Congratulations on your decision to take part in the Chrysalis program.

As leaders of the University of Queensland Veterinary School (School), you have a multitude of competing demands.

You have an obligation to your students to ensure that they’re well prepared for the rigours that face them upon graduation; including leading sound patient outcomes, managing the expectations of often difficult clients and dealing with the demands of their own soon to be clinical and non-clinical team members.

As academics, you are obligated to balance your T&R responsibilities with the demands placed on you by students and the School.  For the clinical academics, you are uniquely placed within the entire UQ Science Faculty (Faculty), needing to further balance your workload with your individual patient case load and the associated revenue contribution, community branding and subsequent philanthropic benefits to the School and Faculty.

Finally, as a School leadership team, you need to work cohesively in order to send to the students a message of collegiality and common ways of working (a manifestation of agreed vison and values).

The 4 day residential Chrysalis Leadership Program has been developed by the Lincoln Institute specifically to meet these unique demands of the School.  Lincoln has been working on the frontline of veterinary leadership in Australia for 8 years (and now internationally) and is well placed to guide the School to a common language and skill set to meet these challenges head on.

Key benefits

In this leadership program, delegates will develop and practice the leadership skills that are directly applicable to meeting the day to day challenges placed on them by their teaching and research obligations.   The leadership skills developed on Chrysalis will provide a common language and actionable steps to enable delegates to:

  • thrive both professionally and personally;
  • role model to your students the behaviours which they will need to develop as they launch their careers; and
  • Meet the often competing demands of life at the School

Course outline

The proposed course comprises a residential and non-residential component.


The 4-day residential course component is broken down into 4 stages of leadership development – self-leadership; the leadership shadow (how you relate to others); leadership within the broader School context (teamwork) and your leadership legacy.  The following is brief outline of each stage of leadership development:

  • Self-leadership (our personal relationship with leadership):
    • The science: because most of the decisions that we make on a daily basis are done in our ‘adaptive unconscious’, our perception of reality will inevitably differ markedly from that of others (Wagner, 2002). We will be unaware of many of the biases that influence these perceptions and automate and drive our decision making (Newell, 2014).  We will inevitably fail to manage our response to frustration (Frankl 1946), and we’ll struggle to adjust our lens to see the world from others’ perspective (Brown 2013).  We’ll elect to tell our students things that they ought already to know and miss the opportunity to challenge their understanding – often triggered by a desire to give our opinion first in pursuit of excellence over ownership (Sinek 2018).
  • The skills: listening, self-regulation, forms of unconscious bias, self-awareness, questioning, understanding and connecting values to outcomes, goal setting, cognitive versus emotional empathy, social awareness, growth mindset and personal accountability including how to deal with procrastination.
  • Our ‘leadership shadow’(how we impact others):
    • The science: people will feel more engaged in learning if they feel a sense of belonging (Lavigne et al., 2011). An inclusive culture embraces diversity of thought and is one where people feel that they are valued, respected and treated with fairness (Kelly 2016). Effective communication is at the centre of building and maintaining a culture where people feel confident, engaged and committed to supporting each other (Kahn 1990).
    • The skills: building trust, coaching (formal and informal), the difference between coaching and mentoring, situational conversations, confident conversations, giving feedback, our ‘social style’ and how we project onto others, ‘positive psychology’ and how to hold others accountable.
  • Leadership within a broader UQ context(team work):
    • The science: an effective team is built on trust and collaboration – an acceptance that the whole is more than simply the sum of the parts. This includes having a shared vision and set of values – and an understanding of the mechanics of bringing values to life at the School (Rock 2018). Building trust through a multitude of daily interactions (Carlzon, 1989) and an understanding of what it takes to be credible in the eyes of your ‘followers’ (Deloitte, 2013).  This developmental phase also requires an understanding of how to both plan and lead others through change (Kotter, 1995) and how to do this in a framework of team development (Tuckman 1965).
  • The skills: delegation, goal setting, planning for change, leading change, interview techniques, relationship building, team development and competency matrix.
  • Our leadership ‘legacy’(how we want to be remembered as a leader):
    • The science:effective learning requires regular reflection on newly acquired skills. This is best achieved within a framework of your own ‘leadership ambition’ – a statement that establishes your focus going forward and is based on the legacy that you would like to leave (Deloitte, 2016). The challenge with creating a ‘leadership ambition’ is unconscious incompetence – most people don’t know what they need to focus on because strengths and shortcomings have never been identified or they don’t have the skills or the tools to take actionable steps towards developing themselves.
    • The skills:self-awareness, personal accountability and storytelling.

