"Career Planning": A Reality Check

UNIVERSITY TECHNICAL AND RELATED STAFF
Career Planning
A reality check
2008
Ken Bromfield

Contents
GUIDEBOOK EXERCISES: SYNOPSIS............................................................................................................................1
GUIDEBOOK EXERCISES: SYNOPSIS............................................................................................................................1
CAREER PLANNING: A REALITY CHECK................................................................................................................2
CAREER PLANNING: A REALITY CHECK................................................................................................................2
INTRODUCTION: A PERSONAL PERSPECTIVE...........................................................................................................................2
EXERCISE: THINKING ABOUT CAREER OPTIONS...................................................................................................3
EXERCISE: THINKING ABOUT CAREER OPTIONS...................................................................................................3
SO, WHATS STOPPING YOU?...................................................................................................................................................4
1) I THINK IT IS WELL WITHIN MY CAPABILITY TO ACHIEE THIS AIM....................................................!
2) IT ENABLES ME TO MOE ON" AND MAKE GOOD USE O# MY EXPERIENCE $........................................!
3) THIS IS THE SORT O# ROLE THAT I BELIEE I WOULD EN%OY$..................................................................!
!) THE ROLE WOULD BRING ME INTO CONTACT WITH MORE PEOPLE$......................................................!
&) $I WOULD EARN MORE MONEY$...............................................................................................................................!
') $I WANT TO CONTINUE USING THE TECHNICAL AND SCIENTI#IC SKILLS THAT I USE NOW" AND
TO DEELOP THEM IN A MORE CHALLENGING ROLE$.........................................................................................!
() $AT SOME STAGE I WANT TO BE IN A POSITION TO MANAGE A TEAM$.....................................................!
EXERCISE : WILL I %UMP" OR BE PUSHED)................................................................................................................&
EXERCISE : WILL I %UMP" OR BE PUSHED)................................................................................................................&
CAREER CHANGE: YOUR DECISION........................................................................................................................................6
CAREER CHANGE: EXTERNAL FACTORS.................................................................................................................................7
1) TO WHAT EXTENT DO YOU AGREE WITH THE RESULTS SHOWN IN * COLUMN).................................(
2) ASSESS HOW THESE SCENARIOS MAY A##ECT YOUR CAREER" EITHER POSITIE OR NEGATIE.
USE A GENERAL +UALITATIE SYSTEM O# PLUSES AND MINUSES
EG ,,, MEANS HIGH POSITIE IMPACT- ... MEANS MA%OR THREAT TO CAREER
, ," . . COULD INDICATE BOTH THREAT AND OPPORTUNITY..............................................................................(
3) HOW HAE YOU REACHED YOUR ASSESSMENTS) /#OR EXAMPLE WAS IT PURE GUESSWORK OR
HAE YOU OBSERED SIMILAR INSTANCES DURING YOUR CAREER.)............................................................(
GROUP TASKS......................................................................................................................................................................0
CAREER CHANGE: TO CONSIDER THE OUTCOME OF CHANGE.................................................................................................
+UESTIONS #OR MANAGERS O# TECHNICAL SERICES...................................................................................11
+UESTIONS #OR MANAGERS O# TECHNICAL SERICES...................................................................................11
EXERCISE: CAREER PLANNING" THE #UNDAMENTALS......................................................................................12
EXERCISE: CAREER PLANNING" THE #UNDAMENTALS......................................................................................12
WHAT PARTICULAR ELEMENTS O# YOUR CURRENT %OB MOTIATE YOU) IE WHAT DO YOU
EN%OY DOING).....................................................................................................................................................................12
YOU MAY HAE PRIORITIES REGARDING YOUR PRO#ESSIONAL #UTURE. WHAT ARE THEY AND
HOW WOULD YOU RANK THEM IN ORDER O# IMPORTANCE TO YOU).........................................................12
WHAT ARE YOUR MOST IMPORTANT STRENGTHS AND SKILLS.....................................................................12
A UP.TO.DATE C THAT CAN BE TAILORED TO A SPECI#IC %OB DESCRIPTION OR ACANCY
ADERTISEMENT...............................................................................................................................................................13
A PORT#OLIO O# WHAT OUTSTANDING PRO#ESSIONAL ACHIEEMENTS. YOU MAY ALSO #IND IT
USE#UL TO AC+UIRE LETTERS OR RE#ERENCES THAT HELP TO HIGHLIGHT THE YOUR STRONG
POINTS. THESE COULD POINT TOWARDS WHAT MOTIATES YOU. EXTRACTS CAN BE TAILORED
TOWARDS SUITABILITY #OR A SPECI#IC POSITION.............................................................................................13
GOOD INTERIEW TECHNI+UE WILL BE AN ESSENTIAL WEAPON IN YOUR ARSENAL. YOU MUST
BE PREPARED TO MARKET YOURSEL# E##ECTIELY AND TO TAILOR YOUR TECHNI+UE TO THE
PARTICULAR PEOPLE OR ORGANISATION THAT ARE IN YOUR SIGHT. ........................................................1!
Ken Bromfield MBE Chartered FCIDP Career Planning: A reality Check
PAGE 3
NETWORKING SKILLS TO HELP YOU TO KEEP UP.TO.DATE WITH THE %OB MARKET AND TRENDS.
...................................................................................................................................................................................................1!
THIN!ING A"OUT YOUR STRENGTHS....................................................................................................................................#4
1. #ROM YOUR POINT O# IEW" WHAT HAE YOU:..............................................................................................1!
DONE WELL CONSISTENTLY)......................................................................................................................................1!
PARTICULARLY EN%OYED DOING ) /O#TEN THIS IS BECAUSE YOU WERE DOING IT WELL)..............1!
INNOATED OR INITIATED ON YOUR INTIATIE OR IA ENCOURAGEMENT #ROM A COLLEAGUE)
...................................................................................................................................................................................................1!
CHANGED #OR THE BETTER)......................................................................................................................................1!
DESIGNED OR DEELOPED #ROM SCRATCH).......................................................................................................1!
IMPROED).........................................................................................................................................................................1!
2. WHAT WERE THE POSITIE RESULTS ARISING #ROM THESE EXAMPLES)............................................1&
3. WHAT DO THESE ACHIEEMENTS DEMONSTRATE IN TERMS O# YOUR SKILLS AND KOWLEDGE)
...................................................................................................................................................................................................1&
!. HOW HAE OTHER PEOPLE COMMENDED YOUR ACHIEEMENTS AND EXPERTISE) /WHAT DID
THEY SAY))...........................................................................................................................................................................1&
&. AS A RESULT O# ANSWERING THE +UESTIONS ABOE" WHAT ARE YOUR TOP TEN
SKILLS2ATTRIBUTES).......................................................................................................................................................1&
EXERCISE: WHAT AM I LOOKING #OR)...................................................................................................................1(
EXERCISE: WHAT AM I LOOKING #OR)...................................................................................................................1(
SKILLS ANALYSIS: THINKING IN DETAIL................................................................................................................10
SKILLS ANALYSIS: THINKING IN DETAIL................................................................................................................10
WADDLE WE DO NOW" EXERCISE).............................................................................................................................21
WADDLE WE DO NOW" EXERCISE).............................................................................................................................21
TO ACKNOWLEDGE THAT BILL SAW HIS MEDIUM TO LONG TERM CAREER #UTURE AS A
TECHNICAL RESOURCES MANAGER" OR IN ANOTHER ROLE WITH LEADERSHIP RESPONSIBILITIES
...................................................................................................................................................................................................21
TO CON#IRM THAT THE PROSPECT O# THAT SORT O# %OB COMING UP IN THE DEPARTMENT WAS
UNLIKELY IN THE #ORESEEABLE #UTURE...............................................................................................................21
EXERCISING LEADERSHIP............................................................................................................................................21
PRO%ECT MANAGEMENT...............................................................................................................................................21
#INANCIAL PLANNING AND CONTROL.....................................................................................................................21
COACHING AND MENTORING TECHNI+UES..........................................................................................................21
WHAT ARE POLLYS A ROLES 2 RESPONSIBILITIES HERE) WHAT CAN SHE ACCOMPLISH- AND
HOW).......................................................................................................................................................................................21
WHAT ARE THE PRACTICAL OPTIONS AAILABLE TO BILL TO ENHANCE HIS CAREER OB%ECTIES
ARISING #ROM WHAT HE HAS LEARNED ON THE COURSE)..............................................................................21
TRAINING AND DEELOPMENT OPTIONS...............................................................................................................22
TRAINING AND DEELOPMENT OPTIONS...............................................................................................................22
ORGANISE A TEAM EENT" BRIE#ING OR WORKSHOP......................................................................................23
LEAD A TRAINING COURSE...........................................................................................................................................23
BE A REPRESENTATIE ON A BOARD OR COMMITTEE......................................................................................23
ACT AS A HOST2GUIDE TO UNIERSITY ISITORS...............................................................................................23
CAREER PLANNING ASSISTANT .................................................................................................................................2!
CAREER PLANNING ASSISTANT .................................................................................................................................2!
CAREER PLANNING: ESSENTIALS...........................................................................................................................................24
1. DECIDE EXPLICITLY WHAT YOU ALUE /#INANCIAL INCENTIE" PROMOTION" SENSE O#
PURPOSE). DOES YOUR PRESENT ROLE CORRESPOND TO THESE).................................................................2!
PAGE 4
2. RESEARCH THE ENIRONMENT THAT YOU WOULD RATHER WORK IN /OUTDOORS" AN O##ICE"
#ROM HOME)........................................................................................................................................................................2!
3. IDENTI#Y YOUR CORE SKILLS. DO YOU USE THESE IN YOUR CURRENT %OB) DO YOU USE THEN
ELSEWHERE).......................................................................................................................................................................2!
!. UPDATE YOUR C. .......................................................................................................................................................2!
&. DEELOP A TRUSTING RELATIONSHIP WITH YOUR COLLEAGUES. PERHAPS THERE IS SOMEONE
WHO COULD ACT AS A MENTOR #OR YOU).............................................................................................................2!
'. CONSIDER %OINING PRO#ESSIONAL ASSOCIATIONS AND GAINING PRO#ESSIONAL
+UALI#ICATIONS TO #URTHER YOUR LEARNING AND BROADEN YOUR PERSONAL NETWORK........2!
