Business Support Clerical Grade 5 Competencies. Introduction

Transcription

1 Business Support Clerical Grade 5 Competencies Introduction Competencies are the skills, knowledge, practical behaviours and attitudes which inform the way you operate in working life. Ulster s competency framework comprises of up to 14 sections, based upon the HERA job evaluation scheme, designed to cover the major aspects of every support role in the grades 1 to 9 within the University. This way of looking at jobs is not new at Ulster; when applying for a job at the University, you will have been assessed against a list of criteria as detailed in the personnel specification in order to decide whether or not you had the ability to undertake the job you applied for. The competencies are a natural progression, building on aspects of the personnel specification in greater detail. Why competencies are required and what will they be used for? In order to meet the evolving demands of its customers, Ulster is undergoing a period of change. The competency framework will help to ensure that staff across the institution are working to the same standards so that the current high service is consistently maintained. By encouraging excellence within roles, the framework will enable staff and the University to respond to future changes. What else will the competency framework be used for? Knowing what competencies relate to your role is vital. Not only will it help you to identify your development needs but it will also suggest which areas could make best use of your natural talents. The competencies can also be used: Within recruitment to ensure that the best people are selected to meet the University s needs; To determine appropriate training; and For development purposes including personal development via the Development Appraisal Review (DAR) process. How have the competencies been determined? The competencies have been created within the HERA framework and are based upon the Generic Role Profiles (GRP s) developed and agreed locally with Faculties, Departments and the 3 recognised trade unions i.e. Unison, Unite & UCU. The competencies The first six competencies that appear in the competency profile are the key competencies which are considered the most important to your role, the remaining further competencies will be relevant to your role but not to the same degree, and are not listed in any order.

2 Levels Each competency has a number of levels within it. The competency document for the level attached to the Generic Role Profile (GRP) for the grade attached to your post details those levels which you are required to demonstrate in your current post. This information can be beneficial, for example, should you wish to apply for a different job. The competency framework will enable you to identify which areas you are already competent in and which areas you will need to develop. Because the competencies are based on the GRP s using the HERA job evaluation scheme, no-one will be asked to work at a higher level than that which is required for their job and grade, however, should you wish to further develop your competencies the framework can be useful in demonstrating how. Depending upon the role that you undertake, some of the competencies will contain two levels a main focus (the level at which you are required to work most of the time i.e. frequently) and an additional focus (a higher level of activity which is an important part of your role but required less often). It is recognised that competencies will be developed over time and that someone new to a role might not possess the same level of competency as someone who is more experienced. The describe what competencies are expected at various stages. Stage 1 describes what would be expected from someone new to the role and during their probation i.e. entry/developed stage; Stage 2 describes what is expected from someone and demonstrates the required level of competency for the role i.e. core/expected stage; and Stage 3 describes indictors of a higher, well developed level of competency i.e. exceptional stage. The default level for any role profile is the middle one i.e. core/expected thus links the competency framework directly to the requirements of the role.

3 Key Competencies

4 COMMUNICATION Covers communication through written, electronic or visual means and oral communication, in both informal and formal settings. This may include the need to convey basic factual information clearly and accurately; conveying information in the most appropriate format; explaining complex or detailed specialist information. The role holder receives, understands and conveys straightforward information in a clear and accurate manner. Routine information is provided clearly and concisely. Communication is initiated, in a timely fashion. Message is tailored to suit others needs. Messages are conveyed accurately. Information is summarised accurately. Checks that the information or message has been accurately received. Notice is taken when information is being given. Recipient s reactions are noticed and appropriate responses given. Takes the initiative to keep people informed. Responds appropriately to requests for information. Written material is well structured, clear and concise. Format of information is adopted to meet the needs of the recipient and help understanding. Information and messages are conveyed accurately and promptly. Consideration is given to others needs when choosing how to present material. ADDITIONAL FOCUS The role holder is required to convey written and oral information which needs careful explanation or interpretation to help others understand, taking into account what to communicate and how best to convey the information to others. Non-routine matters are clarified. Delivery methods are chosen to aid understanding and meet the needs of others. Explains complicated matters simply.

5 (Continued) Complicated matters are explained clearly. Takes action to correct any misunderstandings or mistakes. Uses a variety of techniques, selected to suit the needs of others and aid understanding. Content of message is structured logically. Is able to understand, use and explain technical terms commonly used in own area of work. Initiates communication and keeps others informed as necessary. Structures material logically. Uses a range of media, selected to meet the needs of others and help their understanding. Checks on recipient s understanding and takes action to remedy any miscommunications. Adapts style in response to feedback. Anticipates the others needs for information. Adjusts the level to suit audiences with varying levels of understanding and ability. Provides information in a suitable format so that others needs are met. Uses a range of different formats, chosen to the diverse needs and ensures understanding. Checks understanding and re-presents or restructures message to correct any misunderstanding or mistakes. Uses a combination of media and styles designed to suit the needs of diverse audiences and aid their understanding. Adapts approaches in response to reactions from others.

