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‘Barriers’ How can we foster better working relationships between different staff groups? Janine Barraclough, P. Louise Johnson, Ida Kemp, Peter Rosenberg,

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Presentation on theme: "‘Barriers’ How can we foster better working relationships between different staff groups? Janine Barraclough, P. Louise Johnson, Ida Kemp, Peter Rosenberg,"— Presentation transcript:

1 ‘Barriers’ How can we foster better working relationships between different staff groups? Janine Barraclough, P. Louise Johnson, Ida Kemp, Peter Rosenberg, Chris Smith, Thomas Webb, Charles West Chloe Lane, Natalie Reed, Jill Smith

2 09/05/2015© The University of Sheffield Sheffield Leader Leadership Programme Had to find a ‘wicked’ problem’ Work around a possible solution ‘Barriers’ different HE groups Academic staff, Professional Staff, Students Leadership Foundation for HE

3 09/05/2015© The University of Sheffield Case Studies Student Perceptions Myths around staff and student roles Research Cycle Myths around contribution to the process Participatory Groups Myths around staff ‘types’

4 Myths – Students and Staff Staff are away all summer Administrative staff are simply bureaucrats Students only want to do the minimum to get the best mark Some others? © The University of Sheffield

5 Myths – Research Cycle If it weren’t for academic staff bringing in research the whole place would come tumbling down – let us get on with it! 09/05/2015© The University of Sheffield

6 Myth Social Groups Everyone else at the university doesn’t care or understand anything about me! 09/05/2015© The University of Sheffield

7 Myth - Students If I didn’t spend as much time with students who only want to get the best mark for the minimum effort, it would be a lot better! 09/05/2015© The University of Sheffield

8 Research Methods On-line questionnaires to students Interviews with staff Some analysis of staff groups OUTCOME – Practical suggestions 09/05/2015© The University of Sheffield

9 Issues identified – Research Life Cycle Career Development opportunities Inappropriate requests Appreciation of roles Appreciation of conflicting priorities Relationship negotiation Between line management/teams 09/05/2015© The University of Sheffield

10 Research Life Cycle Recognise WHO is involved at all levels Have face-to-face meetings with staff Clearly outline the aims and objectives to all participants and update them Large project meetings – with all those involved General Research meetings is also a good idea GROUNDWORK 09/05/2015© The University of Sheffield

11 Student Perceptions Students use experience of previous school experiences as a base line in expectations Contact hours were sometimes misunderstood There is an understand that academic staff are not just ‘teachers+’ 09/05/2015© The University of Sheffield

12 Student Perceptions They were concerned about administrative burdens placed on staff They understood that research was important They want help in understanding an negotiating new structures They need to be reminded 09/05/2015© The University of Sheffield

13 Rethinking Induction Need to outline both sides of the new relationship Students tended to forget all this when they encountered problems Longer term induction processes Reminders – in Level 2 and beyond Stocktaking and clear boundaries Psychology example 09/05/2015© The University of Sheffield

14 Social Groups Is there a way that people can meet each other outside work to remember we are ‘all in this together’? Group cohesion, shared goals, shared vision Support networks – Work/Home conflicts 09/05/2015© The University of Sheffield

15 What groups? Difficult to find – not on staff pages, word of mouth Professional roles re-inforced https://www.societies.ncl.ac.uk/ 09/05/2015© The University of Sheffield

16 Four groups Cycle Forum – web based, information, about 8-10 active participants, 50+ web participants LGBT Staff Network – supported by HR, very much led by one individual, 50+ on web registration, Seminars/etc. 09/05/2015© The University of Sheffield

17 Groups Book Club – organised by HR, mostly female, difficult to judge how successful Cricket Club – self running with the longest history. Did include PG students, mostly male. AGM, etc. 09/05/2015© The University of Sheffield

18 Social Groups Is there a way that we could encourage social groups which might dispel some of these myths? What if you actually liked some of the people you worked with? 09/05/2015© The University of Sheffield

19 Highlight groups and support Staff web pages Staff inductions Encourage and support these groups Real benefits for retaining and supporting staff – social cohesion Can’t be left to ‘get on with it’ 09/05/2015© The University of Sheffield

20 Over to you! General Thoughts 09/05/2015© The University of Sheffield Your most important thing to take back One thing you might change One thing you will change Questions?

21 Student Perceptions Spend time letting students know about the difference between school and HE Spend time reminding academic staff that students have a lot to learn and their focus may be different Include as much as possible in new student induction – and re-visit 09/05/2015© The University of Sheffield

22 Research Life Cycle Creating a graphic that will show the full cycle of research grants Including the valuable contribution from professional staff, academic staff and students https://www.sheffield.ac.uk/staff- collaboration/research-lifecycle/lifecycle 09/05/2015© The University of Sheffield

23 Participatory Groups Highlight existing of the groups Support groups, by promoting via staff pages, induction, etc Support groups through funding as they can add value 09/05/2015© The University of Sheffield

24 To Discover And Understand.


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