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312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
312 - International - Skill Aquisition and Development through Proficiency Training
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312 - International - Skill Aquisition and Development through Proficiency Training

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  • 1. Temitayo Olowola (Ms)Deputy Registrar(Staff Training & Development)National Open University of Nigeria
  • 2. Introduction & Overview The University institution is expected to produce the leaders of tomorrow, right from the time it opens its door to admit students. In order to achieve this objective, there is need for the system to have different kinds of administrators who would be required and competent enough to manage the administration that will produce administrative support services for the academic functions of the University.
  • 3. Introduction & Overview In the past, University administration was a model of simplicity, since it was essentially restricted to the affairs between teachers and the students. Administration was based on the outcome of academic operations that were necessitated by limited student enrolment, small budgets and very narrow curriculum. Now university administration has become complex as there are more students, increase in programmes...
  • 4. Introduction & Overview Equally affected in this expansion in scope are the budgets, students’ services and the physical facilities in every university. It has become imperative to have a category of administrators that possess the administrative and management skills and are dedicated to the academic community. It is the availability of a crop of dedicated and professionally competent administrators that could provide the right atmosphere required for the execution of university’s duties;
  • 5. Introduction & Overview It is this fact that makes it mandatory that only suitable individuals should be recruited to handle the university administrative matters. Administrators in the system should be subjected to periodic trainings for the purpose of skills acquisition and competency development. To be able to cope with the dynamics of administration that manifests in the style of management that is mostly conducted through committees, amongst others.
  • 6. Introduction & Overview In order to achieve best administrative practices that would manifest in best performances of the University administrators this paper is proposing the adoption of proficiency trainings for them The experiences of the National Open University of Nigeria are used as reference points to demonstrate the advantages that could accrue to University registries that adopt this approach.
  • 7. Introduction & Overview The assumption here is that these trainings will enable the trainees to develop high degree of skills that will help them in various aspects of their career.
  • 8. NOUN Core Business The National Open University of Nigeria is set up as a specialised university within the higher education sector to democratize and liberalise educational opportunities.
  • 9. NOUN is...• Open to people• Open to places• Open to methods• Open to ideas 10
  • 10. ODL – e-learning – More than Technology People are the most important PEOPLE Technology is the enabler People need to be able to use the Technology The Processes must support the people PROCESS TECHNOLOGY and technology Project Execution is essential to get the PROJECT whole thing off the ground EXECUTION
  • 11. NOUN In terms of structure and compartmentalisation, the University comprises the core academic units (the schools and centres) and the non-academic units made up of directorates manned mainly by administrators some of whom are registry staff of the University.
  • 12. Deans/Directors of Academic units PHYSICAL PLANNING & DEVELOPMENT VISITOR INTERNAL AUDIT CHANCELLOR VISITORS INFORMATION & CALL CENTRES GOVERNING COUNCIL MEDIA & INFORMATION VICE-CHANCELLOR LEGAL & PROTOCOL KADUNA CAMPUS DIRECTORATE OF INSTRUCTIONAL RESOURCES DEVELOPMENT ABUJA PLANNING OFFICE DIRECTORATE OF PROCUREMENT DEPUTY VICE- REGISTRAR/DIRECTOR, DEPUTY VICE-CHANCELLOR BUSAR/ DIRECTOR, FINANCIAL DEPUTY VICE-CHANCELLOR LIBRARIAN/ DIRECTOR, CHANCELLOR ADMINISTRATIVE SERVICES (TECHNOLOGY & DEVELOPMENT) SERVICES (ADMINISTRATION) LEARNING RESOURCES (ACADEMIC) * ACADEMIC * ACADEMIC AFFAIRS *ICT & LEARNER * BUDGET * GENERAL * BOOKS & JOURNALSMATTERS OF SCHS * HUMAN RESOURCES COMPUTING SUPPORT * FINANCE & GENERAL SERVICES * COURSE TEXT & ICT *STUDY CENTRE * COUNCIL AFFAIRS *ITSS SERVICES SERVICES PURPOSES * RESEARCH & *ANTI CORRUPTION & MANAGERS *SALARIES & WAGES BIBLIOGRAPHY TRANSPARENCY UNIT * EXPENDITURE * READERS’ SECTION * COMPUTERISATION STUDY * EXCHANGE PROG.SEC. CENTRES * VIRTUAL LIBRARY SEC.
