TU Dublin City Campus Heads of School Competency Framework [email protected]31 January 2017 Head and Assistant Head of School Role Requirements; Pillar 1: Positioning the school for the future Pillar 2: Achieving results and success Pillar 3: Working and Dealing with people Pillar 4: Personal Attributes Competencies required for the role of Head of School; C1. Co – Creating A Vision and Positioning the School for the Future C2. Developing Partnerships and Programmes C3. Embracing the Need for and Managing Change* C4. Critical Evaluation, and Decision Making C5. Managing School Structures and Systems C6. Managing Resources and Finances* C7. Quality Orientation and Standard Setting C8. Providing Dynamic Leadership C9. Developmental Focus – Managing Human Capital C10. Relationship Building, Networking and Collaboration C11. Influential Communication C12. Passion, Commitment and Resilience C13. Resourcefulness and initiative
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Head and Assistant Head of School Role … Heads of...TU Dublin City Campus Heads of School Competency Framework [email protected] 31 January 2017 Head and Assistant Head of
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TU Dublin City Campus Heads of School Competency Framework
Administrative Coordination / Create Participative Process Resources – Workload Planning & Management of Scheduling Structuring for Execution - Work plan Implementation /Planning and Executing Follows Through to Ensure Outcomes Finance Management Manages HR Processes
1 Makes a constructive contribution to the College Management Structure 2 Develops and implements policies, procedures and processes that align with the strategic
direction and give structure to how the School is organised and managed 3 Convenes, chairs and facilitates forums and meetings that ensure active participation in the
organisation and running of the School 4 Ensures that appropriate structures, systems and core work processes are in place to deliver
quality programme results on time and in full compliance with institutional governance
requirements.
5 Ensures that School objectives are met by translating overall strategy into meaningful objectives
that demonstrate a clear understanding of what is required and that others can relate to.
6 Effectively plans and steers projects, maximising available resources and setting realistic
timeframes to ensure quality outputs/services
7 Anticipates and recognises obstacles and proposes potential ways of overcoming these
(contingency plans).
8 Breaks work programmes down into constituent elements and delegates constituent tasks with
full specification [Who, what, when, parameters, limits of discretion and reporting back]
9 Implements a systematic process for monitoring and measuring progress to ensure delivery of
results
10 Demonstrates persistence, determination and commitment to achieving the objectives of the
department/unit.
11 Leads and sustains the development of an appropriate information architecture for the School [Is
it their role or more to know that it needs to be done and delegating fully?]
12 Drives and promotes the use of new technology to deliver better coordination, information
management and cost-effective services.
13 Encourages organisation-wide commitment to the full deployment and implementation of
systems and processes
14 Understands fully and then consistently and correctly implements personnel management policies
and procedures
15 Is systematic and thorough in managing and monitoring HPAL contracts and attendance issues.
1 Models and matches demand and resources in a proactive manner to ensure effective and equitable workload management
2 Puts deliberate and sufficient time and attention into Manpower planning and talent
management [Deploying the right people in the right roles & making the best of what you have]
3 Maintains an effective oversight control of timetabling and master scheduling for the School
4 Makes tough decisions about resource allocation in a timely and objective manner
5 Over the longer term, ensures resources are aligned in support of the Institutional strategy and educational philosophy
6 Encourages collaboration, synergy and resource-sharing within and between faculties and
schools 7 Stays on top of School finances and budget planning /management and control – Is proficient
in budget planning and takes accountability for ensuring budget disciplines are adhered to 8 Develops and applies a sound working knowledge of School finance and resource
management methods and techniques including financial systems, processes and key metrics 9 Promotes efficiency orientation and best value for money as a core operating value and
practise 10 Is resourceful in actively progressing income generation, resources development and income
diversification
11 Ensures that best practice and compliance is implemented in all applicable Governance areas
PILLAR THREE: WORKING EFFECTIVELY WITH AND THROUGH OTHERS
C8. Providing Dynamic Leadership
Academic Excellence and Professional Credibility Provides Clear Direction / Builds a School Leadership Group Creates an Empowering and Positive School Climate Builds Mutual Trust Through Integrity
1. Is seen as a “thought leader and key influencer of opinion” within his /her professional
discipline - Has an academic & professional reputation that attracts others with high potential
2. Promotes and encourages pride in & a positive identity for the School
3. Pulls together a dynamic leadership group within the School that works effectively at both formal & informal levels in the structures
4. Show authority by providing a clear direction for the School while also managing
expectations in a judicious manner
5. Creates a positive & dynamic climate where people want to give of their very best
6. Creates platforms and opportunities to recognise and reinforce the value of the contribution made by staff and students.
