Issue no 87
NEWSLINK
Summer 2017
2017 Annual Conference and Exhibition Highlights from Manchester
Blue Monday to True Faith
AUA Mark of Excellence
Improving team performance at Oxford Brooks University
How the CPD Framework is benefitting staff at two UK universities
Data fluency
Living with uncertainty
The importance of data skills in universities
Achieving sucess in a volatile higher education environment
Contents
Editorial Dr Giles H Brown FAUA Editor, Newslink
1
Editor’s introduction
2
Chair’s column
Kathryn Fowler shares her memories of the 2017 Annual Conference and Exhibition
The theme of this year’s Conference was Transformation.
If that wasn’t enough, since Conference further perturbations
5
Writing clearly
Over two days and across two plenary lectures, seven keynote
have been introduced, not least by having another General
addresses, 64 working sessions, a debate, and numerous
Election – it is actually getting difficult to keep up! However,
networking opportunities, speakers and delegates engaged with
change is certainly not new and we have successfully dealt
this theme with enthusiasm, positivity and gusto!
with it before as HE and FE professionals.
Transformation may be defined as:
Our profession has transformed too. It is a measure of
Dr Giles Brown introduces Newslink 87
Steph Talliss-Foster and Richard Booth share some tips
6
PgCert In HE Administration, Management and Leadership 2017
8
Developing your coaching skills
10
Celebrating this year's graduates
Tessa Harrison looks at how coaching can transform individuals and organisations
The alchemy of a true transformation: heart and mind connection Dr Magdalena Bak-Maier explores human connection
12
Students as change agents
14
From Blue Monday to True Faith
Clare Foyle and Jean Mutton look at student engagement
Gavin Barber and Tracy Craven explain how they improved their team's performance
16
Pomodoroing your way to productivity
18
Data fluency: building effective data communication skills in your university
John Burgess offer some advice for getting things done
Martha Horler examines the importance of data skills in universities
Transformation in response to change
the success of the AUA and its predecessors that this a complete change in the appearance or character of something
transformation has been so effective, and we have come
or someone, especially so that that thing or person is improved 1
a long way as a profession over the past 55 years. Taking another definition of transformation as a starting point (OUP,
Such personal and professional changes are often driven
2017) 2, this can be reflected as:
and influenced by external factors, which affect us on a variety of timescales, both short- and longer-term (though it
an on-going process by which we have become a key element
certainly feels like the short-term is dominant at the moment).
in the organisational structure of higher education institutions,
Our Conference speakers addressed many of these issues
moving from being an underlying element to an influential facet
(including TEF, the Higher Education and Research Bill, Brexit,
of organisational structures
changes to the structure of the Research Councils, the new Office for Students [which replaces HEFCE], splitting research
In an interview in The Observer in 20163, Bruce Springsteen
and education through changes to the DfE and BEIS etc.).
observed that “…you can change someone’s life in three minutes with the right song”. I also believe, based on my personal experience and the engagement, dedication and vision of other professional services staff, that you can both
19
Living with uncertainty and making a success of it Jon Renyard on a volatile higher education environment
(a) change someone’s career with the right words and (b)
20
Efficiency Exchange
by the right three-minute engagement. The AUA’s Annual
Sonia Rothwell shares examples of good practice in higher education
change someone’s perception of professional services staff Conference and Exhibition again highlighted how we, and our Association, influence the sector and the development and
21
Transforming approaches to mental health
James Craig explores mental health issues and institutional responses
direction of individual careers, support the aspirations of our
22
2017 John Smith Group essay prize
hope this issue of Newslink encourages regular attendees and
Call for sessions
The challenge of Brexit
Autumn Conference 2017 and Annual Conference and Exhibition 2018
23
From generalist to specialist
24
Mark of Excellence
26 28
Sharon Barnes, Laura Delfitto and Imran Iqbal share their experience of change management at LSE
How the CPD Framework is benefitting staff at two universities
Careers of professional services staff: what we know and what we can do (part 1) Michelle Gander looks at what is important to professional staff at universities
AUA Office news
Welcomes and fond farewells
colleagues, and broaden possibilities for staff and students. I newcomers alike to go to next year’s Conference or another AUA event – do come along and explore how you can develop and share your skills, identify where you want your career to go (and how to get there), and realise your ambitions. References and further reading 1
Cambridge Dictionary (2017). dictionary.cambridge.org/
dictionary/ [accessed 20 April 2017]. 2
OUP Online Dictionary (2017). en.oxforddictionaries.com/
definition/transformation [accessed 20 April 2017]. 3
The Observer (2016). ‘Bruce Springsteen: ‘You can change
a life in three minutes with the right song’’. theguardian.com/ music/2016/oct/30/bruce-springsteen-interview-born-to-runchange-someones-life-right-song-donald-trump [accessed 20 April 2017].
Thank you to our proof-readers: Dr Katy Beavers MAUA, Quality Officer, City, University of London; Liz Buckton, Student Conduct and Appeals Manager, University of Sheffield; Lisa Burton MAUA, Assistant Registrar, University of Warwick
Newslink Spring 2017 - 1
AUA Networks - Team Award North Wales and North West Region. Daniel Taylor MAUA and Diane Lloyd FAUA with Adam Alexander from Electric Paper
Lifetime Achievement Award Ann Hartley, Associate Director, Aston University
At the gala dinner, in the wonderful venue of the former Refuge Assurance Building, now the Principal Hotel, we had the opportunity to celebrate successes. My congratulations to the award winners: AUA Networks Team award winners: The North Wales and North West Geographical Network, whose nomination particularly impressed the judging panel, due to the commitment of the Network Coordinator Diane Lloyd, Deputy Coordinator Daniel Taylor, and Advocates across the region, as well as the
Chair's column Kathryn Fowler FAUA
Chair of the AUA and Deputy Executive Director, Aberdeen Institute of Energy, University of Aberdeen
At this time, just after our Annual Conference and Exhibition, it is a pleasure to share my memories of a wonderful few days in Manchester.
AUA member of the year award winner: Michael Monaghan of Liverpool John Moores University, who through a creative approach has modified AUA CPD materials to build a programme which will support 100 staff members through their Fellowship applications. Lifetime achievement award winner: Ann Hartley, in recognition of her invaluable and continuing contribution to the management of the AUA's PgCert and of her long career in HE, during which she has so thoroughly
MEMBER OF THE YEAR
This award recognises the contribution of an individual member. The judges looked for a high level of commitment and dedication to the AUA. Nominees could include an Advocate or Network Coordinator who has gone the extra mile to help you, or maybe their work has raised the profile of the AUA. It could be a member who has utilised or adapted our CPD Framework, and any of its related resources, or the PgCert, to support the career development of themselves and others.
NETWORKS TEAM AWARD
fantastic and incredibly hardworking Office team – for making it a
Making connections and helping people work together is what the AUA does best. In this award we recognise the teams of network volunteers who work together to get you connected. Nominations could include the team behind your geographic or thematic network, or a team of advocates at
stand out event.
your institution.
The only thing we couldn’t control was the weather and, on the Sunday when I arrived it was all set fair. Alas that didn’t last, but a little rain could not dent the AUA spirit! Thank you to everyone speakers, delegates, exhibitors, Board members, venue staff, the
The tone was set at the outset by our opening plenary. Nicola Dandridge, CEO of UUK, took this year’s theme of Transformation (which built on the previous year’s Creativity, Collaboration and Complexity) and reflected where the sector was positioned, and the challenges and opportunities we face. From there we were treated to a sparkling array of speakers and ideas, the only pity being one couldn’t attend them all! The debate (‘This house believes that a degree is a sound financial investment’) was an excellent example of passionate but balanced discussion, with new technology to the fore via real-time online voting in the hall, which was tighter than one might have expected. As ever, Conference gave us the best of the AUA – friends (new and old), generous sharing, networking, information and ideas! 2 - Newslink Summer 2017
innovative events programme and the impressive increase in the number of Fellowships.
AUA Member of the Year Michael Monaghan FAUA, Leadership and Development Adviser, Liverpool John Moores University
embodied the AUA's values. The AUA Annual Awards are sponsored by Electric Paper.
LIFETIME ACHIEVEMENT
The lifetime achievement award is our chance to say a big thank you to a longstanding member whose sustained and significant contribution to the development and leadership of the AUA has helped advance professionalism and promoted excellence across the HE sector. For further information on the AUA Awards go to: aua.ac.uk/aua2017/annual-awards.
Newslink Summer 2017 - 3
Writing clearly Steph Talliss-Foster FAUA
Acting Director of Student Affairs, Birmingham City University
Richard Booth
Student Casework Manager, Birmingham City University
Writing clearly. As professional support staff we should be able to do it automatically. Right? Not so much.