  • 13. NOUN Currently, NOUN has a total of 963 non teaching staff. 733 Senior 230 Junior staff . Academic staff = 218 Facilitators (Part-time) for programmes in 47 centres Total applicants 124,038 Registered learners 57,798
  • 14. NOUN The schools and academic centres are Access and General Studies Unit Centre for Life-Long Learning and Workplace Training School of Arts and Social Sciences School of Education School of Law School of Management Sciences School of Science and Technology Regional Centre for Training and Development in Open and Distance Learning (RETRIDAL)
  • 15. NOUN 47 Study Centres spread across the country. The Registrar’s Office, The Human Resources Unit, The Council Office, The Academic Registry, Staff Training and Development, Directorate of Learner Support Services, Directorate of Examinations and Assessment, Directorate of Media and Information, Directorate of Internal Audit, Directorate of Physical Planning and Development, Directorate of Procurement, Directorate of Computing and Network Services, Directorate of Legal and Protocol and Centre for Educational/Technology Entrepreneurial Development (CETED) in Kaduna.
  • 16. NOUN From the above description of the University, it is very easy to imagine the volume of registry activities that go on within the University community in terms of administrative functions that are required for the smooth running of the University. The attendant effect of this is the huge number of administrators – the junior, middle and senior cadre, required for the requisite services.
  • 17. NOUN It is therefore in the attempt to improve the skills of these workers by developing them career-wise and also to achieve effective and efficient delivery of services in consonance with the mission and vision of the University, that proficiency trainings on various aspects of the administration are being adopted as a model by the University
  • 18. Some of the ProficiencyTrainings … Induction programme for administrative staff; A 2 day workshop on minutes/report writing for Administrative officers; Skills Development Workshop for Administrative staff; 3 day on Skills upgrade workshop for administrative officers anchored by Carol Girling – Registrar of University of the North Manitoba, Canada.
  • 19. Some of the ProficiencyTrainings … Training/Workshop on e-Learning Training Workshop for Administrative staff on general administrative functions;
  • 20. 21
  • 21. The eLP Group of participants 22
  • 22. 23
  • 23. 24
  • 24. 25
  • 25. 26
  • 26. Advantages There are a lot of advantages that can accrue to the Administrative staff of the university where proficiency training is adopted for the purpose of hands-on training of the workforce considering the fact that skills development is germane to the staff’s daily performance of their functions within the university system.
  • 27. Advantages a. It is an opportunity to assist administrators in the university to brush up critical skills required in the daily performance of their job schedules in whichever field they belong. b. It puts in proper shape and perspective the mindset of administrative staff - new recruits who are still learning the ropes as well as experienced workers who have been out of formal training for some time.
  • 28. Advantages c. It helps to enhance the operations of the registry sections of the university. d. It adds value to the final services offered through the contributions and performance of administrative members of staff of the University. e. It improves registry staff compliance and reduces the costs of training. f. It enhances administrative service offering whilst not having to invest in costly software.
  • 29. Excerpts of comments from participants I really feel privileged to be a part of this. It was very enlightening and really broadened my understanding of the ODL. I hope for more of this type of workshop Quite interesting and educative. I wish we had more time to really deal better with the different topics. The induction is well planned and quite interesting and looking forward to attending more seminars to broaden our knowledge for better challenges ahead.
  • 30. Excerpts of comments from participants The induction course was very educative and interesting. Facilitators are to be commended for all these. More of these be organised from time to time. This workshop on ODL has really broadened our knowledge to knowing exactly what ODL (NOUN) is and its objectives and the procedures to achieving these objectives and what is expected from individual staff toward attaining the objectives.
  • 31. Challenges Funding/Cost Space/Logistics Time Resistance to change Role Conflicts Trainings too few and far apart
  • 32. Coping strategy Collaborations/Partnerships Train the trainer Mentoring/coaching Staff movement
  • 33. Finally… In conclusion, the discuss above has shown the kind of impact which the adoption and use of proficiency trainings could have on the skill acquisition and skill development of the Administrative staff of any university. Considering the comments of the participants who attended the organised proficiency training workshops used as catalyst of this paper, it is obvious that the significance of proficiency trainings to work performance of registry staff cannot be over emphasised.
  • 34. Finally… Therefore, taking cues from the robustness of the training which should always be tailored to satisfy the need for better and efficient performance in the service delivery of the Administrators that the trainings are handled by experts who actually possess the technical knowledge of planned proficiency trainings Best global practices that will add value to the required services of University administrators will be achieved and sustained.
  • 35. Thank you for your attentionand valuable contributions 36

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