professional career pathways th november 2018 -...
TRANSCRIPT
SDF Conference
Professional Career Pathways
30th November 2018
Samantha White and Albina Shashyna
Aims and objectives
To develop and provide career pathways and guidance for
professional support staff who would like to develop and progress their
career
Our Aims
Bring colleagues together in a day dedicated to sharing best practice and to
explore options available to develop a career pathways framework.
Date set – 3 July
(only 2 month to organise!)
Career Pathways Conference
• Association of University Administrators (AUA) • Apprenticeship Levy • Chartered Institute of Personnel & Development
(CIPD) • World Café Discussions
Durham – Mark of Excellence and Job Families
Cambridge – Match and gap toolkit
Chichester – Groundwork on career pathways
Holloway – Career pathway framework
Newcastle – Technicians development
How would you describe the career pathway conference?
Association of University
Administrators (AUA)
Helping to build great HE careers
Defining features of the Framework
• Based on the AUA values • Focus on behaviours:
- Observable: what people actually do - Describable: how the job needs to be done and the
behaviours that underpin effective performance
• Flexible • Universal • Strengths as well as areas for development
The AUA’s professional behaviours
How the AUA can help to build great H.E. careers
Skills
Knowledge A person’s range/breadth of information, e.g.
familiarity gained by experience/study/
qualifications/CPD
Aptitudes and competencies
appropriate for a particular role
Attitudes; approach; settled mode of
thinking
Knowledge
Behaviours
Components of effective performance
JOB
DESCRIPTION
CPD
FRAMEWORK
PERSON
SPECIFICATION
How the job needs
to be done and the
behaviours that underpin
effective performance
= adding value
The tasks that
need to be done
and overall
purpose of role
Role-specific skills
and knowledge
required
to do the job
Comprehensive picture of the expectations of
effective performance in the role
How the framework fits with other information about a role
Key:
= where I am now
= where I’d like to be
= where my organisation
needs me to be
How confident do I feel now?
Key:
= where I am now
= where I’d like to be
How confident would I like to be? What timescales?
Key:
= where I am now
= where I’d like to be
= where my organisation
needs me to be
What does my next role need me to be? How do I know?
Reviewees
identifying behaviours relevant to
their role
assessing which are of highest
importance in their role
identifying development needs to
develop those behaviours and
improve performance
identifying ways to build upon and
maximise existing strengths
increasing motivation
facilitating structured feedback from
others
promoting meaningful
conversations
Reviewers
clarifying what is needed to meet the
organisational objectives
recognising achievements that may
otherwise be overlooked
identifying individual strengths and
development needs
identifying team strengths and
development needs
providing structured feedback to
colleagues
identifying where best to
concentrate staff development
resources
Using the professional behaviours within appraisal
Chartered Institute of Personnel & Development (CIPD)
Civil Service – Career Pathways
Engaged with over 100 stakeholders within Civil Service 9 different job families The aims of the framework:
• Explore the variety of roles, skills and experiences a career in the
civil service HR profession offers. • Provide career planning and find ways to progress careers. • Signpost relevant Learning and Development • Provide in sights into the Career Paths of other in CSHR through
case studies and biographies. • Provide an overview of the HR profession for those interested in
what CS have to offer
HRBP Career Pathway Menu
"
Click on the job family title to view more information
Why choose a career in HR Business Partnering?
The HRBP Career Pathway
HRBP Pathway Level 1: HR Support Officer
HRBP Pathway Level 2: Assistant HRBP
HRBP Pathway Level 3: HRBP and Senior HRBP
HRBP Pathway Level 4: DD/HRD Responsibilities
Feedback survey
HRBP Career Pathway Menu
Level 1 Level 2 Level 3 Level 4
Pathway
HR Support Officer Assistant HRBP HRBP Senior HRBP HRBP DD/HRD
Overview
Those new to HRBP, in lower
grades and junior generalists.
HRBP practitioners; fully
effective in their role.
Subject specialists at the peak
of their theoretical knowledge
and practical experience.
Senior Generalists; SCS heads
of profession areas.
Case
Studies
“l am involved in a wide range
of HR projects from
recruitment to office closures.
