111 - Stepping and stretching in lean times: Developing self and others in the current economic climate


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111 - Stepping and stretching in lean times: Developing self and others in the current economic climate

  1. 1. NATIONAL CONFERENCEStepping and Stretching in Lean TimesDeveloping Self and Others in the Current Economic ClimateBaljinder Johal and Sarah Troy-Brown
  2. 2. 15:00-15:35: 1. Context 2. Presentation of Tools 1-4: 1. Induction Process 2. Training Matrix 3. Development Sessions 4. Personal Reflection and Planning Toolkit15:35-16:15: 1. Workshop Activity including Feedback Session16:15-16:35: 1. Presentation of Tools 5 & 6: 1. Step Up 2. Shadowing16:35-16:45: 1. Question and Answer Session15 May 2012 2
  3. 3. AUA Continuing Professional DevelopmentFrameworkDeveloping Self and Others - Showing commitment to own development and supporting and encouraging others to develop their knowledge, skills and behaviours to enable them to reach their full potential for the wider benefit of the organisation.Managing Self and Personal Skills - Willing and able to assess and apply own skills, abilities and experience. Being aware of own behaviour and how it impacts on others.Finding Innovative Solutions - Taking a holistic view and working enthusiastically and with creativity to analyse problems and develop innovative and workable solutions. Identifying opportunities for innovation.Using Resources - Making effective use of available resources including people, information, networks and budgets. Being aware of the financial and commercial aspects of the organisation.15 May 2012 3
  4. 4. Learning OutcomesAble to assess and reflect on own skills, abilities and experience.Able to support others to develop their knowledge, skills and behaviours to enable them to reach their full potential for the wider benefit of the organisation.Make effective use of available resources in respect of training and development.Able to plan effective development with limited, or no impact on resources.15 May 2012 4
  5. 5. Context – Why do we need to step andstretch in lean times?What’s happening to HE? Cost Reductions Constant Change New WorldWhat does these mean for staff? Efficiency, Effectiveness and Value Add - Do more with less Changing needs and demands - Be ready for anything and everything Professionalise Administration and Management – Re-ordering of staff skills and competencies15 May 2012 5
  6. 6. How?Professional Development via practical, effective, efficient andinnovative tools to develop staff in lean times: Gain New Skills & Knowledge Improve Competencies & Behaviours No or Little Cost to the Organisation Significant Benefits to All15 May 2012 6
  7. 7. What?Best Practice Practical Tools and Techniques: 1. Induction Process 3. Training Matrix 5. Development Sessions 7. Personal Reflection and Planning Toolkit 9. Step Ups 11.Shadowing15 May 2012 7
  8. 8. 1. Induction Process Induction and Development Process – extension of the NTU resource: http://www.ntu.ac.uk/cpld/our_services/staff_induction/index.html Learning Agreement – objective setting, learning, reviewing. Supports the PDR process. Competency Tables – expansion of corporate competencies to clarify to staff how these competencies can be developed and demonstrated – links to our PDR Process15 May 2012 8
  9. 9. Competency Table Team Working Co-operates enthusiastically with others in own team and in other formal and informal teams.Competency Descriptor & Level and the positive behaviours To do this effectively you may need to have the following How could this be obtained Examples of Transference of learning in you need to demonstrate skill/knowledge/competency a work-based situation to demonstrate competenceLEVEL 1 - Works effectively as a member of a team. Takes • Time & diary management skills. 1/2. CPLD training courses on time and diary Take on a specific responsibility or roleresponsibility for getting things done as part of a team. • Interpersonal skills such as listening and empathising. management. for the whole team.•Is reliable. • Knowledge of the teams standard operating procedures and 3. Read existing relevant documents.•Puts self in the others’ shoes – to understand their point of other university wide standard procedures. 4. Develop a team checklist.view. • Workload planning and ability to prioritise team tasks. 5. Develop and share templates for emails, letters,•Helps others out. • Ability to communicate and share information. minutes etc. Read the NTU Online Communication•Takes a fair share of the workload. • Awareness of own and teams peaks and troughs. Toolkit.•Shares relevant information. 