Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol11.Issue6.1997:

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Re yno ld J.S. Mac phe rso n The Ce ntre fo r Pro fe ssio nal De ve lo pme nt at the Unive rsity o f Aukland: to wards c re ating ne two rks o f mo ral o bligatio ns

Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 1 / 6 [1 9 9 7 ] 2 6 0 –2 6 7

Bein g va lu ed is a b a sic con d it ion of p r ofession a lism , a con d it ion t h a t m u st b e in t en t ion -a lly su st -a in ed (Th om -a s, 1995). Sh -a r in g p ower a p p ea r s t o b e on e of t h e m or e effect ive st r a t e-gies. It is lon g k n ow n t h a t wh en collea gu es solve p r oblem s in su p p or t ive gr ou p s, h elp set st r a t e gic op t ion s a n d p r ior it ies, a n d t h en n e got ia t e t h e p er son a l im p lica t ion s for t h eir p er for m a n ce in a k n ow n p olicy con t ext , t h eir com m it m en t t o q u a lit y t en d s t o r ise (Moses, 1989).

An ot h er u s efu l s t r a t e gy is t o collect a n d r efl ect on ev id en ce of b est p r a ct ices

els ew h er e (a b ou t t u t or in g, s u p er v isin g, lec-t u r in g, r es ea r ch in g, p u blis h in g). T h e H igh er E d u ca t ion Res ea r ch a n d Develop m en t St a ff Associa t ion (H E RDSA) Gr een Gu id es (Br u ce, c1992; Ca n n on , 1992; Cr ook s, 1988; Kem b er a n d Kelly, c1992; Kem b er a n d M u r p h y, c1992; Lu blin , 1987; M oses, 1989; M cDon a ld , 1984; Sa d ler, c1984) a r e a u sefu l ea r ly exa m p le of t h is a p p r oa ch .

Tod ay, I wou ld a r gu e, even m or e sy st em a t ic r esea r ch is n eed ed t o r efi n e t h e b en ch m a r k s u sed for eva lu a t ion a n d d evelop m en t in t ea ch -in g a n d lea r n -in g. Sim ila r ly, r esea r ch n eed s t o u n d er p in lea d er sh ip a n d m a n a gem en t ser v ices, esp ecia lly h ow st r u ct u r es, p er son n el a n d r esou r ces a r e m a n a ged t o lift p r od u ct iv it y a n d t o a cceler a t e t h e gr ow t h of k n ow led ge. T h is a p p lies esp ecia lly r esea r ch a b ou t t h e com p a r a t ive va lu e of p r ofession a l d evelop -m en t a id ed by in for -m a t ion t ech n ology.

In t h e in t er im , gen er ic P D s h ou ld con t in u e t o p r ov id e s u p p or t ive socia liza t ion , r a is e coh er en ce b et w een effor t a n d or ga n iza t ion a l va lu es, a n d lin k t h e for m a t ive eva lu a t ion of p er for m a n ce w it h p la n n in g for im p r ovem en t .

The role of the CPD within the

university

In a d d it ion t o gen er ic P D, it is cr u cia l t h a t t h e CP D h elp im p r ove t h e p r od u ct ion a n d d is s em in a t ion of r efi n ed k n ow led ge. Sveiby (1992) d em on st r a t ed t h a t p r im a r y p r od u ct ion in a u n iver s it y d oes n ot com p r is e good s a n d ser v ices bu t com p lex p r oblem solv in g. Sch ön (1987) s h ow ed t h a t p r oblem solv in g in u n iver -sit ies is n on -s t a n d a r d ized , n on -r ecu r r en t , cr ea t ive a n d h igh ly d e p en d en t on com m it t ed in d iv id u a ls. E n cou r a gin g su ch p r od u ct ion t h r ou gh P D im p lies p r ov id in g con t in u ou s im p r ovem en t a n d or ga n iza t ion a l lea r n in g a b ou t p r oblem solv in g.

Som e defi n ition s a r e w a r r a n ted a t th is poin t. Con tin u ou s im pr ovem en t, a ccor din g to th e E u r opea n Lifelon g Lea r n in g In itia tive (1994), is best a ch ieved by people a t wor k lea r n -in g togeth er h ow to lift th eir per for m a n ce. Th is r equ ir es in stitu tion a l in vestm en t, a n

eth os th a t va lu es th e gr ow th in or ga n iza tion a l k n ow ledge, a n d edu ca tive lea der sh ip ser vices (Du ign a n a n d Ma cph er son , 1992). It is a lso k n ow n th a t con tin u ou s im pr ovem en t a cceler -a tes wh en le-a r n in g, wor k -a n d im pr ovem en t a r e in te gr a ted a n d wh en n ew tech n ology m obilizes ta len t a n d lets people lea r n con tin u -ou sly in th eir ow n pr efer r ed w ay (H-ou le, 1980). A lea r n in g or ga n iza t ion is a n or ga n iza t ion w it h a lea r n in g st r a t e gy t h a t is r e gu la r ly im p r oved (Sen ge, 1990). Id ea lly, t h is lea r n in g st r a t e gy wou ld en cou r a ge m em b er s t o r em a in fl exible, sh a r e t h eir id ea s, seek ou t a n d u se feed b a ck , su p p or t ea ch ot h er, w a t ch for op p or t u n it ies, lea r n fr om ot h er or ga n iza -t ion s, a n d en cou r a ge self-d evelop m en -t .

