Conversations Cafe: Exploring reward and recognition

The meeting then divided into six tables, each of which addressed a different aspect of reward and recognition. Delegates could circulate to three different tables and take part in three 20 minute facilitated conversations.

Each table facilitator worked through the same prompts, and with each new conversation summarised the points from previous conversations. At the end of the conversations, the groups synthesised their findings onto posters and reported back to the whole group, identifying one key insight and one key recommendation.

Key Insights and Recommendations

Table 1: Staff identify workload models as a barrier to undertaking public engagement activity. What can be done to change this?

Insight: non-academic staff gain respect through involvement in bids  – involving them in bids hits beacon objectives

Recommendation:  to define the difference between management and freedom

Table 2: Public engagement is often not considered in appraisals/performance reviews. What can be done to change this?

Insight: appraisals not embraced by academics – risky

Recommendation:  if not reflected in appraisals odd - what’s really important is the values- part of bigger system and can be reflected through the system

Table 3: Public engagement might be mentioned in recruitment and promotions criteria but often is ignored. How can this be changed?

Insight: middle management and their role to play ( ‘permafrost’ ) and role of support staff and how its recognised

Recommendation: having few key leaders and champions at beginning – can be a catch 22 and professionalise PE – giving a narrow focus

Table 4: Recognising staff contributions shows how an institution values public engagement.  In what ways can public engagement be rewarded?

Insight: different motivations for staff in terms of reward – range of approaches needed

Recommendation: include but don’t just focus on academics

Table 5: In what ways can student participation in public engagement be encouraged, incentivised and rewarded

Insight: huge difficulties in matching needs of students and needs of community – understanding where they can make a contribution and help with that

Recommendation: champions at all levels to promote at all levels

Table 6: In what ways can the components of reward and recognition be communicated and through which channels?

Insight: doesn’t have to be communicated by protagonist – different channels to tap into and hijack

Recommendation:  establish values and communicate them inside and outside in the most simple way possible – don’t ignore internal communications

Summary Posters

Each table produced Summary Posters (PDF, 281kB) summarising insights, challenges, opportunities etc.

Common Themes

Running through the six discussions were six common themes:

• Motivation (crucial in mobilising change: nothing will happen without it!)

• Communication

• Middle levels of management (which someone described memorably as ‘permafrost’, often slowing down change)

• The importance of including support staff

• The crucial role of champions at different levels

• The importance of values to underpin change

Single Voice in the Room

The session ended with the question: If there was a single voice in the room, what would it be saying about reward and recognition?

1. Changes to attitudes and values are equally as important as changes to systems and processes. Recognise that the system is made up of many parts and make sure you spend energy on them all. It is also about the institutional versus the individual (system vs the values).

2. Remove the perceived penalties, reward excellence and recognise efforts.

3. A strong statement of the core values of the institution is crucial. Governance is also crucial to make that a long lasting commitment and process that flows from that commitment to make sure its pervasive – it happens – it’s not just a PR statement.

4. We want to get on and do things and try things and at some point “the permafrost “ [middle management] and paper work will catch up and we can help.

5. We need flexible systems and a variety of approaches that work at different levels – what motivates a researcher might be different to someone at a different level but also to another researcher.