Development and Skills Conferene 2013: Catherine Lillie, Jan Shine and Rachel Birds - CPD Framework
1. Using the AUA CPD Framework
in the âreal worldâ
- Developing self and others
Jan Shine, CPD Consultant
Catherine Lillie, AUA
Rachel Birds, CPD Consultant
www.aua.ac.uk
inspiring professional higher education
3. Objectives
You will have an opportunity to:
⢠find out more about the AUAâs CPD framework
⢠develop a greater understanding of how you can apply the
framework at different levels in your organisation
⢠undertake some practical exercises based on the
framework
⢠reflect on how you could benefit from the CPD framework
www.aua.ac.uk
inspiring professional higher education
5. Developing the professional behaviours
consultation
with HEIs
National
Occupational
Standards
consultation
with HE
professional
bodies
existing
frameworks
78 represented
7 represented
workshops and
focus groups
96 members of
administrative
staff
www.aua.ac.uk
AUA Code of
Professional
Standards
inspiring professional higher education
6. Features of the professional
behaviours
⢠The basis for a common national approach which builds
on existing good practice
⢠Behaviour patterns that exemplify the AUAâs professional
values
⢠Universal across all professional services roles
⢠Strengths as important as areas for development
⢠Flexible - HEIs may develop further
www.aua.ac.uk
inspiring professional higher education
7. How the framework fits with other
information about a role
JOB
DESCRIPTION
The tasks that
need to be done
and overall
purpose of role
CPD
FRAMEWORK
PERSON
SPECIFICATION
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
www.aua.ac.uk
inspiring professional higher education
8. Embedding the CPD framework
publication of
Good Practice
Guide
supporting
new
adopters
disseminatio
n and
celebration of
learning
www.aua.ac.uk
evaluation of
LGM
project
final report
to HEFCE/
publication
of findings
selfsustaining
network of
CPD
practice
inspiring professional higher education
9. Using the framework: group work
www.aua.ac.uk
inspiring professional higher education
10. Overview of group tasks
⢠Using framework for own personal &
professional development â the wheel
⢠Enhancing team performance â mapping
the team together
⢠Tailoring the framework to an institution
⢠Mapping tasks, ranking importance of
behaviours, case studies
⢠Capturing learning points to feed back
www.aua.ac.uk
inspiring professional higher education
11. 3 levels
â˘
â˘
â˘
â˘
Team strengths & CPD needs
Recruitment and selection
Induction
Appraisal
⢠Mapping/designing learning
and development provision
⢠Organisational development
⢠Succession planning
Team
â˘
â˘
â˘
â˘
â˘
Self assessment
Identify CPD needs
Career planning
Applying for roles
Feedback
Institutional strategy
Self
www.aua.ac.uk
Institution
inspiring professional higher education
12. What did we learn?
www.aua.ac.uk
inspiring professional higher education
13. Resources and further support
The on-line personal development toolkit
http://www.aua.ac.uk/
The CPD Framework
http://cpdframework.aua.ac.uk
The AUA National Office
aua@aua.ac.uk
www.aua.ac.uk
inspiring professional higher education
CL: Setting the scene for session / objectives / introductions (either to full group or two mins on each table/with neighbours if large group)
Introduce format of session â plenary start and finish, three parallel exercises focusing on practical application of the framework at individual, team and institutional level. Need to decide which you wish to attend. If more than one person from same institution would make sense to split up.
Show of hands â how many for individual, how may for team, how many for institutional?
CL
CL
JS ⌠so letâs have a look at how it was developed. History.
On the right-hand side are the starting points.
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
The AUAâs Code of Professional Standards existed at that time â this has now been updated to the AUAâs Values
(click) on the left-hand side are the things that the project added. 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 âŚ
We held workshops and focus groups across the UK â total of 96 members of administrative staff
JS: Not âwhatâ needs to be done in a role, but âhowâ it needs to be done
As much emphasis on strengths as on areas for development
Applies to all administrative roles at all levels â 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
The behaviours are split into three areas:
Self â behaviours that can be observed whatever the situation (hence they apply to us all)
Others â behaviours that can be observed when interacting with / influencing / managing others
Organisation â behaviours that can be observed when influencing at organisational level or representing the organisation
JS: So, what does the framework add?
JD / PS â weâre all used to these tell us what needs to be done and what the skills & knowledge are essential to do the role
CPD adds the how and together these three docs provide a comprehensive picture âŚ
JS: bringing it up to date
RB: Moving on to the group work exercises. Catherine already explained three groups â individual, team and institution. Encourage fairly even numbers.
Announce facilitators of each group â 2 mins to move round room
RB: very brief (2 mins) so that all delegates know what other groups will be doing and that all will be taking a similar approach within a slightly different context which brings different challenges and opportunities
RB: Benefits of AUA to individuals, institutions and the sector. Keep this visible during group work for inspiration and prompting if necessary.
Visibility
Credibility
Voice
Safety in numbers
Of the sector, for the sector
Professionalisation
Coherent support for workforce development and talent management
Celebration
Community of practice
Reputation
RB: each group feeds back on key learning points. Use flipchart to capture main points.
CL Closing comments. AUA CPD framework web page + other resources
Feedback about this session