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The Use of a Management Competency Framework to Enhance the Development of Managers within the IOTI and DIT

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					      Report of the SIF Cycle 1 – Project Four
The Use of a Management Competency Framework to
 Enhance the Development of Managers Within the
                       Sector
                     April 2008
                                               Table of Contents
                                                                                    Page No.
Acknowledgements                                                                3
Executive Summary                                                               4–5
Chapter One: Introduction to the Management Competency Project
Setting the Scene: The Project Purpose and Objectives
                                                                                6
The Wider Sectoral Context:


Chapter Two: The Contextual Challenge for Managers in the Sector                11
Capacity Building - Addressing Systems Constraints

Key Challenges for Managers in the Sector


Chapter Three: The Competency Framework
                                                                                17
The Four Domains of the Competency Framework

The Competency Framework : Summary by Domain


Chapter Four: The Recommended Approach to Management Development                30
The Sectoral Context for Leadership Development

Specific Recommendations for Development Programmes
    o Head of Department
    o Head of Function Level
    o Executive Management Level

         –
Chapter Five: Exploiting the Full Potential of the Competency Framework

Exploiting the full Potential of the Competency Framework                       52
Examples from Elsewhere

Appendices:

    o    Appendix One: The Full Competency Model at Executive Level & Head of
         Department – Function Level                                            53
    o    Appendix Two: Templates to Guide Personal Development Planning
                                                                                78




                                                                                               2
                                    Acknowledgements
We would like to acknowledge and heartily thank the many managers from within the sector who
contributed to this project through their input at focus groups, individual interviews, validation
sessions and many exchanges by telephone and e-mail.

We thanks the members of the Project Steering Group for their commitment, encouragement and
trenchant critique of our work:
Maria Hinfelaar, [Chair] President LIT
Caroline Casey, HR Manager SIT.
Josephine Browne, Head of School IADT
Martin Nolan, Head of Department ITT
Tom Doyle, Head of Development, ITB
Phil Kenna / Stephen McFadden HR & Training Department DIT

Finally we would like to offer a special thank you to Anne Murphy, Project Coordinator for her
excellent support with a difficult logistics exercise and her unfailing courtesy

We have learned a great deal while conducting the research and wish the sector well with its
ongoing capacity building work.
Jean Dempsey and Dermot Rush
May 2008




                                                                                                 3
                                   Executive Summary
The objective of the SIF Cycle 1- Project Four was to develop a management competency
framework that could be used as a foundation for a range of initiatives to promote the
enhancement of capability at management level throughout the sector.

The project methodology entailed an extensive field consultation process with managers at all
levels throughout the sector complemented by desk research and wider stakeholder consultation.
The field research and validation sample comprised over one hundred managers which is strongly
representative of the entire management population

The field research and accompanying sector analysis indicates that there are a number of
significant capacity building issues that need to be addressed at the level of management systems
and processes. Chief among these is a lack of coherence, focus and streamlining in the manner in
which administrative aspects of the management role are configured and executed. This is a
particular concern at the head of academic department level where the lack of streamlined
administrative processes and support resource deployment appears to be eroding other critical
aspects of the managerial contribution

The competency framework that emerged from the research comprises four primary domains and
thirteen constituent competency areas as illustrated below:

                            Domain One: Providing Clear Leadership
Strategic Positioning
Providing Compelling Leadership
Leading and Facilitating Change
Promoting Innovation and Creativity
                   Domain Two: Aligning Systems and People for Performance
Judgement, Perspective and Decision Making
Organising for Effective Delivery
Promoting Excellence in Standards and Performance
                           Domain Three: Building Common Purpose
Influential Communication
Relationship Building and Networking
Fostering Team work and Collaboration
Building Capability of the Team
                                Domain Four: Personal Mastery
Personal Accountability and Standards
Personal Discipline

The competency framework is defined at two levels in the sense that the key performance criteria
and behaviours are specified at two levels; Executive and Departmental Management

The description in the detailed competency framework should provide a rich reference foundation
for the subsequent development of HRM application templates in areas such as recruitment &
selection, induction, probation, performance managment and promotion.

The report recommends that a blended active learning paradigm be adopted in the provision of
management development across the sector which is the approach most appropriate to the
sustained development of the identified competencies.


                                                                                                4
Seventeen specific recommendations are made for the enhancement of management development
provision for academic department heads, heads of support service functions and for executive
level managers.

The primary development recommendations are that:
   o All managers should have the opportunity to develop and put into practice a fully
       informed Personal Development Plan that is underpinned by the competency framework
       and an accompanying management development guide. The Managers development
       guide should be made available on the IoT website and periodically updated

   o   That a sector – wide modular core management skills programme should be provided for
       the heads of academic departments along with a more clearly specified role profile

   o   That individual coaching and mentoring should be made available on a more widespread
       basis throughout the sector and that this should be supported by protocols to guide the
       engagement and evaluation aspects of this provision

   o   That development modules should also be developed for heads of support service
       functions including an emphasis on the standards promulgation and system alignment
       aspects of their contribution

   o   That leadership programmes need to be provided at two levels within the sector:
          o Within each institute there should be an ongoing formal leadership development
               process that is dynamic, multi – level, broadly inclusive and centred on the
               development of a commitment culture that supports the achievement of the
               strategic plan

           o   At a sector level a programme should be provided that blends the strategic –
               cognitive and the social –emotional engagement aspects of institutional
               leadership

   o   A sector –wide leadership programme along the lines refereed to in the point above could
       also be a valuable way of developing high performing department heads who aspire to
       further career progression in the managerial stream

   o    At executive management level it is recommended that an annual colloquium event be
       provided with a variety of high level development elements embedded within it.

   o   It is also recommended that provision be made in terms of time and space for executive
       managers to take time for personal reflection and development activities




                                                                                                5
    Chapter One: Introduction to the Management Competency Project:
1.1: Setting the Scene: The Project Context:

Introduction and Context: The Mission and Contribution of the Institutes of Technology
Established in 1992, the Institutes of Technology and DIT represent a dynamic growing
sector of higher education in Ireland. They have played a pivotal role in making higher
education accessible to 50% of Ireland’s third level cohort, underpinning Ireland’s
prosperity. They are strategically located throughout the regions to give maximum effect
to national development priorities in the areas of work force development, lifelong
learning, regional economic development, R&D, technology transfer, community, rural
and tourism development.
Whilst allowing for diversity based on regional needs and niche expertise, the strategies of the
individual institutions culminate into a collective sectoral philosophy as enshrined in relevant
legislation and aligned with national priorities:

   Provision of undergraduate and post-graduate programmes of study with a strong
    focus on the needs and requirements of the workplace. These programmes
    demonstrate increasing flexibility and interdisciplinarity through modularisation.
   Promotion of equality of access and seamless transfer and progression to and
    through full-time and part-time programmes of study, using the ladder system1.
   Recognition and provision of credit for prior experience and learning and providing
    flexible and innovative industry and society-responsive programmes of study. The
    sector is particularly strong in providing professional qualifications through formal
    arrangements with professional bodies.
   Promotion of a research ethos aligned with the development of a national
    innovation system and the promotion of entrepreneurship that meets the needs of
    the individual and of society, as seen in the successful development of incubation
    centres and innovation partnerships part-funded by Enterprise Ireland.
   Integrating of research and teaching in order to share, apply, test and create
    knowledge. The Irish Government has identified the increasingly important role
    which the Institutes of Technology and DIT are required to play in the development
    of applied research capacity, technology transfer and knowledge development.2
   Development of learning communities working to challenging and clear standards of
    achievement and accountability, supporting balanced regional and economic
    development.

Delivering on the mission and strategic priorities for the IoT sector requires strong leadership and
management, throughout the academic and functional areas of the institutions. This SIF Cycle I
project makes a major contribution in this regard and represents an unprecedented investment in
competency development of senior staff throughout the sector. This project is part of a coherent
programme of capacity development which also involves developing and sharing innovations in
teaching and learning, staff training at all levels and upgrading of information systems.




                                                                                                   6
1.2 The Project Purpose and Objectives:

The Specific Project Objective

The purpose of this SIF – HEA funded project is to develop a management competency
framework for the Institutes of Technology sector with the aim of using this framework as a
vehicle for enhancing management capability and performance over time.


The Broader Project Applications:

The requirement is to develop a competency framework for management roles in the
Institutes of Technology and DIT. This competency framework will then be used to:

        Develop a focussed modular management development programme

        To inform and shape a range of other HRM related processes such as recruitment
         & selection, promotion, performance development and review, coaching and
         career planning [See illustration below]

                                        Recruitment,
                                         Selection,
                                             &
                                         Promotion



          Career                                              Induction, Training,
        Development              Core & Role-Specific         Coaching
             &                   Competencies                 &
        Engagement                                            Development
                                 Supporting…..




                                        Performance
                                        Management
                                          Process
                                         [PMDS]
                                          Process



   The requirement is also to inform the most effective application of the competency
   framework as a facilitation tool and vehicle for change by:

       Identifying the current and critical gaps in leadership development within the
        sector and making recommendations on how these may be addressed [A
        management development programme delivered in isolation is unlikely to have
        the requisite impact at a sectoral or even organisational level]




                                                                                         7
       Identifying the challenges and potential obstacles that may arise in the provision
        of management development at this level and making positive recommendations
        on these

       At a subsequent point making inputs and observations, based on the accumulated
        learning from the project, about the requisite organisational structure and HRM
        processes that will be required to carry the modernisation programme forward
        successfully

1.3: A Brief Review of the Wider Sector Context: The Pace of Change:

The Sector has come a long way since its origins.. The achievements have been significant and
the last ten years has been witness to an explosion of growth in student numbers and a
proliferation of new programmes and curricula. In the same period the Institutes have developed
significant levels of research activity as well as enhancing and deepening their links with industry
and their local communities.

The SIF Process commissioned a sector analysis as strand one of this SIF cycle and its report
highlights both the contribution of the Sector but also the level of change and uncertainty that it
faces into.

Changing Needs and Demands driven y the External Environment:
The current global economic instability and the national economic downturn pose challenges
around sustaining a level of economic buoyancy when a number of key factors are no longer in
the positive zone. The Institutes will have to prepare for a period of increased resource tightness
even as the demand for new types of service delivery is increasing.

The medium term economic outlook for Ireland suggests that the Institutes will have to re-balance
their portfolios of educational programmes with inter alia:

   A need to enhance the skill levels of large numbers of the current workforce who to date have
    formed only a small proportion of the typical Institute student population. Some reports have
    estimated that figures of up to half a million workers may need to be re – trained by the year
    2015
   While there is a clear agenda to move students up the qualification ladder from levels 4 – 6 to
    7 – 8, there is also a renewed demand from some sectors of industry for applied technical
    qualifications more akin to the traditional apprenticeship training model

Higher Education as an increasingly crowded sector:
The Institutes now operate in an educational provision environment that is increasingly
competitive. At a national level there is a growth in the number of private providers of higher
education often positioning themselves for a niche advantage [Mainly through subject expertise
and greater flexibility in delivery]. In some cases the Institutes and Universities are finding
themselves in the same space trying to attract and build up research expertise. There is also a
growing trend towards the globalisation of third level provision posing both competitive
opportunities and threats for the Institutes

Increased Emphasis on Accountability for Delivering Best Value:
Across the public sector there is a growing emphasis on the requirement for organisations to
produce service outcomes that are commensurate with the level of their resourcing investment. It


                                                                                                  8
is reasonable to expect that this pressure for productivity in delivery will be accentuated over the
near to medium term. Institutes will have to be increasingly competitive in their bids for
resourcing and implement core systems and processes to enhance the efficiency and efficacy of
their service delivery.

Maintaining Access and Quality – Service Levels:
The Institutes have been strong champions of enhanced access to third level learning for
disadvantaged and marginalised groups within society. The tightening of both vocational
opportunities and the level of support resources available threaten to undermine some of the
progress made in these areas.

The expectations of students have changed and the Institutes have to provide a high level of
service quality to meet these changing standards. Yet at the same time the Institutes are struggling
to come to terms with an increase in non- attendance rates and the numbers who drop out or fail
to complete programmes.

The Impact of Technology and E –Learning:
The development of technology has created the potential for learning programmes to be delivered
and stored in electronic formats that enhance remote delivery, retention and retrieval. Such
developments have enhanced the potential for more flexible and accessible delivery of learning
content. However the e – learning experience has also thrown up issues around learning
supervision, intellectual ownership, quality control and student engagement. The delivery of
learning through remote channels arguably lessens the cultural diversity and distinctive campus
culture that gives institutions their unique identity and local embedded ness.


1.4: Trends in Higher Education: The International Parallels:
There are some clear parallels with the international trends in the development of Higher
Education as summarised in papers by Duderstat and the Glion Colloquium among others:

[i] The sense of leadership drift in an increasingly functional and transactional
environment:
There is concern that third level education is in danger of losing its intrinsic values and rationale
as it adapts its posture and service offerings in order to attract and retain resource funding from
agencies with different agendas and contextual motivation. The Glion Declaration seeks to put a
marker down in this regard.


[ii[ The fragmentation – segmentation of the higher education sector
The trend towards the segmentation of the education market and the increasing numbers of new
entrants has led to increasing fragmentation and to some institutions adopting short term
competitive positioning at the detriment of longer term cohesive strategic development

[iii] Increased globalisation:
There is an increasing expectation that institutions need to collaborate at an international level to
prepare students for a global labour market and to enhance the diversity and richness of the
learning experience. It is striking to note that the Financial Times MBA listing in 2007 included
three Institutions in its Top Ten List which were non USA or UK located.

[vi]The uncertainty about the most appropriate leadership – governance styles:



                                                                                                        9
There is a wide ranging debate on the appropriate forms and styles of leadership and governance
within the third level sector. At its most extreme form the characterisation is of a struggle
between academic leadership and the preservation of academic values & freedom versus a drive
towards a more centralist corporate – business management style of governance and leadership.
The reality is no doubt more complex and multi-faceted but we did, during this study, encounter
many observations of a perceived disconnect between academic discourse within departments &
schools and a top down decision making process within the Institutes.

[v]The new delivery paradigms:
The development of ICT has led to an explosion in the access potential to higher education while
also challenging fundamentally the established models of design and delivery of educational
services.




Key Reference Sources:
1. IOTI Strategy Statement (2006), available on www.IOTI.ie.

2. Department of Enterprise and Employment (2006), Strategy for Science, Technology and
Innovation

3. SIT Project Report: Developing and Mobilising Talent and Management Capacity to Exploit
Future Opportunities, Prospectus 2007

4. Finn, Radcliffe and Sirr [[2007] University Futures: The Direction, Shape and Provision of
Higher Education in the University of the Future, Futures Academy & DIT

5. The Glion Declaration: The University of the Millennium, Economica [2001]
 Other Titles in the Series
        Hirsch and Weber, eds [1999]. Governance in Higher Education. The University in a
        State of Flux
        Hirsch and Weber, eds [2001] As the Walls of Academia are Tumbling Down
        Weber and Duderstadt, eds Reinventing the Research University

6. The European University Association [2007] Managing the University Community; Exploring
Good Practise

7. Duderstadt [2002] The Future of Higher Education in the
Knowledge-Driven, Global Economy of the 21st Century 175th Anniversary
Symposium, University of Toronto, Canada




                                                                                              10
Chapter Two: The Contextual Challenges for Managers in the Sector
2.1: Sectoral Capacity –Building Challenges in Systems and Processes:
While it was not our brief to conduct a structural or systems review of the sector, nonetheless
during our field research we did encounter a number of key capacity building issues which are
described below. In our view it is imperative to address these capacity building issues at a
systemic level so that the right conditions are in place to facilitate the development and enactment
of management competence..:

Deficits in Administrative Systems and Processes:
A repeated theme that emerged during the field sampling was the difficulties that managers,
particularly academic managers, were experiencing in discharging the administrative aspects of
their role. The following were some of the key observations made in this regard:

  o   The volume of administrative tasks and activities appears to be increasing at a rate that is
      beyond being commensurate with a growth in student numbers or programme activities
  o   There appears to be a considerable amount of overlap and redundancy in administrative
      work done by managers particularly in terms of the provision of routine information sets
  o   There are wide variations and inconsistencies in the allocation of administrative staffing
      resources across and within Institutes
  o   There are difficulties in some Institutes with the separation of accountability and reporting
      systems for administrative and academic staff so that routine operational issues have to be
      referred upwards through two parallel reporting structures and end up either not being
      expedited or get dealt with at too high a level in the system which simply serves to “clog
      up” the system even further
  o   There appears to be wide variations in the degree to which ICT systems are used to
      streamline administrative activities and even where systems are in place not all managers
      are adequately versed or confident in how to exploit them fully to expedite this aspect of
      their managerial work.
  o   There is a very real concern that managers perceive that they are spending a
      disproportionate amount of time on administrative activities which entails a trade – off with
      other time – critical activities such as networking with external stakeholders. Of particular
      concern is that managers see this type of work as being primarily a compliance exercise
      which is of low managerial value

We would have a concern that this issue would become an impediment to both the effective
discharge of the full managerial role and also cut down on the amount of discretionary time that
managers could invest in further developing their performance and contribution. When the
observations made above on this subject are reviewed it seems that a number of practical
remedies may be indicated:

At a sector wide – level:
    o establish a small working group or task force to identify the most effectively organised
        and streamlined manner of conducting this administrative work and develop a set of
        process templates that could be used in all Institutes
    o When a sector –wide induction – core skills development programme is introduced for
        department heads; ensure that it contains a module or work systems mapping &
        organisation and the use of ICT systems to expedite processing and information handling
        activities



                                                                                                 11
Within each Institute:
   o conduct a “value- stream mapping*” exercise to identify both the value in these
       administrative activities and the points of inefficiency in their configuration [N.b. Value –
       stream mapping is a technique derived from the Lean Manufacturing paradigm – see
       references at end of chapter]
   o Ensure a closer interface between ICT support services, department heads and central
       administration to ensure that the maximum use is made of ICT to minimise inefficiencies
       in information handling
   o Review the effectiveness of accountability and management structures to ensure that staff
       who work in an interdependent manner have a clear singular local managerial point of
       reference for problem solving & issue expediting

Building Greater Financial Awareness and Proactivity in Resource Management:
We have already adverted to the increasing economic pressures in the external environment and
the emphasis from the funding stakeholders on transparency and value for money in how
resources are deployed to deliver service outcomes. There is also a imminent significant shift in
the funding formula from the HEA which reflects these issues. We identified a need during the
field research for heads of school & department to adopt a more proactive approach to resource
management. In part this is based on the observation that many managers seemed to hold a
somewhat traditional view of resource management where work configuration-allocation,
resourcing and budget management are seen as parallel but separate activities. This can lead to a
relatively passive mentality in terms of financial management.. We recommend that a set of
standard templates be developed to assist department managers in linking the elements of
modelling unit – costings, deployment of categories of contractual hours across programme
delivery and standard output measures.

