Head of Education, Continuous Professional Development and Standards. Social Work England

Transcription

1 Reference number: SWESP11 Head of Education, Continuous Professional Development and Standards Social Work England Sheffield Information Pack for Applicants Closing date 12 noon 2 July 2018 Interviews w/c 16 July

2 Contents About Social Work England... 3 The opportunity... 3 Organisational design... 4 Head of Education, CPD and Standards... 6 Salary and benefits... 6 Job purpose...6 Areas of responsibility... 6 Person specification... 6 How to apply... 6 Selection process... 8 Interview... 8 Contact... 8 Diversity and equality of opportunity... 8 Appendix 1 competency framework

3 About Social Work England We will be the new independent public protection regulator for social workers in England. Funded by registrant fees and government 1, we are a non-departmental public body and came into being on 1 April Our role will be to set standards for social workers and provide assurance that those registered meet the standards, are qualified and remain fit to practise. We are working closely with the current regulator, the Health & Care Professions Council (HCPC) to ensure a smooth transition for social workers. Our aim is to create a regulatory regime for social workers that puts the interests of service users at the heart of the system, focusing on supporting professionalism and holding individuals to account if they fail to maintain professional standards. During 2018, we are recruiting our people and developing our organisation in consultation with social workers, employers, education-training providers, professional bodies and others. The opportunity Very rarely do you get the opportunity to be part of the set-up of a new organisation with the chance to shape its strategic direction and the way it delivers its work. You will play a critical role in regulating a profession that works within every community and this position offers you the chance to participate in and influence the future of social work regulation. We are offering the chance to be a leader, wherever you are in your career, working in a fast-paced, flexible, service-oriented environment. In addition to the skills, knowledge and experience you bring, you will be enthusiastic and able to navigate changing landscapes, bringing flexibility, commitment, drive and passion. You will be a team player used to working with others to achieve results. You must be able to work autonomously and have the ability and vision to help build something from a standing start

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6 Head of Education, CPD and Standards Strategy and Policy Directorate The Strategy and Policy Directorate is responsible for: leading the policy, research and communication teams in effectively monitoring the environment in which Social Work England operates providing strategic advice to the Chair, Board and the Executive Management Team, assessing the implications of any changes externally or internally for our strategy, and ensuring that our work and impact is effectively communicated both internally and externally Salary and benefits A highly attractive total reward package, including a basic salary of up to 55,000 per annum. Candidates will usually be recruited onto a salary of 52,000 until successful completion of a 6-month probationary period upon which the salary will increase to 55,000. Annual leave entitlement will start at 25 days per year (excluding bank holidays), increasing by one day for each year of service up to a maximum of 30 days. Job purpose Reporting to the Executive Director for Strategy and Policy, you will lead the team responsible for development and implementation of standards for the social work profession as part of the wider Social Work England policy management team. You will respond effectively to developments in social work and the wider health and social care sector in the development and updating of our standards. You will influence the environment surrounding social work and social care more widely, to the benefit of public protection. You will liaise externally with key stakeholders to improve engagement in relation to education, continuing professional development (CPD) and standards. Areas of responsibility To be the strategic lead for developing and communicating our standards for social work professionals and the development of appropriate policies. To work closely with the Head of Quality Assurance of Education to ensure that our educational activity is reflected in the education and CPD of social workers. To ensure that public protection is at the forefront of all standards and related policy development. To lead and manage the workload, resources and performance of the standards team, within the team s agreed budget. 6

