The document summarizes a session from the AUA Annual Conference 2012 on setting up an in-house mentoring scheme. The session reviewed the key aspects of mentoring, critiqued a case study of implementing a mentoring program at a university, and discussed lessons learned. The case study involved establishing a technical focus mentoring scheme with annual cycles, workshops, and evaluations. Participants noted the scheme required senior support, clear parameters, and regular meetings. Effective mentoring was found to involve listening, setting goals, and honest feedback while ineffective aspects included defensiveness and lack of effort.
The Operations Management team at the University of Hertfordshire has successfully run 40 Business Field Trips as part of its modular programme in the last 5 years. This full day HEA session was designed as a workshop built around appreciative enquiry to share best practice and identify/address issues with the wider HEA Operations Management group.
This presentation is part of a blog post about this event, which can be accessed via http://bit.ly/18m8F7f
For further details of HEA Social Sciences work relating to employability and global citizenship please see http://www.heacademy.ac.uk/resources/detail/disciplines/Soc_Sci/Strategic_2013/EmployabilityAndGlobal
This session provides an insight into how the AUA’s CPD Framework can be applied to maximum effect at team level. You will have the opportunity to consider case studies and to share ideas, and practical tips and exercises for developing your team that you can adapt to suit your team’s needs.
1) Introduction to the Open University,and why we need to continue to build our change capability
2) What we're doing and how we're doing it
3) Challenges and opportunities: now and in the future
The Operations Management team at the University of Hertfordshire has successfully run 40 Business Field Trips as part of its modular programme in the last 5 years. This full day HEA session was designed as a workshop built around appreciative enquiry to share best practice and identify/address issues with the wider HEA Operations Management group.
This presentation is part of a blog post about this event, which can be accessed via http://bit.ly/18m8F7f
For further details of HEA Social Sciences work relating to employability and global citizenship please see http://www.heacademy.ac.uk/resources/detail/disciplines/Soc_Sci/Strategic_2013/EmployabilityAndGlobal
This session provides an insight into how the AUA’s CPD Framework can be applied to maximum effect at team level. You will have the opportunity to consider case studies and to share ideas, and practical tips and exercises for developing your team that you can adapt to suit your team’s needs.
1) Introduction to the Open University,and why we need to continue to build our change capability
2) What we're doing and how we're doing it
3) Challenges and opportunities: now and in the future
This presentation was first delivered at the Sixth International Blended Learning Conference, as part of a joint workshop, on the 16th of June 2011. It introduces the JISC-funded Viewpoints curriculum design project, given some examples of Viewpoints outputs, and gives some conclusions.
The workplace equivalent of “teaching to the test” might be “we need training”. Why do individuals or organizations require training? Ideally, training is not applied as a one-size-fits-all answer to development, nor is it a knee-jerk reaction to a bad situation. Rather, effective training should be a planned and tailored implementation to elevate an employee’s skills required for efficacy in a current role, advancement to a future role or advancement of an enterprise-wide competency. Life Cycle Institute discusses actionable steps for assessing the current state of an employee or organization and developing a plan to advance towards competency through thoughtful and targeted training techniques
For many managers, there is a real challenge both in managing remotely, and having confidence about the quality of remote or online delivery. Most managers have years of experience of managing campus based learning, and have had the benefit of peer and specialist support on site. However, few managers have the experience of teaching remotely, so supporting staff and recognising good delivery is a greater challenge. This session looks at adjustments to their management approach that may be helpful, and identifies some of the key characteristics of well delivered on line activity.
Presentation delivered by Dr John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Postdoc Orientation: Integration Strategies at HMSJames Gould, PhD
At the 11th Annual National Postdoctoral Association (NPA) Meeting (Charleston, 2013) I co-presented with Tom Geoghegan (Louisville) on postdoc orientation strategies at our respective institutions.
Extended Microteaching (XMT) - Innovative Teaching Pedagogies for the New Normal Education System in India
Presented at the IEEE International Conference of E-learning, Bahrain.
A brief view of the Scenario Based Learning and Computational Thinking model of developing lessons created in partnership with a number of universities during the ASSECT NSF grant.
