I have certainly seen it happen, and I understand the skepticism.  I have had every possible range of experience working with consultants, from the very good to the very bad to the simply mediocre and useless.

Why use consultants?

A recent (September 2010) CASE article by Andrea Jarrell called “Help Wanted: Making the most of consultant expertise” identifies the following factors to help universities (or any organisation, really) identify when they might need a consultant:

Four factors generally cause institutions to seek outside expertise: scope, know-how, objectivity, and politics.  The first two are fairly obvious: Is the job simply too big for campus professionals to handle in addition to their regular responsibilities? Is the expertise required to accomplish your goals lacking on campus? If the answer is yes to one or both of these questions, you need help from a consultant. Even if you have the time and expertise on campus to handle the proposed project, you may need the objectivity of outside counsel to ensure success.

I recently helped co-ordinate the work of a branding agency to help Wales’ newest university re-name and re-brand, and despite expected complaints from some at how much was spent developing a “logo,” I know first-hand how much work was involved from the research and benchmarking stages through to the advocacy and lobbying and internal communications and then the part that everyone sees – the brand identity.  It didn’t go perfectly, and everyone learned from the process, which is to be expected.  But I also know for a fact there is absolutely no way either I or my team or even a working group of academic and administrative professionals could have achieved the necessary output without professional assistance, for all the reasons listed in the article above.

Working expectations – beyond the “brief”

And now I’ve moved from briefing and coordinating the work of consultants to being one myself. Reflecting on my experience, I think the key to a successful working relationship is to spent the time at the outset agreeing the terms of the arrangement.  And by this I don’t simply mean the contract and what constitutes breaches, setting deadlines, etc.  But rather a very frank discussion about working styles and expectations. As one of my favourite teachers used to say, “you can’t staple your head to the paper.”  Meaning, it may all be “up there” but if you don’t spell it out, how can anyone possibly know what you mean?

So talk about preferences – email vs. phone vs. chat; experience managing these types of projects (on the client side) – do they need help and guidance?; pros and cons of being fully involved in each stage of the project; time commitments and availability; learning/thinking/feedback styles – do you go with your gut or do you like to digest and think about it first? And so on…this can take place before the contract is awarded even, so that both parties clearly understand what they’re getting into.

I find it strange that so much time is spent hiring permanent or even contract staff in terms of the application process and interviews, trying to figure out if the person is the right “fit” for the organisation, but the same types of consideration aren’t part of the equation in hiring a consultant.  It’s understandable, but I think both the client and the consultant would benefit from similar discussions so that the decision isn’t simply based on previous experience/recommendations or cost/benefit but rather on the interpersonal relationship the partnership brings to the team.

The (near) future of consulting

It’s a tough time to try to work with universities – with massive budget cuts, it’s hard to imagine that financial resources will be made available for consultancy-based projects. However, with the increasing competitiveness and need to source and develop additional revenue streams, given the above criteria, hiring consultants and interim managers is a logical stop-gap measure when longer-term funding is unknown. The options are endless too – it’s no longer just a matter of having someone come in and do a bit of research and leave you with a 100+ page report for you to read and implement (although if that’s all you’re after…!) but rather consultants can be used in house where staffing gaps might exist or to implement particular projects or to train staff on new ways of working – or all of the above!

The right partner can be worth their weight in gold if used effectively, particularly if flexible and as committed to the success of your organisation as you are. In this way, you are not chained to them if it’s not working, but if it is – the link is solid, and they don’t just walk away at the end of the project with no concern for the effectiveness of the implementation of their recommendations and ideas.

In my experience, however, a degree is very helpful to working in HE, for several reasons.

1) It shows you have an interest in, and an aptitude for, the central service/product on offer by the university or college you are applying to – education is at the core of their business and their values, and you would be best placed if you can demonstrate the role it has had in your life as well.

