University Centres that Matter Margaret Hallock Centre for Work Life September 2007.
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Transcript of University Centres that Matter Margaret Hallock Centre for Work Life September 2007.
University Centres that Matter
Margaret Hallock
Centre for Work Life
September 2007
My Background
Director of two university centers at the University of Oregon: Labor Education and Research Center Wayne Morse Center for Law and Politics
Organizational and strategic consultant to labor organizations, labor studies programs, and community organizations
Mission is Key
Well-defined, explicit, specific Understandable to university and community Not idiosyncratic to one person Close ties to University Complements existing structures
Mission is Key, cont’d
Unique in part; Place matters Values: point of view Authentic community participation Offers funding opportunities
Defining the Mission
Why do we exist? Who do we serve? Who cares? What do we provide? What are our unique contributions? How do we know when we are effective? In what areas must we be highly effective to
be successful?
Mission and Programs
Based on these focus questions, the Centre exists to ...…”produce high-quality research that can be used to improve public policy…”
We accomplish this through the core activities of: Research on employment policy Public programs Internships for community scholars ?
Mission must be focused
“Focus is a resource.” Tom Woodruff, SEIU, as quoted by Mark
Butler of LHMU.
Strategic Planning
Important to do regularly, change with times
“If we don’t change our direction, we are likely to end up where we are headed.”
Chinese Proverb
An Outline for Strategic Planning
Team building to discover “working styles” Review or Define Mission SWOT Analysis: strengths, weaknesses,
opportunities, threats
Strategic Planning, cont’d.
Name Goal or Program Areas and evaluate “current performance” and “urgency of improvement” E.g., Research,Education Programs,Policy
advocacy, Dissemination, Management, Resources
Identify Critical Issues necessary for success Set measurable goals and annual plans
Power of a Bad Example
Air traffic controllers Teamsters Food and commercial workers
Good examples
International Longshore and Warehouse Service employees LHMU in Australia
Critical Decision Points
Leadership Advisory Board Relationship to the university Role of academics and students Relationship to the community
Leadership – Who?
Three to five people with passion. Key leader from university. Different expertise or perspective Reputation and trust is paramount, cannot be
recovered Need someone from community who will live
or die with you; and a trusted advisor Entrepreneurial skills
Board Issues
Advisory or governing? Working v. titular? Composition: NOT academics only
Board Roles
Vision: Catalyst, advisor, leader Technical: planner, monitor, evaluator,
governor External: organizer, promoter, networker Funding: fundraiser
Pitfalls: time on trivial, small picture bias, fuzzy expectations, rehash
Relationship to University
Must contribute to academic mission Mimic academic structure and activities,
complement existing structures Top leadership support. Must be defensible,
need leadership backstop. Pick battles carefully – be pragmatic and
keep internal disputes internal. Help university see benefits of community
involvement. Tensions regarding using public funds.
Role of Academics
Promotion and tenure criteria are paramount Incentives – what’s in it for them? Faculty life can be petty and jealous Impact on teaching: role of applied research,
new classes Pay attention to deans and department heads
Multi-disciplinary Issues
Individual contributions difficult to cite Walk v. talk (funding, incentives) Difficult to publish; separately publish basic
research and applications Prestige and style issues differ by discipline Can lead to new classes
Role of Students
Recruitment tool Internships, research possibilities Networking opportunities for employment
Involving the Community
Authentic role from the beginning Takes time to build relationships and trust Tension – University holds the cards and
centres must perform academically Center as bridge to the community What’s in it for them?
Expertise, resources Networking and visibility Internships Pay for their time?
Involving the Community, cont’d.
Need Process for involvement Roundtable sessions, planning Review proposals Collaborative processes, agreements
Deliver for the Community Multiple products Events Don’t promise what you can’t deliver
Funding
Need sustained funding in the long term Build an endowment Separate development effort necessary
Chasing funds can change mission Shift or die? Beware of unintended consequences
Staffing
Beware of overstaffing Academics’ time –balance involvement with
resources Use funds for seed grants rather than staff
e.g. project grants are experimental, expand networks.
Criteria must include longer-term impact Internships for students and community.
Management and Administration
Need visionary leader Also need competent management and
administration Project and research management Personnel management issues: hiring,
motivation, effectiveness, roles, feedback, rewards. It is endless!
Dealing with the university
Draw the Organizational Chart
Avoid this:
Director
Measuring Effectiveness
Sustainable Accomplishments
Public service and education Relationships count. Bridge to new
communities who otherwise would not come to the university
Societal applications Innovations, patents, policy changes
Public Relations and recognition Awards, certificates, Heroes and Sheroes