Competencies Framework - ECC

1 Competencies Framework : For use with HERA 2 Developing people, delivering results Educational Competences Consortium Ltd is a not-for-profit, member-driven organisation, offering a unique mix of high quality, integrated human resource management web-based products together with consultancy and training services. Our real value is that we help our members develop their people s capabilities and performance in a transparent and objective way. Our HERA (Higher Education) and FEDRA (Further Education) products provide a range of methods that can be used individually or as a fully integrated web-based package. Role analysis provides the foundation on which to build the links between recruitment, development, reward and recognition, targeted directly at achieving the objectives of the university or college. The ECC team provides expert support.

2 We do this with a deeply held belief that the work we do has a positive impact on the results our members are able to achieve. These are not just HR results, but the achievements of the overall organisation. Our products have been uniquely developed by and for the Higher and Further Education sectors and can be tailored to meet individual requirements. Please call us to talk about how we can help you achieve your objectives. ECC Ltd 3 Gray s Inn Square London WC1R 5AH Tel +44(0) 20 7430 8368 2013 3 Developing people, delivering results HERA Competencies Framework INTRODUCTION The HERA Competencies Framework has been developed to compliment the HERA Questionnaire and so realise ECC LTD s original aim of creating a tool that would support a range of HRM objectives, including: o criteria for recruitment o selection and promotion decisions o provision of helpful feedback o identification of possible career routes o career development planning o the fair and equitable targeting of development resources o succession planning and the development of recruitment and development plans The completion of the Competency Framework means that the HERA now provides a Toolkit to enable a strategic and integrated approach to be used to underpin human resource management within Higher Education and related organisations.

3 The contents of the Framework are embedded in the Career Map component of the Towers Perrin software and mirror the structure of the Questionnaire. Competency statements are given for each of the HERA questions at three levels Entry/Developing, Core/Expected and Exceptional. This allows the role profile developed as a result of analysis and scoring to be mapped across into the competency Framework . The default level in the Career for any role profile is the middle one Core/Expected thus linking the competency Framework directly to the requirements of the role. The software enables competency levels of employees to be assessed against current and future role requirements. Unlike the Questionnaire, which has been subjected to robust and rigorous testing to ensure it was free from gender bias, the Competency Framework is not protected to the same extent.

4 This means that ECC s members are able to adapt, amend and augment the contents to suit local needs. There is also capacity to add optional Competencies to suit particular need which may relate to a particular group of roles or to the whole Institution. The Competency Framework has been discussed with the trade unions and other interested parties, including the Leadership Foundation and The HE Academy. Further training workshops and material and supporting guidance material will be issued in due course to ensure that the Competency Framework s application achieves the same high standards as those used for the role analysis component of the HERA Toolkit. 4 Developing people, delivering results HERA Competencies Framework 1 Communication ORAL COMMUNICATION Covers communication through written, electronic or visual means and oral communication, in both informal and formal situations.

5 This may include the need to convey basic factual information clearly and accurately; conveying information in the most appropriate format; and explaining complex or detailed specialist information. Q ENTRY/DEVELOPING CORE/EXPECTED EXCEPTIONAL 1 Routine information is provided clearly and concisely Messages are conveyed accurately Notice is taken when information is being given Communication is initiated, in a timely fashion Information is summarised accurately Recipient s reactions are noticed and appropriate responses are given Message is tailored to suit others needs Checks that the information or message has been received accurately 2 Non-routine matters are clarified Complicated matters are explained clearly Content of message is structured logically Is able to understand, use and explain technical terms commonly in use in own area of work Delivery methods are chosen and tailored to aid understanding and meet the needs of others Takes action to correct any misunderstandings or mistakes Checks on recipient s understanding and takes action to remedy any miscommunications Adapts style in response to feedback Explains complicated matters simply Uses a variety of techniques, selected to suit the needs of others and aid understanding Checks understanding and re -presents or restructures message to correct any misunderstandings or mistakes 3 Understands complex.

