1. Building staff capacity for teaching and learning: The HRM Teaching Assistant (TA) programme Anthea Adams, Frances De Klerk & Rhodrick Musakuro

3. Presentation Outline Research problem Theoretical framework Findings and discussion Conclusion

8.  Staffing at universities ◦ Women ◦ African Academics ◦ Age profile Rapid expansion in terms of enrolment ◦ Expansion in the number of academics?

9.  We should make more use of our students as teaching and technical assistants in laboratories. The plan is to increase the number of student assistants substantially from the current 3000. This exposure will provide students with much needed work experience, but more importantly, it will teach them the soft skills required to operate successfully in the world of work. It should also assist these students to pay their fees and thereby hopefully reduce our bad debts.  As from next year, we will also focus on the Teaching Assistants programme for Masters and Doctoral students, which will allow them to develop lecturing skills. Who knows, some of them may want to choose lecturing as a career. Obviously, these interventions can also have their own risks and the Deans will have to develop a risk management plan associated with this.

10.  Teaching Assistants (TAs)  Teaching Development Grant  Job Description developed by T&L Coordinators and Fundani staff  Task include: ◦ Lesson planning, evaluating and adjusting lessons ◦ Educational technology ◦ Tutorial programme ◦ And……. ◦ Assist with assessment/to assess students’ work under supervision

13. HR Fundani Departments Students

17. Theoretical framework  Activity theory (Engeström, 1987; Garraway, 2011:199; Hardman, 2007:3; Hassan, 2012:470)

18. TA’s tutors and tutees Selection Training Job description Communication Monitoring and evaluation Tutor Training coordinator Tutor Link lecturer HoD; T&L coordinator Discipline experts Communication with TAs Training criteria of TAs Monitoring and evaluation of TA programme (performance appraisal) Personal and professional growth Academic/professional identity Mentoring Fundani workshops T&L pedagogy and activities (course material, lesson plans, feedback) Social Media (Facebook & WhatsApp) Post-course support

20. Methodology  Qualitative descriptive case study design  Focus: senior students – discipline-specific training – Fundani  Generation-Y HR practitioners - academic credentials, independence, “propensity for experimentation”, etc. (Munro, 2009:4,11)  Focus group interviews - Qualitative content analysis (Henning, van Rensburg & Smit, 2004:102-109)

21. Findings and discussion  Overall, the TAs (subjects) interpreted their first experiences as “novice teachers in HE” (Remmik & Karm, 2012:121) positively Which elements mediated these experiences?  Tools: Fundani workshops, T&L pedagogy & activities (contextual support - course material, lesson plans, feedback, etc.) Which elements constrained these experiences?  Logistical constraints (resources & time-tabling)

22. Findings and discussion (cont.)  A community - Constraints – dissimilar interests & lack of support “…other lecturers were a little bit reluctant to take part in the programme.” “…just a waste of time.”  Overt mentoring strategies & ongoing training and support – mediating factors  Russel Warhurst (2006:113) - a participatory account of learning - authentic practice (designing lesson plans and tutorials)

23. Findings and discussion (cont.)  Rules – constraining effect – TA performance  Introduction of TA programme (end of 1 st semester)  Dissonance between job description in TA contract & actual duties  Lecturers’ dissimilar expectations  Delayed introduction – ensued delayed entry into HRM community of practice  Wenger (1998) & Warhurst (2006:114) - membership of a community - an intrinsic condition for learning and development

24. Findings and discussion (cont.)  Lave and Wenger (1991:93) - “apprentices learn mostly in relation to other apprentices”  Peer support & input – highly valued Division of labour – positive & negative influence  Munro (2009:4) - Generation-Y HR practitioners - characteristics & expectations - constraining factors:  Ill-defined roles - contradictory roles (Remmik, Karm, Haamer & Lepp, 2011:195)  Irregular communication & lack of structured, post-course training  Continuous monitoring and evaluation of TA programme

25. Findings and discussion (cont.)  The community (the lecturers) shaped the TAs’ professional identity (socializing skills, embracing diversity & valuing other people’s opinions)  Hobson, Ashby, Malderez & Tomlinson, 2009:211); Remmik & Karm, 2012) - factors influencing our TAs’ personal and professional development:  Contextual support (relationships & collaboration)  Mentor selection and pairing  Professional dimension (impact of training & experience)

26. Findings and discussion (cont.)  Academic/professional identity  “…very supportive (he would call me to the class so that I would gain respect from the students… read through my profile...respect …told them about…the distinctions that I have…”  “…the way we were introduced… made the students and TA’s have a certain relationship …introduced as seniors… when they were participating and talking to us - we could see that they really want to engage and they’re really looking forward to the tutorial…very effective and it actually helped…”

28. Talent Management Structured Mentoring programme Formal planning

29. Perceptions of lecturers Monitoring and Evaluation Resources Recruitment and Selection