Mostrar mensagens com a etiqueta Organizações. Mostrar todas as mensagens
Mostrar mensagens com a etiqueta Organizações. Mostrar todas as mensagens
quarta-feira, 20 de novembro de 2019
XXL
O Governo da nação conta com 70 membros. Rezam os registos que é o maior de sempre na história da nossa democracia. Proliferam os ministros. Mudam-se as designações de ministérios. Transplantam-se competências e missões, ainda que recentemente criadas, de uns para outros. Aumentam os secretários de estado, os gabinetes, as assessorias, as instalações, as deslocações. E, certamente, o mesmo sucederá com as consultorias de imagem, as agências de eventos, os pareceres jurídicos externos.
Mais importante, multiplicam-se zonas de sobreposição e de indefinição, tão nefastas umas quanto outras, áreas de saturação de luz e de sombras profundas, de cacafonia e de silêncios. Que farão emergir grupos de trabalho para articulação, instâncias de coordenação superior, momentos de arbitragem. Algo que será particularmente sentido na ação dos ministérios com caráter mais transversal do que vertical, em que quase tudo terá de ser negociado, não com a sociedade mas no seio do próprio governo.
Não haverá tamanhos ótimos, mas há excessos que são claramente identificáveis e problemas que se antecipam.
As causas destas coisas? Diversas e em diferentes proporções. A importância simbólica de uma pasta ministerial, a recompensa de fidelidades; a vontade de contar com um contributo especial de alguém a quem se reconhece mérito; os equilíbrios do partido, das regiões, do género, de alguns setores; a necessidades dos ditos independentes; a esperança de uma revelação; o por à prova para um futuro; o juntar ou dividir; o equilíbrio de poderes entre governantes; as saídas que podem estar mais ou menos anunciadas a médio prazo; os dossiers que se antecipam difíceis; a visão de uma estrutura; a influências daqueles em quem se confia; os compromissos; muitos compromissos; o tempo.
Um salto ao lado, do Governo da nação para as Universidades em França.
"Collecting data from 70 institutions, the higher education news agency AEF info found that the average university had 12 vice-presidents", leio no Times Higher Education, sob o sugestivo título Universidades Francesas acusadas de estarem inchadas no topo.
E, mais à frente, "The survey of universities’ senior management comes in the wake of work by Christine Musselin, a sociologist of universities and former dean of research at Sciences Po, who argues in her recent book that French institutions must radically reshape their management structures and shrink the number of vice-presidents."
Constatando-se também uma certa diversificação na designação de pelouros: Some university managements have swelled to include vice-presidents for simplification, “success”, “heritage” and, even, “the sea”.
Um salto mais. E entre nós?
Oito Universidades no início do século, há menos de duas décadas, portanto: Aveiro, Beira Interior, Coimbra, Évora, Minho, Nova de Lisboa, Porto e Trás-os-Montes e Alto Douro. Entre elas, um total de 57 Reitores, Vice-Reitores e Pró-Reitores, uma média de pouco mais de 7 por instituição.
Avançando no tempo para 2009-2011, nas primeiras reitorias pós-Regime Jurídico das Instituições de Ensino Superior. As mesmas instituições. O número de dirigentes no topo cresceu para 70, a média subiu para quase 9.
De regresso ao presente ano de dois mil e dezanove. Continuando a seguir aquelas instituições. Atingimos os 80 lugares e uma média de 10 elementos por reitoria. Se estendermos o olhar para abarcar o conjunto das instituições públicas universitárias a média sobe para 11, por efeito de sete instituições com 10 ou mais membros nas suas equipas reitorais.
Usando analogias que se ouvem por aí frequentemente, nos comentários, passou-se do partido do táxi ao que precisa de dois mono-volumes, ou de uma equipa de futebol de salão a uma de futebol de onze.
As causas não serão, certamente, muito diferentes das identificadas para os elencos dos Governos da nação, em doses adaptadas às histórias e contextos locais do que também são lutas pelo poder.
Os efeitos são, também eles, em tudo semelhantes, com a característica adicional, já apontada no caso francês, de uma mistura, no topo, entre governo e administração, entre definição de políticas com o que devia estar acometido, claramente, a outras estruturas e serviços. Voltando a Christine Musselin: "Across many universities, vice-presidents, themselves normally academics, had duplicated existing administrator roles, she told THE.". Uma questão de poder e de controlo direto, no que deveriam ser dois níveis organizacionais distintos. E também, em quase todos os casos, uma questão de confiança exígua, usando este termo tão caro a Adriano Moreira, entre dois mundos, o dos académicos e o dos administradores.
Um caso para estudo. Para reflexão. E para ação. Para o bem comum.
Algures entre o Small is beautiful e o Size matters.
quarta-feira, 21 de fevereiro de 2018
Mais do que uma questão de status
"(...) non-academic professional positions (...) in Portuguese tertiary education institutions tend to have a lower status and fewer resources attached to them than equivalent positions in tertiary education institutions in many OECD countries. As qualified professional staff with adequate authority and resources are crucial to the development and implementation of effective institutional strategies, this comparative under-resourcing is problematic."
em "OECD Review of the Tertiary Education , Research and Innovation System in Portugal - Summary document", for offical use, 5 fevereiro 2018.
Outras escritas "invisíveis" em http://notasdasuperficie.blogspot.pt/2017/04/os-invisiveis.html.
segunda-feira, 22 de janeiro de 2018
Welcome to the machine
Organizações e pessoas. Dicotomias.
"O capital humano de qualquer organização constitui, sem dúvida, o seu ativo mais valioso, pelo que se afigura necessário otimizar o seu aproveitamento, pondo em relevo o talento das pessoas e racionalizando a funcionalidade das estruturas e os modelos de gestão de recursos humanos."
Gestão e estruturas. Criaturas autónomas. Para além das pessoas. Sem criador. Sem ator.
Lido por aí, num plano de atividades, numa secção que podia ser sobre pessoas, mas que é sobre "recursos" que revestem forma humana, ou um qualquer seu derivado, descrito em economês: capital humano; ativo; otimizar; aproveitar; racionalizar; funcionalidade; estruturas; modelos.
