Mind the Gap Insights and Future Innovations Arising

“Mind the Gap”: Insights and Future Innovations Arising From a Small Development Project into HRM Strategies and Academic Engagement Kathryn Waddington: City University London Julie Lister: University of Westminster k. waddington@city. ac. uk j. lister@wmin. ac. uk J. Marsh (2008) Man on Wire Walking a tightrope? Crossing bridges? Or doing both?

OVERVIEW • Share insights and findings from our small development project • Critically reflect upon the challenges we have faced • Work with perspectives and frameworks from interprofessional practice and organisational neuroscience • Use reflexive processes of thinking and doing • Next steps: identify case studies of innovative collaborations Mindless habitual behaviour is the enemy of innovation Rosabeth Moss Kanter

HRM STRATEGIES AND ACADEMIC ENGAGEMENT: SUMMARY OF MAIN FINDINGS • Perception of HR as part of management armoury • HR valued for its advisory/support role, but this does not translate into strong engagement with the HR strategy • Staff who feel valued and supported are engaged and are more likely to create a positive student experience • Opportunities for innovative interdisciplinary ‘academic-HR practitioner partnerships’ • Limited academic-practitioner crossover in other disciplines/functions

A MINDFUL REFLEXIVE PROCESS critical reflective conversations identifying our assumptions & values thinking and doing challenging and unsettling them exposing our thinking

INTERPROFESSIONAL PRACTICE Professionals from different backgrounds/disciplines interacting to share knowledge, experience, defences, learning and expertise to develop integrated innovative solutions to a range of client/community/social needs (Molloy & Waddington, 2011)

In an interestingly coincidental way the action of cutting edge effective leadership mirrors the principles of co-inquiry and honoring learning derived from lived experience, and is open to diverse ways of thinking Yorks et al. , in Molloy & Waddington (2011: 18)

THE SCARF MODEL © David Rock A framework for interprofessional coaching Social/Organisational Threats Rewards MOVE AWAY FROM THREATS Status Certainty Autonomy Relatedness Fairness MOVE TOWARDS REWARDS

WORK IN MIXED GROUPS OF 2 s/3 s • Groundrules! • Reflect on situations/triggers/people that cause threat responses and avoidance behaviours in yourself and others • What are you assuming and how can it be challenged? • What aspects of the SCARF model do you need to pay most attention to to unlock learning? • What one thing will you do differently after this workshop?

http: //www. edbatista. com/2010/03/scarf. html How can leaders and practitioners use the SCARF model? As a self-awareness tool, paying mindful attention to situations/triggers/people that cause threat responses and avoidance behaviours. In personal and executive coaching, e. g. by giving regular +ve feedback, seeing things from other perspectives, understanding responses to threat and change.

THANK YOU! NEXT STEPS Invitation to identify case studies and examples of innovative academic-practitioner collaborations in your HEIs?

KEY REFERENCES • Molloy, K. & Waddington, K. (2011). Learning about leadership through critical reflection and practitioner-academic co-inquiry. European Work and Organizational Psychology in Practice. 4: 18 -39. Available at: http: //www. eawop. org/ckeditor_assets/attachments/92/ewopinpractic e_issue 4_2011. pdf? 1324672256 • Rock, D. (2008). SCARF: A brain-based model for collaborating with and influencing others. Neuro. Leadership. 1: 1 -9. Available at: http: //www. davidrock. net/files/NLJ_SCARFUS. pdf • Waddington, K. & Lister, J. (2010). HRM Strategies and Academic Engagement. Full Report at: http: //www. lfhe. ac. uk/en/researchresources/commissioned-projects/small-developmentprojects/sdp 200809/city-po. cfm