Summary


Support for staff members across the university can come in many forms – such as line management, team meetings, support and advice from Human Resources, Employee Assistance Programme (EAP), etc. However the support from colleagues is vitally important and can be extremely beneficial when either starting a new job/ role, during challenging times or in general. Subsequently the introduction of buddying systems can be beneficial in the development of staff members, the management of work, creating a support network and improving general wellbeing. Shadowing opportunities can also be beneficial and built into the buddying system and into inductions for new members of staff. Similar systems can and are being implemented for students. Examples of this can be found through the SU and societies (ConnectUS).

Theory


It is widely recognised that a buddying system in the workplace can benefit members of staff, especially new starters. The benefits can be wide ranging and can include improving the induction process, increasing the feeling of being supported by the individual concerned, helps with safety considerations in certain settings and scenarios and can tackle feelings of isolation. Manchester Metropolitan University is just one university in the UK who has a buddying/ mentor system within the workplace. More information can be found at: https://www.mmu.ac.uk/media/mmuacuk/content/documents/human-resources/a-z/guidance-procedures-and-handbooks/Buddy-Mentor_to_New_Starters.pdf. Such a system can complement existing support available to staff such as line management meetings, team meetings, shadowing opportunities and forms of HR support. Similar initiatives can be utilised for new and existing students and the SU and societies can play an important part in these processes.

Measurable Benefits


  1. Additional means of support and guidance.
  2. Reduces risk of isolation.
  3. Complements one of the Five ways to Wellbeing – being ‘Connect’. Being connected with others is a fundamental human need. Feeling close to others and valued by them contributes to functioning well and is also important for your mental health.
  4. Can assist with improving and speeding up induction processes/ learning.
  5. In some cases buddying systems can reduce potential risks, especially in lone working situations.

How it Works


  1. Consultation with HR.
  2. Promote the benefits to different teams and departments across the university, including the SU.
  3. Consider buddying/ mentoring systems for both staff and students.
  4. Consider whether there is any training needs/ aspects attached. The Wellbeing Support Services providing sessions in relation to ‘Supporting Staff to Support Students’ and a session for students entitled ‘Peer to Peer’ which focuses on students being aware of signs and symptoms indicating a fellow student may be struggling and then mapping out what options there are to ensuring the student receives the appropriate support. Such training could include spotting signs someone may be struggling, considerations around boundaries and roles, and sources of support/ processes to follow. It would need to be established whose role it would be to deliver such training – i.e. HR, Organisational Development, Wellbeing Support Services, etc.
  5. Consideration to a pilot scheme in selected departments/ teams.

Practical Example


The Wellbeing Support Services have encouraged members of staff in this service to identify buddies they can calling on for support or advice if needed, and who they can regularly be in contact with. This is especially pertinent during the current global situation with regards to COVID-19 where people are having to work remotely/ from home and can experience feelings of being cut off and isolated. By factoring in some time to speak to your buddy or with your team on a regular basis can improve feelings of wellbeing. In addition to the buddying system – the Wellbeing Support Services have introduced ‘Morning Catch Ups’ for team members to bring a cup of tea/ coffee to and talk about non-work related matters to replicate conversations that may have taken place with colleagues if they were office based. In addition, end of day Debrief meetings have been arranged so that the team can come together via Microsoft Teams to raise any queries or discuss anything that may be concerning them relation to work. This is aimed to provide support to individuals and the team as a whole and to share any responsibilities, concerns or issues so they don’t feel they are holding concerning matters themselves.

Individual Perspective


The members of the Wellbeing Support Services have actively embraced the implementation of a buddying system. This has tended to be an informal process which people have the option as to whether they would like to engage. Members of staff have been proactive in making arrangements amongst themselves and selecting who they would like to be buddied up with and this is likely to have assisted with the willingness to engage in such a process.

The other systems implemented such as the ‘Morning catch ups’ and end of day ‘Debrief meetings’ have worked well. The ‘Morning catch ups’ are informal and optional and well attended. With regards to the ‘Debrief meetings’ all of the team are expected to attend these and these meetings have been extremely useful and well received by the team in relation to receiving support, guidance and a forum to raise any queries or concerns.


Supporting Example: Ms Michaela Octigan

Co-ordinated Hot Drinks/Snacks System


Teaching takes place in blocks of 2 or 3 full days in a room which housed a small kitchen area. Staff and Students were invited to contribute items for a refreshments box (teas, coffee beans etc) and set up a rota of dairy and non-dairy milk and healthy snacks or baking. Staff found a place to store the non-perishable refreshments in between teaching blocks.

How it Works


  1. Describing the process of collaborating as a group to provide a selection of healthy refreshments and a rota bringing in milk (inc non-dairy) and healthy snacks.
  2. Populate and share a rota for perishables and volunteers to contribute different teas and fresh coffee for the storage box.
  3. Find a volunteer to share the rota prior to the teaching blocks as a reminder.
  4. Contract to clean and pack away together at the end of the teaching blocks.
  5. Find storage for box of teas and non-perishables.

Individual Perspective


The collaboration to provide refreshments for staff and students introduced a sense of self and group care and connection from day one. It provided an opportunity to rest and recharge during learning and the opportunity for collective responsibility for the environment of the learning space. Offering time within the orientation day to consider self care and group care demonstrated some of the values of wellbeing based learning and practice in Mindfulness Based Programmes and teaching.

Additional Resources


One or two colleagues and I also trialled this approach for staff in a staff kitchen. Previously the fridge was a place of mouldering food and neglect so we cleaned and stocked up the area with nice teas and coffees and new mugs and arranged for a milk and non dairy option weekly delivery as an act of kindness for colleagues without charge. We asked for feedback and invited people to make a small monthly contribution if they wished the scheme to continue. This lead to people pausing to share a cup of tea and connect rather than being isolated in their offices and was very much appreciated. It also meant that staff could have a cuppa when they wanted to and to take a break and make a cup of tea for visitors more easily.