(. CREATE AND MAINTAIN A LONG.TERM PRO#ESSIONAL DEELOPMENT PLAN...................................2!
0. IDENTI#Y SHORT.TERM GOALS THAT ARE COMPARIBLE WITH TO YOUR LONG TERM AIMS.......2!
3. PREPARE CONTINGENCY PLANS TO TAKE ACCOUNT O# EXTERNAL CHANGE EENTS THAT
COULD A##ECT YOUR CAREER PLAN ........................................................................................................................2!
11. TAKE STEPS TO UNDERSTAND THE CULTURE AND MISSION O# YOUR PRESENT ORGANISATION.
DO THEY O##ER YOU THE CAREER DEELOPMENT SUPPORT THAT YOU NEED)....................................2!
CAREER PLANNING: POINTS TO AVOID.................................................................................................................................2$
1. WHEN YOU ARE LOOKING #OR A %OB" AOID WASTING TIME RANDOMLY SENDING
SPECULATIE CS. NEGATIE RETURNS CAN UNDERMINE CON#IDENCE.................................................2&
2. DO NOT ALLOW CONTINUOUS LEARNING TO BE SACRI#ICED TO MEET SHORT TERM NEED. CPD
IS A ITAL COMPONENT IN THE CAREER PLANNING PROCESS.......................................................................2&
3. BEWARE O# BECOMING INISIBLE TO YOUR COLLEAGUES WHO MIGHT NOT BE AWARE O#
YOUR ACCOMPLISHMENTS- MAKE SURE THAT THEY ARE NOTICED............................................................2&
!. AOID #ALLING BEHIND WITH DEELOPMENTS IN TECHNOLOGY" ESSENTIAL LEGISLATION
AND POLICY CHANGE.......................................................................................................................................................2&
&. DO NOT OERLOOK THE ITAL ROLE O# PERSONAL AND PRO#ESSIONAL NETWORKING WHEN
%OB.HUNTING.......................................................................................................................................................................2&
'. RE%ECT A LAISSE4.#AIRE ATTITUDE TO YOUR CAREER PROGRESSION AND %OB SECURITY. GET
INOLED IN SHORT" MEDIUM AND LONG TERM PLANNING...........................................................................2&
(. DO NOT UNDERESTIMATE THE ALUE O# DEELOPNG A HIGH PRO#ILE WITHIN THE WIDER
INSTITUTION. THINK ABOUT WAYS IN WHICH YOU CAN CONTRIBUTE.......................................................2&
0. AOID BECOMING EMBROILED IN PERSONAL DISPUTES I# THEY RISK UNDERMINING WIDER
RELATIONSHIPS AT WORK.............................................................................................................................................2&
3. DO NOT UNDERESIMATE THE POTENTIAL IMPACT O# ISSUES LIKE ABSENTEEISM AND
PUNCTUALITY. THEY CAN TURN UP IN PERSONAL RE#ERENCES...................................................................2&
11. DO NOT RUN THE RISK O# CONCENTRATING ON YOU WORK AND CAREER TO THE EXCLUSION
O# THE REST O# YOUR LI#E" ESPECIALLY YOUR HEALTH AND #AMILY RELATIONSHIPS...................2&
EXERCISE: WHAT NEXT- THE REAL TEST5..............................................................................................................2'
EXERCISE: WHAT NEXT- THE REAL TEST5..............................................................................................................2'
APPENDIX 1: RESOURCE LIST.........................................................................................................................................I
APPENDIX 1: RESOURCE LIST.........................................................................................................................................I
USEFUL WE"SITES..................................................................................................................................................................II
APPENDIX 2: CAREER MANAGEMENT IN CONTEXT............................................................................................III
APPENDIX 2: CAREER MANAGEMENT IN CONTEXT............................................................................................III
CAREER MANAGEMENT: ISSUES AND !EY %UESTIONS........................................................................................................IV
FURTHER POINTS FOR CONSIDERATION.................................................................................................................................VI
APPENDIX 3: EXAMPLE O# ROLE PRO#ILE..........................................................................................................III
APPENDIX 3: EXAMPLE O# ROLE PRO#ILE..........................................................................................................III
MANAGER OF TECHNICAL SERVICES AND RESOURCES ROLE PROFILE..............................................................................VIII
PAGE 5
2. INITIATE AND CONEY THE OERALL ISION O# THE TEAM AND DELEGATE APPROPRIATE
RESPONSIBILITIES TO TECHNICAL STA## WITH TEAM MANAGERIAL AND SUPERISORY
RESPONSIBILITIES..........................................................................................................................................................III
TECHNICAL SUPPORT TEAM MANAGERS AND SUPERISORS........................................................................IX
TECHNICAL SUPPORT STA##.......................................................................................................................................IX
HEAD O# SCHOOL2DEPARTMENT...............................................................................................................................IX
SCHOOL2DEPARTMENT2#ACULTY OR CENTRAL SERICE MANAGERS.......................................................IX
COURSE2SUB%ECT LEADERS AND TUTORS..............................................................................................................IX
THIRD PARTY SUPPLIERS.............................................................................................................................................IX
#ACILITIES MANAGEMENT STA##............................................................................................................................IX
ADMINISTRATIE AND ESTATE DIISIONS WITHIN THE UNIERSITY........................................................IX
LOCAL AND NATIONAL PRO#ESSIONAL NETWORKS AND BODIES...............................................................IX
THE AUTHORS CAREER AT A GLANCE..................................................................................................................XII
THE AUTHORS CAREER AT A GLANCE..................................................................................................................XII
Authors Note
This gide!ook has !een made freely a"aila!le to sed and distri!ted !y trainers# $% and managers
of technical resorces throghot &K ni"ersities' &ni"ersities and(or )taff De"elo*ment &nits may
o*t to contri!te an optional donation !ased on their assessment of its seflness' I stress that this is
not conditional' I remain committed to encoraging a cltre of career de"elo*ment among ni"ersity
technical and related staff' Therefore I ho*e that this gide!ook +ill ser"e as a sefl asset to+ards
that end'
Ken Bromfield MBE Chartered FCIPD#
Email: ken,-!rom.aol'com Tele*hone: /-/0 120 0-3,
Acknowledgeent
I +old like to thank Petra Dodd for her ad"ice and notes' $er CP corse +as also an in"ala!le
sorce of ideas'
PAGE ,
G&IDEB44K E5E%CI)E): )674P)I)
All of the e8ercises are designed to hel* yo to e8amine yor crrent +ork roles and to *lan the
ne8t stage in yor career +hether it is *romotion to a more senior 9o!# or changing yor career *ath
altogether' Most can !e attem*ted individually :Marked !I"' )ome# ho+e"er# are !est tackled !y
+orking in gro*s# Marked !#"# in the conte8t of a seminar# form or conference of * to ,//
*eo*le'
Notes $g N
o
!I"
!#"
Th%nk%ng &'out c&reer o(t%ons
This starter e8ercise in"ites yo to consider a +ide range of *otential career mo"es' The e8am*les are
!ased on re*orted case histories of technical staff +ho ha"e mo"ed *+ards and on+ards'
)
!I"
!#"
*%ll I +u(, or 'e (ushed-
There are many internal and e8ternal factors that may inflence career direction' Carefl assessment
of those isses may +ell *ro"ide yo +ith a *o+erfl incenti"e to acti"ely engage in Career Planning'
.
!I"
!#"
;estions for Managers of Technical )er"icesThe *r*ose is to e8*lore the e8tent to +hich the
Managers of Technical )er"ices see their role in the Training <De"elo*ment fnction# and ho+ this
translates into in"ol"ing them +ith their staff in the career *lanning *rocess' To +hat e8tent is this an
essential strategic a**roach to leadershi*=
/0
!I" C&reer $l&nn%ng, The 1und&ent&ls
This is a standard method entailing detailed *re*aration for career *lanning and change'
/2
!I" *h&t & I look%ng 1or-
This is +here yo create a clear *ictre as to +hat +ill really gi"e yo 9o! satisfaction' 6o +ill +eigh
* the significance of yor *referred en"ironment and lifestyle' 6o may se this analysis to hel* yo
to decide +hether or not to *roceed +ith a s*ecific career mo"e'
/3
!I" Sk%lls An&l4s%s5 Th%nk%ng %n det&%l
To *re*are sccessflly for a s*ecific 9o! or career change# yo +ill need a clear nderstanding a!ot
the com*etencies that +ill ena!le yo to *roceed sccessflly' This e8ercise +ill ena!le yo to reflect
a!ot the com*etences that nder*in the roles +ithin yor 9o! descri*tion')kills Analysis: Thinking in
detail)kills Analysis: Thinking in detail)kills Analysis: Thinking in detail
/6
!#" *&ddle we do now-
Com*leting a training corse or e"ent may !e seless nless there is a s!se>ent o**ortnity to
*ractice and !ild on +hat has !een taght' )ometimes this "ital ste* needs some lateral thinking?
