Retention of Students vs. Retention of Employee's
Do you find that the same intervention practices used to retain students also work to retain employees? Instructors leave this career for stressors that would sometimes seem to be able to be reduced if expectations and focus are properly applied.
I had spent some time teaching off campus and the things that I had learned from it I was able to come back to the campus and apply alot of the techniques, from teaching styles, In field experiences to management operations. I did feel revived. I think if we were able to do more off campus teaching we will have more to offer.
i feel expectations are not clearly defined to instructors,at times .Students have the same problem in class if they know what is expected and feel they can ask for help or clairifaction retention would improve.Students have to see the importance of learning and the instructor must feel he or she is getting the material across.
In any stage of life, work, play, education, sports... all deal with stress and how it impacts ones self. Expectations and and focus on what is required will reduce stress if they are dealt with in a logical and obtainable manor. Most stress seems to come when something that is requested can not be achieved, and yet you are still held accountable. Work and education seem to run along the same paths.
What is your school doing to reduce instructor burn out?
How much responsibility do employees have for the communication process? In the cases you mention, were the people proactive or passive/aggressive? Did the person/people who could have made a difference even know that they were unhappy?
Instructors are people to and all the focus is on the student and they should always come first. But with the cut back in the work force we are running the same amount of class loads with fewer instructors. We all get burn-out the class the instructor everyone, then nothing gets done.
These processes could easily be used on the employee side. Most of the time, stresses that cause an employee to leave are problems that could be easily relieved by seeing the other side of the issue.I have talked to a couple of employees after they left, and they indicated the problem that caused them to leave was minor and could have been taken care of with some effective communication. They both indicated they wish they had worked things out remained here.
yes in some cases this would work but the work environmeni has a lot to do with if and insturctor stays or leaves,
Listening skills are necessary for all good interpersonal relations. Does your institution offer any training to develop these skills?
much the same. listen to understand the problems. all to often a supervisor goes thru the questions necessary but don't understand the answers.
The quote attributed to Albert Einstein comes to mind: insanity is doing the same thing over and over again and expecting different results. It's reasonable to give a person a second chance, but each institution should have a policy that limits the pain for all parties.
It also seems immoral to me to charge students to repeatedly take a course with no hope of success.
Recognize their responsibility in not only all the "Instructor" stuff, but also the additional roles placed on Faculty such as retention. At times, it can be difficult to listen to student's concerns and be objective. Also, it is difficult to have a student repeatedly take your class due to their past failures in the name of retention. What message are we sending the Faculty member or the student?
It's always costly to replace experienced teachers. What can be done to re-vitalize them and get them engaged again?
I would have to agree in part with that statement. However, I have seen that some older teachers loose thier zest and begin to feel that there is nothing they cna do about retention. Sometimes that means they need to move on.
I believe there should always be some sort of freshman enthusiasm on board, but strongly believe in a mature developed faculty with longevity.
Interesting point, Steve. The interpersonal dynamics frequently are very similar. The classroom is a microcosm of the school. I wonder how much classroom management reflects the human relations practices of school management.
Certainly "administration" has a responsibility to lead by example and strive to create a positive environment where staff and faculty can develop.