Lido por aí, num plano de atividades de uma instituição de ensino superior.
Welcome to the machine.
segunda-feira, 27 de novembro de 2017
It is easy to grow complacent
"If we are candid, we know that universities are weakened every time their practices betray their rhetoric. They are weakened every time the experience of undergraduates belies the glowing language of their college catalogs. They are weakened every time narrow personal interests override the needs for collegiality and the wider interests of the academic community. They are weakened when they ignore practices that diminish their effectiveness and tolerate organizations that provide disincentives for both individual development and collegiality. They are weakened when narrow interests subvert the larger interests of the community, and they are weakened when administrative leadership allows the second best to flourish at the expense of the best. Universities are places of extraordinary privilege and freedom, created by a tolerant public and supported by private and public beneficence. But with that privilege and freedom there goes great responsibility, and it is that, I sometimes fear, which is in short supply.
There are, it seems to me, half a dozen basic requirements that are necessary if universities are to avoid internal degeneration and remain flexible and responsive to changing societal needs, while still retaining distinction in teaching, research and scholarship:
• They require bold, decisive, and visionary leadership from those in positions of authority, especially presidents, provosts, and deans.
• They require effective and imaginative management of resources, not only at the institutional level but especially at the departmental level, and especially a greater determination than they have yet shown to constrain and reduce burgeoning costs.
• They require a new commitment to clients, among whom I include students— to whom they have their first and largest obligation, both as the chief providers of revenue and as those for whose benefit they were created— as well as alumni and society at large.
• They require a more general willingness to come to terms with new expectations, unacknowledged issues— such as the loss of mandatory retirement— and constrained levels of funding in research, which will, I believe, constrain the areas of scholarship represented on many campuses and perhaps change the traditional balance between teaching and research.
• They require the restoration of community, which will come about only when universities create rewards and incentives for engagement and cooperation across the campus.
• And, finally, they require new patterns of governance, especially in the public universities, which are now in serious disrepair.
I shall not presume to elaborate on what each of these will require on particular campuses, but I do realize that confronting these issues will involve not only a measure of inconvenience, and perhaps consternation, but also lively debate and both personal and institutional reorientation. That seems to be an inevitable, but not necessarily undesirable, outcome. It is easy to grow complacent, denying the reality of the need for change, insulated as universities generally are from many of the external pressures."
Rhodes, Frank H. T., President Emeritus of Cornell University (1997), em The American University - National Treasure or Endangered Species?, Edited by Ronald G. Ehrenberg, Cornell University.
There are, it seems to me, half a dozen basic requirements that are necessary if universities are to avoid internal degeneration and remain flexible and responsive to changing societal needs, while still retaining distinction in teaching, research and scholarship:
• They require bold, decisive, and visionary leadership from those in positions of authority, especially presidents, provosts, and deans.
• They require effective and imaginative management of resources, not only at the institutional level but especially at the departmental level, and especially a greater determination than they have yet shown to constrain and reduce burgeoning costs.
• They require a new commitment to clients, among whom I include students— to whom they have their first and largest obligation, both as the chief providers of revenue and as those for whose benefit they were created— as well as alumni and society at large.
• They require a more general willingness to come to terms with new expectations, unacknowledged issues— such as the loss of mandatory retirement— and constrained levels of funding in research, which will, I believe, constrain the areas of scholarship represented on many campuses and perhaps change the traditional balance between teaching and research.
• They require the restoration of community, which will come about only when universities create rewards and incentives for engagement and cooperation across the campus.
• And, finally, they require new patterns of governance, especially in the public universities, which are now in serious disrepair.
I shall not presume to elaborate on what each of these will require on particular campuses, but I do realize that confronting these issues will involve not only a measure of inconvenience, and perhaps consternation, but also lively debate and both personal and institutional reorientation. That seems to be an inevitable, but not necessarily undesirable, outcome. It is easy to grow complacent, denying the reality of the need for change, insulated as universities generally are from many of the external pressures."
Rhodes, Frank H. T., President Emeritus of Cornell University (1997), em The American University - National Treasure or Endangered Species?, Edited by Ronald G. Ehrenberg, Cornell University.
quinta-feira, 26 de outubro de 2017
Respect. Full stop.
Across the world.
Looking outside to better view inside.
Posts based upon Mottos, Reflections, Plans and Actions from Universities around the World.
"At our university we research, study and work together in an atmosphere of mutual respect. This collaboration is one of our strengths – and it is very important to me personally that this remains so in the future. Make sure that individual boundaries are not overstepped. Or as our current campaign puts it so concisely: “Respect. Full stop.”
Professor Lino Guzzella, President of ETH Zurich"
ETH Zurich
https://www.ethz.ch/content/associates/campaigns/respekt/en.html
"One of the world’s top-ranked universities has closed its Institute for Astronomy following accusations of bullying. ETH Zurich confirmed that the institute had been shut and that the professor in question had had her doctoral students reassigned to other supervisors while it investigates the claims. The university’s executive board learned of the bullying accusations in February, according to an ETH spokeswoman, and “subsequently conducted interviews with all involved parties”. "These were serious accusations relating to management misconduct. This type of behaviour is not tolerated at ETH Zurich, and the university responded immediately with corrective measures,” she said in a statement."
https://www.timeshighereducation.com/news/eth-zurich-shuts-astronomy-institute-over-bullying-claims
Looking outside to better view inside.
Posts based upon Mottos, Reflections, Plans and Actions from Universities around the World.
"At our university we research, study and work together in an atmosphere of mutual respect. This collaboration is one of our strengths – and it is very important to me personally that this remains so in the future. Make sure that individual boundaries are not overstepped. Or as our current campaign puts it so concisely: “Respect. Full stop.”