6 KNOWLEDGE & EXPERIENCE Covers the relevant knowledge needed to carry out the role, however acquired, whether this is technical, professional or specialist. This may include the need for sufficient experience to carry out basic, day to day responsibilities; the need for a breadth or depth of experience to act as a point of reference to others; and the need to act as a leading authority in one s field or discipline. The role holder is required to apply working knowledge of theory and practice, sharing this knowledge with others as appropriate; demonstrates continuous specialist development by acquiring relevant skills and competencies. Applies knowledge and experience. Has received formal training or education at post 16 level and has had experience relevant to area of work. Proactively reflects on experience to enhance knowledge and experience continuously. Shares leaning and experience with others. Transfers learning to work effectively. Engages in updating and training activities.

7 PLANNING & ORGANSING RESOURCES Covers organising, prioritising and planning time and resources, be they human, physical or financial. This may include planning and organising one s own work; planning work for others on day to day tasks or on projects; carrying out operational planning; and planning for coming years. The role holder is required to prioritise and organise their own work or resources to achieve agreed objectives. Prioritises work to achieve objectives to the standards expected. Suggests ways of improving working practice and use of resources. Adapts plans to take account of new priorities. Proactively works with others to achieve their and the teams objectives. Takes steps to reduce the waste of resources. Creates realistic plans to achieve own deadlines and objectives. Monitors progress of self or others so that corrective action can be taken if needed. Anticipates problems or delays and has contingencies. Reviews progress continually to improve efficiency and to inform further planning. ADDITIONAL FOCUS The role holder will plan, prioritise and organise the work or resources of self and others within own on a daily, weekly or monthly basis; plan and manage small projects, ensuring effective use of resources; receive information from and provide information to others to complete their planning; monitor progress against the plan. Actively seeks information to support planning and prioritisation of work. Plans resources and others work to meet plan objectives. Ensures that others are able to carry out the work and have the necessary resources. Ensures that time and resources are used effectively to their maximum efficiency. Identifies ways of achieving objectives that result in service improvement and make better use of resources. Anticipate future demands and develops appropriate plans to meet them. Monitors progress and identifies the need for further action and resources. Checks and reports on progress and achievement against plans to key parties. Develops plans to take account of problems, delays and new priorities.

8 TEAM DEVELOPMENT Covers the development of the skills and knowledge of others in the work team. This may include the induction of new colleagues, coaching and appraising any individuals who are supervised, mentored or managed by the role holder, and giving guidance or advice to one s peers or supervisor on specific aspects of work. The role holder is required to advise or guide new starters working in the same role or unit on standard information or procedures. Provides help and support to new colleagues. Provides induction material and early experience to help new colleagues learn their job and become part of the team quickly. Prepares for new colleagues and ensures that the information and help they may need is ready. Acts as a buddy, coach and role model to new colleagues without waiting to be asked. Suggests ways of improving induction and the provision of support to new team members. ADDITIONAL FOCUS The role holder is required to train or guide others on specific tasks, issues or activities; give advice guidance and feedback on the basis of their own knowledge or experience; deliver training. Produces material to help other learn. Provides training and instruction to other team members within own area of responsibility. Coaches colleagues and supports their development. Recognises when a colleague needs help and provides appropriate guidance. Suggests ways of improving individual and team performance through training and development activities. Acquires new knowledge and skills and shares learning with others. Suggests constructively ways in which other team members could improve their performance. Provides constructive feedback to aid the development of other team members and the team as a whole.

9 SENSORY & PHYSICAL DEMANDS Covers the sensory and physical aspects of the role required to complete tasks. This may include physical effort, co-ordination and dexterity; using aural evidence to assess next actions; applying skilled techniques and co-ordinating sensory information; and high levels of dexterity where precision or accuracy is essential. The role holder is required to carry out tasks at a level which would require either learning certain methods or routines or involve moderate effort. Competency Indicator Uses tools, equipment and materials generally found in the area of work. Uses a range of methods, tools and equipment and achieves a safe and acceptable standard of work. Demonstrates the use of methods, tools and equipment to others. Uses safe working, lifting and handling practices. Develops abilities and finds ways of improving working practices safely. Demonstrates safe working practices to others. Identifies ways of improving techniques and practice.