Formulation of a reward management tool at bethania schoolEnock Kasimbazi
A presentation which shows the initial steps of formulation of a reward management tool at Bethania Primary School a school owned by Kemondo Orphan Care Center. The presentation also includes other activities done by the trainee during internship period
'Understanding teachers as learning professionals: research perspective.' (Na...GTC Scotland
'Understanding teachers as learning professionals: research perspective.'
University of Strathclyde, Workshop 6, GTC Scotland National Education Conference, 28 May 2009.
This workshop will showcase research findings about teachers as learners in the context of their continuing professional development (CPD) from projects conducted by AERS Learners, Learning and Teaching Network and related studies.
It will highlight: the importance of taking into account the different personal, social and occupational influences on teachers' learning; the extent to which teachers feel they have ownership of their CPD and the extent to which CPD transforms practice; the potential importance of both formal and informal settings and both planned and unplanned opportunities for professional learning, especially in collaborative contexts.
Learner-Centred Course Design - a role for learner-centred models and frameworks. This is a presentation that Alan Masson delivered at the University of Greenwich, related to curriculum development and the Viewpoints project.
This presentation was first delivered at the Sixth International Blended Learning Conference, as part of a joint workshop, on the 16th of June 2011. It introduces the JISC-funded Viewpoints curriculum design project, given some examples of Viewpoints outputs, and gives some conclusions.
The workplace equivalent of “teaching to the test” might be “we need training”. Why do individuals or organizations require training? Ideally, training is not applied as a one-size-fits-all answer to development, nor is it a knee-jerk reaction to a bad situation. Rather, effective training should be a planned and tailored implementation to elevate an employee’s skills required for efficacy in a current role, advancement to a future role or advancement of an enterprise-wide competency. Life Cycle Institute discusses actionable steps for assessing the current state of an employee or organization and developing a plan to advance towards competency through thoughtful and targeted training techniques
For many managers, there is a real challenge both in managing remotely, and having confidence about the quality of remote or online delivery. Most managers have years of experience of managing campus based learning, and have had the benefit of peer and specialist support on site. However, few managers have the experience of teaching remotely, so supporting staff and recognising good delivery is a greater challenge. This session looks at adjustments to their management approach that may be helpful, and identifies some of the key characteristics of well delivered on line activity.
Presentation delivered by Dr John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Postdoc Orientation: Integration Strategies at HMSJames Gould, PhD
At the 11th Annual National Postdoctoral Association (NPA) Meeting (Charleston, 2013) I co-presented with Tom Geoghegan (Louisville) on postdoc orientation strategies at our respective institutions.
Extended Microteaching (XMT) - Innovative Teaching Pedagogies for the New Normal Education System in India
Presented at the IEEE International Conference of E-learning, Bahrain.
A brief view of the Scenario Based Learning and Computational Thinking model of developing lessons created in partnership with a number of universities during the ASSECT NSF grant.
Formulation of a reward management tool at bethania schoolEnock Kasimbazi
A presentation which shows the initial steps of formulation of a reward management tool at Bethania Primary School a school owned by Kemondo Orphan Care Center. The presentation also includes other activities done by the trainee during internship period
'Understanding teachers as learning professionals: research perspective.' (Na...GTC Scotland
'Understanding teachers as learning professionals: research perspective.'
University of Strathclyde, Workshop 6, GTC Scotland National Education Conference, 28 May 2009.
This workshop will showcase research findings about teachers as learners in the context of their continuing professional development (CPD) from projects conducted by AERS Learners, Learning and Teaching Network and related studies.
It will highlight: the importance of taking into account the different personal, social and occupational influences on teachers' learning; the extent to which teachers feel they have ownership of their CPD and the extent to which CPD transforms practice; the potential importance of both formal and informal settings and both planned and unplanned opportunities for professional learning, especially in collaborative contexts.
Learner-Centred Course Design - a role for learner-centred models and frameworks. This is a presentation that Alan Masson delivered at the University of Greenwich, related to curriculum development and the Viewpoints project.