7 To develop clear, evidence-based policy proposals for the approval of the Board, working collaboratively with colleagues across the organisation, Board members and by consulting relevant external stakeholders. Attend Board meetings, providing clear advice and guidance as required to Board members. To ensure that the CEO, Executive Directors and Board members have detailed briefings on relevant issues relating to standards and education. To lead and develop strong stakeholder engagement with a wide range of bodies in relation to our standards, policy and educational activity. To ensure that equality impact and regulatory impact assessments of proposed policies are carefully undertaken in advance of implementation of standards initiatives and policy development. To develop and manage evaluation and reporting systems for standards and related policy areas to enable us to assess that standards and educational activity is being embedded. Work closely with key members of the team to ensure that our standards are clearly understood by registrants, the public and external stakeholders. Person specification 1. Significant experience of evidence-based policy and/or standards development. 2. Experience of working in complex, multi-stakeholder environments and in influencing internal and external stakeholders and partners to achieve positive outcomes. 3. Experience of working with multidisciplinary teams and in leading teams and managing change in organisational practices and processes. 4. Experience of working effectively with leadership teams, boards and committees. 5. Strong evidence of working collaboratively to deliver results. 6. Demonstrable experience and ability to draft clear and concise policy, standards, guidance and consultation responses. 7. Ability to analyse data and research, understand trends, identify risks and articulate potential consequences, and to develop solutions in collaboration with other stakeholders, internally and externally. 8. Ability to understand business needs and translate strategy into delivery. 9. Excellent communication, interpersonal and influencing skills, with the ability to articulate with credibility and conviction both orally and in writing. 10. A proven role model for respectful, open and honest behaviour, including a demonstrable commitment to equality and diversity in service delivery. Desirable 1. Knowledge of the regulatory or social care sector. 2. Experience of being involved in the set-up or transformation of an organisation. 7

8 How to apply Please the application form and Equality Monitoring Form by 12 noon on Monday 2 July 2018 to recruitment@socialworkengland.org.uk and ensure that you put the job reference number in the header. We cannot accept late applications. Selection process We will assess you against the evidence you provide in your application form that should address the criteria in the Person Specification and gives examples of how you meet the requirements of the role. Please note it will not be possible to give feedback at sift stage. Interview Interviews will seek to further understand your skills, knowledge, experience and motivation and test the key competencies of the role (Appendix 1): 1. Leading the way demonstrates clear managing of department and colleagues. 2. Working as one team encourages collaboration internally and externally. 3. Embracing change leads change by communicating clearly and encourages discussion. 4. Respecting each other works with others to build respect. If you are successful, we will undertake routine security checks. Contact If you have any queries about the role or the appointment process, please contact Tracy Watterson tracy.watterson@education.gov.uk or Lisa Sargeant lisa.sargeant@education.gov.uk. Diversity and equality of opportunity All applicants are asked to complete an anonymised Diversity Monitoring form. This is used for data-gathering information, only to check whether we are recruiting from the widest possible pool. If you are a disabled applicant (as defined under the Equality Act 2010), you have the option to request a guaranteed interview. 8

9 To request a guaranteed interview, you need to make a Guaranteed Interview Scheme declaration. If you meet the minimum criteria for the role, you will be selected for a preliminary interview. Making a Guaranteed Interview Scheme declaration both confirms your eligibility for the scheme and your request for a guaranteed interview. You will not be offered a guaranteed interview unless you make a Guaranteed Interview Scheme declaration. If you have any difficulties completing the Guaranteed Interview Scheme declaration on the form, please include your request for a guaranteed interview in your covering letter. As with the Guaranteed Interview Scheme Declaration on the form, we will take a request for a guaranteed interview in a covering letter as confirmation of your eligibility for the scheme (that is, you are a disabled applicant as defined under the Equality Act 2010). The Guaranteed Interview Scheme declaration is completely separate from the Diversity Monitoring form. The Diversity Monitoring form plays no part in the selection process. Instead, it simply allows us to monitor the diversity of the field of applicants responding to this campaign. 9