2/
!I" C&reer $l&nn%ng Ass%st&nt
$o+ do yo kno+ that yo are on the right track regarding career *lanning= This e8ercise ena!les yo
to focs on *ositi"e e8am*les +hilst !eing a+are of negati"e *itfalls'
27
!I" *h&t ne8t9 the re&l test:
This is by far the most important exercise in the guidebook' @hether yo are carrying ot the
e8ercises on yor o+n# or taking *art in a seminar# form or conference# nless yo follo+ throgh# yo
may +ell ha"e !een +asting yor time' The e8ercise *ro"ides a frame+ork for this im*ortant ste*'
2;
Ken Bromfield Career Planning: A reality Check
PAGE 2
ACA%EE% PBA77I7GC: A %EABIT6 C$ECK
Introduct%on5 A (erson&l (ers(ect%<e
A +orking life s*anning +ell o"er 2D years +as !ond to ha"e a !earing on my a**roach to leading
Career Planning ECPF e"ents for ni"ersity technical staff E)ee Authors Career at a Glance#
a**endices# *age ,-F' To me it +old !e nrealistic to confine the isses to the traditional CP
linear a**roach' Generally s*eaking# this focses on career o!9ecti"es# +hilst e8clding the
conse>ences of e8ternal *ressres and ma9or organisational change' 4f corse# o!9ecti"es are
im*ortant for anyone +ith career am!ition' $o+e"er# in my e8*erience# external influences can
render irrele"ant the !est laid career *lans' It is highly likely that they +ill dictate the content of or
day to day +ork# or might e"en raise the s*ectre of 9o! insecrity' For e8am*le# instittional and
de*artmental mergers can *resent occ*ational risks as +ell as o**ortnities' This +as fre>ently
the case at KingCs College Bondon +here I +orked' I am sre that this has !een so for many
ni"ersities in the recent *ast# and can !e antici*ated +ith reasona!le certainty'
The "ery natre of many techniciansC 9o!s means that +e often see orsel"es as s*ecialists#
sometimes +ithin "ery narro+ fields' )hold a do!t arise o"er or 9o! secrity# +e may ha"e
misgi"ings as to +hether +e are e>i**ed to com*ete for em*loyment *ros*ects otside or area
of e8*ertise' It follo+s that +e may askG Are e"ents !eyond my control= @hat s**ort can I cont
on# to ena!le me to !e !etter *re*ared for emerging o**ortnities= $o+ can sch contingency
*lanning !enefit me# or for that matter# the ni"ersity=
This gide!ook is addressed directly to yo to !e sed in con9nction +ith a conference or form
in"ol"ing committed *artici*ating technical staff' As sch# it shold ser"e as a sefl s*ring!oard'
It +ill *ro"ide o*tional ideas and conce*ts that +ill get yo acti"ely in"ol"ed in CP' As a
*rofessional trainer# I commend *ractical e8ercises' These are designed to gi"e yo an a**etite
for e8*loring yor *rofessional ftre' It is !y no means a com*lete insight' 6o shold look at the
references and frther reading listed in a**endi8 ,' n! if yo +ant to *rse PDP# e8*lore the
$EaTED links'
6or career momentm may +ell de*end on +hat you are prepared to learn and do so as to
s**ort yor as*irations' Can yo *lan yor career= $o+ can yo *lan +hen e"erything seems to
!e so ncertain= $o+ can yo !e sre +hat yo +ant to doG srely this +ill change according to
circmstances= ' Your initiative +ill determine the otcome to these im*ortant >estions' )o# yo
+ill notice that there is a strong fla"or of Ado:it:yorselfC inclded in this gide!ook'
6o shold start +ith the *remise that conscious *lanning +ill !e the first ste* in a *rocess to take
yo from am!ition to reality' The clearer yo are a!ot +hat yo +ant from yor career# the more
likely yo are to *re*are a *lan and to achie"e o!9ecti"es' The more yo are a+are of +hat is
going on arond yo# locally in yor organisation or in the e8ternal em*loyment sitation# the !etter
e>i**ed yo +ill !e to !e a!le to s*ot and seiHe o**ortnities as they come *'
6o may not achie"e yor *recise *lanned o!9ecti"es'' 6or long term aims +ill almost certainly
change' The key *oint that I +old +ant to e8*lore dring a CP form# is ho+ a holistic "ision of
case and effect +ill ena!le yo to gain the e8*erience and skills that +ill hel* yo to *rse yor
career o!9ecti"es' The effort is not only +orth+hile# it is also en9oya!le' The notes and e8ercises in
this gide!ook are designed to hel* yo on yor +ay in yor chosen technical field or !eyond'
PAGE 3
E5E%CI)E: T$I7KI7G AB4&T CA%EE% 4PTI47)
Introduct%on
The *r*ose of this basic e8ercise is to encorage yo to think a!ot the *otential direction of yor
career and to consider some of the key isses that affect *rogress' It is not meant to identify
*ersonal career o!9ecti"es in *recise terms' Frthermore# in a seminar or conference setting# it is
im*ortant to note that the otcomes of the e8ercise +ill de*end on the com*osition of# e8*erience
and in*t from# the cohort of *artici*ants' It +ill also !e inflenced !y the introdction and
techni>e of the facilitator'
Technicians sccessflly negotiate careers that mo"e along a AtraditionalC linear *ath from# say#
trainee technician to chief technician( de*artmental s*erintendent# or to+ards a *rofessional field
sch as 7M%( EM e8*erimental officers or research s*ecialists' This is sketched ot in the centre
colun of the schematic diagram' This *rocess is often carried ot sing a system of
reassessment of 9o! content( role# or recritment to "acant *osts' It shold !e noted that# 9nior
*osts are often filled +ith gradates +ho carry ot teaching or research dties# often a com!ination
of !oth' )chool lea"er trainee a**ointments are relati"ely rare'
In recent years# recritment into the more senior roles sch as technical resources manager or
departmental superintendent has not necessarily !een s**lied "ia technical grades' The *eo*le
res*onsi!le for their selection +eigh the ad"antage of +ell gronded scientific and technical
e8*erience against im*orted !siness and senior management e8*ertise' This may signal a more
fle8i!le# not to say challenging# a**roach to *romotion and recritment in ni"ersities' The formal
sitation +ithin ni"ersities is otlined in A**endi8 -: Career Management in Context E*age 3F' In
*ractice this makes a strong case for more reglar mo"ement across career categoriesG ie from the
centre# to+ards the oter colmns in the diagram'
=Techn%c&l
Resources
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Techn%c&l St&11 C&reer $&ths
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PAGE 4
A -//0 technical staff careers conference at Manchester &ni"ersity cited e8am*les of technicians
migrating into careers +ithin the $igher Edcation sector sho+n in the le1t h&nd colun' 4ther
contri!tors otlined their career *aths otside $E# inclding the *ri"ate sector' These +ere
gronded in their e8*erience gained as ni"ersity technical staff' E8am*les are sho+n in the r%ght
h&nd colun' This demonstrates that technical staff can and do com*ete for 9o!s across a +ide
range of career o*tions'
So, wh&ts sto((%ng 4ou-
This e8ercise can !e sed for a form for * to ,// *artici*ants' It starts +ith the *remise that they
ha"e already contem*lated a 9o! change or *romotion'
The e8ercise starts a !rief o"er"ie+ of the roles listed in each colmn' This can !e lead !y the
facilitator# or !e delegated to *artici*ants or the form organisers' )ome 9o!holders from e8ternal
enter*rises can !e in"ited to !riefly descri!e their e8*erience in migrating from their time in *ost as
ni"ersity technicians to their crrent 9o!' This session is follo+ed !y a >estion and ans+er
session dring +hich roles that are of significant interest to the adience can !e identified' This
shold take * to 2/ mintes'
Indi"idals are in"ited to +rite do+n# +ithin ,/ mintes# one or t+o preferred career path options#
and t+o reasons +hy they might !e attracted to their choice' At this *oint sim*le ans+ers are
re>ired' E8am*le reasons for choice of career target cold inclde::
,F KI think it is +ell +ithin my ca*a!ility to achie"e this aimK
-F KIt ena!les me to mo"e on# and make good se of my e8*erience L
3F KThis is the sort of role that I !elie"e I +old en9oyL
2F KThe role +old !ring me into contact +ith more *eo*leL
DF LI +old earn more moneyL
MF LI +ant to contine sing the technical and scientific skills that I se no+# and to de"elo* them in a
more challenging roleL
1F LAt some stage I +ant to !e in a *osition to manage a teamL
Partici*ants organise themsel"es into *airs or small gro*s to discss +hat each *erson has
+ritten do+n' The *air or gro* +ill !rainstorm the >estion K@hat is sto**ing me from going
ahead +ith my preferred career path optionsF'right no!L' %emem!er# in a !rainstorming session#
anything goes? For e8am*le# if the ans+er is "I have no ideaC# it is as "alid as a highly strctred
ans+er that *in*oints detailed rele"ant challenges and o**ortnities'
De*ending on siHe of the *artici*ating adience and the time a"aila!le# the gro*s can aggregate
E2:0F or deal +ith the res*onse in a *lenary session# to identify common themes along the follo+ing
lines::
,' The roles that ha"e !een chosen for career o!9ecti"es
-' The reasons for the "arios choices
3' Potential !arriers that might inhi!it or !lock the *ercei"ed career *ath
The ensing discssion in a *lenary session shold !e sed to identify a nm!er of themes that
+ill ser"e to lay the fondation to the e8ercise K@ill I 9m* or !e *shedL on *age D'
PAGE 5
E5E%CI)E : @IBB I J&MP# 4% BE P&)$ED=
Introduct%on
The *r*ose of this e8ercise is to e8*lore a range of isses that cold affect yor career# and to
consider the e8tent to +hich yo +ill !e a!le to take ste*s to sha*e the otcome to yor
ad"antage' The end reslt may !e sed to *ro"ide a !asis of reflection and discssion'
The e8ercise has !een di"ided into three *arts# each
consisting of three related scenarios' 6o may find it hel*fl
to try ot the set tasks on yor o+n' $o+e"er they are most
seflly ndertaken +ith -D:0/ *artici*ants# in"ol"ing
indi"idal# gro* and *lenary acti"ities'
Partici*ants shold *re*are themsel"es !y e8*loring
information and materials that are already +idely a"aila!le#
Esee *age - N a**endi8 ,F' This offers ad"ice and *ractical
ste*s to hel* yo to *lan yor career and *lace this in the
conte8t of strctred career management
,
' $o+e"er the
e8tent to +hich these resorces are sed may +ell de*end on
+hether indi"idals recognise a *ressing need to *rse a
*lan for their career' As yo go throgh the e8ercises# yo
may !ecome more a+are of the significance of !ecoming
frther in"ol"ed in thinking a!ot# or taking acti"e ste*s to
*romote yor ftre'
6o may ha"e already !een in"ol"ed +ith some scenarios# !y yor o+n initiati"e or as *art of an
internal *olicy decision' 4ther scenarios toch on e8ternal e"ents that# one +ay or another# cold
affect yor career in the short or long term' All are !ased on real isses that ha"e occrred in &K
ni"ersities'
6o may find it sefl *re*aration to read throgh all the scenarios to ask yorself A!hat is the
likelihood of me being involved in this situationC' For e8am*le# it is highly *ro!a!le that at some
stage yo +old !e thinking a!ot a higher grade !y *romotion * the *ay strctre
Escenario ,F' This *re*aration +ill hel* to create a *ictre in yor mind of the *otential challenges
and o**ortnities that reslt from change'
Potentially this e8ercise can generate discssion o"er a +ide range of em*loyment isses'
Therefore# it is im*ortant to !ear in mind that the focs throghot mst !e steered to+ards
themes that are directly related to Career Planning'
#
T&'(' )* +, )-./(0+,0 1)*0),20)/, 3'04'', 678998 :;7<<=<> +,1 678998 ?7<7>9?9<@. Career
planning +..5)'* 6*6+557 0/ 0&' ),1)8)16+5. Career management ('9'(* 3/0& 0/ 0&' ),1)8)16+5*, +,1 0&'
),*0)060)/,*, 3'&+8)/6(, 9/( ':+-.5' + 2/,2)/6* ./5)27 0/ +..57 + *0(6206('1 +..(/+2& 0&+0 ),8/58'* *0+99 +,1
0&')( *6.'(8)*/(* ), + 9/(-+5 1)+5/;6' +3/60 2+(''(*.