This presentation comprises a total of twenty two slides. Each slide focuses on one of the aspects of Reverse Mentoring PowerPoint Presentation Slides with content extensively researched by our business research team. Our team of PPT designers used the best of professional PowerPoint templates, images, icons and layouts. Also included are impressive, editable data visualization tools like charts, graphs and tables. When you download this presentation by clicking the Download button, you get the presentation in both standard and widescreen format. All slides are fully customizable. Change the colors, font, size, add and remove things as per your need and present before your audience. http://bit.ly/3bXTFPI
Mandy Asghar, Head of Learning & Teaching, York St John University
- Understand the value of a CPD framework as a tool to recognise academic excellence.
- Recognise how mentoring can be used as a vehicle to develop academic practice and provide a safe environment for personal development.
- To give participants the opportunity to discuss the challenges of introducing a CPD framework and share ideas and best practice around how these can be overcome.
Based on a development plan developed by B. Mitchell, CEOFoun.docxjasoninnes20
Based on a development plan developed by B. Mitchell, CEO/Founder Partners4Results; Faculty, Northeastern
University. This information will be included in a forthcoming book. It is copyrighted and cannot be further
used without permission.
Self-Assessment on Leadership Competencies
Directions: Please review the competencies listed below and rate your skills. The scale is:
Needs
Development Strength
1 2 3 4 5
Character:
Displaying high integrity and honesty
Avoids saying one thing and doing another (i.e., “walk the talk”)
Acts consistently with their words
Follows through on promises and commitments
Models the core values
Leads by example
Personal Capability:
Technical and professional expertise
Is sought by others for advice and counsel
Uses technical knowledge to help team members troubleshoot problems
Has credibility because of in-depth knowledge of issues or problems
Solving problems and analyzing issues
Exercises a high level of professional judgment
Makes good decisions based on a mixture of analysis, wisdom, experience, and judgment
Encourages alternative approaches and new ideas
Innovation
Encourages alternative approaches and new ideas
Consistently generates creative, resourceful solutions to problems
Consistently challenges the usual approach of doing things and find new and better ways to do
the job
Resilience
Creates a culture of learning that drives individual development
Based on a development plan developed by B. Mitchell, CEO/Founder Partners4Results; Faculty, Northeastern
University. This information will be included in a forthcoming book. It is copyrighted and cannot be further
used without permission.
Works to improve new ideas rather than discouraging them
Encourages people to find innovative ways to accomplish their goals
Practicing self-development
Makes constructive efforts to change and improve based on feedback from others
Seeks feedback from other to improve and develop themselves
Consistently looks for developmental opportunities (excited to learn)
Focus on Results:
Focus on Results
Aggressively pursues all assignments and projects until completion
Does everything possible to meet goals or deadlines
Establish stretch goals
Maintains high standards of performance
Sets measurable standards of excellence for themselves and others in the workgroup
Promotes a spirit of continuous improvement
Takes responsibility for outcomes/initiatives
Takes personal responsibility for outcomes
Can be counted on to follow through on commitments
Goes above and beyond what needs to be done without being told
Interpersonal Skills:
Communicating powerfully and prolifically
Is skillful at communicating new insights
Provides the work group with a definite sense of direction and purpose
Helps people unde ...
This session explores how professional services staff at all stages of their career can access and benefit from the AUA’s CPD Framework. You will experience using the framework for self-assessment and develop a greater understanding of ways in which the framework can be applied to your own situation, as well as practical tips on how you can use the framework for planning and achieving your personal and professional development goals.
National Forum Update on Professional Development FrameworkEloise Tan
An update from the National Forum for the Enhancement of Teaching and Learning in Higher Education regarding the emerging National Professional Development Framework for Teachers in Higher Education. December 16, 2014.
Foundations for sustaining learning-centered practicesStephen C. Ehrmann
Learning-centered practices such as learning communities, capstone courses, studio courses, ePortfolio initiatives and service learning have remained at the margins, sparkling and fading over the years. In addition to developing such practices directly, institutions of higher education need also to promote conditions that will allow learning-centered education to flourish and become the new normal. This presentation at the 2015 Lilly Conference in Bethesda MD outlined seven such foundations, ranging from specific kinds of leadership to specific kinds of support services. The session, lasting 75 minutes, was highly interactive and the slides include some notes taken during the session, in blue.
