This paper was published as Working Paper 21 by the Centre for Labour Market Studies, University of Leicester. It is available from http://www.clms.le.ac.uk/research/wpapers.lassoMetadata only entryThis paper describes and analyses lessons from a staff development project\ud which took place in a university undergraduate recruitment and admissions\ud section. The objective was to improve aspects of performance using a process\ud re-engineering approach which actively involved the section's staff.\ud From a training perspective, the project drew on the concept of the learning\ud organisation, and was built around a variation of an action learning\ud programme. This latter choice reflected evidence of adult learners' demand\ud for relevant, practical learning experiences based on real life problems. It\ud went one step further in applying what is normally bracketed as a\ud management development technique to a group of largely clerical staff, in a\ud conscious attempt to question the notion that managers are developed,\ud whereas staff are trained. The staff learned a range of techniques designed to\ud enable them, with appropriate facilitation, to analyse and improve their own\ud work processes.\ud The paper evaluates process and outcomes from three perspectives: the staff,\ud the facilitator and the senior university managers who were the clients. It\ud argues that initiatives of this kind can be successful, particularly if taken on\ud board as part of a wider culture change programme. However, it is recognised\ud that short term expedients may make university managers reluctant to make\ud the necessary investment
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