PAGE 6
C&reer Ch&nge5 Your Dec%s%on
The Career Change scenarios listed in the ta!le otline e8am*les +here the initiati"e is largely in
yor hands' This is an e8ercise that yo can do yorself'
Scen&r%o E8(l&n&tor4 Notes
,F 6o +ill seek *romotion * the *ay strctre
E"ia the ni"ersity regrading *rocedreF
As yo !ecome more e8*erienced in yor 9o!# yo +ill feel
that yo merit consideration for a higher *osition ( grade'
@hat +old# or do yo do to enhance the chances of sccess
in the short and long term=
-F 6o +ill acti"ely consider a change of career
!ithin the ni"ersity system
If an attracti"e o**ortnity *resents itself# al!eit in a different
career# +here yo +ork or at another ni"ersity# +hat +old
*rom*t yo to go for it=
3F 6o +ill acti"ely consider a change of 9o! or
career outside the ni"ersity system
&nder +hat circmstances +old yo seek o**ortnities to
se yor ac>ired skills and kno+ledge otside $E# eg in the
*ri"ate sector or 7$)=
E8erc%se 1or Ind%<%du&ls5
,F Bist no more than t+o ans+ers to the >estions *osed in the E8(l&n&tor4 Notes colmnD
-F To +hat e8tent is yor engagement these *rocesses *lanned or other+ise=
aF $o+ do yo *re*are for change
iF For *romotion to a higher grade=
iiF For longer term change in career=
!F To +hat e8tent is yor s*er"isor in"ol"ed in yor career *lanning'
3F Identify t+o e8am*les of sefl *re*aration for any# or all of the scenarios'
7!: There is a range of *ossi!le res*onses to this e8ercise from nothing to detailed o!9ecti"e
setting' All res*onses are "alid?
#rou( E8erc%se
Gro*s of * to si8 *artici*ants collate the reslts of the E8erc%se 1or Ind%<%du&ls' They shold
identify any common featres in the res*onses' Discss the significance of +hat yo ha"e fond
in relation to::
,F Planning for changes in yor grade or career
-F The role of yor manager in this *rocess
%ecord +hat yo ha"e fond for yor o+n ftre reference# or for *resentation to a *lenary session
of yor corse or conference'
Finally# smmarise Eand discssF +hat yo ha"e learned from the e8ercise'
PAGE 7
C&reer Ch&nge5 E8tern&l F&ctors
The e8am*les listed in the ta!le# otline scenarios that may ha"e a critical inflence on yor
career# either *ositi"e or negati"e' For e8am*le# the change e"ent may n!lock the rote to
greater *rofessional res*onsi!ility and therefore to *romotion' 4n the other hand# a ma9or
reorganisation may !ring a!ot changes to many occ*ational roles and res*onsi!ilities
throghot yor ni"ersity# there!y *tting a >estion mark o"er the "ia!ility of some 9o!s' The
nderlying *r*ose is to get *artici*ants to +eigh the im*lications of !eing fore+arned# and
therefore forearmed'
Scen&r%o Notes E
2F To !e in"ol"ed in a ni"ersity merger
that +ill reslt in ma9or 9o! restrctring
@hat is the chance of yor ni"ersity !eing in"ol"ed in a merger
that might ha"e a direct im*act on yor 9o!= Mergers sally
in"ol"e realignment of de*artments Eacademic and
administrati"eF# faclties and schools in the ni"ersity'
-/
DF To !e in"ol"ed in an internal Eschool#
de*artment or gro*F 9o! restrctring
e8ercise
@hat is the likelihood of yor de*artment# faclty or school
going throgh a *rocess of restrctring that +ill ine"ita!ly affect
staff and +hat they do= This scenario is sally associated +ith
either financial constraint# or to concentrate teaching and
research resorces to o!tain academic e8cellence'
-/
MF To !e affected !y a de*artmental or
research gro* closre
Is yor de*artment "ia!le in the long term= @hat is the chance
of it !eing closed *ermanently= @hat are the trends for stdent
recritment= Is fnding !ecoming an isse=
,D
In a recent training e8ercise a gro* of *artici*ants +as asked K#hat is the chance of you being
involved in or affected by these scenarios !ithin the next $ years%L The reslt is sho+n in the right
hand colmn# e8*ressed as a *ercentage'
If these figres re*resent a realistic *ointer as to +hat is likely to ha**en# then +e are looking at a
D/(D/ chance that a ma9or change +ill occr +ithin the ne8t eight years or so' )o# +hat are yo
*re*ared to do a!ot it=
Please note that this is a s!9ecti"e e8ercise that is meant to gi"e yo food for thoght' It +ill !e a
sorce for reflection as to ho+ yo may react to *redicta!le change'
,F To +hat e8tent do yo agree +ith the reslts sho+n in O colmn=
-F Assess ho+ these scenarios may affect yor career# either *ositi"e or negati"e'
&se a general >alitati"e system of *lses and minses
eg PPP means high *ositi"e im*actG ::: means ma9or threat to career
P P# : : cold indicate !oth threat and o**ortnity'
3F $o+ ha"e yo reached yor assessments= Efor e8am*le +as it *re gess+ork or ha"e yo
o!ser"ed similar instances dring yor career'F
PAGE 8
#rou( T&sks
This entails an e8ercise for gro*s of * to eight *eo*le' 6o may find it easier to s*lit the gro*
after ,F# each half to tackle -F and 3F se*arately# then come together to finalise the otcome'
,F Com*are the reslts in the E8erc%se 1or Ind%<%du&ls to o!tain a consenss of the likelihood of
each scenario occrring +ithin yor +orking s*here +ithin eight years' E6o may also +ant to
haHard a gess for the scenario to take *lace +ithin the ne8t for yearsF
-F Bist the three potentially::
aF most sefl E*ositi"eF effects on yor career arising from the change scenario
!F most detrimental threats to yor career or 9o! secrity
3F To +hat e8tent and at +hat stage are yo# or shold yo !e informed a!ot the sort of changes
listed in the three scenarios=
$a"ing ans+ered the >estion# in the conte8t of kee*ing * to date +ith change and its im*act
on career *lanning::
aF @hat is the indi"idalsC EyorF res*onsi!ility=
!F @hat is the EyorF managerCs res*onsi!ility
cF @ho is res*onsi!le for setting ot the detailed conse>ences of ma9or change and its
*otential affect on career=
dF At +hat stage shold indi"idals make *ro"ision that +old ena!le them to *re*are for the
*otential im*act on career# arising from technical# legislati"e# organisational# *rocedral
and( or *olicy changes=
A Brief smmary shold !e entered onto a fli* chart# *re*ared 4$T or in Po+erPoint if a"aila!le'
$len&r4 Sess%on
A smmary of the Gro* Task may !e *resented to a *lenary session'
$a"ing discssed the findings and significance of the #rou( T&sks# the session shold list one or
t+o ideas that can !e *ro*osed in order to hel* indi"idals to get a *ositi"e reslt from ma9or
organisational changes# or +old safegard then from *otential disad"antage' %emem!er# action
may mean enlisting the hel* of friends and colleages' It might !e hel*fl to think a!ot this in
terms of career *lanning and indi"idal com*etiti"e edge'
The facilitator may offer to send a smmary of the reslts and discssion to *artici*ants'
Possible major reorganisational change during the next 8 years:-
Positi!e outcomes:-
"egati!e outcomes:-
#ndi!idual res$onsibility:-
%anager&s res$onsibility:-
%a$$ing out detailed conse'uences o( change:-
Pre$aration (or change e!ents:-
PAGE 9
C&reer Ch&nge5 To cons%der the outcoe o1 ch&nge
These scenarios shold !e considered from the stand*oint that a significant change has taken
*lace or is a!ot to ha**en' All of them ha"e occrred in most &K ni"ersities at one time or
another'
Scen&r%o E8(l&n&tor4 Notes
1F To seriosly consider a se"erance
*ro*osal follo+ing a do+nsiHing
e8ercise
The economic climate and changes in stdent *references has
meant that se"erance *ackages are on offer' &nder +hat
circmstances +old yo consider an offer=
0F To !e gi"en the o*tion of acce*ta!le
alternati"e +ork in the ni"ersity
There ha"e !een significant changes that may *resent a risk to
9o! secrity' To +hat e8tent +old yor skills and e8*erience
!e factors in seriosly considering a transfer to another
de*artment=
QF To !e re>ired to *date my
*rofessional skills# kno+ledge and
nderstanding as a conse&uence of
significant policy and organisational
changes that affect my current 'ob'
%etraining and *dating skills is normal in all 9o!s' Ma9or
change may +ell trigger a sense of rgency in this *rocess'
The im*ortant >estion is to identify +hat needs to !e doneG
ho+ and +hen
The o!"ios ans+er as to +hat may tem*t staff to !ecome acti"ely in"ol"ed any of these
sitations# is to look at the !ottom line' If the re+ard is high enogh# then *eo*le +ill take the !ait'
In *ractice# the offer of financial incenti"e is sally set at a le"el that +old mean staff +old ha"e
to take a mch more considered "ie+# em!racing career isses sch as ftre 9o! o*tions and
+hether they ha"e the re>isite com*etence'
$o+e"er there are other indcements or conditions that may dra+ staff into taking * any of the
sitations otlined in the ta!le'
,F Bist no more than t+o ans+ers to the >estions *osed in the
E8(l&n&tor4 Notes coluns 3 &nd 6D
-F There is a clear link !et+een 1 and 0 leading to the im*ortant >estion A@hat needs to !e
doneG ho+ and +henC' Attem*t to fill in this ga* in the conte8t of *re*aredness# s**ort +ithin
the organisation and to +hat e8tent might yo may choose to e8ercise contingency career
*lanning'
#rou( T&sks
This is !est tackled in Gro*s of 2:M *eo*le' Partici*ants may find it easier to s*lit the gro*# each
half to tackle ,F and -F se*arately# then come together to finalise the otcome'
,F )mmarise the findings in the E8erc%se 1or Ind%<%du&ls
-F Brief statements shold !e entered onto a fli* chart# 4$P or in Po+erPoint if a"aila!le' These
shold identify common themes and sggestions that may !e *resented to a *lenary session
for frther discssion'
PAGE 10
;&E)TI47) F4% MA7AGE%) 4F TEC$7ICAB )E%RICE)
Dring -//1# the 7ational Association of Biochemistry and Biology )*erintendents E7ABB)F
considered the e"ol"ing roles of Managers of Technical (ervices EMT)F' Among its findings +as
the e8tent to +hich they +ere in"ol"ed in +ork that cold !e descri!ed nder the heading listed in
the chart' The *ercentages refer to the time s*ent in each acti"ity'
Career planning is closely linked to training and de"elo*ment ET<DF' The role of MT) shold
inclde a commitment to !e in"ol"ed in the T<D of indi"idals in their teams'
The *r*ose of this e8ercise is to e8amine# !riefly# the e8tent to +hich the MT) see their role in the
T<D fnction# and ho+ this translates into the career *lanning *rocess in"ol"ing their staff' MT)
shold +ork in small gro*s to identify their in"ol"ement in the e8am*le fnctions listed !elo+'
Points may !e listed nder the headings indicated in the a!o"e chart' Eg *rocedral# managerial#
strategic' @hich of the identified fnctions s**ort the staff career *lanning *rocess=
The Examples below indicate MTS roles in the T&D function. They can be used for guidance.
