Factor affecting facultystaff relationship

Technique of working together,

Concepts of faculty supervisionPosition

Terms

1Faculty 2Staff 3Faculty staff relationship

An employee of the university who has instructional, advisory, evaluative, supervisory, and/or other professional responsibilities. Faculty refers to the individuals who give direct instruction to the students

Full-Time:- Instructor, Assistant Professor, Associate Professor, Professor, Part-Time:- Lecturer,Clinical Professor, Clinical Supervisor, Teaching Assistant,

FACULTY

2Staff tends to refer to the office workers and support people on campus. Non-teaching employees of the college. An employee of the university other than faculty.

Eg:- the administrative staff (secretaries, assistants, deans, presidents, etc

STAFF

3Faculty and staff formed a partnership to discuss ways in which to foster and sustain positive faculty and staff relations through mutual trust, respect, and civility.

Effective working condition by proper interaction and communication for work collaboratively

Faculty staff relationship

ESSENTIALS OF FACULTY STAFF RELATIONSHIP

• Developing partnerships, which are keys to improved relations; and beginning the discussion and developing procedures for working together.

• Best Practices that Encourage a Climate of Positive Communication and Cooperation between Faculty and Staff,

• Best practices were assessed within the context and of the campus/department environment where they were successfully implemented.

• Best practices are, to identify and to reinforce positive behavior and partnership.

• Build awareness of the avenues available to faculty and staff to resolve conflicts through meetings and orientation of the new employee.

• Foster open and inclusive communications at the department level among faculty and staff members.

• Recognize that there are differences in roles, but that both faculty and staff bring value to the University, and equally share responsibility for creating and sustaining a positive work environment.

• Expand knowledge through training and development opportunities already available to include discussions on faculty-staff relations

PURPOSES FOR THE MAINTENANCE OF FACULTY STAFF RELATIONSHIPS

Identifying campus ‘best practices” that encourage a climate of positive communication and cooperation between faculty and staff.

Identifying those “best practices” most likely to transfer effectively and efficiently to other campuses.

Understanding the differing relationships between faculty and staff by better defining the tasks, mission, and values; becoming knowledgeable of the avenues available.

Identifying currently available training opportunities for those faculty and staff who have taken on administrative roles, particularly in view of the decentralization of authority and responsibility to the campuses and the resultant need to assure accountability.

Evaluating the adequacy of the scope of opportunities available to meet current training needs.

Identifying currently available means, policies, and processes for resolving complaints between staff and faculty and, if needed, outlining a plan to support access to and improve dissemination of information about these matters to faculty and staff.

CHARACTERISTICS OF FACULTY STAFFRELATIONSHIP

Treat each other with respect

Feel secure and comfortable

Are not violent with each other

Can resolve conflicts satisfactorily

Support one another

Can trust each other

Communicate clearly and openly 

Collaboration

Institutional administrati

on

Staff workload

issues

Communication gap

Daily University

Work Achievement

New Faculty Orientation Programs

Training Opportunit

ies

Department Chair

Workshops

Mediation Program

Task force outcome

Selection criteria Factor influencing

faculty staff relationship

TECHNIQUES OF MAINTAINING GOOD FACULTY STAFF

RELATIONSHIP

CONCEPTS OF FACULTY SUPERVISOR

FACULTY SUPERVISOR IS A MEMBER OF THE CURRICULUM COORDINATOR WHO IS

RESPONSIBLE FOR CURRICULUM PLANNING, IMPLEMENTATION AND EVALUATION.

Develop instructional material, coordinate educational content, and incorporate current technology in specialized fields that provide guidelines

to educators and instructors for developing curricula and conducting courses

Faculty supervisor

Written Comprehension - The ability to read and understand information and ideas presented in writing.

QUALITIES OF FACULTY SUPERVISOR

Reading Comprehension - Understanding written sentences and paragraphs in work related documents.

Speaking- Talking to others to convey information effectively.

Written Expression –

The ability to communicate information and ideas in writing so others will understand.

Communicating effectively in writing as appropriate for the needs of the audience.

Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences.

Oral Expression - The ability to communicate information and ideas in

speaking so others will understand.

Monitoring - Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.

Learning StrategiesSelecting and using

training/instructional methods and procedures appropriate for the situation when learning or teaching new things.

Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense

• Motivate A good supervisor inspires confidence by his ability and his high expectation.

A good supervisor is

approachable

A good supervisor is fair: Treats each individual impartially but with accordance of his own special interests.

A good supervisor is also a good

leader

A supervisor should have

infinite patience and hope

A good supervisor is able to look at

himself objectively

A good supervisor has enthusiasm

for nursing

SYMPATHETIC To try to put him in the other

persons place and see how he will be affected by his own actions.

A faculty supervisor must have Master's Degree or Post-Master's Certificate

Knowledge- -able

RESPONSIBILITIES OR DUTIES OF FACULTY SUPERVISOR

•Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. •Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. •Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources.

Monitor Processes, Materials, or Surroundings - Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job.

Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students.

Conference with members of educational committees and advisory groups to obtain knowledge of subject areas, and to relate curriculum materials to specific subjects, individual student needs, and occupational areas.

.Research, evaluate, and prepare recommendations on curriculum, instructional methods, and materials for school systems.

Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures.

Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.

Facu

lty S

uper

viso

r

•Observe work of teaching staff to evaluate performance, and to recommend changes that could strengthen teaching skills.

•Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards.

•Develop tests, questionnaires, and procedures that measure the effectiveness of curricula, and use these tools to determine whether program objectives are being met.

• Prepare grant proposals, budgets, and program policies and goals, or assist in their preparation.

• Develop instructional materials to be used by educators and instructors.

• Address public audiences to explain program objectives and to elicit support.

• Organize production and design of curriculum materials. • Interpret and enforce provisions of state education

codes, and rules and regulations of state education boards.

• Advise and teach students.

• Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current.

• Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories.

• Develop classroom-based and distance learning training courses, using needs assessments and skill level analyses.

• Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts.

• Inspect instructional equipment to determine if repairs are needed, and authorize necessary repairs

Faculty supervisor

ROLE OF FACULTY

SUPERVISOR IN

CLINICAL AREA

Assess students having adequate theoretical knowledge to gain maximum benefits from experience to gain maximum benefit.

Plan the course outline and so that theory can be correlated to practice

Based on objective, clinical experience has to be planned in advance to provide specific planned learning

experience

Preparation of objectives for clinical experience

Get permission from clinical authority’s place the necessary material required for client care, plan the assignments evaluation tool.Ensure that each student is aware of objectives and assignments and criteria for evaluation.

Place and guide the students to get required clinical experience.

Orient the student to clinical area, ward staff, policies, philosophy of organization where they were posted.

Participate in teaching supervision and evaluation of students in wards.

Arrange ward teachings, ward discussions and case presentations

•Criticize constructively the students activities which improves their performance.

•Helps the students for effective charting of records and reports.

Dual role model in NIMHANS

The amalgamation of 1974 resulting in NIMHANS, the faculty of the nursing department took up the dual responsibility of providing clinical services as well as conducting teaching programs. In 1975, all the Grade II nursing superintendents working in the hospital were designated tutors to maintain uniformity in the department.

Integrative Service-Education approach in CMC Vellore

College of Nursing under Christian Medical College, Vellore, where nurse educators are practicing in the wards or directly involving in the delivery of nursing services. This enables the

practicing nurse to share her practical knowledge to the student nurse who is practicing in the concerned wards

SUMMARY

What’s Your Message?POWERPOINT 2010