ourcambridge engaging effectively with academics · ourcambridge engaging effectively with...
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ourcambridge
Engaging effectively with academics
Ian Matthias and Jo Bishenden (PA Consulting)
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Introductions and what we’ll cover in this session
• The Golden Principles
• Practical ways to engage with academics
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Engaging effectively with
academics – the golden
principles
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Crystal clear on your case for change:
A really well written document goes far. What does it mean for
me? What are the benefits for me? Use data or evidence to support the
reasons for the change.
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10 golden principles – strategic level
Think about timingInvolve academics early but good engagement does not
mean endless rounds of consultation. Be considerate
of the demands on time.
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Be clear on your objectives / purpose:
What are you seeking to achieve - simply raising
awareness? changing behaviour?
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Identify the ‘degree’ of buy-in you want
to achieve: 50% 10%? You are not
going (or need) to secure everyone
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Who are you engaging with?: Don’t just engage with the younger
academics or ‘usual suspects’. Find the right people to talk to and
make sure you involve everyone who is affected to avoid the
question ‘why wasn’t I consulted?’
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10 golden principles – practical level
Be resilient Be patient
Sometimes your approach may not
land, but try something else
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Right channel mixDon’t rely on broadcast - plenty of opportunity
for face-to-face discussion where
needed
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It is not all down to you
Bring academics into the programme. Peer-to-peer advocacy can be a
good unblocker
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9 Get the language right
Change management terminology can be a turn-off. Talk openly
and honestly and with respect to the need for
change
11Close the
engagement loopEnsure you feedback outcomes and reasons
for it. Ground in evidence
Build the relationshipListen to concerns, be flexible
with your approach and use the engagement to work out any
shared goals that you can work towards together.
Find out about the academic before hand, what re their
interests, how do they like to work
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The words you most commonly when creating the key principles
Practical ways you can
engage with academics –
academic engagement
framework
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Why are we engaging with academics?
What are you trying to achieve?
They need to be aware of the
change
Need to change behaviours /
have them fully bought in
Low touch High touch
INFORM INVOLVE INSPIRE
They need to support the
change or contribute ideas /
perspectives
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INFORM
They need to be aware of the project
INVOLVE
They need to support the change or
contribute ideas / perspectives
INSPIRE
Need to change behaviours / have
them fully bought in
Low touch High touch
Communicate future
academic journeys / day
in the life visuals
E-mail from e.g. PVCs
Text / twitter
Faculty / School
governance meetings
Campus video screens or
screen savers
Form part of the project /
change team
Training on new systems
and policies
Peer-to-peer advocacy
Ownership of a process /
change in respective area
Involvement in change
readiness assessments
Invite onto academic user
group
Changes to objectives
Identify ‘nudge’ changes
to influence behaviour
Coaching / mentoring
arrangements
Direct Head of School
interventions
Ongoing f2f briefing and
discussions
Departmental / school
workshops
Online feedback / pulse
survey
Drop-in sessions to walk
through prototypes
Interviewed as part of
change project
Regular cascade via
Head of School (e.g. 5
key update points every
three months)
Head of School
presentations and
briefings
Establish feedback loop
from academic user
group
UoC specific newsletter /
channel?
Sentiment analysis? (H /
M / L awareness?)
What are you trying to achieve through academic engagement?
World café event
Formal feedback process
on written document /
proposal
Feedback loop from
academic user group
yammer
Attends Community of
Practice
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Host workshops at Department level
Establish an academic advisory / user group and create a feedback loop
Establish online feedback mechanisms / pulse surveys
Arrange drop in sessions to walk through a new process or prototype of new technology
Interview colleagues as part of the project(involving those with specialist interest)
World café events
Establish a formal feedback / consultation process to written proposal
Create a Community of Practice
Networking events, away days or social activity (e.g. drinks reception). Create environment that allows less formal discussions
Establish academic champions at all levels
10 key involve channels / techniques* In use? Y / N / NA
Head of Department presentations / briefings / updates at termly meetings (ongoing)
Presentation at existing governance meetings (build relationships with committee chairs)
One-to-one meetings
Update e-mails from Head of Department or Project Sponsor
Regular cascade e-mail of key update points every few months
Establish Yammer or WhatsApp groups
Informal drop in sessions (include refreshments)
Short newsletter updates e.g. via Regus newsletter (clinical school) or ourcambridge
Future academic journeys / day in the life and share with academics
Create an infographic or visual roadmap. Disseminate / create posters
10 key inform channels / techniques*
In use? Y / N / NA
INFORMWe want academic colleagues to be
aware of the project and what we are planning
INVOLVEWe want academic colleagues to support
the change or contribute ideas / perspectives
INSPIREFor the change to succeed we need to change behaviours and have academic
colleagues fully bought in
What are you trying to achieve through your academic engagement?