('2/;,)*'* 0&' *);,)9)2+,2' /9 0&' -+,+;'(* (/5' 4)0& (';+(1 0/ competence <96,20)/,* +,1 0+*=* ':'260'1
'99'20)8'57> +,1 competencies <8+56'*, 3'&+8)/6(* +,1 ('5+0'1 .(/2'**'* 96,1+-',0+5 0/ .(/9'**)/,+5 .'(9/(-+,2'>
'*0+35)*&'* *6*0+),+35' ,'04/(=* /9 2/?.(/9'**)/,+5* */ +* 0/ ':+-),' )**6'* /9 -606+5 )-./(0+,2' +,1 3'*0
.(+20)2', 0&'('37 0/ .(/-/0' &);& @6+5)07 0(+),),; +,1 1'8'5/.-',0 ), 0&' 2/,0':0 /9 2+(''( .5+,,),;
)-.5'-',0* + *0(6206('1 +..(/+2& 0/ 0(+),),; ,''1* +,+57*)*
0+='* +20)/, 0/ ',*6(' 0&+0 0&' )1',0)9)'1 ,''1* +(' -'0 +,1 0&+0 0(+),),; ('*/6(2'* +(' )1',0)9)'1
5)+)*'* 4)0& ),0'(,+5 +,1 ':0'(,+5 0(+),),; .'(*/,,'5 0/ ',*6(' .(/8)*)/, +,1A/( 9+2)5)0+0)/, +..(/.()+0'
TBD
1'-/,*0(+0'* + -+,+;'1 +,1 *6*0+),'1 .(/;(+--' /9 *0+99 +..(+)*+5
),*.)('* 2/?4/(='(* +3/60 0&' 3','9)0* /9 TBD 0/ 0&'-*'58'* +,1 0&')( 2+(''( .+0&*
',;+;'* ), 9/(-+5 +,1 ),9/(-+5 2+(''( .5+,,),; 1)*26**)/,* 4)0& *63/(1),+0' *0+99
6*'* 2/,0+20* +,1 .(/9'**)/,+5 ,'04/(=* 0/ ('*'+(2& 2+(''( 1'8'5/.-',0 /../(06,)0)'*
',*6('* 0&+0 +55 *0+99 &+8' + .'(*/,+5 1'8'5/.-',0 .5+, <PDP>
.+(0)2).+0'* +20)8'57 ), 0&' 0(+),),; ('8)'4 +,1 '8+56+0)/, .(/2'** ), 0&' 2/,0':0 /9 '99'20)8' +..5)2+0)/,
.+**'* /, *=)55*, =,/45'1;' +,1 6,1'(*0+,1),; 0/ /0&'(*
',2/6(+;'* *0+99 0/ ',;+;' ), .(/C'20* 0&+0 ':0',1 ':.'()',2' +,1 *=)55*
',2/6(+;'* *0+99 0/ 0+=' +, +20)8' .+(0 ), 5'+1),; 0(+),),; 9/( (';)/,+5 +,1 ,+0)/,+5 0(+),),; .(/;(+--'*
1'8'5/.* .(+20)2+5 *0'.* 0/ ',*6(' 6*'965 *622'**)/, '8+56+0)/, +,1 .5+,,),;
'8+56+0'* 0&' .(+20)2+5 3','9)0* /9 0(+),),; +,1 1'8'5/.-',0 .(/;(+--'* +,1 +18)*'* +22/(1),;57
6*'* (/5'AC/3 .(/9)5'*, +,1 2/-.'0',27 9(+-'4/(=* 0/ ),9/(- +,1 ',2/6(+;' ./*)0)8' +00)061'* 0/ 2+(''(
.(/;('**)/,
2/,0()360'* 0/4+(1* 0&' *0(+0';)2 ('8)'4 +,1 )-.(/8'-',0 /9 TBD .(+20)2'* +,1 ./5)2)'*
The dynamic of the gro* e8ercise can !e "aried !y mi8ing MT) +ith other technical grades'
)/E
7.E
27E
$rocedur&l work
>&n&ger%&lB Le&dersh%(
$l&nn%ng &nd Str&teg4
PAGE 11
Gro*s re*ort to a *lenary session to discss their findings' The facilitator +ill collate the reslts'
PAGE 12
E5E%CI)E: CA%EE% PBA77I7G# T$E F&7DAME7TAB)
The *rocess of career *lanning ECPF# mst start +ith !ilding a fondation that +ill de"elo* an
nderstanding of yorself and +here yo +ant to !e' It +ill ena!le yo to formlate a *lan to get
yo there# and *re*are action *oints'
As yo go throgh this e8ercise yo might find it sefl to 9ot do+n some ideas nder the fi"e
headings set ot !elo+' This e8ercise +ill act as sim*le start to the *lanning *rocess'
1. Asse'le sources o1 %n1or&t%on
There are no shortcts to thorogh research' As yo carry ot that research# yo +ill ine"ita!ly !e
directed to frther references +hether they are in 9ornals# !ooks# internet references or throgh
*ersonal and net+ork contacts'
$ere is a starter' Go to GoogleG click on Images and ty*e ACareer planning into the search te8t
!o8' $a"e a good rmmage arond the links that yo find in yor search# and see +here it takes
yo' 7! There are some sefl references in this gide!ookG see A**endi8 ,# *age E,F'
2. #&%n%ng underst&nd%ngD
6o need to identify and nderstand yor o+n career and the factors that +ill dri"e it' $ere are
some e8am*les of >estion that yo cold attem*t to ans+er::
@hat *articlar elements of yor crrent 9o! moti"ate yo= ie +hat do yo en9oy
doing=
6o may ha"e *riorities regarding yor *rofessional ftre' @hat are they and ho+
+old yo rank them in order of im*ortance to yo=
@hat are yor most im*ortant strengths and skills
aF For the 9o! that yo ha"e no+
!F That yo need to de"elo* so as to achie"e yor career goals
7!: This e8ercise is e8*anded in AThinking about your strengthsC on *age ,2'
This is a relati"ely challenging task' Most of s are not com*letely a+are of the skills that +e
*ossess# or need to ac>ire for crrent and ftre roles' A**raisal inter"ie+s may !e hel*fl'
$o+e"er more detailed in"entories may need to !e stdied Esee (kills Analysis) Thinking in detail#
Page )kills Analysis: Thinking in detail,0F' This a**roach +ill ena!le yo to reflect a!ot a range
of com*etencies# and to decide +hich are rele"ant for yo and yor ftre' A sefl first sto* is a
detailed look at the introdction to the $igher Edcation %ole Analysis E$E%AF scheme see
E#A**endi8 3: *xample of +ole ,rofile# *age 0F' This can !e "ie+ed on a nm!er ni"ersity
+e!sites' This a**roach has the added ad"antage in that yo can gain inside kno+ledge a!ot
key factors that determine 9o! grading'
$a"e a look at this +e!site:: htt*:((hera'cea'ac'k(toolkit(
Ask yorself# ho+ can I o!tain frther insight into the key isses listed here= Is there a role here
for my manager# the training de*artment# *ersonnel# careers ad"ice(resorce centre or trade
nions= If so# ho+ shold I get them in"ol"ed=
$o+ far are yo *re*ared to go in order to test and to nderstand yor *ersonal dri"ers# skills and
attri!tes= 6o cold in"estigate *sychometric and a!ility(a*titde testing' Is there s**ort
a"aila!le in yor instittion for *ersonality testing= To find ot more# follo+ the links from::
PAGE 13
htt*:((+++'strath'ac'k(careers(a**ly(*sychometricassessments(
3. Sett%ng go&lsD
Career goals shold take into accont yor as*irations for yor +hole life' )ome of the key isses
that need to !e considered are +orkNlife !alance# lifestyle and +ork en"ironment' 6o shold also
consider their longer:term needs at this stage# inclding +hat yo +ill +ant to do +hen yo retire#
in the conte8t of financial *ro"ision' The +e! is fll of insights into !ork-life balance' Ty*e this
into Google or AltaRista to find ot more' To some# +ork:life !alance is a case cSlT!reG see
htt*:((+++'nison'org'k(+orklife!alance(inde8'as*
4. De<elo(%ng & (l&nD
At first glance# de"elo*ing a *lan to achie"e career goals can a**ear to !e *ointless !ecase the
+ay ahead is so fll of im*ondera!les and "aria!le o*tions' $o+e"er# there are isses that can !e
addressed# e'g' training to ac>ire ne+ skills# seeking o**ortnities that may lead yo in the right
direction# and !ilding a net+ork of *eo*le +ho can hel* *ro"ide !eneficial introdctions' 4ne of
the most im*ortant >estions in any *lan is Aho+ *orta!le and transfera!le are yor skills=C
)ee: htt*:((+++'skills'cam'ac'k(ndergrads(skills(inde8'html
Transfera!le skills are as rele"ant for yo as they are for yong *eo*le starting ot on their career
*ath'
5. T&k%ng &ct%on5 Su&r4
The final ste* of taking action is ne"er as easy as it sonds' 6o can !e certain that yor chances
of achie"ing yor actions +ill de*end on these factors:
F&ctor E8&(les
,' The right
s**ort#
6or manager# a colleage Eor a *rofessional net+orkF#
a coach# a mentor Einclding a com!ination of theseF
-' Carefl *lanning
%esearching the o*tions that might a**eal to yo'
Kno+ing +here yo +old like to go# and deciding on
the ste*s that +ill take yo there
3' Commitment
A realistic *lan mst start +ith determination that yo
are *re*ared to in"est yor energy# time and *ossi!ly
money into yor 9orney'
2' Effecti"e
*ersonal Amarketing
There is no *oint in !eing a star nless yor light is
noticed' Career mo"es may !e instigated !y yoG on
the other hand it cold !e !y in"itation?
