Personal Development Competency ProjectProfessional Services
A 3-part guide for managers and staff
The competencies 3
Background and introduction to the competencies 3
The competencies – referenced by competence 4
The competencies – referenced by level 13
How to use the competencies 23
What are the competencies for? 23
Use in PDRs 24
The PDR forms and guidance notes 24
PDR guidance notes 25
Additional notes 36
Learning resources: a professional’s toolkit 53
The PDP Support Centre 54
Learning Styles 54
Mapping the competencies 56
Contents
The competencies
Why and how the competencies have been introduced
• PDRs Professional Services has a Professional Development Review (PDR) which ensures that almost all staff attend an individual meeting with their line manager at least once a year to discuss their work. In 2006 for the first time a series of nine competencies, focused on the role of management, were introduced to guide this discussion.
An original nine competencies have since been reduced to eight and a levelling process and inclusion of behaviours now means that staff working across the whole of the organisation can clearly identify and relate with the requirements of their job to organisational need.
• Investors in People Professional Services is a recognised Investor in People organisation. The National Standard contains a requirement that organisations define and then communicate to all staff the ‘capabilities’ managers require to lead, manage and develop people.
The IiP assessment report in 2006 recommended further development of both the competencies and the PDR process. It seems likely that the assessors will take a particular interest in how these areas have developed at the review in 2008.
• Learning and development system Staff Learning and Development (SLD) offer a number of courses aimed at developing management capability. Recent work aimed at rationalising these, together with the introduction of a competency framework to be used for developmental purposes during the PDR, will ensure a more consistent and structured approach to management development.
Consideration needs to be given to what, if any, interdependence exists between the new HR database, the competency framework and its operation.
The current SLD strategy focuses primarily on the provision of training courses to meet a variety of learning needs, future provision will need to become more flexible and take account of individual learning styles and circumstances.
The aim of the learning and development system is to provide relevant and individually tailored learning and development interventions exactly when required supported by high quality mentoring, coaching, teaching and resources.
Background and introduction to the competencies
3
The competencies
Purpose of the competency frameworkThe University of Exeter competency framework has three complementary purposes. These are to:
• Improve the Management capacity of the University at all levels, creating an entrepreneurial organisation capable of responding quickly to changes in the external environment and seizing opportunities as they arrive.
• Develop a highly trained, well motivated workforce with the mix of skills and experience required to deliver the core strategic aims of the University.
• Broaden any discussion from beyond the review of targets set and agreed to how individuals’ skill, knowledge and abilities are applied in the workplace.
For Staff to achieve their full potential and take advantage of all the opportunities available to them, they must recognise the importance of, and take responsibility for their own learning and development. This needs to be encouraged and supported by Senior Management through a culture of life-long learning.
The eight competencies express the behaviour that all staff are encouraged to demonstrate in order to perform their roles effectively. The examples reflect the current priorities of the University and are not intended to be an exhaustive list, rather a benchmark of best practice.
An explanation of the levelsThere are four defined levels making up the framework, which are:
• Staff
• Team leaders/Supervisors
• Managers
• Top managers
Whilst the framework has been deliberately constructed so that the behaviours within the levels are not stepped in terms of performance outputs or progression, it is expected that someone working at a higher level will display those particular behaviours and the behaviours of the levels below.
Working with the competencies at the right level is important and will be clear in most cases. However, there will be some people working in roles that might cross the levels, for example: “am I a team leader or manager?”
Where there is some ambiguity this should be discussed with the line manager so that the right criteria are used by reviewee and reviewer during the PDR.
As a general guide though the following will apply in most cases:
• Staff – HERA grades A to D
• Supervisors/Team Leaders/Managers – HERA grades E, F and G
• Top Managers - usually staff working at HERA grade H
An explanation of the behavioursTo ensure that the examples of behaviour are fit for purpose, over 100 staff from all levels were involved in telephone interviews and workshops. The outcomes from the Working Together conference, and the work already done on the “Introduction to the Competencies” and PDR process were also taken into account.
Four focus groups were established for each competency level with the purpose of defining an appropriate set of behavioural statements. The effective behaviours were agreed by staff who attended the sessions and now make up the completed framework. It is these effective behaviours that differentiate the levels, and will be used as the basis for discussion during the PDR.
How the competencies are presented hereThe competencies are laid out so that it is easy to see examples of behaviour for each level of seniority. For each competence this section contains:
1. a description consisting of
a. a broad statement of “What it is”
b. a brief explanation of “Why it is important to the University”
2. some examples of effective behaviour for each of the following four levels of seniority.
Reminder of levels• Staff – HERA grades A to D
• Supervisors/Team Leaders/Managers – HERA grades E, F and G
• Top Managers – usually staff working at HERA grade H
List of competencies1. Leadership and motivation
2. Planning and organizing
3. Commercial awareness
4. Customer focus
5. Continuous improvement
6. Communicating and influencing
7. The ability to develop yourself and others
8. Teamwork and collaboration
The competencies – referenced by competence
4
Des
crip
tion
Lead
ersh
ip a
nd m
otiva
tion
is th
e ab
ility
to p
rovi
de d
irect
ion
and
to in
spire
and
sup
port
othe
rs to
ach
ieve
the
Visio
n, V
alues
and
obj
ectiv
es o
f the
team
and
the
Uni
vers
ity a
s a
who
le. I
t req
uire
s ev
eryo
ne to
sho
w re
spec
t for
oth
ers,
tole
ranc
e an
d op
enne
ss.
This
is im
porta
nt fo
r the
Uni
vers
ity b
ecau
se e
very
one
need
s pu
rpos
e, d
irect
ion
and
focu
s. W
e all
nee
d to
play
our
par
t and
con
tribu
te to
the
succ
ess
of th
e U
nive
rsity
.
Lead
ersh
ip an
d m
otiv
atio
n
Exam
ples
of e
ffect
ive
beha
viou
r
Staf
fSu
perv
isors
/Tea
m L
eade
rsM
anag
ers
Top
Man
ager
s
Take
prid
e in
and
resp
onsib
ility
for g
ettin
g th
e jo
b do
ne.
Mak
e th
e go
als o
f the
Uni
vers
ity re
al fo
r you
r te
am.
Mak
e it
clear
wha
t you
exp
ect o
f ind
ivid
uals
and
your
team
and
ens
ure
Staf
f und
erst
and
why
.
Dem
onst
rate
com
mitm
ent t
o th
e U
nive
rsity
’s Vi
sion
and
Valu
es in
all
actio
ns.
Keep
goi
ng d
espi
te s
et b
acks
or s
ugge
st
impr
ovem
ents
.Tr
eat a
ll St
aff f
airly
and
do
wha
t you
say
you
w
ill do
.Sh
ow in
tegr
ity, f
airne
ss a
nd c
onsis
tenc
y in
dea
lings
with
Sta
ff an
d of
fer f
eedb
ack,
su
ppor
t and
gui
danc
e w
hen
nece
ssar
y.
Prom
ote
a sh
ared
Visi
on a
nd in
spire
a s
ense
of
pur
pose
thro
ugho
ut th
e U
nive
rsity
.
Hav
e a
posit
ive
attit
ude
to th
e te
ams’
goals
.W
elco
me
idea
s an
d en
cour
age
team
invo
lve-
men
t in
decis
ions
.Ag
ree
chall
engi
ng a
nd re
alist
ic ob
ject
ives
with
St
aff a
nd e
nsur
e ac
cess
to re
leva
nt re
sour
ces.
Cle
arly
com
mun
icate
obj
ectiv
es w
hich
su
ppor
t the
Visi
on a
nd V
alues
.
Offe
r hel
p an
d su
ppor
t to
othe
rs w
hen
appr
opria
te.
Hel
p St
aff t
o un
ders
tand
the
need
for a
ny
chan
ge, w
hy it
is h
appe
ning
and
how
it w
ill af
fect
them
.
Set m
ilest
ones
, ide
ntify
suc
cess
es a
nd
achi
evem
ents
and
reco
gnise
them
at b
oth
team
and
indi
vidu
al le
vel.
Reco
gnise
and
cel
ebra
te th
e su
cces
s of
St
aff a
nd e
ncou
rage
them
to le
arn
from
any
fa
ilure
s.
Do
wha
t you
say
you
will
do.
Giv
e co
nstru
ctiv
e fe
edba
ck, r
ecog
nise
su
cces
s an
d ce
lebr
ate
achi
evem
ents
.Se
ek to
und
erst
and
the
natu
re a
nd c
ause
of
per
form
ance
issu
es a
nd m
anag
e th
em
cons
truct
ivel
y.
Lead
by
exam
ple,
set
and
pro
mot
e th
e ke
y Va
lues
acr
oss
team
s.
Mak
e ch
ange
wor
k in
you
r dep
artm
ent a
nd
do w
hat y
ou s
ay y
ou w
ill do
.In
volv
e all
Man
ager
s an
d en
cour
age
them
to
take
resp
onsib
ility
for t
heir
area
of w
ork.
5
Des
crip
tion
Plan
ning
and
org
anisi
ng is
the
abilit
y to
sel
ect p
riorit
ies,
co-
ordi
nate
act
iviti
es a
nd m
ake
best
use
of r
esou
rces
to e
nsur
e th
at th
e U
nive
rsity
’s Vi
sion,
Valu
es a
nd o
bjec
tives
are
ach
ieve
d. It
is
abou
t all
Staf
f kno
win
g th
eir c
riter
ia fo
r suc
cess
, and
add
ress
ing
thei
r prio
ritie
s by
usin
g th
eir t
ime
wise
ly, re
view
ing
thei
r wor
kload
and
reso
urce
nee
ds in
ord
er to
suc
ceed
.
This
is im
porta
nt if
the
Uni
vers
ity is
to c
onsis
tent
ly s
atisf
y th
e ev
er m
ore
dem
andi
ng n
eeds
of i
ts c
usto
mer
s in
a s
usta
inab
le a
nd e
nviro
nmen
tally
frie
ndly
way
. To
achi
eve
bein
g on
e of
the
fore
mos
t Uni
vers
ities
mea
ns p
rovi
ding
our
Sta
ff w
ith a
n in
frast
ruct
ure
and
the
best
pos
sible
reso
urce
s to
ena
ble
them
to b
e ex
celle
nt a
t wha
t the
y do
.
Exam
ples
of e
ffect
ive
beha
viou
r
Staf
fSu
perv
isors
/Tea
m L
eade
rsM
anag
ers
Top
Man
ager
s
Und
erst
and
your
ow
n pr
iorit
ies/
re
spon
sibilit
ies
and
thos
e of
you
r te
am.
Prio
ritise
obj
ectiv
es; p
lan/a
lloca
te w
ork
fairl
y to
m
ake
best
use
of r
esou
rces
.Ag
ree
your
obj
ectiv
es a
nd c
reat
e a
clear
plan
fo
r you
r dep
artm
ent w
hich
sup
ports
that
of
the
Uni
vers
ity a
nd lo
oks
to th
e fu
ture
.
Scan
the
envi
ronm
ent f
or in
form
atio
n on
cu
stom
ers,
com
petit
ors
and
issue
s an
d us
e th
e in
form
atio
n ga
ined
to s
uppo
rt fu
ture
plan
ning
and
de
cisio
n m
akin
g fo
r the
Uni
vers
ity.
Man
age
your
ow
n w
orklo
ad a
nd
prio
ritie
s ef
fect
ivel
y an
d ef
ficie
ntly.
Disc
uss
and
agre
e yo
ur o
bjec
tives
and
prio
ritie
s w
ith y
our M
anag
er.
Repr
esen
t the
Uni
vers
ity’s
plan
s an
d de
cisio
ns c
onst
ruct
ivel
y, se
lling
the
bene
fits
in
orde
r to
gain
the
trust
and
resp
ect o
f Sta
ff.
Iden
tify
and
prio
ritise
stra
tegi
c ob
ject
ives
that
are
co
nsist
ent w
ith th
e Vi
sion
and
Valu
es.
Co-
ordi
nate
you
r act
iviti
es w
ith
your
Sup
ervi
sor/
Team
Lea
der o
r co
lleag
ues
as n
eces
sary
.
Sugg
est i
mpr
ovem
ents
and
raise
issu
es w
ith y
our
Man
ager
whe
n ne
cess
ary.
Ensu
re y
our p
lan is
effe
ctiv
ely
reso
urce
d an
d th
at w
ork
is all
ocat
ed to
indi
vidu
als a
nd
team
s fa
irly.
Cre
ate
a se
nse
of c
omm
on p
urpo
se b
y de
velo
ping
pol
icies
and
sys
tem
s th
at g
uide
the
wor
k of
oth
ers
tow
ards
ach
ievi
ng y
our o
bjec
tives
.
Ask
for g
uida
nce,
hel
p or
sup
port
whe
n yo
u ne
ed it
.
Gat
her a
nd a
sses
s in
form
atio
n fro
m a
wid
e va
riety
of
sou
rces
and
mak
e th
e lin
ks fo
r you
r tea
m.
Regu
larly
revi
ew y
our p
lan, r
ecog
nise
ch
ange
s in
circ
umst
ance
s pr
ompt
ly a
nd
adju
st a
ccor
ding
ly.
Balan
ce ri
sks
and
reso
urcin
g re
quire
men
ts w
ith
desir
ed o
utco
mes
.
Take
resp
onsib
ility
for m
eetin
g th
e m
ilest
ones
/ta
rget
s yo
u ha
ve a
gree
d an
d pr
ovid
e re
gular
fe
edba
ck o
n pr
ogre
ss fo
r you
r Man
ager
and
team
.
Set t
arge
ts/m
ilest
ones
and
mon
itor p
rogr
ess/
quali
ty o
f wor
k ag
ainst
them
. D
eleg
ate
resp
onsib
ility
for a
chie
ving
obj
ectiv
es.
Allo
cate
reso
urce
s ef
fect
ivel
y an
d ho
ld S
taff
acco
unta
ble.
Regu
larly
revi
ew p
rogr
ess/
quali
ty o
f wor
k an
d m
ake
cont
inge
ncy
plan
s w
hen
appr
opria
te.
Ag
ree
your
obj
ectiv
es a
nd c
reat
e a
clear
plan
fo
r you
r dep
artm
ent w
hich
sup
ports
that
of
the
Uni
vers
ity a
nd lo
oks
to th
e fu
ture
.
Iden
tify
mile
ston
es/m
etric
s/m
etho
ds fo
r m
onito
ring,
eva
luat
ing
and
impr
ovin
g pe
rform
ance
.
Plan
ning
and
orga
nisi
ng
6
Des
crip
tion
Com
mer
cial a
ware
ness
is th
e ab
ility
to a
chie
ve v
alue
whi
lst e
nsur
ing
that
you
con
sider
the
impa
ct o
f you
r ow
n or
you
r tea
ms’
actio
n on
the
Uni
vers
ity. I
t is
abou
t fos
terin
g an
ent
repr
eneu
rial
cultu
re b
y re
ducin
g co
mpl
exity
, avo
idin
g w
aste
and
max
imisi
ng o
ppor
tuni
ties.
It is
abo
ut im
prov
ing
quali
ty a
nd w
orkin
g to
redu
ce c
osts
.
