The document outlines an agenda for a national conference on developing self and others in challenging economic times. The conference will present tools to help organizations develop staff with little cost, including an induction process, training matrix, development sessions, and personal reflection toolkit. Attendees will participate in a workshop and learn about additional tools like "step ups" where staff temporarily fill higher roles, and shadowing other employees. The goal is to help organizations continue staff training and development even with limited resources.

1. NATIONAL CONFERENCE
Stepping and Stretching in Lean Times
Developing Self and Others in the Current Economic Climate
Baljinder Johal and Sarah Troy-Brown

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 Toolkit
15:35-16:15:
1. Workshop Activity including Feedback Session
16:15-16:35:
1. Presentation of Tools 5 & 6:
1. Step Up
2. Shadowing
16:35-16:45:
1. Question and Answer Session
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3. AUA Continuing Professional Development
Framework
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.
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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.
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5. Context – Why do we need to step and
stretch in lean times?
What’s happening to HE?
Cost Reductions
Constant Change
New World
What 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 competencies
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6. How?
Professional Development via practical, effective, efficient and
innovative tools to develop staff in lean times:
Gain New Skills & Knowledge
Improve Competencies & Behaviours
No or Little Cost to the Organisation
Significant Benefits to All
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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.Shadowing
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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 Process
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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
competence
LEVEL 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 role
responsibility 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 a
testing 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 a
implementing 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 to
and 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 will
colleagues. • 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 procedure
areas 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 the
working at cross-University level, driving improvements to of their personal development. on coaching models, tools and techniques. team for involvement with a specific
the 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 which
the 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 the
the 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 cross
cross 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.
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10. 2. Training Matrix Tool
Subject
Subject Co- Subject Subject
NTU System/Role/Competency Team
ordinator Administrator Assistant
Training 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
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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.
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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 these
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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 etc
Competencies: Activities DATE 00/00/0000 00/00/0000
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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
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14. 15:35-16:15: Workshop Activity including
Feedback Session
30 minutes for the Activity, followed by 10 minutes for Feedback to
the group.
•The production of a Competency Table for one of your own
organisational competencies or the AUA competencies (copies are
available from Bal or Sarah).
•Personal Reflection Planning Toolkit – reflect on your own skills
and plan your training needs against a team working competency.
The example in your pack is the Nottingham Trent University
competency descriptor for team working.
•The production of a Training Matrix specific to your role or your
team. There is an example of a training matrix for the Nottingham
Trent University Graduate School team in your pack.
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15. 5. Step Up
What 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 basis
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16. Example - June 2010
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17. Learning – Upward
• Taster of the role
• Working at higher level
• Exposure at higher level
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18. Learning – HR Scenario Case Studies
• Safe learning environment
• Real scenarios – real approaches – real responses
• What’s your management style?
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19. Making it work
• Communication
• Enthusiasm – it’s infectious!
• Ensure support is in place
• Managing expectations
• Plan work and tasks ahead
• Be realistic
• Debrief
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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 required
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21. Drawbacks
• Perception of unnecessary time away from ‘day job’?
• Perception of offloading work?
• Lack of support?
• Time intensive
• Timing
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22. 6. Shadowing
Can 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 you
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23. Shadowing is an Essential Developmental
Tool
• Train new staff
• Enhance Good Performance
• Tackle Underperformance
• Motivate the Stagnaters!
• Enhances team communication
and understanding of roles
• Better service delivery
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24. Any questions?
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