Using the CPD framework to develop professional · Objectives for today You will have the opportunity to: • develop greater understanding of how the CPD framework can contribute

AUA Conference March 2018Amanda Shilton Godwin, FAUAJan Shine, FAUA

Using the CPD frameworkto develop professional services staff in HE

Dates Activity

2010-2011 22 pilot projects

2011-2012 27 pilot projects

Autumn 2013 Evaluation of LGM implementation project Final report to HEFCE and publication of findings Publication of Good Practice Guide Dissemination and celebration of learning

2013-2015 Embedding work

2015-2016 Refreshment of framework Publication of 2nd edition Good Practice Guide

March 2016 Launch of Mark of Excellence

October 2016 Award of first institutional Mark of Excellence

2016-2018 Development and piloting of workshops to support all areas of the framework

Ongoing Supporting new adopters CPD community of practice

Overview of implementation

Objectives for today

You will have the opportunity to:

• develop greater understanding of how the CPD framework can contribute to organisational development

• gain insight into the experiences of HEIs that have implemented the framework

• explore and reflect on how your organisation could benefit from the framework

Group discussion

What experiences or perceptions do you have of the AUA’s CPD Framework?

What institutional issues do you want to address?

What are you hoping to gain from this session?

Members are individually and collectively committed to:

the continuous development of their own and others’ professional knowledge, skills and practices;

actively championing equality of educational and professional opportunity;

the advancement of higher education through the robust application of professional knowledge, skills and practices;

the highest standards of fair, ethical and transparent professional behaviour

Values

The AUA’s professional behaviours

2016

Based on the AUA values

Focus on behaviours:

- Observable: what people actually do

- Describable: how the job needs to be done and the behaviours that underpin effective performance

Flexible

Universal

Strengths as well as areas for development

Defining features of the Framework

How the framework fits with otherinformation about a role

PERSON SPECIFICATION

How the job needsto be done and the

behaviours that underpin effective performance

= adding value

The tasks thatneed to be done

and overall purpose of role

Role-specific skillsand knowledge

required to do the job

Comprehensive picture of the expectations ofeffective performance in the role

CPDFRAMEWORK

JOBDESCRIPTION

Skills

Knowledge A person’s range/breadth of information, e.g. familiarity gained by experience/study/qualifications/CPD

Aptitudes and competencies appropriate for a particular role

Attitudes; approach; settled mode of thinking

Knowledge

Behaviours

Components of effective performance

Applying the professional behaviours for self-assessment

Centre = 0

Outer edge = 10

How

confident do

I feel now?

Centre = 0

Outer edge = 10How confident now

How

confident

would I like to

be?

What

timescale?

How confident now

How confident like to be

How do I

know?

Where does my

organisation

need/want me

to be?

How confident now

How confident like to be

Organisation’s needs

Reflections on your self-assessment

Which are high confidence? (7-10)

Which are less high? (5 or less)

Where are the mismatches between the organisation’s perceived needs and your self-assessment?

How do your strengths relate to the requirements of your current role?

Were there any surprises?

Using the professional behaviours within appraisal

Reviewees

identifying behaviours relevant

to their role

assessing which are of highest

importance in their role

identifying development needs

to develop those behaviours

and improve performance

identifying ways to build upon

and maximise existing

strengths

increased motivation

facilitates structured feedback

from others

more meaningful APR

discussions

Reviewers

clarifying what’s required to

meet the team/department/

organisational objectives

recognising achievements that

may otherwise be overlooked

identifying individual strengths

and development needs

identifying team strengths and

development needs

providing structured feedback to

colleagues

identifying where best to

concentrate staff development

resources

The Mark of Excellence will be awarded for three years

Organisations can be part of a ‘Community of Practice’

Areas for development identified during the assessment process

Renewal of the Mark

- Evidence that organisation still meets the criteria for the Mark

- Evidence that organisation has addressed areas for development

Versatility of the framework

The Mark of Excellence

Reflections on learning to date

unique way for colleagues to look at their development

increased sense of professional identity and worth

highly adaptable framework

complements and can be integrated with other frameworks

common language fosters cross-boundary and partnership working

Interview

Induction

Appraisal

Objectivesetting

Change ofduties/role Career

counselling

Probation

Departmentalplanning

Implementingchange

1:1 discussion

Team/dept.development

planning

•Identifying strengths and areas for development

•Taking a structured, consistent approach to CPD

•Enhancing team’s/department’s professional identity

•Improving performance and service provided

Discussion with

colleagues

•Increasing own and others’ self-awareness

•Providing structure to on-going review of performance

•Improving communication and workplace relationships

Managing change

•Providing vision and clarity about the future needs of the organisation

•Refocusing the team’s/department’s activities

•Identifying transferrable skills, knowledge and experience

•Supporting colleagues through periods of change

Appraisal

•Capturing achievements and strengths

•Identifying priority development areas

•Providing more structure for appraisal discussions

•Providing focused and specific feedback on performance

Recruitmentselection & induction

•Focusing on the behavioural requirements of a job

•Using common language in the sector

•Providing comprehensive picture of role requirements

•Clarifying the organisation’s expectations of PSS

Applying the framework at team or departmental level

Institution

Organisationaldevelopment

• Restructuring

• Mapping existing skills, knowledge, behaviours to future strategy

• Providing clarity about the future needs of the organisation

• Organisational definition of excellence in professional services

• Supporting culture change

Learning & Development

• Mapping existing staff development provision

• Aligning provision, filling gaps

• Institution-wide CPD strategy

• Equity of opportunities

• Providing structure to ongoing performance review

Recruitment & Selection

• Job descriptions and person specifications

• Applicant information

• Selection processes

• Clear articulation of expectations of PSS

• Enhancing probation processes

Succession planning

• ‘Growing your own’

