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Reaching the parts : encouraging support staff development in HE Jude Carroll 8 June 2004

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

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  1. Directorate of Human Resources Reaching the parts:encouraging support staff development in HEJude Carroll8 June 2004

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

  3. 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

  4. 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?

  5. 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 …..]

  6. 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……]

  7. 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

  8. 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,

  9. 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

  10. 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

  11. 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.]

  12. 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

  13. 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.

  14. Widening your thinking about methods • Mentoring • Placements • Shadowing • Project work • Having a go • Joining a group to do something • And?

  15. 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

  16. 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

  17. Cashing in • Grow your current job • Seek a new one in your university or college • Seek outside

  18. 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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