Wh et h er lea d er s en cou r a ge collea gu es t o u se t h e ava ila ble d e gr ee st r u ct u r es, st u d en t eva lu a t ion d a t a , t r a in in g d ay s, sem in a r s or d e p a r t m en t a l wor k sh op s, t h e cr u cia l a im is t o su st a in a n ed u ca t ive cu lt u r e (Wa d e et a l., 1994). Su ch ed u ca t ive lea d er sh ip n eed s t o b e u b iq u it ou s a n d a u t h en t ic t o t r a n sfor m or ga n iza t ion a l cu lt u r e. T h is a p p r oa ch sh ou ld a ls o b e ch a r a ct er ist ic w h en a n y CP D

d isch a r ges r es p on sib ilit ies in w id er set t in gs.

Role of a CPD in a wider context

T h e CP D a t Au ck la n d h a s a t lea st t wo m a jor ch a llen ges in t h e w id er con t ext . It m u st h elp en h a n ce t h e s t a n d in g of it s h ost u n iver sit y in b r oa d er com m u n it ies a n d h elp collea gu es r esp on d p r oa ct ively t o t h e in for m a t ion a ge. I w ill com e b a ck t o t h e issu e of com m u n it y.

T h e fi r st ch a llen ge is t h a t t h e CP D sh ou ld h elp p r esen t t h e Un iver sit y of Au ck la n d a s a p r em ier in t er n a t ion a l r e p osit or y of t ea ch in g, r esea r ch a n d a d m in ist r a t ive b est p r a ct ices. A p r a ct ica l exa m p le is t o h ave t h e sh op fr on t of t h e CP D, it s Web sit e, in t r od u ce collea gu es, cla r ify t h e Cen t r e’s v ision , m is sion a n d ser v ices, m a r k et sp a r e ca p a cit y, fa cilit a t e lin k s w it h ot h er P D cen t r es, a n d p r esen t t h e CP D a s a n a t ion a l p olicy r esea r ch cen t r e w it h a n st r on g in t er n a t ion a l p r ofi le.

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T h e secon d ch a llen ge is t o h elp u n iver s it y s t a ff exp loit n ew in for m a t ion t ech n ology (IT), a s it u n fold s. T h is im p lies colla b or a t ive r esea r ch in t o t h e im p lica t ion s of ch a n ges in s ocia l, econ om ic, p olit ica l a n d le ga l t er m s, a n d a p p ly in g t h e e p ist em ologica l, t ech n ologi-ca l a n d ed u ologi-ca t ion a l a dva n t a ges d is cover ed . In a p p lied r es ea r ch t er m s it w ill m ea n h elp in g collea gu es t o u s e em er gen t IT t o r ev iew a n d d evelop p er for m a n ce, glob a lize t h eir m a r k et -in g, t ea ch -in g a n d r es ea r ch , a n d d esign n ew d eliver y s y s t em s. As Lu n d in (1993) a r gu ed , t h e r a ce is on in H E t o offer a u t om a t ed t ea ch in g a n d on lin e con t r a ct r es ea r ch ; t o in d iv id u -a ls, t o n ich e m -a r k et s -a n d t o m -a s s coh or t s.

Sin ce P D w ill b e cen t r a l t o t h e IT-d r iven t r a n sfor m a t ion of H E , it n eed s a s ou n d p h ilo-s op h ica l ju ilo-s t ifi ca t ion for t h e r ole it w ill p lay. It is oft en a ss u m ed , w r on gly in m y v iew, t h a t t ech n ology it self is va lu e fr ee. Sin ce P D is a s ocia l t ech n ology, it s a p p lica t ion w it h r e ga r d t o IT r eq u ir es m or a l ch oices, a n d t h er efor e, p h ilos op h ica l ju s t ifi ca t ion . On e a p p r oa ch is t o con s id er t h e m or a l obliga t ion s in volved .

Moral obligations

T h e cor p or a t e p la n of t h e Un iver s it y of Au ck la n d d efi n es P D a s a m or a l obliga t ion : “t o en cou r a ge a n d a s sis t st a ff t o r ea ch t h eir p ot en t ia l” (Un iver s it y of Au ck la n d , 1995b, p. 24). Sim u lt a n eou s ly, t h e u n iver s it y m a in t a in s a ccou n t a b ilit y p r ocess es so t h a t p er son n el ca n d is ch a r ge t h e obliga t ion s en t a iled by em p loy m en t a n d s o t h a t bu d get gr ou p s ca n a ccou n t for a n d im p r ove t h eir u s e of p r eciou s r es ou r ces. Accou n t a b ilit y a n d P D a r e t wo s id es of t h e s a m e q u a lit y m a n a gem en t coin .

