CPD Session for Ambitious Futures
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Securing a place on the Ambitious Futures Management Trainee scheme offers an unparalleled opportunity to start building a career in Higher Education. Developing contacts and networks and making constructive use of conferences are a crucial part of your continuing development as an HE professional. In this session, Nicola Owen and Christine Abbott will talk about how to get the most out of the AUA and Conference, to help build your future from here. Using the AUA framework of Behaviours and working in small groups, the session will provide you with real insight into how to identify your key strengths and areas for development. You will consider how to navigate the Conference programme to really make the most of what’s on offer – so that you can use the time away from the day to day to broaden and deepen your knowledge of the opportunities that the sector offers and make connections with others. Finally this session will suggest ways to help you to identify your career goals, and your next steps.
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CPD Session for Ambitious Futures
- 1. CPD Session for Ambitious Futures AUA Conference 2017 Manchester Nicola Owen Chief Administrative Officer and Secretary Lancaster University Kim Bailey Careers Consultant University of Manchester
- 2. Develop a greater understanding of the AUA’s updated CPD framework and its relevance to your own experiences and aspirations Use the framework to − highlight your strengths and areas for development − identify which areas of the framework are most important to roles you aspire to and your current/next placement − practise applying and take away some career planning and development tools and techniques Consider how you can use the AUA (and conference) to support you career Objectives for this session
- 3. What is the CPD framework?
- 4. The basis for a common national approach which builds on existing good practice Behaviour patterns that exemplify the AUA’s professional values Universal across all professional services roles Strengths as important as areas for development Flexible – HEIs may develop further on existing good practice Features of the professional behaviours
- 5. How the framework fits with the job JOB DESCRIPTION CPD FRAMEWORK PERSON SPECIFICATION The tasks that need to be done and overall purpose of role How the job needs to be done and the behaviours that underpin effective performance Role-specific skills and knowledge required to do the job COMPREHENSIVE PICTURE OF THE EXPECTATIONS OF EFFECTIVE PERFORMANCE IN THE ROLE
- 6. Applying the professional behaviours in your world
- 7. Centre = 0 Outer edge = 10 How confident do you feel now?
- 8. How confident would you like to be? What timescale?
- 9. What competencies does your project or job require related to the framework? (Job description or expectations/objectives of your manager?) How does this relate to your own self-assessment? In terms of your next career move, what might the roles you are looking at require? How can you use your next placement to close the gap? Using the framework
- 10. Career is?
- 11. their own careers (97%) Individuals need to be more proactive in looking after their own careers (97%)Career support is critical (9 Career support is critical (90%) critical (90 Employers increasingly use lateral job moves to develop people (86%)increasingly use lateral job moves to develop people (86%) Less clear career paths on offer in organisations continuing in the future (73%) Increasingly, employees are having to change organisations to move up the career ladder (68%) Recent trends in career management
- 12. My Top Tips Making the most of the next placement • Say yes • Areas for development • Reflect Applying for the next role • Analyse job descriptions at higher grades • Keep an open mind about roles • Go for it! • Move around to move up • Eventual goal or seeing where things lead?
- 13. My trainee placements • Research and Graduate Services, University of Nottingham • Career Development Service, University of Leicester• •Campaign and Alumni Relations Office, University of Nottingham What could be next? • Regional Officer (Europe) • Press and Communications Officer • Senior Residential Life Co- ordinator • Registry Administration Manager • Project Coordinator (Careers- Extra Curriculum) • Careers Consultant • Policy Advisory at HM Treasury • Consultant at QA Consulting 1 year 10 months • Project Officer (Curriculum) • University of Leicester 1 year and 2 months • Quality Enhancement Officer • Manchester Met Uni 8 months • Careers Consultant • University of Manchester
- 14. 1 year 3 months •Governance Administrator •Queen Mary, University of London 11 months •Regional Officer (Central and South East Asia) •Royal Holloway 1 year 7 months •Senior International Recruitment Manager •Royal Holloway 11 months • Annual Fund Officer • Lancaster 1 year 6 months •Regular Giving Officer •University of Manchester 1 year 3 months •Senior Residential Life Coordinator •University of Manchester Jonny Marshall Trainee placements • Information System Services, Lancaster University • Alumni, University of Salford •Web development and Comms, University of Lancaster Hayley Williams Trainee placements • School of Life and Medical Sciences, UCL • European Study Abroad Office, Kingston University •Research Applications and Services Team, UCL
- 15. Selling Ambitious Futures to future employers What are the unique characteristics of AF?
