Development and Skills Conferene 2013: Catherine Lillie, Jan Shine and Rachel Birds - CPD Framework
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The document discusses using the AUA CPD (Continuing Professional Development) Framework in practice. It provides an overview of the framework, how it was developed based on consultation with higher education institutions and professional bodies, and its key features. The framework is intended to support professional development at different levels - for individuals, teams, and institutions. The presentation demonstrates how to apply the framework through group exercises focused on personal development, team performance, and tailoring the framework to an organization. Attendees learn how the framework can be embedded within recruitment, induction, appraisal, and other human resource processes.
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Development and Skills Conferene 2013: Catherine Lillie, Jan Shine and Rachel Birds - CPD Framework
- 1. Using the AUA CPD Framework in the ‘real world’ - Developing self and others Jan Shine, CPD Consultant Catherine Lillie, AUA Rachel Birds, CPD Consultant www.aua.ac.uk inspiring professional higher education
- 2. www.aua.ac.uk inspiring professional higher education
- 3. Objectives You will have an opportunity to: • find out more about the AUA’s CPD framework • develop a greater understanding of how you can apply the framework at different levels in your organisation • undertake some practical exercises based on the framework • reflect on how you could benefit from the CPD framework www.aua.ac.uk inspiring professional higher education
- 5. Developing the professional behaviours consultation with HEIs National Occupational Standards consultation with HE professional bodies existing frameworks 78 represented 7 represented workshops and focus groups 96 members of administrative staff www.aua.ac.uk AUA Code of Professional Standards inspiring professional higher education
- 6. Features of the professional behaviours • The basis for a common national approach which builds on existing good practice • Behaviour patterns that exemplify the AUA’s professional values • Universal across all professional services roles • Strengths as important as areas for development • Flexible - HEIs may develop further www.aua.ac.uk inspiring professional higher education
- 7. How the framework fits with other information about a role JOB DESCRIPTION The tasks that need to be done and overall purpose of role CPD FRAMEWORK PERSON SPECIFICATION How the job needs to be done and the behaviours that underpin effective performance Role-specific skills and knowledge required to do the job COMPREHENSIVE PICTURE OF THE EXPECTATIONS OF EFFECTIVE PERFORMANCE IN THE ROLE www.aua.ac.uk inspiring professional higher education
- 8. Embedding the CPD framework publication of Good Practice Guide supporting new adopters disseminatio n and celebration of learning www.aua.ac.uk evaluation of LGM project final report to HEFCE/ publication of findings selfsustaining network of CPD practice inspiring professional higher education
- 9. Using the framework: group work www.aua.ac.uk inspiring professional higher education
- 10. Overview of group tasks • Using framework for own personal & professional development – the wheel • Enhancing team performance – mapping the team together • Tailoring the framework to an institution • Mapping tasks, ranking importance of behaviours, case studies • Capturing learning points to feed back www.aua.ac.uk inspiring professional higher education
- 11. 3 levels • • • • Team strengths & CPD needs Recruitment and selection Induction Appraisal • Mapping/designing learning and development provision • Organisational development • Succession planning Team • • • • • Self assessment Identify CPD needs Career planning Applying for roles Feedback Institutional strategy Self www.aua.ac.uk Institution inspiring professional higher education
- 12. What did we learn? www.aua.ac.uk inspiring professional higher education
- 13. Resources and further support The on-line personal development toolkit http://www.aua.ac.uk/ The CPD Framework http://cpdframework.aua.ac.uk The AUA National Office aua@aua.ac.uk www.aua.ac.uk inspiring professional higher education
- 14. Final questions or comments? www.aua.ac.uk www.paullus.consultancy@googlemail.com inspiring professional higher education
Editor's Notes
- CL: Setting the scene for session / objectives / introductions (either to full group or two mins on each table/with neighbours if large group) Introduce format of session – plenary start and finish, three parallel exercises focusing on practical application of the framework at individual, team and institutional level. Need to decide which you wish to attend. If more than one person from same institution would make sense to split up. Show of hands – how many for individual, how may for team, how many for institutional?
- CL
- CL
- JS … so let’s have a look at how it was developed. History. On the right-hand side are the starting points. We looked at Council for Administration National Occupational Standards for Business & Administration, and the Chartered Management Institute National Occupational Standards for Management & Leadership We looked at various competency/capability frameworks across the sector, including the HEA Professional Standards Framework for Teaching and Supporting Learning in Higher Education, we also looked at frameworks in other public and private sector organisations The AUA’s Code of Professional Standards existed at that time – this has now been updated to the AUA’s Values (click) on the left-hand side are the things that the project added. We surveyed all HEIs (42% response rate) to get their views and find out existing practice, and sent the draft framework to them for consultation We had input from 7 professional bodies, including ARMA, AUDE, UPA (now UHR), AHUA … We held workshops and focus groups across the UK – total of 96 members of administrative staff
- JS: Not ‘what’ needs to be done in a role, but ‘how’ it needs to be done As much emphasis on strengths as on areas for development Applies to all administrative roles at all levels – some HEIs are considering applying it to academic roles as well The behaviours are universal and apply to all roles, but of course some are more important than others The behaviours are split into three areas: Self – behaviours that can be observed whatever the situation (hence they apply to us all) Others – behaviours that can be observed when interacting with / influencing / managing others Organisation – behaviours that can be observed when influencing at organisational level or representing the organisation
- JS: So, what does the framework add? JD / PS – we’re all used to these tell us what needs to be done and what the skills & knowledge are essential to do the role CPD adds the how and together these three docs provide a comprehensive picture …
- JS: bringing it up to date
- RB: Moving on to the group work exercises. Catherine already explained three groups – individual, team and institution. Encourage fairly even numbers. Announce facilitators of each group – 2 mins to move round room
- RB: very brief (2 mins) so that all delegates know what other groups will be doing and that all will be taking a similar approach within a slightly different context which brings different challenges and opportunities
- RB: Benefits of AUA to individuals, institutions and the sector. Keep this visible during group work for inspiration and prompting if necessary. Visibility Credibility Voice Safety in numbers Of the sector, for the sector Professionalisation Coherent support for workforce development and talent management Celebration Community of practice Reputation
- RB: each group feeds back on key learning points. Use flipchart to capture main points.
- CL Closing comments. AUA CPD framework web page + other resources Feedback about this session
- CL - with all to answer depending on question