T h is is t o a r gu e t h a t a p h ilosop h ica l ju st ifi-ca t ion for P D m u st coh er e w it h a ccou n t a b ilit y p olicy a n d t h a t t h ey sh ou ld b e d evelop ed a s r ecip r oca l m or a l obliga t ion s. If P D a n d a ccou n t a b ilit y a r e a ccep t ed a s t wo sid es of t h e sa m e q u a lit y coin , t h ey m u st b ot h b e in t r in si-ca lly et h isi-ca l a n d ed u si-ca t ive in or d er t o r em a in r esp ect ed a n d t o gen er a t e im p r ovem en t .

T h e m or a l obliga t ion s a s socia t ed w it h t h e CP D ca n b e ju s t ifi ed by r efer en ce t o con se-q u en ces (M a cp h er s on a n d Cu s a ck , 1996). For exa m p le, t h e obliga t ion t o p r ov id e con t in u -ou s lea r n in g m ay b e ju st ifi ed by t h e w ay it h elp s a ll st a ff r ea ch t h eir p ot en t ia l. T h e oblig-a t ion t o p r om ot e or goblig-a n izoblig-a t ion oblig-a l leoblig-a r n in g m oblig-ay b e ju s t ifi ed by t h e a dva n t a ges of in d iv id u a ls a n d gr ou p s r ev iew in g a n d r e p r ofi lin g t h eir s er v ices. T h e obliga t ion t o p r ov id e p olicy a n d p r a ct ica l a dv ice on q u a lit y m a n a gem en t m ay b e ju s t ifi ed by a p p ea l t o collect ive st r a t e gic fu t u r es.

My p olicy r es ea r ch over t h e la s t fi ve yea r s (Ma cp h er s on , 1997) h a s sh ow n t h a t P D

p h ilos op h ies in la r ge or ga n iza t ion s a n d sy st em s n eed t o ext en d t h e u se of h y p er -in d iv id u a list ic m od els (e.g. ext r a ct ion P D a n d sk ill-focu sed in st r u ct ion ) w it h h u m a n ist colle gia l m od els (e.g. t ea m -b a sed lea r n in g) t o bu ild a s h a r ed sen se of p r ofession a lism a n d t o a ch ieve cu lt u r a l ch a n ge.

Sim ila r ly, t h ese t wo m od els n eed t o b e su p p lem en t ed w it h e p is t em ica lly cr it ica l for m s of P D (e.g. st a k eh old er -sen s it ive p r ogr a m m e eva lu a t ion ) t h a t p r om ot e com m u -n it a r ia -n p er sp ect ives. T h ese m od els a r e exp la in ed in t h e n ext sect ion .

Philosophical framework for CPD

operations

T h r ee P D p h ilosop h ies ca n b e con t r a st ed in t er m s of m a in p u r p oses, a p p r op r ia t e st r a t e-gies, s ou r ce of eva lu a t ion cr it er ia , a p p r op r ia t e ia ccou n t ia b ilit y p r oces ses, st r en gt h s, w eia k -n esses, a p p r op r ia t e for m s of p r ofessio-n a l d evelop m en t , a n d t h e d om in a n t s y st em s of k n ow led ge ea ch u se (see Ta ble I).

An im p or t a n t im p lica t ion of a com m u n it a r -ia n p h ilosop h y of P D is t h a t it wou ld m ea n t h e CP D h elp in g collea gu es t o r econ st r u ct t h eir t h eor ies of p r ofession a lism in a su p p or t ive p eer gr ou p, a n d t h en in a w id er com m u n it y con t ext , t h r ou gh ed u ca t ive a n d for m a -t ive p r ocesses r a -t h er -t h a n su m m a -t ive a n d p u n it ive for m s of a ccou n t a b ilit y. Wh a t d o I m ea n by com m u n it y ?

De p en d in g on t h e t a sk , com m u n it y in H E ca n b e in t er p r et ed a s t h e u n iver sit y, p r ogr a m m e st a k e h old er s, w id er p eer or clien t a u d ien ces, t h e P a cifi c Rim or Un iv ersi-ta s 21. Det er m in in g t h e n a t u r e of a wor k gr ou p ’s com m u n it y is a n im p or t a n t d evelop m en t a l exer cis e in it self for t h e w ay it r eit er -a t es oblig-a t ion s -a n d p r ior com m it m en t s. T h is is a cr u cia l issu e in N ew Zea la n d , given t h e T r ea t y of Wa it a n gi a n d eq u a l em p loy m en t op p or t u n it ies p olicies. In volv in g Ma or i p h ilosop h er s a n d eq u it y p olicy r esea r ch er s in t h e wor k of a CP D wou ld a p p ea r t o b e essen -t ia l. I-t h a s b een m y exp er ien ce -t h a -t m os-t in t er n a t ion a l u n iver sit ies a r e yet t o d isp lay su ch r esp ect for s u ch in d igen ou s p er sp ec-t ives.

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gen er a t e a n even m or e s op h is t ica t ed k n ow l-ed ge of t h eir ser v ice.

