www.cumbria.ac.uk

THE FLEXIBLE PROFESSIONAL

A FUSION OF CULTURES TO SUPPORT LEARNING AND TEACHING

Margaret Weaver, Head of Learning, Information and Student Services, University of Cumbria, UK. Margaret.Weaver@Cumbria.ac.uk

www.cumbria.ac.uk

www.cumbria.ac.uk

Our Location

Airports

Newcastle - Carlisle 1hr, Lancaster 2hrs

Manchester – Carlisle 2hrs, Lancaster 1hr

Lilly hall

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Outline

• UK context – higher education environment• Developments in library super-convergence• Partnership working between professions – a

case study – University of Cumbria• Role Design• Leadership perspectives on change: the role of

emotion• Conclusions

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HE policy – what is a university?

Where and how will I study?

Open Content

I can generate my own stuff

Economic Downturn

Accountability

Am I getting value for money?

Student, employers, parents expectations

and needs/wants

I want an interesting job that pays well

Future of Libraries?

I prefer working with other students

Blended and flexibleLearning

innovations

I learn to suit my busy lifestyle

Learning Environments

Learner Support Flexible

Professionals

Technological possibilitiesCan I get online support

24/7?

The changing context of the student learning experience

Social SustainabilityPersonal development

I need to belongCan I get to University?

Uncertain times

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Fusion: Why Super Convergence?

• Mission• Libraries as Place• Information Commons• Simplification• Shared Services• SCONUL • Future of Libraries• COLLABORATE

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Fusion: Multi professional areas

• Librarians• Academic Skills Tutors• Digital Skills Tutors• IT Support analysts• Learning Support and

Development Tutors• Careers Guidance• Counsellors• Money Advisors

• Disability Advisors• Information Advisors• Facilities Management• Staff Developers• Academic Developers• Administrators• Learning Technologists• Student Learning Assts• Estates Operatives

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University of Cumbria

A Case Study:

Super convergence:

fusion via partnerships

and … emotions

Learning, Information and Student Services (LISS)

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LISS –Strategic Context

• Two phases – the strategic “sandwich”• Aim: Effectively combined service for a

distributed university – integrated teams to meet:– Students: age, ability, location, aspiration: holistic and

developmental– Staff: interesting roles spanning the specialisms;

increased flexibility

• Affordable and efficient• Agile and flexible

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LISS - Overview

• Integrates appropriate technology• Aligns with changing Faculties and subjects• Enables increase in user self help and self reliance• Fits learning modes and campus types• Meets payroll challenge: post reduction• Gives prominence to Further Education• Extends reach of professional areas• Not a bolt on

• Thinking outside the box! Other services and faculties -synergies

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Learning, Information and Student Services (LISS)

PENRITHProgression

Hub

AMBLESIDEInfrastructure

Hub

LANCASTERLearning & Wellbeing

Hub

CARLISLEInformation &

AdviceHub

StaffSTUDENTS

Partners

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LISS Teams

Learning CoreLearning Centres

Learning Advancement

Learning Strategy

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Service Model

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LISS Senior Management- Phase 1

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Thinking to inform

• What should we stop doing?

• What should we start doing?

• What should we continue doing?

• What can we do with others?

• Leadership and Management Framework

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• Can any activities be further merged or changed to save more and/or be more efficient?

• Can the work be distributed differently?• The “Blended” front line – what should it be?• Central or distributed activity?• Anything missing?• Location?• What business processes should be reviewed?

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What we did

• Remembered Students: Learning Modes• Recorded our strengths• Think the unthinkable• New Service Delivery model

– Frontline/backroom– Self help– Increased emphasis on holistic liaison

• Staff engagement and identity• Greater use of students• Redefined Expectations eg Gateway Campus

Managers

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Fusion: Role Design

• Generic role descriptions• Customer service resolution – not reception• Flexibility• Specialists layer• Cost conscious• Policy leads• Project Synergy: further blends and fusions

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Implications

• Senior managers – self leadership• Identity and culture shock• Permeable boundaries – accommodation

changes• Interfaces – internal and external• Join up – no territorialism• Leadership qualities during times of

unprecedented change• Emotional labour!