There are a range of engagement channels / tools you can use in your projects:Low touch High touch
* The ourcambridge team will be creating a toolkit/ best practice examples of the key channels and techniques listed above
Invite onto the project team or agree ownership of a process / change in their area
Joint academic / professional service training or provide training on new systems and policy
Encourage peer-to-peer advocacy (within academic sphere – PhD students, DAs, technicians)
Establish action learning sets
Adjustments to objectives, incentives and rewards (e.g. ACP, supervisor recognition scheme)
Identify ‘nudge’ changes to influence behaviour
Provide coaching and mentoring support
Create task and finish groups with academic involvement
Involvement in change readiness assessments
Direct Head of Department interventions
10 key inspire channels / techniques*
In use? Y / N / NA
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Appendix
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Your golden principles (1)
Golden Principle What you said
Be clear on your objectives Intellectual humility - this is a hypothesis based on analysis of the data, involve them in identifying
solutions
Be clear on your objectives Clear on explanation and what the change will achieve and what's in it for them
Be clear on your objectives Keep it simple, straight forward and relevant
Be clear on your objectives Clear instructions (think of subject line in emails to make sure they open it)
Be clear on your objectivesBeing transparent, clear about expectations, build rapport with regular engagement, acknowledge &
appreciate academic position
Be resilient, be patient Being patient and convey a concise message
Be resilient, be patient Be patient, you might have to keep trying so don’t take non-engagement personally
Be resilient, be patient Patience
Be resilient, be patient Patience
Be resilient, be patient Patient and persistant
Be resilient, be patient Persitance
Build the relationshipFind out as much as possible about the person you're contacting, are they the right person and am I
wasting their time - can they respond?
Build the relationship FInd something to connect with them for example, their research
Build the relationship Do some homework about how best to engage
Build the relationship Present issues as joint problem solving activity
Build the relationship Look for shared goals and work together to achieve them
Build the relationship Listen first then say your piece, give and take
Build the relationship Listen and be flexible
Build the relationship Work with and not to them
Build the relationship Be kind and treat equally
Build the relationship Build rapport with regular engagement, acknowledge & appreciate academic position
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Your golden principles (2)
Golden Principle What you said
Close the engagement loop Give them facts and be to the point
Close the engagement loop Quantitative v qualitative data
Crystal clear on your case for change Make it easy, interesting and matter to them
Crystal clear on your case for changeEnsure they understand that we are trying to support them to do what they do best not
make more work
Crystal clear on your case for change Tell them what they need to know
Crystal clear on your case for change Tell them what’s in it for them
Crystal clear on your case for change Communication of the advantages and what's in it for me
Crystal clear on your case for changeDeliver something they want as part of early change efforts, to obtain trust and open
dialogue on other issues
Get the right language Keep it simple
Get the right language Talking with honesty, and openly and with respect for the need for change
Right channel mixLocation, location, location - face to face interactions to ensure communications are
accurate
Right channel mix Use different channels to connect and contact
Right channel mix Face to face
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Your golden principles (3)
Golden Principle What you said
Think about timing Awareness of time of academics
Think about timing Timing is everything, pick the right moment
Think about timing Being upfront about any demands on their time (even if its only a little)
Think about timing Involve academics early and allow them the opportunity to provide feedback based on
their own experience
Think about timing Pick the right time
Who are you engaging? Involve academics who are already on side
Who are you engaging? Why wasn't I consulted?
Who are you engaging? Include students where relevant additional resource/benefit of experience
Who are you engaging? Building a network of close friends
Who are you engaging? Find the right people