Debate panel from left to right: Ant Bagshaw, Deputy Director, Wonkhe, Sana Iqbal, President, UCLAN Students Union, Ruth Farwell CBE DL, Honorary President of the AUA, Malcolm Press, Vice Chancellor, Manchester Metropolitan University, Rose Marley, CEO, SharpFutures During the Conference we also celebrated the achievement of the PgCert graduation, which is always a special moment and a
A few years ago I was set a challenge to write
session. I was worried that my fellow professionals would think
Birmingham City University’s student-facing
it was a bit basic and opt for other exciting-sounding sessions
procedures in Plain English. I remember
such as ‘Transforming the approach to change’ or ‘Plugging into
thinking ‘how hard can it be? I’ve loads of
social business models’. I had visions of Richard and I having to
experience writing policies and procedures,
make small talk as people hurried past our room. I was wrong.
this will be a doddle’. Sitting in my office
At one point there was standing room only. Not only that, people
writing this article for Newslink, I recall my
were interested, and writing down the things we were saying. We
foolish attitude with a wry smile. Like getting
had a few slides where we shared some regulatory-style writing
children to eat their greens, it’s a worthy
and asked colleagues to suggest amendments. The feedback
cause but it’s a challenge.
was amazing. So many of our professional support colleagues wanted to know how to write clearly, and how to get commitment
privilege to share. A year ago, when we were at Conference in Leeds, our world was
Established as an independent body in 1979, Plain English
from their colleagues. Our AUA Guide gives more detail on this,
Campaign (PEC [plainenglish.co.uk]) aims to reduce jargon
but our top tips are:
and gobbledegook in public information. PEC accredits clearly-
somewhat different - the Scottish referendum had ‘settled’ the
written documents with a Crystal Mark. This was the challenge
question of a United Kingdom, the EU referendum was looming
I was set; get the Crystal Mark for each procedure being written.
and we were asking ourselves what a university sector outside
I held endless consultation sessions getting information from
Europe would look like – but it was perhaps more theoretical than
colleagues about what they wanted, before using the guidance
in expectation. We were watching the strengthening of right-wing
documents on PEC’s website to put those thoughts into text.
politics in the West, and economic insecurity affected everything.
Working with advisers from PEC was an incredible experience.
TEF and the Green Paper were the topics of the moment... It was
If having to rethink phrases that I believed were commonly
a time, as almost always, of uncertainty and change… Today we
understood in HE (such as viva, and poor academic practice) was
face huge change with Brexit, TEF, Indy Ref2, and new political
a surprise to me, others found it shocking. I presented the clearer
leaders making their mark.
versions to colleagues who wanted to cling to the previous ‘legalese’ style as if to a life raft in high seas; as if the old way of writing was somehow ‘more authoritative’. However, it didn’t take long for colleagues to see that the PEC way was clearer, had the
As I said in my opening remarks at Conference:
Edit your work line-by-line, looking for; • Anywhere you can use a simpler word, • Any words you can delete without losing the message Read your work out loud. It’s usually easier to spot incorrect or missed words if you read aloud Use a flowchart where possible. Our AUA Guide uses a flowchart explaining how to make tea
right tone, and was quicker to read.
Get someone else to read your work
Fast-forward to summer last year, the AUA asked my colleague
Be open to suggestions for change
Richard and I to write a Good Practice Guide1, and we also Keynote speaker Dil Sidhu, Chief External Officer, Alliance Manchester Business School, University of Manchester
Write what you want to say without overthinking
submitted a working session proposal for the 2017 Annual Conference on writing clearly. On the way to Manchester, I asked
However, as we explained to colleagues who attended our session,
Richard if he knew how many people had signed up for our
writing clearly is not an overnight process. Learning the skills takes time, and once you have a few procedures awarded the Crystal
Organisations like the AUA offer support, a family of like-minded
We are going to learn rn to cut and paste kids.
colleagues and critical friends with shared values and experiences, ready to share and alleviate anxieties, forge new ways of working to ensure that we look beyond narrow boundaries to wider, shared goals.
Commas matter.
(Trying not to sound like the Sorting Hat) together we can face
Mark, you realise how many more documents need revision. Now older and wiser, I am committed to writing all policies, procedures, handbooks, and guidance documents in Plain English, and with experience I’m getting better at it. I also eat more broccoli.
grammarly.com
whatever the future brings, remembering that our sector has been able, and will be able, to meet challenges, adjust to new environments, and be stronger for the experience, and you all
4 - Newslink Summer 2017
References 1
Talliss-Foster, S and Booth, R (2016). Writing Clearly: Avoiding complex language in drafting policies and procedures.
have a part to play.
AUA Good Practice Guide No. 44 (AUA: Manchester).
Get in touch and let me know your thoughts.
The Guide is available free of charge to all AUA members via the members’ area of the AUA website (members.aua.ac.uk). Newslink Summer 2017 - 5
PgCert in HE Administration, Management and Leadership 2017 The PgCert is a specialised programme designed to meet the needs of the sector, aimed specifically at professional managers and administrators in UK higher education. As a Level 7 award, the programme combines professional development with academic rigour. Achieving the award shows genuine commitment to learning and professional development, recognising professionalism and dedication to the sector. Congratulations to all of our PgCert graduates of April 2017!
Vaida Andrijauskaite
Carole Bader-Bailey
Matthew Barrow
Amina Bhatti
Royal Welsh College of Music and Drama
University of Chester
University of Bath
Birmingham City University
Elena Blagova Hristozova Kim Burns
Adele Duffield
Helen Edwards
University of Nottingham Birmingham City University
University of Hull
University College of Estate Management
Jack Ennis
Helen Fox
Andrew Freud
Ben Furlong
Newcastle University
University of Northampton
University of London International Academy
University College Birmingham
Andrew Gordon
Alex Holmes
Leanne Hunt
Thomas Kidd
Oxford Brookes University
University of Oxford
Brunel University London University of Gloucestershire
Simon Maller
Norman McBreen
Felicity Morley
Anton Muszanskyj
University of Salford
Queen Mary, University of London
Aston University
Nottingham Trent University
Mike Palmer
Stephen Parkinson
Dale Parrott
David Prynn
University of Stirling
University of Salford
Arts University Bournemouth
University of Northampton
Caroline Rashid
Lisa Rieffel
Catherine Robinson
Katy Routh
University of Strathclyde
South Essex College of Further and Higher Education
The London School of Economics
University of Oxford
Caroline Shilcock
Lucy Skinner
Kirsty Steed
Claire Steele
Royal College of Art
Heriot-Watt University
Newcastle University
University of Reading
Heather Stenhouse
Michelle Terrell Edinburgh Napier University
Marianna Ventouratou-Morys
Janina Walker-Emig
University of Strathclyde
Jess Walmsley Lancaster University
University of York
University of Southampton
Katherine Wass
Dee Whitmore
Linda Wood
University of Bradford
UCA: Open College of the Sheffield Hallam Arts Campus University
6 - Newslink Summer 2017
Left to right: Katherine Wass AAUA, Mike Palmer MAUA, Elena Blagova Hristozova AAUA, Adele Duffield MAUA, Caroline Shilcock AAUA, Katy Routh AAUA, Jess Walmsley MAUA
Newslink Summer 2017 - 7
Developing your coaching skills Tessa Harrison FAUA
Director of Students and Education, King’s College London
In his book The Inner Game of Tennis, Timothy Gallwey introduces the equation: Pe = Po - i in which Pe (Performance) equals Po (Potential) minus i (Interference). This equation lies at the heart of coaching. Our potential to perform at the level required of us by our organisations can be negatively affected by the limiting voice(s) in our heads that frequently tell us we can’t or shouldn’t do something, and the assumptions we make about what other people will think. Business coaching is all about maximising individual and team performance through realising potential. Coaching provides a way of planning strategies for understanding and dealing with i, the interference. There are many definitions of coaching. Essentially coaching
been externally imposed. Coaching enables us to recognise and come
is the opportunity for “a collaborative solution-focused, results-
to terms with the fact that the interference mostly stems from the two
orientated and systematic process in which the coach facilitates an
things we fear the most – vulnerability and loss of control. Coaching
employee or client, either as an individual, as part of a team and/
provides a safe space in which to raise our self-awareness and
or organization to achieve improved business performance and
identify the choices available to us. Once we know we have choice we
operational effectiveness” 1. Coaching is not mentoring 2 or advice
feel more in control and able to decide and plan what to do next.
Once More With Impact 27 September 2017 University of Manchester
giving; the worst thing a coach can do is to assume that what you have to say is more insightful than what the person being coached
The coachee (a member of your team or a paying client) is at
can realise for themselves. Coaching is not therapy, despite the
the centre of the coaching relationship. A fundamental principal
fact that in very many cases difficulties people are having in
for coaching is that the individual being coached has the inner
their work life can often be connected to relationship patterns
resources they need to resolve their problems; they just might
and learned behaviours formed much earlier in their lives. These
not know it when you start working together. The core purpose
sometimes require exploring in order for the person being coached
of coaching then is to increase self-awareness, to make choices
to move forward to achieve the goals they have set for themselves.
explicit and to close the gap between what someone is capable of doing and what they are currently doing. One model of coaching
The need for Coaching is always triggered by change. This can come
that is particularly applicable, and which can be used in multiple
either from within the person themselves or from something that has
coaching and conversational scenarios, is the GROW model .