10 TEAMWORK & MOTIVATION Covers teamwork and team leadership when working in both internal and external teams. This may include the need to contribute as an active member of the team; motivating others in the team; and providing leadership and direction for the team. The role holder is required to be supportive and encouraging of team members; help build co-operation by setting an example and showing a flexible approach to delivering team results; contribute to building team morale as an active participant in the team. Contributes to the work of the team. Helps to clarify priorities and ensure they are understood by all. Accepts responsibility for own and team s decisions. Provides support and assistance and cover to other team members. Supports colleagues in need of extra help. Acknowledges the achievement of colleagues. Ensures that others understand how the team s work fits into that of the Institution. Promotes collaborative working with other teams.

11 Further Competencies

12 SERVICE DELIVERY Covers the provision of help and assistance to a high standard of service to students, visitors, members of staff and other users of the institution. This may involve reacting to requests for information or advice; actively offering or promoting the services of the institution to others; and setting the overall standards of service offered. The role holder is required to deal with internal or external contacts who ask for service or require information; create a positive image of the institution by being responsive and prompt to requests and referring the user to the right person if necessary. Contact is usually initiated by the customer and typically involves tasks within set standards or procedures. Provides accurate and timely information. Has accurate and up to date knowledge of services available in own and related areas of work. Helps others beyond their expectations and reacts appropriately to unexpected events or questions. Correctly refers customers elsewhere. Correctly refers customers elsewhere. Has extensive knowledge of all services within the Institution. Has accurate knowledge of services available in own and related areas of work. Learns from complaints and takes action to resolve them. Ensures that the experience of each customer is positive and satisfactory. Accepts feedback in a positive way and takes action accordingly.

13 DECISION MAKING PROCESS & OUTCOMES Covers the impact decisions within the institution and externally. This may include decisions which impact on one s own team, decisions which impact across the institution, and decisions which could have significant impact in the longer term within or outside the institution. The role holder is required to take decisions or to be involved in decision making which mainly impacts on the role holder s area of responsibility. Makes timely and considered decisions by gathering sufficient data. Considers the wider impact of decisions, assesses possible outcomes and their likelihood. Considers the impact of decisions on own area of work, that of others and the institution as a whole. Knows when a decision is beyond the roles level of responsibility and when to refer to others. Uses judgement to make decisions with limited or ambiguous data and takes account of multiple factors. Distinguishes between the need to make a decision, when to defer and when not to take a decision. Combines rational analysis and experience to take long-lasting and or complex decisions that can be implemented. Takes account of immediate and potential factors and their possible impact on successful implementation across the Institution or by external bodies. Contributes to decision making by providing relevant information and options. Helps others understand complex, confusing or ambiguous data. Ensures wider considerations are taken into account. Accepts responsibility for collaborative decisions. Presents a range of potential options and possible choices. Helps others to explore options that initially appear to be in appropriate or unfeasible and recognise when a decision is or is not needed. Enables others to contribute to decisions. Ensures that options are weighed, outcomes identified and chances of success are considered. Challenges decisions, appropriately to ensure consideration and processes are robust. Anticipates and highlights issues that need to be taken into account. Identifies and introduces emerging or concealed issues into consideration to ensure that all impacting factors are assessed. Enables the group to test options and assess the merits of likely outcomes against the resources needed for implementation and the chances of achievement measured against various success criteria. Designs processes to assist complex and sustainable decision making.

14 (Continued) Outlines possible impacting factors, assessing their degree of influence on the choice of options. Outlines risks and likely chances of realising desired outcomes. Identifies and introduces possible outcomes previously not considered and implications that may have wider and long term impact. Ensures previous learning is included. Provides criteria for assessing the merits of decisions.

15 ANALYSIS & RESEARCH Covers investigating issues, analysing information and carrying out research. This may include following standard procedures to gather and analyse data; identifying and designing appropriate methods of research; collating and analysing a range of data from different sources; and establishing new methods or models for research; setting context for research. The role holder is required to analyse routine data or information using predetermined procedures and gathering the information from standard sources; work accurately to complete the task precisely as specified; involved in the gathering and manipulating routine data so it can be interpreted by others. Competency Indicator Uses appropriate sources of data to answer questions. Identifies and uses a range of sources and types of data. Identifies issues and forms conclusions from analysis. Gathers data systematically. Carries out analysis accurately and methodically. Produces reports that combine different types of data. Presents data to facilitate understanding of main issues.