Given the new funding models and the need to make informed operational decisions at the lowest
point in the managerial chain; we recommend that particular emphasis be given, in terms of
competency development, to the inculcation of a well – informed and proactive mindset that:
    o Reviews all current and prospective programme proposals in terms of value add
    o Deploys a modelling approach to the unit costing of all core programmes
    o Adopts a resource modelling approach to work allocation [The activity priorities are the
         budget priorities]
    o Seeks synergies within and between departments in the deployment of staff and other
         resources

  A Systematic Approach to Quality Improvement in Teaching and Research
The adoption of a more systematic approach to the enhancement of teaching and research quality
was also identified as a priority issue for many of the managers in the field sample. The point was
made that in a role context where time poverty can be an issue it is often difficult for department
managers to devote sufficient time to quality assurance and improvement activities. Many
managers felt that it would be useful to have a set of templates and techniques that they could
refer to as guides in this aspect of their management work.
We understand that this issue will be addressed in Project Two of this SIF cycle and recommend
that it be factored into the content for any subsequent management development programme
.




                                                                                                 12
The Need to Adopt a Strategic Approach to Human Resources Management:
The Institutes face significant opportunities and challenges from a Human Resources perspective:
 There is a significant demographic issue around the “greying” of the academic workforce
   across the sector [Average lecturer age is now in early to mid – fifties]. This poses some
   challenges in terms of adaptive flexibility and currency of skill – sets.
 The contractual terms & conditions of staff are centrally negotiated in a manner that has led
   to rigidities and inefficiencies in deployment which are at odds with the scale of ongoing
   adaptation required from the sector. The move towards semesterisation has highlighted the
   salience of this issue.
 The introduction of a PMDS process has also been centrally driven & standardised to a point
   where it lacks real application credibility at the frontline management level

The sector must adopt more proactive and strategic approaches to Human Resources Management
if it is to fully deliver on its future remit

A Fundamental Role Clarification for Academic Heads of Department:
Academic Heads of Department are the largest single group within the IoT management
population. This role is the entry level to management within the sector but many managers
recount that they had inadequate induction into the role and have had to learn by doing [If not
trial and error]. Our observation from the focus group work would be that a proportion of
department managers have difficulty in assimilating the full breadth of the role which may result
in them paying insufficient attention to some aspects of the management portfolio. It would be
helpful, in our view, if a clear role profile guide was developed for the Head of Department role.
We address this issue again further on in the report in the section on recommendations for
management development provision.




                                                                                                13
  2.2: The Future Service Development Challenges as Perceived by the IoT Managers:
  In our focus group discussions with academic and functional managers throughout the Sector we
  heard a common refrain that there are going to have to be significant changes in many core
  aspects of how the Institutes do their business. This is summarised in the box diagram below:

 A Summary of Managers views on anticipated changes within the IoT Sector from the focus
                                  group discussion

Who will we     Anticipated shift in the student population towards greater proportion of part-time
be serving?     work-experienced participants and the possibility of increased numbers of
                international students
What            A shift in the levels at which programmes are taught including both an emphasis on
products and    upgrading skills – qualification levels and also a demand for more sector specific
services will   applied skills.
be required?    Another trend that is highlighted is the need to teach “meta skills” for learning and
                collaborative work.
When will       There will be an increasing demand for the Institutes to provide learning
we need to      programmes and learning supports on a total availability basis [24/7 and throughout
provide         the calendar year]
services?
Where will      There will be a increased demand for local access to learning including within
we need to      work-places and local community settings. Others predicted greater opportunities
provide         for the development of satellite campuses and for new forms of international or
services?       trans-regional alliances and partnerships
Why will we     The fundamental rationale for the Institutes as a distinctive sector and for individual
be doing        Institutes in their particular locations will be questioned and challenged.
what we are     It will be important that Institutes adopt a broad approach to their strategic planning
doing?          process encompasses clarity of mission, vision, uniqueness of identity and an
                emphasis on core values.
How will we     How learning programmes & services are developed and delivered will have to
deliver the     adapt in tune with new technology & changing demand parameters [Flexible
core services   delivery & customised programme content will figure strongly]
and             There are emerging issues around achieving an appropriate balance between
products?       efficacy of remote delivery versus the broader contextual, social & cultural
                experiences that campus provision offers.

  2.3: Key Issues and Challenges for Managers in the Sector:
  The focus groups and individual interviews elicited a set of key issues and role challenges for
  managers in the sector which are described below:

  Positioning the Institutes and their constituent Faculties - Schools within the educational
  market place:
  As noted earlier in this report, the Institutes are operating within an increasingly crowded third
  level sector. This poses a significant challenge for management at all levels within the system:

  At a sectoral level executive managers must make a collaborative contribution to the development
  and activation of a coherent strategy to positions the work of the Institutes to best effect within
  the wider educational landscape. At the same time, within each Institute, managers must use the
  strategic planning process to crystallise the unique vision, mission and contribution of their own
  organisation and its constituent faculties – schools



                                                                                                       14
As part of this process senior managers will need to deploy a range of strategy development skills
and techniques including future visioning, scenario planning and strategic option evaluation

Promoting Quality and Innovation in Research and Programme Development:
Of course effective strategic positioning is dependent on the ability of the Institutes to produce
quality products and services that copper fasten their unique contribution. The sector is notable in
that its knowledge – driven foundation means that new product development as in taught
programmes, transdisciplinary innovation and research, is primarily originated from the
individual academic and department levels upwards. The sustainability of an Institute in terms of
innovation and responsiveness to changing needs is therefore primarily dependent on the
effectiveness of its process for encouraging, supporting and channelling the programme
development work of individual or small groups of staff.

Increasingly this requires an enterprising mindset that promotes interdisciplinarity and breaks
down traditional discipline or subject – based barriers between faculties – schools and
departments. The heads of schools and department heads have a critical role therefore to play in
promoting and positioning the development of content knowledge in response to emerging or
changing needs.

Managing resources in terms of both enhancing the resource base and ensuring best value
& productivity in delivery:
The economic context and the pressure for accountability in the use of public resources impels
the Institutes to deliver their services in a manner that is resourceful in attracting the required
investment while at the same time configuring core delivery systems and processes to provide
tangible best value in resource usage. Heads of support services have a critical role to play in
ensuring best practices are used in terms of infrastructure systems and processes. Heads of
schools and directors of development will need to exhibit an entrepreneurial and resourceful
approach to matching emerging opportunities with current capacity and capabilities.

Enhancing delivery flexibility and productivity in response to the demands posed by
semesterisation and modular programmes
The Institutes have taken on and successfully delivered new modes of academic delivery but this
has been largely overlaid on a set of employment practises that are not particularly conducive to a
flexible delivery of services. The heads of departments need to be skilled in influencing and
negotiation skills in order to elicit the level of flexibility and cooperation required to provide
services in a more adaptive way.

Across the sector there has been a “greying” of the primary workforce and this poses many
challenges in terms of knowledge transfer, re- skilling and redeployment. It also requires that a
more strategic approach to HRM is adopted at a sectoral level so that more flexible modes of
employment and deployment can be implemented to meet emerging needs

Providing a more visible leadership focus to give better directional clarity and sustain staff
engagement
A consistent themes that emerged in our consultation process was the need for a more visible and
compelling form of leadership within the Institutes. The nature of academic work is that lecturers
work in a solitary mode for a considerable portion of their time. Staff are generally aware of the
challenges and pressures facing the sector but they appear to lack easy access to communication
and dialogue opportunities on these issues.




                                                                                                    15
In many cases there is a perception that debate, discourse and thinking on these issues at
department level is disconnected from the actual decision making process within the Institutes.
Heads of Departments have a critical role to play in acting as the bridging communication
channel to ensure that department views are effectively fed into the wider Institute system while
also mediating the effects of corporate decisions and policies

Managing organisation change & transition in a way that engenders commitment and buy-
in
A perception of barriers to internal communication makes the task of achieving buy- in to
necessary transition and change more difficult. At school and department level managers must
promote and support a culture of easy access, open communication and collegiate discourse. It is
vital that staff understand the wider sectoral environment and the pressures for change. It is also
vital that the correct balance is achieved within departments in terms of:

    o   Reality testing the appropriate benefits of implementing specific changes
    o   Maximising the level of participative input into how necessary change is implemented
        locally
    o   Ensuring that there is a positive appreciation of the current and past achievements and
        culture of the department so that transition is informed & supported by core values

Staying in touch with and responsive to the needs of their primary customer and the other
key stakeholders:
It is important that managers can plan sufficient time and organise their routines so that they have
regular time to interact with key stakeholders. In the first instance managers must be au fait with
the student experience and provide access at both system and personal levels for interaction and
dialogue with students. There are other stakeholders where regular communication will be
beneficial also and if a systematic approach is not deployed then this valuable aspect may lose its
place to other urgent demands. Reference has already been made to the importance of staying
close to external stakeholders such as local employers and community groups. It may be
appropriate that managers develop a “loose – tight” way of working where access to and
interaction with key stakeholders is done through a balance of planned and opportunistic time.

The challenge of making the best use of available time:
It is a truism that a manager’s role consists of balancing limited resources against unlimited
demand. The nature of the sector places certain constraints on the allocation of managerial time as
can be seen with the introduction of semesterisation and also the simple reality that teaching time
is all non –access time in terms of contact with staff.
Managers must develop strong work prioritising skills and the ability to constructively delegate
activities to staff within the department.

The multi-faceted requirements of the Head of Function role:
For Heads of Function there are particular requirements to be able to relate in a professional but
multi –faceted way with a wide range of internal customers. This may mean that the manager
must:

    o   Provide a practical and user – friendly infrastructure support to operational managers
    o   Act as an educator and reference guide in areas of specific regulations and procedures
    o   Provide a quality and standards audit function in areas of technical compliance
    o   Project manage systems enhancements that often require skilful handling of contractor
        relationships and the maximisation of value extraction from limited resource



                                                                                                  16
Chapter Three: The Management Competency Framework
3.1: The Four Domains of Competence required by managers:
The competency definition process crystallised into four main domains or fields of application.
These are illustrated below:


                             1. Providing           3. Building
                             Leadership             Common Purpose
                             and
                             Direction
                             2. Aligning            4. Personal
                             Systems and            Mastery
                             People for
                             Performance




Domain 1: Providing Leadership and Direction:
This is the direction setting function of management and it has particularly strong resonance at
this point in the Institute’s development where clear and compelling leadership is vital from
sectoral through to department levels

Domain 2: Aligning Systems and People for Performance
The success of strategy is predicated on the effectiveness of its execution. The current and future
success of the Institutes is dependent on their ability to deliver an effective and high quality
product within transparent parameters of accountability and best value in resource use

Domain 3: Building Common Purpose
The Institutes operate within a context that requires high levels of interdependence and
collaboration both with key external stakeholders and also within a collegiate internal culture.
Effective communication, strong networking and a developmental team ethos are the foundations
for achieving common purpose

Domain 4: Personal Mastery
The management role at all levels within the Institutes requires high levels of integrity, trust and a
resilient commitment to ongoing professional and personal development

3.2: The Competency Framework is Described at Two Levels:

Executive Level: This level covers the senior management level including Director- President,
Registrar, Secretary – Financial Controller, Director of Development and Faculty & School
Heads
Department Management Level: This level covers both Heads of Academic and Functional –
Support Service Departments

3.3: Summary of the Competency Framework:
A visual overview of the competency framework is illustrated below and the descriptors within
each domain are summarised on the next number of pages.



                                                                                                   17
Note: The fully detailed version of the Competency Framework is set out in Appendix One




                                Strategic Positioning    Influential
                                                         Communication



                       Leading and Facilitating             Relationship Building
                              Change                        & Networking


         Providing Compelling                                            Fostering Teamwork &
         Leadership                                                      Collaboration



                                                                                 Developing Capability
   Promoting Innovation            Providing             Building                of the Team
   & Creativity
                                  Leadership &           Common
                                    Direction            Purpose
                                      Aligning          Developing
                                     Systems &           Personal
   Judgement, Perspective&             People            Mastery
   Decision Making



          Organising for Effective                                   Personal Accountability
          Delivery                                                   and Standards



                    Promoting Excellence in                Personal Discipline
                    Standards & Performance                  & Development




                                                                                          18
                       Domain1: Providing Leadership and Direction


Why it is Important:
The Institutes of Technology are going through a
period of change and transition where they faces
                                                                                    Strategy Development       Influential
fundamental challenges about their core purpose,                                    & Positioning              Communication


contribution and positioning within the wider                                     Leading Change &                Relationship Building
Higher Education Sector                                                              Transition                   & Networking


                                                               Providing Strong                                                Fostering
                                                               Leadership
                                                                                                                               Teamwork &
At the Executive level managers must find a                                                                                    Collaboration

common voice to credibly position the                      Promoting Innovation
                                                           & Creativity
                                                                                                                                       Developing Capability
                                                                                                                                       and Performance
                                                                                               Providing
contribution of the Institutes within the wider HE                                             Leadership
sector. They must develop a strategic perspective                                                  &
that maximises the synergies within the Institutes       Judgement
                                                         &
                                                         Decision Making
                                                                                                Direction
overall contribution while also developing an
                                                                                        Aligning           Developing
Institute- specific proposition and brand. They                  Organising for Effective
                                                                 Delivery              Systems &
                                                                                                                    Personal Accountability
                                                                                                            Personal and Standards
                                                                                         People             Mastery
need to give strong leadership about a coherent
                                                                           Promoting Excellence in               Personal Discipline
vision and direction for their Institute whilst also                       Standards & Performance                 & Development


fostering a culture of distributed leadership that is
appropriate to the academic context..

Heads of functional support services will identify      They must also work to develop a consensual clarity
and address the critical infrastructure –               within their staff on the future direction and priorities
development challenges that must be addressed           for academic development.
in order to underpin future organisation success
                                                     Managers at all levels must give a positive impetus for
Heads of academic schools and departments must change and new thinking within the Institute, while at
develop a dynamic strategic engagement with          the same time building on the values, culture and
external bodies to shape the development &           success that have already been achieved. Building
contribution of their disciplines                    trust and fostering positive engagement of staff will be
                                                     key ingredients for the effective management of
                                                     change.
L1: Strategic Positioning of the Academic and Functional Contribution:
At Executive Level:
o Provides a “ thought leadership” input to the development of national policy on education and sectoral
    development; ensuring that this strategic perspective embraces the full spectrum of the Institute’s
    contribution [Rounded student development, scholarship & research, cultural & economic
    development]

o   Engages in an influential manner with a wide range of key external stakeholders and develops strategic
    dialogue, relationships and alliances that enhance the future development and distinctiveness of the
    Institute’s contribution

o   Engages with colleagues to develop strategic options & a corporate perspective on the future growth &
    development of the Institute including within this the critical alignment issues for their own areas

At Departmental Management Level:

o   Positions the school/department or function at the forefront of sector or discipline development,



                                                                                                                                                       19
    engaging actively with academic or professional bodies in order to positively influence their thinking
    on significant current or future strategic issues

o   Uses environmental scanning & stakeholder relations to identify emerging or changing sectoral needs
    and positions teaching, scholarship & research activity to align with these needs in a manner that is
    consistent with the best direction forward for the Department & Institute; [** Including within this the
    adoption of effective marketing concepts & techniques to promote courses & services ]

o   Engages with academic colleagues in a participative strategy & direction setting dialogue that helps
    shape the future direction and development of the School or Department; Ensures that this perspective
    is represented effectively at senior management level

o   Identifies what the critical success factors are for the department or function and engenders a sense of
    staff ownership & urgency about addressing these

L2: Providing Clear and Compelling Leadership:

At Executive Level:
 Works with colleagues & key stakeholders to develop a shared sense of current purpose and a
   compelling vision for the future that engenders high levels of commitment from staff & key
   stakeholders

   Provides strong transformational leadership for change that is anchored in Institutional values,
    continuity of purpose and recognition of the contribution of staff & students

   Creates platforms to engage with staff at all levels within the Institute and uses these to set out a clear
    road map that identifies the priority issues to be addressed in order to achieve the vision

At Departmental Management Level:
 Promotes and upholds key Institutional values including the rounded development of students,
   integrity & community of scholarship, and social obligation

   Develops distributed leadership by encouraging & supporting effective contributors to take on aspects
    of leadership within the School or Department

   Promotes & builds a participative and collegiate climate within the School or Department through
    open communication and encouraging mutual support and respect between colleagues

   Acts as an effective buffer between the broader Institute - wide agenda & initiatives and the more
    specific concerns and issues of the Department, while at the same time, taking accountability to
    represent the wider Institute concerns and issues to department staff




                                                                                                    20
L3: Promoting Innovation and Creativity

At Executive Level:
o Positions the Institute, School or discipline for future growth opportunities by identifying emergent
   opportunities before they become widely known & committing resources to exploit them

o   Is creative in thinking about how the discipline/subject can be taught and applied, encouraging staff to
    think outside of traditional course paradigms, tapping into industry/market developments to create new
    programmes and recombining programme elements into new offerings;]

o   Promotes a culture of renewal & innovation by challenging the status quo, learning from the best
    ideas - programmes elsewhere and integrating elements into own practises

At Departmental Management Level:
o Initiates innovative approaches to infrastructure & systems development including the creative
   application of new technologies

o   Encourages& promotes inter–disciplinary collaboration by establishing processes & forums that will
    generate new ideas & thinking [think -tanks, seminars etc] and encourages staff to contribute original
    thinking about how subjects can be taught and applied

o   Facilitates the creative process by providing support for staff who bring forward new programme
    proposals & demonstrates good judgement about which new ideas & proposals will work

o   Is resourceful and creative in addressing operational obstacles & constraints to programme or service
    delivery
L4: Leading and Facilitating Change
At Executive Level:
 Lays the groundwork for effective organisational transition by planning change as a systemic process;
    [Also fosters change in a deliberate ongoing incremental manner]

   Gives strong leadership by making a compelling & credible case for necessary change; Anchors this
    change in core Institutional values and leverages current & past strengths in support of it

   Builds a coalition of support for major change initiatives by deploying effective lobbying and
    influencing strategies that gain the commitment of key constituencies

At Departmental Management Level:
 Is assertive and evidence - based in making a persuasive case for necessary changes at department
   level
 Acts as an anchor and source of reassurance for students and staff when they are faced with
   uncertainties over future change

   Uses a variety of means to skilfully address resistance to change, anticipating where change may
    impact negatively within the School or Department & taking steps to mitigate this

   Works with the staff group to take as much control as possible of how change will be implemented on
    the ground, mobilising the forces that are positive & conducive to change and enlisting these actively
    in the process