This has increased my
networking skills across the
department, within my team
and gained a good
understanding of HR policies
and procedures.”
Read More
“I business partner a project
which manages a large-scale
schedule of TUPE and COSoP
transfers of staff from different
organisations and agencies”
Read More
“My role is key in supporting
the organisation in
transforming and I enjoy the
challenges this brings”
Read More
“My current role includes
providing strategic advice to
the DWP Operations Executive
Team”
Read More
The HRBP Career Pathway
Where does HRBP sit within the wider Civil Service Career Pathway?
Capability Process
Define Diagnose Build Recognise Sustain Diagnose Build Recognise Sustain
Top Talent Accelerated programme Future Business Leaders
Hierarchical progression via breath of experience Cross functional, cross discipline, cross border etc..
individuals encouraged to leave the group, to gain greater experience and knowledge elsewhere. Future return to the organisation they left, more capable and broader experience
Recognising not everyone wants to progress upwards or beyond a certain level. Provides the opportunity to develop to their full potential
Enables the individual to gain a deep but specific expertise without necessarily progressing upwards
Acc
eler
ated
Specialist
Lead
ersh
ip &
Str
ateg
ic B
usi
nes
s In
sigh
t
Subject Matter Expert for function or category
Multi Career Pathway Concept
Linear / Accelerated
• Traditional Model • Hierarchal Structure • Upwards = Success?
• Rate of Progression • Sustainability
Main Drivers -Typically driven by progression, power, profile or sense of
achievement
Transitionary
• Develop sector/industry specialisms
• Sideways movement
• Sabbaticals
• Focus on diversity of roles
Lateral
• Model for all
• Expert aspiration
• Progression?
• Self satisfaction
Main Drivers:
• Stability, avoidance of adversity, job satisfaction, balance
Spiral
• Broadening of Skills
• Cross Border / Cross Function
• Cultural Awareness
• Sustainability
Main Drivers:
• Personal growth in their chosen direction.
• The ability to develop a range of skills and experience
Specialist / Expert
• Depth of Expertise
• Thought leader
• Ability to challenge
• Provide insight
• Research focused
• Fine detail
Main Drivers – Profile, stability, predictability
Additional CIPD Resources
5 CIPD Podcasts on Career Pathways Attitudes to Employability & Talent Resourcing & Talent Planning Survey Talent Management Factsheets Human Capital Measurement & Reporting Employee Outlook Report CIPD Profession Map CIPD Career Hub CIPD Career Management Webinars
Premier Partnerships Leadership & Management Apprenticeships
Think about…
Learner must be in a management role
Must show significant uplift in skills, knowledge and behaviours and meet the eligibility criteria
Qualification is outside of the levy
Off the job training is any activity carried out in a developmental capacity within the working hours e.g. Chairing a meeting, Professional discussion with line manager, Viewing a bitesize 10 minute learning video on change management
Line management engagement is fundamental
The Golden Thread
Brand Identity
Strategy
Culture & Attitude
Leadership Skills
Employee Engagement
Customer Experience
Using the Apprenticeship levy to develop your
management population
Expands the talent pool
Creates a learning culture
Increased engagement and motivation
Increases productivity and staff retention
Apprenticeship Options
Standard Level Timeframe
Team Leader/Supervisor 3 18 Months
Operations/Departmental Manager
5 24 – 30 Months
Chartered Manager Degree 6 48 Months
Senior Leaders Masters degree 7 18 – 36 Months
World Café Section
Durham University
Realising Your Potential Approach
https://www.dur.ac.uk/hr/realisingpotential
Development of the Approach
Adapted from the AUA’s Professional Behaviours Framework, 2009 for Durham University non-commercial use, by kind permission of the AUA
Realising Your Potential Approach – Behaviours Framework
Recruitment and
Selection Processes
Induction and
Embedding values
Annual Development
Reviews (ADRs)
and CPD
Valuing Contribution
Where is the Realising Your Potential Approach applied?