Professor Lino Guzzella, President of ETH Zurich"
ETH Zurich
https://www.ethz.ch/content/associates/campaigns/respekt/en.html
"One of the world’s top-ranked universities has closed its Institute for Astronomy following accusations of bullying. ETH Zurich confirmed that the institute had been shut and that the professor in question had had her doctoral students reassigned to other supervisors while it investigates the claims. The university’s executive board learned of the bullying accusations in February, according to an ETH spokeswoman, and “subsequently conducted interviews with all involved parties”. "These were serious accusations relating to management misconduct. This type of behaviour is not tolerated at ETH Zurich, and the university responded immediately with corrective measures,” she said in a statement."
https://www.timeshighereducation.com/news/eth-zurich-shuts-astronomy-institute-over-bullying-claims
sexta-feira, 20 de outubro de 2017
Silêncio
Escrito há quase 6 meses. Numa página pública. Em tempo de públicas vozes, depois de um longo silêncio.
“Nota prévia: desconheço, em absoluto, quem serão os candidatos ao Conselho Geral, por qualquer dos movimentos existentes ou de outras eventuais listas que possam ainda surgir. Mas acredito que a UA precisa de um Conselho Geral forte, composto por pessoas preparadas, que conheçam bem a instituição e o sistema científico e de ensino superior, e empenhadas numa tarefa que é difícil e exigente. Acredito que as eleições para o Conselho Geral são muito mais importantes do que uma mera antecâmara para a escolha do futuro Reitor. Acredito nas vantagens de um Conselho Geral aberto a potenciais candidatos a Reitor, única garantia de que se poderá escolher, em tempo próprio, o melhor candidato e o melhor projeto. Acredito que só um Conselho Geral com espírito independente e crítico poderá conferir valor acrescentado à governação da UA, qualquer que seja o Reitor que venha a ser escolhido. Acredito na importância da cooptação de pessoas disponíveis, motivadas e independentes. Acredito que o Conselho Geral deve assumir as responsabilidades próprias consagradas nos Estatutos, numa clara separação de poderes entre órgãos de Governo. Acredito que o Conselho Geral tem de: 1) Prestar contas da sua atuação à Comunidade UA. 2) Comunicar com a Comunidade, o que é diferente de informar; é saber ouvir; é debater; é explicar; é mobilizar; com regularidade. 3) Apreciar, de facto, os atos do Reitor e do Conselho de Gestão. 4) Propor medidas consideradas convenientes ao melhor funcionamento da UA. Olhando para trás, é fácil concluir o que faltou. É possível fazer melhor! É preciso fazer melhor!”
Foi há quase 6 meses. Foram-se as vozes públicas. Fica o público silêncio.
domingo, 17 de setembro de 2017
Em modo de aprendizagem
"One of the most difficult things to learn - and one of the last things we ever learn about ourselves - is the personal impact we have on those around us."
Peter McCaffery (2004), "The Higher Education Manager's Handbook, effective leadership and management in universities and colleges", RoutledgeFalmer.
Peter McCaffery (2004), "The Higher Education Manager's Handbook, effective leadership and management in universities and colleges", RoutledgeFalmer.
quarta-feira, 6 de setembro de 2017
Sente-se inspirado? Sente-se inspirador?
Inspirar. Ser inspirado.
Libertar. Ser liberto.
Desafiar. Ser desafiado.
Encorajar. Ser encorajado.
Duas faces?
Deixar respirar. Respirar.
Respirar o mesmo ar.
Uma face!
"The first theme is composed of leadership (encouraging staff to take more initiative and responsibility for greater achievement) and managerial structures (simplifying the hierarchical structure and bureaucratic processes), as illustrated here:
This is where, I think, you get the distinction between a good university and a great university. A great university is one where the leadership inspires, where the leadership encourages, where the leadership is seen as one of us, but leading us on. If your university management doesn’t inspire, doesn’t encourage people intellectually, then, we see ourselves as being more independent rather than the group progressing on. I don’t think you can underestimate how important it is for the university’s management… leadership. The inspiration they can provide is absolutely essential for a positive climate (Professor 1, Arts & Humanities)."Baris Uslu (2017), "The influence of organisational features in high-ranked universities: the case of Australia", Journal of Higher Education Policy and Management Vol. 39 , Iss. 5.
sexta-feira, 16 de junho de 2017
Thank You!
Across the world.
Looking outside to better view inside.
Posts based upon Mottos, Reflections, Plans and Actions from Universities around the World.
"Have You Said Thanks, or Been Thanked Recently?
This week is all about appreciating our staff at UC Berkeley, but it shouldn't be just one week out of the year - it should be all year round! Give a shout out to your colleagues via our Appreciate page. And we're including this Recognition Tool Kit so you're never without some ideas to keep the momentum, and dialogue, going. Here's one of our favorite sections of the Toolkit to get you started:
92 Ways To Recognize Your Colleagues
In budget-constrained times, ongoing, meaningful rewards and recognition can be provided to our staff to recognize their many contributions. Some are low-cost, others no-cost, just the time it takes to say “thank you.” Here are 92 ideas to help you embed employee recognition into your everyday work. Not all of them are appropriate for everyone, but the idea is to stimulate some new creative thinking on how to motivate and recognize colleagues.
1. Smile - it’s contagious!
2. Create a Hall of Fame with photos of outstanding employees.
3. Arrange for a team to present results of its efforts to upper management.
4. Plan a surprise lunch or get-together with refreshments.
5. Encourage and recognize staff who pursue continuing education.
6. Post a thank-you note on an employee’s door or cubicle.
7. Create and post an Employee Honor Roll in a reception area.
8. Acknowledge individual achievements by using the employee’s name when preparing a status report.
9. Make a photo collage about a successful project that shows the people that worked on it, its stage of development, and its completion and presentation.
10. Find out the person’s hobby and buy an appropriate gift.
(...)"
Check 82 more ways at UC Berkeley, USA:
http://hr.berkeley.edu/compensation-benefits/perks/staff-appreciation-week/staff-appreciation-week-keynote-presentation
Looking outside to better view inside.
Posts based upon Mottos, Reflections, Plans and Actions from Universities around the World.
"Have You Said Thanks, or Been Thanked Recently?