                                                                                                21
               Domain 2: Aligning Systems & People for Performance
Why it is important:
It is a truism that a strategy is as effective as its
                                                                                     Strategy Development       Influential
execution. The Institutes face major challenges to                                   & Positioning              Communication


deliver effectively in the spaces that they now                                    Leading Change &                Relationship Building

occupy. Competition is increasing, student                                            Transition                   & Networking


expectations are growing and stakeholder                        Providing Strong
                                                                Leadership
                                                                                                                                Fostering
                                                                                                                                Teamwork &
accountability is tightening. Within this context it is                                                                         Collaboration

vital that management systems and processes are             Promoting Innovation
                                                            & Creativity
                                                                                                                                        Developing Capability
                                                                                                                                        and Performance
                                                                                             Aligning Systems
effectively aligned and efficiently run in support of                                         and People for
the educational enterprise                                                                     Performance
                                                           Judgement
                                                           &
                                                           Decision Making
The pace of growth in student numbers and new
                                                                                         Aligning           Developing
programmes is in danger of outstripping the                       Organising for Effective
                                                                  Delivery              Systems &
                                                                                                                     Personal Accountability
                                                                                                             Personal and Standards
                                                                                          People             Mastery
management capacity & systems that support the
                                                                             Promoting Excellence in              Personal Discipline
delivery of education Managers at each level must                            Standards & Performance                & Development


develop a systemic management process that
integrates planning, programme execution,
monitoring and resource management in a seamless
manner. Going forward there will be a greater need        . Information technology will also play an increasing
to allocate resources on a demand – led basis and to      enabling role as an active element of both the
ensure that outcomes are in line with the investment      education delivery and the administrative
made.                                                     infrastructure

Managers must be able to think within a bigger            The management of people and performance are
picture context, deploy a rational approach and use       inextricably linked with the potential future success
information well. They must be able to make               of the Institutes. Resting on the laurels of past
judgments and decisions in an evidential and timely       achievements is not an option given the pace of
manner ensuring adequate consultation and                 change. Manages will need to be focused and
involvement where appropriate and in deference to         proactive in tracking, supporting, developing and
the collegiate context.                                   indeed improving the performance of teams and
                                                          individuals in both the academic and support service
The excellence of programmes, teaching quality and        areas.
infrastructure supports will become increasingly
prominent as a differentiator of Institute performance
and profile
S1: Organising for Effective Delivery

At Executive Level:
o Gives a strong lead on the programme and business planning process; using a systematic, rational &
    transparent process to derive activity priorities and resource allocation, balancing quality of service
    delivery with efficient & best value resources deployment

o    Re-organises structures, processes, people and resource allocation to meet external changes and new
     programme or activity priorities; [Is incisive in stopping programmes or activities that are no longer
     consistent with the strategic direction]




                                                                                                                                                      22
o    Puts in place & steers effective project management in order to deliver major new initiatives or
     programmes; Drives and promotes the use of new technology to deliver better service coordination,
     information management and cost-effective services - Encourages buy – in to the full use of organisation
     – wide systems and processes

At Departmental Management Level:
o Plans effectively for the medium term by accurately forecasting the resources needed for optimal
    efficiency of delivery (Student numbers, staffing, rooms – timetables, equipment requirements, project
    timescales & budgets]; Takes accountability for best use of resources by maximizing synergy &
    resource – sharing across & within departments and looking creatively at ways to streamline programs
    or activities

o    Works out & specifies the plans, processes & systems by which things will get done; Allocates
     workloads in a structured,, transparent and equitable manner, giving clear accountability parameters to
     lecturing and staff team [Delegates routine & important tasks with maximum clarity]

o    Manages time well, balancing planning and the organisation of delivery across the academic & business
     cycle (timetabling, exam boards, program design and delivery /functional budgeting, sourcing resources,
     staffing, gear-up for start of academic year & pressure points throughout]; Ensures that administrative
     tasks and activities are carried out in an accurate and timely manner, using IT systems to expedite
     efficient processing & tracking of activities and information

S2: Judgement, Perspective and Decision Making

At Executive Level:
 Quickly identifies & appreciates the core elements within complex issues, integrating and synthesizing
   diverse information & issues into a coherent bigger picture understanding

   Is analytical and clear thinking in approach to problems; distinguishing root causes from symptoms of a
    problem and using evidence – based data to test the soundness of his/her conclusions

   Considers complex situations or problems from a number of angles; anticipating both immediate
    containment issues and the potential for more far reaching consequences [Sees how things fit together
    and interface, appreciating the knock on of one element onto another]

At Departmental Management Level:
 Promotes a collegiate approach to decision - making by seeking the views of others in a systematic and
   probing manner, practicing enquiry and reflective discourse in order to arrive at well informed &
   judicious decisions

   Makes decisions in a timely, clear and incisive manner, communicating the basis & rationale to all
    affected parties; Makes & stands over difficult judgment calls and hard decisions in the best interest of
    the organisation

   Recognises the importance of occasions when decision - making must be referred upwards but retains
    the responsibility to implement or convey such decisions onwards through the department or function




                                                                                                    23
S3: Promoting Excellence in Standards and Performance

At Executive Level:
 Promotes a culture that genuinely puts the student at the centre of Institutional thinking & regularly
   incorporates student-customer feedback into the strategy & service planning cycle

   Works with colleagues to set clear positive standards for key aspects of organisation performance; Uses
    effective metrics to monitor key aspects of quality & performance and ensures that this information is
    made widely available

   Promotes the use of quality systems & quality improvement techniques to enhance academic,
    administrative & support service activity; benchmarking quality & performance standards against
    appropriate comparators & using the results to inform service and action planning

At Departmental Management Level:
 Encourages the development of high standards of pedagogy by promoting regular reviews of teaching
   practice and fostering debate and reflection on teaching methods & standards; Keeps up to date with
   contemporary and best practise educational models & methods or with professional advances in their
   own area

   Encourages and promotes the external contribution of staff and expects lecturers to make a rounded
    contribution to the Department; [Expects lecturing staff to work to the full scope of their role inclusive
    of non – teaching duties]

   Is single – minded & focussed in the pursuit of significant quality or performance issues [Selects &
    targets the projects or areas that require special attention and puts time and energy into these]

   Gives strong leadership on the implementation of the Performance Management & Development System
    [PMDS] and acts as an effective role model in terms of teaching, research and professional contribution




                                                                                                    24
                             Domain 3: Building Common Purpose
Why it is important:
The development of a common purpose and shared
perspectives through open communication and
                                                                                    Strategy Development       Influential
informed dialogue is one of the ways that a positive                                & Positioning              Communication


sense of academic community is fostered                                           Leading Change &                Relationship Building
                                                                                     Transition                   & Networking



The development of a collegiate culture of                     Providing Strong
                                                               Leadership
                                                                                                                               Fostering
                                                                                                                               Teamwork &
interdependence and mutual support is a key element                                                                            Collaboration

of the manager’s role particularly at departmental         Promoting Innovation
                                                           & Creativity
                                                                                                                                       Developing Capability
                                                                                                                                       and Performance
                                                                                                Building
level. Positive relationship management and the
                                                                                                Common
fostering of a team ethos are key elements of an
                                                                                                Purpose
effective management approach. Many substantive           Judgement
                                                          &
                                                          Decision Making
issues must be addressed with diplomacy, tact and
                                                                                        Aligning           Developing
effective negotiation skills                                     Organising for Effective
                                                                 Delivery              Systems &
                                                                                                                    Personal Accountability
                                                                                                            Personal and Standards
                                                                                         People             Mastery
                                                                            Promoting Excellence in              Personal Discipline
The ability to network effectively and to manage                            Standards & Performance                & Development


external relationships for mutual benefit is an
important means by which the Institutes stay current
in their approach, connected with their communities
and influential in the development of the HE sector.
                                                         The effective management of external media is
While it is not always possible to secure consensus      assuming more prominence at senior management
within the culture of free thinking and distributed      level and a proactive and measured approach is
accountability that characterises the academic           required to position messages well and enhance the
context, it is still vital that there are open and       public image of the Institute.
effective communication processes at all levels so
that the rationale for decisions are clear and people    As centres for learning the Institutes also need to be
get the information they need to perform their roles     focused on the continuous development of their own
effectively.                                             academic and professional proficiency. Managers
                                                         must take the responsibility to provide an
                                                         environment that supports and encourages ongoing
                                                         professional development in all areas.

C1: Fostering a Climate of Teamwork and Collaboration

At Executive Level:
 Creates a strong collegiate culture by establishing common purpose, encouraging collaboration, &
   resource sharing and celebrating achievements; Builds constructive relationships across the organisation
   that break down barriers & encourage interdisciplinary & cross-functional collaboration

    Facilitates & supports a distributed leadership ethos across the Institute – Faculty and Schools; by
     providing opportunities & space for colleagues to lead on significant issues

    Shows strong diplomacy skills; finding common ground & solving problems for the good of all; Is
     constructive & tactful in resolving inter-departmental or cross - functional conflict




                                                                                                                                                     25
At Departmental Management Level:
 Takes accountability to participate in the institute-wide agenda rather than operating solely within a
    narrow departmental perspective; Takes initiatives to foster collaboration across Department boundaries

     Creates a positive team environment within the Department where individuals feel encouraged to make a
      full contribution; Builds team capability by regular team or department review meetings, conscious
      attention to group dynamics and playing to the strengths of individual members

     Seeks to understand the psychological & emotional needs of others in work situations Respects, values
      & appreciates the diverse views & contribution of others, promoting a climate that is receptive and
      appreciative of differences in opinion, perspective and cultural style

    C2: Relationship Building and Networking

At Executive Level:
 Engages effectively with a range of external stakeholders; Establishes rapport, identifies common ground
   and develops a good understanding of their agenda and perspectives

     Is proactive and influential in sustaining constructive relationships with key external stakeholders at
      industry or local community levels

     Manages these relationships by balancing give and take to ensure reciprocity and mutual benefit for
      those involved

At Departmental Management Level:
 Uses own networks and position to open doors & facilitate access for others

     Relates well to others and acts as an effective ambassador for the Institute, discipline or department,
      showing political sensitivity & diplomacy as required to foster positive relations

     Negotiates effective solutions & compromises with other interest groups when conflict arises;
      Negotiates skilfully to win concessions without damaging relationships, adapting negotiation style to suit
      the situation

C3: Influential Communication
At Executive Level:
 Builds systems & processes that make appropriate information widely & easily available to those who
   need or could benefit from it, thus ensuring that staff have timely access to the information that they
   need to do their jobs well/

     Is skilful, well - judged and insightful in how he/she manages the media; Is proactive in relation to
      managing the external media & positions communication messages to best effect

     Channels his/her communication skilfully, judiciously using formal & informal channels & working
      through key people to ensure that messages are communicated in an influential manner




                                                                                                       26
At Departmental Management Level:
 Presents and articulates views & opinions in a credible manner that positively influences dialogue and
   debate; Is skilful in positioning own viewpoints and arguments so that they win support

   Promotes an open communication climate within the Department by holding regular meeting to keep
    everyone abreast of issues, encouraging colleagues to share information and acting as a role model for
    effective consultation and dialogue

   Takes accountability to challenge upwards in the institute where there is necessary but does so in a
    constructive and persuasive manner

   Displays strong active-listening skills genuinely seeking to understand the views and position of others;
    Practises reflective discourse and appreciative enquiry that facilitates wide ranging discussion with others

C4: Developing Capability of the Team

At Executive Level:
 Views staff, their knowledge, competence & capabilities as the core asset of the Institute; Develops
   structures and policies that support staff to continuously upgrade their capabilities & contribution

   Is effective in attracting talent into the organisation; Is objective, perceptive and accurate in the
    recruitment of new staff; [Uses focussed & objective criteria & methods for selection]

   Proactively drives & supports organisational learning [Knowledge management and transfer of best
    practices]; Ensures that there is a process for transmitting valuable knowledge & expertise when staff
    members near retirement

At Departmental Management Level:
 Tries to match individual career aspirations with the emerging and long term needs of the department or
   organisation; Displays trust & confidence in staff by delegating key tasks & projects and actively
   involving them in significant decision making

   Gives accurate feedback to staff on current performance levels and highlights key development issues;
    Coaches &mentors individual staff to develop enhanced capability in areas such as teaching, research,
    writing and programme development

   Uses a systematic process to identify the talent and potential of staff across their own department or
    function, using the PMDS process as a foundation for development planning & investment




                                                                                                        27
                                  Domain 4: Personal Mastery

Why it is Important:
                                                                                  Strategy Development       Influential
The transmission of values and principles is part of                              & Positioning              Communication


the leadership role of the manager and, within the                              Leading Change &                Relationship Building

Institutes; it must be enacted rather than                                         Transition                   & Networking


pronounced from the pulpit. Credibility at both a            Providing Strong
                                                             Leadership
                                                                                                                             Fostering
                                                                                                                             Teamwork &
professional competence and a personal integrity                                                                             Collaboration

level is critical to the perceived legitimacy of the     Promoting Innovation
                                                         & Creativity
                                                                                                                                     Developing Capability
                                                                                                                                     and Performance


manager’s contribution. In addition managers must                                           Personal
be accountable for fulfilling the full breadth of                                           Mastery
their role while also working within acceptable         Judgement
                                                        &
                                                        Decision Making
standards of probity and good governance.
                                                                                      Aligning           Developing
                                                               Organising for Effective                           Personal Accountability
                                                               Delivery              Systems &            Personal and Standards
                                                                                       People             Mastery
.As the activity level within the Institutes has
                                                                          Promoting Excellence in              Personal Discipline
increased the amount of time available within the                         Standards & Performance                & Development


year has not significantly changed. Effective
personal organisational skills, including time –
management are required to cope with the
multifaceted aspects & demands of the                  Many managers within the Institutes have come into
management role                                        the management role from a non – managerial
                                                       background and there is a need both to enhance their
                                                       managerial skill – sets and also to “sharpen the saw”
                                                       through continuous personal development of their
                                                       management practise
P1: Personal Accountability and Standards

At Executive and Departmental Management Levels:
 Champions and adheres to an effective set of core values and beliefs that are appropriate to the
   Institute context and is looked to by others for guidance on standards and norms of behavior; Leads by
   example in terms of consistency between messages and behavior

   Supports others who are acting in accordance with the core values & principles of the Institute
    [Including Dignity & Respect] and challenges values & behavior that are inappropriate for the
    organisation

   Works right up to the ceiling of accountability for his/her role and discharges the full breadth of the
    remit; Takes full personal responsibility for his/her actions and judgments & acknowledges mistakes
    made

   Ensures that there is full compliance with the legislative & legal factors that affect organisation
    policies, procedures & working practices; Displays a good working knowledge of basic employment
    law and makes explicit efforts to incorporate equitable practices into the human resources management

   Establishes personal integrity by meeting commitments made and is widely trusted within the Institute
    , Faculty or School being seen as honest and truthful




                                                                                                                                                  28
   Builds trust and maintains a high level of engagement within the department by being easily
    accessible, responding to staff issues with empathy, respect & fairness and personally following
    through on commitments made
P2: Personal Discipline

At Executive and Departmental Management Levels:
 Consciously works to have an appropriate work – life balance; being self - aware of demand levels
   and looking for support or readjusting workload to maintain energy and focus

   Shows a strong sense of conviction & self – belief, displaying a high level of personal resources and
    determination to give of best in the role: [Shows a high degree of persistence when confronted with
    obstacles]

   Shows strong self discipline & maintains a consistent level of performance under significant demand
    pressures; Maintains perspective & keeps calm in emotionally charged situations, retaining poise &
    composure in a crisis

   Uses effective organisation principles to make best use of the working time available: Works to a
    clear & appropriate set of priorities & puts sufficient time into the most important areas while
    delegating effectively as much as possible

   Actively seeks feedback on his/her own performance from a variety of sources in order to develop a
    more objective view of own strengths & weaknesses; Uses feedback constructively to address
    development issues in own performance or behavior

   Works actively on a current & focussed personal development plan. using a variety of resources to
    support & sustain own development [coaching, mentoring, learning from observation of others,
    training programmes, reading etc]




                                                                                                29
    Chapter Four: The Recommended Approach to Management and
                      Leadership Development

4.1: A Commentary on the Sectoral Context for Development
As part of the research project we asked the managers in the sample for their views on the
following questions:
    o What has worked well to date in terms of management development provision in the
        sector
    o What are the opportunities that do arise for developing managers
    o What are the constraints that are perceived to hamper management development
    o What development topics are seen as particularly important for managers at this point in
        time and looking towards the future challenges

The feedback on these questions can be summarised as follows:

[i] What has worked well in the past:
A lot of reference was made to a cross – sector training programme that was run a number of
years ago and the benefits that accrued through the central resourcing model as well as the
networking and sharing perspectives across institutes. A second area that was mentioned on a
number of occasions was the provision of specific inputs around functional or specialist
knowledge areas of management such as finance, IT and Human Resources [particularly aspects
to do with employment and personnel procedures]. A small number of participants had been on
external management training programmes either with a generic content [E.g. Core Skills of
Management at the Irish Management Institute] or in the UK with a specific HE context
[Leadership Foundation for Higher Education]. For the executive level managers, the opportunity
to network with senior colleagues & stakeholders as well as exposure to international speakers,
were cited as positive elements.

The biggest constraint and negative experience cited was the lack of a structured induction
process for new managers, particularly at department head level. Many of the participants
recounted their experience of being thrown in at the deep end as a new head of department
without even a clearly specified role description. In addition some executive managers had poor
perceptions of the ”time spent versus value achieved” equation when they attended management
seminars.

[ii] Respondent Views on Development Needs:
The key issues and themes for the development of management performance, which were elicited
from the field sample and literature review, are described in Chapter Three.
The opportunities for management development are seen as numerous from an experiential
perspective and ongoing from a timeline perspective, given the pace of change within the sector
and the economy as a whole. Participants differentiated between three broad categories of
management development activity as follows:

    o   Structured modular management development programmes that take a rounded approach
        to developing generic management skills. The bulk of this provision is through
        externally run programmes by business or management schools and lead to formal
        qualifications in management as a discipline. These are seen as valuable from a
        development perspective, particularly in terms of knowledge transmission but are




                                                                                              30
        typically too generic in content and too extended in duration. Only a minority of
        participants saw themselves as

    o   Workshops or development programmes that are more oriented towards personal
        development, reflection and insight. These focus more on developing aspects of personal
        style as a leader or manager. The benefits of these programmes are cited as personal
        insight and a level of skills development but learning generalisation back on the job can
        be an issue.

    o   Briefings and structured instruction about how to carry out a specific aspect of the
        management role or to use a particular programme or procedure. These short
        programmes, which we call toolkit or toolbox programmes, are seen as being particularly
        helpful when they cover a currently relevant topic in a pragmatic manner. There was a
        wide sentiment that toolkit presentations on employment law - handling personnel
        procedures, MIS-IT systems, and financial planning would be particularly beneficial for
        the heads of academic departments.
The respondents highlighted a number of priority development issues as follows:

At Department Management Level:

The need for a core management skills programme that would reflect the operational management
requirements as well as the academic leadership component

The need for specific development inputs on key management system enablers including human
resources management, finance and ICT

The provision of mentoring and coaching support particularly for managers newly in post

Developmental opportunities to network and provide reciprocal support

At Professional Management Level:

The need for development inputs on aspects of management systems integration

Developmental support to build interpersonal influencing and negotiation skills

At Executive Level:

Developmental input around the effective management of strategic positioning and change

Engagement on the personal aspects of becoming an effective leader

Developmental opportunities to network and engage with leading edge thinking

Time out for personal reflection




                                                                                              31
The Specific Recommendations for Management Development
Provision:
4.2: A Structured Approach to Developing Managers of Academic Departments:

We recommend a four – strand approach to development for Heads of Departments as follows:

Strand One: Foundation for Informed Personal Development Planning as a Manager:




                                                                 assessment **
                                                                 Self- assessment template – Manager’s
     This is my Role Profile                                                                             This is the Head of Department
          o    Purpose                                                                                   Developmental Competency
          o    Principal
               Accountabilities
                                                                                                         Framework
          o    Key Deliverables                                                                          C1        C2      C3      C4
          o    Role – critical       Head of Department’s
               Competencies                Personal
                                        Development
                                         Plan [PDP]

                                                                                                         This Is a Summary Guide of
     These are my PMDS                                                                                   how to develop in each
     Goals and Issues for this                                                                           Competency area:
     year                                                                                                Manager’s             Self-
     O1……..
     O2………….
                                                                                                         Development           Guide
     O3



              The Elements that contribute to a well – informed Personal Development Plan

This Strand comprises the following elements:

[1.1] The Role Profile as a foundation for development goal - planning
There are standard job descriptions available for the Head of Department role. Many of the
Institutes have adapted these job descriptions to make them more specifically relevant to
particular roles and current organisation and departmental contexts.