An im m ed ia t e im p lica t ion for t h e CP D is t h a t ed u ca t ive for m s of lea d er s h ip a r e n eed ed t o h elp collea gu es m ove fr om t h e som et im es fer a l n or m s of u n con t es t a ble h y p er in d iv id u -a lism t ow -a r d s m or e colle gi-a l n or m s, -a n d t h en t o m ove fr om t h e oft en clos ed p eer cu lt u r es of colle gia lis m t ow a r d s com m u n it a r ia n a ct ion . T h e CP D w ill n eed t o t a k e a n even m or e p r o-a ct ive r ole in im p r ov in g leo-a d er s h ip ser v ices a cr os s it s h ost u n iver s it y.

In s u m , id en t ify in g a n d d isch a r gin g r ecip -r oca l obliga t ion s -r eq u i-r es P D t h a t bu ild s a cr it ica l aw a r en es s of t h e n a t u r e of a s su m p -t ion s, va lu es a n d k n ow led ge em b ed d ed in a im s a n d ob ject ives. Of h y p er -in d iv id u a lis t , colle gia l a n d com m u n it a r ia n p h ilos op h ies, it is on ly t h e com m u n it a r ia n p er s p ect ive t h a t ext en d s P D fr om s k ill d evelop m en t in t o d ee p er r efl ect ion on t h e con s eq u en ces of a ct ion s, a n d t h en t o t h e ga in in g of w is d om a b ou t s er v ices in st a k eh old er gr ou p s.

T h r ee m od els w ill n ow b e in t r od u ced b r iefl y t o illu st r a t e h ow t h is com m u n it a r ia n p h ilos op h y for P D ca n b e op er a t ion a lized in H E .

Career and action research models

I sh a r e Ca n dy ’s (1995) v iew t h a t b a se-lin e P D in H E s h ou ld h elp a ll collea gu es t o s t ay fl exi-ble a n d r es p on s ive by p r ov id in g ca r efu l in d u ct ion , feed b a ck on p er for m a n ce a n d r e gu la r ly r efr es h in g exp ect a t ion s. An d a s p eop le m ove t h r ou gh t h e s ea s on s of t h eir ca r eer s, a n d r e p r ofi le t h eir ser v ice, t h ey a lso n eed r e gu la r a cces s t o ch a n gin g or ga n iza -t ion a l va lu es a n d p r ior i-t ies. T h is a cces s is ver y im p or t a n t in la r ge s u ccess fu l or ga n iza -t ion s given -t h eir p r on en ess -t o a h a r d en in g of

t h e a r t er ies, t o sm u gn es s a n d t o h u b r is. Ca n dy ’s CARE E R m od el is s u m m a r ized in Ta ble II.

To exp la in , a n t icip a t or y lea r n in g ca n h elp collea gu es a ct ively con s t r u ct sm a r t fu t u r es. For exa m p le, a ss ocia t es of t h e CP D in bu d get gr ou p s m igh t t r y t o em b ed su ch a n t icip a t or y lea r n in g d u r in g p la n n in g. T h e p oin t is t h a t it h a s t o b e em b ed d ed in t o t h e t a k en -for -gr a n t ed st ock of k n ow led ge of t h a t cu lt u r e for it t o h ave la st in g effect . Wh en k n ow led ge of b est p r a ct ice is cr ea t ed in a su p p or t ive p r ofes-sion a l gr ou p, it h a s a gen et ic effect . In m y exp er ien ce, a n n u a l t ea m p r ogr a m m e bu d get -in g gr a d u a lly d ee p en s u n d er st a n d -in gs a n d cr ea t es for m s of fi n a n cia l d iscip lin e t h a t a r e u n im a gin a ble a t , a n d q u it e u n en for cea ble fr om , cor p or a t e levels.

Given t h e im p or t a n ce of m et h od ology in a ll gr ou p s w it h a r esea r ch fu n ct ion , t h e r efi n e-m en t of s u ch b est p r a ct ice w ill n eed t o b e a s sy st em a t ic a s t h e p r od u ct ion of k n ow led ge elsew h er e, for it t o b e t r u st ed . Or ga n iza t ion a l h a b it s, lea d er s h ip t r a d it ion s a n d a n ecd ot a l t h eor y w ill a ll h ave t o b e ch a llen ged in t er m s of p er for m a n ce, lea r n in g a n d t h e q u a lit y of ou t com es.

Old m on ey p r ogr a m m es, for in st a n ce, w ill h ave t o b e eva lu a t ed ea ch yea r ju st a s r igor -ou sly a s n ew m on ey p r op osa ls. Sim ila r ly, in t h e collect ive in t er est , efficien cy ga in s w ill b e n eed ed t o h elp cr ea t e in st it u t ion a l r isk ca p i-t a l a n d su b sid ize in n ova i-t ion . An d i-t o en su r e t h a t ea ch bu d get gr ou p or p r ogr a m m e is st ay in g w it h or a h ea d of t h e b est , p olicies a n d ou t com es n eed t o b e com p a r ed a ga in st sp e-cia list in t er n a t ion a l b en ch m a r k s.