This
is im
porta
nt fo
r the
Uni
vers
ity b
ecau
se w
e ar
e st
rivin
g to
pro
vide
eve
n hi
gher
valu
e to
our
cus
tom
ers
with
low
er c
osts
. It a
ddre
sses
the
need
for S
taff
to b
uild
par
tner
ship
s w
ith o
ther
U
nive
rsiti
es, b
usin
esse
s an
d w
ider
com
mun
ities
to e
ngag
e in
the
deve
lopm
ent,
appl
icatio
n an
d tra
nsfe
r of k
now
ledg
e, to
gen
erat
e in
vest
men
t and
to fo
ster
the
entre
pren
euria
l cul
ture
we
requ
ire to
ach
ieve
our
Visi
on.
Com
mer
cial
awar
enes
s
Exam
ples
of e
ffect
ive
beha
viou
r
Staf
fSu
perv
isors
/Tea
m L
eade
rsM
anag
ers
Top
Man
ager
s
Be a
war
e of
the
com
mer
cial/fi
nanc
ial
impl
icatio
ns o
f you
r ow
n ac
tions
. Fin
d an
d ut
ilise
the
mos
t cos
t/tim
e ef
ficie
nt w
ays
of d
oing
thin
gs a
nd a
chie
ving
obj
ectiv
es.
Con
firm
and
und
erst
and
budg
et re
quire
men
ts
and
mon
itor t
hem
thro
ugho
ut th
e ye
ar.
Antic
ipat
e lik
ely
futu
re s
cena
rios
base
d on
an
alysis
of t
rend
s an
d de
velo
pmen
ts a
cros
s all
se
ctor
s.
Act w
ithin
the
limits
of y
our a
utho
rity
and
seek
gui
danc
e w
hen
you
need
it.
Con
sider
the
bene
fits/
cost
s/ris
ks o
f you
r act
ions
an
d m
ake
cons
truct
ive
sugg
estio
ns fo
r red
ucin
g w
aste
/inef
ficie
ncy
or im
prov
ing
quali
ty.
Hel
p St
aff t
o un
ders
tand
you
r bud
gets
and
en
cour
age
them
to c
onsid
er th
e co
mm
ercia
l an
d fin
ancia
l im
plica
tions
of t
heir
wor
k.
Ensu
re ti
mel
y su
bmiss
ion
of p
ropo
sals/
bids
/ap
plica
tions
and
see
k re
gular
upd
ates
on
prog
ress
.
Find
prac
tical
way
s to
ove
rcom
e ob
stac
les
or b
arrie
rs to
you
r suc
cess
.M
otiv
ate
team
mem
bers
to id
entif
y id
eas
for
redu
cing
was
te/in
effic
ienc
y or
impr
ovin
g qu
ality
. Id
entif
y op
portu
nitie
s fo
r im
prov
emen
t/de
velo
pmen
t by
bein
g aw
are
of b
est p
ract
ice
acro
ss a
ll se
ctor
s.
Fost
er a
cul
ture
of i
mpr
ovin
g qu
ality
and
ef
ficie
ncy
by b
ench
mar
king
and
appl
ying
bes
t pr
actic
e.
Rais
e an
y id
eas
for i
mpr
ovem
ents
to
serv
ices,
pro
duct
s or
effi
cienc
y.
Enco
urag
e te
am m
embe
rs to
take
acc
epta
ble
risks
in p
ursu
ing
inno
vatio
n an
d to
mak
e an
d le
arn
from
mist
akes
.
Dev
elop
effe
ctiv
e po
licie
s an
d pr
oced
ures
to
enab
le S
taff
to m
eet a
ll th
e ne
cess
ary
lega
l, re
gulat
ory,
ethi
cal a
nd s
ocial
requ
irem
ents
.
Iden
tify
idea
s fo
r new
pro
duct
s/se
rvice
s or
im
prov
emen
ts a
nd re
spon
d en
thus
iastic
ally
to
sugg
estio
ns, p
rovi
ding
feed
back
and
ens
urin
g th
at g
ood
idea
s re
ceiv
e su
ppor
t and
bac
king.
Be v
igila
nt fo
r pos
sible
risk
s an
d ha
zard
s.En
sure
you
r Sta
ff un
ders
tand
wha
t qua
lity
mea
ns
and
the
finan
cial c
onse
quen
ces
with
in th
e co
ntex
t of t
heir
job.
Seek
the
high
est l
evel
of q
ualit
y an
d co
st
effe
ctiv
enes
s.Es
tabl
ish a
cul
ture
whi
ch e
ncou
rage
s St
aff
to ta
ke a
ccep
tabl
e ris
ks a
nd to
lear
n fro
m
mist
akes
.
Striv
e to
redu
ce w
aste
and
impr
ove
quali
ty in
you
r wor
k.
Ensu
re th
at c
olle
ague
s/st
aff u
nder
stan
d th
e im
porta
nce
of a
sses
sing
the
com
mer
cial
impl
icatio
ns o
f the
ir ac
tions
/idea
s.
7
Des
crip
tion
Cust
omer
focu
s is
the
abilit
y to
pro
vide
and
main
tain
the
high
est s
tand
ards
of s
ervi
ce fo
r all
our c
usto
mer
s. It
is a
bout
put
ting
our c
usto
mer
s at
the
hear
t of e
very
thin
g w
e do
by
desig
ning
and
de
liver
ing
prod
ucts
, ser
vice
s an
d pr
oces
ses
whi
ch m
eet o
r exc
eed
thei
r div
erse
nee
ds.
This
is im
porta
nt fo
r the
Uni
vers
ity b
ecau
se o
ur a
ims,
cor
e Va
lues
and
Visi
on a
re a
ll cle
arly
driv
en b
y th
e de
sire
to s
atisf
y ou
r cus
tom
ers’
need
s an
d ad
d va
lue
in th
e ey
es o
f sta
keho
lder
s.
Cus
tom
er fo
cus
Exam
ples
of e
ffect
ive
beha
viou
r
Staf
fSu
perv
isors
/Tea
m L
eade
rsM
anag
ers
Top
Man
ager
s
Und
erst
and
who
you
r cus
tom
ers
are.
Dem
onst
rate
a c
lear
und
erst
andi
ng o
f di
ffere
nt c
usto
mer
s an
d th
eir r
eal a
nd
perc
eive
d ne
eds.
Iden
tify
your
cus
tom
ers’
curr
ent a
nd fu
ture
ne
eds/
expe
ctat
ions
and
plan
to m
eet/e
xcee
d th
em.
Nur
ture
relat
ions
hips
with
a ra
nge
of c
onta
cts
in
stak
ehol
der o
rgan
isatio
ns.
Main
tain
the
imag
e of
the
Uni
vers
ity b
y m
akin
g su
re th
at y
our a
ppea
ranc
e an
d be
havi
our a
re p
rofe
ssio
nal a
t all
times
.
Man
age
cust
omer
exp
ecta
tions
by
keep
ing
them
wel
l inf
orm
ed a
nd e
xplai
ning
cha
nges
w
hen
they
hap
pen.
Seek
feed
back
from
cus
tom
ers
and
expl
ain
the
outc
omes
to y
our S
taff.
Regu
larly
mee
t with
key
sta
keho
lder
s/cu
stom
ers
in o
rder
to u
nder
stan
d an
d re
spon
d to
thei
r ne
eds.
Iden
tify
and
antic
ipat
e cu
stom
ers’
need
s an
d do
all
you
can
to m
eet/e
xcee
d th
em.
Ensu
re th
at y
our t
eam
und
erst
ands
ser
vice
le
vel s
tate
men
ts a
nd th
e im
porta
nce
of
cust
omer
car
e in
thei
r rol
e.
Ensu
re th
at S
taff
unde
rsta
nd th
eir p
riorit
ies/
resp
onsib
ilitie
s in
relat
ion
to c
usto
mer
se
rvice
.
Mon
itor a
nd a
sses
s th
e st
reng
ths,
wea
knes
ses,
op
portu
nitie
s an
d th
reat
s of
the
serv
ices
you
prov
ide
and
curr
ent a
nd fu
ture
dev
elop
men
ts in
yo
ur s
ecto
r, in
cludi
ng c
ompe
titor
s’ ac
tiviti
es.
Prom
ote
the
Uni
vers
ity’s
facil
ities
, se
rvice
s, p
rodu
cts
and
imag
e at
all
times
an
d pr
ovid
e fe
edba
ck to
you
r Tea
m
Lead
er w
hen
you
obse
rve
the
need
s of
cu
stom
ers
chan
ging
.
Empo
wer
sta
ff to
del
iver
goo
d se
rvice
, su
gges
t im
prov
emen
ts a
nd s
olve
cus
tom
er
prob
lem
s.
Enco
urag
e St
aff t
o su
gges
t way
s of
impr
ovin
g cu
stom
er s
ervi
ce a
nd re
spon
d po
sitiv
ely
to
thei
r ide
as.
Mea
sure
the
leve
l of c
usto
mer
sat
isfac
tion
bein
g ac
hiev
ed, b
ench
mar
king
whe
re a
ppro
priat
e.
Ackn
owle
dge
diss
atisfi
ed c
usto
mer
s im
med
iatel
y, at
tend
to th
em w
ithou
t de
lay a
nd p
ass
thei
r com
men
ts to
you
r Su
perv
isor/
Team
Lea
der i
f app
ropr
iate.
Take
resp
onsib
ility
for r
esol
ving
cus
tom
er
prob
lem
s re
ferr
ed to
you
.En
sure
that
you
and
you
r Sta
ff m
odel
be
havi
our t
hat s
how
s re
spec
t, he
lpfu
lnes
s an
d co
-ope
ratio
n.
Iden
tify
and
asse
ss o
ppor
tuni
ties
to e
xpan
d in
to
new
mar
kets
to m
eet/e
xcee
d cu
stom
ers’
need
s.
Und
erst
and
who
you
r cus
tom
ers
are.
Be
pre
pare
d to
sup
port
your
sta
ff an
d th
e U
nive
rsity
and
repr
esen
t the
m
prof
essio
nally
.
Advo
cate
cus
tom
er fo
cus
by m
odel
ling
beha
viou
r th
at s
how
s re
spec
t, he
lpfu
lnes
s an
d co
-ope
ratio
n.
8
Des
crip
tion
Cont
inuo
us im
prov
emen
t is
the
abilit
y to
und
erst
and,
use
and
revi
ew th
e m
ain U
nive
rsity
pro
cess
es a
nd s
yste
ms.
It is
abo
ut e
ncou
ragi
ng a
con
tinuo
us im
prov
emen
t cul
ture
, kee
ping
an
open
m
ind
to n
ew id
eas,
elim
inat
ing
was
te, b
urea
ucra
cy a
nd u
nnec
essa
ry a
dmin
istra
tive
cost
s.
This
is im
porta
nt to
the
Uni
vers
ity b
ecau
se, i
n or
der t
o su
ccee
d, w
e ne
ed to
pro
mot
e a
fast
, frie
ndly
and
faul
t fre
e cu
lture
ens
urin
g a
high
leve
l of s
ervi
ce to
the
stud
ent,
staf
f and
oth
er c
lient
s.
Con
tinuo
us im
prov
emen
t
Exam
ples
of e
ffect
ive
beha
viou
r
Staf
fSu
perv
isors
/Tea
m L
eade
rsM
anag
ers
Top
Man
ager
s
Look
for b
ette
r way
s of
doi
ng th
ings
and
su
gges
t im
prov
emen
ts.
Und
erst
and
the
Uni
vers
ity’s
need
s an
d pr
iorit
ies.
Und
erst
and
the
purp
ose
of th
e sy
stem
s/pr
oces
ses
you
use.
Enco
urag
e St
aff t
o re
gular
ly s
ugge
st
impr
ovem
ents
to th
e es
tabl
ished
way
of
doin
g th
ings
.
Und
erst
and
how
sys
tem
s/pr
oces
ses
wor
k an
d w
hy th
ey a
re d
one
that
way
. Id
entif
y op
portu
nitie
s fo
r im
prov
emen
t and
fo
llow
them
thro
ugh.
Set s
tand
ards
for q
ualit
y an
d en
sure
bes
t pr
actic
e.M
eet w
ith p
eers
to re
view
cur
rent
wor
k m
etho
ds, s
yste
ms/
proc
esse
s.
Use
sys
tem
s/pr
oces
ses
effe
ctiv
ely.
Enco
urag
e St
aff t
o m
ake
sugg
estio
ns fo
r im
prov
emen
t and
follo
w th
em u
p.Sh
are
idea
s w
ith c
olle
ague
s to
gen
erat
e im
prov
emen
ts fo
r all.
Ensu
re th
at c
urre
nt m
etho
ds, s
yste
ms/
proc
esse
s su
ppor
t the
Uni
vers
ity’s
obje
ctiv
es
and
refle
ct b
est p
ract
ice.
Und
erst
and
the
effe
ct o
f one
sys
tem
/pr
oces
s on
ano
ther
and
the
impo
rtanc
e of
sha
ring
the
info
rmat
ion.
Seek
sup
port
from
Man
agem
ent i
n de
velo
ping
ne
w id
eas.
Su
gges
t im
prov
emen
ts to
the
curr
ent w
ay w
e do
thin
gs a
nd th
e sy
stem
s/pr
oces
ses
we
use.
Inte
grat
e sy
stem
s an
d pr
oces
ses
to a
void
du
plica
tion
of e
ffort.
Iden
tify
whe
re th
ere
is in
effic
ienc
y or
w
aste
in a
sys
tem
/pro
cess
.En
sure
the
syst
ems/
proc
esse
s yo
u us
e do
w
hat t
hey
are
mea
nt to
and
add
valu
e.W
illing
ly s
hare
kno
wle
dge,
info
rmat
ion
and
acce
ss w
ith o
ther
s as
nee
ded.
Antic
ipat
e fu
ture
tren
ds a
nd d
evel
op p
roce
sses
to
mee
t the
m.
Look
for b
ette
r way
s of
doi
ng th
ings
and
su
gges
t im
prov
emen
ts.
Enco
urag
e an
d su
ppor
t Sta
ff in
iden
tifyi
ng w
ays
to im
prov
e th
ings
.En
sure
that
eve
ryth
ing
we
do is
cus
tom
er
focu
sed.
9
Des
crip
tion
Com
mun
icatin
g an
d in
fluen
cing
is th
e ab
ility
to c
omm
unica
te e
ffect
ivel
y w
ith y
our o
wn
team
and
oth
ers
who
are
dep
ende
nt o
n it,
ens
urin
g th
at fu
ll un
ders
tand
ing
is ac
hiev
ed. I
t is
abou
t es
tabl
ishin
g op
enne
ss a
nd tr
ust a
mon
g St
aff.
It als
o in
volv
es u
sing
effe
ctiv
e st
rate
gies
to in
fluen
ce o
ther
s bo
th in
tern
ally
and
exte
rnall
y, pr
esen
ting
a pe
rsua
sive
argu
men
t for
a c
ours
e of
act
ion.
This
is im
porta
nt to
the
Uni
vers
ity b
ecau
se a
ll st
aff,
team
s an
d de
partm
ents
nee
d to
com
mun
icate
ope
nly,
hone
stly
and
regu
larly
to a
void
dup
licat
ion
and
misu
nder
stan
ding
, and
to e
nsur
e ef
fect
iven
ess
and
effic
ienc
y.