- 16. Networking Identify goals Follow up with contacts made Live tweeting? Introduce yourself to everyone! Find common interests How could you help them? Ask questions at conference sessions Maintain professionalism! Seek introductions LinkedIn
- 17. Opening In the coffee queue/chance meetings! ‘Hi, how is it going so far? Have you been to any interesting workshops/ what did you think of the keynote?’ Targeted approach- ‘Hi, I was just in your workshop about X, I’d be really interested to find out more about…’ Targeted approach – ‘Hi, I notice you work at Y university. I’m looking to apply for roles there when I finish my trainee scheme. What is the culture like there?...I hear you have a new Vice Chancellor…. Do you enjoy your role?’ Get introduced – ‘Hi can I introduce X, who is also a Ambituous Futures trainee, he’s working in marketing at University Y
- 18. Closing ‘I hope you enjoy the rest of the conference and perhaps we’ll bump into each again! Are you on LinkedIn? …Great I’ll add you and do feel free to contact me if I can help with anything’ ‘It’s been really interesting chatting with you, and it would be great if we could stay in touch/we could talk again sometime. Would you mind sharing your details with me? (business card, email, LinkedIn)’ ‘I’d really like to find out more about X. Would it be possible to arrange call/visit so we can talk in more detail when we have more time?’
- 19. The Wheel of Fortune! Career and Personal Development Ongoing Opportunities Workplace Opportunities Opportunities leading to Awards & Qualifications External Opportunities
Editor's Notes
- DO INTRODUCTIONS (AF should know each other?) HAVE PRINT OUT OF CPD FRAMEWORK READY TO READ AS PEOPLE COME IN
- Nicola Get to know the refreshed AUA Professional Behaviours framework Understand the relevance of AUA Professional Behaviours in the context of your own experiences and career aspirations Reflect on your individual development requirements in response to the framework and in the context of o your experience, o the challenges facing you in your placement now o your career aspirations Consider ways of developing yourself – how will you get the most out of conference
- Nicola Does everyone recognise this? Show of hands History. Summary: We researched other bodies and competency frameworks We worked from our own experience and expertise We consulted members We consulted other professional bodies We have developed and tested the application of the framework Details: We looked at Council for Administration National Occupational Standards for Business & Administration, and the Chartered Management Institute National Occupational Standards for Management & Leadership We looked at various competency/capability frameworks across the sector, including the HEA Professional Standards Framework for Teaching and Supporting Learning in Higher Education, we also looked at frameworks in other public and private sector organisations Builds on AUA’s Values We surveyed all HEIs (42% response rate) to get their views and find out existing practice, and sent the draft framework to them for consultation We had input from 7 professional bodies, including ARMA, AUDE, UPA (now UHR), AHUA … We held workshops and focus groups across the UK – total of 96 members of administrative staff Based on 9 key professional behaviours – talk through these – refer to detailed handout There are nine key behavioural groups: Managing self and personal skills Being aware of own behaviour and mindful of how it impacts on others, enhancing personal skills to adapt professional practice accordingly. Delivering excellent service Providing the best quality service to external and internal clients. Building genuine and open long-term relationships in order to drive up service standards. Finding solutions Taking a holistic view and working enthusiastically to analyse problems and to develop workable solutions. Identifying opportunities for innovation. Embracing change Being open to and engaging with new ideas and ways of working. Adjusting to unfamiliar situations, shifting demands and changing roles. Using resources effectively Identifying and making the most productive use