T h is for m of r igou r n eed s t o b e a fea t u r e of t h e m or a l econ om y of t h e u n iver sit y. To r ea s-su r e s t a ff, a n d gu a r a n t ee p r efer r ed a n d p r efer a ble collect ive fu t u r es, t h is m or a l Table I

Philo so phic al frame wo rks fo r CPD o pe ratio ns in highe r e duc atio n

Hyper- Humanist Critical

M odel individualism collegialism communitarianism

Purpose Report and c ompare Report outc omes, improve Report outc omes, improve outc omes proc esses and programme programme and governanc e

Appropriate Professional self-evaluation Peer-based formative Stakeholder-based formative

strategies evaluation evaluation

Evaluate criteria An empiric al and rational A c ollegial professional A c ommunity polic y projec t projec t projec t

Appropriate Confidential c onsultation Peer c ollec tive methods Stakeholder-sensitive projec t

processes

Strengths Foc us on student progress Supportive relationships Organizational learning

Weaknesses No feedbac k and Closed interc ollegiate norms Norms c an be too c ontestable unc ontestable norms

Epistemology Logic al positivism Humanist subjec tivism Norms c an be too c ontestable

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econ om y n eed s t o b e ev id en t w h en r ev iew in g p r om ot ion cr it er ia a n d p r ocess es, cou r se offer in gs, m a n a gem en t in for m a t ion s y st em s a n d p ow er s t r u ct u r es. T h is exem p lifi es t h e Ar ist ot elia n id ea l of p r a xis ; t h r ou gh cr it ica l r efl ect ion on t h e q u a lit y of p r a ct ice a n d on t h e va lu e of su ch s er v ice.

An a ct ion r esea r ch m odel is pa r t icu la r ly u sefu l in pr ofession a l wor k gr ou ps a n d in st i-t u i-t ion s w a n i-t in g i-t o solve pr a ci-t ica l pr oblem s (Bu r n s, 1994). It h a n dles em pir ica l, su bject ive a n d n or m a t ive da t a in com plex socia l syst em s a n d u ses n a t u r a list ic coh er en t ism t o iden t ify t ou ch st on es (E ver s a n d La k om sk i, 1991). It ca n be su m m a r ized a s a seven -ph a se r ecu r r en t cycle w it h ea ch ph a se h avin g specifi c t a sk s, pu r poses a n d k ey issu es t o be con sider ed.

T h e fi r st p h a se of a ct ion r esea r ch is d evot ed t o collect ive con cep t m a p p in g so t h a t a ll p a r -t icip a n -t s, s-t a k eh old er s if you w ish , b ecom e aw a r e of t h e r ela t iv it y of t h eir ow n v iew s,

in t er est s a n d va lu es. P h a se t wo is t o sp ecify t h e p r oblem m or e a ccu r a t ely in con t ext . P h a se t h r ee in volves r esea r ch in g p r ior k n ow l-ed ge. P h a se fou r is t o collect d a t a a n d sp ecify op t ion a l set s of exp la n a t ion s a n d solu t ion s. P h a se fi ve in volves m a k in g d ecision s a n d p la n s. P h a se six is a ct ion in t ea m s in t en d ed t o a ch ieve sp ecifi c ob ject ives. P h a se seven is u sed t o com p a r e ou t com es t o ob ject ives a n d t o r e p or t t o st a k eh old er s. T h e r e p ea t ed fi r st p h a se r ed efi n es t h e p r oblem t o r evea l h ow p a r t icip a n t s n ow feel a b ou t t h eir v iew s, in t er est s a n d va lu es, a n d so on . Ta ble III su m m a -r izes t h e p -r ocesses, p u -r p oses a n d k ey issu es.

Wh ile a ct ion r esea r ch ca n b e over -r elia n t on su b ject iv ism , t h is p r ocess d oes wor k well in p r ofession a l cu lt u r es t h a t va lu e in d iv id u a lit y, colle gia lism a n d p r oblem solv in g (Kem b er a n d Kelly, c1992). It t en d s t o ca p it a lize on t h e exp er t ise, r igou r a n d cr ea t iv it y in t h e gr ou p. It u su a lly celeb r a t es t h e con t in u ou s gr ow t h of k n ow led ge in com m u n it ies, esp ecia lly k n ow l-ed ge a b ou t self-m a n a gl-ed im p r ovem en t .

Quality audit and development cycle

T h e t h ir d m od el con sis t en t w it h com m u n it a r -ia n P D r esp on d s t o a m a jor ch a llen ge in q u a l-it y m a n a gem en t ; h ow t o r econ cile t h e a n n u a l p r ocess of m eld in g ext er n a l p r essu r es a n d cor p or a t e p r ior it ies w it h d evelop in g ea ch bu d get gr ou p ’s ch a n ge m a n a gem en t ca p a ci-t ies. Cen ci-t r a liza ci-t ion ca n p r ov id e d ecision s m or e q u ick ly bu t r et a r d su ch ca p a cit y bu ild -in g a n d t h e gr ow t h of com m it m en t .