Com
mun
icat
ing
and
influ
enci
ng
Exam
ples
of e
ffect
ive
beha
viou
r
Staf
fSu
perv
isors
/Tea
m L
eade
rsM
anag
ers
Top
Man
ager
s
Be c
onst
ruct
ive
and
posit
ive
in w
hat y
ou
have
to s
ay.
W
in re
spec
t by
takin
g th
e tim
e to
co
mm
unica
te e
ffect
ivel
y w
ithin
you
r te
am a
nd w
ith c
olle
ague
s in
oth
er te
ams/
depa
rtmen
ts.
Facil
itate
com
mun
icatio
n ac
ross
team
s/de
partm
ents
and
act
as
an a
dvise
r.
Use
cle
ar, s
impl
e, in
spira
tiona
l and
aut
horit
ativ
e m
essa
ges.
Do
wha
t you
say
you
will
do.
Liais
e w
ith s
take
hold
ers/
Seni
or M
anag
ers
for t
heir
opin
ions
/app
rova
l.En
cour
age
a cu
lture
whe
re e
ffect
ive
com
mun
icatio
n is
the
norm
.Pr
omot
e th
e ne
ed fo
r reg
ular
com
mun
icatio
n at
all
leve
ls to
ens
ure
unde
rsta
ndin
g.
Be in
volv
ed a
t mee
tings
, ask
que
stio
ns,
liste
n an
d gi
ve in
form
atio
n w
hen
appr
opria
te.
Expl
ain th
e re
ason
s fo
r any
cha
nges
and
th
eir r
elev
ance
to S
taff.
G
ain tr
ust a
nd in
fluen
ce b
y un
ders
tand
ing
the
need
s of
oth
ers.
Ta
ke ti
me
to c
omm
unica
te, b
e au
then
tic, a
nd
deve
lop
trust
and
ope
nnes
s.
Giv
e po
sitiv
e re
cogn
ition
/ fe
edba
ck to
ot
hers
.
Mee
t with
sta
ff on
a re
gular
bas
is bo
th o
n a
one-
to-o
ne a
nd te
am b
asis.
En
sure
key
mes
sage
s ar
e co
mm
unica
ted
effe
ctiv
ely
at a
ll le
vels.
An
ticip
ate
othe
rs re
actio
ns to
wha
t you
hav
e to
sa
y an
d pl
an fo
r a p
ositi
ve o
utco
me.
Use
the
appr
opria
te m
etho
d fo
r co
mm
unica
tion,
em
ail/p
hone
/face
to fa
ce,
to g
et in
form
atio
n fro
m o
ther
s an
d fo
llow
up
as
nece
ssar
y.
Esta
blish
goo
d w
orkin
g re
latio
nshi
ps u
sing
an e
ffect
ive
netw
ork.
Antic
ipat
e ot
hers
reac
tions
to w
hat y
ou h
ave
to s
ay b
y un
ders
tand
ing
the
need
s of
the
audi
ence
and
takin
g th
eir v
iew
s in
to a
ccou
nt.
Use
a ra
nge
of s
trate
gies
to in
fluen
ce o
ther
s an
d w
in th
eir s
uppo
rt.
Und
erst
and
the
need
for c
larity
in a
ll yo
ur
com
mun
icatio
n.M
ainta
in a
n ef
fect
ive
netw
ork
both
insid
e an
d ou
tsid
e th
e U
nive
rsity
.
10
Des
crip
tion
You
need
to e
nsur
e th
at y
ou a
nd y
our t
eam
are
equ
ippe
d w
ith th
e ra
nge
of k
now
ledg
e, s
kills
and
expe
rienc
e ne
eded
to s
atisf
y all
you
r cus
tom
ers.
It is
abo
ut c
ontin
uous
ly d
evel
opin
g yo
urse
lf an
d be
ing
prep
ared
to c
oach
and
sup
port
othe
rs to
mee
t the
new
cha
lleng
es in
the
Uni
vers
ity. T
his
is im
porta
nt b
ecau
se th
e U
nive
rsity
nee
ds to
ens
ure
that
all
staf
f hav
e th
e sk
ills a
nd
know
ledg
e to
add
valu
e an
d en
sure
cre
dibl
e su
cces
sion.
The
abili
ty to
dev
elop
your
self
and
othe
rs
Exam
ples
of e
ffect
ive
beha
viou
r
Staf
fSu
perv
isors
/Tea
m L
eade
rsM
anag
ers
Top
Man
ager
s
Iden
tify
wha
t lea
rnin
g an
d de
velo
pmen
t yo
u ne
ed to
do
your
job
effe
ctiv
ely.
Mak
e tim
e fo
r you
r ow
n de
velo
pmen
t.M
ake
the
time
for y
our o
wn
lear
ning
and
de
velo
pmen
t to
mee
t pro
fess
iona
l sta
ndar
ds.
Act a
s a
role
mod
el fo
r Sta
ff.
Be fl
exib
le a
nd w
illing
to a
dapt
and
le
arn.
Be
pro
activ
e –
ask
for w
hat y
ou n
eed/
wan
t, se
lling
the
bene
fits
to y
our M
anag
er/T
eam
.Se
t SM
ART
deve
lopm
ent o
bjec
tives
for
your
self
and
your
sta
ff.
Enco
urag
e an
d su
ppor
t Sta
ff to
mak
e us
e of
th
e le
arni
ng a
nd d
evel
opm
ent o
ppor
tuni
ties
avail
able
to th
em.
Parti
cipat
e fu
lly in
you
r Per
sona
l D
evel
opm
ent R
evie
w a
nd a
gree
targ
ets
for y
our o
wn
deve
lopm
ent.
Giv
e on
the
job
coac
hing
to in
divi
duals
and
th
e te
am.
Iden
tify
and
mee
t the
train
ing
need
s of
you
r st
aff.
U
nder
stan
d th
e fu
ture
tale
nt n
eeds
of t
he
Uni
vers
ity a
nd p
lan to
mee
t the
m.
Seek
and
resp
ond
wel
l to
feed
back
fro
m y
our T
eam
Lea
der,
peer
s an
d cu
stom
ers.
Take
tim
e to
dev
elop
Sta
ff be
yond
thei
r cu
rren
t tas
ks.
Mon
itor s
taff
deve
lopm
ent b
y ob
serv
ing
perfo
rman
ce a
nd g
ivin
g co
nstru
ctiv
e fe
edba
ck.
Shar
e yo
ur le
arni
ng w
ith y
our p
eers
and
you
r M
anag
ers
as a
ppro
priat
e.
Hel
p ot
hers
to le
arn
new
skil
ls an
d sh
are
info
rmat
ion
with
oth
ers
whe
n ne
cess
ary.
Dem
onst
rate
and
sha
re y
our k
now
ledg
e/sk
ills
in h
ow th
ings
can
be
done
. Se
ek re
gular
feed
back
on
your
per
form
ance
fro
m th
ose
who
will
prov
ide
it ho
nest
ly a
nd
obje
ctiv
ely
and
act o
n it.
Iden
tify
pote
ntial
skil
ls sh
orta
ge a
reas
and
de
velo
p re
sour
cing
plan
s to
add
ress
them
.
Enco
urag
e St
aff t
o le
arn
from
mist
akes
and
hel
p th
em to
iden
tify
way
s to
impr
ove.
11
Des
crip
tion
Team
work
and
col
labo
ratio
n is
the
abilit
y to
wor
k in
par
tner
ship
with
you
r ow
n an
d ot
her t
eam
s to
ens
ure
mut
ual u
nder
stan
ding
of o
bjec
tives
, effe
ctiv
e co
mm
unica
tion
and
colla
bora
tion
tow
ards
sha
red
prio
ritie
s. It
is a
bout
cre
atin
g op
portu
nitie
s to
net
wor
k ac
ross
all
func
tions
reco
gnisi
ng th
e in
terd
epen
denc
e of
indi
vidu
als a
nd s
ervi
ces.
This
is im
porta
nt to
the
Uni
vers
ity b
ecau
se w
e all
nee
d to
col
labor
ate
to m
eet t
he u
ltim
ate
cust
omer
’s ne
eds.
Cre
atin
g an
env
ironm
ent w
here
eve
ryon
e ga
ins
from
a s
pirit
of c
o-op
erat
ion.
Team
wor
k an
d co
llabo
ratio
n
Exam
ples
of e
ffect
ive
beha
viou
r
Staf
fSu
perv
isors
/Tea
m L
eade
rsM
anag
ers
Top
Man
ager
s
Und
erst
and
wha
t oth
ers
do a
nd th
eir
role
s.
Ensu
re th
e te
am is
focu
sed
on th
e pr
iorit
y iss
ues.
M
eet r
egul
arly
with
you
r ow
n Su
perv
isors
/Te
am L
eade
rs a
nd w
ith y
our f
ello
w
Man
ager
s.
Set g
ood
exam
ples
of r
espe
ct, h
elpf
ulne
ss a
nd
co-o
pera
tion.
Ask
for h
elp
whe
n yo
u ne
ed it
.
Shar
e id
eas
with
oth
er T
eam
Lea
ders
Net
wor
k ac
ross
team
s to
sha
re k
now
ledg
e an
d un
ders
tand
ing.
Ensu
re th
e to
p te
am o
pera
te a
cros
s all
func
tions
.
Con
sider
how
you
r act
ions
affe
ct th
e w
ork/
plan
s of
oth
ers.
Esta
blish
a n
etw
ork
beyo
nd y
our o
wn
team
. Ac
tivel
y en
cour
age
inte
grat
ion
and
co-
oper
atio
n be
twee
n te
ams.
Dem
onst
rate
and
enc
oura
ge c
ollab
orat
ion
and
co-o
pera
tion
at th
e hi
ghes
t lev
el.
Valu
e th
e co
ntrib
utio
ns o
f oth
ers.
Enab
le y
our t
eam
to u
nder
stan
d th
e ne
eds
of o
ther
s an
d th
e pa
rt th
ey p
lay in
the
Uni
vers
ity a
s a
who
le.
Ensu
re th
at o
bjec
tives
are
cle
arly
und
erst
ood
and
met
by
your
team
s.
Facil
itate
liais
on w
ithin
and
bet
wee
n all
team
s an
d de
partm
ents
.
Show
prid
e in
you
r tea
m a
nd th
e co
ntrib
utio
n it
mak
es.
Ope
nly
appr
eciat
e te
am m
embe
r co
ntrib
utio
ns a
nd g
ive
posit
ive
feed
back
.Sh
ow in
tegr
ity, f
airne
ss a
nd c
onsis
tenc
y in
re
latio
n to
the
team
/indi
vidu
als y
ou m
anag
e.Id
entif
y an
d fa
cilita
te th
e re
solu
tion
of is
sues
ac
ross
team
s/de
partm
ents
.
Seek
to u
nder
stan
d th
e ne
eds
and
mot
ivat
ions
of y
our t
eam
mem
bers
.En
sure
the
Visio
n is
unde
rsto
od a
nd s
hare
d by
all.
12
How the competencies are presented here
The competencies are laid out so that it is easy to see examples of behaviour for each of the competencies for each level of seniority. For each level there are:
1. Examples of effective behaviour for staff
2. Examples of effective behaviour for team leaders/supervisors
3. Examples of effective behaviour for managers
4. Examples of effective behaviour for top managers
Reminder of levels
• Staff – HERA grades A to D
• Supervisors/Team Leaders/Managers – HERA grades E, F and G
• Top Managers - usually staff working at HERA grade H
List of competencies
1. Leadership and motivation
2. Planning and organizing
3. Commercial awareness
4. Customer focus
5. Continuous improvement
6. Communicating and influencing
7. The ability to develop yourself and others
8. Teamwork and collaboration
The competencies – referenced by level
13
Lead
ersh
ip a
nd
mot
ivat
ion
Plan
ning
and
or
gani
sing
Com
mer
cial
aw
aren
ess
Cus
tom
er fo
cus
Con
tinuo
us
impr
ovem
ent
Com
mun
icat
ing
an
d in
fluen
cing
The
abi
lity
to
deve
lop
your
self
and
othe
rs
Team
wor
k an
d co
llabo
ratio
n
Take
prid
e in
and
re
spon
sibilit
y fo
r ge
tting
the
job
done
.
Und
erst
and
your
ow
n pr
iorit
ies/
re
spon
sibilit
ies
and
thos
e of
you
r tea
m.
Be a
war
e of
the
com
mer
cial/fi
nanc
ial
impl
icatio
ns o
f you
r ow
n ac
tions
.
Und
erst
and
who
yo
ur c
usto
mer
s ar
e.
Look
for b
ette
r w
ays
of d
oing
th
ings
and
sug
gest
im
prov
emen
ts.
Be c
onst
ruct
ive
and
posit
ive
in w
hat y
ou
have
to s
ay.
Iden
tify
wha
t lea
rnin
g an
d de
velo
pmen
t yo
u ne
ed to
do
your
jo
b ef
fect
ivel
y.
Und
erst
and
wha
t ot
hers
do
and
thei
r ro
les.
Keep
goi
ng d
espi
te
set b
acks
or s
ugge
st
impr
ovem
ents
.
Man
age
your
ow
n w
orklo
ad a
nd
prio
ritie
s ef
fect
ivel
y an
d ef
ficie
ntly.
Act w
ithin
the
limits
of
you
r aut
horit
y an
d se
ek g
uida
nce
whe
n yo
u ne
ed it
.
Main
tain
the
imag
e of
the
Uni
vers
ity
by m
akin
g su
re th
at
your
app
eara
nce
and
beha
viou
r are
pr
ofes
siona
l at a
ll tim
es.
Und
erst
and
how
sy
stem
s/pr
oces
ses
wor
k an
d w
hy th
ey
are
done
that
way
.
Do
wha
t you
say
you
w
ill do
.Be
flex
ible
and
willi
ng
to a
dapt
and
lear
n.
Ask
for h
elp
whe
n yo
u ne
ed it
.
Hav
e a
posit
ive
attit
ude
to th
e te
ams’
goals
.
Co-
ordi
nate
you
r ac
tiviti
es w
ith y
our
Supe
rviso
rs/T
eam
Le
ader
s or c
olle
ague
s as
nec
essa
ry.
Find
prac
tical
way
s to
ov
erco
me
obst
acle
s or
bar
riers
to y
our
succ
ess.
Iden
tify
and
antic
ipat
e cu
stom
ers’
need
s an
d do
all
you
can
to
mee
t/exc
eed
them
.
Use
sys
tem
s/pr
oces
ses
effe
ctiv
ely.
Be in
volv
ed a
t m
eetin
gs, a
sk
ques
tions
, list
en a
nd
give
info
rmat
ion
whe
n ap
prop
riate
.
Parti
cipat
e fu
lly
in y
our P
erso
nal
Dev
elop
men
t Re
view
and
agr
ee
targ
ets
for y
our o
wn
deve
lopm
ent.
Con
sider
how
you
r ac
tions
affe
ct th
e w
ork/
plan
s of
oth
ers.
Offe
r hel
p an
d su
ppor
t to
othe
rs
whe
n ap
prop
riate
.
Ask
for g
uida
nce,
he
lp o
r sup
port
whe
n yo
u ne
ed it
.
Rais
e an
y id
eas
for
impr
ovem
ents
to
serv
ices,
pro
duct
s or
ef
ficie
ncy.