This week is all about appreciating our staff at UC Berkeley, but it shouldn't be just one week out of the year - it should be all year round! Give a shout out to your colleagues via our Appreciate page. And we're including this Recognition Tool Kit so you're never without some ideas to keep the momentum, and dialogue, going. Here's one of our favorite sections of the Toolkit to get you started:
92 Ways To Recognize Your Colleagues
In budget-constrained times, ongoing, meaningful rewards and recognition can be provided to our staff to recognize their many contributions. Some are low-cost, others no-cost, just the time it takes to say “thank you.” Here are 92 ideas to help you embed employee recognition into your everyday work. Not all of them are appropriate for everyone, but the idea is to stimulate some new creative thinking on how to motivate and recognize colleagues.
1. Smile - it’s contagious!
2. Create a Hall of Fame with photos of outstanding employees.
3. Arrange for a team to present results of its efforts to upper management.
4. Plan a surprise lunch or get-together with refreshments.
5. Encourage and recognize staff who pursue continuing education.
6. Post a thank-you note on an employee’s door or cubicle.
7. Create and post an Employee Honor Roll in a reception area.
8. Acknowledge individual achievements by using the employee’s name when preparing a status report.
9. Make a photo collage about a successful project that shows the people that worked on it, its stage of development, and its completion and presentation.
10. Find out the person’s hobby and buy an appropriate gift.
(...)"
Check 82 more ways at UC Berkeley, USA:
http://hr.berkeley.edu/compensation-benefits/perks/staff-appreciation-week/staff-appreciation-week-keynote-presentation
sexta-feira, 19 de maio de 2017
Sós ou acompanhados?
"Como se pode constatar (...) existem determinados aspetos que suscitam a opinião favorável dos conselheiros, que concordariam com a sua concretização no sentido de promover uma maior autonomia do conselho geral. É o caso da existência de um gabinete exclusivo de apoio administrativo aos membros do conselho geral e a existência de um gabinete dedicado ao apoio jurídico e técnico, que reuniu respetivamente 68% e 65% das respostas nos níveis de concordância (níveis 5, 6 e 7 da escala)."
Oliveira, António Cândido; Peixoto, Paulo; Silva, Sílvia (2014), O papel dos Conselhos Gerais no Governo das Universidades Públicas Portuguesas: a lei e a prática, Imprensa da Universidade de Coimbra; Núcleo de Estudos de Direito das Autarquias Locais.
Leitura a propósito do funcionamento dos Conselhos Gerais das Instituições de Ensino Superior, que já entraram na sua terceira temporada. E que merece reflexão, abrangente, articulada com o pensamento sobre a restante organização e as demais estruturas. Autonomia e separação de poderes. Eficácia e eficiência. Racionalização ou racionamento. Apoio técnico, jurídico e não jurídico.
Apoio a Conselheiros. Conselheiros-Decisores, em tempo parcial. Em acumulação com as suas outras atividades "normais": professores e investigadores a ensinar e investigar; estudantes a estudar; trabalhadores não-docentes e não-investigadores desempenhando atividades nas mais variadas áreas; membros externos nos seus afazeres de origem. Conselheiros com experiências diversas e fragmentadas. Com conhecimentos parcelares. Com desconhecimentos.
Decisores sós ou acompanhados?
Por serviços dedicados ou transversais?
Com que dependência e a quem respondendo?
Questões que são mais do que aspetos de gestão corrente.
Respostas que influenciam a qualidade da governação.
terça-feira, 16 de maio de 2017
Teamwork
Across the world.
Looking outside to better view inside.
Posts based upon Mottos, Reflections, Plans and Actions from Universities around the World.
"Team Impact Award
Caltech is comprised of many teams working collaboratively to accomplish amazing things. In recognition of the great work of teams the Team Impact Award was introduced in 2016. The award recognizes and rewards those teams that make significant contributions to the work and mission of the Institute. Teams who receive the award should be able to demonstrate that their work impacted and supported the research and/or education programs at the Institute."
Caltech - California Institute of Techmology
http://www.caltech.edu/impactaward
Looking outside to better view inside.
Posts based upon Mottos, Reflections, Plans and Actions from Universities around the World.
"Team Impact Award
Caltech is comprised of many teams working collaboratively to accomplish amazing things. In recognition of the great work of teams the Team Impact Award was introduced in 2016. The award recognizes and rewards those teams that make significant contributions to the work and mission of the Institute. Teams who receive the award should be able to demonstrate that their work impacted and supported the research and/or education programs at the Institute."
Caltech - California Institute of Techmology
http://www.caltech.edu/impactaward
terça-feira, 9 de maio de 2017
Legal matters matter
Across the world.
Looking outside to better view inside.
Posts based upon Mottos, Reflections, Plans and Actions from Universities around the World.
"The Legal Office deals with any matter which has, or could potentially have, any legal implication/consequence to the University of Malta and/or any of its group of companies.
It provides on-going legal advice on a variety of issues concerning University matters to the principal officers and/or the Senior Executive Committee of the University of Malta, including the Rector, Pro-Rectors, Secretary, Directors, Deans, Deputy Deans, Heads of Department, members of academic staff and members of industrial, technical and administrative staff.
The Legal Office deals with a multi-faceted spectrum of areas/branches/fields of law ranging from Employment (Labour), EU (particularly funding), Public Procurement, Intellectual Property Rights, Company, Fiscal and Administrative to collective bargaining, criminal (particularly copyright infringement and/or counterfeiting) and civil matters (particularly in relation to disputes concerning immovable property). The Office comprises a Litigation Department which predominantly handles cases of a civil and criminal nature.
The Legal Office drafts all contracts and agreements which are eventually signed by the University's legal representative, the Rector. It also draft regulations, statutes, legal notices, bye-laws and any other legal instruments and/or policies for the University of Malta or any of its entities including Faculties, Institutes, Centres and Foundations.
The Office also liaises with other offices and departments within the University in project management, policy-making and in the formulation of its strategic plan."
University of Malta
https://www.um.edu.mt/about/services/admin/legalservices
Looking outside to better view inside.
Posts based upon Mottos, Reflections, Plans and Actions from Universities around the World.