6 Conceptual and specialist matters and explains them to non-specialists so they can understand them Uses a range of communication methods and structures messages to meet the needs of others Can communicate effectively to diverse audiences and individuals Summarises and interprets complex, conceptual and special matters to aid others understanding and aimed at their needs Uses appropriate styles and arguments to influence and negotiate satisfactory outcomes Monitors understanding of others, develops approach and takes corrective action if required Is regarded as an engaging and well informed communicator Excites and enthuses audiences with mixed levels of understanding Marshals information and presents compelling arguments Negotiates to achieve mutually satisfactory outcomes 5 Developing people, delivering results HERA Competencies Framework Written communication Covers communication through written, electronic or visual means and oral communication, in both informal and formal situations.

7 This may include the need to convey basic factual information clearly and accurately; conveying information in the most appropriate format; and explaining complex or detailed specialist information. Q ENTRY/DEVELOPING CORE/EXPECTED EXCEPTIONAL 4 Responds appropriately to requests for information Information and messages are conveyed accurately and promptly Written material is well structured, clear and concise Consideration is given to others needs when choosing how to present the material Takes the initiative to keep other people informed Format of information is adapted to meet the needs of the recipient and help understanding 5 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 Anticipates the others needs for information Adjusts the level of content to suit audiences with varying levels of understanding and ability Provides information in a suitable format so that the others needs are met Uses a range of different formats, chosen to the diverse needs and ensure understanding 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 Developing people, delivering results HERA Competencies Framework 6 Conveys information of a complex, conceptual and specialist nature using styles and media appropriate for the recipient Conveys information of a complex.

8 Conceptual and specialist nature using a range of styles and media selected to meet the needs of others Presents complex information in formats appropriate to non- specialists without comprising meaning Monitors the reactions of others and takes appropriate steps to remedy any miscommunications Is regarded as an interesting, readable and well informed conveyor of ideas Chooses and uses appropriate styles and media to influence the views of the others Actively canvases feedback and adapts approaches accordingly 7 Developing people, delivering results HERA Competencies Framework 2 Team Work and Motivation Covers team work 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.

9 Q ENTRY/DEVELOPING CORE/EXPECTED EXCEPTIONAL 7 Works alone Is accountable for own actions Treats colleagues with respect and courtesy Provides assistance to others without waiting to be asked Willingly provides support to others Accepts help and advice from others Willing to work with others if required 8 Contributes to the work of the team Provides support, assistance and cover to other members of the team Helps to clarify priorities and ensure they are understood by all Supports colleagues in need of extra help Acknowledges the achievement of colleagues Accepts responsibility for own and team s decisions Ensures that others understand how the team s work fits into that of the Institution Promotes collaborative working with other teams 9 Ensures that all team members understand what is expected of them Distributes work fairly according to ability Helps individuals and team focus on priorities Ensures appropriate resources and support are available so that the team and individual members are able achieve their objectives Monitors progress and takes appropriate action to deal with difficulties or slippage Deals with conflict within the team Uses work to develop the team and its members Spots

10 Opportunities for cross team working and partnership Anticipates difficulties and takes appropriate preventative action 10 Ensures that everyone is aware of the team s overall aims and objectives Includes all members in the work needed to achieve the team s overall aims and objectives Emphasises the need for collaborative working Develops objectives in ways that enable team members to contribute and identify with collective objectives Finds ways for individuals to achieve their objectives and development plans without compromising the team s priorities Creates a sense of common Develops team members abilities and attains greater levels of achievement by encouraging joint working Acts as a role model by putting partnership working into practice Devices opportunities for and facilitates cross team working 8 Developing people, delivering results HERA Competencies Framework purpose 11 Draws teams together to work on common aims and fosters collaborative working Anticipates potential sources of conflict and takes early preventative action Encourages contribution and involvement from staff at all levels Recognises and rewards individual and collaborative achievement Creates a culture that facilitates and promotes partnership working and rewards achievement from united effort as well as individual success 9 Developing people, delivering results HERA Competencies Framework 3 Liaison and Networking Covers liaising with others both within and outside the Institution and creating networks of useful contacts.