Loading in 2 Seconds...
Loading in 2 Seconds...
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
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
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
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?
HEFCE Human Resources funding
Requirements for appraisal schemes that work
Blurring of job boundaries, changing teaching contracts, hybrid roles
The Academy; Associate membership
[more from Sally……]
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
Tried and tested methods:
piggybacking on students’ provision
conferences and networking
[sometimes] recognised qualifications
New structures being added:
SEDA professional accreditation
IiP [Investors in People]
Learning sets, mentoring, on-line learning,
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
Pressure: more tasks
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
….your progress is your responsibility
“Wait to be discovered and you will wait forever”
[may be changing – IiP, appraisal, audit,etc.]
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
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.
Work based learning
Action learning sets
Courses (especially postgrad) that use and build on practice
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.