GOAL
What do you want?
The person’s own aspirations; the thing they want to change
1
REALITY
Where are you now?
Their current situation and beliefs, some of which will be limiting beliefs or assumptions getting in the way of finding a resolution
3
OPTIONS
What could you do?
The possibilities and resources available to them
WILL
What will you do?
The actions they want to take to achieve their personal and professional goals
Adapted from the Association of Coaching (associationforcoaching.com/pages/about/coaching-defined)[accessed 27 April 2017].
Defined by the Coaching Network (new.coachingnetwork.org.uk/information-portal/what-are-coaching-and-mentoring/#Useful definitions)[accessed 27 April 2017] as “off-line help by one person to another in making significant transitions in knowledge, work or thinking” 2
3
See performanceconsultants.com/grow-model [accessed 27 April 2017].
8 - Newslink Summer 2017
aua.ac.uk/events Getting the goal established is absolutely critical to successful
Coaching has the power to transform individuals and
coaching – this can be an overarching goal for a programme
organisations. Coaching can empower individuals to take
of coaching sessions or an individual goal for a single session.
personal responsibility for their choices and actions and team
Sometimes nearly a whole session can be spent getting to the
coaching can build teams in which trust, vulnerability and
clearest articulation of a goal but you will find once this has been
shared problem solving combine to achieve the sustained high
done the rest of the session will follow much more easily.
performance that our organisations require of us.
During a coaching session the coach needs to be mindful of
References
active listening and using open questions to generate insight in
Gallwey, T (2015). The Inner Game of Tennis: The ultimate guide
the person being coached. There is a huge amount of literature
to the mental side of peak performance. (Pan Macmillan: London).
about both of these skills and your use of them will improve
Rogers, J (2012). Coaching Skills: A Handbook. (McGraw Hill:
with practice. The important thing to remember is that genuine
Maidenhead).
listening is about suspending your own judgements about
Whitmore, J (2009). Coaching for Performance: The Principles
someone or their situation and being curious and demonstrably
and Practices of Coaching and Leadership. (Nicholas Brealey
interested in the person you are coaching.
Publishing: London).
Your staff will often feel they have to perform for you – that
Some useful websites dealing with coaching and mentoring are: new.coachingnetwork.org.uk/information-portal/whatare-coaching-and-mentoring/ [accessed 19 April 2017].
there’s a right or wrong answer to your questions. They don’t and there isn’t. This can be particularly evident in line management coaching and you might find yourself tending to fall into advice giving/mentoring. Silence can be really challenging in a coaching conversation but remember that insights develop when there is time to think. Resist the urge to fill the silences.
associationforcoaching.com [accessed 24 April 2017]. mindtools.com/CommSkll/ActiveListening.htm [accessed 24 April 2017]. jeroen-de-flander.com/grow-coaching-model-questions/ [accessed 24 April 2017].
Tessa is Director of Students and Education at King’s College London and a qualified Executive Coach from the Meyler Campbell Mastered Programme (meylercampbell.com/what-we-do/mastered). This article is based on a workshop Tessa led at the 2017 AUA Annual Conference and Exhibition in Manchester. If anyone is interested in learning more about developing their coaching skills or being coached please contact the AUA Office. Newslink Summer 2017 - 9
The alchemy of a true transformation: heart and mind connection Dr Magdalena Bak-Maier
The principle and power of unity gives us the critical resources to tackle even the most pressing challenges.
Founder and Managing Director, Make Time Count
The ability to make people listen, hear and change their behaviour is one of the biggest challenges facing individuals, leaders, institutions, policy makers and society today. In pursuit of meeting our needs as individuals and groups, we often lose connection with the most powerful principle of transformation; the need for engaging people in genuine human connection so we can be understood and helped. This is equally true when we are trying to deliver results, bring about change, or face any given uncertainty with power and resilience instead of paralysis. Our ability to genuinely connect with others and create synergy
In the workshop we explored these key skills with short, experiential
can release productive energy and save invaluable time, energy
activities where participants got to understand and experience
and goodwill both at an individual and collective level. The
what it feels like when we:
We also explored how to put these building blocks into a
please check out this completely free online mini programme
useful framework for coaching others by connecting heart and
maketimecount.com/feelalive where I teach how to:
mind through mindful inquiry, exploring curiosity and longing
1. Avoid burnout and power you through work crunches
and placing people in a resourceful position of choice. This
2. Transform how you connect with others in your life
framework is easy to teach and highly effective for guiding mini-
3. Create an empowering story about who you are and learn to
coaching conversations, running effective team meetings, 1:1
handle your inner critic
conversations and for facilitating culture change. For more information please visit maketimecount.com If you missed the workshop but want to learn more, or if you attended it and want to deepen these skills for yourself,
principle and power of unity gives us the critical resources to tackle even the most pressing challenges. Working as a coach
• Direct our focus and attention on purpose
and consultant in the HE sector, and being a researcher, teacher
• Are viewed and view others with appreciation and kindness
and practitioner, I see universities and staff within them as a key
• When we register what enthusiasm and aliveness look and
player and vehicle for transforming the world through education, research and ideas.
feel like so we know when we lose it, and • When we can effectively summarise someone’s story into a single sentence
My workshop at this year’s AUA Annual Conference and Exhibition, entitled 'The alchemy of a true transformation: heart and mind
Getting these building blocks right is critical in today’s multitasking,
connection', was an invitation to examine key tools and practices
transactional, disengaged and too busy world of work. The bottom
that in my experience create fruitful space for generating results,
line lesson from this work was this: put more of your focus on
building effective teams, and creating inclusive and engaging
helping others achieve what they want and need, and you will
cultures where staff thrive and want to enrich with their talents. We
achieve what you want in the process.
explored specific skills that are needed for this alchemy: While these ideas are by no means radical, their masterful • Being able to pay full attention
execution takes a great deal of practice, requires thought, and
• Being able to establish genuine connection
is a transformative process in itself. It requires that the learner
• Being able to attune to the energy of the moment, and
opens their mind to the possibility of potential paradoxes such
• Being able to distil and summarise key ideas from verbal
as ‘do less and achieve more’, ‘spend more time with someone
exchanges
and still get your work done’, ‘the future happens in the now’ and many others. These ideas are counterintuitive to the logical mind,
We began with a story based around a work conversation that
and must be experienced in order to be embraced. But once
could have easily created trust and massive goodwill between
discovered they create powerful and lasting transformations that
the manager and the staff member if it ran from a place of
are hard to forget because they feel good.
genuine connection, curiosity and suspended judgement, but instead turned out far less effective. The reason for this was that
The feedback from the session highlighted examples of what
what dominated the conversation was a highly judgemental,
participants said they learned and how they will apply it, including
critical mind that was informed by past experiences, memories
how the workshop:
and rules completely out of touch with the realities and beauty of fruitful human interactions. This story was used to illustrate the
• Helped them see staff members in a new way
power of heart and mind connection where we stop being and
• Showed the need to take time to understand other people’s
acting like a ‘brain on legs’ and begin to utilise the power of our
needs instead of working with their own biases
full humanity and use our nervous system to its full potential.
• Improved their coaching skills
You can learn more about this in my TEDx talk
• Helped them feel calm and more focused and work through
(youtube.com/watch?v=sBsuIAscshE) [accessed 26 April 2017].
10 - Newslink Summer 2017
issues step-by-step, and • Not always rush to the future but enjoy the power of now
Newslink Summer 2017 - 11
Students as change agents Clare Foyle MAUA
The concept of students as catalysts for change is already apparent in the world of teaching and learning. Pioneers
Jean Mutton FAUA
such as Mike Neary at the University of
Director, Go Process Design Ltd.
Lincoln 1 have demonstrated the benefits
Co-production
of working with students as co-producers
The race for the best possible student experience is becoming increasingly important for universities. Recent Government policy changes have further reinforced the marketisation of the sector and student satisfaction remains a key driver, particularly with the inclusion of National Student Survey measures in the Teaching Excellence Framework.
Depth of understanding
Deputy Director of Planning, Coventry University
of their learning experience. The ‘Students as Producers’ project 2 helped to establish a framework for staff to engage with students on curriculum design and development, and
Collaboration
is now fully embedded into the university.
At the 2017 AUA Conference in Manchester we led a session on this topic. At the start, delegates were
The increasing importance placed on
asked to capture on sticky notes all the different ways their institution engaged with students to help enable
student engagement is reflected by the
them to understand the student journey. We then asked them to sort their thoughts into three categories,
establishment of networks for staff,
which we then presented as a model of increasing student engagement: consultation, collaboration and
associated practitioners and students
co-production.
involved in this work. The RAISE network
Consultation Number of engaged students
(Researching, Advancing and Inspiring Student Engagement) has as one of its 3
Engagement with students
special interest groups ‘Students as Partners’.