Practical tools
There are a nm!er of tools yo +ill ine"ita!ly need in order to manage yor career sccessflly:
A *:to:date CR that can !e tailored to a s*ecific 9o! descri*tion or "acancy
ad"ertisement'
A *ortfolio of +hat otstanding *rofessional achie"ements' 6o may also find it
sefl to ac>ire letters or references that hel* to highlight the yor strong *oints'
PAGE 14
These cold *oint to+ards +hat moti"ates yo' E8tracts can !e tailored to+ards
sita!ility for a s*ecific *osition'
Good inter"ie+ techni>e +ill !e an essential +ea*on in yor arsenal' 6o mst !e
*re*ared to market yorself effecti"ely and to tailor yor techni>e to the *articlar
*eo*le or organisation that are in yor sight'
7et+orking skills to hel* yo to kee* *:to:date +ith the 9o! market and trends'
Th%nk%ng &'out 4our strengths
Part 4ne
This e8ercise +ill hel* yo to !ild a *ictre a!ot yor life and *rofessional *references !y
reflecting a!ot crrent and recent roles and res*onsi!ilities at +ork'
6o may find it hel*fl to makes notes a!ot the follo+ing' E6o may find it *articlarly sefl to
create yo *ictre !y sing the mind ma**ing techni>e' 6o can e8*lore this techni>e !y
follo+ing the follo+ing +e! links and referencesF:
htt*:((+++'nl*mind'com(mindUma**ing'htm
htt*:((+++'mind:*ad'com(soltions(mind:ma**ing:encyclo*edia'htm
htt*:((+++'no"amind'com(mind:ma**ing(
If yo ha"e an * to date 9o! descr*tion# role *rofile or com*leted a**raisal# se them to e8*lore
the follo+ing::
1. From yor *oint of "ie+# +hat ha"e yo:
done +ell consistently=
*articlarly en9oyed doing = E4ften this is !ecase yo +ere doing it +ellF
inno"ated or initiated on yor intiati"e or "ia encoragement from a colleage=
changed for the !etter=
designed or de"elo*ed from scratch=
im*ro"ed=
PAGE 15
2. @hat +ere the *ositi"e reslts arising from these e8am*les=
3. @hat do these achie"ements demonstrate in terms of yor skills and ko+ledge=
4. $o+ ha"e other *eo*le commended yor achie"ements and e8*ertise= E+hat did they say=F
5. As a reslt of ans+ering the >estions a!o"e# +hat are yor to* ten skills(attri!tes=
PAGE 16
$&rt Two
6o ha"e identified yor skills' The ne8t "ital ste* is to organise these in sch a +ay that it +old
+old interest or con"ince *eo*le +ho may ha"e an inflential role on the de"elo*ment of yor
career' $o+ +old yo market yor attri!tes=' For e8am*le to sim*ly say KI am pretty good !ith
peopleL +old not con"ince any!ody' 6o need to !ack * any statement a!ot skills +ith
evidence# i'e' a s*ecific e8am*le of something that yo ha"e done sing this skill and the !enefits
*rodced' 6o need to demonstrate yor >alities in terms of:KI did this +ith this reslt'L
A"oid sing "age terms like KI +as res*onsi!le forL or KI ensred thatL or KI +as in"ol"ed inL' Aim
to create a *ictre that illstrates end reslts and initiati"e'' As regards +orking +ith colleages or
+ithin a team# e8*ress the key role that yo *layed or +hat *articlar contri!tion yo made'
6o +ill not al+ays !e a!le to >antify the reslts of yor *rofessional endea"or' Comments from
others sch as colleages or cstomers# e8am*les of e8cellent *erformance or fast *romotion of
*eo*le that yo ha"e managed# or a consistently high sccess otcome are all +ays in +hich yo
can gi"e e"idence of a 9o! +ell done'
All of this can !e com*iled in a highly focssed c"' 6o ha"e *ro!a!ly got one' Is it * to date=
May!e yo ha"e forgotten ho+ to set a!ot com*iling yor c"= There is a lot of material on the
+e!' There is some sefl !asic ad"ice at Bearn Direct::
htt*s:((+++'c"!ilder:ad"ice:resorces'co'k(learndirect(
6o mght find it !eneficial to com*ile a *rofessional *ortfolio of yor achie"ements'
PAGE 17
E5E%CI)E: @$AT AM I B44KI7G F4%=
$a"ing a clear *ictre of +hat moti"ates yo# can go a long +ay to a"oiding ltimate
disa**ointment in choice of career o*tions' In this e8ercise yo can think a!ot the isses +hich
make +ork more en9oya!le' Make some notes and *lace them in order of *reference' $ere are
some e8am*les of +ork related isses +hich may !e im*ortant to yo' You can add to the list'
6o can se this as a gide to ena!le yo to decide +hether a *articlar 9o!( career mo"e is really
+hat yo +ant to *rse' 6o can create yor cstomised tick !o8 from this e8ercise' As yo
e8amine yor *otential mo"e# yo +old assess +hether it ticks all the essential *ointers to yor
9o! satisfaction'
>ot%<&tor Notes $re1erence
Be"el of %es*onsi!ility
Peo*le En"ironment
)kills I en9oy sing
)kills I am Pre*ared to
&se
Physical En"ironment
Geogra*hical Bocation
My *ersonal Rales
Pay
The ni"ersity
en"ironment
The essentials of
+ork(life !alance
PAGE 18
)KIBB) A7AB6)I): T$I7KI7G I7 DETAIB
&nderstanding the skills# kno+ledge and nderstanding that yo se in yor crrent +ork role# and
those that yo +ill re>ire in order to *rogress# is an im*ortant *art of the career *lanning *rocess'
It follo+s that a clear *ictre of yor skills re>irements +ill ena!le yo to assess the e8tent to
+hich yo +ill need to *date them or to learn ne+ skills' In this res*ect yo +ill !e taking an
acti"e *art yor training and de"elo*ment'
The ta!le lists a ty*ical set of !road com*etences that cold a**ly to someone in charge of
technical resorces in a ni"ersity de*artment or di"ision'
/" Coord%n&t%ng techn%c&l &nd
&d%n%str&t%<e resources to ensure
e11ect%<e su((ort 1or &c&de%c &ct%<%t4
6" Coun%c&t%ng &nd work%ng %n te&s
2" >&n&g%ng 1%n&nc%&l, s(&ce &nd
eFu%(ent resources to ensure &8%u
<&lue 1or one4
G" Su((ort%ng & co%tent to ser<%ce
culture
)" In%t%&t%ng (l&nsB (ro+ects &nd t&k%ng
cr%t%c&l dec%s%ons
/0"De&l%ng w%th (oor (er1or&nce
7" >&%nt&%n%ng (erson&l &nd
org&n%s&t%on&l e11ect%<eness
//" Est&'l%sh%ng &nd de<elo(%ng
%n1or&t%on &n&geent &nd
coun%c&t%on s4stes
." E8erc%s%ng le&dersh%( /2" $root%ng &nd &n&g%ng & s&1e
work%ng en<%ronent
;" >&n&g%ng ch&nge /)" A((l4%ng %nst%tut%on&l (ol%c%es A
regul&t%ons eg HR, D&t& (rotect%on
3" $root%ng e11ect%<e (erson&l &nd st&11
tr&%n%ng &nd de<elo(ent
/7" Rel&t%ng &ct%ons to Inst%tut%on&l
(r%&r4 &%s &nd o'+ect%<es
The a!o"e otline *ro"ides enormos sco*e for "ariation of detail' EAn e8am*le of that detail is
sho+n !elo+ see Positi"e E8am*les Page ,QF' It is an o"er"ie+ of acti"ities ndertaken !y
managers o"er a +ide range and le"el of res*onsi!ilities' It *ro"ides a frame+ork that +ill hel*
indi"idals to ndertake skills analysis !y focsing on key com*etences that +old !e re>ired to
ensre a high le"el of *erformance' This is *articlarly im*ortant in the conte8t of career
de"elo*ment'
Managers of technical resorces shold find most of these !road com*etencies rele"ant' At this
*oint# it +old !e sefl to *rioritise each statement !efore *roceeding to the ne8t stage +hich
in"ites the indi"idal to consider the content of each set in detail'
;estions to !e asked
A series of reflecti"e >estions shold !e asked a!ot each statement +ithin the skills
sets::
to +hat e8tent does this statement a**ly to my role Eand is it
im*ortantF=
ho+ +old I demonstrate that I am a!le to flfil +hat is stated=
+hat e8*erience do I ha"e or ho+ mch rele"ant training ha"e I
recei"ed=
PAGE 19
ho+ shold I fill in any ga*s in my skill(kno+ledge=
+hen do I need to start and com*lete +hat is re>ired=
These reflecti"e >estions shold ena!le the ser to rate ho+ +ell they *erform in each set and
thence to identify V)MA%TV o!9ecti"es' This e8ercise can also !e sed to ena!le a systematic
translation of o!9ecti"es into training needs'
T+o e8am*les of the !road com*etences listed in the ta!le are fleshed ot in the !o8es !elo+'
These are *ositi"e e8am*les that detail +hat is in"ol"ed in carrying ot the acti"ities nder the
main heading'
Positi"e E8am*les
2 ) M7<7>=<> ?7<:AB98" C=<7<6=7;" D:769 7<E 9FG=:?9<@ 89DAG869D @A
9<DG89 ?7H=?G? I7;G9 CA8 ?A<9J
%ecognises and im*ro"es efficiency in the se of resorces throgh an nderstanding of the financial
and resorce im*lications of decisions'
,ositive examples
nderstands and !alances the e>al demands of cost# time and >ality
assesses and >antifies risks associated +ith decisions
stri"es to im*ro"e internal and e8ternal relationshi*s to the !enefit of the team#
de*artment and &ni"ersity
de"ises# re"ises and costs man*o+er *lans according to a"aila!le resorces and
in close consltation +ith colleages
initiates and costs *rogrammes of +ork
accesses a"aila!le data and trends in the *lanning *rocess
demonstrates ho+ *rogrammes of +ork contri!te to+ards local and &ni"ersity
o!9ecti"es
s*ecifies targets and standards and demonstrates ho+ e8*enditre and se of
resorces +ill !e monitored
