Building trust and governance in a neglected organisation Case study: Amsterdam institute of lifelong learning in education (CNA) A partnership of University of Amsterdam and University of Applied Sciences Amsterdam

Agenda Development phases What about trust? Exercise Current dilemmas Way ahead

The first phase: growth 1994: first development of “commercial” teacher training activities for vocational schools 1994: merger of various higher education institutions to University of Applied Sciences Amsterdam

The second phase: consolidation 2001: establishment of CNA VOF: partnership of the departments of education of the University and University of Applied Sciences Amsterdam. All commercial activities (third-party funded activities) in teacher training: competition by departments not allowed. Governance: a board with representatives of both departments and the central financial officer.

The second phase: profile Focus on sustainable development of professionals in education and educational institutions Through training programmes (including MEd degrees) and consultancy In the disciplines of didactics, coaching, and leadership In all sectors: primary, secondary, vocational, higher education In Amsterdam and all of the Netherlands

The third phase: neglect in management Growth in income, but even more staff was hired Support staff not managed, and not managing Ineffective assessments of teachers/advisers No time recording; no integrality in administration Ineffective financial/project administration

The third phase: neglect in governance 2007: Decision of the Executive Board to transform CNA into a private company under the Holding 2007: appointment of new director Meetings of Board discontinued Responsibility for CNA within Executive Board transferred three times (rectorUoA-> rectorUAS-> vicepresident –> rector UAS) And: 2013: professional development activities by departments of education subsidised by Ministry

The fourth phase: unsuccessful reparation efforts Consultants hired to draft business plans; interim financial management Director asked to step aside; team leader promoted to director ad interim, for less than a year New external interim director removes middle management from positions, has new business plan drafted, Employee Council strongly disagrees, deadlock threatens

Impact on business

A glance at the students in

And what about trust? Broken trust Teachers - management Support staff - teachers CNA - department of education UAS CNA- department of education UoA Management – Executive Board CNA – (some) clients

Determinants of trust in (financial) institutions Competence (knowledge of products and services) Stability (predictability, security) Integrity (honesty) Client orientation (having the client’s interest at heart) Transparence (clarity of information on products and services) Congruence of values (of client and institution) Reputation (Van Raaij, 2014)

Exercise With your neighbour.. Explore how these determinants apply to your university/ the department you belong to. Which are the two most important ones?

The fifth phase: rebuilding connections and cohesion within Personal interviews with all staff members Decision on organisational structure, agreed with employee council Recruitment of new management team Introduction of time recording, agreed with employee council Motto: stability; integrity

The fifth phase: rebuilding connections without Exploring strategic alliances, competitors Engaging with departments of education of UoA and UAS Engaging with Executive Board and administration/staff Motto: competence, transparency

Trust…

Current dilemmas Size Quality of administration Time necessary to rebuild all determinants Degree programmes (business, reputation) “Monopoly” on commercial activities Equal conditions – market regulation

The way ahead Executive Board choice: business model –Assessment of resilience of organisation –Alternative models Scenarios Criterium: trust