NATIONAL CONFERENCE

Stepping and Stretching in Lean Times

Developing Self and Others in the Current Economic Climate

Baljinder Johal and Sarah Troy-Brown

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:

3. Workshop Activity including Feedback Session

16:15-16:35:

4. Presentation of Tools 5 & 6:5. Step Up

6. Shadowing

16:35-16:45:

5. Question and Answer Session

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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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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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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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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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What?Best Practice Practical Tools and Techniques:

1. Induction Process

2. Training Matrix

3. Development Sessions

4. Personal Reflection and Planning Toolkit

5. Step Ups

6. Shadowing

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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

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 you need to demonstrate

To do this effectively you may need to have the following skill/knowledge/competency

How could this be obtained Examples of Transference of learning in a work-based situation to demonstrate

competence

LEVEL 1 - Works effectively as a member of a team. Takes responsibility for getting things done as part of a team.1.Is reliable.2.Puts self in the others’ shoes – to understand their point of view.3.Helps others out.4.Takes a fair share of the workload.5.Shares relevant information.6.Makes self available when needed.

1. Time & diary management skills.2. Interpersonal skills such as listening and empathising. 3. Knowledge of the teams standard operating procedures and

other university wide standard procedures. 4. Workload planning and ability to prioritise team tasks.5. Ability to communicate and share information.6. Awareness of own and teams peaks and troughs.

1/2. CPLD training courses on time and diary management.3. Read existing relevant documents.4. Develop a team checklist.5. Develop and share templates for emails, letters, minutes etc. Read the NTU Online Communication Toolkit.6. Prioritise and re-prioritise own tasks effectively in order to assist other team members when required.

Take on a specific responsibility or role for the whole team.

LEVEL 2 - Contributes to team development, seeking and testing improvements to the team’s output/service.1.Looks for ways to improve the way the team works.2.Encourages others to contribute.3.Takes account of people and personalities in achieving the goal.4.Actively helps the team to address problems.

1. Knowledge about your team processes.2. Knowledge about how to motivate and encourage people.3. Understanding about team dynamics.4. Problem solving techniques.

1. Talk to colleagues to expand knowledge.2. Attend motivation training.3. Read book/research team dynamics on internet to raise

understanding.4. Attend problem solving course. 

Apply learning to successfully improve a specific team process.

LEVEL 3 - Leads aspects of team work, seeking and implementing improvements to the teams’ outputs/service and developing colleagues within the team. Challenges colleagues.1.Increases diversity by seeking contributions from different areas of the University & sector.2.Raises issues of poor performance in the team.3.Gives constructive praise & criticism. 4.Helps to resolve conflict in the group – in an open & diplomatic manner.

1. Ability to gather information and suggestions from formal and informal teams within the organisation and to consider best practice within the sector.

2. Knowledge of PDCR Policy and Process and Improving Performance Policy & Procedure.

3. Communication Skills including giving and receiving feedback.

4. Conflict management training including diplomacy skills.

1. Talk to internal teams when considering any changes/ improvements to outputs/service and invite them to comment. Research best practice in the sector via the internet, external networking events etc.

2. Attend the PDCR training. Read the policy and procedure documents.

3. Read communications toolkit information on the intranet.4. Attend managing difficult people CPLD training course.

Apply learning to successfully mentor a team member to implement a change to an existing team process which will improve the teams’ outputs/services.

LEVEL 4 - Recognises and develops opportunities for team working at cross-University level, driving improvements to the teams’ outputs/service and developing colleagues within the teams.1.Coaches other in the team.2.Increases diversity by seeking contributions from outside the sector.3.Actively participates in a range of cross functional and cross organisational teams.4.Ensures that NTU strategy is reflected in policies and procedures of the team.

1. Ability to confidently coach colleagues in terms of their personal development.2. Networking skills and strong communication skills both verbal and written. Benchmarking activities against other organisations both within the sector and outside it.3. Knowledge of relevant cross functional teams and cross organisational teams and projects. 4. Full awareness and understanding of NTU strategy and how that translate into policies and procedures.

1. Coaching training course via CPLD and read up on coaching models, tools and techniques.2. Research and attend relevant sector and non- sector networking events to increase diversity and build knowledge and relationships.3. Speak to relevant colleagues within the organisation to raise awareness of and then become proactively involved with key cross functional and cross organisation teams and projects directly by volunteering to join them and/ 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.

Nominate and coach members of the team for involvement with a specific cross-University team or project which will help drive improvements to the team’s outputs/service.

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2. Training Matrix Tool

NTU System/Role/Competency Training

Subject Team Leader

Subject Co-ordinator

Subject Administrator

Subject Assistant

         

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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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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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

Personal Reflection and Planning Toolkit

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JOB TITLE: AdministratorCompetencies: Activities

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

opinions on your level of skill/ shortfalls etc

DATE 00/00/0000 00/00/0000

Team

Wor

king

Team Working

Team

Wor

king

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. Helps others out. Takes a fair share of the workload. Shares relevant information. Makes self availalbe when needed.

Transference: Take on a specific responsibility or role for the whole team

Time and diary management skills

Interpersonal skills such as listening and empathisingKnowledge of the teams standard operating 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

Team

Wor

king

15:35-16:15: Workshop Activity including Feedback Session

30 minutes for the Activity, followed by 10 minutes for Feedback to the group.

1.The production of a Competency Table for one of your own organisational competencies or the AUA competencies (copies are available from Bal or Sarah).

2.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.

3.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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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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Example - June 2010

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Learning – Upward

• Taster of the role

• Working at higher level

• Exposure at higher level

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Learning – HR Scenario Case Studies

• Safe learning environment

• Real scenarios – real approaches – real responses

• What’s your management style?

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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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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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Drawbacks

• Perception of unnecessary time away from ‘day job’?

• Perception of offloading work?

• Lack of support?

• Time intensive

• Timing

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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

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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Any questions?

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