A workload distribution algorithm that is designed to increase staff engagement but also inform decisions about staffing
An association of individuals who develop a repertoire of fun, gamified activities that are designed to embed fun into work
Responsive allocations
A workload distribution algorithm that is designed to increase staff engagement but also inform decisions about staffing
Overview of the problem
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Most tertiary institutions implement models or formulas to distribute academic workload evenly.
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Unfortunately, staff ubiquitously complain about these models.
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Some models are too simplistic and disregard the range of demands that staff must fulfill. Other models seem too complex and cumbersome
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Some models limit average, but not peak, workloads. Therefore, staff might sometimes work more than 80 hours a week over several weeks.
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Most models disregard the observation that some tasks, such as grading, are especially likely to promote burnout, even if work hours are reasonable.
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Finally, few models utilized effectively to guide decisions around which staff to employ.
Overview of a solution
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Tertiary institutions thus need to develop a model that integrates all the research on this topic and evolves gradually in response to further research and feedback from staff
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Initially, institutions should apply an algorithm that utilizes existing data—such as whether the staff member is a coordinator—to allocate workload.
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If staff are dissatisfied with their assigned tasks, they can enter more detailed information into this algorithm to generate more refined suggestions.
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Nevertheless, line managers should be granted some discretion to deviate from the model and allocate workload—although justifications of these deviations should be recorded and appraised
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The algorithm should not only distribute workload but should uncover instances in which staffing might need to be adjusted. For example, the algorithm might reveal that too many academics are engaged in administrative tasks that could instead be allotted to a specialist administrator.
The play house
An association of individuals who develop a repertoire of fun, gamified activities that are designed to embed fun into work
Outline of the problem
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As research shows, when staff feel playful in their job, they work more creatively and persistently— attributes that are central to tertiary education
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Yet, although teaching staff might gamify their classes and introduce fun activities, the staff at many tertiary institutions seldom feel playful at work
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Many commentators have underscored the stress, tension, and workload that staff often experience at these institutions. Indeed, to demonstrate their dignity and prestige, many traditional universities deliberately cultivate an austere and serious atmosphere, compromising innovation and inspiration
Outline of a solution
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A tertiary institution, or an alliance of tertiary institutions, should develop and finance an association of individuals who help embed fun activities into the daily operations of staff as efficiently as possible.
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The role of this association would be to develop a repertoire of fun, gamified activities that relevant staff could implement as well as approaches to encourage staff and students to participate in these activities.
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These activities would enhance the innovation and retention of staff as well as the satisfaction, learning, and persistence of students.
Examples of these fun activities
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First, the institution might invite staff to evaluate some draft policies. The institution, however, stores these policies in a restricted Sharepoint folder. To access these policies, staff need to learn about cybersecurity—such as spear phishing, pre-texting, spyware, tailgating, and password protection—to hack this account. This activity not only introduces policies in a playful format but also imparts knowledge about cybersecurity simultaneously
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Second, the institution could invite students to utilize their knowledge to teach staff a range of topics, such as how to teach or supervise more effectively. Staff would need to behave as school students during the session, such as wear school uniforms.
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Third, the institute could distribute validated insights on how to thrive in research across the campus, each connected to a QR code. For example, one insight might be that publications are more likely to be cited if the same words appear in the keywords, title, and abstract. Staff who photograph the highest number of true insights receive some reward, such as opportunities to attend an exclusive training event.
Contributors
To seek advice or engage specialists on these initiatives, contact the contributors of this page
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Responsive allocations
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The play house