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How
to Work Effectively with Faculty:
Insights and strategies
for University Staff
(Speech, half-day or one-day workshop)
Feedback from Stanford
University and University of San Francisco
- You nailed
the behavior patterns very well. I like the way you get the point across
that faculty are different and a different approach is needed (See chart below)
- Dr. Christy
was amazing: dynamic, engaging, lots of good useable information
- Personal
experience shared was great. Thank you, Dr. Christy, for keeping it
"real"
- Your research
and preparation made for a good presentation
- "Communicate
with Faculty" section was great
- This should
be required for every new employee
Faculty are a different species with
a different culture. Working with faculty members takes understanding,
special approaches and creativity. This interactive speech or workshop
offers insights into faculty communication and work styles. You will
learn many practical, positive strategies for working with faculty in
a variety of University settings.
Benefits:
- Gain perspective on how working
with faculty is different from boss-subordinate relationships in other
organizations
- Learn about faculty communication
and work styles, priorities, roles, needs and pressures (See chart
below)
- Discover strategies to orient
and communicate with faculty, manage their expectations, help them follow
administrative procedures and partner for their success – and yours
- Build your resources and relationships
How to Work Effectively with Faculty
is the only program on this topic anywhere
(according to my research)
I am currently offering it as customized
trainings at Stanford University and University of San Francisco and
as a presentation at UCSF's Women Leaders 2008: A Symposium for Women
in University Settings. Participants requested my manual to pass
around to their colleagues as a handbook for improving staff-faculty
relationships.
Faculty and university
staff are different from one another
| |
Faculty,
researchers |
Staff |
|
Positive description |
Intellectual
athletes
|
Organizational wizards |
Thinking
Seek to understand |
Abstract, complex,
creative, systems thinking
The theories, skills and
knowledge of an academic field (arts, sciences, law, engineering, etc.)
|
Concrete, practical,
systems thinking
The real world, how to get
things done given the procedures, the people and schedules, how decisions
will impact the people involved
|
| Goals
|
Contribute to
the academic field through research, publishing and teaching; creative
application of concepts and theories to make a difference in the world
|
Implementation; make concrete
things happen in a complex, political university system; support the
academic enterprise
|
Time
reference
Tune into
|
Future, long
range, abstract
Own abstract thoughts, concepts
and possibilities
|
Here and now,
immediate future
How things get done, who
is who, what's going on
|
Work
style
What they manage
|
Juggle multiple priorities,
work many hours but not scheduled hours, task focused, may not be aware
of university procedures or may find them to be a nuisance
Manage own research, publishing,
teaching and career |
Juggle multiple
priorities,
scheduled workday, know and
follow university procedures, creatively "work" their network
of relationships to create results
Manage implementation; manage
people, projects, budgets, departmental/interdepartmental relationships
and career
|
| Rewards |
Tenure, promotion,
grants, reputation, publication, papers delivered, appreciation
|
Concrete results,
participation in meaningful academic projects, appreciation, reputation,
promotion (sometimes not available), campus awards |
| Constituents |
Worldwide cohort
of academics in their field, students at the university
|
Faculty, students
and other staff within the department and university
|
| Orientation
to one's job |
Work is a way of life, often
the central focus of life's meaning and activity |
Work is a valued
occupation; much of life's meaning is derived from having a meaningful
life outside of work
|
| Background
(training) |
Specialized
graduate education in an academic field, usually not trained or experienced
in administration, communication or management
|
Well educated
in a variety of fields, on-the-job training, some specialized
training (administration, communication, customer service, management)
|
| Negative
stereotype |
Absent minded,
disorganized, last-minute, detached (in ivory tower), prima donna, too
busy and preoccupied
|
Create bureaucracy (red
tape, roadblocks, make others jump though hoops), rigid and uptight,
too busy and preoccupied |
|
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