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1 Detailing Our Professional Roles, Duties, And Responsibilities

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  • 1. 1.Detailing our professional roles, duties, and responsibilities – leading and managing
  • 2.
    • Much is spoken about behaving professionally.
    • 3. But what is professionalism? Your definition.
    • 4. Can be used as much as a criticism as an applaud.
    • 5. Can you identify the consummate professional?
    • 6. Can you identify the elements that made them so good?
    • 7. What about poor professionalism?
  • A good role model for others including, their behaviour, attitude and relationship.
  • 8. Good Time Keepers - always in before time, uses time well.
  • 9. Dresses appropriately for the role.
  • 10. Research by Psychology Today points out that less formal dress leads to less formal discussion and more innovative and explorative communication; a better bond and trust between participants.
  • 11. A leader...
    Speaks in a way which is appropriate to each different audience without being patronising or putting people down.
    They know when it is appropriate to have a laugh over a coffee and when to behave formally.
  • 12. Knowledgeable about the job, organization, etc.
  • 13. Communicate effectively, whatever the circumstances - actively listens
  • 14. Like the professional they manage their time well
  • 15. Works well under pressure
  • 16. Fulfils deadlines
  • 17. Prioritises effectively - Is prepared to put in the time and effort to get things done, but also manages to have a reasonable work life balance
  • 18. Is accountable and takes responsibility for what they do and say, and for what they leave undone
  • 19. Many of these traits can define not just the professional, but also the leader.
  • 20. The main aim of a manager is to maximise the output of the organisation through administrative implementation. To achieve this, managers must undertake the following functions:
  • Authoritarian, transactional style
    Managers have a position of authority vested in them by the company, and their subordinates work for them and largely do as they are told.
    The management style is transactional- the manager tells the subordinate what to do, and the subordinate does this.
    Not because they are a blind robot, but because they have been promised a reward (at minimum their salary) for doing so. It is a transaction.
    Work focus
    Managers are paid to get things done (they are subordinates too), often within tight constraints of time and money. They thus naturally pass on this work focus to their subordinates.
  • 25. Leaders have followers
    Leaders do not have subordinates - when they want to lead, they have to give up formal authoritarian control, because to lead is to have followers, and following is always a voluntary activity:
    Charismatic, transformational style
    People focus
    Seek risk
    Managing is about how things need to be done, leadership is about what things need to be done and why these things should be carried out. Management is about systems, controls, procedures, policies and structures whereas leadership is about, trust, vision and hum capital, people.
  • 26.
  • 27. What is our vision for Limkokwing in the future?
  • 28. Our roles and responsibilities
  • 29. LECTURER
  • 30.
  • 31. Lecturers in each Faculty report directly to the FMG but also report to Principal Lecturers when it involves curriculum issues and Year Leaders when it involves student matters relating to academic performance and attendance.
     
  • 32. AIM
    The aim of all lecturers is to provide quality provision in the classroom and to ensure all students are given the opportunity to succeed and pass their studies.
  • 33. Roles and responsibilities
    Conduct tutorials, practical demonstrations, lectures, workshops and clinic sessions in order to deliver the program set within the curriculum.
    What’s the difference between these forums? In which cases do they best apply?
     
