Faiths and further education - Church of England

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Faiths and Further Education:A HandbookAccountability,Appraisal and Support125The most remarkable change in the public sector over the last 25years or so has been the emphasis placed on accountability.Theperformance of all public sector organisations (including the FEsector) is now assessed with an objectivity and rigour that 40 yearsago would have seemed impossible.126League tables featured on television, inspection reports on theInternet and examination results in the local newspapers havebrought the detail and actuality of what these organisations do to awide and previously uninformed audience. Such accountabilityrevolving around performativity is present and expectedthroughout organisations, so teams and individuals now have toaccount for their actions and their performance. Earlier, there was adiscussion of organisational mission and we have also talked aboutthe shared goals and objectives of the chaplaincy team.This team,as with others in the FE college, may be asked to set its goals andobjectives and then, at the end of a specified period, assess forthemselves (and have assessed for them) how well they have beenachieved, or not.127Much of this assessment will be informal and formative. In mostcases, a chaplain will be drawn from a sponsoring faith body, so it islikely and desirable that there needs to be an ongoing relationshipof support and critical friendship between the chaplain and adesignated person from that faith community, or regional ordiocesan FE officer. For an ordained minister there may be annualministerial reviews with someone from the diocese. But the collegewill have its own appraisal system, and the chaplaincy may beexpected to be part of the system, especially chaplaincies that arepart of student services. Chaplains, as well as FE and otherprofessionals, have long considered such accountability also in awider, ethical sense in respect of their clients and professionalbodies as part of their professional role and identity. Eachchaplaincy will need to work out with the college and faith bodiesan effective system for appraisal and support.Induction, training,appraisal and career development128Once individuals have been recruited and selected, there remainthings that have to be done to ensure that the talents of theactivity or team are used to the full.Induction129New recruits cannot be left to their own to get on with it: theyneed induction, information and support, as outlined in earliersections (see also Annex G), to keep them motivated andcommitted.This could include information about:• how the chaplaincy or team works• what the team does and who does it, when and where• any particular role and how it contributes to the working of theteam• the college, its mission and ethos• different sites and different needs.130At a national level, there is a NEAFE induction event held everyJanuary, which new chaplains are expected to attend.There are alsoregional events, and short induction courses are being introduced.As part of this joint LSC and NEAFE programme, training materialsare being developed on the basis of this Handbook and will bepiloted in 2006.Training131New recruits will come to the chaplaincy activity with their owntalents, skills and knowledge. However, as part of the induction,additional training needs may be identified.Training may beavailable from within the college itself or from the sponsoring faithbody.
39Self-assessment and personal development: reflective practice132Induction, training, appraisal and career development are allorganisational methods of the development of the individual. Ofcourse, there are other methods of self-assessment and personaldevelopment that cope with the difficulties encountered in theworkplace and concomitant stress and spiritual growth. Reflectivepractice is a formalised way of thinking about the experience ofbeing a member of the chaplaincy team. It is also a means ofpersonal, religious and spiritual, and professional development, aswell as a means of coping with stress and trying to unravel complexissues. Specific tools can be used in this reflective practice, as in thefollowing examples.• Writing it down in the form of a reflective journal, helps turnreflection into a more coherent and revisitable educationalexperience.• Sharing with critical friends or colleagues makes for a moregenuine and useful educational experience, especially whenbased on entries or notes.
Page 1 and 2: Faiths and FurtherEducation:A Handb
Page 3 and 4: Contentspage numberPreface 03Forewo
Page 5 and 6: 03PrefaceThis Handbook has been dev
Page 7 and 8: 05How to Use this HandbookSections
Page 9 and 10: 07IntroductionThe case for reviewin
Page 11 and 12: 09Chaplaincy in Today’s Colleges:
Page 13 and 14: 11Models of college chaplaincy prov
Page 15 and 16: Roles, College Ethosand Spiritualit
Page 17 and 18: 15Some Perspectiveson Chaplaincy30T
Page 19 and 20: 17The chaplain’s role• The chap
Page 21 and 22: 19Spirituality …Well, yes, but wh
Page 23 and 24: 21The student’s interaction with
Page 25 and 26: Developingthe Chaplaincy03
Page 27 and 28: 25Constructing yourown Role in the
Page 29 and 30: 27Working with StaffTeam meetings82
Page 31 and 32: 29Festivals89Important religious fe
Page 33 and 34: 31Chaplaincy and Partnerships96Look
Page 35 and 36: Organising andManaging the Chaplain
Page 37 and 38: 35Action point:• Find a copy of y
Page 39: 37From working group to multi-faith
Page 43 and 44: 41The Policy Context133This short s
Page 45 and 46: 43Other Forms of Chaplaincy145In ad
Page 47 and 48: 45Publications159The Churches Natio
Page 49 and 50: 47Annex A:Membership of the LSC and
Page 51 and 52: 49Annex C:ReferencesGukuru, G. and
Page 53 and 54: 51Committee of management: procedur
Page 55 and 56: 53Annex E:Example of a Service Leve
Page 57 and 58: 55Appendix to Annex EProvision of S
Page 59 and 60: 57Annex G:Sample College Chaplaincy
Page 61 and 62: 59• partnerships with local commu
Page 64: Learning and Skills CouncilNational

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