faculty staff relationship techniques of working together concept of faculty supervisor

1. SEMINAR
Shalini joshi
M.Sc. Nsg 1st year
S.C.O.N Dehradun

2. Factor affecting faculty
staff relationship
Technique of working together,
Concepts of faculty supervision
Position

3. Terms
Faculty Staff Faculty staff
relationship

4. An employee of the university who has
instructional, advisory, evaluative, supervisory,
and/or other professional responsibilities.
Faculty refers to the individuals who give direct
instruction to the students
FACULTY
Full-Time:- Instructor, Assistant Professor, Associate Professor, Professor,
Part-Time:- Lecturer,Clinical Professor, Clinical Supervisor, Teaching Assistant,

5. Staff tends to refer to the office
workers and support people on
campus. Non-teaching employees of
the college. An employee of the
university other than faculty.
Eg:- the administrative staff (secretaries, assistants, deans,
presidents, etc
STAFF

6. Faculty and staff formed a partnership
to discuss ways in which to foster and
sustain positive faculty and staff
relations through mutual trust,
respect, and civility.
Effective working condition by proper interaction and communication for work
collaboratively
Faculty staff
relationship

7. ESSENTIALS OF FACULTY STAFF
RELATIONSHIP
• Developing partnerships, which are keys to improved relations; and beginning the
discussion and developing procedures for working together.
• Best Practices that Encourage a Climate of Positive Communication and
Cooperation between Faculty and Staff,
• Best practices were assessed within the context and of the campus/department
environment where they were successfully implemented.

8. • Best practices are, to identify and to reinforce positive behavior and partnership.
• Build awareness of the avenues available to faculty and staff to resolve conflicts
throughmeetings and orientation of the new employee.
• Foster open and inclusive communications at the department level among
faculty and staffmembers.

9. • Recognize that there are differences in roles, but that both faculty and
staff bring value to the University, and equally share responsibility for
creating and sustaining a positive work environment.
• Expand knowledge through training and development opportunities
already available to include discussions on faculty-staff relations

10. Identifying campus ‘best practices” that encourage a climate of
positive communication and cooperation between faculty and
staff.
Identifying those “best practices” most likely to transfer effectively
and efficiently to other campuses.
PURPOSES FOR THE MAINTENANCE OF
FACULTY STAFF RELATIONSHIPS
Understanding the differing relationships between faculty and staff
by better defining the tasks, mission, and values; becoming
knowledgeable of the avenues available.

11. Identifying currently available training opportunities for those
faculty and staff who have taken on administrative roles, particularly
in view of the decentralization of authority and responsibility to the
campuses and the resultant need to assure accountability.
 Evaluating the adequacy of the scope of opportunities available to
meet current training needs.
 Identifying currently available means, policies, and processes for
resolving complaints between staff and faculty and, if needed,
outlining a plan to support access to and improve dissemination of
information about these matters to faculty and staff.

12. CHARACTERISTICS OF FACULTY STAFF
RELATIONSHIP
Treat each other with respect
Feel secure and comfortable
Are not violent with each other
Can resolve conflicts satisfactorily
Support one another
Can trust each other
Communicate clearly and openly
Collaboration

13. Daily
Institutional
administrati
New Faculty
Orientation
Programs
Training
Opportunit
Communica
Staff
tion gap
University
Work
Achievement
Department
Task force
outcome
Factor influencing
Mediation
Program
Selection
criteria
workload
issues
Chair
faculty staff
Workshops
ies
on
relationship

14. TECHNIQUES OF MAINTAINING
GOOD FACULTY STAFF
RELATIONSHIP

15. CONCEPTS OF FACULTY
SUPERVISOR

16. FACULTY SUPERVISOR IS A MEMBER OF THE
CURRICULUM COORDINATOR WHO IS
RESPONSIBLE FOR CURRICULUM PLANNING,
IMPLEMENTATION AND EVALUATION.
Faculty
supervisor
Develop instructional material, coordinate educational content, and
incorporate current technology in specialized fields that provide guidelines
to educators and instructors for developing curricula and conducting courses

17. QUALITIES OF FACULTY
SUPERVISOR
Reading Comprehension - Understanding written
sentences and paragraphs in work related documents.
Speaking- Talking to others to convey information
effectively.
Written Comprehension - The ability to read and
understand information and ideas presented in writing.

18. Written Expression –
The ability to communicate
information and ideas in
writing so others will
understand.
Communicating effectively in
writing as appropriate for
the needs of the audience.
Oral Comprehension -
The ability to listen to
and understand
information and ideas
presented through
spoken words and
sentences.
Oral Expression - The ability to
communicate information and ideas in
speaking so others will understand.