Engagement model One way to help staff understand the student journey is to develop a set of imaginary
Consultation
Collaboration
Co-production
In the session, delegates discussed how
personae to complement co-production techniques; in our session delegates had a go
co-production methodologies differ from
at ‘fleshing out’ a description of a student. We talked about how personae can be used
standard project and programme designs.
to represent those harder-to-reach students, and to test out a project or process from
Most projects start with a plan, which is
the specific point of view of this individual.
executed step by step to reach a solution. We suggested that stepping back and
Staff working in professional services run myriad systems and processes across the
engaging with end-users to understand and
student lifecycle, from prospective students to alumni. However, there may be limited
define a vision prior to deciding what to
direct contact with students. Considering co-production techniques and the development
deliver (and working with them iteratively)
of personae helps staff to develop an empathetic understanding of students, the
shapes and defines a better outcome.
pressures they face and their expectations. The more that these techniques can be used to bring staff and students together, the better the services we deliver will be.
The depth of understanding of the student
Consultation is often carried out by means of surveys or focus groups. They reach high numbers of students, leading to large datasets and are relatively quick and cost effective. However, the specificity of the questions limits the depth of analysis that is possible and can be skewed by the point in time at which the consultation takes place. For example, what students say about the library opening hours at the start of a semester may be very different to what they say immediately prior to exams. Collaboration usually involves students in improving existing processes or projects; for example, they may be asked to join a project board or participate in a periodic review. This allows students to influence processes that impact directly upon them. However, it can be difficult to engage students in an already established project and the amount of influence they might have can be limited. Co-production is a way of engaging students as equals, where they define the terms of their engagement and the role they are playing, leading to a deeper understanding of the student experience. Co-production also develops a sense of belonging in students which can impact on retention and attainment. We shared examples of successful co-production projects, which involved innovative ways of engaging with students, such as video diaries, shadowing, storyboarding and prototyping. Often, the process or project had to be redefined from the student’s perspective and the service aim was fundamentally changed. One example we gave was when a senior manager had decided to throw a lot of resources at ‘busting the queues’ at enrolment. However, the students turning up at the empty desks to enroll were asking “Am I the only one on this course”? Making friends is an important way to feel settled at university in the early days,
experience increases from consultation, to
References
collaboration and co-production. However,
1
studentasproducer.lincoln.ac.uk [accessed 27 April 2017].
the number of students it is possible
2
heacademy.ac.uk/system/files/projects/lincoln_ntfs_2010_project_final_report_fv.pdf
to engage decreases, as shown in the
[accessed 27 April 2017].
Engagement model graphic.
3
raise-network.com/get-involved/special-interest-groups-sigs/ [accessed 27 April 2017].
Good Practice Guide #45
The student experience The student experience is something which we all recognise as vitally important though how many of us step back, reflect and ask the question – do we know what the student experience at our university looks like? At Lancaster University we asked ourselves that very question and in doing so it led us to map the student journey. It also enabled us to dig deeper into the student experience at key touch points on that journey. Along the way we learnt a lot about: • • • •
How prospective students make that all important decision about where to study The importance of involving students as co-producers, an essential step if you are going to design user-centred services Why it is important to tell students how you have used their feedback The importance of continuous improvement to drive the changes you want to see in the student experience
GPG#45 provides an overview of insights, ideas and innovations from the journey at Lancaster University which can be adapted across the sector and used to enhance the student experience at your university.
and one opportunity to meet and chat with other new students had been, unwittingly, taken away. 12 - Newslink Summer 2017
Newslink Summer 2017 - 13
From Blue Monday to True Faith Gavin Barber MAUA
Head of Student Central, Oxford Brookes University
Tracy Craven MAUA
Head of Student Central Advice Team, Oxford Brookes University
The theme of the 2017 AUA Conference was Transformation, so we wanted to tell a story about transforming the atmosphere and morale in a team, describe how we did it, and how it had a positive impact on the team’s performance and service delivery. The Conference was held in Manchester, so we also took the opportunity to reference the work of one of our favourite bands, New Order, in the name of the session, using two song titles which neatly summed up where the team had been, and where it had got to.
The big question, which we also sought to address during the AUA session, was ‘how do we know we’ve succeeded?’ The answer is a mixture of quantitative and qualitative measures. On the quantitative side, we can see that sickness absence has reduced, that team members are taking advantage of more learning and development opportunities, and as a result we’re seeing a healthy turnover of staff as team members progress into new roles in the University. On the qualitative side, we saw greatly improved working relationships, positive engagement with change, and new initiatives coming from the team themselves. Condensing a two-year story into a 75-minute workshop at the AUA Conference was a valuable exercise; it made us reflect on what we’d learnt, and what the team had achieved. It was also very rewarding to discuss the experiences with colleagues, and to
The opening context for the story was a small
hear about their own, often similar experiences.
team (eight people) in a high-profile, customerfacing role at Oxford Brookes University, who were displaying low morale both individually and collectively, and consequently weren’t delivering the standard of service that the University and its students had a right to expect of them. During the AUA session, we invited participants to think of words and phrases which described, respectively, highperforming and low-performing teams (most participants, though not all, said that they found it easier to come up with ideas for the latter). Words which the AUA group came up with to describe highperforming teams included: • Collaborative • Pro-active • Problem-solving
Our group came up with more great ideas which were
• Flexible
reassuringly similar to those we’d deployed in practice at Oxford
• Good attendance
Brookes. Ideas from the working session included: • Team-building
while for low-performing teams, the answers included:
• Consultation
• Inertia
• Open and honest communication
• Grumbling
• Review the structure and work of the team
• Inefficient
• Discuss the teams purpose
• Reactive • Resistant to change
What had happened at Oxford Brookes was that we’d discussed the ongoing issues with the team and asked them to help us
We also asked the attendees for their ideas about how they would
come up with solutions to address them. These included involving
approach the problem which we ourselves had faced, which was
our colleagues in Occupational Health in helping to diagnose the
that our team’s sickness absence had been noted by HR as being the
underlying issues which were affecting morale, attendance and
highest in the University – arguably another symptom of low morale
performance. The team themselves came up with the structure for
and low professional standards. What could be done about it?
an away day, which Occupational Health facilitated. Initially, the away day was very much a cathartic exercise in which the team were offered the opportunity to express their various frustrations. However, within the context of the same event, it was
Lean Thinking 12 October 2017 Nottingham Conference Centre
the team themselves who were invited to come up with ideas to address those issues. This resulted in an action plan which all members of the team felt some ownership of. The action plan was followed up by managers to ensure that points were addressed in practice, continue to be followed up two years later to make sure that we’re pro-actively supporting the team in delivering the best service that they can, and to enjoy their jobs as a result.
14 - Newslink Summer 2017
aua.ac.uk/event/lean-thinking Newslink Summer 2017 - 15
Pomodoroing your way to productivity! John Burgess FAUA
Resource Administrator, Lord Ashcroft International Business School, Anglia Ruskin University
“Being busy does not always mean real work. The object of all work is production or accomplishment and to either of these ends there must be forethought, system, planning, intelligence, and honest purpose, as well as perspiration. Seeming to do is not doing.” Thomas Edison Ever feel like you’ve been busy all day
I have been implementing this technique for approximately a
but glanced down at the to-do list before
year now and have found the following benefits:
heading home and not been able to tick anything off it, or at
• Increased focus when working
least not as much as you would like to have? Ever find yourself
• More awareness of how I work and time itself passing
procrastinating over stuff instead of just getting it done?
• Getting more things finished quicker
Once you’ve planned out what you need to get done it’s really just a case of setting aside a block of time, picking an activity from your to-do-today list and getting started on it, and then pomodoroing your way through it until it’s done, while diligently protecting the time from interruptions that come your way. I often listen to some music (that doesn’t have distracting lyrics) through headphones when I’m undertaking a pomodoro. Not only does this block out off-putting background conversations/noise - it’s a signal to colleagues to not interrupt unless urgent. They’ve ‘learnt’ this over time! There are a few rules to follow:
If this short article has piqued your interest then I’d recommend
• A pomodoro consists of 25 minutes plus a five-minute break
you read the following:
• After every four pomodoros comes a 15-30 minute break
• The Pomodoro Technique by Francesco Cirillo (the full
• The pomodoro is indivisible. There are no half or quarter pomodoros • If a pomodoro begins, it has to ring:
(five minute blog article)
++ If a pomodoro is interrupted definitively (i.e. an
• How To Be A Productivity Ninja by Graham Alcott
interruption isn’t handled) it’s considered void, never ++ If an activity is completed once a pomodoro has already
dependant worker:
pomodoro rings
• Visualise your day hour by hour in your head early in the
• Protect the pomodoro. Inform effectively, negotiate quickly to reschedule the interruption, call back the person who interrupted you as agreed.