In addition the annual PMDS process should highlight for individual Heads of Department their
particular priority performance and development issues which would be incorporated into a role
profile for their position.

[1.2] Self Assessment against the Role Profile and Competency Framework
An indicative Head of Department Developmental Profile is included in Appendix Three

Note: At a future point it would be appropriate to introduce a 360 feedback option that would
allow a manager’s developmental plan to be better informed by a range of perspectives of his/her
personal strengths and development areas

[1.3] Provision of a Manager’s Self - Development Guide:
This is a development manual that sets out a range of recommended development activities for
each competency area. It is envisaged that it would include the following elements by
competency area:



                                                                                                                            32
       o   An expanded definition and behavioral descriptors
       o   Suggestions for on – the – job and experiential learning activities
       o   Independent study aids including recommended books, readings, DVDs and videos
       o   Guidelines for coaching and mentoring
       o   References to external training and development programmes

      Note: The effectiveness of the Self – Development Guide as a development support for all
      managers in the sector will be greatly facilitated if it can be accessed via the IoT and DIT
      websites

      [I.4] A Personal Development Planning Template [PDP]
      This is a structured template to assist the individual manager to set out a personal development
      plan in a specific and clear manner – See Appendix for an example of a PDP format

      Strand Two: A Sector – Wide Induction – Core Management Skills Programme for Heads
      of Department
      One of the key findings from this research project is that many heads of department “come cold”
      into the management role with no previous management or supervisory experience. The
      management role is both different and unique and they face many initial challenges including:
               o Developing a bigger picture understanding of the wider organisational context within
                  which the Department sits
               o Understanding the full breadth and scope of the management role [Academic
                  leadership, operations management and administration]
               o Learning how the key management & administrative systems and procedures work
               o Getting to grips quickly with the operational scheduling & problem solving tasks
               o Separating out from their colleagues and peer group to assume a formal managerial
                  authority & accountability
               o Developing their own leadership style and persona

      At this point in time there is no formal or comprehensive induction or developmental programme
      for Heads of Department and we recommend that such a programme be developed on a sector –
      wide basis. This would then give the scale to allow the programme to be run on a regular basis
      and it would also provide additional valuable networking opportunities where participants could
      engage with colleagues in similar roles in other Institutions

      It is envisaged that the Induction programme would be developed in a modular format which
      would allow for flexibility of deployment and the possibility of some managers availing of
      targeted modules to address specific development gaps rather than participating in the full
      programme

      While not being too prescriptive at this point we recommend that the foundation development
      programme would include the following core coverage areas:

Introduction to           The Core                 Leadership               Managing              Managing
Department                Management               and                      &                     Relationships
Management                Systems &                Development              Enhancing the         &
[Sector Context &         Processes                of the Staff             Quality of the        Managing
Role of the               [Plan – Organise-        Group                    Student               Yourself
Department Head]          Control & Review]                                 Experience




                                                                                                         33
                Module One: Is an introduction to the programme and will focus primarily on defining and
                clarifying the role accountability, tasks and challenges and the broader sectoral and institute
                context within which it fits. In this module the competency framework and the concept of
                Personal Development Planning would also be covered

                Module Two: This module will primarily centre on the planning, organising, resource –
                management and tracking aspects of the manager’s role. It will deal with workload allocation and
                link this through to the PMDS system. Effective use of MIS & IT will also be covered here.

                Module Three: This module covers the leadership challenge and also addresses the
                developmental aspects of the manager’s role in terms of coaching, staff support and building a
                positive team climate within the department

                Module Four: This module will cover the whole area of standard setting, quality assurance,
                innovation and continuous improvement. It will address both pedagogical as well as research
                quality assurance and also look at tools for creative problem solving

                Module Five: In this module there is an emphasis on looking both outwards and inwards. The
                whole area of building stakeholder and community relations as well as projecting the
                department’s image will be covered along with professional networking and profile – building. In
                addition the issues of demand management, time management and ongoing professional
                development will be addressed.

                This type of modular learning format could be centrally designed and coordinated and then run on
                an annual or eighteen month basis as a sector – wide managers or core skills programme. It could
                be run in such a manner as to have other spin – off benefits such as networking opportunities,
                joint project work across institute boundaries and even action learning sets.
                [An action learning set is a semi-structured mutually supportive group who meet on a regular
                basis to facilitate and share mutual learning experiences]

                The table below summarises the core specification for the modular development programme for
                heads of department

    Table: Indicative Coverage Map of the Introduction to Management Programme [Core Skills of Department
                                Management] for Heads of Academic Department
Module Focus:                Competency Areas Covered          Number of       Main Areas Covered:
                                                               Days :
Module One:                  Orientation to the Role                             o   Putting program in Context
Introduction to                                                2                 o   Trends in Higher Education – IoT Sector
Department Management         o   Providing Leadership     &                     o   The Role of Head of Department
o Putting Program in              Direction                                      o   Critical Success Factors in Dept Mgt
    Focus                                                                        o   Department Audit Exercise
o The Wider Sector            o   Aligning Systems                               o   Managing for Department Performance
    Context                                                                               o Organising Work & Systems
                              o   Building Common Purpose                                 o Academic Leadership
o   The Role of Head of                                                                   o Administrative & In formation
    Department in             o   Personal Mastery                                             Processes
    supporting &                                                                          o Promoting Excellence
    developing department                                                        o   Governance / Personal Accountability &
    performance                                                                      Standards
                                                                                 o   Competencies & Development
                                                                                 o   Personal Development Planning



                                                                                                                  34
Module Two:                   o     Organising for Effective              Systems Mgt:
The Core Management                 Delivery                   2          o    Programme Planning
Processes                                                                 o    Workload Allocation & Managing
                              o     Judgement and Decision                     Resources
Planning & Managing                 Making                                o    Financial Planning & Tracking
Work                                                                      o    Health & Safety. Risk Management &
                                                                               Standard Operating Procedures [SOPs]
                                                                          o    Managing Administrative Processes
Planning & Managing                                                       o    Managing Communication
People                                                                    HR -People Mgt
                                                                      o        Recruitment & Selection /Contract Mgt.
                                                                      o        Managing staff for performance right from
                                                                               the start
                                                                      o        Attendance Management
                                                                      o         Discipline, Dignity at Work & Grievance
                                                                               Handling
                                                                      o        Equality Diversity
Module Three                    o    Providing Strong          2      o       The Leadership Challenge
Leading and Developing               Leadership                       o       Elements of Leadership in the Academic
the Staff Team                  o    Influential                              Context
                                     Communication                    o       Sustaining staff engagement
Leadership                      o    Fostering Teamwork &             o       Competencies for Leading
&                                    Collaboration                    o       Being an Influential Communication Channel
Communication                   o    Developing Capability                    /Compelling Communication
                                     of the Team                      o       Creating & Supporting a Collegiate Culture
Team – Building                 o    Leading on Change and            o       Growing Team Effectiveness in getting work
                                     Transition [i]                           done together
                                                                      o        Approaches to Managing Conflict
                                                                      o        Introducing Change and Transition [i]
                                                                      o        Making the Case for Change
                                                                      o        Incremental and Systems Change
                                                                               Approaches
                                                                      o        Project and Process Management in Change

Module Four:                  o     Promoting Excellence in           o       Defining Quality Standards
Enhancing Quality & the             Performance Standards      2      o       Auditing the Student Experience
Student Experience                                                    o       Methods for Performance Feedback
                              o     Quality Assurance                 o       Enhancing Teaching Practise
Promoting Quality and               Concepts and Tools                o       Supporting Research Practise
Excellence:                   o     Improving Teaching                o       Coaching for enhanced Performance
                                    Practise                          o       Process Mapping & Quality Management
                              o     Supporting Research                       approaches
                              o     Promoting Innovation &            o       Fostering a culture of innovation
                                    Creativity                        o       Problem Solving & Creativity Tools

Module Five:                Networking & Relationship                     o    Building & Sustaining External
Managing Relationships      Building                           1- 2            Relationships
& Managing Yourself                                                       o    Emotional Intelligence
                            Managing Change & Transition                  o    Anticipating & Managing through Change
Stakeholder Relationships   [ii]                                          o    Transition Management with staff teams
                                                                          o    Looking after yourself & others
Managing Change &           Personal Discipline                           o    Time Management [II]
Transition                                                                o    Developing your Personal Practise
                                                                          o    Balancing Demands & Supports in the
Managing Yourself                                                              Role



                                                                                                          35
Strand Three: A Menu of In – Depth Modular Development Programmes:
The rationale here is to provide a range or suite of development programmes that are more in –
depth in their application and more current – leading edge focussed in content. These modules
would be presented by acknowledged subject – matter experts and would be regularly updated to
stay abreast of developments in the sector and current best practice.

These modules could be attended on a modular- programme basis over say an 18 – 24 month
period with perhaps an option of formal certification for completion of a full suite of modules.
Alternatively they could be provided & attended on a free- standing basis. Completion of the full
suite of development modules could be tied in with a formal accreditation and qualification
process.

The access to this type of modular provision could also be enhanced by options such as:
   o Running the modules on a rotating regional basis
   o Putting module content up on the IoT website
   o Using the most current and leading edge content form the modules to refresh the
       Managers Self – Development Guide on a regular basis [Again this will be facilitated by
       putting both sets of content into a web – based format:

We include below a list of indicative module themes that have emerged from our research as
being particularly relevant to effective performance at Head of Department level. These themes
mirror the
[N.B: It might also be feasible to combine some of the themes below into a single module]
Module Theme              Competency               Rationale and Indicative Content Headings
                          Mapping
HR Management for           o Organising for       Introduction to HRM vs Personnel Management & role
Line Managers                    Effective         of the line manager
                               Delivery            Effective HRM Practices & Skills
                           o   Promoting               o Recruitment & Interviewing
                               excellence in           o The Psychological Contract, Induction &
                               Standards &                  Probation
                               Performance             o PMDS
                           o   Developing          Effective Personnel Management
                               Capability of the       o Attendance Management
                               Team                    o Discipline, Grievance Handling
                                                       o Dignity at Work
                                                   Toolkit for People Management
Workload Planning          o   Organising for      Programme planning and review
&                              Effective           Workload allocation and review methods
Staff Support                  Delivery            Supporting staff in terms of interests and expertise
                           o   Promoting           Promoting a truly collegiate ethos
                               excellence in       Fostering career development for staff
                               Standards &         Enhancing responsibilities and developmental
                               Performance         delegation

Resource                   o   Organising for      Programme planning and resourcing
Management and                 Effective           Modelling, forecasting and trending
Finance                        Delivery            Budget planning
                                                   Zero base and incremental budgeting
                                                   Unit based costing issues, models & tools
                                                   Value accounting



                                                                                                      36
Using MIS to enhance       o   Organising for     Introduction to core MIS & IT platforms
Management –                   Effective          Current issues IT & MIS
Administration                 Delivery           Leading edge applications of IT in HE
Integration                                       Using MIS – ICT as a vehicle for integrated
                                                  performance management of the department
Support and Quality        o   Promoting          Theory and research on pedagogy
Assurance for                  excellence in      Current approached to teaching excellence
Teaching Practice              Standards &        Quality assurance & quality improvement tools
                               Performance        Passing on the concepts and skills for excellence
                                                  Building a community of teaching excellence
Support and Quality        o   Promoting          Theory and research on knowledge creation
Assurance for                  excellence in      Current approached to supporting research excellence
Research Practice              Standards &        Quality assurance & quality improvement tools
                               Performance        Building a community of research excellence

Strategic                  o   Strategic          Strategy concepts, methods and tools
Development of the             Positioning        Environmental analysis
Department                                        Foresight and scenario modelling
                                                  Strategic option development & evaluation
                                                  Strategic relationship management




Fostering Creativity       o   Promoting          Research on creativity & innovation
and Innovation                 Innovation &       Creative swiping & adapting best in class
                               Creativity         Innovation at three organisation levels
                                                  Tools for creativity
                                                  Creative problem solving
Managing Successful        o   Leading Change     Theory and models of change & change management
Change & Transition            and Transition     Systems approaches versus Incremental change
                           o   Providing Strong   Negotiation skills
                               Leadership         Leading a team through change & transition
Developing your            o   Providing Strong   Leadership theory & models
Personal Leadership            Leadership         Blending managing and leading
Style                      o   Judgement and      Locating your leadership challenge
                               Decision Making    Leadership in the academic context
                           o   Influential        Promoting engagement & commitment
                               Communication      Communicating vision & passion


Strand Four: Development of Toolkits in Key Systems and Functional Areas:
Department managers must display strong organising and interpersonal skills but they also need
to quickly become proficient in a wide range of procedural and functional – technical
management areas including for example employment law, finance, health & safety – risk
management and so on. Experience in other sectors has shown that it can be very helpful to
develop procedural – guidelines learning packs which can be either accessed for self – study or be
taught in short modules. This type of packaged learning can also be easily made available
electronically and it can serve as a convenient reference source for busy managers.




                                                                                                 37
            Strand Five: Ongoing Opportunities for Professional Development and Action Learning
            Sets;
            Heads of Department also have a need to keep abreast of developments in their own academic
            and professional area. Attendance at conferences and site visits to other institutions and centres of
            excellence are useful development activities as well as joint learning & development events with
            key stakeholders

            Following on from Strand Two it is also useful to promote the concept of peer learning – action
            learning sets to foster networking and cross – institute learning & support. It might be an idea to
            develop these peer sharing opportunities around distinctive discipline clusters or current theme

            Strand Six: Provision of Coaching or Mentoring:
            Many managers at department level report that they feel so immersed in operational activities and
            problem – solving that they often find it hard to keep a sense of perspective or to have the time to
            reflect and think about the bigger picture and the key priorities. Coaching and mentoring are two
            development approaches that can help to provide developmental support and create a reflective
            space for the individual manager.
            Coaching and mentoring should be made available to individual managers where it is deemed an
            appropriate response to specific development issues such as:
                 o As an overall developmental support to a manager who is new in post [Here the approach
                     would typically be to leverage strengths and address a small number of development
                     gaps]
                 o As a targeted intervention to support development of competence in specific areas where
                     performance falls below an appropriate standard
                 o A less experienced manager might be offered mentoring support by an experienced
                     colleague in another department or school.

            We recommend that Institutes develop a set of protocols and guidelines on the provision of
            coaching and mentoring to ensure consistency and appropriate standards in this area of provision.

            A Summary Table of Development Mapping at Head of Department Level:
            We are strongly recommending that a significant investment be made in developing a multi –
            method approach to management development at this level as it will have a wide impact and lay
            solid foundations for subsequent career development and progression

                                                                  Development   Methods
Competencies:              PDP Self                    Modular     Coaching      In-Depth     Toolkit       Professional
                               Development             Core Skills &             Modular      Presentations Academic
                               Guide                   Programme Mentoring*      Workshops                  Development
Role Clarification         Y        Y                  YY
                     COVERED
                     COMPETENCIES




                                        COVERED
                                        COMPETENCIES




Strategic Positioning                                  Y          Y             YY            Y
Providing Visible                                      YY         YY            Y
Leadership
Leading Change and                                     YY         YY            Y
Transition
                                                ALL
                             ALL




Promoting Innovation                                   Y                        YY                            YY
and Creativity
Promoting Excellence in                                Y          Y             YY            Y
Standards &
Performance
Judgement &                                            YY         YY                          Y



                                                                                                              38
Decision Making
Organising Effective           Y
Delivery
Fostering Teamwork &      YY   Y
Collaboration
Relationships             YY        YY       YY
& Networking
Influential               YY   Y    Y
Communication
Developing Capability     Y    YY   Y
Standards and Integrity   YY   Y    Y    Y
Personal Discipline       Y    Y    Y?       YY




                                             39
4.3: A Structured Approach to Developing Professional Managers of Support – Service
Departments:
Managers of support services including Libraries, Finance, Human Resources, Information
Technology, Student Services, External Services and Estates have a dual role that encompasses
both:

[i] The operational management and development of the core activity of their own service area
and its associated staffing
[ii] The proactive management of the interface with their key customer constituencies [Mainly
departments but also other organisation areas]

For a number of the professional support services [Finance, HR and IT in particular] a key aspect
of their role is the ongoing specification and enforcement of standards of practise within
operational departments across the Institute. The effectiveness of this “standards of practise” role
is greatly enhanced where the support service is able to provide a proactive educational and
support role with the operational departments. It is also facilitated by the functional department
head having a high degree of internal credibility within the Institute.

Note: We have taken as a given here that the managers of professional support services are
already fully qualified in a professional sense and at a rounded level of proficiency in their own
field of specialist knowledge and expertise

We do recommend a number of management development approaches which are similar to those
pertaining to the head of academic department..

