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Reaching the parts : encouraging support staff development in HE Jude Carroll 8 June 2004. “ Supporting the supporters ”: …so, what is ‘support’? …and who are ‘support staff’? …and who are you supporting?. and “development”: some aspects. Proactive and/or reactive

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Reaching the parts encouraging support staff development in he jude carroll 8 june 2004 l.jpg

Directorate of Human Resources

Reaching the parts:encouraging support staff development in HEJude Carroll8 June 2004


Supporting the supporters so what is support and who are support staff and who are you supporting l.jpg
Supporting the supporters”: …so, what is ‘support’? …and who are ‘support staff’? …and who are you supporting?


And development some aspects l.jpg
and “development”: some aspects

Proactive and/or reactive

Personal and/or professional

Skills and knowledge

Feeling different, acting different, being different

Recognition by self / others

‘Cashing in’ for benefit


Brief personal audit l.jpg
Brief personal audit

Where on the sliding scale do you fit?

Do as few or as many as make sense for your job.

Paired discussion: what did that brief exercise confirm in your own mind about your development?


Why develop l.jpg
Why develop?

  • Change [Even if you are on the right track, if you don’t move the train will flatten you.]

  • Shark thinking [If I stay still, I die….]

  • the Hair colour case [Because I’m worth it]

  • High hopes

  • Better intros [What do you do? I’m a …..]


What s encouraging staff development in he nationally l.jpg
What’s encouraging staff development in HE nationally?

HEFCE Human Resources funding

Institutional audit

Requirements for appraisal schemes that work

Job evaluation

Blurring of job boundaries, changing teaching contracts, hybrid roles

The Academy; Associate membership

[more from Sally……]


Local effects of national activities l.jpg
Local effects of national activities

HR funding: more money around for Staff Development

plans, strategic targets

checking up, need for explicit evidence, outcomes

LOTS more staff development units in HE

Audit asking questions, seeking evidence for statements paper trails

“appraisal that works”

Job evaluation interviews & up-to-date job descriptions

documenting and ranking

explicit duties, real responsibilities

Blurring job boundaries gaining new tasks or higher value tasks

Associate membership of the Academy


Other encouraging factors l.jpg
Other encouraging factors

Tried and tested methods:

in-house training

piggybacking on students’ provision

conferences and networking

[sometimes] recognised qualifications

New structures being added:

modern apprenticeships

SEDA professional accreditation

IiP [Investors in People]

LTSNs!!

New methods

Learning sets, mentoring, on-line learning,


What s special about he for development l.jpg
What’s special about HE for development?

No careers but lots of chances

Relatively loose structures and systems

Relatively short hierarchies

Relatively secure funding

Many ways of demonstrating competence, authority and leadership.

Widely varied job roles within one organisation


What s getting in the way time l.jpg
What’s getting in the way? Time

Pressure: more tasks

job intensification

no ‘slack time’ . 12 months revenue from facilities etc

long-hours culture in some jobs

“own time” tasks: ‘flexible learning’ in private time

IT access at home

Carving out private time at work


Getting in the way the entrepreneurial model l.jpg
Getting in the way? the entrepreneurial model

….your progress is your responsibility

“Wait to be discovered and you will wait forever”

[may be changing – IiP, appraisal, audit,etc.]


Getting in the way mindsets l.jpg
Getting in the way? Mindsets

Opportunistic job seeking in HE

Wanting quick returns for effort “What’s in it for me?”

Lack of insight into one’s own gaps, weaknesses

Anger from previous experiences – being ignored, discouraged, overlooked


Continuing professional development l.jpg
Continuing professional development

Individually: Think back five years……

What do you know now that you didn’t know then?

What can you do now that you couldn’t do then?

In 3’s: tell each other HOW you leaned these things. Now what but HOW.

Be ready to tell others about those methods in 5 minutes.


Widening your thinking about methods l.jpg
Widening your thinking about methods

  • Mentoring

  • Placements

  • Shadowing

  • Project work

  • Having a go

  • Joining a group to do something

  • And?


Getting your learning validated l.jpg
Getting your learning validated

NVQs

Work based learning

APEL

On-line courses

Portfolio-based assessments

Action learning sets

Courses (especially postgrad) that use and build on practice


Getting in the way getting started l.jpg
Getting in the way? Getting started

  • Having a goal. Writing it down…..

  • Having a plan. Writing it down, talking about it

  • Getting it into your diary…..doing it. Not allowing the urgent to crowd out the important

  • Bite sized chunks


Cashing in l.jpg
Cashing in

  • Grow your current job

  • Seek a new one in your university or college

  • Seek outside


Tailoring this thinking l.jpg
Tailoring this thinking

Move to the part of the room suggested.

Form small groups of 4 with others.

Spend five minutes talking through how this presentation fits with your own job.

Be prepared to continue the discussions over lunch and afterwards.


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