Un iver s it ies a lso n eed t o su st a in r ea son a ble coh er en ce b et w een in t er n a l p olicies a n d ext er n a l con st it u en cies, p r ov id e su p p or t ive

Table III

Ac tio n re se arc h and pro fe ssio nal de ve lo pme nt in highe r e duc atio n

Phase Purpose Key issues

Define professional development Collec tive map of the situation Stakeholder interests and values

together

Describe PD in context Jointly spec ify key aspec ts Antec endents, c auses, effec ts, terms

Review wider knowledge of policies Researc h teams c ommissioned and Alternative ideas, polic ies, trials and

and practices report findings

Gather and evaluate consequences Co-operative evaluation of the Competing explanations and solutions

of options relative merits of options

Deciding PD policies and planning Selec t strategies and joint planning Feasible? Benefic ial? Plausible?

practices Educ ational?

Action Teams are organized to ac c omplish What? Why? Who? When? With? spec ific tasks How? Evaluation?

Evaluate outcomes Collec tive review and report History of ideas, intended and unintended effec ts

Redefine the problem together… Joint formative evaluation and Newly revealed c hallenges, views, remap the situation interests and values

Table II

Candy’ s CAREER mo de l

Principals Characteristics

Comprehensive All aspec ts of ac ademic and general staff work integrates c areer and organizational reprofiling

Anticipatory Strategic , responsive and c ultural impac ts

Research based Data driven and rigorous builds theory from c onsequenc es

Exemplary Researc h-based international benc hmarks

Embedded Ubiquitous and devolved

in c ontext

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a n d con d it ion a l p r iv ile ges t o u n d er p er for m -in g gr ou p s, collect r elia ble q u a lit y a s s u r a n ce d a t a for com p a r is on s a ga in st in t er n a t ion a l b en ch m a r k s, s u s t a in in cen t ive r e gim es a n d m a k e s t r a t e gic a n d in ves t m en t d ecision s. A m a jor d ifficu lt y is t h a t t h ese in t er s ect in g d ecis ion cycles oft en wor k a t d iffer en t sp eed s a n d t o d iffer en t va lu es.

In m y ow n s y st em ic p olicy r es ea r ch (M a cp h er s on , 1997), a n ew a u d it a n d d evelop -m en t cycle w a s d es ign ed t o a cco-m -m od a t e a sim ila r ly com p lex a r r ay of con d it ion s. In t h e Yea r 1, 1997, t h e fi r st coh or t of bu d get cen t r es (in t h is ca s e a sy st em of p u blic s ch ools, n ot u n lik e in cr ea sin gly s elf-m a n a gin g fa cu lt ies ) w ill b e a sk ed t o r ea lign t h eir v is ion a n d p la n s w it h sy s t em ic a im s a n d p r ior it ies a n d t o n e got ia t e ch a r t er s, lon gt er m goa ls, s h or t -t er m ob jec-t ives a n d sch ool im p r ovem en -t p la n s. T h ey w ill b e exp ect ed t o u s e va r iou s t y p es of d a t a , a n d t h en h ave t h eir p la n s a n d p er for m a n ce in d ica t or s a p p r oved a n d fu n d ed .

T h e im p lem en t a t ion of ea ch s ch ool’s im p r ovem en t p la n w ill follow in Yea r 2, 1998, a n d b e follow ed u p w it h a ct ion r es ea r ch eva lu a t ion t o s olve p r oblem s a n d b oos t selfm a n -a gem en t c-a p -a cit ies. T h ese p r ocess es wou ld b e r e p ea t ed in Yea r 3, 1998. In Yea r 4, 1999, t h e cycle b e gin s a ga in for t h e fi r s t coh or t w it h ext er n a lly a ss ist ed s elf-r ev iew. T h e m od el is p r es en t ed in Ta ble IV.

I a m n ot s u gges t i n g t h a t t h i s m od el w ou ld b e a p p r op r i a t e for t h e b u d get a ct iv i t y gr ou p s a t t h e Un iver s i t y of Au ck la n d . Wh a t I a m s u gges t i n g i s t h a t s u ch a m od el ca n b e d es i gn ed t o b e s en s i t ive t o i n t er n a l a n d ext er -n a l s t a k e-h old er p er s p ect ives. It w ou ld , for exa m p le, b u i ld on cu r r en t a ca d em i c a n d gen er a l s t a ff p er for m a n ce r ev i ew p r oces s es,

a ck n ow led ge b u d get gr ou p cu lt u r es a n d lea d er s h i p ca p a ci t i es, coh er e w i t h t h e n a t i on a l Qu a li t y Au d i t cycle, a n d s o on . At t h e s a m e t i m e i t w ou ld a d d a n ed u ca t ive d i m en s i on by p r op os i n g a dv a n ces i n p r o-gr a m m e eva lu a t i on , r es ou r ce p la n n i n g a n d ch a n ge m a n a gem en t .

T h e k ey im p lica t ion of su ch st r a t e gic m od -ellin g is t h a t t h e ser v ices of a CP D n eed t o b e em b ed d ed in , a n d t o in for m t h e evolu t ion of, in st it u t ion a l q u a lit y m a n a gem en t p olicy a n d p r a ct ices. It is t o t h is m a t t er I n ow t u r n .