Strand One: A Strong Foundation of Informed Personal Development Planning: [PDP]:
                                                                   assessment **
                                                                   Self- assessment template – Manager’s


      This is my Role Profile                                                                              This is the Head of Function
          o    Purpose                                                                                     Developmental Competency
          o    Principal
               Accountabilities
                                                                                                           Framework
          o    Key Deliverables                                                                            C1        C2      C3      C4
          o    Role – critical          Head of Function’s
               Competencies                 Personal
                                          Development
                                           Plan [PDP]

                                                                                                           This Is a Summary Guide of
     These are my PMDS                                                                                     how to develop in each
     Goals and Issues for this                                                                             Competency area:
     year                                                                                                  Manager’s             Self-
     O1……..
     O2………….
                                                                                                           Development           Guide
     O3




              The Elements that contribute to a well – informed Personal Development Plan

Strand Two: A Modular Management Development Programme
We recommend that a modular development programme should be provided for these managers
and this would need to be provided on a sector – wide basis to match capacity and prospective
participant numbers. The modular programme would be centred on the generic theme of leading


                                                                                                                              40
the provision of professional – support services within the sector – specific context. We set out
below a set of indicative thematic content areas for this programme. As with the head of
academic departments, it is envisaged that attendance on the programme could be either on a free-
standing module basis or as a full integrated programme with the eventual option of formal
certification

Module Theme             Competency Mapping           Rationale and Indicative Content Headings
Sector overview           o   Strategic Positioning   Overview of the Sector development issues and
Key thematic issues       o   Providing Strong        challenges to which the function areas must respond
&                             Leadership              Placing the functional contribution within the strategic
Strategic Contribution    o   Influential             plan for the Institute
of the Function               Communication           Challenges for the future development of infrastructure &
                          o   Relationship Building   support services
                              & Networking            Development of strategic options and long term planning

Operational               o   Organising for          Programme & Core Work- Stream Planning
Management                    Effective Delivery      Contract Management
Issues and Tools          o   Promoting excellence    Resource Management & Budgeting
                              in Standards &          Effective Personnel Management
                              Performance                 o PMDS
                          o   Judgement and               o Attendance Management
                              Decision Making             o Discipline, Grievance Handling/ Dignity at
                                                               Work

Project Management        o   Organising for          Essentials of Project Management
&                             Effective Delivery      Service development initiatives
Managing Change           o   Leading – Supporting    Leading and steering cross-functional project teams
                              Change & Transition     Projects to support & underpin institutional change
                                                      Managing & supporting system change
                                                      Tools to support incremental change
                                                      Appreciative Enquiry to build commitment & buy - in
Using MIS to enhance      o   Organising for          Introduction to core MIS & IT platforms
Management –                  Effective Delivery      Current issues IT & MIS
Administration            o   Promoting Innovation    Delivery of service enhancements via IT
Integration               o   Influential             Leading edge applications of IT in HE
                              Communication           Using MIS – ICT as a vehicle for integrated performance
                                                      management of the department
The Customer              o   Promoting excellence    Customer relations management
Experience                    in Standards &          Feedback and quality audits
&                             Performance             KPIs for service functions
Tools for Quality         o   Organising for          Standard setting and Performance management
Assurance ,Problem            Effective Delivery      Coaching to enhance performance
Solving &                 o   Promoting Innovation    Tools for Quality Assurance and Quality Improvement
Continuous                    & Creativity            Problem Solving Tools
Improvement



Communication and         o   Influential             Communications and Engagement
Influencing Skills            Communication           Getting your message across effectively/ Effective
                                                      Presentation
                                                      Proposal and report writing
                                                      Facilitation Skills
Leading                   o   Providing Strong        Leadership theory & models
&                             Leadership              Blending managing and leading


                                                                                                  41
Developing the Staff       o   Building Team                                   Locating your leadership challenge - Communicating
Team                           Capability                                      vision & passion
                                                                               Building team process
                                                                               Promoting engagement through empowerment

N.B It is possible that these thematic areas could be reconfigured within a variety of modular formats. In
addition there are significant overlaps in the content areas in some of the above modules with those
recommended for the heads of academic departments so there is scope to run a degree of combined
programmes for the two groups

Strand Three: Profession – Specific and Professional Development:
There are two aspects to consider in terms of the professional development of support service
managers:
 [i] Within the IoT sector there are profession or service – specific themes and issues which can
best be taken forward through sectoral interest groups. So for example the HR Managers Group
within the sector would be active in terms of mutual issues such as workforce – planning,
contractual conditions and the introduction of change to working practises. The developmental
aspects of these issues could be taken forward through profession – specific workshops &
seminars on the one hand and through specialist inputs into the sector –wide modular
development programmes
                                                Contextualised Inputs
                                                Profession – Specific Sector




Sector - Wide Functional – Support                                               Service Managers Dev. Programme




[ii] Within each professional discipline there will also be professional development opportunities
that are provided on a profession – specific basis external to the IoT sector. For example the
CIPD [Chartered Institute of Personnel and Development] provides an annual programme of
regional events as well as national master- classes and seminars on current topics and skill areas.
Some of these professional development opportunities could be beneficial in terms of keeping
abreast of and contributing to leading edge practice for the particular discipline.

In addition there may well be profession –specific competency frameworks that will be of
relevance to specific disciplines [E.g. There are existent profession – specific competency sets for
HR Managers, IT Managers and Estates Managers]. It would make sense that the PDP process
described in Strand One above would also take these discipline specific - technical competencies
into account..




                                                                                                                        42
  Strand Four: Provision of Coaching or Mentoring:
  As with the other management functions and levels, coaching should be made available to
  individual managers where it is deemed an appropriate response to specific development issues
  such as:
      o As an overall developmental support to a manager who is new in post [Here the approach
           would typically be to leverage strengths and address a small number of development
           gaps]
      o A less experienced manager might be offered mentoring support by an experienced
           colleague in another institute
      o As a targeted intervention to support development of competence in specific areas where
           performance falls below an appropriate standard

  It has been noted that managers in professional support functions may often be very expert in
  professional - technical areas but have developmental gaps around interpersonal and behavioural
  competency areas.

   Summary of Development Recommendations for Managers of Support Service Departments:
Competencies:                        Development Methods Recommended
                      PDP Modular         Continuing Professional Coaching & Mentoring
                             Programmes Development [CPD]
Strategic Positioning        YY           Y                       Y
Providing Visible            Y                                    YY
Leadership
Leading Change and                                     YY                  Y
                            ALL COMPETENCIES COVERED




Transition
Promoting Innovation and                               YY   Y
Creativity
Promoting Excellence in                                YY   YY             Y
Standards &
Performance
Judgement &                                                                Y
Decision Making
Organising Effective                                   Y    Y              Y
Delivery
Fostering Teamwork &                                   Y                   YY
Collaboration
Relationships                                          YY   YY             Y
& Networking
Influential Communication                                   Y              Y
Developing Capability                                  Y    YY
Standards and Integrity                                     Y              Y
Personal Discipline                                    Y    Y              YY




                                                                                               43
    4.4: Towards a Structured Approach to Developing Executive- Level Managers
    Executive level managers in this sector constitute a very diverse group albeit that, by our
    definition, they are all expected to embrace a corporate perspective alongside the fulfilment of
    their specific role brief.. The table below illustrates the diverse nature of these roles and some
    suggestions on the relative weight that might be expected to be associated with particular
    competencies:

Role Descriptor           Some Key Characteristics of the Role            Associated Role - Critical
                                                                          Competencies
Director or President        Chief Executive                              Strategic Positioning
                             Strategy Director – Stakeholder              Providing Strong Leadership
                             Relationship                                 Influential Communications
                             Organisation Leader                          Relationship Building & Networking
                             Representative Head                          Leading Change & Transition
Head of Development          External Sector Liaison & Alliance           Strategic Positioning
                             Builder                                      Promoting Innovation & Creativity
                             Substantial Projects Manager                 Influential Communications
                             Change Agent                                 Relationship Building & Networking
                                                                          Leading Change & Transition
Registrar                    Academic Systems Director                    Providing Strong Leadership
                             Quality Assurance Leader                     Organising for Effective Delivery
                                                                          Promoting Excellence in
                                                                          Performance Standards
                                                                          Influential Communications
                                                                          Fostering Teamwork & Collaboration
Secretary – Financial        Resources Leader                             Strategic Positioning
Controller                   Infrastructure & Support Services            Organising for Effective Delivery
                             Manager                                      Promoting Excellence in
                             Governance & Compliance                      Performance Standards
                                                                          Influential Communications
                                                                          Fostering Teamwork & Collaboration
Head of Faculty              General Manager of Core Delivery             Strategic Positioning
&                            Areas/Area                                   Providing Strong
Head of School               Academic Leader & Integrator                 Leadership//Promoting Innovation &
                             Discipline Strategist and Representational Creativity Leading Change &
                             Leader                                       Transition Promoting Excellence in
                                                                          Performance Standards
                                                                          Fostering Teamwork & Collaboration
[N.B. This table is for illustrative purposes only and it is acknowledged that role configurations vary to a
degree across the Institutes]
  Table: Indicative Role Characteristics and Critical Competencies at Executive Management Level




                                                                                                         44
Contextual Factors affecting Management Development at Executive Levels:
There are also a number of features that distinguish the context for management development at
this level:

    o   The individuals in role are typically already well qualified in terms of academic &
        professional qualifications

    o   The individuals will typically have a high degree of expert knowledge relevant to the
        professional or discipline – specific aspects of their role

    o   The majority will already have had some form of managerial experience before
        assuming their executive level role [Although the scope of this experience may vary
        considerably]

    o   The individuals are often very rich in terms of tacit knowledge which means that they are
        a very rich potential source for mentoring purposes. However this also suggests that they
        will benefit more from facilitated development events which elicit and explore concepts
        and constructs in a less prescriptive manner [Inductive rather than deductive?]

    o   Unfortunately they are often very “time – poor” in terms of flexible availability outside of
        their substantive formal roles

Feedback from the Participating Executive Managers:
We got feedback during our discussions with role incumbents, about their thoughts on
undertaking management development. This yields some useful insights:

Many feel that the most precious and elusive element in developing their own performance is
“creating the time and space for reflection”

Development as a leader is an ongoing challenge for most of the executive managers and this is a
personal matter as much as it is a “skills- development“ issue.

Given their relatively high levels of formal qualifications, expert knowledge and intellect many
senior managers find that they get relatively limited benefit from attending formal taught
development courses. Of course this can be attributable to many factors including hubris or poor
intelligence work to match development needs to courses attended but it may also reflect a
learning gradient factor which can loosely be summarised by the following quote:
 ”I resent having to spend a day to learn what can be understood in as little as half the time”
This attitude is likely to be further reinforced where the individual manager sees time as being a
resource that is in short supply

For many managers in senior roles there is a solitariness associated with being at the perceived
apex of a hierarchical reporting structure. In addition there may be few counterparts available
locally with the same specific role description. For this reason formal & informal networking
opportunities are often seen as being particularly valuable

Also being at the apex of the managerial structure makes it difficult at times to know where to
turn for personal learning supports and also how to make the best use of performance feedback
from others. In this context some managers in the sector have found individual coaching to be a
valuable method for accessing for developmental support. It is often observed that the role of an
executive manager can be a lonely one in terms of a solitary responsibility to make critical


                                                                                                   45
decisions and the need to keep significant issues within boundaries of confidentiality. An external
coach can facilitate the executive in working through of some of these complex and sensitive
issues in a manner and format that internal colleagues cannot provide.

Many senior managers would welcome a development format that would allow them to partake in
thematic compressed learning events on current topics such as legislation updates, sector
briefings and so on. There are a variety of ways that such learning events could be delivered
including regional breakfast/ evening events, pod-casts and web – enabled formats and also the
development of toolkits or manuals on key topics.

Consideration of Logistical Issues:
In addition there are some potential logistical issues to consider when planning development
programmes at executive level within the IoT sector:

    o   The relatively small numbers of managers at executive level makes it harder to ensure a
        “critical mass” for a particular development event or activity

    o   Most executive managers see themselves as operating within a “demand – rich and time
        – poor milieu” so that scheduling of development can become problematic

    o   The distributed locations of the Institutes compels that events at central locations must be
        carefully designed to have the right “potential value to time spent index“ to warrant a
        representative attendance

Grounding Leadership Development in its Social Context:
In a previous section of this chapter we have discussed the salience of the need, at all levels
within the institutes, for managers who can also give & facilitate strong leadership.
We have also adverted to a number of leadership development paradigms and programmes.

Nonetheless we believe that the concept of leadership development needs to be clarified in two
ways. On the one hand there are clearly convergent cognitive, behavioural and attitudinal
elements that are essential for effective leadership and to a greater or lesser degree, these can be
developed and facilitated through a variety or learning and development programmes and events.

It is also arguable that leadership is a socially constructed phenomenon and therefore leadership
development must ultimately be grounded in the core social context that it operates in. In other
words; no matter what model, frame or development method we use when providing leadership
development events or programmes, leadership must ultimately be played out on the “home
pitch” and therefore this is where leadership development activities must ultimately be grounded
and progressed on an on –going basis.

Therefore we recommend that the sector adopt a two – pronged approach to Leadership
Development as follows:

[I] Provide structured leadership development events or activities on a sector – wide basis which
focus on the nexus between the cognitive [purpose, strategic direction & complexity] and social –
emotional [transformational & emotional intelligence] aspects of executive leadership

[ii] Each institute progresses its own internal leadership development initiative which is grounded
in the specific context for change, institutional development & renewal and with an appropriate
appreciation of the distinctive ethos and culture.


                                                                                                  46
      In summary then we can say that there are a number of factors that impel towards a flexible
      delivery approach to executive development within the sector. We can categorise potential
      development formats in terms of a typology of learning and development opportunities which is
      schematically presented below

                                          Formal & Structured


                 Colloquiums & Retreats             Taught Programmes

Experiential          Coaching                      Master – Classes                      Taught or
                                                                                          Presented
                                                    Seminars
                                                    & Workshops

                      Mentoring                     Thematic Briefings

                 Networking & Opportunistic         Updates – Meetings
                 Events
                                                    Toolkit Talks
                    Personal Reflection Time

                                      Informal & Less Structured

               A Schematic Illustration of Development Formats for Executive Managers




                                                                                                  47
Specific Recommendations on a Range of Development Provision for Executive Level
Managers:

Strand One: A Strong Foundation of Informed Personal Development Planning: [PDP]:
We recommend that executive managers follow the same basic template to develop a meaningful
Personal Development Plan. This PDP may be less prescriptive in terms of the
comprehensiveness of its mapping but it should follow the same principles of evidential
developmental needs identification through a baseline assessment of current competency status. It
is desirable that this assessment should use a 360 degree format to reflect the broad leadership
context.




                                                                  assessment **
                                                                  Self- assessment template – Manager’s
     This is my Role Profile
          o    Purpose                                                                                    This is the Executive
          o    Principal                                                                                  Manager’s Developmental
               Accountabilities
          o    Key Deliverables
                                                                                                          Competency Framework
          o    Role – critical        Executive Manager’s                                                 C1        C2     C3     C4
               Competencies                Personal
                                         Development
                                          Plan [PDP]

                                                                                                          This Is a Summary Guide of
     These are my PMDS                                                                                    how to develop in each
     Goals and Issues for this                                                                            Competency area:
     year                                                                                                 Manager’s             Self-
     O1……..
     O2………….
                                                                                                          Development           Guide
     O3




Strand Two: Executive Manager’s Annual Colloquium – Development Forum
The proposition here is to run an annual development forum that runs over a minimum three day
period and which combines some or all of the following elements:
          o A strategic sectoral and environmental review
          o Scenario or foresight – based workshop on a critical strategic issue
          o High level skills workshop[s] on key development topics
          o Substantial time for networking in both semi-structured and informal contexts
          o At least two substantive guest speakers including one international expert in HE.
              [The other speaker to be external to HE]

There may already be a number of events run by the IOTI which resemble some aspects of this
approach. But we see this event as having an explicit developmental focus and as being designed
and facilitated in a cohesive manner to achieve this intent. In addition it would be desirable to
schedule this colloquium for a stable time during the academic year so that it could be planned for
on an anticipated basis




                                                                                                                             48
Strand Three: A Menu – Based Approach to Development
There are a set of development options that map onto the key competency areas and that could be
seen as being available on a menu – style basis depending on the needs of the individual
executive manager. These comprise:

Leadership Development Workshop:
This would be a high – level leadership skills development programme that would run on either a
single or double workshop format. The objectives of the programme would be to develop both
the cognitive and social – emotional aspects of leadership through an action learning framework
supported by

    o  Using the “Effective Intelligence” approach to explore and clarify the links between
       preferred thinking styles and the strategy development challenges that participants are
       engaging with
   o Using an “Emotional Intelligence” framework to develop skills and insights into using
       empathy and understanding of yourself and others to strengthen engagement and
       commitment levels
A 360 feedback component would be a valuable lead- in element to this type of programme

In our view this type of programme would serve as a very valuable precursor foundation before
an individual moves into an executive management role. In that light a tailored programme might
be made available on a sector –wide basis on an annual or bi-annual basis so that Institutes might
use it as a talent development opportunity for those managers who are performing particularly
well at departmental level. Such a programme would cater for a relatively small number and on
that basis access to the programme might be preceded by attendance on a development centre.

Provision of Coaching and Mentoring
As noted through out this report coaching and mentoring are seen as effective vehicles for
performance and career development respectively.. Although the terms are used interchangeably
in many cases there is a fundamental distinction as:

    o   Coaching is aimed primarily at developing or improving the performance of an individual
        manager in either specifically targeted competency areas or as a more rounded
        developmental support intervention

    o   Mentoring refers primarily to the process whereby an individual manager is advised and
        guided by a more experienced colleague in terms of how they might develop their career
        or profile within an organisation

There is merit, in our view, in looking at coaching and mentoring from a sectoral perspective. The
suggestion would be to pursue one or both of the following strategies:

    o   [i] Requisition a panel of experienced, external management coaches on a sector – wide
        basis and provide them with a full sector orientation programme prior to linking them
        with prospective managers

    o   [ii] Build within – sector coaching capacity by developing a sector – wide panel of
        experienced and skilled managers from within the sector who are interested in acting as
        coaches or mentors to other managers in the sector. Develop a coaching skills workshop
        that will equip these managers with the requisite skills to offer coaching support to
        others. This expertise building would also need to stretch to some form of ongoing


                                                                                                 49
        developmental support for the prospective coaching panel [Supervision process & action
        learning sets primarily]

Thematic Workshops supported with Action Learning
These would be workshops based on particular current high criticality topics [Such as, for
example, unit based costing models for resource allocation]. The workshops would be stand alone
and delivered by subject matter experts. The broad format could be as follows:

    o  Put the issue within the wider sectoral context and implications
    o  Identify the critical issues to be addressed and analyse root issues
    o  Present & generate options and templates for dealing with the issue
    o  Case – study or simulation exercise work – out
    o  Identify projects arising or action plan threads
    o  Reflection and action planning
    o  Post programme link up between participants to progress joint projects and share
       common learning
The impact of such workshops could be maximised by identifying follow- on applied learning
opportunities such as collaborative action projects across institutions and so on.

The feedback from executive managers in the sample indicates that the following would be seen
as particularly useful themes:
    o Resource management and unit – based costing
    o Management of Change
    o Strategic HRM and the Modernisation Agenda
    o Lean Systems approach to Streamlining Administrative Processes
    o A Dash – Board Approach to Integration Management [Balanced Scorecard Approaches
         linked to MIS]

Personal Time – Out / Exchange and Sabbatical Experiences
The point has been made that senior managers often feel that the lack of time – out to reflect is
their biggest developmental gap. The proposition here is that senior manages should be allocated,
across a multi – annual basis, a specific period of protected time to get off – site for personal
reflection and development.

This approach might also dove – tail with having an opportunity to experience an exchange or
planned visit with another organisation, not necessarily in the IoT sector. Another developmental
variation would be to spend an allocation of time with another organisation that might be a
sectoral stakeholder or simply be an example of leading edge practise in some facet of enterprise
or management. Many managers feel that the pressure of work is such that they cannot afford to
take a period of time out but anecdotal evidence suggests that many managers experience
productivity slumps precisely through this lack of opportunity to recharge their mental batteries.