Prom
ote
the
Uni
vers
ity’s
facil
ities
, se
rvice
s, p
rodu
cts
and
imag
e at
all
times
an
d pr
ovid
e fe
edba
ck
to y
our T
eam
Le
ader
whe
n yo
u ob
serv
e th
e ne
eds
of
cust
omer
s ch
angi
ng.
Und
erst
and
the
effe
ct o
f one
sys
tem
/pr
oces
s on
ano
ther
an
d th
e im
porta
nce
of s
harin
g th
e in
form
atio
n.
Giv
e po
sitiv
e re
cogn
ition
/ fee
dbac
k to
oth
ers.
Seek
and
resp
ond
wel
l to
feed
back
fro
m y
our T
eam
Le
ader
, pee
rs a
nd
cust
omer
s.
Valu
e th
e co
ntrib
utio
ns o
f ot
hers
.
Exam
ples
of e
ffect
ive
beha
viou
rs fo
r sta
ff
14
Lead
ersh
ip a
nd
mot
ivat
ion
Plan
ning
and
or
gani
sing
Com
mer
cial
aw
aren
ess
Cus
tom
er fo
cus
Con
tinuo
us
impr
ovem
ent
Com
mun
icat
ing
an
d in
fluen
cing
The
abi
lity
to
deve
lop
your
self
and
othe
rs
Team
wor
k an
d co
llabo
ratio
n
Do
wha
t you
say
you
w
ill do
. Be
pre
pare
d to
w
ork
on y
our o
wn
initi
ativ
e an
d th
ink
thin
gs th
roug
h.
Be v
igila
nt fo
r po
ssib
le ri
sks
and
haza
rds.
Ackn
owle
dge
diss
atisfi
ed c
usto
mer
s im
med
iatel
y, at
tend
to
them
with
out
delay
and
pas
s th
eir
com
men
ts to
you
r Su
perv
isor/
Team
Le
ader
if a
ppro
priat
e
Iden
tify
whe
re th
ere
is in
effic
ienc
y or
w
aste
in a
sys
tem
/pr
oces
s.
Use
the
appr
opria
te
met
hod
for
com
mun
icatio
n,
/pho
ne/
face
to fa
ce, t
o ge
t in
form
atio
n fro
m
othe
rs a
nd fo
llow
up
as n
eces
sary
.
Hel
p ot
hers
to
lear
n ne
w s
kills
and
shar
e in
form
atio
n w
ith o
ther
s w
hen
nece
ssar
y.
Show
prid
e in
yo
ur te
am a
nd th
e co
ntrib
utio
n it
mak
es.
Striv
e to
redu
ce
was
te a
nd im
prov
e qu
ality
in y
our w
ork.
Und
erst
and
who
yo
ur c
usto
mer
s ar
e.U
nder
stan
d th
e ne
ed
for c
larity
in a
ll yo
ur
com
mun
icatio
n.
Exam
ples
of e
ffect
ive
beha
viou
rs fo
r sta
ff co
ntd.
15
Lead
ersh
ip a
nd
mot
ivat
ion
Plan
ning
and
or
gani
sing
Com
mer
cial
aw
aren
ess
Cus
tom
er fo
cus
Con
tinuo
us
impr
ovem
ent
Com
mun
icat
ing
an
d in
fluen
cing
The
abi
lity
to
deve
lop
your
self
and
othe
rs
Team
wor
k an
d co
llabo
ratio
n
Mak
e th
e go
als o
f the
U
nive
rsity
real
for
your
team
.
Prio
ritise
obj
ectiv
es;
plan
/allo
cate
wor
k fa
irly
to m
ake
best
us
e of
reso
urce
s.
Find
and
utilis
e th
e m
ost c
ost/t
ime
effic
ient
way
s of
do
ing
thin
gs a
nd
achi
evin
g ob
ject
ives
.
Dem
onst
rate
a c
lear
un
ders
tand
ing
of
diffe
rent
cus
tom
ers
and
thei
r rea
l and
pe
rcei
ved
need
s.
Und
erst
and
the
Uni
vers
ity’s
need
s an
d pr
iorit
ies.
Win
resp
ect b
y ta
king
the
time
to c
omm
unica
te
effe
ctiv
ely
with
in
your
team
and
with
co
lleag
ues
in o
ther
te
ams/
dep
artm
ents
.
Mak
e tim
e fo
r you
r ow
n de
velo
pmen
t.En
sure
the
team
is
focu
sed
on th
e pr
iorit
y iss
ues.
Mak
e it
clear
wha
t yo
u ex
pect
of
indi
vidu
als a
nd y
our
team
and
ens
ure
staf
f un
ders
tand
why
.
Disc
uss
and
agre
e yo
ur o
bjec
tives
and
pr
iorit
ies
with
you
r M
anag
er.
Con
sider
the
bene
fits/
cost
s/ris
ks
of y
our a
ctio
ns a
nd
mak
e co
nstru
ctiv
e su
gges
tions
for
redu
cing
was
te/
inef
ficie
ncy
or
impr
ovin
g qu
ality
.
Man
age
cust
omer
ex
pect
atio
ns b
y ke
epin
g th
em
wel
l inf
orm
ed a
nd
expl
ainin
g ch
ange
s w
hen
they
hap
pen.
Iden
tify
oppo
rtuni
ties
for i
mpr
ovem
ent a
nd
follo
w th
em th
roug
h.
Liais
e w
ith
stak
ehol
ders
/ Sen
ior
Man
ager
s fo
r the
ir op
inio
ns/a
ppro
val.
Be p
roac
tive
– as
k fo
r wha
t you
nee
d /w
ant,
sellin
g th
e be
nefit
s to
you
r M
anag
er/T
eam
.
Shar
e id
eas
with
ot
her T
eam
Lea
ders
.
Trea
t all
your
Sta
ff fa
irly
and
do w
hat
you
say
you
will
do.
Sugg
est
impr
ovem
ents
co
nflict
ing
prio
ritie
s an
d ra
ise is
sues
with
yo
ur M
anag
er w
hen
nece
ssar
y.
Mot
ivat
e te
am
mem
bers
to id
entif
y id
eas
for r
educ
ing
was
te/in
effic
ienc
y or
im
prov
ing
quali
ty.
Ensu
re th
at y
our
team
und
erst
ands
se
rvice
leve
l st
atem
ents
and
th
e im
porta
nce
of
cust
omer
car
e in
th
eir r
ole.
Enco
urag
e St
aff t
o m
ake
sugg
estio
ns fo
r im
prov
emen
t and
fo
llow
them
up.
Expl
ain th
e re
ason
s fo
r any
cha
nges
and
th
eir r
elev
ance
to
Staf
f.
Giv
e on
the
job
coac
hing
to
indi
vidu
als a
nd th
e te
am.
Esta
blish
a n
etw
ork
beyo
nd y
our o
wn
team
.
Wel
com
e id
eas
and
enco
urag
e te
am
invo
lvem
ent i
n de
cisio
ns.
Gat
her a
nd a
sses
s in
form
atio
n fro
m
a w
ide
varie
ty o
f so
urce
s an
d m
ake
the
links
for y
our
team
.
Enco
urag
e te
am
mem
bers
to ta
ke
acce
ptab
le ri
sks
in
purs
uing
inno
vatio
n an
d to
mak
e an
d le
arn
from
mist
akes
.
Empo
wer
Sta
ff to
del
iver
goo
d se
rvice
, sug
gest
im
prov
emen
ts a
nd
solv
e cu
stom
er
prob
lem
s.
Seek
sup
port
from
M
anag
emen
t in
deve
lopi
ng n
ew
idea
s.
Mee
t with
Sta
ff on
a
regu
lar b
asis
both
on
a o
ne-t
o-on
e an
d te
am b
asis.
Take
tim
e to
dev
elop
St
aff b
eyon
d th
eir
curr
ent t
asks
.
Enab
le y
our t
eam
to
und
erst
and
the
need
s of
oth
ers
and
the
part
they
play
in
the
Uni
vers
ity a
s a
who
le.
Exam
ples
of e
ffect
ive
beha
viou
rs fo
r tea
m le
ader
s/su
perv
isor
s
16
Lead
ersh
ip a
nd
mot
ivat
ion
Plan
ning
and
or
gani
sing
Com
mer
cial
aw
aren
ess
Cus
tom
er fo
cus
Con
tinuo
us
impr
ovem
ent
Com
mun
icat
ing
an
d in
fluen
cing
The
abi
lity
to
deve
lop
your
self
and
othe
rs
Team
wor
k an
d co
llabo
ratio
n
Hel
p St
aff t
o un
ders
tand
the
need
fo
r any
cha
nge,
why
it
is ha
ppen
ing
and
how
it w
ill af
fect
th
em.
Take
resp
onsib
ility
for m
eetin
g th
e m
ilest
ones
/targ
ets
you
have
agr
eed
and
prov
ide
regu
lar
feed
back
on
prog
ress
fo
r you
r Man
ager
an
d te
am.
Take
resp
onsib
ility
for
reso
lvin
g cu
stom
er
prob
lem
s re
ferr
ed
to y
ou.
Ensu
re th
e sy
stem
s/
proc
esse
s yo
u us
e do
wha
t the
y ar
e m
eant
to a
nd a
dd
valu
e.
Esta
blish
goo
d w
orkin
g re
latio
nshi
ps
usin
g an
effe
ctiv
e ne
twor
k.
Dem
onst
rate
an
d sh
are
your
kn
owle
dge/
skills
in
how
thin
gs c
an b
e do
ne.
Ope
nly
appr
eciat
e te
am m
embe
r co
ntrib
utio
ns
and
give
pos
itive
fe
edba
ck.
Giv
e co
nstru
ctiv
e fe
edba
ck, r
ecog
nise
su
cces
s an
d ce
lebr
ate
achi
evem
ents
.
Regu
larly
revi
ew
prog
ress
/qua
lity
of w
ork
and
mak
e co
ntin
genc
y pl
ans
whe
n ap
prop
riate
.
Be p
repa
red
to
supp
ort y
our s
taff
and
the
Uni
vers
ity
and
repr
esen
t the
m
prof
essio
nally
.
Follo
w th
roug
h on
pr
omise
s an
d fo
llow
up
on
actio
ns a
gree
d.
Seek
to u
nder
stan
d th
e ne
eds
and
mot
ivat
ions
of y
our
team
mem
bers
.
Exam
ples
of e
ffect
ive
beha
viou
rs fo
r tea
m le
ader
s/su
perv
isor
s con
td.
17
Lead
ersh
ip a
nd
mot
ivat
ion
Plan
ning
and
or
gani
sing
Com
mer
cial
aw
aren
ess
Cus
tom
er fo
cus
Con
tinuo
us
impr
ovem
ent
Com
mun
icat
ing
an
d in
fluen
cing
The
abi
lity
to
deve
lop
your
self
and
othe
rs
Team
wor
k an
d co
llabo
ratio
n
Dem
onst
rate
you
r co
mm
itmen
t to
the
Uni
vers
ity’s
Visio
n an
d Va
lues
in a
ll yo
ur
actio
ns.
Agre
e yo
ur
obje
ctiv
es a
nd c
reat
e a
clear
plan
for y
our
depa
rtmen
t whi
ch
supp
orts
that
of t
he
Uni
vers
ity a
nd lo
oks
to th
e fu
ture
.
Con
firm
and
un
ders
tand
bud
get
requ
irem
ents
and
m
onito
r the
m
thro
ugho
ut th
e ye
ar.
Iden
tify
your
cu
stom
ers’
curr
ent
and
futu
re n
eeds
/ ex
pect
atio
ns a
nd
plan
to m
eet/e
xcee
d th
em.
Und
erst
and
the
purp
ose
of th
e sy
stem
s/pr
oces
ses
you
use.
Facil
itate
co
mm
unica
tion
acro
ss te
ams/
de
partm
ents
and
act
as
an
advi
ser.
Mak
e th
e tim
e fo
r yo
ur o
wn
lear
ning
an
d de
velo
pmen
t to
mee
t pro
fess
iona
l st
anda
rds.
Mee
t reg
ular
ly
with
you
r ow
n Su
perv
isors
/Te
am L
eade
rs a
nd
with
you
r fel
low
M
anag
ers.
Show
inte
grity
, fa
irnes
s an
d co
nsist
ency
in y
our
deali
ngs
with
all
Staf
f an
d of
fer f
eedb
ack,
su
ppor
t and
gui
danc
e w
hen
nece
ssar
y.
Repr
esen
t the
U
nive
rsity
’s pl
ans
and
decis
ions
co
nstru
ctiv
ely,
sellin
g th
e be
nefit
s in
ord
er
to g
ain th
e tru
st a
nd
resp
ect o
f Sta
ff.
Hel
p St
aff t
o un
ders
tand
you
r bu
dget
s an
d en
cour
age
them
to
con
sider
the
com
mer
cial a
nd
finan
cial i
mpl
icatio
ns
of th
eir w
ork.
Seek
feed
back
from
cu
stom
ers
and
expl
ain th
e ou
tcom
es
to y
our s
taff.
Set s
tand
ards
for
quali
ty a
nd e
nsur
e be
st p
ract
ice.
Enco
urag
e a
cultu
re
whe
re e
ffect
ive
com
mun
icatio
n is
the
norm
.
Set S
MAR
T de
velo
pmen
t ob
ject
ives
for
your
self
and
your
st
aff.
Net
wor
k ac
ross
te
ams
to s
hare
kn
owle
dge
and
unde
rsta
ndin
g.
Agre
e ch
allen
ging
, re
alist
ic ob
ject
ives
w
ith S
taff
and
ensu
re
acce
ss to
rele
vant
re
sour
ces.
Ensu
re y
our
plan
is e
ffect
ivel
y re
sour
ced
and
that
w
ork
is all
ocat
ed to
in
divi
duals
and
team
s fa
irly.
Iden
tify
oppo
rtuni
ties
for i
mpr
ovem
ent/
deve
lopm
ent b
y be
ing
awar
e of
bes
t pr
actic
e ac
ross
all
sect
ors.
Ensu
re th
at
Staf
f und
erst
and
thei
r prio
ritie
s/
resp
onsib
ilitie
s in
re
latio
n to
cus
tom
er
serv
ice.
Shar
e id
eas
with
col
leag
ues
to g
ener
ate
impr
ovem
ents
for a
ll.
Gain
trus
t and
in
fluen
ce b
y un
ders
tand
ing
the
need
s of
oth
ers.
Iden
tify
and
mee
t th
e tra
inin
g ne
eds
of
your
sta
ff.
Activ
ely
enco
urag
e in
tegr
atio
n an
d co
-op
erat
ion
betw
een
team
s.
Set m
ilest
ones
, id
entif
y su
cces
ses
and
achi
evem
ents
an
d re
cogn
ise th
em
at b
oth
team
and
in
divi
dual
leve
l.
Regu
larly
revi
ew
your
plan
, re
cogn
ise c
hang
es
in c
ircum
stan
ces
prom
ptly
and
adj
ust
acco
rdin
gly.
Dev
elop
effe
ctiv
e po
licie
s an
d pr
oced
ures
to
enab
le s
taff
to m
eet
all th
e ne
cess
ary
lega
l, re
gulat
ory,
ethi
cal a
nd s
ocial
re
quire
men
ts.