  • 34. Prepare module outline and timetable for each semester that is given to each student at the start of the semester.
    How would you go about this preparation?
    Have a look at the example outline what could be changed?
  • 35. Prepare project briefs that have clear objectives, assessment criteria, deadlines and schedules and expected outcomes. Ensure Principal Lecturers are aware of your projects.
    You should have examples of projects and assignments – anything that is used to replace/update them should benchmark to the example.
  • 36.
    • Prepare teaching materials that may include visual aids, handouts, lecture notes, manuals, coursework, assignments and examination papers.
    • 37. Lecturers should receive examples of all the above – in cases they may be ready to use – in other cases they may need redesigned, updated and reviewed.
  • Maintain effective and accurate records of attendance with lesson dates
    Attendance is more than just making sure the students are in class, it serves to indicate which topics they missed, and can provide a reason why their performance is poor. It also helps in other matters such as indicating that students may be in the wrong class.
  • 38.
    • Maintain student progress records
    • 39. All students are different – they have differing home conditions, sometimes differing social and economic conditions, they may have different learning styles, literacy proficiencies, motivational drive and so on.
    • 40. Getting an early grasp of deficiencies and having at one’s disposal a range of interventions such as extra work and so forth can help.
  • Report to Year Leaders any student who has been missing classes to the point that it will effect his/her assignment marks.
    Early intervention and counselling can help here as students cannot defer courses after a set amount of time.
  • 41.
    • Mark and assess students work as accurately and as objectively as possible.
    • 42. Teaching, learning, and assessment are each as important as the other.
    • 43. One must be very clear with respect to the learning outcomes of the module, that assignments, projects and exams ask of the student the right questions and pose the right challenges.
  • To recommend changes to the curriculum to the Principal Lecturer at the end of each semester.
    If you find that there were deficiencies in the module, topics, the teaching materials, lecture presentations and so forth – please provide ideas of how to improve the material to the PL
  • 44. To recommend necessary resources at the end of each semester that are required for the next semester intake.
    Once you have hold of the module file you can recommend extra resources, technology and material if necessary.
  • 45. Support the Program Leader, Principal lecturer and Year leader in all activities organized by the University
  • 46. YEAR LEADER
  • 47. The Year Leaders provide support to the FMG for the purpose of student monitoring of attendance and performance.
  • 48. While it is every lecturers job to maintain records of attendance and performance, it is the Year Leaders role to compile a summary of student attendance and performance to the Program leaders on a weekly basis who will then report to the Registry and Students Services departments.
  • 49. Year Leaders are responsible for administering attendance and performance records of all students within their year.
    It is therefore their responsibility to ensure that each lecturer teaching within their year maintains accurate records.
    Year Leaders should meet with their respective staff every three weeks.
  • 50. Additional duties
    • Maintain an accurate class list.
    • 51. To maintain a confidential database of student contact numbers and e-mails.
    • 52. Oversee and ensure accurate attendance records from each lecturer.
    • 53. Provide reports on attendance/performance of students for renewal of international student visas.
    • 54. Provide summary records of students with poor attendance and performance to Program Leaders
    • 55. Provide additional academic counselling to students on progress and attendance matters
    • 56. To liaise with Student services for students who require non-academic counselling.
    • 57. Support the President, Senior Management Team, Head of School, Program Leader, Principal lecturer and Lecturers in all activities organized by the University
  • Academic counselling
    What problems is the students facing with respect to study
    Not personal problems (there are for SSD) but learning problems.
  • 58. PRINCIPAL LECTURERS
  • 59. Principal Lecturers sustain and assure the objectives of each syllabus are met within the specific subject stream, across the various years.
  • 60. syllabus
    A syllabus (from Latin syllabus "list" probably of Greek origin), is an outline and summary of topics to be covered in an education or training course.
    The module outline contains this information.
  • 61. subject stream
    When students apply to the programme, they will choose one subject stream which leads them into the following degree options:
    Design
    Business
    IT
    Media and Communications
  • 62. PrL’s are responsible to monitor the elements of each syllabus are inline with the needs of the industry and the overall objectives of the program.
    Industry linkage committee
  • 63. To ensure all unit module outlines are standard, accurate and compatible ensuring students progress from one level to another smoothly.
  • 64. To ensure appropriate learning objectives are met using appropriate projects.
  • 65. To ensure assessment and evaluation of work is clear and suitable to the learning objective.
  • 66. To actively manage, administer and file (in hard and/or soft copy) all module outlines, lesson plans, lecturer notes and handouts.
  • 67. To monitor the lecturers teaching within their stream are conducting classes according to the module outline.
  • 68. To coordinate and plan before each semester the projects and assignments given to ensure there is no overlapping between streams and provide opportunities for integration among streams.
  • 69. To coordinate projects talking into consideration annual competitions (local and international), Faculty and University College objectives (e.g. forthcoming events and exhibitions).
  • 70. To plan at least two exhibitions per year for each stream highlighting the best possible work.
  • 71. To continually upgrade and improve module outlines, teachers and project outcomes inline with the overall needs of industry and the objectives of the University College.
  • 72. To liaise with industry experts and ensure that curriculum is up-to-date and current with the relevant needs of the industry.
  • 73. To ensure modules have appropriate industry input via guest lectures, site visits etc.
  • 74. Ensure progressive learning objectives are clear and achievable within specific streams of a program (e.g. photography, 1, 2, 3)
  • 75. To provide the Program Leader with an evaluation of staff performance within your stream when necessary.
  • 76. To hold regular meetings with staff within your stream to ensure projects and learning objectives are being met.
  • 77. To plan a schedule of major presentations / assessments dates.
  • 78. THANKS
  • 79. Support the President, Senior Management Team, Head of School, Program Leader, Year Leaders and Lecturers in all activities organized by the University