Toolkit Presentations:
As noted in the section on development for Heads of Departments this learning format is based on
the presentation of essential information or application templates in a compressed period of time
often supported by a back –up user manual. These formats are particularly effective for important
current topics, functional or niche aspects of management such as MIS, Marketing, HRM and
Finance. This format can also be presented through electronic transmission although interactivity
may be lessened through this mode.



                                                                                                50
            Typically a toolkit presentation would last between ninety minutes and a half- day in duration and
            could be run as a breakfast or lunch session with extended time or be combined with another IoT
            business event

            The Table below summarises the recommended development approaches at Executive
            Management levels:

                                                                          Development Methods
Competencies:       PDP                         Annual       Leadership   Coaching   Thematic    Toolkit         Personal
                                                Colloquium   Programme    &          Workshops   Presentations   Reflection
                                                                          Mentoring*                             Time
Strategic                                       YY           Y            Y
Positioning
Providing Visible                               Y            YY           YY         Y                           YY
Leadership
Leading Change                                  YY           YY           YY                                     Y
and Transition
Promoting                                       Y            Y                       YY          Y               Y
Innovation and
Creativity
                     ALL COMPETENCIES COVERED




Promoting                                                    Y            Y          YY          Y
Excellence in
Standards &
Performance
Judgement &                                     Y            YY                                                  YY
Decision Making
Organising                                                                Y          Y           Y
Effective
Delivery
Fostering                                       Y            YY           Y
Teamwork &
Collaboration
Relationships                                   YY           YY           Y                      Y               YY
& Networking
Influential                                     Y            YY           Y          Y           Y
Communication
Developing                                                   Y            YY         Y
Capability
Standards and                                   Y            YY           Y          Y           Y               Y
Integrity
Personal                                                     Y            Y          Y                           YY
Discipline




                                                                                                                      51
       Chapter Five: Exploiting the full Potential of the Competency Framework
5.1: The Agenda for Further Application of the Competency Framework
The development of the management competency framework represents a significant investment
by the SIF programme and the wider sector in terms of the interest and level of involvement in
the design process..

It is clear that a well – validated competency framework can add significant value in enhancing
organisation performance over time if it is fully embedded within a number of key HRM
processes as illustrated below:


                                       Recruitment,
                                        Selection,
                                            &
                                        Promotion



         Career                                                    Induction, Training,
       Development              Core & Role-Specific               Coaching
            &                   Competencies                       &
       Engagement                                                  Development
                                Supporting…..




                                       Performance
                                       Management
                                         Process
                                        [PMDS]
                                         Process




Recruitment and Selection:
The competencies as defined can form the backbone of a more specific approach to recruitment
and selection. At management selection level one would typically expect a sophisticated multi –
method approach to selection. However even the deployment of a rigorously structured
competency – based interview process will significantly improve selection accuracy over and
above the use of more common biographical interviewing formats.

In the context of promotion competitions within or across institutes a competency – based
selection approach will improve the objectivity, face validity and equity of the selection process

Induction and Probation:
The competency framework offers the possibility of making induction and probation a much
more criterion – focussed and less subjective process which will give new managers a much
clearer picture of performance requirements. For example many organisations use competency –
informed checklists as a support tool in the induction process

Training Needs Analysis and Coaching:
The competencies along with the proposed managers self – development guide provide a set of
templates as a foundation for training needs analysis and as a roadmap for development and
coaching interventions.


                                                                                                  52
Effective coaching can be facilitated by:
    o The wider perspective that multi – rater 360 feedback brings
    o A clear specification of the behaviours that underpin effective performance

A Support within the Performance Management Process:
While many performance management systems are good at giving feedback on the achievement
or progress of objectives and goals, few succeed in going on to the next step which is to specify
“how” performance can be improved. Within the HE sector it is often difficult to give accurate
performance feedback or to identify tangible performance improvement areas as managers are
extremely busy and have little time to observe how their direct reports go about their work.
Typically performance determinations are made by exception where a negative outcome in some
aspect of the remit may draw attention in an unbalanced way to the managers’ performance.

If competencies are integrated with the use of the PMDS system then there is the opportunity to
have a more informed discussion about performance levels, development needs and support.

We recommend that over time the following initiatives be progressed:

    o   Development of a competency – based approach to selection in the context of recruitment
        and promotion to managerial roles
    o   That competency assessment be embedded within the induction and probation process
    o   That the management competencies be used to inform training and coaching
        interventions
    o   That the management competencies be integrated within the overall PMDS process

.




                                                                                               53
          Appendix One: The Full Competency Framework




                           Strategic Positioning   Influential
                                                   Communication



                    Leading and Facilitating           Relationship Building
                           Change                      & Networking


   Providing Compelling                                            Fostering Teamwork &
   Leadership                                                      Collaboration



Promoting Innovation                                                       Developing Capability
& Creativity                   Providing           Building                of the Team
                              Leadership &         Common
                                Direction          Purpose
                                   Aligning        Developing
                                  Systems &         Personal
Judgement &
Decision Making
                                    People          Mastery


       Organising for Effective                                Personal Accountability
       Delivery                                                and Standards



                   Promoting Excellence in          Personal Development
                   Standards & Performance               & Discipline




                                                                                    54
                      Domain One: Providing Clear Direction


Title:         L 1: Strategic Positioning of the Academic & Professional Contribution


Definition:    Develops a strategic perspective for the Institute or their area anticipating future
               needs and identifying potential options/ & constraints thereby ensuring that the
               Institute is well positioned to exploit emerging opportunities and maximise its
               contribution to meeting the current and future social, student and academic needs

                              Elements of this Competency:
                    Executive                             Departmental Management Level
Environmental scanning and sensing to              Keeping up to date with research & trends in
position the Institute and their own area for      own academic or professional area and
maximum medium & long term advantage               anticipating how these trends may impact on
                                                   Department activity
Engagement with a wide range of key external
stakeholders and development of strategic          Being active & influential on relevant academic
relationships and alliances                        or professional bodies to constructively
                                                   influence their thinking and future direction
Development of strategic options for future
growth & development of the sector, the            Working with colleagues to develop a vision &
Institute & their own area                         common perspective that helps shape the
                                                   direction of the department
Contributing to the development of a
participative corporate strategy process           Positioning the Department for maximum
                                                   medium term advantage within the Institute and
                                                   its wider environment
Understanding and navigating through complex
political issues and agendas                     Ensuring that Department perspectives on
                                                 strategy & future positioning are represented at
                                                 senior management level
                                       Behavioural Anchors
At Executive level:
 Provides a “ thought leadership” input to the development of national policy on education and
   sectoral development
 Engages with & encourages colleagues to develop a proactive corporate perspective on the
   long term potential & direction of the organisation
 Ensures that the strategic perspective embraces the full spectrum of the Institute’s contribution
   [Rounded student development, scholarship & research, cultural & economic development]
 Engages with key external stakeholders to build common ground and mutual perspectives on
   future sector, Institute or department developments
 Fosters and develops key strategic alliances with external organisations to enhance service
   offerings and strengthen the distinctiveness of the Institute’s contribution
 Deploys a range of concepts, tools and methods for environmental scanning & strategic
   analysis



                                                                                                  55
   Develops strategic options & activates strategic initiatives at sector, organisation, faculty or
    school level to enhance future development & growth
   Identifies the critical alignment issues for the organisation in bringing its strategy to fruition
    [Identifies the critical success factors & core competencies required to effectively implement
    the desired strategic direction]
   Positions the faculty or school or function at the forefront of sector or discipline development
   Develops & works within circles of influence in the organisation in order to achieve positive
    results

At Departmental Management Level:

   Keeps close to key external stakeholders [Marketplace, academic, research & professional] in
    order to explore & understand changing needs & trends

   Forecasts & anticipates the potential impact of emerging trends in the education sector or the
    broader economy on the department’s portfolio

   Engages with and makes an active contribution to academic or professional bodies in order to
    positively influence their thinking on significant current or future strategic issues

   Encourages & promotes a collegiate climate that fosters debate and dialogue about what is
    most important for the department going forward

   Works to build a departmental perspective on the options and choices for future developments
    [Engages with colleagues and involves them in consultation and participative strategy &
    direction setting work]

   Identifies, channels and selectively promotes teaching, scholarship & research interests that
    are consistent with the best direction forward for the Department & Institute [Works to aligns
    Departmental activity & Institute strategy]

   Ensures that Departmental perspectives on strategy & future positioning are adequately
    represented at senior management level

   Identifies what the critical success factors are for the Department or Function and elicits a
    sense of staff ownership & urgency about addressing these on a priority basis

   Evaluates current departmental or functional issues and actions in light of the broader strategic
    context and deals with them accordingly

   Adapts marketing concepts, tools & techniques to promote courses & services




                                                                                                    56
Title:         L2: Providing Clear and Compelling Leadership

Definition:    Provides visible and compelling leadership by developing a commonly understood
               sense of purpose and vision that energises others to fulfil the mission of the
               Institute. Ensures that the team is focussed on doing the essentials.to a very high
               standard and reinforces the commitment and morale of students & staff by
               recognising and celebrating their contribution & achievements.


                             Elements of this Competency:
                  Executive                              Departmental Management Level
Building a compelling vision for the future        Building a cohesive departmental identity &
Providing direction, focus & urgency               perspective
Promulgating & upholding key Institutional         Providing a clear direction and focus
values                                             Promoting and upholding key Institutional
Promoting a positive organisational culture        values
Recognising contribution and fostering             Providing recognition & encouragement
motivation & commitment                            Fostering a positive collegiate culture

                                      Behavioural Anchors
At Executive level:
 Works with colleagues & other key stakeholders to develop a compelling sense of current
   purpose and a shared vision for the future that encompasses the full spectrum of the Institute
   ‘s contribution [Academic, cultural as well as economic]
 Promotes the vision & purpose in a way that engenders high levels of commitment from staff
   & key stakeholders at all levels
 Provides strong leadership for change but does so in a way that builds on the core values and
   achievements of the organisation [Provides transformational leadership that is anchored in
   Institutional values and continuity of purpose]
 Provides focus and clarity by setting out a clear road map and identifying the priority issues to
   be addressed in order to achieve the vision
 Consistently promotes and upholds key Institutional values including integrity, community of
   scholarship, and social obligation
 Shows a strong personal conviction & belief about the current contribution priorities and
   future direction & of the organisation
 Provides thought leadership and representational credibility that enhances the contribution of
   their own discipline or professional areas [Represents their area in a positive and credible
   manner both externally & within the organisation]
 Builds a strong positive culture in their own area that is aligned with the vision and strategy of
   the organisation
 Creates platforms and opportunities to recognise and reinforce the value of the contribution
   made by staff & students
 Uses a variety of means to keep engaged and in touch with staff at all levels within the
   Institute




                                                                                                 57
At Departmental Management Level:
 Develops a positive sense of academic or professional direction through encouraging debate
   on issues and assertive chairing of Departmental meetings and other fora
 Is quick to highlight and recognises the excellent contribution of staff & students
 Develops distributed leadership through encourages & supporting effective contributors to
   take on aspects of leadership within the Department
 Promotes & builds a participative and collegiate climate within the Department through open
   communication and encouraging mutual respect and support between colleagues
 Consistently promotes and upholds core Institutional values such as the rounded development
   of students, supportive collegiate culture and integrity of scholarship
 Behaves as an effective buffer between Institute - wide initiatives & the specific concerns and
   issues of the Department; Tries to create the time and reflective space for staff to develop their
   strengths & interests
 Achieves an effective balance between supporting academic thinking & endeavour while
   ensuring that the Department is administered in an efficient and well organised manner
 Acts as an integrating bridge between the operational activity focus of department staff and
   the Institute’s strategic direction, [Takes accountability to represent the wider Institute
   concerns and issues to department staff]
 Interfaces effectively with institute-wide services ensuring that they are accessible and
   responsive to the needs of students and staff [Knows how to engage the wider institute system
   in support of the Department activity]
 Maintains a high level of engagement & respect within the Department by being easily
   accessible, leading by example and personally following through on commitments made
 Builds trust by responding to staff issues with empathy, respect and fairness while still
   achieving a good balance between the interests of the Institute and individual staff concerns,




                                                                                                 58
Title:        L3: Promoting Innovation and Creativity

Definition:   Promotes a culture of innovation and creativity so that the Institute develops new
              approaches to research and academic programmes and better solutions in functional
              areas.
                            Elements of this Competency:
                    Executive                           Departmental Management Level
Developing new thinking on education mission     Finding new & better ways to deliver
and provision                                    educational products and services
Identifying & opening up new areas of demand     Promotion of creativity, innovation and new
Creative in forging alliances and common         approaches within the Department
purpose                                          Creative & resourceful in maximising the
Initiating innovative approaches to              impact of what we have and overcoming
infrastructure & systems development             obstacles and constraints
                                                 Initiates better ways of providing services
                                     Behavioural Anchors
At Executive level::
 Constantly looking outwards to the external environment for new opportunities & ideas
 Thinks up new approaches & innovative strategies to position the discipline for future growth
   opportunities
 Spots emergent opportunities before they become widely known & commits resources to
   explore & exploit them
 Sets up creative relationships with key external stakeholders [Builds developmental alliances
   with a variety of agencies and potential partners]
 Encourages a culture of renewal & innovation by challenges the status quo and asking “Why
   not”
 Learns from the best ideas and programmes elsewhere & adapts or integrates elements into
   own area
 Is willing to take some chances in an effort to promote development & new opportunities
 Sets up processes and forums that will generate new ideas & thinking [Interdisciplinary think -
   tanks, seminars etc]
 Initiates new approaches to developing systems & infrastructure
 Promotes the creative use of technology to enhance services and activities

At Departmental Management Level:
 Taps into industry & market developments to create new or modified programmes & activities
 Recombines programme elements into new offerings
 Encourages staff to think outside of traditional course paradigms [Encourages interdisciplinary
   collaboration]
 Is creative and original in thinking about how the subject can be taught & applied
 Encourages a climate of initiative taking and free thinking within their area [Refrains from
   evaluating or critiquing new ideas or proposals too early]
 Is good at facilitating and supporting the creative process for others [Creates time and space
   for reflective thinking]

   Demonstrates good judgement about which new ideas and proposals will work
   Provides support and acts as a champion for staff who bring forward new programme
    proposals


                                                                                               59
   Initiates new approaches to developing systems & infrastructure
   Is resourceful in overcoming operational obstacles & constraints




                                                                       60
Title:         L4: Leading and Facilitating Change

Definition:    Leads change and facilitates transition in a manner that is consistent with the
               collegiate ethos within the Institute. Engages broadly to maximise a consensual
               approach to implementation. Ensures that change is implemented through an
               appropriate balance of assertion and persuasiveness.
                             Elements of this Competency:
                  Executive                             Departmental Management Level
Giving strong leadership on change                Flexibly anticipating and responding to change
Lobbying and influencing strategies to gain the   Persuasively engaging with others to facilitate
commitment of key constituencies                  the change required
Building change resilience across the             Resilient in planning and executing changes in
organisation                                      own area

                                     Behavioural Anchors
At Executive level:

   Maps out large scale change in a disciplined & systemic manner
   Makes a compelling and credible case for necessary change [“Why the Status quo is not an
    option”]
   Sets the groundwork for organisational change and transition [Promotes & fosters change in
    an incremental manner]
   Builds a coalition of support for major change initiatives
   Anchors change in core Institutional values and leverages current & past strengths in support
    of the required change
   Uses good sensing and process skills to manoeuvre skilfully through change issues
   Engages proactively with staff on issues and concerns around change & transition
   Negotiates skilfully with individuals or groups who are a barrier to the implementation of
    change
   Understands what elements are core and what is negotiable in the context of implementing
    change
   Supports necessary change even when it is outside his/her control or span of responsibility
   Provides strong professional and infrastructural supports to facilitate change

At Departmental Management Level:
 Engages at an early point with the change process anticipates it’s impact on the area, rather
   than blocking or waiting for directives
 Proactively engages with senior management and colleagues to ensure that there is a common
   understanding of the change agenda and actively contributes to the shaping of implementation
   plans
 Presents change & transition in a positive, forthright manner and does not take resistance or
   antagonism to change personally
 Maintains ongoing dialogue with the staff team to build a common understanding of the
   necessity for change
 Enlists others to actively participate in the change process [Mobilises the forces that are
   positive and conducive to change]
 Works with the staff group to take as much control as possible of how the change process will
   be implemented on the ground


                                                                                                 61
   Acts as a compass point for staff by providing reassurance and stability
   Is considerate and thoughtful of the needs of others yet resolute in leading and championing
    changes that need to occur
   Uses a variety of means to skilfully address resistance to change; Anticipates where change
    may impact negatively within the Department and takes steps to mitigate this




                                                                                               62
         Domain Two: Aligning Systems and People for Performance

Title:        S1: Organising for Effective Delivery
Definition:   Ensures that strategy is converted into effective execution through the application
              of a systemic management process. Plans and oversees resource deployment to
              ensure that departmental & functional targets are achieved in a well co-ordinated
              and efficient manner.
                            Elements of this Competency:
                  Executive                               Departmental Management Level
 Putting appropriate structures, systems and            Planning and building contingency to
   processes in place to convert strategy into              achieve objectives & goals of the
   effective execution                                      department/function
 Creating accountability systems for                    Sourcing and efficient deployment of
   outcomes and monitoring programme                        resources
   performance                                           Organising, coordinating and review of
 Aligning resources to priority activities                 activities, programmes & schedules
   and ensuring efficient best –value resource
   use,
                                       Behavioural Anchors
At Executive level:
 Ensures that appropriate structures, systems and core work processes are in place to deliver
   quality programme results on time & in full compliance with Institutional governance
   requirements
 Ensures that the goals that follow from the strategic plan are clearly communicated to
   Departments and staff so that they know what they are working towards
 Gives a strong lead on the programme and business planning process – balancing quality of
   service delivery with efficient resources deployment [Uses a systematic, rational &
   transparent process to derive activity priorities and allocates resources accordingly]
 Ensures that appropriate manpower, systems, infrastructure and budgetary resources are in
   place to deliver planned programmes & activities
 Re-organises structures, processes, people and resource allocation to meet external changes
   and new programme or activity priorities; Is incisive in stopping programmes or activities that
   are no longer consistent with the strategic direction
 Puts in place and steers effective project management structures & processes in order to
   deliver major new initiatives or programmes
 Uses financial information to monitor organisational performance against resource availability
   and promotes initiatives to achieve efficiencies and best –value in resource use [Takes steps
   to smooth resource usage across areas and targets areas of strategic priority & core
   competence for enhanced levels of support;]
 Encourages collaboration, synergy and resource – sharing within and between faculties &
   schools
 Works to ensure that Staffing & Human Resources Management practices are aligned in
   support of the Institutional strategy and programme priorities
 Drives and promotes the use of new technology to deliver better coordination, information
   management and cost-effective services
 Encourages organisation – wide commitment to the full deployment of systems and processes