10 Appendix 1 Our competency framework We classify our roles into three levels: Level 3 Executive leadership roles at this level involve designing, leading and steering the organisation and the leadership team and its staff members to achieve strategic objectives. Typical jobs in this family include Chief Executive, Director and Principal Legal Adviser. Level 2 Professional and technical. Roles at this level involve subject specialists and include Heads of key operational functions, and front-line Manager. Level 1 Support and administration roles necessary to support our leaders, managers and deliver our four statutory functions. These roles include Administrators, Personal Assistants or Apprentice roles. Our core competencies summarise the behaviours and capabilities that are important across all our roles and that we believe collectively contribute to our overall success. The importance of core competencies may vary according to the specific job duties and requirements. Leading the way Working as a team Focusing on registrants and service users Techincal competencies Being a business Embracing change Respecting each other 10

11 Core competencies work alongside the technical competency requirements for a role and ensure staff are able to successfully perform a given role. The technical requirements are defined in individual person specifications. The following pages set out all 18 competencies and the behaviours expected at the three different levels, reflecting the variance in complexity, scope and responsibility across all jobs. 11

12 Leading the way Level 1 Level 2 Level 3 Self-directed working Takes personal ownership of work and career development Takes personal ownership of projects. Identifies opportunities for development. Demonstrates confidence in own skills and knowledge. Is self-reliant whilst seeking advice and support when required. Makes clear decisions and stands by them, stating clear rationale. Is open to sharing knowledge and learning from others. Decisive management Demonstrates clear management of department and colleagues Sets clear expectations around performance, and tackles poor performance issues promptly. Demonstrates trust in team members skills/strengths and delegates accordingly. Regularly gives praise and constructive feedback. Demonstrates clear decisionmaking in line with departmental strategy. Demonstrates a good balance between caring for people and delivering on the task. Encourages two-way communication and feedback. Knows when to consult and when to inform. Decisive leadership Demonstrates integrity in decision-making and performance management Takes responsibility for delivering our organisational strategy. Demonstrates support for project leaders and endorses their decision-making authority. Is inclusive, approachable and visible. Is clear about expectations for delivery and performance. Ensures lines of accountability are transparent and upheld. Demonstrates clarity of purpose and ensures departmental goals are clear. 12

13 Working as one team Level 1 Level 2 Level 3 Team working Works supportively with others and builds strong relationships Develops productive relationships within and outside the team. Offers support and help to colleagues. Demonstrates pride in the team. Respects and utilises the expertise of colleagues. Values equality and diversity. Focuses clearly on the team goal. Demonstrates an understanding of how own team objectives link to, and impact on, other teams. Collaborative working Encourages collaboration internally and externally Develops networks across the organisation and utilises their expertise. Values and engages with individual views, regardless of position or place in the organisation. Encourages colleagues to recognise they are part of a wider unit. Demonstrates an understanding of pressures and demands on other teams. Respects diversity and equality. Plans a project to ensure all relevant people are involved at the beginning. Maintains productive partnerships. Common purpose Engages with colleagues across the organisation and clearly articulates the corporate strategy Actively supports the corporate agenda/ organisational strategy. Encourages closer collaboration across the organisation, which acknowledges local expertise. Actively supports/identifies opportunities for cross-team working and joint action on projects. Considers the local, national and international agendas in decisionmaking. Engages in UK-wide projects, when this approach is appropriate. Works to understand differences and maximise the strengths that come from diversity. 13

14 Being a business Level 1 Level 2 Level 3 Work planning Plans work to ensure best use of time and highest-quality service Is aware of limits on resources and accounts for their use. Plans work to ensure ability to deliver a quality service. Is realistic when managing time and resources. Works to a plan with clear milestones. Adopts plans or reprioritises to respond to urgent needs. Demonstrates the ability to work within tight timescales. Seeks assistance to prioritise when needed. Delivery focus Is focused on delivering business objectives Identifies clear measures for progress and success, e.g. Key Performance Indicators, and delivers against them. Contributes to operational plans and translates these into realistic targets and objectives. Demonstrates efficient/best value use of resources. Maintains focus on project direction and end objective(s). Has clear conversations and an understanding about what can realistically be delivered. Ensures colleagues have access to relevant, accurate information and resources. Ensures the team goals follow our strategy. Business focus Drives the business towards providing high quality services Delivers strategically aligned projects and campaigns. Builds a quality ethos; places emphasis on measurable outcomes, e.g. Key Performance Indicators. Clearly sets operational plan within the corporate strategic direction. Sets realistic budgets and monitors them regularly. Concentrates on delivering best value and/or generating incomes. Ensures business planning process is joined up across the organisation. Agrees on standards or service and is held to account for delivery against them. 14

