(Part 2 of Rethinking the staffroom)
When embarking on this project, I realised consideration of adult workspaces outside of schools was going to be important. In my experience, the work of a teacher has two modes – the classroom teacher and the employee modes. In any given day, teachers’ work will move between these related but distinct modes. We are beginning to understand more and more about the design of the contemporary classroom and its relationship to new pedagogies, therefore, we should be able to project from the classroom onto the types of workspaces that are needed by teachers when preparing for these classrooms. What is less known in the school environment is the employee work mode – what types of spaces do teachers need when fulfilling their roles as employees of an organisation? Hence my emphasis upon finding out what is happening in the world of adult workspaces, and in particular, knowledge industries and organisations that use collaboration as a key strategy. I also feel teachers have much in common with the freelancer due to their identity as a professional.
In a nutshell, there are two agendas that are reshaping the traditional office work spaces:
- Cost effectiveness;
- Changes in work culture and enhancement of the quality of work experience.
These workspaces go beyond hot-desking (which was more a cost saving and efficiency strategy) to deliberately shifting employees and forming and reforming work relationships and teams, thereby spreading the impact of positive work(ers). There is an increased use of incidental spaces, and sensitive spatial policies are more important now as we develop more agile models.
There is also an emergence of self-organising spaces for freelancers and nomadic workers. In these spaces trust is big, and without it these spaces would not function. Freelancers and self-employed are increasingly looking for serendipity encounters and collaborations that will enhance their business and provide interaction with others in their industry. The spaces are BYO technology, with a fluid attendance on any given day (there is also a degree of churn throughout the day).
In the property sector, there is a suggestion that the new generation of workers are used to working in smaller but varied spaces (eg. university cafes, libraries), used to moving around to find suitable space, prefer to make their own choices about when and where to work, rely on their own technology and are used to the notion of portable “desks and storage”. What they do expect is reliable, high speed connectivity and easily accessed technical support. This description of the new worker is similar to the profile of the contemporary school student.
Defining the challenges when rethinking the staffroom
In the past few months, I have managed to narrow down the challenges to four key hindrances or issues that stand in the way of achieving the best design for teacher workspaces:
- a metric of productivity does not exist for determining physical workspace for teachers, so it is difficult to either convince stakeholders a design solution is appropriate according to that measure and such a measure can throw light onto what is important in the workplace.
- the work of a teacher is ill-defined across the industry, variable roles according to the individual school context and system, changing workloads due to external decisions and policies – reliance on WH&S and the various industry and sector awards to establish a basic definition of teacher workloads.
- the professional identity of a teacher within a highly institutionalised work environment.
- from the co-working or collaborative teams or activity-based workplace models – would any be most or more appropriate?