1. National context –are we making our mark?
• The UK National Strategy and Target for Outward Student Mobility
•International context: mobility rates by country
2. Research:
• A picture of participation (who, what, where?)
• Widening participation in outward mobility (findings and current practice)
• The value of outward student mobility: UUKi’sGone International cohort studies
3. The Go International: Stand Out campaign
• activities and how to get involved
The lessons learnt through a critical investigation of professional development and career progression for professional services staff and its significance to Strategic HRM: A Case Study at Keele University
Cross departmental effectiveness to improve the student experience: case study – Louise Medlam (Academic Registrar) and Lynn Jones (Deputy Academic Register) – Glyndwr University
AUA Mark of Excellence information session from Amanda Shilton Godwin AUA – including LJMU’s reflections of going for the MoE; John Trantom (Leadership and Development Adviser), LJMU
Professor Brad Mackay explores some of the critical uncertainties posed by Brexit and how they might shape the international competitiveness of the sector in the future.
Dr O’Halloran shares with the network a range of initiatives at the University of Strathclyde, designed to enhance the experience of under-represented groups and demonstrate the University’s core values.
Whether it’s for a job interview, in a team meeting or at the AUA conference, the chances are that you will need to give a presentation at some point in your career. Finding the presentation style that suits you will help you go from death by PowerPoint to creating engaging and memorable sessions for any audience.
Chance and fate in making the connections that ignite the creative spark. At one time or other we all will call on inspiration, support and/or ‘reality checks’ from others with a different perspective, or perhaps wish we had done in hindsight! Some thoughts on how this can happen and how we might help develop an environment to increase the chances of it happening.
We have all been told about the benefits of building a network of contacts, but what can you do if you don’t like ‘networking’? In this talk I will show how I used social media and external organisations to build up my list of contacts and gain a good reputation in HE for my work in data management.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2. Introductions
Steph Allen s.j.allen@shef.ac.uk
• Department Administration Manager, University of Sheffield
• Formerly Leeds Met and Sheffield Hallam
• AUA Member since 1992 and Joint Branch Coordinator since 2011
• Chair of Faculty Training and Development Group
Dr Rachel Birds r.birds@shef.ac.uk
• Head of Biological Services, University of Sheffield
• Formerly Warwick and Northumbria
• AUA Member since 2001, Fellow since 2009, Council 2008-11, Trustee
2011-2014
• Postgraduate Certificate in Professional Practice graduate (PgCert)
• Chair of Faculty Training and Development Group
3. Session outcomes
By the end of the session we will have:
Considered some key issues around setting up
a mentoring scheme
Critiqued a case study
Shared experiences and good practice
Collected at least two specific learning points
based on personal experiences across various
institutions (confidentiality assured!)
6. What is mentoring?
• "off-line help by one person to another in making
significant transitions in knowledge, work or
thinking" Megginson & Clutterbuck, 1995
• “learning relationship which helps people to take
charge of their own development, to release
their potential and to achieve results which they
value” Connor and Pokora, 2007
7. What does a mentor do?
Sounding Board to test ideas and suggestions
Facilitator to be able to point to potential opportunities, arrange
introductions
Advisor to provide objective advice on a range of issues, including career
opportunities
Coach to directly assist the mentee to improve a specific skill
Expert to act as a source of technical/professional knowledge
Source of organisational to be able to explain University policies
material
Role model to promote and encourage positive behaviours in others
Source of feedback to provide constructive feedback
Confidant to express fears and concerns to
Motivator to encourage the achievement of goals and boost morale
Challenger to challenge assumptions and encourage alternative thinking
9. The case study: context
Issues:
succession planning for technical staff (aging workforce)
restricted budgets – impact on recruitment
silo mentality
HEaTED initiative at sector level – limited impact locally
Needs:
an increasingly adaptable workforce
a more structured approach to succession planning
clearer pathways for career development and progression
a deconstruction of department and faculty boundaries
skills development, both up-skilling and re-skilling, to meet
changing organisational priorities
positive approach to new requirements in the workplace
10. The Case Study: Considerations
• Why?
• What?
• Who?
• When?