of resources including people, time, information, networks and budgets. Engaging with the wider context Enhancing your contribution to the organisation through an understanding of the bigger picture and showing commitment to organisational values. Developing self and others Showing commitment to own ongoing professional development. Supporting and encouraging others to develop their professional knowledge, skills and behaviours to enable them to reach their full potential. Working together Working collaboratively with others in order to achieve objectives. Recognising and valuing the different contributions people bring to this process. Achieving results Consistently meeting agreed objectives and success criteria. Taking personal responsibility for getting things done. Each behavioural group has been divided into three aspects. Self: behaviours that may be observed whatever the working situation Others: behaviours that may be observed when interacting with and influencing others, or when managing colleagues Organisation: behaviours that may be observed when influencing at organisational level or representing the organisation
- Nicola Not ‘what’ needs to be done in a role, but ‘how’ it needs to be done As much emphasis on strengths as on areas for development Applies to all administrative roles at all levels – some HEIs are considering applying it to academic roles as well The behaviours are universal and apply to all roles, but of course some are more important than others, so in working with the framework the first stage is to determine the importance rating for the job – to rank the behavioural groups 1-9 The behaviours are split into three areas: Self – behaviours that can be observed whatever the situation (hence they apply to us all) Others – behaviours that can be observed when interacting with / influencing / managing others Organisation – behaviours that can be observed when influencing at organisational level or representing the organisation This is why we’re here today – Bath is adapting the framework as part of the AUA’s CPD Framework implementation project (we are one of 21 institutions involved). We are aiming to add generic knowledge and skills and tailor the framework for our context. Individuals and managers will then identify other layers – eg specialist or departmental-specific KSB Explain about generic layer and later add a prof layer. Use me in HR as an example. May develop tools to help managers/individuals to create the prof layer?
- Nicola So, what does the framework add? JD / PS – we’re all used to these tell us what needs to be done and what the skills & knowledge are essential to do the role CPD – a behavioural approach - adds the how and together these three docs provide a comprehensive picture …
- Nicola Practical self-reflection exercise. Everyone gets a blank sheet. Go through example first.
- Nicola Worked example Use coloured pens if possible – 3 required. If not use an unbroken line People to work through each behaviour, individually or if it helps speaking to neighbour to reflect outloud… be honest and try to use your instinctive response – no false modesty … Remember – this is how you feel at the moment in your current role.
- Nicola As previous Use 2nd coloured pen if possible –. If not use an dotted line This is your aspiration in relation to your current role – helps to define what you need to work on – your personal sense of your immediate goals
- Nicola Use the framework to reflect on and articulate what you have learnt to articulate for your next role? Use the framework to reflect on and plan your development needs?
- Kim Ask delegates to think of metaphors to do with careers & jot down in pairs- then animate the images to discuss each one briefly -Finding the right fit/match -Upwards ladder or more like a climbing frame – sideways movement -Career journey/ path – forks in the road- different routes to take -Learning how to tell your story – will focus a little bit today -The career game?- certainly some rules of engagement when applying for roles - responding to the job description but do need to maintain yourself & don’t compromise your own values -Career is a network?
