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Personal Development Competency Project Professional Services A 3-part guide for managers and staff
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Page 1: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

Personal Development Competency ProjectProfessional Services

A 3-part guide for managers and staff

Page 2: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 3: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 4: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. 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

Page 5: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 6: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 7: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 8: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 9: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 10: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 11: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 12: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 13: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 14: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 15: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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,

email

/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

Page 16: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 17: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 18: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 19: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 20: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 21: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

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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.

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egat

e re

spon

sibilit

y fo

r ac

hiev

ing

obje

ctiv

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alloc

ate

reso

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s ef

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f acc

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o ta

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tify

and

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to

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nd in

to n

ew

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kets

to m

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mer

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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

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ntial

skil

ls sh

orta

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reas

and

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sour

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tify

and

facil

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solu

tion

of

issue

s ac

ross

team

s/de

partm

ents

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Show

sen

sitiv

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take

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ers’

need

s an

d in

tere

sts

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age

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rics/

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evalu

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rman

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re th

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nd th

e im

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ssin

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e co

mm

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l im

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ns/id

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Advo

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s by

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g be

havi

our t

hat s

how

s re

spec

t, he

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d co

-ope

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n.

Ensu

re th

at

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ng w

e do

is

cust

omer

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tain

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ctiv

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twor

k bo

th in

side

and

outs

ide

the

Uni

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o le

arn

from

mist

akes

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d he

lp th

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id

entif

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Ensu

re th

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and

sh

ared

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Appl

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ivat

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Exam

ples

of e

ffect

ive

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viou

rs fo

r top

man

ager

s con

td.

21

Page 22: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

22

Page 23: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 24: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. 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

Page 25: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 26: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 27: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 28: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

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ent

Your

Rev

iew

Mee

tings

nee

d ca

refu

l pr

epar

atio

n, a

nd th

is fo

rm is

des

igne

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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

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men

t Plan

.

Part

C:

Pers

onal

Dev

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men

t Pla

n –

to

refle

ct o

n pr

evio

us d

evel

opm

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activ

ities

and

plan

for m

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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

Page 29: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 30: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 31: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

Page 32: Personal Development Competency Project - University · PDF filePersonal Development Competency Project Professional Services A 3-part guide for managers and staff. The competencies

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

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Staf

f Lea

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d D

evel

opm

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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

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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

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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.

Reviewee comments:

Reviewee comments:

Reviewer comments:

Reviewer comments:

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.

Reviewee comments:

Reviewee comments:

Reviewer comments:

Reviewer comments:

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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Reviewee comments:

Reviewee comments:

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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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Reviewee comments:

Reviewee comments:

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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.

Reviewee comments:

Reviewee comments:

Reviewer comments:

Reviewer comments:

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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Reviewee comments:

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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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Reviewee comments:

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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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Reviewee comments:

Reviewee comments:

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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.

Reviewee comments:

Reviewee comments:

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Reviewer comments:

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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Reviewee comments:

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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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Reviewee comments:

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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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Reviewee comments:

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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.

Reviewee comments:

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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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Reviewee comments:

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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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Reviewee comments:

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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

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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

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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

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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


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