                                                                                               63
At Departmental Management Level:
 Takes a medium term planning perspective and forecasts the resources needed for optimal
   efficiency of delivery
 Works out and specifies the plans, processes & systems by which things will get done, giving
   clear accountability parameters to lecturing and staff team [Delegates routine and important
   tasks with maximum clarity]
 Thinks holistically to incorporate all aspects of delivery into planning (e.g. health and safety)
 Allocates workloads in a structured, consistent, transparent and equitable manner
 Shows an appreciation of the need for consultation and to take advice in reference to issues
   that may impact on employee relations
 Monitors and periodically evaluates programme and activity delivery, using a range of
   measures that include core process, quality and output criteria; [Sets up systems of review to
   give early warning of slippage in timescales or standards of work]
 Responds incisively to a crisis or short term problems, taking accountability to liaise openly
   with colleagues and marshalling resources to ensure the department or function keeps on
   track
 Reorganises departmental structures, roles and responsibilities in line with changes in
   programmes and activities
 Takes accountability for best use of resources and looks creatively at ways to streamline
   programs or activities to optimise efficiency
 Manages time well, balancing planning and delivery across the academic & business cycle
   (timetabling, exam boards, program design and delivery /functional budgeting, sourcing
   resources, staffing, gear up for start of academic year & pressure points throughout]
 Ensures that administrative tasks and activities are carried out in an accurate and timely
   manner; using ICT systems to expedite efficient processing of information & tracking of
   activities




                                                                                               64
Title:         S2: Judgement, Perspective and Decision Making

Definition:    Critically evaluates complex information and issues, synthesising the diverse
               elements into a bigger picture understanding; Makes judgements and decisions that
               reflect a wide & deep understanding of issues and an awareness of organisational
               impact; Weighs up complex issues and makes decisions that achieve the best
               balance of benefit for stakeholders;
                             Elements of this Competency:
                    Executive                          Departmental Management Level
        Integrating diverse elements to build a       Demonstrating agility in assessing
         bigger picture understanding                    issues from a number of angles
        Deploying critical thinking to cut            Systematic in problem or data analysis,
         through to the heart of issues and              drawing sound conclusions
         problems                                      Makes the difficult judgment call and
        Achieving best balance judgment of              decision when necessary
         complex and sensitive issues                  Firm in making recommendations and
        Making decisions in a timely, clear and         defending them.
         incisive manner
                                        Behavioural Anchors

At Executive level:
 Integrates and synthesizes diverse information and issues into a coherent bigger picture
   understanding (Identifies connections and links between elements that may not be obvious)
 Quickly identifies & appreciates the core elements within complex issues
 Distinguishes root causes from symptoms of a problem or issue
 Breaks complex or messy issues or problems into more discrete parts through systematic
   questioning and analysis
 Appreciates the wide range of factors at play in evaluating complex issues and scenarios
   [Identifies the potential knock – on impact or ripple effect of complex issues or decisions]
 Assimilates and analyses complex information in an accurate and timely manner; Uses critical
   analysis and evidence to test the soundness of his/her conclusions [Evaluates the cost-benefit
   of different options and reaches robust conclusions]
 Considers multiple sources of information and weighs these appropriately when making a
   significant decision
 Seeks the views of others in a systematic and probing manner, practicing enquiry and
   reflective discourse
 Integrates information and views from colleagues in order to make well informed & judicious
   decisions
 Will makes hard decisions in the best interest of the organisation and stands over such
   decisions once made
 Is skilled in taking a provisional or incremental position when working with ambiguity
 Makes sound decisions under pressure – demonstrates a clear ability to ‘think on his/her feet’




                                                                                             65
At Departmental Management Level:
    Synthesises information effectively, ordering and integrating it into a coherent pattern
    Considers complex situations or problems from a number of angles; anticipating both
      immediate containment issues and the potential for more far reaching consequences [Sees
      how things fit together and interface, appreciating the knock on of one element onto
      another]
    Analytical and clear thinking in approach to problems; Deploys logical processes to
      uncover the source of problems as well as the presenting cause
    Develops clear options: assessing them for risk and viability; Uses a variety of criteria
      when sizing up complex decision options .[E.g. financial/HR/ legal/ quality/ PR)
    Promotes a collegiate approach through consulting widely before making significant
      decisions
    Knows when to consult and how to expedite the system to gain access to critical parties
    Takes accountability to make a decision and stand over it while keeping key parties
      informed
    Communicates decisions to all affected parties and ensures that there is a common
      understanding of the basis for it
    Recognises the importance of occasions when decisions must be referred upwards but
      retains the responsibility to implement or convey such decisions onwards through the
      department




                                                                                           66
Title:         S 3: Promoting Excellence in Standards and Performance
Definition:    Sets high standards of excellence, quality and performance for all core programme
               and activity areas. Devises and implements effective measurement and tracking
               systems and processes. Promotes a culture of continuous improvement.
                             Elements of this Competency:
                   Executive                         Departmental Management Level
   Communicating a strong focus on high              Acting as an effective role model in
    quality of service provision                       terms of teaching, research or general
   Setting high performance standards                 quality of work
   Ensuring that there are robust quality           Creating a culture of accountability for
    systems and procedures in place for core           delivery
    activity areas                                   Encouraging and recognising initiatives
                                                       in service quality and service
                                                       improvement
                                      Behavioural Anchors
At Executive level:
 Promotes a culture that genuinely puts the student at the centre of Institutional thinking;
   [Ensures that there is ease of access for the student at the centre of the organisation]
 Gets regular student - customer feedback and incorporates this into strategy & action planning
 Sets out clear positive standards for key aspects of organisation performance; Uses effective
   metrics to monitor key aspects of quality and performance
 Consults colleagues at all levels in the goal and standard setting process; ensuring that the
   standards set are specific, measurable and realistic
 Provides visible and symbolic recognition & acknowledgement when standards are met and
   exceeded
 Promotes the use of quality systems and quality improvement techniques to enhance academic
   and administrative activity
 Benchmarks quality and performance standards against appropriate comparators & uses
   results to inform action planning
 Ensures that information on the quality and standard of performance in key activity areas is
   publicly available
 Is single – minded and focussed in the pursuit of significant quality or performance issues
   [Selects & targets the projects or areas that require special attention and puts time and energy
   into these]
 Gives strong leadership on the implementation of the Performance Management &
   Development System [PMDS]

At Departmental Management Level:
 Keeps a close eye to the student experience, tracking key indices of the student profile
   [Success rates, drop –out, attendance patterns & so on]
 Takes personal responsibility for ensuring that the system responds effectively to address
   student – customer issues
 Works collaboratively with colleagues to set quality standards for key activity processes and
   measures & evaluates these in a structured and timely manner
 Encourages the development of a community of practice by fostering debate and reflection on
   teaching methods & standards
 Keeps up to date with the development of contemporary best practise educational models &
   methods


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   Expects and encourages lecturers to make a rounded contribution to the Department by
    working to the full scope of their role inclusive of non – teaching duties
   Encourages and promotes the contribution and profile of staff externally
   Sets an expectation of high standards of pedagogy and teaching practice ; [Encourages regular
    reviews of teaching practice and the use of feedback data to inform these]
   Devolves the improvement of pedagogy and research practise to individuals and teams but
    maintains a close attention to the effectives of the evaluation and review process
   Introduces quality improvement methods and tools and ensures that staff have the right
    resources to implement these
   Uses systematic & analytic approaches to identify gaps in quality and takes corrective action
   Intervenes incisively to address and rectify shortfalls in quality or performance standards
   Commits significant time and resources to address significant quality or performance issues;
    [Works in a supportive manner to problem solve and improve quality over time]




                                                                                              68
                   Domain Three: Building Common Purpose


Title:         C 1: Fostering a Climate of Teamwork and Collaboration

Definition:    Builds a collaborative ethos and effective working relationships within the Institute
               thus facilitating the development of common purpose and maximizing the potential
               for synergies and alliances that work for the betterment of the Institute or Sector as
               a whole

                             Elements of this Competency:
                   Executive                            Departmental Management Level
Promoting a corporate ethos of team work and     Operating in the context of the wider
mutual support                                   organisation rather than having a narrow
Promoting collaboration and reducing barriers    departmental mentality
between different parts of the Institute         Seeking opportunities to cross department or
Encouraging inter– institute collaboration       functional boundaries to resolve institute-wide
Using diplomacy and negotiation to resolve       issues
contentious issues & disputes                    Adopts a diplomatic and constructive approach
                                                 to resolving conflict
                                       Behavioural Anchors
At Executive level:
    Creates a strong team identity by establishing common purpose, encouraging resource
       sharing and celebrating achievements [Does this for faculty, departmental and virtual or
       project teams]
    Builds team capability over time by regular team reviews, conscious attention to group
       dynamics and playing to the strengths of individual members
    Builds engagement and constructive relationships across the organisation that breaks
       down barriers and enhances interdisciplinary & cross-functional collaboration
    Is comfortable facilitating and supporting a distributed leadership ethos across the Institute
       or Faculty; [Practises distributive leadership by making space for colleagues to lead on
       significant issues]
    Builds corporate cohesion by promoting and actively supporting senior management team
       decisions
    Respects, values and appreciates the diverse views & contribution of others
    Encourages an environment that is receptive in appreciating the value of differences in
       opinion, perspective and cultural style
    Seeks to understand the psychological and emotional needs of others in work situations
       [Takes into account the impact of emotions and feelings in situations]
    Shows strong diplomacy skills; finding common ground and solving problems for the
       good of all [Solves interpersonal or peer problems with tact and discretion]
    Surfaces conflict early and adopts a problem solving & solution building approach that
       focuses on the issues not the people




                                                                                                 69
At Departmental Management Level:
    Works collaboratively with others to achieve shared goals, as opposed to working
      separately or competitively
    Builds a positive team environment within the department where individuals feel
      encouraged to make a full contribution
    Encourages participation by sharing information and ideas within the team
    Considers issues from the perspective of others before making a decision [Considers the
      impact of own behavior and decisions on others]
    Acts in a manner that recognises and respects the contribution of others
    Takes accountability to participate in the institute-wide agenda rather than operating
      solely within a narrow departmental perspective
    Is proactive in seeking to understand other departments and functions in terms of key
      points of interface and ensures that own staff also share this understanding
    Takes initiatives to foster collaboration across departmental boundaries
    Takes responsibility to uphold clear boundaries of accountability when working cross
      departmentally or cross – functionally
    Effectively uses diplomacy and tact to facilitate working relationships
    Intervenes constructively to resolve intra department tensions and is constructive in
      resolving inter-departmental or cross - functional conflict
    Can rise above the single unit to form a cohesive group in order to address problems
      which have a wider institute impact




                                                                                           70
Title:         C 2: Relationship Building and Networking
Definition:    Develops a constructive engagement and positive working relationships with a
               wide range of external stakeholders that facilitates mutual understanding and
               support. Builds a network of key strategic and tactical relationships characterised
               by reciprocity and mutual respect
                             Elements of this Competency:
                    Executive                             Departmental Management Level
Building a credible and visible presence           Developing wider stakeholder relationships for
external to the Institute                          the benefit of the department or professional
Engaging effectively with key external             area
stakeholder and fostering alliances                Recognising and exploiting opportunities for
Displaying effective negotiation and               learning, innovation and continuous
influencing Skills                                 improvement within networks
                                         Behavioural Anchors
At Executive level:
     Develops effective networking and influencing strategies across a diverse range of key
        stakeholders
     Is skilful in building a constructive dialogue with a wide range of stakeholders and
        external interests
     Builds and develops alliances and coalitions of interest around key strategic themes
     Balances give and take to ensure reciprocity and mutual benefit in networked relationships
     Relates well with others and acts as a credible ambassador for the institute and profession
     Establishes rapport through self disclosure, sharing experiences and identifying common
        points that make a connection]
     Develops a good understanding of the agenda and perspectives of key stakeholders
     Surfaces conflict early and adopts a solution building approach
     Negotiates skilfully to win concessions without damaging relationships
     Adapts negotiation style to suit the situation, being assertive, direct or diplomatic as the
        situation requires it
At Departmental Management Level:
     Proactively participates in networks with a wide range of key stakeholders (other
        professional bodies, funders, student bodies, employer and industry groups and other third
        level institutions)
     Is proactive in setting up direct relationships with key external stakeholders at industry or
        local community levels to develop mutually beneficial opportunities
     Uses own network or position to open doors and facilitate access for others
     Develops rapport easily and relates well to all kinds of people
     Is genuinely interested in understanding the agenda of others
     Looks for ways to create a win: win situation where differences or conflict occurs
     Is politically sensitive and adapts style as required to represent the values and needs of the
        institute in different external contexts
     Thinks outside the box to create opportunities for mutual gain
     Negotiates effective compromises or solutions with interest groups when conflict arises




                                                                                                 71
Title:         C 3: Influential Communication
Definition:    Ensures that there is a flow of timely and accurate communication across the
               organisation so that expectations are clear and people have the information they
               need to perform effectively. Expresses own views in a clear and persuasive manner
               that wins the understanding. support & commitment of others; Uses the media
               skilfully to project a positive image of the organisation
                             Elements of this Competency:
                  Executive                               Departmental Management Level
Adopting a systemic approach to organisation       Taking accountability for effective intra and
communication                                      inter – departmental communication
Getting message across well in a complex           Practicing an open communication style that
stakeholder environment                            keeps channels open
Displaying media skills that send out a positive   Getting the balance right between logic and
message and ensure image protection                empathy in communication

                                      Behavioural Anchors
At Executive level:
 Builds systems and processes that make appropriate information widely & easily available to
   those who need or could benefit from it ; [Ensures that managers and staff have timely access
   to the information that they need to do their jobs well]
 Removes barriers and obstacles to the free flow of information throughout the organisation
 Ensures that there are regular, widely disseminated updates and reports that inform about
   organisation issues and performance highlighting successes and issues to be addressed
 Uses a wide range of media and methods to communicate with groups & individuals right
   across the organisation
 Is skilful, well - judged and insightful in how he/she manages the media
 Is proactive in relation to managing the external media, positioning communication messages
   to best effect and impact
 Skilfully channels his/her communication with all those who need to be informed, working
   through key people to ensure that messages are communicated in an influential manner [Uses
   formal and informal channels judiciously]
 Puts time into understanding the concerns and needs of those who need to be influenced and
   positions communication accordingly
 Practises discourse and appreciative enquiry that facilitates wide ranging discussion with
   others
 Presents views to others in an accurate and persuasive manner that engenders discussion and
   commitment
 Presents with conviction, self – assurance and clarity to groups and excels at finding the right
   level for the audience
 Commands attention and skilfully manages group process during formal and informal
   presentations and negotiations


At Departmental Management Level:
 Promotes and facilitates an open communication climate within the department; [Holds
   regular department meetings to keep everyone abreast of issues]
 Encourages colleagues to share information and acts as a role model for effective consultation
   and dialogue



                                                                                                   72
   Presents and articulates views and opinions in a manner that positively influences dialogue
    and debate;
   Is skilful in positioning own viewpoints and arguments so that they win support
   Crafts concepts and ideas into a focussed messages that inspire support and action from others
   Displays strong active-listening skills seeking to understand the views and position of others
   Reads situations well to anticipate the stakeholders issues and adjusts approach accordingly
   Takes accountability to constructively challenge upwards in the institute where needed
   Communicates effectively on sensitive or political issues using a judicious mix of informal
    and formal channels
   Effectively persuades others to respect the viewpoint of the department or function
   Handles objections and resistance to issues with composure and equanimity
   Practises attentive and active listening & can summarise the views and feelings of others in an
    accurate manner
   Writes clearly, succinctly and in a manner that gets the message across and achieves the
    desired effect




                                                                                                73
Title:         C 4: Developing Capability of the Team

Definition:    Identifies, develops and channels talent thereby building the capacity that will
               sustain the organisation into the future. Proactively encourages and supports
               organisational learning through mentoring, skills development and systematic
               knowledge management.
                          Elements of this Competency:
                    Executive                             Departmental Management Level
Talent attraction, identification and              Identifying and appointing talented staff
development                                        Channeling talent and matching responsibilities
Promoting leadership development at all levels     with talents & interests
Promoting a culture of continuous professional     Creating opportunities within work portfolios so
development [CPD]                                  that staff can develop their contribution

                                        Behavioural Anchors
At Executive level:
 Views the knowledge, competence and capabilities of staff as the core asset of the Institute
 Is effective in attracting talent into the organisation
 Develops structures and policies that support staff to continuously upgrade their capabilities &
   contribution
 Proactively drives and supports organisational learning [Knowledge transfer, knowledge
   management and transfer of best practices]
 Uses a systematic process to identify the talent and potential of staff across the organisation
 Plans ahead to ensure that there is sufficient capability developing within the organisation to
   fill key organisational roles
 Sees the potential leaders within the organisation as corporate resources and provides them
   with developmental opportunities that broaden their contribution & capability;
 Invests time and resources into the development of high performing staff [Puts time into
   mentoring staff who show a strong career development potential]
 Ensures that the PMDS process is used as the foundation for development planning and
   provides resources to support the identified development needs of staff
 Uses the PMDS process to give accurate feedback on current performance levels and to
   highlight key development issues
 Is accurate and perceptive in identifying the strengths and development status of staff
 Delegates stretching tasks and assignments to direct reports for development purposes
 Provides coaching to support the development of key staff

At Departmental Management Level:
 Is objective, perceptive and accurate in the recruitment of new staff; using focussed criteria for
   selection
 Plans ahead to ensure that there is sufficient capability being developed to fill key
   departmental roles
 Uses a systematic process to identify the talent and potential of staff across the department or
   function: Uses the PMDS process as a foundation for development planning and investment
 Uses the PMDS process to give accurate feedback on current performance levels and to
   highlight key development issues :
 Is accurate and perceptive in identifying the strengths and development needs of staff



                                                                                                  74
   Secures resources to provide for the development needs of staff
   Tries to match individual career aspirations with the emerging and long term needs of the
    department or organisation
   Displays trust and confidence in staff by delegating key tasks and projects
   Actively involves staff in significant decision making and sharing of responsibility
   Ensures that there is a process for capturing and transmitting valuable knowledge and
    expertise when staff members near retirement
   Coaches individual staff to build enhanced capability and performance in areas such as
    teaching, research, writing and programme development




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                          Domain Four: Personal Mastery


Title:        P1: Personal Accountability and Standards
Definition:   Takes personal responsibility for behaving in an ethical way and acts in a fully
              accountable manner so that others have confidence that the organisation is being
              managed in accordance with the highest standards of accountability, probity and
              integrity
                            Elements of this Competency:
                        Executive and Departmental Management Level
Taking personal responsibility for meeting the full scope of the role
Applying an ethical and values – based approach in management and decision making
Demonstrating fairness and consistency in the treatment of others
Establishing integrity and trust by meeting commitments made