Enco
urag
e St
aff t
o su
gges
t way
s of
im
prov
ing
cust
omer
se
rvice
and
resp
ond
posit
ivel
y to
thei
r id
eas.
Sugg
est
impr
ovem
ents
to
the
curr
ent w
ay w
e do
thin
gs a
nd th
e sy
stem
s/ p
roce
sses
w
e us
e.
Ensu
re k
ey m
essa
ges
are
com
mun
icate
d ef
fect
ivel
y at
all
leve
ls.
Mon
itor S
taff
deve
lopm
ent
by o
bser
ving
pe
rform
ance
and
gi
ving
con
stru
ctiv
e fe
edba
ck.
Ensu
re th
at
obje
ctiv
es a
re c
lear
ly
unde
rsto
od a
nd m
et
by y
our t
eam
s.
Exam
ples
of e
ffect
ive
beha
viou
rs fo
r man
ager
s
18
Lead
ersh
ip a
nd
mot
ivat
ion
Plan
ning
and
or
gani
sing
Com
mer
cial
aw
aren
ess
Cus
tom
er fo
cus
Con
tinuo
us
impr
ovem
ent
Com
mun
icat
ing
an
d in
fluen
cing
The
abi
lity
to
deve
lop
your
self
and
othe
rs
Team
wor
k an
d co
llabo
ratio
n
Seek
to u
nder
stan
d th
e na
ture
and
cau
se
of p
erfo
rman
ce
issue
s an
d m
anag
e th
em c
onst
ruct
ivel
y.
Set t
arge
ts/
mile
ston
es a
nd
mon
itor p
rogr
ess/
quali
ty o
f wor
k ag
ainst
them
.
Seek
the
high
est l
evel
of
qua
lity
and
cost
ef
fect
iven
ess.
Ensu
re th
at y
ou a
nd
your
sta
ff m
odel
be
havi
our t
hat s
how
s re
spec
t, he
lpfu
lnes
s an
d co
-ope
ratio
n.
Willi
ngly
sha
re
know
ledg
e,
info
rmat
ion
and
acce
ss w
ith o
ther
s as
ne
eded
.
Antic
ipat
e ot
hers
re
actio
ns to
wha
t yo
u ha
ve to
say
by
und
erst
andi
ng
the
need
s of
the
audi
ence
and
takin
g th
eir v
iew
s in
to
acco
unt.
Seek
regu
lar
feed
back
on
your
pe
rform
ance
from
th
ose
who
will
prov
ide
it ho
nest
ly
and
obje
ctiv
ely
and
act o
n it.
Show
inte
grity
, fa
irnes
s an
d co
nsist
ency
in
relat
ion
to th
e te
am/
indi
vidu
als y
ou
man
age.
Mak
e ch
ange
wor
k in
yo
ur d
epar
tmen
t and
do
wha
t you
say
you
w
ill do
.
Enco
urag
e an
d su
ppor
t Sta
ff in
id
entif
ying
way
s to
im
prov
e th
ings
.
Exam
ples
of e
ffect
ive
beha
viou
rs fo
r man
ager
s con
td.
19
Lead
ersh
ip a
nd
mot
ivat
ion
Plan
ning
and
or
gani
sing
Com
mer
cial
aw
aren
ess
Cus
tom
er fo
cus
Con
tinuo
us
impr
ovem
ent
Com
mun
icat
ing
an
d in
fluen
cing
The
abi
lity
to
deve
lop
your
self
and
othe
rs
Team
wor
k an
d co
llabo
ratio
n
Prom
ote
a sh
ared
Vi
sion
and
insp
ire
a se
nse
of p
urpo
se
thro
ugho
ut th
e U
nive
rsity
.
Scan
the
envi
ronm
ent
for i
nfor
mat
ion
on c
usto
mer
s,
com
petit
ors
and
issue
s an
d us
e th
e in
form
atio
n ga
ined
to
sup
port
futu
re
plan
ning
and
dec
ision
m
akin
g fo
r the
U
nive
rsity
.
Antic
ipat
e lik
ely
futu
re s
cena
rios
base
d on
ana
lysis
of
tren
ds a
nd
deve
lopm
ents
acr
oss
all s
ecto
rs.
Nur
ture
relat
ions
hips
w
ith a
rang
e of
con
tact
s in
st
akeh
olde
r or
gani
satio
ns.
Enco
urag
e St
aff t
o re
gular
ly s
ugge
st
impr
ovem
ents
to th
e es
tabl
ished
way
of
doin
g th
ings
.
Use
cle
ar, s
impl
e,
insp
iratio
nal a
nd
auth
orita
tive
mes
sage
s.
Act a
s a
role
mod
el
for S
taff.
Set g
ood
exam
ples
of
resp
ect,
help
fuln
ess
and
co-o
pera
tion.
Cle
arly
com
mun
icate
ob
ject
ives
whi
ch
supp
ort t
he V
ision
an
d Va
lues
.
Iden
tify
and
prio
ritise
st
rate
gic
obje
ctiv
es
that
are
con
siste
nt
with
the
Visio
n an
d Va
lues
.
Ensu
re ti
mel
y su
bmiss
ion
of
prop
osals
/bid
s/
appl
icatio
ns a
nd s
eek
regu
lar u
pdat
es o
n pr
ogre
ss.
Regu
larly
mee
t with
ke
y st
akeh
olde
rs/
cust
omer
s in
ord
er
to u
nder
stan
d an
d re
spon
d to
thei
r ne
eds.
Mee
t with
pee
rs to
re
view
cur
rent
wor
k m
etho
ds, s
yste
ms/
pr
oces
ses.
Prom
ote
the
need
for r
egul
ar
com
mun
icatio
n at
all
leve
ls to
ens
ure
unde
rsta
ndin
g.
Enco
urag
e an
d su
ppor
t Sta
ff to
mak
e us
e of
the
lear
ning
an
d de
velo
pmen
t op
portu
nitie
s av
ailab
le to
them
.
Ensu
re th
e to
p te
am
oper
ate
acro
ss a
ll fu
nctio
ns.
Reco
gnise
and
ce
lebr
ate
the
succ
ess
of S
taff
and
enco
urag
e th
em
to le
arn
from
thei
r fa
ilure
s.
Cre
ate
a se
nse
of
com
mon
pur
pose
by
deve
lopi
ng p
olici
es
and
syst
ems
that
gu
ide
the
wor
k of
ot
hers
tow
ards
ac
hiev
ing
your
ob
ject
ives
.
Fost
er a
cul
ture
of
impr
ovin
g qu
ality
an
d ef
ficie
ncy
by
benc
hmar
king
and
appl
ying
bes
t pr
actic
e.
Mon
itor a
nd a
sses
s th
e st
reng
ths,
w
eakn
esse
s,
oppo
rtuni
ties
and
thre
ats
of
the
serv
ices
you
prov
ide
and
curr
ent a
nd fu
ture
de
velo
pmen
ts in
yo
ur s
ecto
r, in
cludi
ng
com
petit
ors’
activ
ities
.
Ensu
re th
at c
urre
nt
met
hods
, sys
tem
s/
proc
esse
s su
ppor
t th
e U
nive
rsity
’s ob
ject
ives
and
refle
ct
best
pra
ctice
.
Take
tim
e to
co
mm
unica
te, b
e au
then
tic, d
evel
op
trust
and
ope
nnes
s
Und
erst
and
the
futu
re ta
lent
nee
ds
of th
e U
nive
rsity
and
pl
an to
mee
t the
m.
Dem
onst
rate
an
d en
cour
age
colla
bora
tion
and
co-o
pera
tion
at th
e hi
ghes
t lev
el.
Exam
ples
of e
ffect
ive
beha
viou
rs fo
r top
man
ager
s
20
Lead
ersh
ip a
nd
mot
ivat
ion
Plan
ning
and
or
gani
sing
Com
mer
cial
aw
aren
ess
Cus
tom
er fo
cus
Con
tinuo
us
impr
ovem
ent
Com
mun
icat
ing
an
d in
fluen
cing
The
abi
lity
to
deve
lop
your
self
and
othe
rs
Team
wor
k an
d co
llabo
ratio
n
Lead
by
exam
ple,
set
an
d pr
omot
e th
e ke
y va
lues
acr
oss
team
s.
Balan
ce ri
sks
and
reso
urcin
g re
quire
men
ts w
ith
desir
ed o
utco
mes
.
Iden
tify
idea
s fo
r new
pr
oduc
ts/s
ervi
ces
or im
prov
emen
ts
and
resp
ond
enth
usias
ticall
y to
sug
gest
ions
, pr
ovid
ing
feed
back
an
d en
surin
g th
at
good
idea
s re
ceiv
e su
ppor
t and
bac
king.
Mea
sure
the
leve
l of
cust
omer
sat
isfac
tion
bein
g ac
hiev
ed,
benc
hmar
king
whe
re
appr
opria
te.
Inte
grat
e sy
stem
s and
pr
oces
ses
to a
void
du
plica
tion
of e
ffort.
Antic
ipat
e ot
hers
re
actio
ns to
wha
t yo
u ha
ve to
say
and
pl
an fo
r a p
ositi
ve
outc
ome.
Shar
e yo
ur le
arni
ng
with
you
r pee
rs a
nd
your
Man
ager
s as
ap
prop
riate
.
Facil
itate
liais
on
with
in a
nd b
etw
een
all te
ams
and
depa
rtmen
ts.
Invo
lve
all M
anag
ers
and
enco
urag
e th
em
to ta
ke re
spon
sibilit
y fo
r the
ir ar
ea o
f w
ork.
Del
egat
e re
spon
sibilit
y fo
r ac
hiev
ing
obje
ctiv
es,
alloc
ate
reso
urce
s ef
fect
ivel
y an
d ho
ld
Staf
f acc
ount
able
.
Esta
blish
a c
ultu
re
whi
ch e
ncou
rage
s St
aff t
o ta
ke
acce
ptab
le ri
sks
and
to le
arn
from
m
istak
es.
Iden
tify
and
asse
ss
oppo
rtuni
ties
to
expa
nd in
to n
ew
mar
kets
to m
eet/
exce
ed c
usto
mer
s’ ne
eds.
Antic
ipat
e fu
ture
tre
nds
and
deve
lop
proc
esse
s to
mee
t th
em.
Use
a ra
nge
of
stra
tegi
es to
influ
ence
ot
hers
and
win
thei
r su
ppor
t.
Iden
tify
pote
ntial
skil
ls sh
orta
ge a
reas
and
de
velo
p re
sour
cing
plan
s to
add
ress
th
em.
Iden
tify
and
facil
itate
th
e re
solu
tion
of
issue
s ac
ross
team
s/de
partm
ents
.
Show
sen
sitiv
ity
to s
take
hold
ers’
need
s an
d in
tere
sts
and
man
age
them
ef
fect
ivel
y.
Iden
tify
mile
ston
es/
met
rics/
met
hods
fo
r mon
itorin
g,
evalu
atin
g an
d im
prov
ing
perfo
rman
ce.
Ensu
re th
at
colle
ague
s/st
aff
unde
rsta
nd th
e im
porta
nce
of
asse
ssin
g th
e co
mm
ercia
l im
plica
tions
of t
heir
actio
ns/id
eas.
Advo
cate
cus
tom
er
focu
s by
mod
ellin
g be
havi
our t
hat s
how
s re
spec
t, he
lpfu
lnes
s an
d co
-ope
ratio
n.
Ensu
re th
at
ever
ythi
ng w
e do
is
cust
omer
focu
sed.
Main
tain
an
effe
ctiv
e ne
twor
k bo
th in
side
and
outs
ide
the
Uni
vers
ity.
Enco
urag
e St
aff t
o le
arn
from
mist
akes
an
d he
lp th
em to
id
entif
y w
ays
to
impr
ove.
Ensu
re th
e Vi
sion
is un
ders
tood
and
sh
ared
by
all.
Appl
y a
rang
e of
mot
ivat
iona
l te
chni
ques
.
Exam
ples
of e
ffect
ive
beha
viou
rs fo
r top
man
ager
s con
td.
21
22
The competencies can be used as an aid to a variety of discussions about performance and improvement. During the 6 monthly PDR review, the examples of behaviour can be used as a tool to aid the discussion about an individual’s strengths. They can be used to identify gaps in performance or improvements that are required.
The examples given are not exhaustive and should only be used as reference. The competencies are a focus for any discussion about performance and should be used as a prompt rather than the sole element of the discussion.
What are the competencies for?
Discussing Learning and Development needs at the PDR
Reviewing and discussing past performance at the PDR
When coaching to develop competence
Self reference for own development
Agreeing future performance goalsSuccession/Career
development planningWhat are the
competencies for?
How to use the competencies
23
How
to use the competencies
Asking the right questions about work
How the competencies are used will depend on the circumstances. However people may wish to use the following questions as a useful approach – prefixing them to any of the examples of behaviour at any level:
• How often do you…?
• How do you…?
• When have you…?
• Tell me about a time when you…?
• What examples do you have of your ability to…?
The ability to link the statements to real work situations using real examples will be acquired through practice and Staff need to begin to use the competencies as part of their daily work for them to be fully embraced. People talking about their work are inevitably talking about their competence.
It is important to understand that the competencies are differentiated under eight headings for convenience only, no section has value in isolation from the other seven and they are all relevant to all employees. Whilst every effort has been made to avoid duplication, some overlap is unavoidable.
What’s changed
1. The competencies checklist The checklist now contains seven boxes to enable greater choice for the degree of competency shown by the reviewee – from “rarely” to “consistently”. Note that the degree of competency is determined by the reviewee looking at the description of the competency and how regularly the reviewee displays the appropriate effective behaviours for his/her level (ie staff, supervisor/team leader, manager, top manager), in the appropriate circumstances.
2. Creating your Personal Development Plan – Stage 2 An additional section has been added enabling reviewees to plan, in negotiation with their line manager, development activities to meet needs arising from their review of the eight competencies. This is to help pin down activities which otherwise might not get recorded and therefore forgotten.
3. Other development needs This last section is to capture, in a structured fashion, plans to meet other developmental needs such as technical, IT, specialist, legal, mandatory that are part of a reviewee’s job.
4. Additional notes There are additional forms that can be used to record comments against each competency should the reviewee wish to and reviewer wish to record notes as an aide memoire during the review. Agreed notes can then be transferred to the PDR form at the end of the review if required.
5. The PDR guidance notes These have been enhanced to take into account the changes explained above, with a process flowchart and PDR meeting checklist also now included.
Use in PDRs
The PDR forms and guidance notes
24
About the form
The PDR form is split into a number of parts:
1. Part A Taking stock This is a chance to reflect on your performance against the objectives agreed previously in the last review’s Part B. Reviewees can complete this in advance of the review in preparation for the discussion during the review. The reviewer can comment as appropriate on the reviewees interpretation of their performance.
2. Part B Planning ahead This part is used to set SMART objectives for the coming year. It should be completed during the review, although some forward planning about objectives for discussion during the review would help the process. Make rough notes and take them along as prompts with you to the review.
3. Part C Looking back – sections 1 and 2 These two sections allow you to reflect on the success of your Personal Development Plan (PDP) you created at your last review. Has it helped you in your job and if so how? Was the development and support appropriate? What else if anything now needs to happen and if so what can be done to help and by whom?
