Faculty staff relationship

8/11/2019 Faculty staff relationship

1/38

SEMINAR

Shalini joshiM.Sc. Nsg 1styeS.C.O.N Dehradu


2/38

Factor affecting fac

staff relationshi

Technique of working together,

Concepts of faculty supervisionPosition


3/38

Terms

Faculty

Staff Faculty starelationshi


4/38

An employee of the university w

instructional, advisory, evaluative, sup

and/or other professional respon

Faculty refers to the individuals who gi

instruction to the students

Full-Time:- Instructor, Assistant Professor, Associate Professor, Professor,

Part-Time:- Lecturer,Clinical Professor, Clinical Supervisor, Teaching Assistan

FACULTY


5/38

Staff tends to refer to the

workers and support people

campus. Non-teaching employe

the college. An employee of

university other than fa

Eg:- the administrative staff (secretaries, assistants, dean

presidents, etc

STAFF


6/38

Faculty and staff formed a partne

to discuss ways in which to foste

sustain positive faculty and

relations through mutual

respect, and c

Effective working condition by proper interaction and communication for collaboratively

Faculty staff

relationship


7/38

ESSENTI LS OF F CULTY ST FF REL TIONSH

Developing partnerships which are keys to im

relations; and beginning the discussion and dev

procedures for working together.

Best Practices that Encourage a Climate of

Communication and Cooperation between Facu

Staff

Best practices were assessed within the context and

campus/department environment where they

successfully implemented.


8/38

Best practices are to identify and to reinforce

behavior and partnership.

Build awareness of the avenues available to facu

staff to resolve conflicts through meeting

orientation of the new employee.

Foster open and inclusive communications

department level among faculty and staff member


9/38

Recognize that there are differences in roles

that both faculty and staff bring value to

University and equally share responsibility

creating and sustaining a positive w

environment.

Expand knowledge through training

development opportunities already available

include discussions on faculty-staff relations


10/38

PURPOSES FOR THE MAINTENANCE OF

FACULTY STAFF RELATIONSHIPS

Identifying campus best practices that encourage a cl

positive communication and cooperation between fac

staff.

Identifying those bestpracticesmost likely to transfer ef

and efficiently to other campuses.

Understanding the differing relationships between faculty

by better defining the tasks, mission, and values; bknowledgeable of the avenues available.


11/38

Identifying currently available training opportunities fo

faculty and staff who have taken on administrative roles, par

in view of the decentralization of authority and responsibility

campuses and the resultant need to assure accountability.

Evaluating the adequacy of the scope of opportunities avai

meet current training needs.

Identifying currently available means, policies, and proce

resolving complaints between staff and faculty and, if

outlining a plan to support access to and improve dissemina

information about these matters to faculty and staff.


12/38

CHARACTERISTICS OF FACULTY STAFF

RELATIONSHIP

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 openlyCollaborat


13/38

Institutional

administrati

on

Staff

workload

issues

Communica

tion 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


14/38

TECHNIQUES OF MAINTAININGGOOD FACULTY STAFF

RELATIONSHIP


15/38

CONCEPTS OF FACULTY

SUPERVISOR


16/38

FACULTY SUPERVISOR IS A MEMBER O

CURRICULUM COORDINATOR WHO

RESPONSIBLE FOR CURRICULUM PLAN

IMPLEMENTATION AND EVALUATIO

Develop instructional material, coordinate educational content, and

incorporate current technology in specialized fields that provide guide

to educators and instructors for developing curricula and conducting co

Faculty

supervisor


17/38

Written Comprehension - The ability to read

understand information and ideas presented in writi

QU LITIES OF F CULTY SUPERVISOR

Reading Comprehension - Understanding w

sentences and paragraphs in work related document

Speaking- Talking to others to convey inform

effectively.


18/38

Written Expression

The ability to communicateinformation and ideas inwriting so others will

understand.Communicating effectively inwriting as appropriate forthe needs of the audience.

Oral ComprehenThe ability to land undinformation an

presented spoken wordsentences.

Oral Expression- The ability to

communicate information and ideas in

speaking so others will understand.


19/38

Monitoring-

Monitoring/Asses

sing performance

of yourself, otherindividuals, or

organizations to

make

improvements ortake corrective

action.