National Recognition
In December 2016 we were the first institution in the country to gain the AUA Mark of Excellence recognising the impact of the Approach on all Professional Services Staff. We have spoken at SDF, HROD, UHR and AUA national conferences SDF Developing Excellent Practice Award in the HE sector 2016 The Approach has enhanced the Catering Department’s recruitment, induction, retention, training and development practice which was recognised through the the Caterer.com People Awards 2016 for
Leadership in Recruitment, Retention and Development.
The Impact
• Demonstrable commitment to professional services staff
• Increased responsibility for own career progression • Improved organisational development provision • Enhanced discussions during Annual Development
Reviews • Improved recruitment and selection process • Improved awareness of development opportunities
for new members of staff • Embedding values • Student experience
University of Cambridge:
Match and gap toolkit
To date they have developed skills profiles for the following areas: • Administrators • HR focused roles • Library roles • Workshop technicians
Behavioural Attributes Templates
University of Chichester:
Doing the Groundwork on Career Pathways
Why are career pathways needed? Nine out of ten leavers felt progression opportunities ‘could be better’, low turnover (6% in Professional Services), small departments, specialist functions and lack of clear pathways limit opportunities for progression.
Royal Holloway:
Career Pathway Framework Critical Skills - These are vital strengths, traits and personal characteristic required to do the job well
Critical Experiences - These are important experiences and opportunities which allow you to become competent in a role. Learning and development is usually on-the-job and may be supported by a mentor.
Qualifications and Knowledge - These are the areas of knowledge required for a job role.
Relationships and Networks - These are important internal and external networks.
Personal Performance - These are behaviours all staff need to pay attention to in order to perform effectively
Career Stream: Educational Development
Educational Development Officer Head of Educational Development
Critical Skills Applying expertise and technology Planning and organising Presenting and communicating information Writing and reporting
Formulating strategies and concepts Persuading and influencing Deciding and Initiating Action Entrepreneurial and commercial thinking Leading and supervising
Critical Experiences Design and deliver training programmes/sessions Teaching in HE Working with PGR Technology enhanced learning techniques Writing case studies Facilitation Coaching and Mentoring Research in HE
Strategic project leadership Contribute to Royal Holloway policies Managing large collaborative projects Developing, leading and supporting College strategies Budget management Influencing priorities of other departments Team leading
Qualifications and Knowledge
Postgraduate study/PgCert in HE or equivalent recognition UK Professional Standards Framework Academic QA procedures Web tools and their pedagogical use PhD policies and procedures Royal Holloway Internal Coach CMI SFHEA
Keep up to date about: developments in pedagogies; HE policies College governance structures/procedures HR policies and procedures Finance policies and procedures Equality and Diversity policies and procedures Health and Safety policies and procedures
Relationships and Networks
VP Education, Registry, Academic Departments, AQPO, CeDAS, Student Support, Careers, Library
Working Groups Peers in other Professional Services Relevant College Committees SMT, CEx
Personal Performance
WORKING WITH PEOPLE; RELATING AND NETWORKING; ADAPTING AND RESPONDING TO CHANGE; COPING WITH PRESSURES AND SETBACKS
Personal Development Plan
Producing a personal development plan calls for 70 percent of your
development to consist of on-the-job learning, supported by 20 percent
coaching and mentoring and 10 percent off-the-job training
1. Decide on your developmental goals, i.e. what are you trying to
improve?
2. For each developmental goal
• Come up with 3 job-based projects or assignments that will help build
this skill (See ‘critical skills’ and ‘critical experiences’)
• Come up with 2 ways you can work with someone, maybe a mentor
or manager to build this skill (See ‘critical networks and relationships’)
• Come up with 1 formal book, conference, or other formal training
experience that might support the development of this skill (See
Knowledge/Qualifications)
3. Share your 70/20/10 plan with your manager
Newcastle University:
Technicians Pathway
As a very diverse group of staff, recognition, reward and progression have historically been difficult for
Technicians.
It doesn't have to be this way, so how can Technicians play a proactive role in the ever changing landscape
within the HE sector?
Proposed next steps
• Place where we can all contribute
• Set up a hub on SDF website where institutions can submit work around career pathways
• Develop a generic template that can be used across all University's and tailored.
Summary
https://sdf.ac.uk/4567/career-pathways-
conference
Any questions?
