1. “Mind the Gap”: Insights and Future Innovations Arising From a Small Development Project into HRM Strategies and Academic Engagement Walking a tightrope? Crossing bridges? Kathryn Waddington: City University London Julie Lister: University of Westminster k.waddington@city.ac.uk j.lister@wmin.ac.uk J. Marsh (2008) Man on Wire Or doing both?

2. OVERVIEW Share insights and findings from our small development project Critically reflect upon the challenges we have faced Work with perspectives and frameworks from interprofessional practice and organisational neuroscience Use reflexive processes of thinking and doing Next steps: identify case studies of innovative collaborations Mindless habitual behaviour is the enemy of innovation Rosabeth Moss Kanter

3. HRM STRATEGIES AND ACADEMIC ENGAGEMENT: SUMMARY OF MAIN FINDINGS Perception of HR as part of management armoury HR valued for its advisory/support role, but this does not translate into strong engagement with the HR strategy Staff who feel valued and supported are engaged and are more likely to create a positive student experience Opportunities for innovative interdisciplinary ‘academic-HR practitioner partnerships’ Limited academic-practitioner crossover in other disciplines/functions

4. A MINDFUL REFLEXIVE PROCESS identifying our assumptions & values challenging and unsettling them exposing our thinking thinking and doing critical reflective conversations

5. INTERPROFESSIONAL PRACTICE Professionals from different backgrounds/disciplines interacting to share knowledge, experience, defences, learning and expertise to develop integrated innovative solutions to a range of client/community/social needs (Molloy & Waddington, 2011)

6. In an interestingly coincidental way the action of cutting edge effective leadership mirrors the principles of co-inquiry and honoring learning derived from lived experience, and is open to diverse ways of thinking Yorks et al., in Molloy & Waddington (2011: 18)

7. THE SCARF MODEL © David Rock A framework for interprofessional coaching Social/Organisational Threats Rewards Status Certainty Autonomy Relatedness Fairness MOVE AWAY FROM THREATS MOVE TOWARDS REWARDS

8. WORK IN MIXED GROUPS OF 2s/3s Groundrules! Reflect on situations/triggers/people that cause threat responses and avoidance behaviours in yourself and others What are you assuming and how can it be challenged? What aspects of the SCARF model do you need to pay most attention to to unlock learning? What one thing will you do differently after this workshop?

9. http://www.edbatista.com/2010/03/scarf.html How can leaders and practitioners use the SCARF model? As a self-awareness tool, paying mindful attention to situations/triggers/people that cause threat responses and avoidance behaviours. In personal and executive coaching, e.g. by giving regular +ve feedback, seeing things from other perspectives, understanding responses to threat and change.

10. THANK YOU! NEXT STEPS Invitation to identify case studies and examples of innovative academic-practitioner collaborations in your HEIs?

11. KEY REFERENCES Molloy, K. & Waddington, K. (2011). Learning about leadership through critical reflection and practitioner-academic co-inquiry. European Work and Organizational Psychology in Practice. 4: 18-39. Available at: http://www.eawop.org/ckeditor_assets/attachments/92/ewopinpractic e_issue4_2011.pdf?1324672256 http://www.eawop.org/ckeditor_assets/attachments/92/ewopinpractic e_issue4_2011.pdf?1324672256 Rock, D. (2008). SCARF: A brain-based model for collaborating with and influencing others. NeuroLeadership. 1: 1-9.Available at: http://www.davidrock.net/files/NLJ_SCARFUS.pdf http://www.davidrock.net/files/NLJ_SCARFUS.pdf Waddington, K. & Lister, J. (2010). HRM Strategies and Academic Engagement. Full Report at: http://www.lfhe.ac.uk/en/research- resources/commissioned-projects/small-development- projects/sdp200809/city-po.cfmhttp://www.lfhe.ac.uk/en/research- resources/commissioned-projects/small-development- projects/sdp200809/city-po.cfm