The non-residential component comprises 6 x ½ day group coaching sessions to be held at Gatton each month.  The purpose of these sessions is to reflect on each delegate’s personal leadership ambition, check on progress, make changes as necessary, embed a common language across the School and to add additional training material that the off-site is unable to cover due to the 4 day duration.

 The Chrysalis program will deliver on these outcomes in 6 ways:

  1. Transformation: We need to change your their environment to encourage new thinking. This will take place over 3.5 days of ‘off-site’ training in the Queensland led by Paul Ainsworth.
  2. Implementation: Knowledge itself has little power – effectively implementing knowledge is the key. Lincoln will work to enable this throughout the training, as well as 3 months of group coaching.
  3. Time: Lincoln will get the transformation underway in a week. You will see an immediate uplift in the engagement and productivity levels of delegates.
  4. Accountability: Your leaders will live and breathe accountability (if they don’t already) and they’ll know how to hold everyone else in their team to account.
  5. Community: The proposed cohort of 19, leaders will support each other to grow for a long time after the program has completed.
  6. Financial: The investment in the program is outlined below. The Return on Investment is immeasurable in terms of increased engagement, retention, confidence, skill, knowledge, the capacity to get the most from other team members and students and provide a solid pipeline of dedicated future leaders for the School.

Course work

Course workbooks will be provided at the training (group session).  There is no requirement for delegates to bring anything other than some personal stationery.

Group Training

The training week commences on a Monday at 8.00am for coffee with an 8.30am sharp start time.   Morning tea, lunch and afternoon tea are provided. The group days finish at around 5.30pm with time to freshen up before a group dinner at 7pm.  The program provides a strong networking opportunity and a good opportunity to work on relationships.

The final group day finishes at 3.30pm on a Thursday and this marks the conclusion of the group training.


The Chrysalis program includes 6 x onsite non-residential coaching sessions. Each of these coaching sessions is set by the group (according to diaries), commencing 30 days after the completion of the group training, and is designed to consolidate and reflect on the training content to ensure that it is being satisfactorily applied.

These sessions will also enable Lincoln to work with the leaders to do a deeper dive into one of the following 6 topics.  Each of these has unique application to the circumstances of School leaders.  Lincoln’s role is to use these topics to address particular operational demands on the leadership:

  • Agility in the workplace – leading yourself and others through uncertainty and ambiguity. Ideally suited to the unique demands of the clinical academic staff, dealing with external facing clients and internal T&R (McKinsey, 2015)
  • Growth mindset– essentially a study on how people deal with perceived failure in their lives. A growth mindset is a wonderful skill to reflect on ‘what got us here’ rather than either dwelling on a poor result or not properly reflecting on what may have led to a successful outcome (so that it can be repeated) (Dweck, 2017)
  • Resilience – our ability to deal with inevitable change and not let this impede progress or focus on future growth and development (Duckworth et al., 2017)
  • Inclusive leadership– combining curiosity, collaboration, commitment, courage and cognisance of personal biases to achieve better outcomes (Harvard, 2018)
  • Trust and Vulnerability– creating a culture of openness and acceptance (Brown, 2017)
  • Decision-making– improving outcomes through a structured approach to decision making, a review of the unconscious bias that can have a positive and negative impact on effective decision making (Kelly 2016)

Also Included

4 nights accommodation and breakfast for all delegates at Woodlands Marburg;

Check in TBC

Check out TBC

As the program finishes mid afternoon on Day 4, there is no dinner provided, should your delegates elect to travel home on the Saturday following the program.

Program details

Date:                                         TBC

Start Time:                              08:00am coffee for an 8.30am sharp start time

Location:                                 Woodlands Marburg

Dress:                                       Casual

What to bring:                        All program materials and course notes will be provided.

Terms and Conditions

Program Costs

Assumes 20 delegates.