4. Part C Looking forward – section 3 This section provides you with an opportunity to say how you think you are doing in your job. Try to be honest with rating yourself against the 8 competencies.
5. Part C Looking forward – section 4 This section provides a quick and easy template for you to agree development activities against the competencies, arising from the discussion around the ratings in section 3. Note that you will probably not have development activities for all of the competencies; maybe just one or two at each review.
6. Part C Looking forward – section 5 This section provides a simple template for you to capture and plan any other development needs for your job (eg. technical or specialist needs).
7. Final page – additional comments and signatures Please comment if you wish about the process of the PDR system, use of forms etc. IF both reviewer and reviewee are happy about the content and accuracy of the completed form then both parties must sign and date.
PDR reviewer and reviewee skills
For a range of resources to support you in conducting successful reviews please go to the relevant section on the PDP Support Centre.
New reviewers
Please contact your Learning and Development Co-ordinator (www.exeter.ac.uk/learninganddevelopment/coordinators) or Staff Learning and Development for help.
PDR timing and emphasis
The PDR cycle has been divided into two 6 monthly periods:
June PDR The emphasis on the June review will be placed on Part A – reviewing achievements over the last year (please note that reviewees must complete this if they wish to be considered for a Merit Award) and part B to agree plans for the coming year by setting SMART objectives.
January PDR The emphasis on the January review will be place on a self-assessment exercise and subsequent discussion during the review based on the competencies and associated behaviours (see the guide for managers and staff). A PDP will be agreed, drawn up and reviewed when appropriate.
Self assessment: how to use
This scheme is designed to be flexible and user friendly, and to improve the way we look at learning and development needs for all of our staff. Although we have offered guidance on when this form should be used, this is a minimum requirement.
The form can be used more frequently, when required, as a way of identifying core learning needs and, importantly, should meet the needs of the situation, for example as part of the induction process for new members of staff or staff new to role. Line managers may also choose to review this on a more regular basis, during 1:1 meetings with team members, for example.
PDR guidance notes
25
Self assessment process – you complete the form Two weeks before your January Review you will hand your reviewer a copy of your form. This requires you to complete a self assessment against each of the 8 competencies at the level appropriate to your job (see guidance notes) (this is a requirement for the January review, but may also be repeated at the June review). The guidance on the competencies provides an explanation of what the competencies mean for staff, supervisors/team leaders, managers and top managers.
You should allow sufficient time to undertake this, and answer in an honest and open way, as the information gleaned is designed to be used to help you with your professional development, enhancing your skills to help you become more effective in your role.
You should tick the score that you most agree with, and may also consider, where appropriate, what the priorities are for you. Generally though, the competencies are ‘core’ and therefore linked, and will be appropriate in a lesser or greater way for all staff. We have our own specialist areas, not included here for obvious reasons, but the competencies are the skills and behaviours that we agree we all have in common. There is a separate space for technical and specialist development needs.
This exercise is designed to be a simple self assessment of what you think your capabilities are against each of the competencies, and the purpose for completing this is to help you and your line manager agree a PDP for you using this system.
Line manager considers the form Your line manager will consider what you have said about yourself on the form and he/she will create an agenda for discussion at the review using this information. They may not agree with all the things you have said, and in some cases this means that they think you are stronger in some areas than you claim, and in others in need of more support than you claim. Any difference of opinion should not be seen as negative or a chance to criticise, but as a positive opportunity to have an honest and open discussion about your personal development.
At the review When you come to discuss the self-assessment at the review you should consider any observations that you have made and be prepared to discuss your future development, progress or both. Where you have identified and agreed a prioritised development need you will then be able to plan how to action this and by when.
Your discussions with your line manager should centre on the approach you take and when it will be reviewed. Any notes can be made in the Line Manager’s Comments box alongside the 8 competencies, and more detail provided on the Personal Development Plan Stage 2 form. Any additional notes should be on a blank sheet of paper and attached.
After the review
The University of Exeter PDP (Personal Development Plans) Support Centre This virtual learning environment has been set up to provide you with support before, during and after completion of your Personal Development Review (PDR) and to provide you with access to learning resources to fulfil your Personal Development Plan (PDP).
For professional services staff, it will also give you support with the new ‘competencies’ that we have introduced. Your proficiency against these competencies will be reviewed in line with the Investors in People Standard (IiP) programme that we have achieved and continue to develop with and work on.
Managers can use this toolkit to help you with your day-to-day activities, to support personal development and to work with your team to improved effectiveness and performance. Your PDP toolkit contains essential management and other topics where you will find resources to address particular needs. Each need has a range of resources – ‘Knowing’ resources develop your understanding and ‘Doing’ documents are practical tools for you and your team.
Using the PDP Support Centre to enhance your professional development Once you have agreed your PDP with your line manager your first point of contact will be the front page where the competencies are mapped to the relevant resources. You will be able to find information, case study materials, examples of best practice, exercises etc. You will also find links to other resources eg Exeter’s Learning and Development website with all our programmes, external resources etc.
Work through the materials as best you can. You may find this sufficient to provide all the help you need, or you may find you need further support, in which case you can contact the appropriate provider at the university if it is a course or advice that you need, or talk to your line manager about advice, guidance, mentoring or coaching if you feel that the solution lies there.
The PDP Support Centre can be used at any time and does not rely on the PDR process and the use of the competencies alone. If you have a particular learning need you can use the search facility provided for a quick response.
For any further advice or information please contact SLD. Remember, the PDP support centre is only the place to start, there is plenty of help available through all of our internal Learning and Development providers.
26
PDR meeting checklist
Things to bring to the review meeting:
Reviewer
• Copy of reviewees completed form and any notes
• Competencies (if reviewing) with behaviours for agreed level
• Diary to arrange next review and any other follow-up/interim reviews/1:1s
• Course/staff development information you wish to discuss
• Reviewees previous PDR (relevant section)
Reviewee
• Copy of completed form
• Any notes in preparation for the meeting
• Up to date job description
• Diary to agree next review/1:1s
• Course/staff development information you wish to discuss
• Previous PDR (relevant section)
12 month professional services PDR process flow chart
1. Reviewer and reviewee agree a date for the review 1 month approx. beforehand – provisionally agreed at previous review. Both agree what parts of PDR form to be completed.
2. Reviewee completes the relevant parts of the form. The emphasis in January is on Part C, the self-evaluation, and in June on Parts A and B, reviewing past achievements and
setting SMART objectives for the future.
3. Reviewee hands completed form to the reviewer at least 2 weeks before the review date.
4. Reviewer reads through form, makes notes and creates the agenda for the review. Reviewer agrees
suitable venue.
5. Review conducted – approx. 1.5 to 2 hours max. Introduction and agenda, discussion, summary, close.
7. Development plans ongoing. Interim reviews if required (not mandatory).
6. Copies of form for reviewer, reviewee and Head of Service. Identified development needs sent to Learning and
Development Co-ordinator.
Month 5
2 weeks
2 weeks
Month 6
Month 1
2 weeks
2 weeks
Month 2
27
Prof
essi
onal
serv
ices
revi
ew fo
rm
Six
mon
thly
Per
form
ance
and
D
evel
opm
ent R
evie
ws
(PD
Rs)
The
sta
ges
of th
e re
view
pro
cess
Your
det
ails
For f
ull i
nfor
mat
ion
and
advi
ce o
n th
is sc
hem
e pl
ease
visi
t ww
w.ex
eter
.ac.
uk/
lear
ning
andd
evel
opm
ent
Your
Rev
iew
Mee
tings
nee
d ca
refu
l pr
epar
atio
n, a
nd th
is fo
rm is
des
igne
d to
he
lp th
at p
roce
ss.
It is
in th
ree
parts
and
will
be c
ondu
cted
ove
r tw
o se
para
te m
eetin
gs, 6
mon
ths
apar
t:
June
rev
iew
The
emph
asis
will
be p
laced
on
Part
A:
Taki
ng s
tock
– to
revi
ew
achi
evem
ents
ove
r the
pas
t yea
r (p
leas
e no
te th
at th
is pa
rt m
ust
be c
ompl
eted
if y
ou w
ish to
be
cons
ider
ed fo
r a M
erit
rew
ard)
, an
d al
so
Part
B:
Plan
ning
ahe
ad –
to a
gree
plan
s fo
r th
e ne
xt y
ear.
Janu
ary
revi
ew
The
emph
asis
will
be p
laced
on
the
use
of th
e Ex
eter
Uni
vers
ity c
ompe
tenc
ies
fram
ewor
k to
de
velo
p a
Pers
onal
Dev
elop
men
t Plan
.
Part
C:
Pers
onal
Dev
elop
men
t Pla
n –
to
refle
ct o
n pr
evio
us d
evel
opm
ent
activ
ities
and
plan
for m
eetin
g de
velo
pmen
t nee
ds.
The
conv
ersa
tion
with
you
r Rev
iew
er is
at
the
hear
t of t
he p
roce
ss; t
he fo
rm s
erve
s as
a
reco
rd o
f the
2 m
eetin
gs. Y
ou m
ay fi
nd th
e fo
llow
ing
chec
klist
hel
pful
:
Nam
e:
Job
title
:
Serv
ice/U
nit:
Perio
d co
vere
d by
Janu
ary
revi
ew (i
.e. p
revi
ous
6 m
onth
s):
From
:To
:
Perio
d co
vere
d by
June
revi
ew (i
.e. p
revi
ous
12 m
onth
s):
From
:To
:
Dat
e st
arte
d th
is po
st:
Dat
e of
pre
viou
s re
view
:
Prev
ious
revi
ewer
’s na
me:
Cur
rent
revi
ewer
’s na
me:
Yo
ur R
evie
wer
will
cont
act y
ou to
ar
rang
e a
mee
ting.
Pr
epar
e th
e re
leva
nt p
arts
of
the
form
for t
he Ja
nuar
y or
June
Re
view
– a
gree
whi
ch p
arts
with
yo
ur re
view
er.
Pa
ss th
e fo
rm to
you
r Rev
iew
er
two
wee
k be
fore
the
mee
ting.
En
sure
that
the
outc
omes
of
the
disc
ussio
n ar
e re
cord
ed a
nd
that
you
and
the
Revi
ewer
hav
e sig
ned
the
form
.
A
copy
of t
he fo
rm s
houl
d be
pa
ssed
to y
our H
ead
of S
ervi
ce.
28
Part
A: T
akin
g st
ock
Sum
mar
ise th
e m
ain
obje
ctiv
es
agre
ed la
st y
ear
(Bas
ed o
n las
t yea
r’s fo
rm)
Ach
ieve
men
ts (S
elf a
sses
smen
t)
(Wha
t hap
pene
d? S
ucce
sses
, pe
rson
al ac
hiev
emen
ts, p
lus
note
s on
an
y di
fficu
lties
and
cha
nges
)
Revi
ewer
’s c
omm
ents
You
can
draf
t thi
s be
fore
the
June
Per
form
ance
Rev
iew
and
revi
se it
afte
rwar
ds.
29
Part
B: P
lann
ing
ahea
d
Obj
ectiv
esTa
rget
dat
e
This
part
shou
ld b
e ag
reed
and
com
plet
ed a
t you
r Jun
e Pe
rform
ance
Rev
iew
– y
ou m
ay w
ish to
iden
tify
som
e ob
ject
ives
for d
iscus
sion
ahea
d of
the
revi
ew. T
ry to
mak
e th
ese
obje
ctiv
es
spec
ific,
mea
sura
ble,
ach
ieva
ble,
rele
vant
and
tim
e re
lated
– fo
r lon
g te
rm g
oals,
indi
cate
12
mon
th m
ilest
ones
.
30
Part
C: P
erso
nal D
evel
opm
ent P
lan
Look
ing
back
– m
eetin
g an
d su
ppor
ting
your
pro
fess
iona
l dev
elop
men
t nee
ds
1. R
efer
to y
our p
revi
ous
PDR
Part
C fo
rm. H
ave
you
rece
ived
the
appr
opria
te d
evel
opm
ent a
nd s
uppo
rt ov
er th
e las
t 12
mon
ths
and
how
has
it h
elpe
d yo
u to
bec
ome
mor
e
effe
ctiv
e in
you
r rol
e?
2. W
hat e
lse c
ould
be
done
to s
uppo
rt yo
u? (E
g m
ore/
addi
tiona
l dev
elop
men
t, he
lp fr
om li
ne m
anag
er/te
am/o
ther
)
Revi
ewee
:
To b
e di
scus
sed
and
com
plet
ed d
urin
g yo
ur Ja
nuar
y Pe
rson
al D
evel
opm
ent r
evie
w.
31
Part
C: c
ontd
.
Look
ing
forw
ard
– cr
eatin
g yo
ur P
erso
nal D
evel
opm
ent P
lan
– St
age
1 se
lf as
sess
men
t
3. T
his
sect
ion
prov
ides
you
with
an
oppo
rtuni
ty to
say
how
you
thin
k yo
u ar
e do
ing
in y
our j
ob. T
ry to
be
hone
st w
ith ra
ting
your
self
again
st th
e 8
com
pete
ncie
s an
d m
ake
com
men
ts
again
st a
ny a
reas
that
you
wou
ld li
ke to
disc
uss
durin
g yo
ur re
view
. (Pl
ease
refe
r to
hard
copy
or g
uida
nce
note
s on
the
Staf
f Lea
rnin
g an
d D
evel
opm
ent w
eb s
ite a
t ww
w.ex
eter
.ac.
uk/
lear
ning
andd
evel
opm
ent/
pdr)
Com
pete
ncy
RarelyDemonstrates
SometimesDemonstrates
OftenDemonstrates
ConsistentlyDemonstrates
Revi
ewee
’s c
omm
ents
Line
Man
ager
’s C
omm
ents
1. L
eade
rshi
p an
d m
otiv
atio
n
2. P
lanni
ng a
nd o
rgan
ising
3.
Com
mer
cial a
war
enes
s
4. C
usto
mer
focu
s
5. C
ontin
uous
impr
ovem
ent
6.
Com
mun
icatin
g an
d in
fluen
cing
7.
The
abi
lity
to d
evel
op y
ours
elf a
nd o
ther
s
8. T
eam
wor
k an
d co
llabo
ratio
n
Revi
ewee
:
To b
e co
mpl
eted
and
han
ded
to y
our r
evie
wer
2 w
eeks
in a
dvan
ce o
f you
r Jan
uary
Per
sona
l Dev
elop
men
t Rev
iew
.
32
Part
C: c
ontd
.
Look
ing
forw
ard
– cr
eatin
g yo
ur P
erso
nal D
evel
opm
ent P
lan
– St
age
2 Su
mm
ary
agai
nst c
ompe
tenc
ies
4. A
fter t
he re
view:
Usin
g th
e Pe
rson
al D
evel
opm
ent P
lan fo
rms
plea
se c
ompl
ete
each
sec
tion
and
whe
re a
ppro
priat
e try
to c
omm
it to
any
agr
eed
deve
lopm
ent a
ctiv
ities
. Rem
embe
r to
use
the
PDP
supp
ort c
entre
(ww
w.ex
eter
.ac.
uk/le
arni
ngan
ddev
elop
men
t/pd
r/pd
p_re
sour
ce) a
s yo
ur fi
rst p
oint
of r
efer
ence
. (Pl
ease
not
e th
e PD
P su
ppor
t cen
tre m
ust b
e ac
cess
ed v
ia th
e Le
arni
ng a
nd D
evel
opm
ent w
ebsit
e, th
e U
RL s
how
n on
the
PDP
page
s w
ill no
t wor
k if
used
dire
ctly,
due
to p
assw
ord
prot
ectio
ns o
n ou
r web
site)
.