• If it lasts less than one pomodoro, add it up; simple tasks
Complex activities should be divided into several activities can be combined
better at:
that involves, at its deceptively simplest level, breaking down
• Cutting down on interruptions
‘activities’ (think items on your to-do list), into half hour chunks of
• Estimating the time needed to get a particular task done
time. 25 minutes to work on the task in hand, followed by a five
• Reviewing your work as you’re actually doing it
minute break. Then repeat!
• Planning your weekly timetable
Stare out the window, do some exercises/stretches, make a cup
You will need:
anything but ‘brain’ work. Try to avoid checking your e-mail/social
used a kitchen timer shaped like a tomato) • A to-do-today sheet (to-do list for today) • A records sheet (to record how many pomodoros an activity has taken in total).
interruptions/thoughts you have whilst in the middle of a pomodoro • Switch off desktop alerts e.g. email, instant messaging etc.
• Results are achieved pomodoro after pomodoro
• Leave your phone out of sight/reach
What to do in the five minute break?
john.burgess@anglia.ac.uk linkedin.com/in/johnburgess1/ @squireburgess
of tea, have a chat with a colleague about last night’s television, media streams as this is still working the same part of the brain that you’re trying to give a rest to! Here’s what a typical work week might look like once you become experienced at using the technique, it’s not a case of doing pomodoros 24/7; you intersperse them with your other commitments.
Monday
Tuesday ‘Unplanned’
8:30 - 10:30
‘Unplanned’
10:30 - 12:30
Pomodoro x 3 Pomodoro x 4 Lunch
16 - Newslink Summer 2017
• Use the Sticky Notes function (Windows users, it is
• Hide your taskbar or at least the time on it
The Pomodoro Technique is a time/work management method
• An activity inventory sheet (a to-do list)
morning (it only takes a few minutes) available from your ‘start’ button) to note down reminders/
The method is effective because over time it allows you to get
inventor of the technique, Francesco Cirillo was Italian and
Finally, some top productivity tips for the modern PC
begun, continue reviewing the same activity until the
• Reduced worrying around getting things done (i.e. less stress)
• A pomodoro (a timer, pomodoro = Italian for ‘tomato’. The
• Make Your Brain Work by Amy Brann
begun, and it can’t be recorded
• If an activity lasts more than 5-7 pomodoros, break it down.
The Pomodoro Technique could be for you!
technique is fully explained over about 30 pages) • blog.trello.com/how-to-pomodoro-your-way-to-productivity
13:30 - 15:30
Pomodoro x 2
15:30 - 17:30
Webinar
Lunch Faculty Board Pomodoro x 3
Wednesday
Thursday
Interviews
Meetings
Interviews Lunch
Pomodoro x 4 Lunch
Meetings
Training
Pomodoro x 3
Training
Friday Pomodoro x 4 Pomodoro x 4 Lunch ‘Unplanned’ Planning & Review
Newslink Spring 2017 - 17 15 Newslink Summer
Data fluency
Building effective data communication skills in your university
Living with uncertainty and making a success of it Jon Renyard MAUA
University Secretary and Director for Student Experience, Arts University Bournemouth
As the theme of the 2017 AUA Annual Conference and Exhibition was Transformation, it seemed logical to offer a session on ‘making a success of living with uncertainty’. The higher education environment has rarely been so volatile, with the prospective Higher Education and Research Bill and the new Office for Students, changes to the Research Excellence Framework, the Teaching Excellence Framework, the Industrial Strategy (and its implications for increased regional focus, potentially linked to degree apprenticeships) and the proposals for accelerated (two-year) degrees all on the horizon.
Martha Horler MAUA
Senior Data Management Officer, Manchester Metropolitan University
Data is becoming ever more present and larger in our institutions, but how well equipped are we to understand it and communicate with it? Data literacy - the ability to understand
using data, and supporting staff in the development of their skills.
tables and charts, and to be able to
A common vocabulary is also helpful to ensure that any reports
pick out key points from the data, is
or data products use the same definitions – just what exactly
a growing concern for organisations.
does your university mean by the term course or programme? It
However, in a world with ever more
is also worth considering how you can celebrate effective data
data being collected, these skills are no
usage and promote it.
longer sufficient. We need to be data fluent – to have the ability to change data formats, manipulate the data using available
The ultimate aim for a data fluent organisation would be the
tools, and to create the tables and charts required to back up our
setup of an ecosystem that promotes the development of
decision-making processes.
data products by any interested members of staff. This would require an investment in a suite of tools to allow staff to develop
This is not an easy feat. For example, how representative of your
products, as well as the required training on how to use them.
university are these common issues:
There also needs to be senior level promotion of these products,
Of course, alongside all of that, hovering like the Sword of
resolve the particular dilemmas which face them in their specific
Damocles, is Brexit, with its implications for funding streams,
circumstances. There are some challenging decisions to be
staff and students, and the wider reputation of the UK abroad.
made by institutional management teams, but there may also
At the time of the Conference, there had been no announcement
be some big decisions facing AUA members delivering frontline
about the forthcoming General Election (the Unknown Unknown)
services. Some of these may be situations where our knowledge
with its own uncertain implications for some of the above!
is incomplete, or even contradictory, and often changing. Thinking of how we can approach these, some of the points
It seems likely that higher education providers will, in future,
discussed by delegates included the following:
look a little (or maybe a lot) less similar, as they each seek to
possibly including making them available through an inventory
Meeting the right needs: do we stop to think about what we’re
Doing things right: sometimes we’re not sure what the priorities
• People unwilling to engage - ‘I don’t do data’
system, and an organisation-wide discussion on how they can be
really trying to achieve? It’s easy to worry about whether our
are, but as an absolute first rule, we can make sure that
• Disparate data sources making it hard to bring together and
used and improved.
process is efficient, rather than thinking about whether this is even the right thing to be doing. Whose
manage – ‘I don’t have access to all the data’ • Data not being captured – ‘We don’t have that data’ In a world of increasing volumes of data, universities will need
what we do is done right. We should be efficient, friendly, organised and professional at all times. We should
The journey to data fluency is not easy or quick, but in a world of
needs should we be meeting, and what are
ever-growing data reliance it will become an essential aspect of
those needs? (That may not correspond to
meet deadlines, work with accuracy, support colleagues and deliver the service we’ve been
any organisations skill set if they are to succeed.
what they want!) So, let’s do the right things.
asked to.
to work to catch up with other industries in how they equip their staff with data skills. This needs to happen on a number of fronts: individual data consumer understanding; data author skills; a data fluent culture and, lastly; an environment that encourages the development of data products. So how can we get to this point? It will not be easy, it will take a commitment to data skills development from senior management, as well as a shift in culture towards data-led decision making. The following skills development for individuals will help: • Basic training to help staff understand data terminology • Encouragement of critical analysis of any data products or
Understanding the institutional strategy: it’s
Assess the risks: not a health and safety
easy to get so focused on what we’re doing
issue, but the risks associated with what we’re
at a local level that we forget about the bigger picture, for example the institutional strategy or objectives. We may not always agree with that
trying to achieve. Once we’ve decided what our priorities are, what might go wrong, or delay us? There are lots of simple tools which we can use to
strategy, but that might be because we haven’t understood it
consider these risks, which are the most serious, and how we
properly, or haven’t appreciated the reasons for it. It’s possible
can mitigate them. This can be as simple as a Red-Amber-
that we can influence aspects of the strategy, too; but working
Green approach, but even that lets us highlight where the main
against it is never likely to be productive.
challenges are.
We might also want to think about:
isn’t a panacea, of course – it can be complex and/or resource-
reports presented; we need to know where it has come from
What is the competition doing? We shouldn’t just be copying
intensive, and sometimes the manual systems are still the best.
and what can be done with the information
them, of course; just because something is new or ‘innovative’
However, we might make significant efficiency savings which
doesn’t mean it’s right or sensible. Even so, if all your competitors
could bring real dividends.
• Training courses on relevant software, Excel/Access, and whatever platforms you operate (Tableau/QlikView, SAS, SPSS
are doing things differently, it’s useful to be aware of that and to
for example), and presentation software such as PowerPoint
make a conscious decision about whether you want to follow
Does social media play a role? We know that most students are
and Prezi
their example or not.
using social media and can share their experiences, good and bad, in no time at all. Does that mean that we should be on Twitter?
