framework for excellence in education representation

framework for excellence in education representation Year long support programme for education officers at all stages of their development Based around a framework of specific competencies which education officers should develop to be excellent at their jobs Based on the principle that development should be an ongoing process – you can always learn

what is a competency? Skills are often seen as an ability through knowledge, and more often, practice to do something well. Competencies on the other hand are generally accepted as a set of behaviours or actions needed to successfully be performed within a particular context (e.g. as an Education Officer). http://blog.competencycore.com/2012/05/skill-vs-competency.html

confidence to challenge critical thinking The ability to challenge authority in an effective and measured way is essential to an education officer for several reasons: curiosity Many people seek to represent the student interest, without truly doing so. understand the policy environment There are many popular words and phrases used in the HE sector and these can often be used inappropriately or to gain support for activity that may be unpopular. Policy decisions at a national, local and subject-based level can have many unintended consequences that need to be considered.

build and manage relationships build networks The ability to build, maintain and manage a range of relationships is particularly important to an education officer’s role, as they are typically the officer that works with the widest range of stakeholders. Bringing these different people together and using each to ensure work is done effectively is extremely important. use networks appropriately understand what different relationships are for

advocate develop and make arguments identify students’ interest Developing and expressing a strong argument is a difficult skill to master. Education officers need to be able to develop arguments and counter-arguments quickly and effectively. They also need to be able to understand how to use different ways of advocating in relation to audience and situation. identify students’ interest identify need for change use committees effectively

be an authority manage information seek context As well as being able to critique ideas put forward, it is important that an education officer is able to be confident that they are knowledgeable about students, talking to them and understanding the wider picture in which student issues sit. In addition, officer’s need to ensure that they can maintain their authority and legitimacy by ensuring their work and that of others is of a high enough quality. seek context written and verbal communication understand what a good decision looks like work with membership assure quality in your work

be a professional self-reflection plan welcome challenge Transitioning from being a student to being a professional is a particularly difficult challenge for officers but is crucial for the role and for future careers. If officers are not supported in developing professional skills then moving from officer to another role can be even more difficult. plan welcome challenge prioritise and manage time seek development work in and lead teams

the year ahead education and representation course termly personal development meetings in small groups with NUS consultant member-led policy content based workshops

communities of action five action learning sets, set up at edreps based around wicked problems that are common to education officers led by you, supported by us

action learning “In any epoch of rapid change, those organisations unable to adapt are soon in trouble. Adaptation is achieved only by learning, namely, by being able to do tomorrow that which might have been unnecessary today, or to be able to do today what was unnecessary last week.” Reginald Revans, ABC of Action Learning Reginald developed the idea of action learning through his observations of the five Nobel prize winning physicists at his lab in Cambridge and during his time at the Coal Board in the late 1940’s.

understanding what learning is “there can be no learning without action, and no (sober and deliberate) action without learning” -Reginald Revans Learning (L) = Programmed knowledge (P) + Questioning insight (Q) People and organisations flourish when: Learning (L) ≤ rate of environmental change (C) Programmed knowledge is the content of traditional instruction – what is already known Questioning insight is derived from fresh questions and critical reflection

when is learning needed Puzzles vs problems Puzzles have the “best” solutions, can can be solved with P and the help of experts. Problems have no single course of action and are best approach through insightful questions and new lines of thinking, action and learning.

I got 99 problems but Reg ain’t one Three types that increase by uncertainty about solutions and the need for collaboration Critical – needs command. Fire in the exam hall Tame – amenable to rational tools. Timetabling and… Keith Grint, 2008

wicked problems Defy rational analysis and are the domain of leadership. They are messy, circular & aggressive. Action can lead to contradictions due to complex interdependencies. Solved by learning from deliberate experiments and deliberated risks - Action Learning in Practice, Mike Pedler Can you give examples of wicked issues that you have faced this year?

Action learning is the process of thinking carefully about a problem, trying a solution, reflecting on the outcome and starting the process again. This process is supported by insightful questioning of non-expert peers. "If you think you understand a problem, make sure you are not deceiving yourself.” - Albert Einstein

This year’s action sets will be on: feedback on assessment students on industrial/sandwich/year placement and student employability opportunities hidden costs group work and other types of assessment (as based on education officer manifestos and conversations at Education and Representation 2013)

If you have any questions Please contact: bethan.payne@nus.org.uk