Com
pete
ncy
Des
ired
outc
ome
Agr
eed
deve
lopm
ent a
ctiv
ityTa
rget
dat
e
1. L
eade
rshi
p an
d m
otiv
atio
n
2. P
lanni
ng a
nd o
rgan
ising
3. C
omm
ercia
l aw
aren
ess
4. C
usto
mer
focu
s
5. C
ontin
uous
impr
ovem
ent
6. C
omm
unica
ting
and
influ
encin
g
7. T
he a
bilit
y to
dev
elop
you
rsel
f and
oth
ers
8. T
eam
wor
k an
d co
llabo
ratio
n
Revi
ewee
:
33
Part
C: c
ontd
.
Oth
er d
evel
opm
ent n
eeds
Plea
se c
ompl
ete
your
plan
by
listin
g an
y ot
her d
evel
opm
ent a
ctiv
ities
that
will
help
with
you
r job
/car
eer (
tech
nica
l, le
gal,
spec
ialist
, etc
).
Iden
tified
nee
dD
esire
d ou
tcom
eA
gree
d de
velo
pmen
t act
ivity
Targ
et d
ate
Revi
ewee
:
34
Your
add
ition
al c
omm
ents
Sign
atur
es
You
can
use
this
spac
e to
mak
e an
y co
mm
ents
abo
ut th
e Pe
rform
ance
and
Dev
elop
men
t Re
view
pro
cess
or t
he o
utco
mes
.Yo
ur n
ame
(PRI
NT)
:
Your
sig
natu
re:
Dat
e:
Revi
ewer
s na
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Examples of effective behaviour for staffTo be used as prompts as part of the January PDR (not mandatory)
Additional notes
Leadership and motivation
• Take pride in and responsibility for getting the job done.
• Keep going despite set backs or suggest improvements.
• Have a positive attitude to the teams’ goals.
• Offer help and support to others when appropriate.
• Do what you say you will do.
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Planning and organising
• Understand your own priorities/responsibilities and those of your team.
• Manage your own workload and priorities effectively and efficiently.
• Co-ordinate your activities with your Supervisors/Team Leaders or colleagues as necessary.
• Ask for guidance, help or support when you need it.
• Be prepared to work on your own initiative and think things through.
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Commercial awareness
• Be aware of the commercial/financial implications of your own actions.
• Act within the limits of your authority and seek guidance when you need it.
• Find practical ways to overcome obstacles or barriers to your success.
• Raise any ideas for improvements to services, products or efficiency.
• Be vigilant for possible risks and hazards.
• Strive to reduce waste and improve quality in your work.
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Customer focus
• Understand who your customers are.
• Maintain the image of the University by making sure that your appearance and behaviour are professional at all times.
• Identify and anticipate customers’ needs and do all you can to meet/exceed them.
• Promote the University’s facilities, services, products and image at all times and provide feedback to your Team Leader when you observe the needs of customers changing.
• Acknowledge dissatisfied customers immediately, attend to them without delay and pass their comments to your Supervisor/Team Leader if appropriate.
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Communicating and influencing
• Be constructive and positive in what you have to say.
• Do what you say you will do.
• Be involved at meetings, ask questions, listen and give information when appropriate.
• Give positive recognition/feedback to others.
• Use the appropriate method for communication, email/phone/face-to-face, to get information from others and follow up as necessary.
• Understand the need for clarity in all your communication.
Continuous improvement
• Look for better ways of doing things and suggest improvements.
• Understand how systems/processes work and why they are done that way.
• Use systems/processes effectively.
• Understand the effect of one system/process on another and the importance of sharing the information.
• Identify where there is inefficiency or waste in a system/process.
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Teamwork and collaboration
• Understand what others do and their roles.
• Ask for help when you need it.
• Consider how your actions affect the work/plans of others.
• Value the contributions of others.
• Show pride in your team and the contribution it makes.
The ability to develop yourself and others
• Identify what learning and development you need to do your job effectively.
• Be flexible and willing to adapt and learn.
• Participate fully in your Personal Development Review and agree targets for your own development.
• Seek and respond well to feedback from your Team Leader, peers and customers.
• Help others to learn new skills and share information with others when necessary.
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Examples of effective behaviour for team leaders/supervisorsTo be used as prompts as part of the January PDR (not mandatory)
Additional notes ontd.
Leadership and motivation
• Make the goals of the University real for your team.
• Make it clear what you expect of individuals and your team and ensure staff understand why.
• Treat all your staff fairly and do what you say you will do.
• Welcome ideas and encourage team involvement in decisions.
• Help staff to understand the need for any change, why it is happening and how it will affect them.
• Give constructive feedback, recognise success and celebrate achievements.
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Planning and organising
• Prioritise objectives; plan/allocate work fairly to make best use of resources.
• Discuss and agree your objectives and priorities with your Manager.
• Suggest improvements conflicting priorities and raise issues with your Manager when necessary.
• Gather and assess information from a wide variety of sources and make the links for your team.
• Take responsibility for meeting the milestones/targets you have agreed and provide regular feedback on progress for your Manager and team.
• Regularly review progress/quality of work and make contingency plans when appropriate.
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Customer focus
• Demonstrate a clear understanding of different customers and their real and perceived needs.
• Manage customer expectations by keeping them well informed and explaining changes when they happen.
• Ensure that your team understands service level statements and the importance of customer care in their role.
• Empower Staff to deliver good service, suggest improvements and solve customer problems.
• Take responsibility for resolving customer problems referred to you.
• Be prepared to support your staff and the University and represent them professionally.
Commercial awareness
• Find and utilise the most cost/time efficient ways of doing things and achieving objectives.
• Consider the benefits/costs/risks of your actions and make constructive suggestions for reducing waste/inefficiency or improving quality.
• Motivate team members to identify ideas for reducing waste/inefficiency or improving quality.
• Encourage team members to take acceptable risks in pursuing innovation and to make and learn from mistakes.
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Communicating and influencing
• Win respect by taking the time to communicate effectively within your team and with colleagues in other teams/departments.
• Liaise with stakeholders/Senior Managers for their opinions/approval.
• Explain the reasons for any changes and their relevance to staff.
• Meet with staff on a regular basis both on a one-to-one and team basis.
• Establish good working relationships using an effective network.
• Follow through on promises and follow up on actions agreed.
Continuous improvement
• Understand the University’s needs and priorities.
• Identify opportunities for improvement and follow them through.
• Encourage staff to make suggestions for improvement and follow them up.
• Seek support from Management in developing new ideas.
• Ensure the systems/processes you use do what they are meant to and add value.
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Teamwork and collaboration
• Ensure the team is focused on the priority issues.
• Share ideas with other team leaders.
• Establish a network beyond your own team.
• Enable your team to understand the needs of others and the part they play in the University as a whole.
• Openly appreciate team member contributions and give positive feedback.
• Seek to understand the needs and motivations of your team members.
The ability to develop yourself and others
• Make time for your own development.
• Be proactive – ask for what you need/want, selling the benefits to your Manager/Team.
• Give on the job coaching to individuals and the team.
• Take time to develop staff beyond their current tasks.
• Demonstrate and share your knowledge/skills in how things can be done.
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Examples of effective behaviour for managersTo be used as prompts as part of the January PDR (not mandatory)
Additional notes ontd.
Leadership and motivation
• Demonstrate your commitment to the University’s Vision and Values in all your actions.
• Show integrity, fairness and consistency in your dealings with all staff and offer feedback, support and guidance when necessary.
• Agree challenging, realistic objectives with staff and ensure access to relevant resources.
• Set milestones, identify successes and achievements and recognise them at both team and individual level.
• Seek to understand the nature and cause of performance issues and manage them constructively.
• Make change work in your department and do what you say you will do.
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Planning and organising
• Agree your objectives and create a clear plan for your department which supports that of the University and looks to the future.
• Represent the University’s plans and decisions constructively, selling the benefits in order to gain the trust and respect of staff.
• Ensure your plan is effectively resourced and that work is allocated to individuals and teams fairly.
• Regularly review your plan, recognise changes in circumstances promptly and adjust accordingly.
• Set targets/milestones and monitor progress/quality of work against them.
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Customer focus
• Identify your customers’ current and future needs/expectations and plan to meet/exceed them.
• Seek feedback from customers and explain the outcomes to your staff.
• Ensure that staff understand their priorities/responsibilities in relation to customer service.
• Encourage staff to suggest ways of improving customer service and respond positively to their ideas.
• Ensure that you and your staff model behaviour that shows respect, helpfulness and co-operation.
Commercial awareness
• Confirm and understand budget requirements and monitor them throughout the year.
• Help staff to understand your budgets and encourage them to consider the commercial and financial implications of their work.
• Identify opportunities for improvement/development by being aware of best practice across all sectors.
• Develop effective policies and procedures to enable staff to meet all the necessary legal, regulatory, ethical and social requirements.
• Seek the highest level of quality and cost effectiveness.
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Communicating and influencing
• Facilitate communication across teams/departments and act as an adviser.
• Encourage a culture where effective communication is the norm.
• Gain trust and influence by understanding the needs of others.
• Ensure key messages are communicated effectively at all levels.
• Anticipate others reactions to what you have to say by understanding the needs of the audience and taking their views into account.
Continuous improvement
• Understand the purpose of the systems/processes you use.
• Set standards for quality and ensure best practice.
• Share ideas with colleagues to generate improvements for all.
• Suggest improvements to the current way we do things and the systems/processes we use.
• Willingly share knowledge, information and access with others as needed.
• Encourage and support staff in identifying ways to improve things.
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Teamwork and collaboration
• Meet regularly with your own Supervisors/Team Leaders and with your fellow Managers.
• Network across teams to share knowledge and understanding.
• Actively encourage integration and co-operation between teams.
• Ensure that objectives are clearly understood and met by your teams.
• Show integrity, fairness and consistency in relation to the team/individuals you manage.
The ability to develop yourself and others
• Make the time for your own learning and development to meet professional standards.
• Set SMART development objectives for yourself and your staff.
• Identify and meet the training needs of your staff.
• Monitor staff development by observing performance and giving constructive feedback.
• Seek regular feedback on your performance from those who will provide it honestly and objectively and act on it.
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Examples of effective behaviour for top managersTo be used as prompts as part of the January PDR (not mandatory)
Additional notescontd.
Leadership and motivation
• Promote a shared Vision and inspire a sense of purpose throughout the University.
• Clearly communicate objectives which support the Vision and Values.
• Recognise and celebrate the success of staff and encourage them to learn from their failures.
• Lead by example, set and promote the key values across teams.
• Involve all Managers and encourage them to take responsibility for their area of work.
• Show sensitivity to stakeholders’ needs and interests and manage them effectively.
• Apply a range of motivational techniques.
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Planning and organising
• Scan the environment for information on customers, competitors and issues and use the information gained to support future planning and decision making for the University.
• Identify and prioritise strategic objectives that are consistent with the Vision and Values.
• Create a sense of common purpose by developing policies and systems that guide the work of others towards achieving your objectives.
• Balance risks and resourcing requirements with desired outcomes.
• Delegate responsibility for achieving objectives, allocate resources effectively and hold staff accountable.
• Identify milestones/metrics/methods for monitoring, evaluating and improving performance.
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Customer focus
• Nurture relationships with a range of contacts in stakeholder organisations.
• Regularly meet with key stakeholders/customers in order to understand and respond to their needs.
• Monitor and assess the strengths, weaknesses, opportunities and threats of the services you provide and current and future developments in your sector, including competitors’ activities.
• Measure the level of customer satisfaction being achieved, benchmarking where appropriate.
• Identify and assess opportunities to expand into new markets to meet/exceed customers’ needs.
• Advocate customer focus by modelling behaviour that shows respect, helpfulness and co-operation.
Commercial awareness
• Anticipate likely future scenarios based on analysis of trends and developments across all sectors.
• Ensure timely submission of proposals/bids/applications and seek regular updates on progress.
• Foster a culture of improving quality and efficiency by benchmarking and applying best practice.
• Identify ideas for new products/services or improvements and respond enthusiastically to suggestions, providing feedback and ensuring that good ideas receive support and backing.
• Establish a culture which encourages Staff to take acceptable risks and to learn from mistakes.
• Ensure that colleagues/staff understand the importance of assessing the commercial implications of their actions/ideas.
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Communicating and influencing
• Use clear, simple, inspirational and authoritative messages.
• Promote the need for regular communication at all levels to ensure understanding.
• Take time to communicate, be authentic, develop trust and openness
• Anticipate others reactions to what you have to say and plan for a positive outcome.
• Use a range of strategies to influence others and win their support.
• Maintain an effective network both inside and outside the University.
Continuous improvement
• Encourage staff to regularly suggest improvements to the established way of doing things.
• Meet with peers to review current work methods, systems/processes.
• Ensure that current methods, systems/processes support the University’s objectives and reflect best practice.
• Integrate systems and processes to avoid duplication of effort.
• Anticipate future trends and develop processes to meet them.
• Ensure that everything we do is customer focused.
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Teamwork and collaboration
• Set good examples of respect, helpfulness and co-operation.
• Ensure the top team operate across all functions.
• Demonstrate and encourage collaboration and co-operation at the highest level.
• Facilitate liaison within and between all teams and departments.
• Identify and facilitate the resolution of issues across teams/departments.
• Ensure the Vision is understood and shared by all.
The ability to develop yourself and others
• Act as a role model for staff.
• Encourage and support staff to make use of the learning and development opportunities available to them.
• Understand the future talent needs of the University and plan to meet them.
• Share your learning with your peers and your Managers as appropriate.
• Identify potential skills shortage areas and develop resourcing plans to address them.
• Encourage staff to learn from mistakes and help them to identify ways to improve.
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The Toolkit consists of the following topics:
• The PDP Support Centre
• Learning Styles
• Mapping the competencies to:
• key University documents
• the IiP standard
• National Occupational Standards (NOS) for management and Professional Development opportunities
• HERA
Introduction
Learning resources: a professional’s toolkit
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Learning resources
The Personal Development Planning Support Centre is a website developed to host a vast range of learning resources.
This virtual learning environment has been set up to provide staff with support before, during and after completion of their Personal Development Review (PDR) and to provide you with access to learning resources to fulfil your Personal Development Plan (PDP).
The PDP Support Centre will provide you with the opportunity to learn, practice and develop management and professional theories, skills and techniques. It will give access to:
• details of the new Professional Service competency framework
• PDR and PDP administration
• reviewer support
• reviewee support
• information on the IiP standard
• links to other PDP activity resources, including course booking
• a comprehensive toolkit to support achievement of your PDP objectives
This toolkit can be used to help all staff with their day-to-day activities, to support personal development and to work within
teams to improve effectiveness and performance. Each of the management topics within the PDP Support Centre is divided into sections to address a range of needs. Under each need you will find:
• Knowing resources to help you develop your understanding
• Doing resources to help you put your understanding into practice
The competencies can be seen on the home page which is accessible via the Learning and Development website at: www.exeter.ac.uk/learninganddevelopment/pdr/pdp_resource
(Please note the PDP support centre must be accessed via the Learning and Development website, the URL shown on the PDP pages will not work if used directly, due to password protections on our website).