antici*ates im*lications of changes in 9o! content in the conte8t of a"aila!ility of
resorses
demonstrates ho+ resorce management com*lies +ith instittional *olicies#
*rocedres and o!9ecti"es# and legal re>irements
!alances local needs +ith resorces a"aila!le for &ni"ersity acti"ities
in"ol"es the rele"ant *eo*le in resorce *lanning and management# ensring
good colla!orati"e relationshi*s
ensres that com*lete and accrate records are maintained and re*orted
e"alates and im*lements management information systems to record resorces
and !dget information# and generate re*orts
nderstands# monitors and assesses significant detail in management information
re*orts
ensres that systems are in *lace for the maintenance of accrate financial and
transaction information
maintains *ersonnel records in com*liance +ith &ni"ersity *olicy and the Data Protection
Act
de"elo*s feasi!le contingency *lans ahead of *otential *ro!lems
*very university 'ob contri!tes in one +ay or another to the *rimary *r*ose of the instittion' For
e8am*le# Manchester &ni"ersity focses on achie"ing e8cellence in research and teaching' E"ery
leading ni"ersity is fiercely com*etiti"e in terms of national and +orld ranking' They nder*in this
>est +ith e"er changing cor*orate strategies and resltant *olicies' These are often set ot as
PAGE 20
instittional aims and o!9ecti"es that seek to dri"e this com*etiti"e agenda' That is +hy leaders
and managers at all le"els need to kee* a +atchfl eye on the !ig *ictre# and kno+ ho+ to react#
not only +hen changes are finalised# !t also +hat is in the *olicy *i*eline'
If leadershi* and management are in yor career sights then a dee* nderstanding of these
com*etences +old form *art of yor de"elo*ment *lan'
Positi"e E8am*les
1! R9;7@=<> 76@=A<D @A I<D@=@G@=A<7; A=?D 7<E OKL96@=I9D
Demonstrates kno+ledge and nderstanding of The &ni"ersity key o!9ecti"es and *rimary
aims# and relates acti"ities to instittional strategies' Maintains a "ie+ of the ABig PictreC
in *rofessional ndertakings'
,ositive examples)
demonstrates an nderstanding of the role of the &ni"ersity in deli"ering
e8cellence in teaching and research and the interrelationshi* of !oth
assesses the changing *atterns of $E# the im*act of reglators# com*etiti"eness
in the national and international market
sho+s an a+areness of &ni"ersity key o!9ecti"es and strategic *olicies and
mission
can demonstrate ho+ *rogrammes of +ork contri!te to the *rimary &ni"ersity
strategies
maintains *:to:date kno+ledge of ni"ersity key strategies and trends in $E
has an nderstanding of &ni"ersity strctre and ho+ fnctions interact
nderstands ho+ key acti"ities are fnded and ho+ resorces are de"ol"ed
de"ises a system to ensre that co:+orkers are !riefed and *dated a!ot the
&ni"ersity strategies and *rocedres
assists translation of cor*orate strategies into indi"idalsC *erformance
identifies standards that +old form the !asis of shared &ni"ersity cltre and
"ales
a**lies emerging &ni"ersity e>ality and di"ersity *olicies to management
*ractice
This a**roach to skills analysis# Ethinking in detailF ine"ita!ly highlights ga*s as +ell as +ell
fonded e8*ertise' The >estion arises as to +hat to do ne8t so as to flfil yor career *lan'
.o!/ the real challenge? Ask yorself the follo+ing:
@hen did yo last take the initiati"e to set * an a**raisal meeting and decide key com*onents of
its agenda=
$o+ can yo inflence yor de*artment or the ni"ersity to *ro"ide resorces that +ill to ena!le
yo to flfill yor training needs=
@ho decides the content of training *rogrammes that are offered at yor +ork*lace=
@hat is yor res*onsi!ility as regards training others in yor areas of e8*ertise=
If yo are con"inced a!ot the !enefits of Career management and *lanning# ho+ do yo *ro*ose
to seek ot allies for the case=
$o+ do yo ensre that yo are * to date +ith crrent and emerging cor*orate strategy and
*olicy=
PAGE 21
@ADDBE @E D4 74@# E5E%CI)E=
Meet )*ike Milligan# daft as a !rsh? 6o may remem!er his !army TR
comedy series# AH# featring a host of slightly *otty s**orting actors' $a"ing
com*leted a sketch# the *layers +old form a tight gro* and# shffling
arond the set# they +old re*eatedly and agonisingly mtter straight to
camera K#addle !e do no!%L @hat a !iHarre >estion to ask a TR adience?
)rely they shold kno+ +hat to do ne8t=
The *r*ose of this e8ercise is to e8amine an e"eryday +ork scenario +hich
at first glance looks com*lete# and an end in itself' It is a ty*ical sitation
+hen# ha"ing com*leted some serios training# +e get arond to asking the crcial >estion#
K#addle !e do no!%L EMay!e yo +ill find thatCs not sch a st*id >estion after allF'
Heres the (%ctureD
Bill is a yong micro!iology technician +ith s*lit teaching and research dties' $e gets on +ell +ith
his !oss# Polly' They de"elo*ed mtal trst !y !eing com*letely honest +ith each other' After an
a**raisal session it +as agreed to take on !oard t+o im*ortant *oints regarding his ftre'
to ackno+ledge that Bill sa+ his medim to long term career ftre as a technical
resorces manager# or in another role +ith leadershi* res*onsi!ilities
to confirm that the *ros*ect of that sort of 9o! coming * in the de*artment +as
nlikely in the foreseea!le ftre
It +as frther agreed that the key o!9ecti"e of BillCs PDP +old *re*are him for a mo"e to+ards his
career goal' $e +as gi"en lea"e to attend a series of corses designed for those as*iring to
management *ositions'
$e en9oyed the corses +here he learned a nm!er of im*ortant skills that inclded::
E8ercising leadershi* Pro9ect management
Financial *lanning and control Coaching and mentoring
techni>es
Polly and Bill considered the e8tent to +hich his am!itions +old !e flfilled !y the corse' @hat
cold he seflly add to his CR= $o+ +old the corse e8*erience enhance his 9o! *ros*ects
otside the de*artment or e"en otside his s*ecialised field=
)o? Done the corse? Brilliant? Bt K#addle !e do no!%L
The o"erarching aim of the e8ercise is to increase BillCs career chances=
This can !e tackled as an e8ercise in"ol"ing t+o gro*s# each taking either PollyCs or BillCs role'
They shold consider the follo+ing and com*are notes from !oth *ers*ecti"es'
@hat are PollyCs a roles ( res*onsi!ilities here= @hat can she accom*lishG and
ho+=
@hat are the *ractical o*tions a"aila!le to Bill to enhance his career o!9ecti"es
arising from +hat he has learned on the corse=
)ome lateral thinking is re>ired here that *oses the >estion# ho+ and +here can Bill gain the
re>isite e8*erience that +ill im*ress a *ros*ecti"e em*loyer= $ere is a cle::
htt*:((+++'do:it'org'k("co**s'do=orgIdW30Q-
4ther cles and ideas are listed on *age -- as ATraining and 0evelopment 1ptions'
PAGE 22
T%AI7I7G A7D DEREB4PME7T 4PTI47)
$ere are some e8am*les that yo may consider: *lease add yor o+n
Course I&sed
Com*ter !ased training
Attend a +orksho*
)tdy for a *rofessional >alification
Sel1@Stud4
Gided reading Ei'e' reading a sggested
materials on a *articlar to*icF
Test yor a!ilities in an nfamiliar setting
Bisten to cassette ta*es Aon the mo"eC
%esearch a techni>e that interest yo
e'g' asserti"eness# creati"e *ro!lem
sol"ing# critical incident analysis
&se li!raries
&se CD:%4M *ackages
E8*lore the internet
E8tern&l Act%<%t%es
In"estigate "olntary +ork that may entail
the a**lication of ne+ res*onsi!ilities and
skills
Be acti"e in a *rofessional !ody or trade
nion
Attend conference
4ffer to lead a discssion or *resent a
*a*er to a conference
7et+ork +ith e8ternal colleages and a
rele"ant *rofessional !ody
Jo! shado+ in another organisation
Book for o**ortnities to train *eo*le in
yor s*ecialist skills
%eflect *on# "aling and !ilding on the
e8*eriences gained in *ersonal life
Cn the Jo'
Initiate a +ork !ased *ro9ect that tilises
ne+ skills and res*onsi!ilities' Discss
this +ith yor line manager
%eflect on yor in"ol"ement in a
*ro9ect(acti"ity and analyse +hether it +as
a sccess(failre
Encorage yor manager or a colleage to
!e yor coach
Coach someone else
Be a mentor
Find a mentor
Chair a staff meeting
Colla!orate +ith a colleage on a +ork
*ro!lem
Pro"ide hel* to a +ork colleage
Analyse ho+ different *eo*le interact +ith
cstomers and(or manage their staff
Pro!lem sol"e +ith yor +ork gro*
@rite a re*ort a!ot a key as*ect of yor
+ork# and o!tain constrcti"e comments
on it
Join a +orking *arty
Kee* a +ork *ortfolio inclding a learning
log
&ndertake a secondment or K9o! s+a*L
K)hado+L a *erson in another fnction
)*er"ise a +ork e8*erience stdent
Risit another organisations or de*artment
to find ot ho+ and +hat they are doing'
@rite a re*ort?
