Ann-Marie James, Director at Aston University, reflects on how financial constraint can drive more inclusive and strategic workforce development.
Rethinking constraint
Financial constraint does not have to limit workforce development. In my experience, it can be a catalyst for greater clarity, creativity and impact.
In higher education, constraint is often framed as a period of limitation. In practice, it can prompt a fundamental rethink of how we develop and sustain our workforce. At a time when higher education is responding to skills gaps, technological change and increasingly non-linear career pathways, constraint has prompted a shift from resource-led to values-led decision-making, with workforce development at the centre.
While reduced budgets have made recruitment more challenging, they have also created space to reimagine how we invest in our people, building organisational resilience and creating the conditions for services to thrive. By focusing on organisational resilience and long-term capability, we can create the conditions for services to thrive, even in uncertain environments.
This blogpost reflects on how this approach has been applied in practice, including building agility in roles, rethinking CPD, strengthening motivation and recognition, and fostering collaboration. While grounded in Library and Learning Services, these principles are transferable across professional services and academic contexts.
Building agility in roles and structures
Like many Directors, I work within a framework of service plans and annual objectives. However, it is the day-to-day application of these that matters most, particularly when balancing immediate pressures with longer-term goals. A key focus has been increasing agility. Through acting-up and secondment opportunities, colleagues have been supported to develop beyond their substantive roles, building confidence and capability.
Alongside this, I have broadened roles across the service, particularly extending the scope of the library assistant role, enabling staff to contribute more flexibly across different areas. These approaches have proved invaluable during vacancy freezes, allowing us to sustain core services while continuing to develop new skills across the team.
Aligning with institutional priorities
Workforce development must be closely aligned to institutional strategy. This requires not only understanding current priorities but anticipating change. For example, when international student numbers declined, we were able to pivot from summer pre-sessional provision to in-sessional English language support. This ensured continued alignment with broader University developments, including omni-channel delivery and expansion into areas such as Aston London and partnership provision. In this way, workforce development becomes a mechanism for institutional responsiveness, not simply service continuity.
Reimagining CPD: from resource to inclusion
One of the most significant shifts has been in our approach to CPD. Historically, investment was focused on a relatively small number of staff attending conferences. While this remains valuable, I have broadened the approach to prioritise opportunities available to all staff, particularly those offered internally or through regional and national networks. Many of these are free, reflecting a collective sector response to financial pressures. As a result, CPD has become more inclusive and accessible. All staff are supported with time to engage in learning, alongside an expectation that this learning is shared. This has helped create a self-sustaining community of practice.
In parallel, a greater emphasis on experiential CPD through stretch objectives and project work has enabled colleagues to build confidence, develop new skills and gain a strong sense of achievement. This reflects the increasing importance of lifelong learning not only for students, but for staff navigating evolving roles.
Motivation, recognition and culture
Recognising and valuing staff is central to sustaining engagement during challenging periods. Previously, recognition tended to focus on exceptional contributions linked to major projects. While important, this did not always provide opportunities for everyone to be acknowledged. I have therefore taken a more intentional and values-based approach, ensuring recognition is accessible across the service. This includes practical initiatives such as coffee vouchers, use of the University’s Big Thank You scheme, and nominations for internal awards.
Just as importantly, I prioritise recognising contributions consistently and visibly. Over time, this has led to a noticeable shift from initial cynicism to genuine engagement, helping to maintain motivation and reinforce a positive organisational culture.
Strengthening belonging and connection
For many staff, a sense of belonging is a key driver of motivation. To strengthen this, I introduced a randomised coffee initiative, pairing colleagues to connect informally across teams. Open to all staff, it has been highly effective in reducing isolation and building relationships. Alongside this, a social and wellbeing group now coordinates activities ranging from wellbeing walks to creative sessions, while engagement with wider University networks has increased.
Together, these initiatives have strengthened connections within the service and across the institution, supporting a more inclusive and cohesive working environment.The key lesson from this work is that workforce development is not solely dependent on resource, but on clarity of purpose and intentionality.
Constraint as opportunity
Workforce development in times of financial constraint is undoubtedly challenging. However, it also provides an opportunity to rethink how capability is developed and sustained. By focusing with intent, aligning with institutional priorities, and embedding inclusive and evidence-informed approaches, it is possible to build a workforce that is more adaptable, motivated and resilient.
In a sector characterised by rapid change and evolving expectations, this is not simply about responding to challenge. It is about positioning our people, and our institutions, to shape what comes next.
How are you rethinking workforce development in your context, and what might constraint make possible?
Ann-Marie James is Director of Library and Learning Services at Aston University. Her work focuses on workforce development, aligning people, capability and strategy to maximise the impact of libraries and professional services across the institution.