• Talent management

• Identify high performers

• Attracting and retaining valued staff

• Reinforcing line manager’s role as developers of others

Professional recognition

• Professional identity akin to other groups

• AUA accredited membership

• AUA PgCert

• Mark of Excellence award

Applying the framework at institutional level

Issues to consider

Organisational mission/strategy

Existing strengths, skills, knowledge,

attitudes

AUA professional behaviours

Organisational issue(s) you are trying to address

Success criteria

Fit for purpose or tailored

Potential barriers to success

Gaining buy-in from stakeholders

Pilot or ‘big bang’

Resources for implementation, embedding, and evaluation

Fly solo or utilise AUA consultancy

Institutional champion(s)

Reflection and pairs discussion

Make some notes about the driving/restraining forces related to using the AUA’s framework for organisational development in your own institution

Share your thoughts with your partner

Case studies of successful implementation /

adaptation of the AUA’s CPD framework

Institutions hosting pilot projects 2010-12

www.aua.ac.uk inspiring professional higher education

The University of Bath adapted the AUA’s

professional behaviours to develop a knowledge,

skills and behaviours framework for all PSS staff

The University of Bath’s framework

Recruitment and selection• based on discovering how the interviewee acted in specific work

related situations

• how you behaved in the past will indicate how you will behave in the future

Probation• identifying desired behaviours a role should demonstrate

• applying specific goals linked to behaviours

Performance review and training• focus on ‘how’ an individual achieves rather than always on ‘what’

• identification of potential development areas

What we do now…..

Mark of Excellence Academic professional services

Autumn 2016

• Role specific - embed behaviours in job descriptions

• Pilot new process for embedding the behaviours framework more fully in probation objectives

• Map behavioural expectations to different grades

• Celebrate success across the University linked to our behaviours framework

• Rewards through the SDPR+ and demonstrated by applying the CPD framework

• Targeted engagement across the institution

• Reassessment in 2019 for whole institution

Where to next?

Adapted from the AUA’s Professional Behaviours Framework, 2009 for Durham University non-commercial use, by kind permission of the AUA

Durham University adapted the AUA Professional Behaviours to develop

their Realising Your Potential approach for all PSS staff

Durham University’s Realising Your Potential framework

Mark of Excellence Whole institutionSeptember 2016

Liverpool John Moores University

Strategic commitment to ‘parity’ from very senior level

Establishment of the ‘leadership and development foundation’

Framework is incorporated across professional disciplines

LJMU AUA CPD Programme – taught programme that leads to AMAUA or FAUA accreditation

complements and can be integrated with other frameworks eg SEDA and ILM

Inventive development of aids – cards, wheels, jenga to break down the model

Share ideas for how the AUA’s model of professional behaviours could benefityour institutions

The Mark of Excellence

Accreditation

The accredited membership framework

CPD

Capability

Reflection

Accredited Member

Member Fellow

CPD

Capability

Reflection

Introducing ….the new CPD programme to support the AUA’s professional behaviours

Overview of new CPD programme

Five new workshops now added to our annual professional development calendar

Integral part of the ongoing professional development programme

All eight workshops available for individual HEIs

Enables institutions to fill gaps or supplement provision when implementing the CPD framework or working towards the Mark of Excellence

The CPD programmeWORKSHOP TITLE / TARGET AUDIENCE AREA(S) OF CPD FRAMEWORK

Introduction to HE All professional services staff

Engaging with the wider context

CPD Tools for HE Professionals (Day 2 of Introduction to HE)All professional services staff

Developing self and othersManaging self and personal skills

Getting started with the CPD framework Institutional representatives

All

ACHIEVING YOUR GOALS All professional services staff

Achieving resultsFinding solutionsUsing resources effectively

ACHIEVING PROFESSIONAL EXCELLENCEAll professional services staff

Managing self and personal skills Embracing change Developing self and othersWorking together

DELIVERING EXCELLENT SERVICEAll professional services staff

Delivering excellent service

MANAGING CHANGEprofessional services staff with line management responsibilities

Embracing change

DEVELOPING YOUR PEOPLEprofessional services staff with line management responsibilities

Developing self and others Working together

Resources and further support

Guide to success

The CPD Framework site: https://aua.ac.uk/develop/cpd-framework/

Archive of CPD Framework resources:http://cpdframework.aua.ac.uk/

The AUA Office [email protected]

Thank you for contributing to this afternoon’s session