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The place of emotion

• Hochschild’s managed heart• Emotional Intelligence• Emotional Labour work

– Self regulation– Emotional dissonance– Re frame it!– Flexible thinking– Fusion of mind and body

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Cognitive Dissonance

• Cognitive dissonance is an uncomfortable feeling caused by holding two contradictory ideas simultaneously. ...en.wikipedia.org/wiki/Cognitive_dissonance

• a conflict or anxiety resulting from inconsistencies between one's beliefs and one's actions or other beliefsen.wiktionary.org/wiki/cognitive_dissonance

• in Festinger's theory, a state of tension created when there are conflicts between an individual's behaviour and beliefs, or between two beliefs.www.tuition.com.hk/psychology/c.htm

• Doubt that occurs after a purchase is made, which can be alleviated by customer after-care, money-back guarantees, and realistic sales presentations and advertising campaigns.www.prenhall.com/rm_student/html/glossary/c_gloss.html

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Flexible Thinking

• “Flexibility is underrated.  Often, people who are flexible are seen as pushovers or weaklings.   This is not always true.  Being flexible to deal with life is usually the best thing you can do for yourself. 

• Instead of getting angry or frustrated find a way to bend in a new direction to deal with the current situation”

•Words and Image by Bob.Fornal CC Licence http://www.flickr.com/

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Leadership is…

• Goolsby Leadership Model• The Healthy Leader• CHOSE – characteristics

– Confidence, Hope, Optimism, Self Efficacy• Telling Stories• Personal risk taking• Forging quality connections to others• Abundant thinking

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Leading with Emotional Labour

• “Strong emotions can have either a positive or negative effect on performance”

• “EL is an important and overlooked function performed by effective leaders”

• Personality traits• Situational• Risky

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Emotional Intelligence

• Accurately perceiving emotions in self and others

• Using emotions to facilitate thinking

• Understanding emotional meanings

• Managing emotions(Mayer and Salovey, 1997)

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Emotional Traits (1)

Self Awareness

Cognitive ability to deal with complex scenarios/situations

Sense of humour

Respect individuality and diversity

Realistic understanding of oneself: emotions. Strengths weaknesses, needs, and drives

Knows where he or she is going – takes the organisation

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Emotional Traits (2)

Self Regulation

Integrity

Flexible in adapting to change or overcoming obstacles

Comfortable in making judgment calls and comfortable with ambiguity

Stable temperament and ability to maintain emotional balance under constant tensions

Skill at diagnostic, strategic and tactical reasoning

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Emotional Traits (3)

Motivation

Commitment to job. organization, institution and profession

Motivate people to develop and adhere to a shared vision

Optimism (even in the face of failure)

Articulate direction for the library

Visionary – able to build a shared vision and rally others around it

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Emotional Traits (4)

Empathy

Attract build and retain talent/ Good interpersonal and people skills

Good listener

Exercises good judgment

Treat people with dignity/respect

Keep organization focussed on high quality service

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Emotional Traits (5)

Social Skill

Resonance (Inspiring people to work together to solve problems, inspiring excellence) and build rapport

Collaborative

Ability to function in a political environment

Effective in leading change

Develop and foster partnerships

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My emotional journey

• Dissonance reduction• Being unselfish• Reframing personal agency: Loss of control/Influence• Examining values• Finding inner strength and reducing inner conflict• Emotion regulation - self and team• Drawing on significant others• Remembering worth – qualities of a converged leader• Focus on bright future• Recovery

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Your emotional journey

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Conclusions• Uncertain times offer opportunity and challenge• The quality and type of relationships you have are important• Don’t overlook your emotional health or that of your team or

organisation• Do use others’ perspectives • Collaborate as much as possible• Paradigm shifts are possible and likely• Super convergence offers new insights into professional identity• Be a flexible professional and leader – future roles?• Know the language of impact: communication• Intelligent use of data

• We need a pedagogical model to describe the value of super convergence

• Fusion …not confusion

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References• Boss, Alan D. and Simms H. P Jr. (2008) Everyone fails! Using emotion regulation

and self leadership for recovery. Journal of Managerial Psychology, 23 (2) p.135-150• Hernon, P and Rossiter, N. (2006) Emotional Intelligence: Which Traits are Most

Prized? College and Research Libraries, 67(3), May p.260-275• Humphrey, R. H. (2008) Leading with Emotional Labor. Journal of Managerial

Psychology, 23 (2), p.151-168• Kisby, C. (2008) Thinking and Acting with Abundance. Florida Libraries, 51 (2) Fall,

p. 18-20• Quick, J. C. et al (2007) Managerial Dimensions of Organizational Health: the Healthy

Leader at Work. Journal of Management Studies, 44 (2) March, p.189-205 • Weaver, M. L and Beaty, E (2009) The flexible campus – joining up people,

pedagogy, place and process. Peer reviewed paper presented at EDUCAUSE Australasia, 3rd – 5th May 2009, Perth. http://www.caudit.edu.au/educauseaustralasia09/program/abstracts/tuesday/Margaret-Weaver.php

• Weaver, M. L. (2010) The Flexible Professional. Paper presented at TICER International Summer School, University of Tilburg, July 28 2010

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