6. Prioritise and re-prioritise own tasks effectively•Makes self available when needed. in order to assist other team members when required.LEVEL 2 - Contributes to team development, seeking and • Knowledge about your team processes. • Talk to colleagues to expand knowledge. Apply learning to successfully improve atesting improvements to the team’s output/service. • Knowledge about how to motivate and encourage people. • Attend motivation training. specific team process.•Looks for ways to improve the way the team works. • Understanding about team dynamics. • Read book/research team dynamics on internet to raise•Encourages others to contribute. • Problem solving techniques. understanding.•Takes account of people and personalities in achieving the • Attend problem solving course.goal.•Actively helps the team to address problems.LEVEL 3 - Leads aspects of team work, seeking and • Ability to gather information and suggestions from formal • Talk to internal teams when considering any changes/ Apply learning to successfully mentor aimplementing improvements to the teams’ outputs/service and informal teams within the organisation and to consider improvements to outputs/service and invite them to team member to implement a change toand developing colleagues within the team. Challenges best practice within the sector. comment. Research best practice in the sector via the an existing team process which willcolleagues. • Knowledge of PDCR Policy and Process and Improving internet, external networking events etc. improve the teams’ outputs/services.•Increases diversity by seeking contributions from different Performance Policy & Procedure. • Attend the PDCR training. Read the policy and procedureareas of the University & sector. • Communication Skills including giving and receiving documents.•Raises issues of poor performance in the team. feedback. • Read communications toolkit information on the intranet.•Gives constructive praise & criticism. • Conflict management training including diplomacy skills. • Attend managing difficult people CPLD training course.•Helps to resolve conflict in the group – in an open &diplomatic manner.LEVEL 4 - Recognises and develops opportunities for team 1. Ability to confidently coach colleagues in terms 1. Coaching training course via CPLD and read up Nominate and coach members of theworking at cross-University level, driving improvements to of their personal development. on coaching models, tools and techniques. team for involvement with a specificthe teams’ outputs/service and developing colleagues within 2. Networking skills and strong communication 2. Research and attend relevant sector and non- cross-University team or project whichthe teams. skills both verbal and written. Benchmarking sector networking events to increase diversity and will help drive improvements to the•Coaches other in the team. activities against other organisations both build knowledge and relationships. team’s outputs/service.•Increases diversity by seeking contributions from outside within the sector and outside it. 3. Speak to relevant colleagues within thethe sector. 3. Knowledge of relevant cross functional teams organisation to raise awareness of and then•Actively participates in a range of cross functional and and cross organisational teams and projects. become proactively involved with key crosscross organisational teams. 4. Full awareness and understanding of NTU functional and cross organisation teams and•Ensures that NTU strategy is reflected in policies and strategy and how that translate into policies projects directly by volunteering to join them and/procedures of the team. and procedures. or by nominating members of the team to join them. 4. Read NTU Strategic Plan document and resulting documentation such as School Academic Plans, policies and procedures. 15 May 2012 9
  10. 10. 2. Training Matrix Tool Subject Subject Co- Subject SubjectNTU System/Role/Competency Team ordinator Administrator AssistantTraining Leader NTU/College Procedures PDR Reviewee E E E E PDR Reviewer E E N/A N/A Examination Boards including Special Situations E E E E Student Support Services D D D D University Document Retention Policy/ School Archiving Policy E E E E Induction for new members of staff E E D N/A General Ordering Procedures (stationery etc.) N/A N/A N/A N/A Hourly Paid Lecturer procedures E E D N/A Marketing and Visual Identity E E E E Student Admission and Recruitment E D D N/A Student Enrolment and Induction E E E E Health and Safety E E E E 15 May 2012 10
  11. 11. 3. Development Sessions Coordinators Development Sessions  Development of key skills – leadership, ownership and accountability, team working, cross team working, planning & organising, giving and receiving feedback etc. Staff Satisfaction Focus Group  Feedback mechanism – engagement, empowerment, committee skills, rotating chair, communication etc. Team Building Away Days  Community spirit, volunteering, corporate social responsibility, cross team working etc.15 May 2012 11