Learning Strategies

Selecting and using

training/instructi

onal methodsand procedures

appropriate for

the situation

when learning orteaching new

things.

Deductive

Reasonin

ability to

general rspecific

problems

produce

answers t

make sen


20/38

Motivate A good supervisor inspires confiden

by his ability and his high expectation.

A good

supervisor is

approachable

A good supervisor is fair: Treats each individuimpartially but with accordance of his own specinterests.


21/38

A goodsupervisor isalso a good

leader

A supervisorshould have

infinite

patienceand hope

A goodsupervisor isable to look

at himselfobjectively

A gosuperv

ha

enthusfor nu


22/38

SYMPATHETICTo try to put him in the ot

persons place and see how h

be affected by his own acti

A faculty supervisor must have Master'Degreeor Post-Master's Certificate

Knowledge-

-able

RESPONSIBILITIES OR DUTIES OF FACULT


23/38

RESPONSIBILITIES OR DUTIES OF FACULT

SUPERVISOR

Communicatingwith Supervisors, Peers, or Subordinates - Pr

information to supervisors, co-workers, and subordinates by tel

in written form, e-mail, or in person.

Trainingand Teaching Others - Identifying the educational ne

others, developing formal educational or training programs or c

and teaching or instructing others.

Getting Information - Observing, receiving, and otherwise ob

information from all relevant sources.

M it P M t i l S di


24/38

Monitor Processes, Materials, or Surrounding

Monitoring and reviewing information f

materials, events, or the environment, to detec

assess problems.

Updating and Using Relevant Knowledge - Keep

up-to-date technically and applying new knowle

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.


25/38

.Research, evaluate, and prepare recommendations on curr

instructional methods, and materials for school systems.

Advise teaching and administrative staff in curr

development, use of materials and equipment,

implementation of state and federal programs and procedur

Plan and conduct teacher training programs and confe

dealing with new classroom procedures, instructional ma

and equipment, and teaching aids.


26/38

Faculty

Superv

isor

Observe work of teaching staff to evaluate performance, an

recommend changes that could strengthen teaching skills.

Recommend, order, or authorize purchase of inst

materials, supplies, equipment, and visual aids des

meet student educational needs and district standar

Develop tests, questionnaires, and procedu

measure the effectiveness of curricula, and us

tools to determine whether program objecti

being met.


27/38

Prepare grant proposals, budgets, and program polici

goals, or assist in their preparation.

Develop instructional materials to be used by educato

instructors.

Address public audiences to explain program objectiv

to elicit support.

Organize production and design of curriculum materia

Interpret and enforce provisions of state education

and rules and regulations of state education boards.

Advise and teach students.


28/38

Update the content of educational programs to that students are being trained with equipmenprocesses that are technologically current.

Coordinate activities of workers engaged in catadistributing, and maintaining educational materiaequipment in curriculum libraries and laboratories.

Develop classroom-based and distance learning trcourses, using needs assessments and skill level ana


29/38

Prepare or approve

manuals, guidelines,

and reports on state

educational policies

and practices for

distribution toschool districts.

Inspect instructio

equipment

determine if repa

are needed, a

authorize necessa

repairs


30/38

Faculty supervisor

ROLE OF

F CULTY

SUPERVISOR

CLINIC L


31/38

Assess students having adequate theoretical knowledgain maximum benefits from experience to gain max

benefit.

Plan the course outline and so that theory can becorrelated to practice

Preparation of objectives for clinical experie


32/38

Get permission from clinical

authoritys 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.


33/38

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 discussionsand case presentations


34/38

Criticize constructively the students activiwhich improves their performance.

Helps the students for effective chartingrecords and reports.


35/38

Dual role model in NIMHANS

The amalgamation of 1974 resulting in NIMHANSfaculty of the nursing department took up the

responsibility of providing clinical services as we

conducting teaching programs. In 1975, all the G

II nursing superintendents working in the hoswere designated tutors to maintain uniformity in

department.

Integrative Service Education approach


36/38

Integrative Service-Education approach

CMC VelloreCollege of Nursing under Christian Medical College, V

where nurse educators are practicing in the warddirectly involving in the delivery of nursing serviceenables the practicing nurse to share her practi

knowledge to the student nurse who is practicing

concerned wards


37/38

SUMMARY


38/38

Whats Your Message?POWERPOINT 2010

Documents

Faculty staff relationship