She is especially acute in balancing a long view with reflection on immediate operational tasks. She tests assumptions in a collaborative and deep way that leads to swift growth in an understanding of ones own goals."

Katherine Rowe
President, William and Mary

Francine's picks:                                  

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BOOKS
The Coach's Guide for Women Professors, by Rena Seltzer
Relevant for women throughout their academic careers, this practical guide includes strategies and tips for everything including work/life balance, tenure and promotion, and developing your leadership voice. As I read Seltzer's cases, I was reminded of the challenges faced by many of our clients. 

Radical Candor by Kim Scott
As coaches, we often say that "feedback is a gift." This book provides both a rationale and a methodology for providing appropriately challenging feedback in the context of an authentically caring relationship. Drawing on her experience as an employee, a manager, an executive and a trainer, Scott provides numerous examples with transferable lessons and straight-forward guidance and tools for implementing Radical Candor. For an introduction, see this YouTube video or the website. 

Reframing Academic Leadership by Lee Bolman and Joan Gallos
Students of leadership may be familiar with Bolman and Deal's "Reframing Organizations" which provided four different perspectives from which organizations can be understood.  In "Reframing Academic Leadership," Bolman and Gallos ably customize the earlier work to the unique characteristics of academia. I'd particularly recommend this for leaders moving from corporate environments to higher ed.

Difficult Conversations: How to Discuss What Matters Most by Douglas Stone, Bruce Patton, Sheila Heen
Stone, Patton and Heen have taken their work at the Harvard Project on Negotiation and presented insights and lessons on communications in a way that is engaging and immediately applicable. Personally, I find this book resonates with my approach to communications, and builds on the same influences from the field, more than any other book I’ve read.

The Department Chair Primer: What Chairs Need to Know and Do to Make a Difference by Don Chu
A good, basic primer for new academic leaders. Short and to the point with appropriate case studies.

Leadership Agility: Five Levels of Mastery for Anticipating and Initiating Change by Bill Joiner and Stephen Josephs
It was a revelation in graduate school to learn that adults move through developmental stages just like kids! This book does the best of any I know to identify what is most useful to those who wish to apply this work to their own leadership journey.

Immunity to Change: How to Overcome It and Unlock the Potential in Yourself and Your Organization by Robert Kegan, Lisa Laskow Lahey
Kegan and Lahey have created a process and a tool for getting us “unstuck” when it seems that making real change is impossible.
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NEWSLETTERS
“Tomorrow’s Professor e-newsletter” 
A weekly essay or book review on topics relevant to faculty and those who work with them.
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“Inside Higher Ed”
A daily news bulletin of topics of interest to those in higher ed, with links to longer articles and related resources.