The CPD in strategic planning and policy formation

In a d d it ion t o t h e t h r ee m od els ju st in t r o-d u ceo-d , r ecen t lea o-d er sh ip t h eor ies st r ess t h e con n ect ion s b et w een a ffilia t ion , m ea n in g, p u r p oses, st r u ct u r es, a ct ion a n d m or a lit y (H od gk in son , 1996). T h ey h igh ligh t h ow sh a r ed v is ion bu ild in g a n d coop er a t ive p la n -n i-n g b i-n d s lea d er s a -n d follow er s i-n t o

coven a n t s t h a t le git im a t e t h e cu lt u r e of t h e or ga n iza t ion . Wh a t ever else it is, I com e b a ck t o t h e v iew t h a t in st it u t ion a l or ga n iza t ion is su s t a in ed by a n et wor k of coven a n t s exp r ess-in g r ecip r oca l m or a l obliga t ion s.

T h is im p lies t h e CP D offer in g lea d er sh ip su p p or t ser v ices in t en d ed t o im p r ove op er a t ion s a n d op er a t ion a l n or m s, wh ile a lso p r om ot in g ed u ca t ive for m s of p la n n in g a n d p olicy for m u la t ion . Associa t es of t h e CP D wou ld , it follow s, b e t h ose offer in g ed u ca t ive lea d er sh ip ser v ices a t b ot h t h e op er a t ion a l a n d p olicy -m a k in g levels. Id ea lly, t h e CP D sh ou ld wor k d ir ect ly w it h t h ose r esp on sible for t ea m p er for m a n ce, d e p a r t m en t a l p er for -m a n ce, fa cu lt y p er for -m a n ce a n d u n iver sit y p er for m a n ce. T h e p r a ct ica l r ea lit y is m or e

Table IV

An audit, ac c o untability and de ve lo pme nt c yc le

Year Activity Processes, data and criteria

1 Assisted sc ool Empiric al best prac tic e indic ators data on teac hing and learning, leadership and review management and professonal and staff development

Perc eptions: evaluate feedbac k from parents, students and staff

Empiric al data; examination results, DART sc ores, key intended numerac y and literac y outc omes data, retention rates and student outc omes

Rec ommendations for ac tion embedded in the Sc hool Improvement Plan whic h is to be approved by the distric t superintendent

Under-performing sc hools may be subjec ted to next-year audit

2 Implement sc hool Provide sc hool c harter, a statement of vision and intent, long-term plan of priorities, improvement ac tivities and sc hedules, short-term plan of programmes and objec tives and an annual plant report to the distric t offic e and sc hool c ounc il, parents and friends or other representative

body

Ac tion researc h Define evaluation together, define evaluation in c ontext, review wider knowledge, evaluate evaluation c onsequenc es of options, selec t polic ies and strategies, ac tion, evaluation of outc omes,

redefine evaluation

3 Repeat Year 2

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lik ely t o focu s on su p p or t in g fa cu lt y lea d er -sh ip, p la n n in g a n d p er for m a n ce m a n a gem en t .

Two m et h od s cou ld b e im m ed ia t ely u sefu l. F ir st , bu d get a ct iv it y gr ou p execu t ives m igh t r ev iew t h eir p la n n in g p r ocess es a n d m a p t h eir d ecision sy st em s, m a in p a r t icip a n t s a n d k ey is s u es. It is n ot u n u s u a l for execu t ives p a r t icip a t in g in s u ch a r ev iew t o r et h in k t h eir p la n n in g m et h od s, r es t r u ct u r e t h eir in for m a t ion a n d d ecis ion s y st em s, a n d t o d evelop a m or e s t r a t e gic p er sp ect ive. T h e s econ d m et h od is t o u s e s u r vey s t o id en t ify r ole-s p ecifi c ch a llen ges t h a t ca n t h en b e fol-low ed -u p a n d a d d r es s ed by r ole-s et P D. In b ot h ca s es t h e focu s of P D is n ot on a n in d i-v id u a l s k ill bu t on gr ou p ca p a cit ies a n d t h e con seq u en ces of t ea m a ct ion s in d ifficu lt b r oa d er con t ext s.

A n u m b er of p r a ct ica l im p lica t ion s follow. F ir st , t h e CP D it self w ill n eed t o r ev iew it s p r ior it ies a n d p r a ct ices. A r et r ea t w a s h eld in ea r ly J u n e. T h e p r op os ed ext en s ion s t o CP D s er v ices w ill en t a il a d d it ion a l fu n d in g a n d ext r a a p p oin t m en t s or a r ea lign m en t of p r ior -it ies. T h e CP D w ill a lso n eed t o r econ s t r u ct -it s r ela t ion s h ip s w it h k ey con st it u en ces. To illu st r a t e, given t h e p ot en t ia l im p a ct of IT on t h e q u a lit y a n d com p et it iven es s of t ea ch in g a n d lea r n in g, t h e CP D w ill n eed t o b r ok er n ew a llia n ces b et ween con t en t exp er t s, in s t r u ct ion a l d esign er s, s oft w a r e s p ecia lis t s a n d t h os e well ver s ed in in t ellect u a l p r op er t y r igh t s, a ll a s p a r t of it s n ew R&D p r ogr a m m e. T h e a d d it ion a l a p p oin t m en t s r ecom m en d ed by t h e H E RO Rev iew a p p ea r t o b e w a r r a n t ed .

