Identifying the competencies of resource consent planners & catering for their professional development needs. NZPI Conference 2012

Transcription

1 Identifying the competencies of resource consent planners & catering for their professional development needs NZPI Conference 2012

2 The dilemma Presenting evidence NZPI Conference Team Leader 200+ professional planners in our department A range of experience represented Retention of planners vulnerable in an upswing How do we cater for the professional development needs of our planners? What makes for a competent planner? POLICY ROLE

3 The answer: 2 related frameworks Professional development framework Providing an ability to assemble a clear career pathway Entirely self-paced and selfdriven Promoting continuous and reflective personal improvement Taking responsibility for our own destinies!

4 The answer: 2 related frameworks Long term training framework Identifying tools & mechanisms to support personal development Marrying the professional development framework with training delivery Helping us decide what we invest in at any given point Providing a solid basis for budgeting & phasing Moving beyond the reactive

5 Framework competencies Professional development framework Behavioural competencies Technical competencies

6 What are those competencies? All critical to a successful life in the role, especially the balancing, weighing, reconciling that decision-making, analysis & judgement demand of planners 10 Behavioural: 6 Technical: Collaboration General knowledge & application Customer service Interpretation Effective communication Preparation, scoping & research Effective decision-making Analysis & judgement Integrity Writing Managing conflict Presentation & communication Negotiation Problem solving Risk management Time management

7 Competency matrix explained LEVELS LEVELS Indicative of experience & competence across a range of planner positions Do not correspond to specific positions, but help us identify: A Understanding awareness B Ability - simple C Ability - complex D Supervision coaching / mentoring what we are good at what new tasks we want to take on Build on each other ( understudy element) COMPETENCIES COMPETENCIES All re-expressed for each level Critical at any particular level to ensure our skills progressively deepen & broaden Naturally subjective, require interpretation ASSESSMENT TOOLS ASSESSMENT TOOLS Describe means by which competencies at that level can be demonstrated Illustrative, not exhaustive

8 Competency example Effective decision making Key behavioural competency Effective decision making Level A Level B Level C Level D Assesses situation before reacts. Always seeks guidance from supervisor when unsure. Learns from mistakes. Uses structured approach to analyse infomation. Considers the consequences of decisions. Is able to develop opinions and discuss before making a decision. Seeks specialist input as appropriate. Uses judgement & experience to inform decision making. Has confidence to make more complex decisions. Seeks feedback from peers to highlight gaps & opportunities when making decisions. Is able to communicate decisions effectively. Making good decisions that lead to quality outcomes. Uses objective, nonjudgemental approach. Is able to make decisions under pressure. Makes decisions in an organised way. Is known by others for sound advice and guidance.

9 Training framework principles Principles of training : Something for everyone, connection & common culture, engaging, fun, motivational, high quality, relevant, innovative, accessible, cost effective, recognised, tied to professional development, measurable impact, valuing the job we do Founded on to 70:20:10 rule: 70% = on-the-job experience 20% = coaching and reflection 10% = formal training

10 Training framework principles Supported by: Membership of the NZPI External study, secondments Maintaining a work diary Potential internships & mentoring programmes Addresses specific needs for training contact

11 Who does what? To facilitate a dialogue about our professional development: Planners & team leaders work together to: consider current tasks & responsibilities of each planner against the competency matrix identify strengths, progress & areas for development using assessment tools provide opportunities to extend competencies in professional development plans review progress Planners use diary to record examples where competencies are demonstrated

12 Who does what cont d The practice & training team: offers advice and guidance to planners & team leaders on the use of the professional development framework identifies and makes available relevant learning & development opportunities develop and implement quarterly training plans The management team: owns both frameworks approves new competency frameworks for other roles approves quarterly training plans

13 Training plan examples Each quarter is themed (linked to training cycle): October December quarter: leadership, networking, expanding horizons urban design for planners economic development & investment RMLA conference January March quarter: essentials, 101, knowledge transfer noise measurement & assessment April June quarter: core technical training exercising planning judgment NZPI conference

14 Challenges De-linked from remuneration & promotion Engagement with the competency framework is voluntary patchy application Corporate initiatives are gathering steam We are not limited by ambition We re not just planners Planners do more than process consents

15 What do we think we have? A pathway for personal satisfaction Addressing the desire for intrinsic reward A strong footing for recruitment & retention A coherent way of investing in & offering training A flexible set of frameworks, adapted to fit the needs of all