2) Higher education is an increasingly complex and dynamic industry, and advanced studies lend themselves to the development of critical thinking and problem-solving skills that are valued in that kind of environment.  Having a degree doesn’t necessarily mean you’re going to be a flexible, adaptable, pro-active employee, but it may show that you have a pre-disposition towards this.

3) Working with others who have advanced degrees and/or who are at the top of their field – you won’t automatically be able to get the respect you deserve from a fellow staff member just because you’ve got some letters behind your name, but when you’re working in a place that places a great deal of importance on teaching and research, you may find it easier if you know your quantitative from qualitative evidence, and are able to demonstrate this tangibly not only from your professional working history, but also from having taken appropriate courses at some stage in your career.

All of this will of course depend to a certain extent the role that you have as well as your relationship with your peers and of course the institutional culture where you work.  But in my experience, you will likely find it easier to get settled in a new role if you have had some prior experience of university-level study and how a university organizes itself.  And certainly as a hiring manager, with all else being equal, I would certainly prioritise an applicant or a candidate for promotion who showed a continuing interest in their own personal and/or professional education, and would certainly encourage him or her to take courses at the institution.

Another option to consider is joining professional networks and memberships.  Most professionals working in higher education (on either the academic or administrative side) hold multiple memberships of relevant professional organisations, which are also selective and often also require studies at an appropriate level in order to gain membership.

There may be a “degree” of academic snobbery at work here, in that members of the academy expect that others in the organisation should have achieved a similar standard of education. But when you think about it in terms of an institution’s brand values and mission in society, what does it say if they conclude a degree isn’t important to success?

However, there are many positives to be gained by going to external training courses:

1) They are a great addition to your CV. Over the course of a year you can build up a portfolio of courses attended which show can show your enthusiasm updating your skills.

2) There is a lot of valuable knowledge and tools that can be taken back to your institution. Whether its handouts, new knowledge, or a different take on an issue, training courses can be a melting pot of ideas; Why not take some of these back to your own institution and propose some changes that could be made? In the worst case scenario they won’t be used, but even so you’re showing your line manager that you have ideas and are eager to improve your workplace, this might just stick in their heads when the next promotion comes along.

3) It’s a great networking opportunity. At the bigger training courses people from all over the country from institutions large and small attend. A handout of attendees names and emails are often handed out too, so no need to exchange business cards. And who knows when these contacts could come in useful.

4) If nothing else, it’s a day out of the office and a free lunch!

So ask your manager about potential training courses and see if you can make the most of the opportunity.

A novel idea

If employees are required to spend a whole afternoon attending that kind of training, they might as well have some fun doing it. I’m sure someone has had this thought before.

With this in mind, the university took a whole new approach on equality and diversity training, bringing actors on campus to impersonate real situations that can happen in any workplace. These have to do with all sorts of uncomfortable situations including peer bullying, sexual and racial discrimination, autarchic management, prejudice, etc. Staff members were asked to sit through a number of short acts each representing different workplace situations. Each act was followed by an open discussion, where we were asked to give our opinions and possibly suggest ways of challenging problematic behaviours like those we just watched.

Was it fun?

Yes! For several reasons:

• A very innovative training model – none of the attendees had done anything like that before.
• Audience participation was encouraged and expected – and on several occasions audience suggestions were used to replace the original script.
• We felt like we were included in the action and were given the “power” to make changes and recommendations.
• Who wouldn’t enjoy a free theatre performance on an afternoon that they would otherwise spend working?

Was it useful?

Yes! The reasons for this are quite obvious:

• Diversity and equality are indeed key priorities in any workplace and all members of staff need to be aware of the relevant policies. Instead of filling our heads with useless details, we were presented with situations we had seen, or were able to see, ourselves in.
• By watching the acts we were able to see the practical implications of specific behaviours within the workplace.
• We were engaged in discussion among ourselves and with the actors, and a lot of useful conclusions were drawn out of this.
• At the end of the day, we had started contemplating our own behaviour in the workplace and challenging ourselves.

And that, I think, was the most important lesson we learned that afternoon.