7. Inspires commitment to the organisation's shared goals and values through visible
actions, leading by example in terms of consistency between messages and behaviour
8. Is even – handed, transparent and consistent in dealing with colleagues on difficult issues thereby creating an environment of mutual trust or Decentres from own agenda to promote the wider interests of the School / Remains impartial when working with others ensuring personal opinion does not influence professional judgement
9. Elicits trust in others by following through on commitments made.
10. Is looked-to for guidance on standards and norms of behaviour - Sets high standards for
University-wide integrity, including speaking out in instances where behaviours are inconsistent with the TU4Dublin mission
11. Makes explicit effort to incorporate equitable practices into policies and practices of the
organisation –
12. Challenges prejudice, biases and intolerance in the workplace.by promoting a culture that values fairness, inclusiveness and diversity
Talent Management Promotes Performance Excellence Actively Promotes Staff Development Promotes a Learning Organisation
1. Plans ahead to ensure that there is sufficient capability developing within TU4Dubtin to fill
key organisational roles
2. Uses a systematic process to identify and encourage the development of talent across the School
3. Sees the potential leaders within the organisation as corporate resources and provides
them with developmental opportunities that broaden their contribution and capability - Invests time and resources into the development of high-performing staff
4. Channels the interests and motivation of staff into areas of positive opportunity that are
beneficial to the individual and the School
5. Creates opportunities for individuals to flourish and grow their contribution within the School
6. Looks outwards to attract and recruit the best staff
7. Uses the PMDS to the full in order to develop staff expertise, align this with emerging
opportunities and reward good performance
8. Develops structures and policies that support staff to continuously-upgrade their capabilities and contribution
9. Promotes continuous professional development and Mentors colleagues to support their
development & motivation
10. Reviews own performance regularly and continuously seeks to master new knowledge/skills and address development areas in own performance or behaviour
11. Proactively drives and supports organisational learning to broaden and deepen the
expertise within the School - Champions and facilitates the development of highly innovative ideas
C 10. Relationship Building, Networking and Collaboration
Emotional Intelligence Student Facilitation Partnering, Collaboration and Networking Fostering teamwork and collaboration Intercultural Sensitivity
1. Establishes rapport through empathy, self-disclosure, sharing experiences and identifying
points in common - Has a sense of humour
2. Displays diplomacy, understanding, sensitivity and courtesy when interacting with others, even in sensitive or emotionally-charged situation
3. Treats others with respect and dignity while also showing an appreciation of
confidentiality and exercising discretion in this regard
4. Engages positively with students, showing a genuine interest and providing encouragement and support
5. Is skilful in building collaborative and productive working relationships within and external
to the School - Shows the ability to relate effectively with a diverse range of people, internal and external to TU4Dublin
6. Builds team capability over time by regular team reviews, conscious attention to group
dynamics and playing to the strengths of individual members
7. Creates a strong affinity with external stakeholders by establishing common purpose encouraging resource sharing and celebrating achievements – Is comfortable facilitating and supporting a distributed leadership ethos with external stakeholders
8. Builds engagement and constructive relationships with external organisations that breaks down barriers and enhances interdisciplinary and cross-functional collaboration
9. Relates well with others and acts as a credible ambassador for the TU4Dublin - Is skilful in building a constructive dialogue with a wide range of stakeholders and external interests
10. Develops effective networking and influencing strategies across a diverse range of key
stakeholders -.Balances give-and-take to ensure reciprocity and mutual benefit in networked relationships
11. Adapts style to accommodate to differences in intercultural style, expectations and
behaviour - Handles diversity issues in a positive manner