The contribution the CPD can make

in assessing and enhancing quality

in the university

Given t h e d e gr ee t o w h ich I h ave a lr ea dy em p h a s ized t h e im p or t a n ce of t h e q u a lit y a gen d a , t h e t h r ee t h em es offer ed a t t h e ou t s et ca n n ow a ct a s a su m m a r y.

T h e p r op osed r oles for t h e CP D a r e t h a t it s u p p or t s con t in u ou s im p r ovem en t in t ea ch -in g, r es ea r ch a n d a d m -in is t r a t ion , p r om ot es or ga n iza t ion a l lea r n in g t h r ou gh ed u ca t ive lea d er s h ip a n d com m u n it a r ia n P D in bu d get gr ou p s, a n d p r ov id es p olicy a n d p r a ct ica l a dv ice on t h e m a n a gem en t of q u a lit y.

T h es e p r op osa ls wou ld b ot h a ffir m t h e va lu e of, a n d ext en d t h e ser v ices cu r r en t ly p r ov id ed by, t h e CP D. Op p or t u n it ies h ave a lso b een fou n d t o a dva n ce t h e q u a lit y of ser v ices. For exa m p le, t h e St u d en t E va lu a t ion of Cou r s es a n d Tea ch in g (SE CAT) p r ocess h a s b een fou n d t o b e m et h od olica lly ch a llen ged a n d w ill b e r e p la ced by a m or e s op h is t ica t ed s et of p olicies a n d p r a ct ices. T h er e a r e lik ely t o b e a n u m b er of s t u d en t eva lu a t ion m et h od s

u sed t h a t a r e m or e a u t om a t ed , a n d t h en ext en d ed in t o t h e for m a t ive eva lu a t ion of cu r r icu lu m , su p p or t ser v ices, p r ogr a m m e m a n a gem en t a n d lea d er sh ip. T h e p r ior it y given t o su ch p r op os a ls w ill, of cou r se, d e p en d on t h e q u a lit y of t h e p olicy p r op osa ls a n d on t h e d evelop m en t of t h e b r oa d er in st it u t ion a l p olicy con t ext .

Com m en su r a t e fu n d in g wou ld im p ly n ew p er for m a n ce in d ica t or s b ein g d evelop ed for t h e CP D it self. For exa m p le, ev id en ce of con t in u ou s im p r ovem en t sh ou ld b e ava ila ble in t h e for m a t ive eva lu a t ion of ser v ices, in cr ea sin gly sop h ist ica t ed u se of t h e for m s of st u d en t eva lu a t ion d a t a , t h e r esea r ch a n d a p p lica t ion of in t er n a t ion a l b en ch m a r k s, a n d r is in g CP D r esea r ch p r od u ct iv it y.

T h e p r om ot ion of or ga n iza t ion a l lea r n in g sh ou ld b e seen in t h e d evelop m en t of a n et wor k of a ssocia t es a n d by em p ir ica l ev id en ce of a ct ion r esea r ch a n d bu d get gr ou p a u d it s a n d d evelop m en t a l p la n n in g.

P r ov id in g p olicy a n d p r a ct ica l a dv ice wou ld b e ev id en t in d ee p er con su lt a t ion s w it h ot h er cor p or a t e ser v ice u n it s, in volvem en t in q u a lit y m a n a gem en t p olicy r ev iew s, im p r oved su p p or t t o bu d get a ct iv it y gr ou p execu t ives, a n d H RD p olicy n et wor k in g a cr oss t h e Un iv ersita s 21.

Concluding note

T h is p r elim in a r y a n a ly sis cu lm in a t es in a v ision of a n in t er n a t ion a l R&D cen t r e t h a t : • m od els b est p r a ct ice in t h e P D of gen er a l

a n d a ca d em ic s t a ff;

• ju st ifi es it s s er v ices u sin g a p h ilos op h y of com m u n it a r ia n p r ofession a lism ;

• en h a n ces t h e st a n d in g of t h e u n iver sit y in Un iv ersita s 21; a n d

• h elp s b oost t h e p r od u ct iv it y of t ea ch er s, r esea r ch er s a n d or ga n iza t ion a l lea d er s. It p r op oses t h r ee r oles for t h e CP D in t h e Un iver s it y of Au ck la n d :

1 en h a n cin g t h e con t in u ou s im p r ovem en t of t ea ch in g a n d lea r n in g;

2 p r om ot in g or ga n iza t ion a l lea r n in g; a n d 3 p r ov id in g p olicy a n d p r a ct ica l a dv ice on

t h e m a n a gem en t of q u a lit y.

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