                                     Behavioural Anchors
At all levels:
 Adheres to an effective set of core values and beliefs that are appropriate to the Institute
    context
 Promotes dignity and respect as a core value of the Institute
 Works right up to the ceiling of his/her role accountability
 Sets and reinforces standards for performance, behavior and probity within the department
 Inspires commitment to the organisation’s shared goals and values through visible actions;
    leading by example in terms of consistency between messages and behavior
 Supports others who are acting in accordance with the core values and principles and
    challenges values and behavior that are inappropriate for the organisation;
 Is looked to for guidance on standards and norms of behavior [Is helpful to others in making
    close calls on matters concerning values and ethics]
 Is aware of, understands and ensures compliance with the legislative and legal factors that
    affect organisation policies, procedures & working practices :
 Displays a good working knowledge and application of basic employment law
 Makes explicit efforts to incorporate equitable practices into the human resources management
    policies and practices of the organisation
 Takes full personal responsibility for his/her actions and judgments & admits mistakes
 Is widely trusted within the Institute and is seen as honest and truthful [Doesn’t misrepresent
    him/herself for personal gain]
 Shows an appreciation of confidentiality and exercises good discretion in this regard
 Elicits trust in others by keeping commitments made




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Title:        Personal Development and Discipline
Definition:   Has a strong sense of self belief and demonstrates resilience and composure under
              pressure. Approaches work in a disciplined and focussed manner in order to deliver
              a consistent level of performance and excellent results; Addresses personal
              development as a lifelong activity.
                            Elements of this Competency:
                       Executive and Departmental Management Level
Managing a balance between demands versus supports
Showing resilience and composure under pressure
Demonstrating strong personal organisation & discipline
Pursuing professional and personal development
Showing self-motivation and passion to succeed in the role

                                        Behavioural Anchors
At all levels:
 Tracks own demand levels and pressure points on a regular basis and knows when to look for
    support or to readjust workload; in order to maintain energy and focus
 Consciously works to have an appropriate work – life balance [Is self aware about the dangers
    of over committing]
 Shows a high level of self discipline and maintains a consistent level of performance under
    significant demand pressures;
 Maintains perspective and keeps calm in emotionally charged situations [Maintains poise and
    composure in a crisis]
 Displays a high level of personal resources and determination to give of best in role [Shows a
    high degree of persistence when confronted with obstacles and bounces back from setbacks
    and disappointments]
 Make best use of the working time available by working to a clear and appropriate set of
    priorities and putting sufficient time into the most important areas
 Works at the right level by focusing on what is most critical or essential and delegating
    effectively as much as possible
 Actively seeks feedback on own performance from a variety of sources in order to develop a
    more objective view of own strengths and weaknesses;
 Accepts feedback in an open and constructive manner using it to identify and address blind
    spots in own performance or behavior [Uses negative outcomes as a source of learning]
 Works actively on a current and focussed personal development plan; [Works to leverage
    strengths and compensate for weaknesses]
 Uses a variety of resources to support and sustain own development [coaching, mentoring,
    learning from observation of others, training programmes, reading]
 Shows a strong sense of self – belief and clarity in personal direction
 Takes some time out periodically for self - reflection
 Defines success as the effective adaptation by the department or function to the emerging or
    changing needs rather than the status quo




                                                                                             77
      Appendix Two: Tools and Example Formats to Guide Personal
                       Development Planning

                         [i] ROLE PROFILE TEMPLATE
Part 1 – Key Role Description Details

Title of Role                           Head of Academic Department

Purpose of Role:                        The primary role is the management of the Department,
(Short Statement)                       which inter alia involves:
                                          o Programme Planning and Development
                                          o Activity Coordination and Control
                                          o Performance Management of Staff
                                          o Resource Management
                                          o Quality Assurance
                                        The role also makes a contribution to cross – cutting and
                                        wider policy and development issues within the School -
                                        Faculty
Reporting to:                           Head of School

Key Reports:                            All staff within the Department
Key Relationships                       With other departments
                                        With administrative & support functions
                                        With key external stakeholders
Department/Directorate area:
Budget Responsibility (Direct):
Grade / level:


Part 2 – Results & Competencies

Key Result Areas:                                 Competencies
Key Result Areas are typically the headings       Competencies to be drawn from the four
under which specific targets and outcomes are     competency domain; Please identify four
stipulated in the PMDS                            priority competency areas for this year

     To prepare annual operational plans
    for the Department.
                                                     Domain One: Providing Clear Leadership
     To organise, supervise and co-ordinate       Strategic Positioning
    the effective running of the following         Providing Visible Leadership
    programmes                                     Leading Change and Transition
                                                   Promoting Innovation & Creativity
     To initiate the development of new
    courses in harmony with the School and
    Institute’s Strategic plan..
                                                   Domain Two: Aligning Systems and People
    To foster academic research and                          for Performance



                                                                                              78
    development work among staff in the            Judgement, Perspective and Decision
    Department.                                    Making
                                                   Organising for Effective Delivery
     To organise, supervise and co-ordinate       Promoting Excellence in Standards &
    the promotion and running of any new           Performance
    courses in the Department                       Domain Three: Building Common Purpose
                                                   Influential Communication
     To develop new links, and strengthen         Relationship Building & Networking
    existing links, with external stakeholders     Fostering Team work and Collaboration
    [Community, employers, partner                 Building Capability of the Team
    Universities and Institutions] in support of         Domain Four: Personal Mastery
    Institute Policy.                              Personal Accountability and Standards
                                                   Personal Discipline
     To formulate, in consultation with all
    staff, an ongoing training & development
    process for the Department.

     To plan and manage the financial
    resources – budget of the Department in a
    manner that provides best value

     To ensure the timely and efficient
    delivery of necessary administrative
    activity including the provision of such
    reports, lists, records and information as
    required by the Head of School.- Institute

     To promote the engagement of staff at
    all levels within the Department by being
    accessible, running open communication
    systems and active consultation on all
    substantive issues

    To implement a systematic approach to
   quality assurance & improvement with
   particular reference to the enhancement of
   teaching and research
Role Optimisation will be achieved through:

   The delivery of quality courses and programmes in line with the annual operational plan and
    the allocated resources
   Achieving and maintaining a productive collaboration with other departments within the
    Institute.
   The facilitation and promotion of new development inititiatives in teaching & research that
    support the strategic development of the Department in line with overall strategy of the
    Institute
   Sustaining and developing key external stakeholder relations
   Building a positive collegiate culture and high levels of staff engagement, in accordance with
    good employment practice and relevant legislation.
   Maximising the use of ICT and streamlined processes to expedite administrative activities


                                                                                                79
                            [ii] Personal Development Plan Format
                      Example Format for an Informed Personal Development Plan

                              Section A: Getting Ready for Development:

  A1: My Key Work Goals and My Competency Levels:
A1.1: Summarise your key work goals for the A1.2: Summarise how you rate on each of the main
next 12 months below:                       competencies for your role:
                                                         [Score 1 to 5 from feedback]
Goal 1:                                      Strategic Positioning
                                             Providing Strong Leadership
                                             Leading Change and Transition
Goal 2:                                      Promoting Innovation & Creativity
                                             Judgement and Decision Making
                                             Organising for Effective Delivery
Goal 3:                                      Promoting Excellence in Standards &
                                             Performance
                                             Influential Communication
Goal 4:                                      Relationship Building & Net working
                                             Fostering Team work and Collaboration
                                             Building Capability of the Team
Goal 5:
                                             Personal Accountability and Standards
                                             Personal Discipline
Goal 6:

   A2: My preferred ways of learning are: [Assign a score from 1 – 5 in column two below]
                 Score Self – Directed Project Based         Formal Training Coaching & Mentoring
                 1-5           [SD]             [PB]              [FT]                [C& M]
I rely on intuition
& gut feeling
I get advice from
others before I act
I observe & reflect
on what I see
I take a rational
and deductive
approach
I generalise based
on specific
experience
I solve problems by
trying things out
                         NB SHADED AREAS MAY NOT WORK SO WELL FOR YOU




                                                                                       80
                                       Section B: Personal Development Plan Template [ii]
                                     My Priority Development Goals [N.B No more than 3]]
Goal & Competency          SMART objective          Learning Activities                               Activity     Target   Progress
                                                                                                      Type         Date     Achieved
1.




2




3.




Other:
                                             Activity types : = SD // PB // FT// C&M //
                          Tracking Development WIP [Insert appropriate scale no. below in last column above]

Progress Scale: 1 = No change in behavior/results, 3. = I am making progress. 5. I have achieved my goal & it is working
Review Dates           Q1                    Q2                      Q3                      Q4




                                                                                                                                  81
    [III] Manager’s Developmental Profile




         A Brief Developmental Profile
I.oT. - DIT Management Development Program
                     2008




                                             82
                                                                   To what degree do you currently
     1]   Strategic Positioning                                       display these behaviours?
                                                                 Almost     Sometimes       Almost
                                                                 Never                      Always
           Identifies emerging needs and positions teaching and 1       2       3       4      5
              research activity accordingly

             Works participatively with academic colleagues to shape 1              2       3       4         5
              the future direction of the Department or School

             Identifies the critical success factors for the development of 1       2       3       4         5
              the Department or School

             Engages proactively with external stakeholders, providing 1            2       3       4         5
              thought leadership and positioning the organisation for best
              advantage                                                                                      //20




                                                                          To what degree do you currently
2]   Providing Visible Leadership                                            display these behaviours?
                                                                        Almost     Sometimes       Almost
                                                                        Never                      Always
         Develops distributed leadership by encouraging effective      1       2       3       4      5
          contributors to take on aspects of leadership within the
          School or Department

         Promotes and upholds key Institutional values including
          the rounded development of students, integrity &
          community of scholarship, and social obligation               1        2       3       4       5

         Acts as an effective buffer between the broader Institute -
          wide agenda & initiatives and the more specific concerns 1             2       3       4       5
          and issues of the Department

         Works with colleagues & key stakeholders to develop a 1                2       3       4       5
          shared sense of current purpose and a compelling vision for
          the future                                                                                 //20




                                                                                                         83
                                                                  To what degree do you currently
3]   Promoting Innovation and Creativity                             display these behaviours?
                                                                Almost     Sometimes       Almost
                                                                Never                      Always
      Encourages& promotes inter–disciplinary collaboration by 1       2       3       4      5
        establishing processes & forums that will generate new
        ideas & thinking

        Facilitates the creative process by providing support for
         staff who bring forward new programme proposals           1      2       3      4       5

        Promotes a culture of       renewal &      innovation by
         challenging the status quo, learning from the best ideas - 1     2       3      4       5
         programmes elsewhere

        Positions the Institute, School or discipline for future 1       2       3      4       5
         growth opportunities by identifying emergent opportunities
         before they become widely known                                                      //20




                                                                     To what degree do you currently
      Has a clear view of what the service is aiming for          1       2       3       4
                                                                        display these behaviours? 5
4]   Leading and Facilitating Change and Transition
                                                                   Almost     Sometimes       Almost
        Communicates a clear sense of direction for the team      Never 2
                                                                   1               3              5
                                                                                           4 Always

        Gives strong leadership by making a compelling & credible 1      2       3      4       5
         case for necessary change

        Acts as an anchor and source of reassurance for students &
         staff in times of uncertainty or change                    1     2       3      4       5

        Builds a coalition of support for change and addresses 1         2       3      4       5
         resistance skilfully

        Lays the groundwork for organisation change and 1                2       3      4       5
         transition by planning it in a systemic manner
                                                                                              //20




                                                                                                  84
                                                                   To what degree do you currently
5]   Judgement, Perspective and Decision Making                       display these behaviours?
                                                                 Almost     Sometimes       Almost
                                                                 Never                      Always
     o Is analytical and clear thinking in approach to problems; 1       2       3       4      5
     distinguishing root causes from symptoms of a problem

     o    Promotes a collegiate approach to decision - making by
          seeking the views of others in a systematic in order to          1       2       3       4        5
          arrive at well informed & judicious decisions

     o    Identifies & appreciates the core elements within complex        1       2       3       4        5
          issues, integrating diverse information & issues into a
          coherent bigger picture understanding

     o    Makes decisions in a timely, clear and incisive manner,          1       2       3       4        5
          communicating the basis & rationale to all affected parties
          make decisions in a timely & well informed way                                               //20




                                                                                 To what degree do you currently
     6]   Organising for Effective Delivery                                         display these behaviours?
                                                                               Almost     Sometimes       Almost
                                                                               Never                      Always
          o   Works out & specifies the plans, processes & systems by          1       2       3       4      5
              which things will get done;

          o   Allocates workloads in a structured,, transparent and            1       2       3       4          5
              equitable manner

          o   Puts in place & steers effective project management in           1       2       3       4          5
              order to deliver major new initiatives or programmes

          o   Plans effectively for the medium term by accurately              1       2       3       4          5
              forecasting the resources needed for optimal efficiency of
              delivery                                                                                          //20




                                                                                                       85
                                                                          To what degree do you currently
7]   Promoting Excellence in Standards & Performance                         display these behaviours?
                                                                         Almost    Sometimes       Almost
                                                                         Never                     Always

 o       Encourages the development of high standards by promoting
         regular reviews of teaching and research practice         1            2       3      4       5

 o       Promotes the use of quality systems & quality improvement
         techniques to enhance academic, administrative & support 1             2       3      4       5
         service

 o       Is single – minded & focussed in the pursuit of significant 1          2       3      4       5
         quality or performance issues

 o       Promotes a culture that genuinely puts the student at the 1            2       3      4       5
         centre of Institutional thinking
                                                                                                    //20




                                                                           To what degree do you currently
8]   Influential Communication                                                display these behaviours?
                                                                         Almost     Sometimes       Almost
                                                                         Never                      Always
     o    Presents and articulates views & opinions in a credible        1       2       3       4      5
          manner that positively influences dialogue and debate
     o    Promotes an open communication climate within the
                                                                         1      2       3      4       5
          Department or School by holding regular meeting to keep
          everyone abreast of issues & encouraging colleagues to
          share information
     o    Displays strong active-listening skills genuinely seeking to   1      2       3      4       5
          understand the views and position of others
     o    Builds systems & processes that make appropriate
          information widely & easily available to those who need or     1      2       3      4       5
          could benefit from it
                                                                                                    //20




                                                                                                        86
                                                                            To what degree do you currently
9]   Relationship Building & Net working                                       display these behaviours?
                                                                          Almost     Sometimes       Almost
                                                                          Never                      Always
    Engages effectively with a range of external stakeholders and        1       2       3       4      5
     develops a good understanding of their agenda and perspectives

    Uses own networks and position to open doors & facilitate
     access for others                                                    1      2       3      4       5

    Relates well to others and acts as an effective ambassador for
     the Institute, discipline or department, showing political           1      2       3      4       5
     sensitivity & diplomacy as required to foster positive relations

    Negotiates effective solutions & compromises with other              1      2       3      4       5
     interest groups when conflict ari
                                                                                                     //20




                                                                            To what degree do you currently
10]      Fostering Team work and Collaboration                                 display these behaviours?
                                                                          Almost     Sometimes       Almost
                                                                          Never                      Always
          Creates a positive team environment within the Department      1       2       3       4      5
           where individuals feel encouraged to make a full
           contribution

          Builds a strong collegiate culture by establishing common
           purpose, encouraging collaboration, resource sharing and       1      2       3      4       5
           mutual support

          Shows strong diplomacy skills; finding common ground &
           solving problems for the good of all                           1      2       3      4       5

          Facilitates & supports a distributed leadership ethos across
           the Institute – Faculty and Schools; by providing              1      2       3      4       5
           opportunities & space for colleagues to lead on significant
           issues                                                                                    //20




                                                                                                         87
                                                                                         To what degree do you currently
11]   Developing Capability of the Team                                                     display these behaviours?
                                                                                       Almost     Sometimes      Almost
                                                                                       Never                     Always

  o       Uses a systematic process to identify the talent and                         1          2       3       4       5
          potential of staff across their own department & tries to
          match individual career aspirations with the emerging and
          long term needs of the department or school
                                                                                       1          2       3       4       5
  o       Gives accurate feedback to staff on current performance
          levels and highlights key development issues
  o       Develops structures and practices that support staff to                      1          2       3       4       5
          continuously upgrade their capabilities & contribution
  o       Proactively drives & supports organisational learning
          [Knowledge management and transfer of best practices];                       1          2       3       4       5

                                                                                                                      //20




                                                                                               To what degree do you currently
  12]      Personal Accountability and Standards                                                  display these behaviours?
                                                                                              Almost    Sometimes       Almost
                                                                                              Never                     Always
           Shows consistency in, his behaviour & gains the trust of others through keeping
            commitments
                                                                                              1       2       3       4            5

           Leads by example in terms of consistency between messages
            and behavior and is looked to by others for guidance on                           1       2       3       4            5
            standards and norms of behavior;

           Ensures that there is full compliance with the legislative &                      1       2       3       4            5
            legal factors that affect organisation policies, procedures &
            working practices
                                                                                              1       2       3       4            5
           Champions and adheres to an effective set of core values and
            beliefs that are appropriate to the Institute context                                                             //20




                                                                                                                              88
                                                                        To what degree do you currently
13]   Personal Discipline                                                  display these behaviours?
                                                                      Almost     Sometimes       Almost
                                                                      Never                      Always
   Works to a clear & appropriate set of priorities & puts           1       2       3       4      5
    sufficient time into the most important areas while delegating
    effectively as much as possible

   Shows strong self discipline & maintains a consistent level of
    performance under significant demand pressures                    1      2       3      4         5

   Consciously works to have an appropriate work – life balance;
    being self - aware of demand levels and looking for support or    1      2       3      4         5
    readjusting workload to maintain energy and focus

   Actively seeks feedback on his/her own performance from a
    variety of sources in order to develop a more objective view of   1      2       3      4         5
    own strengths & weaknesses; Uses feedback constructively to
    address development issues in own performance or behavior                                    //20




                                                                                                 89
Scoring Summary Table

                                                              Score
                   Providing Clear Direction
Strategic Positioning                                                  //20
Providing Strong Leadership                                            //20
Leading Change and Transition                                          //20
Promoting Innovation & Creativity                                      //20

                                                  Subtotal:            //80
                Aligning Systems and People
Judgement and Decision Making                                          //20
Organising for Effective Delivery                                      //20
Promoting Excellence in Standards & Performance                        //20

                                                  Subtotal:            //60
                 Building Common Purpose
Influential Communication                                              //20
Relationship Building & Net working                                    //20
Fostering Team work and Collaboration                                  //20
Building Capability of the Team                                        //20

                                                  Subtotal:            //80
                        Personal Mastery
Personal Accountability and Standards                                  //20
Personal Discipline                                                    //20

                                                  Subtotal:            //40


   TOTAL SCORE:                                                       //260




Comment on key strengths:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………



                                                                        90
………………………………………………………………………………………………
………………………………………………………………………………………………

Comment on key development areas:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………


Please summarise what you would like to address in terms of personal development
planning as a result of this self-analysis exercise:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………….




                                                                             91
[IV]: A Template for the Manager’s Self Development Guide

Competency definition and elements

Detailed behavioural descriptors at two levels of management

Key concepts and development exercises

Daily activities and practices

Projects and assignments

Learning reference materials [DVD, websites, books, articles]

Other




                                                                92

				
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