"The Legal Office deals with any matter which has, or could potentially have, any legal implication/consequence to the University of Malta and/or any of its group of companies.
It provides on-going legal advice on a variety of issues concerning University matters to the principal officers and/or the Senior Executive Committee of the University of Malta, including the Rector, Pro-Rectors, Secretary, Directors, Deans, Deputy Deans, Heads of Department, members of academic staff and members of industrial, technical and administrative staff.
The Legal Office deals with a multi-faceted spectrum of areas/branches/fields of law ranging from Employment (Labour), EU (particularly funding), Public Procurement, Intellectual Property Rights, Company, Fiscal and Administrative to collective bargaining, criminal (particularly copyright infringement and/or counterfeiting) and civil matters (particularly in relation to disputes concerning immovable property). The Office comprises a Litigation Department which predominantly handles cases of a civil and criminal nature.
The Legal Office drafts all contracts and agreements which are eventually signed by the University's legal representative, the Rector. It also draft regulations, statutes, legal notices, bye-laws and any other legal instruments and/or policies for the University of Malta or any of its entities including Faculties, Institutes, Centres and Foundations.
The Office also liaises with other offices and departments within the University in project management, policy-making and in the formulation of its strategic plan."
University of Malta
https://www.um.edu.mt/about/services/admin/legalservices
quarta-feira, 3 de maio de 2017
Communication build-up
Across the world.
Looking outside to better view inside.
Posts based upon Mottos, Reflections, Plans and Actions from Universities around the World.
"The communication strategy must contribute to accomplishing the University’s strategy, mission and vision.This is done through pursuing the following overall strategic objectives:
The person in charge of media and stakeholder communication holds a vital role as a advisor to the Board of Directors, administration and researchers in questions concerning external and internal communication, media and stakeholders, as well as acting as co-writer and sparring partner on debate contributions, feature story suggestions and commentaries."
IT University of Copenhagen, Communication strategy 2012-2016
https://en.itu.dk/~/media/dk/om-itu/vaerdier-strategi-og-grundprincipper/kommunikatiosstrategi-20122016webpdfpdf.pdf?la=en
Looking outside to better view inside.
Posts based upon Mottos, Reflections, Plans and Actions from Universities around the World.
"The communication strategy must contribute to accomplishing the University’s strategy, mission and vision.This is done through pursuing the following overall strategic objectives:
- The communication strategy must help build, develop and maintain a positive image for the university and its education programmes and research through efforts guided by clear and consistent master brand- and sub-brand narratives – both in terms of public opinion in general; in terms of image among stakeholders (internally, in private and public organisations and at the political level) and not least, in terms of helping the university’s research and researchers move up the reputation spiral.
- The communication strategy must contribute to meeting the University’s business objectives / budget figures for target number of applicants and admitted students, share of international student FTEs etc. for the strategy period.
- The communication strategy must contribute to meeting the University’s business objectives / budget figures for securing external research funding for the strategy period.
- The communication strategy must contribute to the University communicating efficiently, consistently, openly, and credibly and in keeping with the University’s values as well as best practice for professional communication."
The person in charge of media and stakeholder communication holds a vital role as a advisor to the Board of Directors, administration and researchers in questions concerning external and internal communication, media and stakeholders, as well as acting as co-writer and sparring partner on debate contributions, feature story suggestions and commentaries."
IT University of Copenhagen, Communication strategy 2012-2016
https://en.itu.dk/~/media/dk/om-itu/vaerdier-strategi-og-grundprincipper/kommunikatiosstrategi-20122016webpdfpdf.pdf?la=en
segunda-feira, 24 de abril de 2017
Os Invisíveis
Professores e alunos, em auditórios e em laboratórios; salas de estudo; bibliotecas pela noite fora; mesas preenchidas em cantinas; atividades desportivas. Estas são algumas das imagens que primeiro surgem quando falamos de Universidades e de Ensino Superior. De forma natural, retratando a interação e os espaços de aprendizagem e de vida em comunidade. Depois, talvez vejamos os investigadores a tempo inteiro, cuja atividade desperta a imaginação, na busca do novo, de compreender mais, de fazer diferente, de proporcionar escolhas, de ir além, de abrir futuros. Uma atividade cada vez mais notória e mais notada, com presença já regular na comunicação social. Mas há mais nas Universidades. Muito mais. Muitos mais. Mas não os vemos. Invisíveis.
"There appears to be either a total confusion in terminology about administration or a complete disregard for administrator's work but in most cases administrative staff in universities are largely invisible." (J. Szekeres, 2004).
Invisíveis para o exterior. Invisíveis para quem estuda esta área. Invisíveis também no interior das próprias Universidades. Os trabalhadores da dupla negativa, não académicos e não investigadores, no dizer do nosso Regime Jurídico das Instituições do Ensino Superior. À falta de melhor designação, por economia de espaço, por convicção profunda ou pelo facto de os próprios serem tão diversos que não se revêm numa única denominação. São gestores, contabilistas, juristas, informáticos, secretários, engenheiros, arquitectos, motoristas, bibliotecários, assistentes sociais, cozinheiros, técnicos de laboratório, de som e de imagem, assessores, telefonistas, designers e assessores, entre outros.
As suas funções já não devem ser, já não podem ser, já não são, de um mero apoio instrumental. Não são nem devem ser peças de uma qualquer máquina burocrática; não são o óleo que lubrifica; não são a manivela ou a gasolina que faz girar. Não são parte do problema; não são o grão de areia que emperra; não são os complicadores. São parte da instituição. Da mesma instituição. De uma instituição única. De uma instituição mais diversa, mais complexa, com uma missão mais multifacetada, sujeita a maiores exigências externas, com maior ambição.
"There is more to the teaching and learning experience, and more to the running of universities, than academic staff and their work, but the silence in public forums and reports about the role of administrative staff in universities is deafening." (M. Conway, 2002).
The modern university requires highly competent staff, in managing the intricacies of financing a multi-billion-dollar-a-year operation, in seeking the private gifts and government support, in maintaining the most sophisticated technical equipment and facilities, in providing competent and courteous services to students and patients. Beyond these services, we look to staff to provide key leadership for the institution. And in many cases, this leadership has been absolutely essential to the fortunes of the institution." (J. Duderstadt, 2000).
