Sheffield Hallam University Programme Leader Development 17 th January 2019 Welcome!
Aims To identify and explore the role of the Programme Leader, including • challenges, opportunities and key considerations in maximising student learning experience and attainment; To provide a space and support for participants to reflect on their own • programmes, considering aspects from across the two days. Reflection on highlights and opportunities for future development •
A Day in the Life of a Programme Leader
Allocating Roles Players throw a dice to allocate the six roles for the first round. The first person to throw a 1 takes on the role of Programme Leader. The remaining roles are allocated clockwise in this order: Experienced Tutor; Professional Services; Student; Head of Department; Independent Observer. Players display the identity card for their role. For subsequent rounds, roles are transferred one place to the right. After six rounds everyone has had a turn at being Programme Leader.
Background Because formal Programme meetings are so infrequent and ineffective, the Programme Leader has introduced a system where a sub- committee comprising the roles that have just been allocated meet every Monday morning for one-hour to identify any concerns that colleagues might have .
Concerns In front of each player there are cards, face down, that contain concerns. Each player takes the top card for their role and informs the Programme Leader what their current concern is. Each person must work to make sure that their concern is addressed.
Programme Leader role The Programme Leader now addresses each of the concerns presented. It is not expected that solutions will be found straight away – rather, the PL has the task of creating an action plan that engages with each concern seeking trade-offs and consensus.
Observer Role The role of the observer is to evaluate how well the PL managed the meeting – their facilitations skills; ability to recognise important and urgent concerns; ability to work appropriately with different colleagues and decide actions.
Capturing actions The PL decides what actions are to be taken and shares them with the team.
Feedback Each player now gives feedback to the Programme Leader on how they chaired the meeting and the conclusions they reached.
Next round Everyone now moves one place clockwise and a new round can begin. The cards from the first round are placed on the bottom of each pile and new ones taken from the top!
Coaching the PL Once everyone has taken on the role of programme leader the team should now get into pairs and take it in turns to coach the programme leader. The programme leader takes a card from the programme leader stack and shares its contents with his/her partner who has the role of coaching the programme leader about this issue.
GROW You may find it useful to use the GROW coaching approach where G = Goal R = Reality (of the situation) O = Options W = Wrap and what to do next
Skill/ Will With other colleagues I have found the Skill/ Will tool really useful…..
Developing programme leaders skills. • Being effective • having difficult conversations • managing up • manging resistance
Better Habits & Systems: Being Effective
Introducing Chris…. 17
Following the unexpected retirement of the previous incumbent, Chris has just been made a programme leader… …. Chris wants to do a good job and recognises that this is a great opportunity but is unsure whether they have the capability to be a course leader and has therefore made an appointment with the Dean to discuss the matter. In particular, Chris is worried about the extra time this will take on top of all the other things that need to be done. 18
Is there any initial advice you would like to give Chris? 19
The Dean began by re-assuring Chris that their apprehension was sector wide, that …….
The changing university landscape • Traditionally, low stress • Less control and influence; environments increasing reliance on metrics and audits • Rapid and wide-ranging change • Growing casualisation and and job insecurity • Intensification: rising demands and pace • Sense of loss and disenchantment; rising stress • Intensification: rising demands and pace profile; greater use of ‘customer service’ metrics Source: Gail Kinman • Increasing managerialism
The Dean, an experienced and wise person, started by asking Chris to identify their goals….. … their SMART goals; for their Subject and for themselves! What are your goals following the completion of LTLT13? 22
Chris completed the list of goals including the introduction of new curricula following professional body • requirements; completing the article that had been sitting on the computer • for some time; and submitting for a Senior Fellowship of the HEA, and returned • to see the Dean a couple of days later….. 23
….. Having discussed these goals, the Dean asked Chris to identify where there would be an easy completion and where there might be difficulties…. Chris wasn’t sure. “How about completing a personal SWOT analysis?” suggested the Dean 24
A Personal SWOT analysis “What’s a personal SWOT analysis?” asked Chris suspiciously. “It looks like this” said the Dean 25
Having completed the Personal SWOT analysis, Chris reflected. “This is all well and good and very helpful but so what? I just don’t have enough time and don’t know where to start to get things done” Time for another chat with the ever patient and always available Dean!
Get the right things done 1440
Get the right things done 1439
Get the right things done 1438
“The point is” said the Dean when they met up later that day, “there is simply too much to do. No amount of time -management training and ‘smart’ working can get over the fact that, in today’s universities, there is more to do than the time we have to do it!”….
Show me your calendar and I will show you your priorities! “… but don’t despair. There is a solution!” As Tim Ferriss said
• Prioritisation and getting things done • Introducing some tried and tested systems….
Urgent or Important? 33
Eating Frogs…..Brian Tracy 34
Always Work From a List ABCDE Method Place letter next to each item A: task you must complete, very important, major positive/negative consequences (rank many A items with A-1, etc.) B: task you should complete, mild consequences C: task is optional, would like to do but no consequences attached D: task can be delegated, do so ASAP E: task can be eliminated without any real difference Never do a B task when an A task is left incomplete 36
Tricks to Get Started • It is easier to commit to doing a small piece of work, and momentum often keeps us working beyond the initial steps • Divide large/complex projects into distinct smaller steps, and resolve to do one of them • Resolve to work for a specific short time period, as little as 5-10 minutes (even shorter works too) 37
Create Deadlines Imagine you have to leave town tomorrow, what absolutely • must be done before you go? Set deadlines (and sub-deadlines as appropriate) for every task • and activity Determine how many minutes/hours each task will require, add • a 20% buffer, then make it into a game to beat your own estimates 38
Create Blocks of Time Set aside 30/60/90 minute blocks for important tasks • Getting up early and working before going to work is a key productivity habit • Time planner on day/hour/minute level enables you to see and consolidate • blocks of time Plan your day in advance and schedule fixed time periods for particular • activities (e.g. writing 10-11 AM) During these work times, turn off electronic communication, eliminate any • distractions, work nonstop Use transition periods (“gifts of time”) to complete small steps in larger tasks • https://www.youtube.com/watch?v=FKOMTZ7PPLg • 39
Chunks of Time The Pomodoro technique • 40
Delegation 1. List all of your tasks 2. Identify the 5 main contributions you make to your institution – these are your priorities 3. Four key factors to consider when delegating 1. Availability 2. Time 3. Opportunity for Growth 4. Priorities
Who should you delegate to? 1. Organizational level. 2. Strengths and skills. 3. Development potential 4. Current workload 5. Reliability
We have to talk Dealing with Difficult Conversations
What is a difficult conversation? What are the types of issues or situations have you found lead to difficult conversations in the workplace? What are some of the factors that can make the conversation difficult?
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