- Kim Grounded in research, before moving onto my own reflections AF encourages you to take all the development opportunities available and go on courses, but it can be harder to pursue on your own- reflect on training budgets etc. Career Support comes in lots of different forms – find a mentor & champion in the sector, someone at another university can be a good choice – outside the day to day Link lateral moves to climbing frame analogy Less clear ‘path’ , changing organisations – can show you how this works in practice with case studies later
- Kim KIM TO LEAD, NICOLA TO USE EXAMPLES ON GAINING MANAGEMENT EXPERIENCE Say yes – exam invigilation, clearing, open days, helping at a careers event. And if these opportunities don’t come your way – ask! Identify where you need to develop & actively seek opportunities – use AUA behaviour activity What have you enjoyed about each role so far? Find more of what you like What boxes do you need to tick to move up and how can you achieve these? Kim to ask Nicola to reflect on how to gain the relevant skills to apply for a management role… MYTH BUSTING – HOW DO I GET TO HAVE A ROLE WITH LINE MANAGEMENT WITHOUT LINE MANAGEMENT EXPERIENCE What examples do you have where you need to draw together other staff to help you with delivery, how do you motivate, influence and feedback? Seek out: opportunities to lead projects or aspects of projects (directing, monitoring, delegating); are there opportunities in the university to get involved in voluntary events (e.g. Team lead at graduation; community activity events; open days); can you offer to be a mentor/support induction; are there specific courses on aspects you haven’t had experience of (initial line management; dealing with difficult conversations etc); get involved in interview panels; any extra-curricular examples – coaching a team, leading a community group Even if you don’t tick all the criteria apply for the role. A maternity cover could be the way into a permanent role. Outside HE? Don’t be afraid to move – if you’re in a role you don’t enjoy or can no longer grow in then move What am I enjoying about my job? What am I not enjoying? How will this influence the next job you apply for? Keep a record of what you’re doing Both are valid ways to build a career, and don’t worry if you don’t have an eventual goal. Planned Happenstance- continue to develop a broad range of experience or developing expertise in a field?
- Kim Trainees both inside and outside HE Make the point that some individuals have had several different roles since leaving the scheme, whereas others have stayed in one role – role can change and develop with you- may want to build expertise. Lots of reasons outside career progression why people move or don’t move – may have to consider other priorities in your life too. Trainees often ask about how long to stay in roles/how to progress upwards. I thought a few case studies could help here. Also mention my PGCert in Career Education, Information and Guidance – quals can help you move up – commitment to the role
- Kim
- Kim Explain concept of the elevator pitch (give an example?)- can be useful at networking, but also when applying for jobs – why are you right for this job question, could be answered incorporating your AF background and benefits this will bring 3 mins to mindmap ideas & feedback Holistic view of HE Build bridges between Project management Similarities and differences between institutions – what can we learn from others? Springboard Challenging institutional behaviours Innovative ideas – come up with 30 sec/1 minute pitch pitch per table? Example interview answer I would have used: ‘Whilst I haven’t worked directly in Quality Enhancement before I have developed all the skills required for the role through my 18 month Ambitious Futures Graduate scheme. To tell you a little bit about that I’ve been working in short placements across a range of professional support services at two different universities. Through these experiences I’ve really developed my report writing skills which I know are a key part of this role. I’ve been present at various high level committees and have been responsible for minute taking, as well as working in data analysis. To give you a quick example, in one of my placements I was working with the Women in Science, Engineering and Technology to apply for the University’s Athena Swan Silver Award, which involved collecting, analysing and selecting data, which will be applicable to analysing student survey results in his role. Overall I’d say the Ambitious Futures Scheme has helped me hit the ground running in each new role, as I moved onto a new placement every 5 months, so I’m able to quickly settle in, adapt to the team’s way of working and suggest improvements’.
- Nicola Before sharing these tips ask trainees to share best practice on the table- what tips can they give each other? What do they think effective networking is?
- Nicola & Kim Different types of ‘networking’ – purpose of each is a bit different Take every opportunity. Sitting down at a workshop table or in the coffee queue- just a nice little icebreaker – have you been to Manchester before? How long have you worked in HE? Any advice for me? Follow up with workshop speakers if you are interested to find out more- at the end of a session ask if you can take their details and get in touch at a later time if appropriate. (Kim – note – I actually met my current manager at a conference a few years ago, after I presented a workshop. He got in touch with me the have a phone call about some work I was doing at the time. 2 years later I applied for this job, and he remembered me!) Look at delegate name badges- try to find people at your target universities to get the inside scoop! Don’t just ask ‘do you know if there are any jobs available’- this may come naturally in the conversation. Try to get a feel for the place – you might pick up useful information which could inform your application. People like to talk about themselves! Ask them how they like working in that role/organisation Use each other! Introduce other trainees to your colleagues.
- Nicola & Kim Carpe Diem! Self directed approach to be alert for opportunities and capitalise on them