Não apenas subordinação, capaz e eficiente, mas liderança. Numa universidade para o século XXI, como advoga Duderstadt, Presidente Emérito da Universidade de Michigan. Porque muitos Invisíveis têm, hoje, elevadas qualificações académicas, uma grande experiência profissional e um conhecimento mais profundo do sistema de ensino superior, do ambiente envolvente e das próprias instituições do que muitos académicos. Não se trata de competição entre visíveis e invisíveis. Não se trata de substituir. Trata-se de ser racional. Deter conhecimento. Usar o conhecimento. Independentemente do rótulo. Em coerência com a valorização que se apregoa da sociedade do conhecimento. Das instituições do conhecimento. Da importância dos saberes. Sim, numa Universidade do século XXI é possível ter Invisíveis a liderar, a coordenar ou a colaborar com académicos, de igual para igual, ou, mais apropriadamente, de diferente com diferente. No desempenho de funções específicas, de projetos, de empreendimentos, de gerar ideias e de as pôr em prática, de inovar. Na definição de estratégias e de políticas. A aprovar nos órgãos próprios, com as composições próprias.
Cada um tem o seu lugar e o seu domínio de especialidade. Há um contributo próprio, específico, a partir de pontos de vista diferentes e de conhecimentos distintos. Com elevado valor. Com mais valor ainda se combinados e respeitados. Reconhecendo que há, também, uma relação diferente com a instituição, resultado das diferenças em termos de carreiras e de mobilidade.
Saindo dos livros, voltando a esta realidade, constato que, quase duas décadas dentro do século XXI, habitamos tempos distintos. Estamos ainda no passado. E o futuro-que-devia-já-ser-o-presente, o século novo, parece-me longínquo, quase uma miragem, tão ausentes são os sinais de mudança. Tão acomodados estão muitos. Tão receosos estão tantos. Tão escassa é a vontade de remover o manto de invisibilidade.
"As Universidades que melhor gerirem esta realidade, mediante a compreensão recíproca dos diferentes papéis e competências, criando condições para aproveitar o conhecimento de cada um e para desenvolver o seu potencial, terão condições para fazer a diferença, permitindo que os docentes e investigadores ensinem e investiguem, proporcionando uma experiência mais rica aos estudantes e trabalhando melhor com a sociedade."
Perspetiva de um Invisível, em 2017 d.C.
J. Duderstadt (2000), A University for the 21st Century, Michigan Ann-Arbor.
J. Szekeres (2004), The Invisible Workers, Journal of Higher Education Policy and Management, 26:1, 7-22.
M. Conceição (2013) Trabalhadores Não-Não, Texto para o Click - Antena 1.
http://notasdasuperficie.blogspot.pt/2013/01/trabalhadores-nao-nao.html
quarta-feira, 19 de abril de 2017
To benefit from the expertise and wisdom of staff
Across the world.
Looking outside to better view inside.
Posts based upon Mottos, Reflections, Plans and Actions from Universities around the World.
"Our governance structure will be reviewed to rationalise the number of committees and working groups, free up time, shift our focus from roles to projects and contributions, and ensure that we are making well-informed decisions and developing clear lines of responsibility. By making greater use of consultative workshops, open meetings and surveys to discuss future challenges and possibilities, we will derive further benefit from the expertise and wisdom of our staff. There will be regular communication between the senior leadership team and all staff, through blogs and open meetings."
University of Leicester Strategic Plan
https://le.ac.uk/~/media/uol/docs/publications/strategic-plan-sign-off-print.pdf?la=en
Looking outside to better view inside.
Posts based upon Mottos, Reflections, Plans and Actions from Universities around the World.
"Our governance structure will be reviewed to rationalise the number of committees and working groups, free up time, shift our focus from roles to projects and contributions, and ensure that we are making well-informed decisions and developing clear lines of responsibility. By making greater use of consultative workshops, open meetings and surveys to discuss future challenges and possibilities, we will derive further benefit from the expertise and wisdom of our staff. There will be regular communication between the senior leadership team and all staff, through blogs and open meetings."
University of Leicester Strategic Plan
https://le.ac.uk/~/media/uol/docs/publications/strategic-plan-sign-off-print.pdf?la=en
quarta-feira, 12 de abril de 2017
Yes, you do need to learn
Across the world.
Looking outside to better view inside.
Posts based upon Mottos, Reflections, Plans and Actions from Universities around the World.
"The Executive and Senior Leader Induction (ESLI) is the process for Induction of Executive and Senior Leaders who are new to the University or to a senior role. Complementary to the current induction process, and directed through the recruitment system’s new starter tasks, it includes a number of one-to-one meetings with key stakeholders to facilitate networking and relationship building with colleagues and other leaders.
This targeted induction framework is recommended for new: Heads of School, Directors (Professional and Institute), Executive Deans, Pro Vice-Chancellors, Other equivalent roles.
Acting and secondment posts may be included in this induction process based on length of term and previous experience."
University of Adelaide
http://www.adelaide.edu.au/hr/development/induction/
"The Board of Trustees and Committee Member induction programmes are modular induction programmes covering the following topics. Existing members are also welcome to attend some or all of the sessions."
"Welcome / introduction from the Chair of the Board of Trustees and Clerk
http://www.bristol.ac.uk/university/governance/committee-information/newmembers/
Looking outside to better view inside.
Posts based upon Mottos, Reflections, Plans and Actions from Universities around the World.
"The Executive and Senior Leader Induction (ESLI) is the process for Induction of Executive and Senior Leaders who are new to the University or to a senior role. Complementary to the current induction process, and directed through the recruitment system’s new starter tasks, it includes a number of one-to-one meetings with key stakeholders to facilitate networking and relationship building with colleagues and other leaders.
This targeted induction framework is recommended for new: Heads of School, Directors (Professional and Institute), Executive Deans, Pro Vice-Chancellors, Other equivalent roles.
