Managing Staff Development

Managing Staff Development

Managing Staff Development

Managing Staff Development

Synopsis

Managing Staff Development is a handbook to help university and college managers in their planning, delivery and evaluation of staff development. It is distinctive in its coverage of development for all functions in higher education: educational development, management training and professional training for all groups of staff including administrators, technicians, managers, researchers and tutors. It focuses on the manager's role and responsibilities in respect of all staff (rather than on a particular group or function) and concentrates on the full cycle of planning, execution and review of staff development to ensure its benefits for both individuals and the institutions. It is a practical guide that includes working examples of programmes and activities and covers the entire range of staff development from individual personal development through departmental and faculty-based activities to national developments and examples.Managing Staff Development is an invaluable resource for heads of department, senior managers, directors of central services, and staff responsible for managing personal and professional development within universities and colleges.

Excerpt

Post-secondary educational institutions can be viewed from a variety of different perspectives. For most of the students and staff who work in them, they are centres of learning and teaching in which the participants are there by choice and, consequently, by and large, work very hard. Research has always been important in some higher education institutions, but in recent years this emphasis has grown and what for many was a great pleasure and, indeed, a treat, is becoming more of a threat and an insatiable performance indicator, which just has to be met. Maintaining the correct balance between quality research and learning/teaching, while the unit of resource, at best, holds steady, is one of the key issues facing us all. Educational institutions as workplaces must be positive and not negative environments.

From another aspect, post-secondary educational institutions are clearly communities, functioning to all intents and purposes like small towns and internally requiring and providing a similar range of services, while also having very specialist needs. From yet another, they are seen as external suppliers of services to industry, commerce and the professions. These ‘customers’ receive, inter alia: a continuing flow of well-qualified, fresh graduates with transferable skills; part-time and short course study opportunities through which to develop existing employees; consultancy services to solve problems and help expand business; and research and development support to create new breakthroughs.

However, educational institutions are also significant businesses in their own right. One recent study of the economic impact of higher education in Wales showed that it is of similar importance in employment terms to the steel or banking/finance sectors. Put . . .

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