Yorkshire and North East Conference '13 - Developing staff across organisational boundaries, MacCormack and Cotter


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Yorkshire and North East Conference '13 - Developing staff across organisational boundaries, MacCormack and Cotter

  1. 1. Breaking down the barriers Valerie Cotter Dee MacCormack
  2. 2. What’s at the centre of the university? Here be dragons...... Aaarghh!!!!! more forms forms questions deadlines reminders for deadlines even more forms a deadline for responding to the deadline you’ve already missed
  3. 3. CUP - a brief history CUP is part of a range of staff development activities in Student Services. We began to develop the idea in 2011, with a view to expanding the opportunities available to our staff and at the same time strengthening our partnerships with other departments and services (a key theme of the Student Services strategy). Aims and benefits • a better understanding of the issues faced by academic departments • a chance to get to know Faculty colleagues better • potential opportunities for service improvement • new projects and developments
  4. 4. The CUP model Working in partnership with the Faculty of Arts and Humanities we ran a pilot version of CUP during 2012. W ork-shadowing Seeing a ‘slice’ of another person’s working life either over the course of a day or as a series of ‘slots’ Meet the department Resources: Time! Key benefits: • two-way process of sharing • new contacts and enhancing existing relationships • opportunities to work more closely together • pooling resources/expertise www.sheffield.ac.uk/ssd/staff/training/cup A one-day event providing an introduction to the work of an academic department Key points to consider: Spend some time on initial planning Make sure participants are clear about what’s involved Have one point of contact Get the backing of senior colleagues
  5. 5. Understanding how academic departments work: the Centre of the University Programme Have you ever wondered what the academic department contact you talk to and email all the time actually looks like? Or thought that there might be ways to work together more effectively, if only you had the time and opportunity to talk about it? Do you know whether your team’s priorities, deadlines and busy periods match up with those in academic departments – or are they completely different? And whether the policies and procedures you’ve helped to put together or implement are understood by, and helpful to, academic departments? Did CUP have the answers...?
  6. 6. Me and my shadow W did the participants hat think…..?
  7. 7. ‘I found the experience rewarding – it gave me an insight into how students view the University and the effort that academic departments put into supporting them’
  8. 8. ‘Looking at someone else’s work and department helped me to see my own work and role more clearly’.
  9. 9. ‘I would like the programme to be extended throughout the University’
  10. 10. What has been happening since CUP?
  11. 11. Student Services and Faculty of Engineering Student Services and Faculty of Arts & Humanities 2013 2012 Faculty of Arts and Humanities and Corporate Information and Computing Services 2013 Faculty of Engineering and Corporate Information and Computing Services 2013
  12. 12. Developing a wider framework
  13. 13. the SheffieldP ROF SSIONAL E
  14. 14. Building trust We consider other’s needs, taking pride in to communicating in a straightforward and appropriate way • Open and honest • Good listeners • Effective communicators • Prepared to challenge and be challenged Creating knowledge We are committed to developing our own knowledge and skills as well as supporting world class teaching and research • Imaginative The Sheffield Professional One team We create a working environment based on mutual respect, trust and team spirit • Supportive of each other • Collaborative • Inspired by working in excellence • Have fun together • Open to new ideas • Celebrate success • Keen to learn and share knowledge Playing our part We care about doing the right thing for students and colleagues, valuing everyone’s contribution • Being the best we can be • Creating opportunities for everyone • Embracing and welcoming diversity • Taking personal responsibility Pursue the extraordinary http://www.shef.ac.uk/sheffieldprofessionals/index
  15. 15. Questions for discussion In what other ways can we encourage colleagues to build bridges not barriers? What models are likely to be most effective at engaging academic colleagues? Would this model work in your institution? Are there other approaches that deliver similar outcomes – please share!
  16. 16. For further information contact: v.c.cotter@sheffield.ac.uk