The competencies are mapped to the available resources, for example ‘The ability to develop yourself and others’ has the following major learning resource categories mapped to it, which are:
1. Developing people
2. Performance management
3. Personal performance
Introduction
Development should be the joint responsibility of an individual and their line Manager with support from relevant specialists. Having used the competencies as part of the PDR to establish development needs you should consider the best way of taking what has been identified and agreed forward. The focus groups explored issues around learning styles and preferences, the outcomes of which can be found on the table below.
There is no doubt that different people have different learning styles. Having a variety of techniques/resources available will make it easier for individuals to choose the one which is best suited to their needs and circumstances. During the focus
groups, participants identified a variety of ways that they could learn and develop competence.
Each of us tends to have a particular style of learning which suits us, often because we have found it has worked well in the past. Whilst it is important to know preferences, it is also important to recognise types of activities which may be more uncomfortable for individuals to learn from. Part of personal growth and development may well involve identifying an individual’s preferred learning style. By encouraging individuals to choose different styles of learning, this should extend Staff ’s behaviours into approaches they may have not previously used.
Honey and Mumford, based on Kolb’s learning cycle, indicate that learning styles fall into 4 categories.
The PDP Support Centre
Learning styles
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Learning style Learn best from Learn less from Preferred development activities
Activist Being thrown in to a task that is challenging.
Engrossing yourself in short here and now activities.
Excitement, drama crisis.
Taking a passive role.
Assimilating, analysing and interpreting data.
Engaging in solitary work or learning.
Teamwork tasks.Role playing exercises.Business games/simulations.Giving presentations.Chairing meetings.Leading discussions.Taking part in courses/workshops.On-job coaching.New/additional responsibilities.Discussions about best practice.Networking.Focus groups.Discussions about the competencies.
Reflector Standing back from events.
Offering analysis and observation.
Thinking before acting.
Being forced into the limelight.
Being rushed from one activity to another.
Acting without planning.
Listening to and observing others.Watching film/video.Reading.Shadowing.Computer-based training.Investigating and assembling information.Producing analysis and reports.Learning from feedback/coaching.Discussions about the competencies.
Theorist Models, systems, theories.
Ideas and concepts that are challenging.
Opportunities to question and probe.
Activities involving uncertainty and ambiguity.
Situations emphasising emotions and feelings.
Acting without a basis in policy/principle.
Teaching others through question and answer sessions.Listening.Reading.Watching videos.Computer-based training.Mentoring others.Receiving feedback/coaching.Studying a topic/researching.
Pragmatist Activities which link theory with the ability to practice.
Seeing others do something.
Immediate opportunities to implement what they have learned.
Events not related to immediate need.
Activities that have no apparent outcome.
Others who are distant from “reality”.
Work related tasks.Projects.Shadowing.Workshops/courses.Coaching/feedback after an activity.Films with practical techniques.Observing a model to emulate.Demonstrations with examples.Computer-based training.Additional responsibilities.Mentoring others.Coaching others.Networking.
Outcomes of focus groups – development activities for different learning styles
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Mapping to key University documents
The competencies have been inspired by current and previous key University documents. The following paragraphs have been extracted from key University documents of the past five years, including the University of Exeter Corporate Plan 2006 – 2010.
Leadership and motivation
Link to the University’s mission and key characteristics ‘To contribute to the advancement of society, quality of life and the environment’ (page 5). To be ‘tolerant, humane and liberal minded, placing importance in values such as respect for others, pursuit of truth, equity and openness’ (page 6) and to create ‘an environment which enables all members of staff to maximise their contribution to the enhancement of the organisation’s goals’ (page 16).
Planning and organising
Link to the corporate plan ‘The focus for the period of this plan is to identify and take the steps necessary to build on the strength of our foundations to be top 20. How can we summarise what this strategy means in practice? Its essence is simple: to recruit and retain the very best staff, provide them with the infrastructure to enable them to be excellent at what they do, and to recruit high-calibre students who can go on well-equipped to succeed in learning, work and in life’ (page 3).
Commercial awareness
Link to the way the university will achieve its mission Through ‘the pursuit and advancement of knowledge through world-class research undertaken responsibly and with integrity; offering high quality teaching, and a challenging, intellectually stimulating learning environment to students of high potential who will be active participants in equipping themselves for employment and life in the modern world; and building partnerships with businesses and wider communities to engage in the development, application and transfer of knowledge, to generate investment, and to foster an entrepreneurial culture’ (page 5).
Customer focus
Link to Professional Services’ key characteristics, aims and core values To provide ‘the highest standards of service for the income generating academic community, students and other customers’ (page 6); to ‘optimise the Services’ customer focus, effectiveness and efficiency’; to provide ‘better support for marketing, student recruitment and admissions and other income generating activities, supporting the drive towards improving the employability of Exeter graduates, developing and implementing fit-for-purpose and web-enabled information systems, giving access to health and wellness activities for all and improving the physical infrastructure of the University’s campuses’. In short ‘to put clients at the heart of everything Services do’ (page 21).
Continuous improvement
Link to Professional Services’ key initiatives, objectives and values To review and re-engineer ‘major processes in accordance with priorities coming up through student surveys and other reviews – to eliminate wasteful use of resources, reduce bureaucracy and administrative costs for Schools and Services, and improve the services provided to students, staff and other clients’ (page 21); to ‘continue to reduce bureaucracy wherever possible, consistent with needs of good governance, promoting a fast, friendly and fault-free culture’ (page 16). ‘To free academic time for research, teaching and outreach by minimising bureaucracy and streamlining procedures’ (page 21).
Communicating and influencing
Definition Is the ability to communicate effectively with your own team and others who are dependent on it, ensuring that full understanding is achieved. It is about establishing openness and trust among staff. It also involves using effective strategies to influence others both internally and externally, presenting a persuasive argument for a course of action.
This is important to the University because all staff, teams and departments need to communicate openly, honestly and regularly to avoid duplication and misunderstanding, and to ensure effectiveness and efficiency.
Mapping the competencies
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The ability to develop yourself and others
Link to the corporate HR strategy ‘The University will provide access to appropriate training and development opportunities to staff at all levels, ensuring that they are equipped with the range of skills and experience needed to satisfy our most demanding customers’ (page 15).
The University will ‘put in place effective systems for evaluating training’, introduce ‘a formal Personal Development Plan…for every member of staff ’ and ‘credible succession plans…for every senior office-holder in the University’ (page 16).
Teamwork and collaboration
Link to Professional Services’ key initiatives and the features of governance and management ‘We will appoint high calibre lay members of Council from a wide variety of backgrounds and ensure that their skills and experience are fully used across all areas of the University’s business. Authority will be focused around executive managers to enhance individual accountability and responsibility, at the same time introducing improved internal communications.
We will streamline the University’s committee system, reduce bureaucracy and free up valuable staff time. We will invite contributions from relevant members of the University’s community including the Students’ Guild. We will continue to develop our performance management and reporting systems, focusing our KPIs on what is most important to the University’s success’ (page 22).
‘A new programme Working Together and other initiatives from 2006/07 to ensure that Services work in partnership with Schools (and across Services) to improve communications and work together towards shared priorities’ (page 21).
‘Working together will be a central theme to harnessing the work of Services with Schools’ needs, so that Services are focused on support for the academic staff and students, and to ensure that maximum value for money is obtained. There will be a significant programme of work taking place over 2006/07 and following years to ensure that colleagues across all parts of the University work together in a mutually supporting way’ (page 22).
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Mapping to the IiP standard
‘Levelling’ as it applies to the Investors in People Standard Direct comparisons with the individual competencies are not easily made but there are some relationships that might be worth considering. It should be noted that ‘top managers’ will also be ‘managers’ in parts of their role, and people includes everyone.
A strategy for improving the performance of the organisation is clearly defined and understood.
Top managers Managers (includes top managers) People (includes top managers and managers)
Top managers make sure the organisation has a clear purpose and vision supported by a strategy for improving its performance.
Top managers make sure the organisation has a business plan with measurable performance objectives.
Top managers make sure there are constructive relationships with representative groups (where they exist) and the groups are consulted when developing the organisation’s business plan.
Managers can describe how they involve people when developing the organisation’s business plan and when agreeing team and individual objectives.
People who are members of representative groups can confirm that top managers make sure there are constructive relationships with the groups and they are consulted when developing the organisation’s business plan.
People can explain the objectives of their team and the organisation at a level that is appropriate to their role, and can describe how they are expected to contribute to developing and achieving them.
Learning and development is planned to achieve the organisation’s objectives.
Top managers Managers (includes top managers) People (includes top managers and managers)
Top managers can explain the organisation’s learning and development needs, the plans and resources in place to meet them, how these link to achieving specific objectives and how the impact will be evaluated.
Managers can explain team learning and development needs, the activities planned to meet them, how these link to achieving specific team objectives and how the impact will be evaluated.
People can describe how they are involved in identifying their learning and development needs and the activities planned to meet them.
People can explain what their learning and development activities should achieve for them, their team and the organisation.
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Strategies for managing people are designed to promote equality of opportunity in the development of the organisation’s people.
Top managers Managers (includes top managers) People (includes top managers and managers)
Top managers can describe strategies they have in place to create an environment where everyone is encouraged to contribute ideas to improve their own and other people’s performance.
Top managers recognise the different needs of people and can describe strategies they have in place to make sure everyone has appropriate and fair access to the support they need and there is equality of opportunity for people to learn and develop which will improve their performance.
Managers recognise the different needs of people and can describe how they make sure everyone has appropriate and fair access to the support they need and there is equality of opportunity for people to learn and develop which will improve their performance.
People believe managers are genuinely committed to making sure everyone has appropriate and fair access to the support they need and there is equality of opportunity for them to learn and develop which will improve their performance.
People can give examples of how they have been encouraged to contribute ideas to improve their own and other people’s performance.
The capabilities managers need to lead, manage and develop people effectively are clearly defined and understood.
Top managers Managers (includes top managers) People (includes top managers and managers)
Top managers can describe the knowledge, skills and behaviours managers need to lead, manage and develop people effectively, and the plans they have in place to make sure managers have these capabilities.
Managers can describe the knowledge, skills and behaviours they need to lead, manage and develop people effectively.
People can describe what their manager should be doing to lead, manage and develop them effectively.
Managers are effective in leading, managing and developing people.
Top managers Managers (includes top managers) People (includes top managers and managers)
Managers can explain how they are effective in leading, managing and developing people.
Managers can give examples of how they give people constructive feedback on their performance regularly and when appropriate.
People can explain how their managers are effective in leading, managing and developing them.
People can give examples of how they receive constructive feedback on their performance regularly and when appropriate.
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People’s contribution to the organisation is recognised and valued.
Top managers Managers (includes top managers) People (includes top managers and managers)
Managers can give examples of how they recognise and value people’s individual contribution to the organisation.
People can describe how they contribute to the organisation and believe they make a positive difference to its performance.
People can describe how their contribution to the organisation is recognised and valued.
People are encouraged to take ownership and responsibility by being involved in decision-making.
Top managers Managers (includes top managers) People (includes top managers and managers)
Managers can describe how they promote a sense of ownership and responsibility by encouraging people to be involved in decision-making, both individually and through representative groups, where they exist.
People can describe how they are encouraged to be involved in decision-making that affects the performance of individuals, teams and the organisation, at a level that is appropriate to their role.
People can describe how they are encouraged to take ownership and responsibility for decisions that affect the performance of individuals, teams and the organisation, at a level that is appropriate to their role.
People learn and develop effectively.
Top managers Managers (includes top managers) People (includes top managers and managers)
Managers can describe how they make sure people’s learning and development needs are met.
People can describe how their learning and development needs have been met, what they have learnt and how they have applied this in their role.
People who are new to the organisation, and those new to a role, can describe how their induction has helped them to perform effectively.
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Investment in people improves the performance of the organisation.
Top managers Managers (includes top managers) People (includes top managers and managers)
Top managers can describe the organisation’s overall investment of time, money and resources in learning and development.
Top managers can explain, and quantify where appropriate, how learning and development has improved the performance of the organisation.
Top managers can describe how the evaluation of their investment in people is used to develop their strategy for improving the performance of the organisation.
Managers can give examples of how learning and development has improved the performance of their team and the organisation.
People can give examples of how learning and development has improved their performance, the performance of their team and that of the organisation.
Improvements are continually made to the way people are managed and developed.
Top managers Managers (includes top managers) People (includes top managers and managers)
Top managers can give examples of how the evaluation of their investment in people has resulted in improvements in the organisation’s strategy for managing and developing people.
Managers can give examples of improvements they have made to the way they manage and develop people.
People can give examples of improvements that have been made to the way the organisation manages and develops its people.
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What are the management and leadership standards? They coherently bring together the outcomes, behaviours and knowledge required to deliver identified management functions into a tool which can be used by individual managers and their employers.
The standards are designed to act as a benchmark of best practice. To ensure that they are fit for purpose they have evolved over a period of ten years through a process of extensive consultation with over 60,000 employers and organisations.
The standards include behaviours that underpin effective performance. This is in recognition of feedback from employers that the soft skills which managers bring to their role are as important as the hard technical skills they possess. Full details of the standards can be found at: www.management-standards.org/content_1.aspx?id=10:2011&id=10:1917
Using the standards
1. Continuing Professional Development Managers can use the standards to:
• Describe the skills they need
• Evaluate the skills they already have
• Identify the skills they will need.
2. Business planning Employers can use the standards to:
• Evaluate the skills already in the workforce
• Identify skills gaps
• Plan training and recruitment.
3. Workforce management Employers can use the standards to:
• Aid selection and recruitment
• Aid employee development.
Full list of standards
a) Managing self and personal skills
b) Providing direction
c) Facilitating change
d) Working with people
e) Using resources
f) Achieving results
Mapping to National Occupational Standards (NOS) for management and Professional Development opportunities
Using Working
Facil
itatin
g
resources with people
cha
nge
E D
C
res
ults direction A
chievin
g Providing
F B
AManagingself andpersonal
skills
62
Mapping to HERA
Exeter competencies Map to HERA competencies
Leadership and Motivation Good match to Teamwork and Motivation at all levels
Planning and Organisation Good match to Planning and Organisation
Commercial Awareness Partial matches to more than one HERA element: Liaison and Networking; Service Delivery; Initiative and problem solving; Knowledge and experience
Customer Focus Almost complete match to Service Delivery
Continuous Improvement Partial matches to more than one HERA element: Initiative and Problem solving; Planning and Organising; Analysis and Research
Communicating and Influencing Mostly matches with Communication and possibly Decision Making
The Ability to Develop Yourself and Others Matches well to Team Development
Teamwork and Collaboration Mostly matches with Teamwork and Motivation; partial match with Liaison and Networking
Staff Learning and DevelopmentNorthcote HouseThe Queen’s DriveExeter EX4 4QJ
Telephone +44 (0)1392 264515Fax +44 (0)1392 263414Email [email protected]
www.exeter.ac.uk/learninganddevelopment