  12. 12. 4. Personal Reflection and Planning Toolkit Measure of skills against activities – can be role specific, link to desired behaviours & competencies and PDR process • rate yourself • evaluate your ratings with a peer or Line Manager Identify areas that require development, are developed and you can demonstrate competence in, you would be interested in developing Prioritise areas where you would like to receive formal training or gain experience of as part of your personal development plan - activities & competencies Consider the skills & competencies required for promotional roles and plan your acquisition of these15 May 2012 12
  13. 13. Personal Reflection and Planning Toolkit Personal Reflection & Planning toolkit for: Please enter the date in the boxes directly below and then use the key (Viewable by clicking the tab titled KEY - Notes & Descriptors) to review your JOB TITLE: Administrator opinions on your level of skill/ shortfalls etcCompetencies: Activities DATE 00/00/0000 00/00/0000 r r er the the th ur ur ur t t t pf pf pf en en en s: s: tes lo lo lo l o opm l o opm l op opm ote ote ve ve ve No De De De ln ln l l l De ev e De ev e De ev e d Wi ed ed al to to to na na pe on sD sD sD p es es es o o rs ers ers ed ed ed ve ve ve ish sh sh Team Working Pe Ne Ne Ne Wi W P P Level 1 - works effectively as a member of the team. Takes responsibility for getting things done as part of a team. Postive behaviours: Is realiable. Puts self in the others shoes - to understand their point of view. Team Working Helps others out. Takes a fair share of the Transference: Take on a specific workload. Shares relevant information. Makes self responsibility or role for the availalbe when needed. whole team Time and diary management skills Interpersonal skills such as teams standard operating Knowledge of the listening and empathising procedures and other univeristy wide standard procedures Workload planning and ability to prioritise team tasks Ability to communicate and share information Awareness of own and teams peaks and troughs 15 May 2012 13
  14. 14. 15:35-16:15: Workshop Activity including Feedback Session30 minutes for the Activity, followed by 10 minutes for Feedback tothe group.•The production of a Competency Table for one of your ownorganisational competencies or the AUA competencies (copies areavailable from Bal or Sarah).•Personal Reflection Planning Toolkit – reflect on your own skillsand plan your training needs against a team working competency.The example in your pack is the Nottingham Trent Universitycompetency descriptor for team working.•The production of a Training Matrix specific to your role or yourteam. There is an example of a training matrix for the NottinghamTrent University Graduate School team in your pack.15 May 2012 14
  15. 15. 5. Step UpWhat is a ‘step up’? Staff development An opportunity to ‘step up’ to a higher level role for a short period of time while the post holder is absent (e.g., on annual leave) Like ‘grown up work experience’ Learning in a safe environment Voluntary first come, first served basis15 May 2012 15
  16. 16. Example - June 201015 May 2012 16
  17. 17. Learning – Upward• Taster of the role• Working at higher level• Exposure at higher level 15 May 2012 17
  18. 18. Learning – HR Scenario Case Studies• Safe learning environment• Real scenarios – real approaches – real responses• What’s your management style?15 May 2012 18
  19. 19. Making it work• Communication• Enthusiasm – it’s infectious!• Ensure support is in place• Managing expectations• Plan work and tasks ahead• Be realistic• Debrief15 May 2012 19
  20. 20. Benefits • Improved communication • Improved understanding of roles and responsibilities • Shared best practice and improve ways of working • Stretches beyond role competencies (and exposes how people work) • Enables staff to make links from higher level role with their own role • Experience of working at a higher level and breadth of higher level roles • Grown up work experience • Experience of coaching • Staff retention • Succession planning • Developing self and others • Staff satisfaction/morale and motivation – NTU as Employer of Choice • No budget required15 May 2012 20
  21. 21. Drawbacks• Perception of unnecessary time away from ‘day job’?• Perception of offloading work?• Lack of support?• Time intensive• Timing15 May 2012 21
  22. 22. 6. ShadowingCan be used to:•Develop within role • Similar roles (same level) • Specific Tasks and Project • Improve existing skills•Stretch beyond role • Shadow those in senior roles • Specific Tasks and Projects • Raise awareness of wider organisation•Develop communication skills • Let others shadow you15 May 2012 22
  23. 23. Shadowing is an Essential DevelopmentalTool • Train new staff • Enhance Good Performance • Tackle Underperformance • Motivate the Stagnaters! • Enhances team communication and understanding of roles • Better service delivery15 May 2012 23
  24. 24. Any questions?15 May 2012 24