However, raising the data skills of individuals is only the start. The
Can we use automation? There are nearly always opportunities to
At departmental level, probably not (although hopefully someone
culture of an organisation, and how it reacts to data-led decision-
automate processes, especially administrative ones, which can in
at the institution is monitoring what’s being said). Do we have an
making, has a significant impact. Senior managers need to lead
turn free up staff time for other activities, and which may actually
agreed social media policy, and a shared way of engaging (or not)
by example, by setting expectations on how decisions are made
have more visible benefit to the student experience. Automation
with social media? If not, perhaps we should have…
18 - Newslink Summer 2017
Newslink Summer 2017 - 19
Efficiency Exchange Sonia Rothwell
Interim Content Editor, Efficiency Exchange
Efficiency Exchange (efficiencyexchange.ac.uk) is a digital hub for people in higher education, full of interviews and case studies which, means users can discover and share ways of making the sector even better. In this issue I have chosen some recent articles relevant to professional services staff working in HE. You can keep up to date with our latest blog posts via Twitter @EfficiencyEx Five research equipment booking systems reviewed One of Efficiency Exchange’s partners is Jisc so we often feature stories of their work to help make the sector more efficient. Last year Jisc began looking for the best way to show usage and sharing of research equipment across the UK. The search uncovered a number of web apps and systems that already collect data on usage, and drive efficiencies in this area. They're primarily used by researchers, principal investigators and lab technicians across a number of institutions. Daniela Duca, Senior Codesign Manager, Jisc, looked at five of them in more detail. efficiencyexchange.ac.uk/11219/managing-researchequipment-review-booking-systems
Speeding-up the PhD admission process at Brunel Brunel University London has recently taken action to change how prospective PhD students apply, in order to improve postgraduate admissions processes. The improvement team felt the application process was opaque and caused delays so they worked on a way to speed it up. The team predicts its new process should cut application times by over 50%. efficiencyexchange.ac.uk/11263/speeding-phd-admissionprocess-brunel
How to convince the process mapping sceptics Encouraging people to try different ways of working is a big problem for many HE institutions, so if people find ways to make this easy, we get them to write about it! While taking advantage of a powerful process mapping tool, the continuous improvement team at the University of Winchester also learned some valuable lessons about bringing reluctant staff on board. Jane Avery, Continuous Improvement Officer, University of Winchester, explains what they did (it involves making tea). efficiencyexchange.ac.uk/10644/convince-processmapping-sceptics
We call it data – students call it life Big data will back up the new breed of personal tutors in universities. But Brian Hipkin, EE Consultant and former Vice Chair AMOSSHE, told us about his worries that relying on statistics without a meaningful human context will create a support system that will ultimately fail students. This post was extremely popular, perhaps because data and its interface with the human part of higher education is increasingly coming to the sector’s attention. efficiencyexchange.ac.uk/10950/call-data-students-call-life
Professor Graham Baldwin: higher education ‘won’t get away with business-as-usual’ From embracing the degree apprenticeships programme to widening participation, Southampton Solent is grasping the challenges of a fast-changing sector. As part of the Efficiency Exchange’s twice-monthly interviews with leading figures from higher education, Vice Chancellor Professor Graham Baldwin says he thinks the pace of change will only increase. efficiencyexchange.ac.uk/interviews/graham-baldwinsector-wont-get-away-business-usual
Slack: the hard-working social media tool At this year’s Jisc Digifest, we chatted to lots of people who are putting the efficiency agenda into action in new ways. Staff from the University of Hull library told us how academia and social media are slowly making friends. For them, social media is a way not to waste time but to collaborate more effectively using the most ironically-named tool. Mike Ewen from the University of Hull shared the story of how a small group of social media enthusiasts in East Yorkshire has spawned a UK-wide collaboration network. efficiencyexchange.ac.uk/11101/getting-social-hulluniversity-library
20 - Newslink Summer 2017
Transforming Approaches to Mental Health James Craig FAUA Independent author
One in four of us will experience some form of mental health problem each year. I had depression a few years ago, which affected my performance profoundly. If you are struggling, visit your GP, and try and speak to someone you can trust albeit that might be very difficult to do initially. A mental health condition is classified as a ‘disability’ if it has a long-term effect on normal day-to-day activity (Equality Act, 2010). Your employer cannot discriminate against you, and must make ‘reasonable adjustments’. These adjustments might include a phased return to work (such as flexible or part-time hours), and time off for medical treatment or counselling. Mental health remains taboo for many, but times are changing. At last, people are starting to realise the devastating consequences that poor mental health can have. Whilst these ‘people’ (be they line managers, senior managers, Deans or Vice Chancellors) might notice that some of their colleagues struggle to perform, the penny might not have dropped that in some cases, though not all, poor mental health can be a contributory factor. At the same time, as was shared in the working session at Conference, colleagues may have mental health issues without displaying symptoms, and still be performing to a high standard. Creating an atmosphere where colleagues (whether their performance is affected or not) feel confident about sharing their concerns with management is part of the process of breaking down the taboo. If people are happy and resilient, a positive atmosphere will reap positive results, including the delivery of the strategic goals of the institution; so why not, at the same time, make mental health awareness for all staff an integral part of the strategy? There is much that HEIs are doing to help students’ mental health, so crossover can certainly work. Across all sectors, the cost to an organisation in terms of reduced productivity as a result of employees with poor mental health working sub-optimally is estimated by the Centre for Mental Health1 to be three times the cost of mental health-related sickness absence. It is therefore in an organisation’s interests to create conditions for employees to be in the right mental state at the outset. Mind 2,3 recommends explicit recognition of mental health issues at Board level. In an HEI, this might mean the Vice Chancellor’s management team or equivalent. If an HEI is to take mental illness seriously, it needs to adopt a top-level strategy. This involves, Mind suggests, a three-pronged approach. The first prong involves promoting wellbeing - conveying a message to everyone that wellbeing really does matter, while raising awareness. This is generated by delivering mental health training for all managers, and engendering a culture of openness where dialogue between manager and colleagues is natural, regular, easy-going and positive throughout the Institution. This can happen at a local level in any organisation where there are pockets of good management; but delivery in some HEIs is
patchy, with wide variability. The top management team should have direct influence and, over time, inculcate a uniform culture in which best practice is universal; not patchy. All Institutions have support structures. Increasingly, resilience courses are offered, including for instance mindfulness, which has become fashionable. As with the strategy, though, support structures need bite - an authenticity, and confidence of staff at every level, which runs through the organisation like the name of a resort emblazoned through a stick of rock. The second prong concerns tackling the causes of mental health problems. This involves taking stock - understanding the factors that affect mental health, identifying what is being done to support it, and assessing the impact of the current approach. A policy review is then vital, with continual reflexivity. ‘Temperature checks’ can occur; again, in an atmosphere of openness where staff are willing to talk and listen. The third prong involves supporting staff practically. This was the prime area of focus at the Conference session. If the first two prongs are in place, mental health issues will be reduced, but where disclosure does become necessary, employees should not feel at all nervous or frightened. Deloitte have ‘mental health champions’ - partner-level staff with whom employees may have open, frank and confidential conversations. There, top managers have a good understanding of mental health issues, and individuals receive help and advice without repercussions. Staff will always feel more comfortable about speaking to their line managers if there is a culture of openness as described above. A formal mentoring system can also help. With ‘reasonable adjustments’ should come a bespoke action plan or employee assistance programme, involving all parties in close communication: line manager, Union, medical officers, HR managers, and so on. In 2011, Mind and CIPD3 produced a guide on disclosure tools which is worth reading throughout. References and further reading 1
centreformentalhealth.org.uk [accessed 27 April 2017].
2
mind.org.uk/workplace/mental-health-at-work [accessed 27
April 2017]. 3
mind.org.uk/media/44253/Managing_and_supporting_MH_at_
work.pdf [accessed 27 April 2017]. Equality Act (2010). legislation.gov.uk/ukpga/2010/15/contents [accessed 27 April 2017]. conciliohealth.com [accessed 27 April 2017]. Newslink Summer 2017 - 21
Themed issue and 2017 John Smith Group essay prize The challenge of Brexit The Editorial Board of Perspectives invites submissions to a themed issue, 'The challenge of Brexit’, to be published in 2018. 2017 will be a year of reassessment following the 2016 referendum. Essays may choose to reflect on how the sector might respond. Institutional case studies are also welcomed. Interpretation is part of the challenge, and the main aim is to contribute to and inform policy debate. Supported by the John Smith Group, we have a £1,500 prize fund at the disposal of the Editorial Board. This may be awarded to the winning entry or split to recognise merit. Authors may opt out of the prize competition.
From generalist to specialist Sharon Barnes AAUA
Academic Planning Manager, London School of Economics and Political Science
Head of Marketing and External Relations, London School of Economics and Political Science
Imran Iqbal MAUA
Head of Research Operations, London School of Economics and Political Science
In this article, staff from the LSE share their experiences of change management, based on their session at this year’s AUA Conference and Exhibition, and also reflect on their experiences of presenting a session at Conference.
Essay Criteria :
No longer than 5,000 words
Laura Delfitto
. The original work of the author(s) . Exclusively submitted to Perspectives . Focused on UK HE
A short expression of interest should be submitted to the Principal Editor, david.law@edgehill.ac.uk, at any time. The closing date for full essay submissions is 31 October 2017.
Are you interested in writing for Perspectives but are unsure where to start or if you have something relevant to say?
