Chism, Nancy

Szabo, Barbara

English

UNL | Libraries

University of Nebraska - Lincoln 
DigitalCommons@University of Nebraska - Lincoln 
POD Network Conference Materials Professional and Organizational Development Network in Higher Education 
1996 
Patterns in Telephone Interviews about Professional Development 
Activities of Developers 
Nancy Chism 
Barbara Szabo 
Follow this and additional works at: https://digitalcommons.unl.edu/podconference 
 Part of the Higher Education Administration Commons 
Chism, Nancy and Szabo, Barbara, "Patterns in Telephone Interviews about Professional Development 
Activities of Developers" (1996). POD Network Conference Materials. 122. 
https://digitalcommons.unl.edu/podconference/122 
This Article is brought to you for free and open access by the Professional and Organizational Development Network 
in Higher Education at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in POD 
Network Conference Materials by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. 
Patterns in Telephone Interviews about Professional Development 
Activities of Developers 
Nancy Chism and Barbara Szabo, The Ohio State University 
Summary for POD conference, Snowbird, Utah 1996 
Study Design 
*13 interviews from random sample of POD members with more than 5 year's experience 
conducted during spring 1996 
*tape recorded, spot transcribed, and content analyzed 
*used as basis for generating survey questionnaire for broader sample 
"survey will be administered following revisions in late fall1996 or winter 1997 
Major Patterns 
Most respondents indicated that their range of responsibilities and authority have expanded 
since they entered faculty development. These changes have been portrayed as "evolving," rather 
than radical, but their work does change. 
An interest in organizational development and program administration has developed for 
many. Respondents continue to work with individual faculty but become more interested in 
strategic thinking about their work and its place in the organization. 
When the professional developers in this sample experienced major role or scope of work 
changes, these were often occasioned by an external condition, such as a budget change, a 
resignation, or a response to a new need, such as the need to assist faculty with instructional 
technology. However, respondents reported that there is enough flexibility within their position 
descriptions for them to pursue directions of interest on their own, without external mandate or 
stimulus. 
Respondents said that they think about their growth continually. This often goes on at a 
private, reflective level, although a few said it is occasioned by annual performance reviews and 
the like. 
Most of the respondents said that they do not have office colleagues with whom they can talk 
about their own development needs. Some are the only practitioners on campus and some find 
that their colleagues are not helpful. Several said that their colleagues in POD are most helpful. 
Most of the respondents reported that they are satisfied with their position, enjoying what they 
do, happy with accomplishments, finding fulfillment in their work. One talked about overload 
and one talked about the wear and tear involved in always serving others' needs first. 
About half had considered leaving the field at sometime in the past and two were in the process 
of doing so presently (their "rotation" is over). When the others had considered leaving, they 
desired advancement and/ or faculty life. They chose to stay because they could not move (did 
not get the position, etc.) or because they decided that their career as developers was more 
fulfilling in the long run. 
Professional development needs that respondents identified included deepening their skills as 
developers, adding more variety to their work, and engaging in more extended research and 
writing. 
Most found reading, networking, and attending conferences and workshops as the best sources 
of professional growth for themselves. Two cited sabbaticals and several indicated that the 
length of the activities was important, with more extended time being more helpful. 
Time and funding are the biggest barriers to pursuing professional growth for these respondents. 
Encouragement from others is the biggest facilitator. 
POD has been very important to the respondents' professional development. Publications, the 
listserver, and networking with colleagues have assisted most. Several respondents also 
mentioned how helpful AAHE publications and conferences have been to them. 
Respondents said that POD could help with members' professional development by: 
organizing a literature base on different topics to help synthesize current literature 
holding regional workshops between conferences 
offering longer, skill-oriented workshops 
holding meetings for directors and sessions for experienced developers on organizational 
issues 


Patterns in Telephone Interviews about Professional Development Activities of Developers

DigitalCommons@University of Nebraska

University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln POD Network Conference Materials Professional and Organizational Development Network in Higher Education 1996 Patterns in Telephone Interviews about Professional Development Activities of Developers Nancy Chism Barbara Szabo Follow this and additional works at: https://digitalcommons.unl.edu/podconference  Part of the Higher Education Administration Commons Chism, Nancy and Szabo, Barbara, "Patterns in Telephone Interviews about Professional Development Activities of Developers" (1996). POD Network Conference Materials. 122. https://digitalcommons.unl.edu/podconference/122 This Article is brought to you for free and open access by the Professional and Organizational Development Network in Higher Education at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in POD Network Conference Materials by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Patterns in Telephone Interviews about Professional Development Activities of Developers Nancy Chism and Barbara Szabo, The Ohio State University Summary for POD conference, Snowbird, Utah 1996 Study Design *13 interviews from random sample of POD members with more than 5 year's experience conducted during spring 1996 *tape recorded, spot transcribed, and content analyzed *used as basis for generating survey questionnaire for broader sample "survey will be administered following revisions in late fall1996 or winter 1997 Major Patterns Most respondents indicated that their range of responsibilities and authority have expanded since they entered faculty development. These changes have been portrayed as "evolving," rather than radical, but their work does change. An interest in organizational development and program administration has developed for many. Respondents continue to work with individual faculty but become more interested in strategic thinking about their work and its place in the organization. When the professional developers in this sample experienced major role or scope of work changes, these were often occasioned by an external condition, such as a budget change, a resignation, or a response to a new need, such as the need to assist faculty with instructional technology. However, respondents reported that there is enough flexibility within their position descriptions for them to pursue directions of interest on their own, without external mandate or stimulus. Respondents said that they think about their growth continually. This often goes on at a private, reflective level, although a few said it is occasioned by annual performance reviews and the like. Most of the respondents said that they do not have office colleagues with whom they can talk about their own development needs. Some are the only practitioners on campus and some find that their colleagues are not helpful. Several said that their colleagues in POD are most helpful. Most of the respondents reported that they are satisfied with their position, enjoying what they do, happy with accomplishments, finding fulfillment in their work. One talked about overload and one talked about the wear and tear involved in always serving others' needs first. About half had considered leaving the field at sometime in the past and two were in the process of doing so presently (their "rotation" is over). When the others had considered leaving, they desired advancement and/ or faculty life. They chose to stay because they could not move (did not get the position, etc.) or because they decided that their career as developers was more fulfilling in the long run. Professional development needs that respondents identified included deepening their skills as developers, adding more variety to their work, and engaging in more extended research and writing. Most found reading, networking, and attending conferences and workshops as the best sources of professional growth for themselves. Two cited sabbaticals and several indicated that the length of the activities was important, with more extended time being more helpful. Time and funding are the biggest barriers to pursuing professional growth for these respondents. Encouragement from others is the biggest facilitator. POD has been very important to the respondents' professional development. Publications, the listserver, and networking with colleagues have assisted most. Several respondents also mentioned how helpful AAHE publications and conferences have been to them. Respondents said that POD could help with members' professional development by: organizing a literature base on different topics to help synthesize current literature holding regional workshops between conferences offering longer, skill-oriented workshops holding meetings for directors and sessions for experienced developers on organizational issues 

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Patterns in Telephone Interviews about Professional Development Activities of Developers

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