Welcome to the CSBM workshop: Managing office services

Session 1: Welcome and introduction to the workshop The purpose of session 1 is to explore the significance of the Managing office services in schools module for the professional practice of the SBM.

Introductions • Name • School • Position • One thing that is good about my school office • One thing we could do better in my school office

Rationale for the module • The business of schools has changed over the last 10 years and now involves working with a range of stakeholders 52 weeks of the year. • Schools need effective, robust office services underpinned by excellent communication and information management so that a high-quality service can be provided internally and externally.

Units making up the module Data management Unit 2 Communications management Unit 3 Stakeholder services Unit 4 Office systems and organisation

Session 2: Reception skills The purpose of session 2 is to raise participants’ awareness of the role of the reception service in conveying the public image of the school.

Functions of the reception service The functions of the reception service are to: • welcome visitors to the school and deal with their enquiries • keep the school diary • deal with post and deliveries • operate safeguarding procedures • answer telephone calls • deal with staff and pupil absence/lateness

Activity 1: The role of the receptionist With a partner, think about receptionists you have encountered in your daily life and consider the questions: • How would you describe the role (or purpose) of a receptionist? • What are the qualities needed by an effective receptionist?

Activity 2: Ensuring the quality of reception services How would you, as an SBM, ensure that the reception service conveys the correct public image of the school?

Discussion questions • How do you ensure that those involved in delivering the reception service maintain a positive attitude? • How would you support colleagues in demonstrating effective listening and questioning skills and effective verbal communication? • How can you help colleagues remain calm under pressure? • How do you ensure that the physical environment conveys the values of the school? • How do you show that the school is welcoming to visitors? • Generally, what is professional etiquette?

Session 3: The office environment and wellbeing of office staff The purpose of session 3 is to raise participants’ awareness of how the working environment can influence performance, and to deepen understanding of how to sustain the motivation of staff.

Activity 1: Environment card sort In groups of three or four: • identify and agree on nine cards that are the most important in terms of what promotes a good working environment • order them into a diamond shape with the most important factor at the top

Activity 2: Benchmarking office processes In pairs: • identify regular processes or office systems you use • select one of the areas and consider: – How effectively is this process carried out? – To what extent could the process be improved? – How dependent is this process on one person’s knowledge? – How can you ensure the rigor of the process when key staff are absent?

Activity 3: Quality assurance of office services In groups of four, brainstorm different approaches you could use to gather information that will help you to ensure your evaluation of the process is accurate.

Session 4: Management information systems The purpose of session 4 is to consider the purpose of various functions of schools’ management information systems (MIS).

Activity 1: The nature of MIS In groups of three: • list the types of information that are kept on the MIS in your schools • describe the uses of this information • say how the data is kept secure

Key aspects of Management Information Systems in action • meeting legal obligations regarding statutory returns • accessing, updating and analysing pupil data • accessing and analysing attendance data • managing assets, including, bookings and equipment • recording payments for school meals, trips and uniform • recording and managing financial information • Ensuring data is stored safely and securely •

Activity 2: Evaluating MIS in action • In same groups of three as above, evaluate the efficiency of your schools' management information systems • What are the key areas working well? What are the key areas in which improvements could be made?

Session 5: Assessment requirements The purpose of session 5 is to ensure participants fully understand the module assessment requirements.

Module assessment tasks These tasks are designed to develop your ability to access information relating to different aspects of school business management and use this to evaluate current systems and processes in the workplace and identify areas for improvement. The tasks generally conform to the following pattern of learning and development: • research into a specific aspect of the operational area • application of that knowledge to a specific school setting • evaluation of current policy/practice to identify any areas for action • written communication of findings and recommendations The word-count for each module assessment task is 300 - 500 words.

Assessment: Module summary of learning For each of the operational modules, you are also required to complete a module summary of learning. This is focused on the professional learning gained through completion of the module. You should analyse and discuss your learning and its impact on the workplace. This task focuses on the ability to manage one’s own professional learning, reflect on experience, develop insights into self, and take action to enhance one’s knowledge and skills. It also concerns the ability and willingness to be accountable for outcomes in a professional role and to make decisions in a context of limited supervision.

Online module test On completion of each operational module, participants are required to complete the online test for that module. This is a knowledge-based, computer-marked multiple-choice exercise. Participants are able to access the test on any number of occasions until such time as they achieve a minimum score of 80 per cent or a score above this which they are satisfied with. Online tests are accessed via the learning schedule within the ‘My Programmes’ area.