LSE’s Department of Management is
would no longer have their ‘go-to person’, so we went to great
celebrating its 10th anniversary this year and a
lengths to ensure that those fears were allayed. We produced
great deal has changed in that time. It is now
quick reference guides, held information sessions and had a
the largest department at LSE with the most
short period of cross-over from one structure to the next.
professional services staff. However, the staff
Our Editorial Advisory Board are here to offer help and advice. Simply email perspectives@aua.ac.uk with a few lines detailing what you are interested in writing about and we’ll be in touch to mentor you
structure underwent a large change three
It was very important to us that we took charge of the process. We
years ago.
didn’t want the restructure to be something that was done to us, but rather we wanted to lead the change ourselves as professionals.
through the process of writing for and submitting to our journal. Where we were The Department was formed by merging
Where we are now
several previously autonomous groups. These
Looking back after nearly two full academic years, we are satisfied
groups brought their own Group Managers,
that we made the right change for us and our department; perhaps
other professional services and academic staff,
we should have done it sooner. Unfortunately, the second stage
AUA Annual Conference and Exhibition
students and programmes. As the Department
of the restructure, covering the teams which report to the senior
grew, it became increasingly important
management team, wasn’t completed until a year later due to
to standardise processes. It also became
circumstances beyond our control.
Call for Sessions
obvious that the structure, especially at senior
We are now inviting working session proposals for consideration for the Autumn Conference 2017 and/or the Annual Conference and Exhibition 2018. The challenges we face as a sector and as individual HE professionals operating in our own teams, departments and institutions have never been greater. To reflect the scale of complexity of the extraordinary times we find
management level, was suboptimal. The Group Managers’ roles
Not everything is perfect though. The variety which attracted
were being eroded by gradual moves into specialisms, including
some of the previous Group Managers to the role no longer
the introduction of a Marketing Manager and a Financial Officer.
exists. With the exception of one post, we haven’t had to recruit
Tasks which had previously been the remit of one person now
replacements and it remains to be seen if potential applicants
required the input of several people. The situation became
would be deterred by the specialist roles. However, we now have
demoralising and we decided that something needed to change.
clearly defined roles with the autonomy to act however we see fit. There are still some areas of overlap but this process has created
What we did
a remarkably strong senior management team which can deal
We worked on a structure that would provide both an efficient
with these challenges.
service and job coherence. Over a period of several months we matched senior managers to new specialist roles. As this was a
Reflections on the Conference session
restructure, we were clear that there would be no redundancies.
Two of us are inexperienced presenters and were quite nervous, despite several practice sessions. We were concerned that
ourselves in the theme for both the Autumn 2017 and the Annual
We worked very hard on developing a communications strategy
nobody would show up but also that somebody would! However,
that took into account change management best practices as
we were confident of our topic and needn’t have worried.
Conference and Exhibition 2018 is:
we wanted to address all the common reasons for resistance to
Beyond Brexit: embracing uncertainty, defining our purpose, sustaining successful professionals.
22 - Newslink Summer 2017t
aua.ac.uk/ call-session-proposals
change at the outset. We also devised and implemented a clear
The exercises went well and participants were very engaged. We
and inclusive consultation process for both professional services
had some interesting discussions during breakouts and from
and academic staff.
feedback. We hope that others can learn from our experiences and find the best structure for their teams. Feedback from
We did encounter some resistance from our academic
immediately after the session suggested the session had been of
colleagues. There was a fear amongst some of them that they
practical use which was always our intention. Newslink Summer 2017 - 23
Mark of Excellence
A year after the launch of the AUA Mark of Excellence we asked award-winning Durham University and Professional Services at the University of Bath what impact going through the award process had made.
The impact that using the AUA CPD Framework has had on Durham University Sophie Sowerby MAUA
Training and Development Manager, CAROD, Durham University
Anthony Bash
Honorary Professor Department of Theology and Religion, Senior Tutor, Hatfield College, Durham University
Emma Chapman MAUA
Department Manager, Anthropology Department, Durham University
Rebecca Morris
Deputy Director, Procurement, Durham University
Frances Paylor MAUA
Senior Programme Manager (Research), Durham University Business School
Durham University gained the AUA Mark of Excellence in December 2016. This was in recognition of how all professional support staff across the institution have engaged with, applied, and developed the AUA CPD Framework into what we call the Realising Your Potential Approach (RYPA). This approach has become embedded into day to day working practices in a relatively short period of time, as a result of how practical and accessible it is. Colleagues have found the approach extremely beneficial during the annual development review process, as it helps to shape constructive praise of team members and builds their self-confidence. As it acts as a reference point, it also supports discussions around areas of development and helps to get staff on board more easily. Our job descriptions for Professional Support Staff are written using the AUA Professional Behaviours Framework and are incorporated into interviews. This has meant that the applicants we see applying for roles are of a high calibre and the appointments we have made have been a really
The AUA Mark of Excellence at the University of Bath Iain Forster-Smith FAUA
Director of Administration, University of Bath
Firstly it is important to recognise how proud we are at Bath for the work achieved and engagement from our teams in adopting the CPD Framework. We believe the Mark of Excellence award recognises our commitment to the AUA Values and Framework. The evaluation process for the Mark
we are now in the exciting stage of implementing some further
award has provided us with the
enhancements in how we work with the CPD Framework
opportunity to reflect and share.
– from being an applicant through being a member of the
Engaging in reflective practice is a vital
team. Adopting a behaviours approach as part of our working
way of ensuring you are developing for the future by learning
life has enabled a permissive culture for creativity and
what has been achieved and identify areas for improvement.
development which otherwise could have been lost.
The process has provided us with this ideal opportunity and
good fit for departments. The approach has also been built into external frameworks so suppliers better understand the expected behaviours of the University; this has been well received and creates a smooth flow of the process from internal to external and back again. The approach has provided a balance between ensuring someone has the essential skills to carry out the tasks (whilst also demonstrating the behaviours required) which aren’t necessarily as tangible. We now think much more in terms of ‘being’ and ‘qualities’, rather than only in terms of ‘aims’, ‘goals’, and ‘action points’. Of course, we still have the latter, but we now recognise much more clearly that how and why we do what we do matters as much as what we do.
The AUA has had the pleasure of working closely with staff in different organisations and seeing the many creative and innovative ways in which they’ve used the Framework to add real value to the role of professional services staff, and far more widely. We can see that this is just the beginning of many deep conversations as we learn and share together in our community of practice. If you are interested in the Mark of Excellence for your organisation please contact Amanda Shilton Godwin at markofexcellence@aua.ac.uk or call 0161 275 2063 to arrange a conversation.
24 - Newslink Summer 2017
Newslink Summer 2017 - 25
Careers of professional services staff: what we know and what we can do (part one) Michelle Gander MAUA
Expectations versus benefits
This type of expectation is termed the psychological contract
Related to the needs highlighted above, Figure 1 shows that
(Rousseau, 1989) and is an unwritten set of expectations that
for the participants in this study their expectations relating to
employees hold and that they expect their institution to deliver
traditional and contemporary career benefits are not perceived
on. Human Resources Management (HRM) should consider
as being met by their organisations.
that these psychological contracts can be created even before starting employment at an HEI, and especially when new members start to acquire the norms, values and behaviours
4.5
of the organisation from current members. To ensure less
4 3.5
PhD Student, Murdoch University
likelihood of a disparity between expectations and benefits this
3
process should be managed as effectively as possible.
2.5
However, when looking at the two career profiles that were
1.5 1
present in my sample, it is useful to know that there are two
0.5
distinct types that require different management tactics. For
Expected
sa tio
n
m en t U
til i
op ki ll
ca re er
de ve l
A
a good return on investment, although that is not saying that
ki
ll
S
Received
Figure 1. Differences between career expectations from the organisation and perceived benefits received. This disparity between expectations and received benefits is statistically significant. However, perhaps counter-intuitively, these individuals are generally satisfied with their organisation,
The results presented here come
although at the same time they did hold short-term negative
I investigated two contemporary career theories: the versatile (or protean [Hall, 1976])
from a study of 220 professional staff
emotions (Figure 2).
career and the boundaryless (Arthur, 1994) career, as well as the theory related to
from the UK and Australia recruited
more traditional, organisational careers. The table gives a brief overview of the factors
via the AUA (and ATEM in Australia),
important in each of these career orientations.
More information can be found in
Meaningful work
Skill development
Job security
2.5
Perspectives (Gander, 2017).