Acting and secondment posts may be included in this induction process based on length of term and previous experience."
University of Adelaide
http://www.adelaide.edu.au/hr/development/induction/
"The Board of Trustees and Committee Member induction programmes are modular induction programmes covering the following topics. Existing members are also welcome to attend some or all of the sessions."
"Welcome / introduction from the Chair of the Board of Trustees and Clerk
- Introduction to University Board of Trustees and its committees
- Board of Trustees' composition (lay members, academic, non-academic staff and students)
- Board of Trustees' key roles and responsibilities
- The format of Board of Trustees meetings
- Board of Trustees and committee members relationships with the Chair and the senior team
- Where to go for help and advice about any aspect of University governance, information about training/development: the Governance team.
- The Board of Trustees and committee members responsibilities as Trustees
- The role of the Secretary’s Office, particularly in relation to staff and student appeals/grievances etc.
- Board members involvement with staff/student appeals and grievances
- The role of the Deputy Secretaries (Directors of Legal Services).
- The role of Finance and Audit Committees and their relationships with the Board of Trustees
- How the University is funded
- Financial Strategy and Capital Programme
- Audit arrangements and financial assurance.
- The role of the University Secretary and links with the Board of Trustees' committees
- The wider University Governance
- Description of the Professional Services: structure and key strategies (ie, Estates, People, IT, student support etc)."
http://www.bristol.ac.uk/university/governance/committee-information/newmembers/
quinta-feira, 23 de março de 2017
We work together
Across the world.
Looking outside to better view inside.
Posts based upon Mottos, Reflections, Plans and Actions from Universities around the World.
"We Work Together - We enable our teams to work together and across functions to deliver successful outcomes that exceed the needs and expectations of our customers. We are responsible for creating environments that demonstrate equality, foster trust, respect and challenge. We are accountable for providing clarity and direction, communicating the “big picture” and harnessing ideas and opportunities to achieve the University’s vision."
In The Leadership Values: We Are Professional, We Work Together, We Care
Swansea University, UK
The Leadership Model
Sets out what the University expects of people who lead and manage others. (...)
Helps employees understand what they should be able to expect from their leaders and managers of people. (...)
Looking outside to better view inside.
Posts based upon Mottos, Reflections, Plans and Actions from Universities around the World.
"We Work Together - We enable our teams to work together and across functions to deliver successful outcomes that exceed the needs and expectations of our customers. We are responsible for creating environments that demonstrate equality, foster trust, respect and challenge. We are accountable for providing clarity and direction, communicating the “big picture” and harnessing ideas and opportunities to achieve the University’s vision."
In The Leadership Values: We Are Professional, We Work Together, We Care
Swansea University, UK
The Leadership Model
Sets out what the University expects of people who lead and manage others. (...)
Helps employees understand what they should be able to expect from their leaders and managers of people. (...)
sábado, 11 de março de 2017
Profissionalismo
Gestão.
Gestão Universitária.
Académicos
Não académicos.
Cargos.
Decisões
Preparação.
Conhecimento.
Desconhecimento.
Não tenho dúvidas que são raras, entre nós, e também fora daqui como se pode ver pelo extrato seguinte, as universidades que qualificam, ativamente, académicos e não académicos para o exercício da gestão e para o desempenho de funções em órgãos de decisão. Compreender o sistema, o quadro global de atuação, o modelo de financiamento ou a falta dele, as obrigações das entidades públicas, poderes e competências, são aspetos tidos, vezes demais, como obviamente adquiridos. Apenas porque estamos em presença das pessoas com maior nível de formação académica, que naturalmente "sabem mais". Parecendo ignorar as competências específicas que não detêm. Parecendo ignorar outras sedes de competência. Não resistindo a hierarquizar o que é diferente. Procurando importar soluções em vez de as gerar internamente. Maior profissionalismo é preciso. Qualificando sistematicamente. Alargando as escolhas. Para lidar com o presente. Para preparar o futuro.
"Universities seem to the outside world to be overly democratic but are often extremely hierarchical, excluding the most knowledgeable people on particular management issues from participation in decision making on the issues in which they are the most expert. (...) Too often relations between academic and professional managers are confused by considerations of status when it is abundantly clear that partnership and a sense of equality and open discussion encourage creative thinking and innovative managerial solutions. We therefore need not new managerial fads or tool kits but more investment in thinking about university management issues."
"To improve university management we need to educate a wider proportion of our staff in what the management issues are and how to approach them. It is not sufficient to delay this until they become a dean or a pro vice chancellor or until they have been consigned to one specialist administrative area for 10 years or more. If we are to take institutional management seriously we must prepare a subset of the younger generation of academics and administrators so that when they reach senior positions they understand the issues and approach them professionally."
Shattock, Michael (2002), Forget Copycat Management. In International Higher Education, Spring.
domingo, 5 de março de 2017
ROCK and the Elephant
Rock the Casbah, nos anos 80, com o Punk dos Clash? Cage the Elephant, já depois do milénio? Um elefante que se evapora, no conto de Murakami? Sons, imagens, palavras. Em associação. Divago. Tudo começou com o acrónimo ROCK, e cenários sugestivos, à boa maneira anglo-saxónica, neste caso com sotaque australiano, que incuem elefantes. Sim, elefantes e não cangurus, porque os primeiros ocupam, notoriamente, mais espaço. Vamos então ensaiar uma adaptação livre desta leitura. Adaptação no que se refere à substância e aos exemplos; reprodução dos conceitos e dos acrónimos; e mais uns pós para compor a história.
Imagine uma organização. Não importa qual, pois a história aplica-se a muitas. A sua, onde trabalha; a dos seus amigos; alguma conhecida; uma com que contacte como utilizador. De preferência com uma estrutura hierarquizada, como é normal, com camadas, secções, departamentos. Com os correspondentes líderes, liderados e aspirantes a apanhar o elevador na direção certa, a que vai para cima, claro. Continue a imaginar. Uma sala, dessas que existem nas organizações, com uma grande mesa no centro e cadeiras em redor. Com o líder e outras figuras proeminentes, de diferentes níveis. Agora vem o momento em que é preciso um golpe de asa, salvo seja: imagine um elefante dentro da sala. Assim mesmo, grande e presente como os elefantes sabem ser, sobretudo se forem cinzentos. A cena está preparada.