11. The Case Study: Actions
Consultation and buy-in
Advice sought
Working group established
Parameters set
Timescales and deadlines agreed
12. The Case Study: Implementation
Technical Focus Mentoring Scheme
Annual programme (fixed time boundaries)
Support:
Formal launch with senior management
Introductory workshops
Formal matching process (forms!)
Mentoring meetings (min. 3 per annum)
Mentor and mentee exchanges
Programme evaluation
13. The Case Study: Website
http://www.sheffield.ac.uk/faculty/science/technical-focus
14. What we learned from the case
study
Starting a new programme with a manageable number
of participants is recommended; volume will bring
additional complexity
Ensure senior management support and line managers’
buy-in
Do not underestimate the number of recommended
meetings during the cycle
Provide guidance on the conduct and potential outcomes
of meetings
Keep up the momentum; reinforce messages
Assert the responsibilities of the mentee clearly
Streamlining of forms
15. What the participants told us*
Effective characteristics
• Listen – Attentive and Interested
• Good friendly interaction and relationship
• Good attitude
• Focus on what you want from the process
• Be open and honest to suggestions and be flexible
• Discuss things in a rationale manner whilst being honest
enough to have a good rant and show your feelings.
*Raw data from the mentor/mentee exchanges
16. What the participants told us*
Ineffective characteristics
• Not taking on board what the mentor says or being defensive
• Personality clash
• No goals set by the mentee
• Not making effort to achieve goals
• Not upfront with personal information
• Not being assertive enough
• Being afraid of change
• Not wanting to rock the boat
• Failing to meet
• Not willing to compromise
*Raw data from the mentor/mentee exchanges
17. What the participants told us*
Skills needed to be a good mentee
• Listen
• Communicate
• Take on board suggestions
• Set objectives/goals
• Be clear about expectations
• Open and honest with yourself and your mentor
• Reliable do what you promise
*Raw data from the mentor/mentee exchanges
18. In your institutions…
Talk to your colleagues
• Do you already have a similar scheme in your
institution? If so, how does it operate? What have you
learned from it?
• Imagine you’ve been asked to set up a mentoring
scheme in your own institution. Where would you
start?
• How and why?
20. Session outcomes
By the end of the session we will have:
Considered some key issues around setting up
a mentoring scheme
Critiqued a case study
Shared experiences and good practice
Collected at least two specific learning points
based on personal experiences across various
institutions (confidentiality assured!)
21. What next?
Make a note of your two learning points!
(if you’d like) swap contact details with someone new you’ve
met today
Ever been mentored?Ever been a mentor?Ever run a scheme for other people?This latter is the focus of this presentation
This session is about setting up a mentoring scheme.In a moment tell you something of a project at UoS, but before that… go through the process we went through of trying to define what we mean and what we want/expect from a mentoring schemeJust five/ ten mins on your tablesTalk to colleagues – what do you understand by mentoring (acknowledge that there is a huge academic and practitioner lit out there debating this, so no right or wrong answers…)
How much did their discussions agree with these?
Some or all of these – how far would they agree?
UoS – part of central campus
Role as Chair of T&D groupAcross sector - issue with aging technical workforceOld apprentice-type schemes goneSilo mentality – tension between that and changing needs of organisationHow to pass on knowledge and experience?
Why do anything at all (previous slide covers) – other Schemes already in existence in the University.What is the best way of addressing the challenge? Who is it for and who will organise it all?When should it take place/how long etc
With departmental managers/ faculty directors and HR/ staff dev colleaguesCross faculty with engineering – critical mass – getting people outside comfort zone - explorationFor the scheme itself (what it would look like)Also agreed who would do what – resourcing was a key point
Matching most important feature. Easiest to get wrong – person only writing their own names !! More difficult with more participants. Be prepared not to match everyone.
People can read/ download resources/ links to other resourcesWe also have a dedicated e-mail address which the two co-ordinators can see – improves cover
Streamlining of forms – exp of interest and application.Get dates in diaries, training and exchanges.
This is what they learned about themselves and about making the scheme work for them. Raw data from the mentee exchanges
Switch focus to your own experiences which will be varied and help to make a richer picture20 mins to discussOne or more from each group to present the action plan to the group.
10 minsWrite up salient points
AUA is primarily about CPD and networking – let’s make sure we do both!