19. Monitoring -
Monitoring/Asses
sing performance
of yourself, other
individuals, or
organizations to
make
improvements or
take corrective
action.
Learning Strategies
Selecting and using
training/instructi
onal methods
and procedures
appropriate for
the situation
when learning or
teaching new
things.
Deductive
Reasoning - The
ability to apply
general rules to
specific
problems to
produce
answers that
make sense

20. • Motivate A good supervisor inspires confidence
by his ability and his high expectation.
A good
supervisor is
approachable
A good supervisor is fair: Treats each individual
impartially but with accordance of his own special
interests.

21. A good
supervisor is
also a good
leader
A supervisor
should have
infinite
patience
and hope
A good
supervisor is
able to look
at himself
objectively
A good
supervisor
has
enthusiasm
for nursing

22. SYMPATHETIC
To try to put him in the other
persons place and see how he will
be affected by his own actions.
Knowledge-
-able
A faculty supervisor must have Master's
Degree or Post-Master's Certificate

23. RESPONSIBILITIES OR DUTIES OF FACULTY
SUPERVISOR
•Communicating with Supervisors, Peers, or Subordinates - Providing
information to supervisors, co-workers, and subordinates by telephone,
in written form, e-mail, or in person.
•Training and Teaching Others - Identifying the educational needs of
others, developing formal educational or training programs or classes,
and teaching or instructing others.
•Getting Information - Observing, receiving, and otherwise obtaining
information from all relevant sources.

24. Monitor Processes, Materials, or Surroundings -
Monitoring and reviewing information from
materials, events, or the environment, to detect or
assess problems.
Updating and Using Relevant Knowledge - Keeping
up-to-date technically and applying new knowledge
to your job.
Conduct or participate in workshops, committees, and
conferences designed to promote the intellectual, social,
and physical welfare of students.
Conference with members of educational committees and
advisory groups to obtain knowledge of subject areas, and
to relate curriculum materials to specific subjects, individual
student needs, and occupational areas.

25. Research, evaluate, and prepare. recommendations on curriculum,
instructional methods, and materials for school systems.
Advise teaching and administrative staff in curriculum
development, use of materials and equipment, and
implementation of state and federal programs and procedures.
Plan and conduct teacher training programs and conferences
dealing with new classroom procedures, instructional materials
and equipment, and teaching aids.

26. Faculty Supervisor
•Recommend, order, or authorize purchase of instructional
materials, supplies, equipment, and visual aids designed to
meet student educational needs and district standards.
•Develop tests, questionnaires, and procedures that
measure the effectiveness of curricula, and use these
tools to determine whether program objectives are
being met.
•Observe work of teaching staff to evaluate performance, and to
recommend changes that could strengthen teaching skills.

27. • Prepare grant proposals, budgets, and program policies and
goals, or assist in their preparation.
• Develop instructional materials to be used by educators and
instructors.
• Address public audiences to explain program objectives and
to elicit support.
• Organize production and design of curriculum materials.
• Interpret and enforce provisions of state education codes,
and rules and regulations of state education boards.
• Advise and teach students.

28. • Update the content of educational programs to ensure
that students are being trained with equipment and
processes that are technologically current.
• Coordinate activities of workers engaged in cataloging,
distributing, and maintaining educational materials and
equipment in curriculum libraries and laboratories.
• Develop classroom-based and distance learning training
courses, using needs assessments and skill level analyses.

29. • Prepare or approve
manuals, guidelines,
and reports on state
educational policies
and practices for
distribution to
school districts.
• Inspect instructional
equipment to
determine if repairs
are needed, and
authorize necessary
repairs

30. Faculty supervisor
ROLE OF
FACULTY
SUPERVISOR
IN
CLINICAL
AREA

31. Preparation of objectives for clinical experience
Assess students having adequate theoretical knowledge to
gain maximum benefits from experience to gain maximum
benefit.
Plan the course outline and so that theory can be
correlated to practice

32. Get permission from clinical
authority’s place the necessary
material required for client care,
plan the assignments evaluation
tool.
Ensure that each student is aware
of objectives and assignments and
criteria for evaluation.

33. Place and guide the students to get
required clinical experience.
Orient the student to clinical area, ward
staff, policies, philosophy of organization
where they were posted.
Participate in teaching supervision and
evaluation of students in wards.
Arrange ward teachings, ward discussions
and case presentations

34. •Criticize constructively the students activities
which improves their performance.
•Helps the students for effective charting of
records and reports.

35. Dual role model in NIMHANS
The amalgamation of 1974 resulting in NIMHANS, the
faculty of the nursing department took up the dual
responsibility of providing clinical services as well as
conducting teaching programs. In 1975, all the Grade
II nursing superintendents working in the hospital
were designated tutors to maintain uniformity in the
department.

36. Integrative Service-Education approach in
CMC Vellore
College of Nursing under Christian Medical College, Vellore,
where nurse educators are practicing in the wards or
directly involving in the delivery of nursing services. This
enables the practicing nurse to share her practical
knowledge to the student nurse who is practicing in the
concerned wards

37. SUMMARY

38. PWOhaWt’Es RYPouOrI NMTe s2s0a1g0e?