Group off-site training Standard Fee Volume Discount Fee Units Total Fee

(excl GST)

Design and development of 4 off-site days $3,500 $3,000 1.5 days $4,500
Facilitation $5,500 $5,000 4 days $20,000
Facilitator’s Travel $650
Venue hire, catering & stationery $19,660
Total program cost – for full 4-day program $44,810 

Note, the above prices include morning and afternoon tea, lunch and dinner, all training materials and venue hire. The above costs do not include delegates travel costs and dinner on Day 4 (as delegates will leave after afternoon tea).

Monthly on-site group coaching Standard Fee Volume Discount Fee Units Total Fee

(excl GST)

Design and development of 6 x half day workshops (every 6 weeks) $3,500 $3,000 2 days $6,000
Facilitation $3,500 $3,000 6 sessions $18,000
Facilitator Travel Costs (flights and car hire) $605 6 sessions $3,630
Total Program Cost – for all 6 half day workshops  $27,630

Total Cost of 12-month program

Total Cost of 12-month program (excl GST) $72,440
GST  $ 7,244
Total Cost of 12-month program (incl GST)  $ 79,684.00

Additional Cost

Accommodation (incl GST) at the Woodlands Marburg $12,983,00

Total Program Cost

Total Program Cost (incl GST) $92,667.00
Discount $-4,667.00
Total Program Cost $88,000.00

Payment  Terms

Direct Debit Terms

This Direct Debit Agreement sets out the terms on which you have authorised us, the Lincoln Institute Pty Ltd to arrange for payment of amounts that become payable on your account to be made by deductions from your bank account at, or by charging your credit card with, your financial institution (Direct Debit Request).

Your Direct Debit Authorisation allows us to arrange for payment of the amounts due to the Lincoln Institute Pty Ltd for the services we provide to you, at the due date of your bill(s) or another date as agreed between us. This authorisation also enables any changes in those amounts and payment times, to occur automatically – you will not need to complete a new form. Any new contracted services added to your Lincoln Institute Pty Ltd account will be subject to these Direct Debit Conditions.

Invoicing of your Lincoln Institute Pty Ltd services is done on a monthly basis, at the time of billing. Recurring services are charged in the month that the services are performed. The Total Due value on the invoice will be the amount processed in the Direct Debit transaction.

You can cancel, vary, defer or suspend the Direct Debit Authority, or stop or suspend an individual debit from taking place under it, by emailing or calling us, but this must be arranged within 14 days of the due date of the invoice. If you do not provide us with this notice, we cannot guarantee the direct debit process can be stopped.

If you cancel, vary, defer or suspend your direct debit arrangements, or stop or suspend an individual debit from taking place under it, you must arrange with Lincoln Institute Pty Ltd a suitable alternative payment method for all outstanding fees due, and ongoing contractual obligations.

If a due date for a debit falls on a weekend/ public holiday the debit will be processed on the next business day.
You must ensure you have sufficient clear funds available in the nominated bank account (if you are paying by direct debit from your bank account) or that you have sufficient credit available on your nominated credit card (if you are paying by credit card) on the due date to permit the payments under the Direct Debit Authority.

If a debit from your nominated bank account or to your nominated credit card is unsuccessful we will attempt to debit again twice. If still unsuccessful, we will contact you to arrange alternative payment or further deferral.
You must notify Lincoln Institute Pty Ltd if the nominated account is transferred or closed.

If you are paying by direct debit from a bank account, please ensure that your financial institution allows direct debits on your nominated account.

If any bank fees are incurred by Lincoln Institute Pty Ltd from a dishonoured direct debit, these fees may be passed on to you.

Upon cancellation of your contract with Lincoln Institute Pty Ltd, all direct debit requests will also be deemed cancelled.

Where you consider that a debit has been initiated incorrectly, you can contact our accounts via email with details of your dispute to [email protected].

Lincoln Institute Pty Ltd employs the policy of treating all records and account details relating to this Direct Debit Authority as Private. We will keep information about your bank account confidential, except to the extent necessary to administer your direct debit arrangements. If a claim is made on our financial institution in relation to an alleged incorrect or wrongful debit, we may be required to disclose this information to our financial institution.,

To finalise registration or view pricing, please click here

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