16 WORK ENVIRONMENT Covers the impact the working environment has on the individual and their ability to respond to and control that environment safely. This may include such things as the temperature, noise or fumes, the work position and working in an outdoor environment. The role holder works in an environment which is relatively stable and has little impact on the way in which the work is completed; no specific health and safety responsibilities other than statutory duty of care to ensure the health and safety of self and others at all times. Recognises common hazards and risks. Follows good practice guidance and complies with health and safety and welfare policies Demonstrates safe working practice and acts as a role model. Accepts responsibility for the effect actions may have on others. Eliminates hazard or risk and safeguards situation. Notifies others if required. Advises others on their responsibilities within policies, procedures and legislation. Identifies ways of improving practices to achieve a more beneficial and productive work environment.

17 LIAISON & NETWORKING Covers liaising with others both within and outside the institution, participating in formal networks and initiating and leading internal/external networks. This may include passing on information promptly to colleagues; ensuring mutual exchange of information; influencing developments through one s contacts; and building an external reputation. The role holder carries out routine liaison and participates in networks, outside their immediate work team, to pass on information promptly; keeps people informed to ensure co-ordination of effort and that the work is done effectively. Ensures that accurate information is passed on to the most appropriate people in a timely fashion to improve working practices. Passes on information promptly and accurately to all those who need to know. Creates opportunities for sharing information to build relationships with people in other teams. Keeps other people up to date. Exchanges information and ideas with others outside own team as a means of keeping up to date. Involved in networks to benefit own area of work. Co-ordinates own effort with that of others so the work is completed effectively in line with team objectives. Promotes a positive image of the Institution. Works across team boundaries to build and strengthen working relationships. Shares information and ideas to help others develop their practice. Is involved in networks to pursue a shared interest as a requirement of the role. Is involved in the wider life of the Institution to become better informed and improve the quality of own work and that of others. Actively creates ways of being involved in relevant networks within and outside the Institution to develop approaches and ideas to benefit own and others work. Actively promotes the work and image of own team and the Institution internally and externally.

18 PASTORAL CARE & WELFARE Covers the welfare and well-being of students and staff within the institution, in both informal and formal situations. This may include the need to be aware of the support services available; giving supportive advice and guidance; and counselling others on specific issues. The Role holder is required to show sensitivity to those who may need help or, in extreme cases, are showing obvious distress; initiate appropriate action by involving relevant people. Is sensitive to the needs of others. Calms and reassures those in distress. Anticipates the need for information, help and advice and organises their provision. Promptly obtains assistance for others, if needed. Provides assistance recognising the limits of own ability and responsibility. Refers to others when extra help is needed. Provides support and help to those in distress. Accepts responsibility in emergency or distressing situations until help arrives.

19 INITIATIVE & PROBLEM SOLVING Covers identifying or developing options and selecting solutions to problems which occur in the role. This may include using initiative to select from available options; resolving problems where an immediate solution may not be apparent; dealing with complex problems; and anticipating problems which could have major repercussions. The role holder is required to solve standard day to day problems as they arise; choose between a limited range of options which have clear consequences, by following guidelines or referring to what has been done before; recognise when a problem should be referred to others. Responds to standard problems in accordance with procedures. Solves standard, predictable problems in accordance with procedures and precedent. Deals with non-standard problems, within remit. Recognises issues that need to be referred to others. Adapts approaches to produce suitable and acceptable solutions. Recognises where problems may arise and suggests preventative measures. ADDITIONAL FOCUS The role holder is required to resolve problems using initiative and creativity; practical options may need to be assessed or identified or the problem broken down into component parts; the range of choices will be defined by a set of procedures or guidelines or by training and application of knowledge. Gathers data and investigates the nature of problems. Analyses problems to identify their cause. Uses experience, the views of others and own judgement to resolve issues. Considers options and selects solution most likely to have the desired outcome. Adapts precedent and procedures to overcome obstacles and problems. Takes action to prevent recurrence of problems. Considers possible solutions to identify those which offer wider benefits. Obtain evidence to support intuition. Involves others appropriately in developing solutions to resolve unprecedented problems. Identifies relationships between apparently separate issues.

20 TEACHING & LEARNING SUPPORT Covers the development of skills and knowledge of students and others who are not part of the work team. This may include providing instruction to students or others when they are first using a particular service or working in a particular area; carrying out standard training; and the assessment of students. The role holder is required to introduce students or others who are new to the area to standard information or procedures. Adopts approach and style to suit learner s needs to assist their learning and to deal with any misunderstandings. Produces basic and introductory information in a logical and easily understood format. Develops innovative approaches to support the learning of those new to the area. Demonstrates accurately the use of simple equipment or technique. Outlines procedures clearly. Checks levels of understanding. Gathers feedback from learners to identify ways of making improvements. Explores content and approach to take account of feedback and learners progress using a variety of methods and examples to assist understanding and learning. Advances practice on the basis of reflection and feedback. Ensures the learning environment is suitable for the needs of the particular group of learners or individual.