Diz o líder enganador "Não há nenhum elefante na sala.", enquanto pensa agastado "Ninguém me disse que havia um elefante na sala!". Os presentes estão relutantes em falar sobre o elefante, grande, cinzento e notório. Mais ainda, estão também relutantes em discutir, ainda que apenas entre eles, o próprio facto de não falarem. ROCK é o portador das más notícias: "Há um elefante na sala". Conversas e desconversas. Desculpas. Escapatórias. Bodes expiatórios. ROCK deve ser afastado, isolado.
Vamos então ao acrónimo. Quem é o ROCK? É aquele líder que mostra Respeito (R de Respect), assume a sua parte de responsabilidades nos erros (O de Ownership), atribui louros a quem faz bom trabalho (C de Credit people) e mantem os compromissos (K de Keep commitments). E, por isso, é por vezes considerado como não jogando em equipa, como sendo um elemento perturbador, como um denunciante a apontar falhas. Por vezes é mantido, eventualmente a contragosto, porque confere maior credibilidade à organização. Outras é colocado em quarentena, para evitar o incómodo e o contágio.
Mas há mais acrónimos nesta história, fazendo contraponto. Os que se aplicam aos líderes enganadores, em que as necessidades e objetivos reais do seu "eu", ou do seu grupo, prevalecem sobre a missão da organização, ainda que não na aparência. Enganadores, por isso. Tendem a ser mais FIBS, comportamento em que pontua a bajulação de quem é percebido como importante (F de Flatter), a inflação da sua própria contribuição para os bons resultados (I de Inflate), a quebra de compromissos com quem é menos importante (B de Break commitments) e a procura de bodes expiatórios para alijar responsabilidades (S de Scapegoat).
A preponderância de uns ou de outros confere à organização um caráter mais saudável, ROCK style, ou mais tóxico, com dominância FIBS. Um líder FIBS estimula a propagação deste comportamento. Que se dissemina tanto mais rápida e eficazmente quanto mais as pessoas medirem o seu sucesso em termos da sua posição, e não em termos da sua contribuição efetiva. O medo da perda de posição e de estatuto conduz a uma conformação com o que é esperado, e reforçado, de forma mais explícita ou mais indireta, pelo topo da hierarquia: "You are either with us or agains us". Status e controlo. Na esperança de subir ou, pelo menos, de não descer. A caminho de entranhar o FIBS na cultura organizacional, perdendo diversidade, perdendo contributos, perdendo vontades.
Não há estruturas perfeitas. Todas têm defeitos. E são heterogéneas, um mosaico de unidades boas, médias, pobres, refletindo a estrutura, liderança, cultura, recursos e nível de desenvolvimento das pessoas em cada uma. É este o contexto. E é neste contexto que os efeitos da posição, e de quem ocupa posições, são decisivos. Para evitar que as falhas de estrutura se transformem em desastres tóxicos, dos quais é difícil sair, é preciso reconhecê-las. E é preciso agir, sistematicamente, promovendo e valorizando lideranças saudáveis, mantendo a coerência entre discurso, ação e missão, disseminando a "boa" cultura. Agindo onde é possível agir. Atuando onde tem mais impacto atuar. Encorajar a manifestação e o uso da inteligência e criatividade das pessoas é uma definição possível de boa liderança.
Texto elaborado a partir de "How to change organizations from the outside", de Peter Reenie (2010), disponível em https://primaryconnections.org.au/materials/leading-change-materials/rennie-p-c-how-to-change-organizations-from-the-outside.pdf.
É tempo de terminar. E parece-me apropriado voltar aos sons, imagens e palavras. Agora com os AC/DC, banda que veio também de down under como o autor do artigo, e com um tema que ganha aqui uma nova expressão: "For those about to Rock, we salute you".
sexta-feira, 3 de março de 2017
Leading the way
Across the world.
Looking outside to better view inside.
Posts based upon Mottos, Reflections, Plans and Actions from Universities around the World.
"If we are to secure a successful and ambitious future as individuals and as a University, we need excellent leadership. that means academic staff and colleagues from our professional services need the courage to think differently. People across our institution need to feel empowered to propose change, develop ideas and make them happen. The Sheffield Leader plays an important in supporting this process and making the University of Sheffield a place that supports and develops outstanding leadership at all levels."
Prof. Sir Keith Burnett, Vice-Chancellor, University of Sheffield.
http://www.sheffield.ac.uk/hr/sld/sheffieldleader
"Finally, Sheffield Leaders aspire to be authentic, by being open, transparent, fair and consistent. They also demonstrate self-awareness, humility, integrity and moral courage. The Sheffield Leader establishes trust in their judgement and motives, and inspires people to follow them."
The Sheffield Leader statement.
http://www.sheffield.ac.uk/hr/sld/sheffieldleader/slstatement
Looking outside to better view inside.
Posts based upon Mottos, Reflections, Plans and Actions from Universities around the World.
"If we are to secure a successful and ambitious future as individuals and as a University, we need excellent leadership. that means academic staff and colleagues from our professional services need the courage to think differently. People across our institution need to feel empowered to propose change, develop ideas and make them happen. The Sheffield Leader plays an important in supporting this process and making the University of Sheffield a place that supports and develops outstanding leadership at all levels."
Prof. Sir Keith Burnett, Vice-Chancellor, University of Sheffield.
http://www.sheffield.ac.uk/hr/sld/sheffieldleader
"Finally, Sheffield Leaders aspire to be authentic, by being open, transparent, fair and consistent. They also demonstrate self-awareness, humility, integrity and moral courage. The Sheffield Leader establishes trust in their judgement and motives, and inspires people to follow them."
The Sheffield Leader statement.
http://www.sheffield.ac.uk/hr/sld/sheffieldleader/slstatement
Subscrever:
Mensagens (Atom)