Job satisfaction
Skill utilisation
Promotion opportunities
1.5
the more theoretical aspects of the
Learning opportunities
Mobility
research while part two, in Newslink
Freedom
Work-life balance
Growth
Interesting work
Issue 88, will go on to give five recommendations of what strategies
Loyalty A career
we can employ to enhance our
Table 1. Important factors in different career orientations.
careers. These high-level strategies
I found that we value contemporary career factors as well as factors from more
comfortably align with several of
traditional careers. The combination of both traditional and contemporary career
Professional Behaviours in the AUA’s
orientations has been labelled hybrid-type careers (Clarke, 2013); we see the worth
CPD Framework
in both aspects – we value our organisational career but not at the expense of
(aua.ac.uk/cpd-framework).
psychologically motivating work. Career profiles Further analysis showed that the participants could be allocated to two career profiles: Solid Citizens and Career Architects (Briscoe and Hall, 2006). Individuals within both these profiles show a self-directed attitude to managing their careers i.e. they understood that it was their responsibility to manage their own career, were valuesdriven in managing their career i.e. they would do what they thought best, not what the organisation thought, and are ‘psychologically mobile’ meaning that they were openminded to new opportunities. However, Career Architects are also mobile in terms of organisation and/or location; they will leave their institution if their needs are not met. Solid Citizens on the other hand do not have the flexibility to do this, perhaps because of caring responsibilities, for example.
26 - Newslink Summer 2017
as they are highly motivated and able. However, as they cannot easily leave their institution, they can become increasingly dissatisfied which has been shown both to reduce an individual’s productivity, but also to have a group-wide effect of reducing morale (Johnsrud, Heck and Rosser, 2000). Therefore,
manage our careers.
3.5
Flexibility
profile has been identified as a very positive one for institutions
detail in part two, where I look at what we can do to effectively
4
Traditional
Developmental progression
workforce! Solid Citizens may need different attention. This
for keeping them engaged, which is elaborated on in more
Boundaryless
In part one I will deal with some of
effort should be made to ensure a motivated and satisfied
effort should be made to ensure these staff have opportunities
4.5
Versatile
between the samples were found.
as they have the mobility to do so. Therefore, investing considerable resources in this career profile may not provide
Career requirements
although no significant differences
example, Career Architects will leave if they are dissatisfied
S
Jo
b se cu ri In ty te re st in g w or k R es po ns ib ili P ty ro m ot io n op ps
al ty
0
Lo y
My PhD research into the careers of professional staff in universities focused on understanding the different types of careers we enact, what is important to us in terms of factors such as job security, values, promotion opportunities etc., and what happens if these factors aren’t met – do you stay anyway, and if so what happens to your motivation, or do you leave your organisation? Over two articles in the next two issues of Newslink I will take some of the key findings and highlight the practical aspects of the research to provide advice and guidance for those of us working in the academy in a variety of roles and at different levels. The findings aim to increase our understanding of what we can do, as individuals, to enhance our career success, or as members of human resource departments for example, to provide appropriate requirements for staff with different career profiles.
2
3
References
2
Arthur, M (1994). ‘The boundaryless career: A new perspective for organizational inquiry’. Journal of Organizational Behaviour.
1
15(4): 295-306.
0.5
Briscoe, J and D T Hall (2006). ‘The interplay of boundaryless
0 Satisfaction
Positive Affect
Negative Affect
and protean careers: Combinations and implications’. Journal of Vocational Behaviour. 69(1): 4-18.
Figure 2. Professional service staff feelings of satisfaction, and positive and negative affect.
Clarke, M (2013). ‘The organizational career: Not dead but in need of redefinition’. The International Journal of Human Resource Management. 24(4): 684–703.
Practical implications
Gander, M. (2017). ‘A descriptive study of professional staff, and
The above findings provide important new knowledge for the
their careers, in Australian and UK universities’. Perspectives:
management of professional staff. For example, starting at the
Policy and Practice in Higher Education. Available at:
point of recruitment, job design of individual roles is critical,
tandfonline.com/doi/full/10.1080/13603108.2017.1307876
ensuring that there are appropriate levels of responsibility and
[accessed 23 May 2017].
autonomy for the grade and ensuring that work is as interesting,
Johnsrud, L R Heck and V Rosser (2000). ‘Midlevel
challenging and as meaningful as it can be (in part two there
administrators and their intent to leave’. The Journal of Higher
is discussion of how this could be incorporated). Jobs and
Education, 71(1): 34-59.
institutions that do not offer this type of work will arguably
Hall, D T (1976). Careers in Organizations. (Goodyear Publishing
suffer in terms of decreased staff satisfaction, which impacts
Company Inc: Pacific Palisades).
on productivity, and increased likelihood that staff will leave.
Rousseau, D (1989). ‘Psychological and implied contracts in
Additionally, when staff start at the organisation, there needs to be some clear communication on what the organisation
organizations’. Employee Responsibilities and Rights Journal. 2(2): 121-139.
offers in terms of the career factors discussed above. Does the university offer job security? A career? Promotion opportunities?
Newslink Summer 2017 - 27
AUA Office news AUA leavers
Joining the AUA ANNA GREEN
BETH HAWORTH
Head of AUA Finance
Finance Assistant
Having joined the team back in October
down the road to the University of
I have joined the AUA from a national
I have also previously worked for the
as the Finance Assistant, I’ve had a
Manchester’s admissions and widening
health and wellbeing charity and I am
University of Manchester and it is in fact
fantastically varied and enjoyable
participation team, where I hope to
taking over from Mairi Palmer, as the new
where I first started my professional
experience at the AUA. From chatting
have a chance to apply the AUA values
Head of Finance.
accountancy qualifications, so it seems
to our members and dealing with all
in practice, while supporting potential
your finance-related queries, to manning
students and their supporters through
In my new role I will be managing the
professional development, that I am
the information desk at this year’s
the university application process.
Association’s finances and developing the
returning to work with you all and the
Conference, I’ve had the chance to
current finance team. I am really looking
AUA team. If there is anything that the
experience the great opportunities the
I’d like to take this opportunity to wish
forward to the new challenges and I hope
Finance team can do to assist you in the
AUA offers and how engaged all of our
the AUA team all the best with their
that I can support the AUA and its third
future then please do get in touch.
members are. Luckily, I’m not saying
upcoming projects and thank everyone
parties as well as Mairi did.
a goodbye to the AUA as I’m moving
for making me feel so welcome.
quite apt, and in the AUA ethos for
MAIRI PALMER
LAILA BERRAIES
Head of Finance
Finance Assistant
After nearly four years at the AUA I have
I know will be happy to assist you with
I am finally back at the AUA after nine
see how much the AUA has progressed
made the incredibly difficult decision
any of your finance queries.
months maternity leave and couldn’t be
during my time off; there have been
happier. My colleagues have enabled my
many positive changes and I am excited for the future of the AUA.
to move on. It has been a wonderful experience being part of the AUA
I wish the AUA the best of luck for the
return to be smooth and easy and I feel
Office and I will sorely miss all of my
future, and look forwarding to hearing
like I’ve never been away!
colleagues, although I'm sure I'll be
about how the AUA continues to grow
popping into the office whenever I'm
and develop both the Association and its
passing to say 'hi'.
members.
I returned in time to attend our 2017 Annual Conference which was great and I look forward to being back in touch with our members and customers,
I'm leaving you in really good hands with
although they may not enjoy my debt
our new Head of Finance Anna, and the
collection tactics! It’s been brilliant to
return of our Finance Assistant Laila who
HANNAH WINDHAM
Events Assistant
me feel so welcome from the second I
placement year as the Events Assistant. I
stepped in to the office. Everyone works
have had so many great experiences, and
so hard to keep the Association running
learnt so much from working smaller, one
smoothly, but each took time out of
OCTOBER
day events all the way to the three day
their busy days to help me whenever
05
AUA Annual Conference. My role here has
I needed it. I wish them and the
really helped me to build skills for both
Association the very best for the future.
returning to my degree at university and for my future events career. I would like to take this opportunity to thank everyone at the AUA for making
28 - Newslink Summer 2017
Events Calendar
I am sadly leaving the AUA after my
SEPTEMBER
27
OCTOBER
12 OCTOBER
20 OCTOBER
31
Once More with Impact
Manchester
CPD Delivering Excellent Service
Manchester
Lean Thinking
Nottingham
Strategy Day
Manchester
CPD Managing Change
Manchester
Details of these and other AUA events, including how to sign-up, can be found on the new AUA website at: aua.ac.uk/events
Newslink Summer 2017 - 29
The AUA is the professional association for higher education administrators and managers. As well as being a representative voice for HE professionals within our sector, we’re here to support and guide you, our members, as you define and develop your career ambitions. Feeling inspired? If you would like to submit an article for future issues of Newslink or would like to provide us with your thoughts on this publication, please contact newslink@aua.ac.uk. Follow @the_aua on Twitter, like our page facebook.com/MyAUA, and join our members group on LinkedIn for all our latest news.
The views and opinions expressed in Newslink are those of the authors and do not necessarily represent the views of their institutions, or of the Editor, nor should they be considered as expressions of opinion or official policy of the Association of University Administrators (AUA).
AUA Office University of Manchester, Sackville Street Building, Sackville Street, Manchester, M60 1QD +44 (0)161 275 2063 aua@aua.ac.uk
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