15 Focusing on registrants and service users Level 1 Level 2 Level 3 Registrant and customer focus Knowledgeably informs registrants and service users/customers Service user/customer focus Demonstrates pride in the organisation and its purpose. Keeps up to date with key organisational activity. Makes sure that work has a benefit and value to service users/customers. Registrant focus (registrant-facing roles only) Manages registrants expectations and about what can be delivered. Establishes relationships with registrants, maintaining clear professional boundaries. Listens to registrants and engages with their views. Registrant and customer focus Engages with registrants and service users/ customers and keeps them fully informed Service user/customer focus Keeps up to date with, and contributes to, policy developments. Respects and promotes the organisational values. Asks questions to understand alternative priorities and perspectives. Is proactive in resolving issues. Registrant focus (registrant-facing roles only) Uses specialist/expert knowledge to keep registrants fully informed. Listens to registrants, engages with their views and demonstrate empathy. Demonstrates clear management/ leadership when handling registrant s issues. Registrant and customer focus Focuses on meeting registrant and service user/customer needs through representation, influence and support Service user/customer focus Is accountable for positioning us so we are seen as an influential/ leading voice in health and social care regulation. Builds and maintains strong alliances/partnership. Registrant focus (registrant-facing roles only) Balancing public interest and registrants views fairly when decision-making. Actively promotes public confidence in social work in pursuing strategic goals. Clearly interprets and conveys the impact of policy and decision-making to registrants. 15

16 Embracing change Level 1 Level 2 Level 3 Adaptability Demonstrates openness to change Is willing to adapt to new ways of working. Contributes ideas for making improvements. Responds quickly to requests for information. Actively seeks feedback and adapts behaviour when necessary. Demonstrates initiative. Shaping change Leads change by communicating clearly and encouraging discussion Proactively develops systems and new ways of working. Provides opportunities for colleagues to understand, shape and engage with change. Clearly explains the reasons for change and the implications for the team. Works to understand the reasons for resistance to change. Encourages and supports colleagues to give time/priority to learning and reflection. Driving change Sets future direction and drives internal change Leads change by articulating a clear vision. Establishes clear plans for implementing and evaluating change. Builds a framework of systems and procedures so colleagues have clarity and freedom to innovate within clear boundaries. Has clear sense of direction and values. Is willing to make and stand by difficult organisational decisions. Is politically astute and influential and operates effectively within a changing political environment. 16

17 Respecting each other Level 1 Level 2 Level 3 Respectful relationships Communicates with respect Communicates clearly and concisely. Listens carefully, asks questions and records information accurately. Remains calm, measured and balanced in challenging situations. Communicates own view point and understanding of the situation with confidence. Is helpful, courteous and patient. Is sensitive to others and is aware of own impact. Respectful relationships Works with others to build respect Is factually accurate, comprehensive, clear and precise in communication. Shares information throughout the organisation to facilitate learning. Is direct and diplomatic. Encourages colleagues to talk openly and share concerns. Negotiates by building a shared understanding. Keeps people informed and provides timely updates. When making decisions, consults and involves all our stakeholders where appropriate. Respectful relationships Is a role model for respectful, open and honest behaviour Models behaviours that value diversity and equal opportunity. Challenges discriminatory and aggressive behaviours. Is consistent and fair in treatment of colleagues. Creates an open and trusting environment for feedback/learning. Fosters constructive, mature debate. Works in partnership with colleagues and trusts in their judgement. Demonstrates loyalty towards colleagues and champions the work of their department. Keeps colleagues regularly and accurately informed. 17