PAGE 23
Act * in a *ost that has !ecome
tem*orarily "acant
De*tise for yor manager
@ork +ith colleages in role *lay to
*re*are for acti"ities
4rganise a team e"ent#
!riefing or +orksho*
Bead a training corse
Be a re*resentati"e on a
!oard or committee
Act as a host(gide to
&ni"ersity "isitors
Notes
Sh&dow%ng
Generally s*eaking# shado!ing entails o!ser"ation of someone doing a 9o! and +atching
+hat they do' Time constraints mean that it is often for a relati"ely short *eriod' Best
*ractice necessitates that indi"idals carries ot some of the +ork of the *erson they are
shado+ing' As +ell as !eing a good de"elo*ment tool it can also hel* net+orking and can
facilitate the !reaking do+n of !arriers +ithin and across organisation' As +ith most
de"elo*ment the clearer yo can !e a!ot +ant to get ot of shado+ing# the !etter'
Act%ng u(
This occrs +hen a *ost is "acant for a short time and em*loyees are gi"en an o**ortnity to
Kact * in the *ostL'
>entor%ng
A mentor is a *erson# sally in a more senior *ost# +ho +ill hel* to# ad"ise# encorage and
act as a role model for an em*loyee' The mentor does not ha"e to +ork in the same
organisation and does not ha"e to !e in a more senior *osition' It is sometime *ossi!le to
find a *erson to act as an informal mentor'
Secondents
A secondment is +here an o**ortnity arises to +ork in another *art of the organisation# or
sometimes another organisation' It can !e sed +here there is ga* !efore a *ost is filled
*ermanently or +here there is need for someone to +ork on a *ro9ect or in a de*artment for
a s*ecified time' It is may !e set * for relati"ely long *eriods# for e8am*le for si8 months'
Jo' Sw&(s
This ha**ens +hen em*loyees in different *arts of an organisation are gi"en the chance to s+a*
9o!s and to +ork in a different office# often in a *ost +ith some ne+ dties' Jo! s+a*s can *ro"ide
o**ortnities to +ork a!road'
Volunt&r4 *ork
4ne of the richest sorces of e8tended training and a**lication of organisational and
s*ecialist skills can !e fond in the "olntary sector' These can !e *o+erfl additions to
*ersonal c"Cs and add s!stance for 9o! selection inter"ie+s'
CA%EE% PBA77I7G A))I)TA7T
6o can make notes to indicate +hether yo are on the right track for sccessfl *re*aration'
C&reer (l&nn%ng5 essent%&ls
1. Decide e8*licitly +hat yo "ale Efinancial incenti"e# *romotion# sense of *r*oseF'
Does yor *resent role corres*ond to these=
2. %esearch the en"ironment that yo +old rather +ork in Eotdoors# an office# from homeF'
3. Identify yor core skills' Do yo se these in yor crrent 9o!= Do yo se then else+here=
4. &*date yor CR'
5. De"elo* a trsting relationshi* +ith yor colleages' Perha*s there is someone +ho cold act
as a mentor for yo=
6. Consider 9oining *rofessional associations and gaining *rofessional >alifications to frther
yor learning and !roaden yor *ersonal net+ork'
7. Create and maintain a long:term *rofessional de"elo*ment *lan'
8. Identify short:term goals that are com*ari!le +ith to yor long term aims'
9. Pre*are contingency *lans to take accont of e8ternal change e"ents that cold affect yor
career *lan
10. Take ste*s to nderstand the cltre and mission of yor *resent organisation' Do they offer
yo the career de"elo*ment s**ort that yo need=
C&reer (l&nn%ng5 $o%nts to &<o%d
1. @hen yo are looking for a 9o!# a"oid +asting time randomly sending s*eclati"e CRs' 7egati"e
retrns can ndermine confidence'
2. Do not allo+ continos learning to !e sacrificed to meet short term need' CPD is a "ital
com*onent in the career *lanning *rocess'
3. Be+are of !ecoming in"isi!le to yor colleages +ho might not !e a+are of yor
accom*lishmentsG make sre that they are noticed
4. A"oid falling !ehind +ith de"elo*ments in technology# essential legislation and *olicy change'
5. Do not o"erlook the "ital role of *ersonal and *rofessional net+orking +hen 9o!:hnting'
6. %e9ect a laisseH:faire attitde to yor career *rogression and 9o! secrity' Get in"ol"ed in short#
medim and long term *lanning'
7. Do not nderestimate the "ale of de"elo*ng a high *rofile +ithin the +ider instittion' Think
a!ot +ays in +hich yo can contri!te'
8. A"oid !ecoming em!roiled in *ersonal dis*tes if they risk ndermining +ider relationshi*s at
+ork'
9. Do not nderesimate the *otential im*act of isses like a!senteeism and *nctality' They can
trn * in *ersonal references'
10. Do not rn the risk of concentrating on yo +ork and career to the e8clsion of the rest of yor
life# es*ecially yor health and family relationshi*s'
E5E%CI)E: @$AT 7E5TG T$E %EAB TE)T?
Post conference or corse e"alations are all "ery +ell' The real test as to the sccess of
any form rests on +hat the *artici*ants +old actally undertake to do as a reslt of !eing
there' A To@do l%st shold !e assem!led throghot the day' 6o sim*ly s*ot a good idea
and decide to follo+ it *'
This e8ercise is designed to gi"e yor intentions a kick start !y sggesting some frther
action Eor other+iseF' There is *lenty of s*ace for frther to@do initiati"es'
Act%on I4 when *%th who
Risit the +e! sites sggested in AResource l%st
4!tain one of the sggested !ooks in the AResource l%st from
the &ni"ersity li!rary
Com*lete the K*h&t & I look%ng 1or e8ercise
$a"e a go at all or *art of the AC&reer $l&nn%ng5 The
Fund&ent&ls E8erc%seC
)tart Eor contineF a *ortfolio of my achie"ements
%esearch sorces of information to ena!le me to think in detail
a!ot skills analysis ETry $% or Training &nitF
Discss de"elo*ment o*tions and frther *rofessional
>alification +ith my line manager
%aise the isse of o!taining Acareer *lanningC EtrainingF
resorces +ith $% or +ith my Trade &nion
Design a technical or organisational *ro9ect and discss it +ith
my line manager
E8*lore the *ossi!ility of *!lishing or e8hi!iting my +ork
achie"ements
Get in toch +ith one or more of the conference *resenters to
o!tain more detailed career ad"ice
%esearch e8am*les of role *rofiles that carry the *otential of
career enhancement or a career change
Find ot more a!ot com*etency frame+orks and their
rele"ance to me ETry $%# Training or Trade nionF
)eek a career mentor
Become a mentor
Take on a +ork e8*erience yongster
Meet colleages in 7@ England +ith a "ie+ to setting * a
training *rogramme for de"ol"ing skills
Take an acti"e *art in a *rofessional training *rogramme
Bearn ho+ to train and to make a *!lic *resentation +ith
confidence
E8*lore ho+ +ork in the "olntary sector can nder*in my
career# as +ell as making a sefl social in*t
E8*lore ho+ my 9o! relates to Instittional Aims and 4!9ecti"es
Kee* * to date +ith emerging ni"ersity strategy# *olicy and
organisational changes
A**endices: Frther %eading I
APPE7DI5 ,: %E)4&%CE BI)T
*h&t color %s 4our (&r&chute- : E%ichard 7elson BollesF# a *ractical manal for
9o!:hnters and career changers
E8tr&ct 1ro & re<%ew5@
$o+ do yo manage to stay em*loyed in todayCs ctthroat en"ironment= )ince the early V1/s#
*eo*le looking for em*loyment or career change ha"e trned to this !estseller !y %ichard
7elson Bolles' This *dated classic is filled sefl information' E"ery sggestion is a gem# he
still gi"es yo *lenty of o*tions' Those +ho also a**reciate a s*irital message amid the
*racticalities +ill find that as +ell# so if that isnVt yor c* of tea# consider yorself +arned' @e
recommend this gide to anyone +ho needs to find a good 9o!# or +ho +ants : or needs : to make a career
change'
Iu%ld Your Cwn R&%n'ow5 *ork'ook 1or C&reer &nd L%1e >&n&geent EMike
)cally and Barrie $o*sonF
E8tr&ct 1ro & Re<%ew
This *ractical !ook that leads yo ste*:!y:ste* throgh the *rocess of e8amining yor "ales#
interests and skills' It is easy to follo+ and *ro"ides lots of sefl information and thinking *oints
to hel* yo really consider yor o*tions' It +old take o"er 2/ hors to +ork throgh e"erything
so take it cha*ter(chnk at a time and for ma8imm !enefit# discss yor findings +ith a
friend(coach to make sre yo really take on !oard the key messages'
*ho Do You Th%nk You Are-5 Underst&nd%ng Your >ot%<es &nd >&8%%L%ng
Your A'%l%t%es EN%ck Is'%ster &nd >%ke Ro'%nson"
I ha"e to confess I +as already a keen ad"ocate and ser of this ni>e a**roach to Xmoti"ated
a!ilitiesX# !efore the !ook reached the shel"es' It is not 9st for 9o!:changers' Anyone +ho +ants
to manage other *eo*le effecti"ely# or hel* others to nderstand them# +ill do +ell to try this
a**roach' It is not a tick:in:the:!o8 formla# !t a "ery *ersonal +ay to identify the things yo
B4RE to do# not 9st the things yo CA7 do
*ho o<ed 4 cheese- E Johnson# )*encer'F
I lo"ed this !ook and thoght it a re"elation' I still go !ack to it +hen IVm facing change I canVt deal
+ith' May!e itVs a !it too +himsical for some *eo*le !t if yo can commnicate +ith yor inner
child then this !ook +ill mean something to yo' If yoVre a cynic then it +onVt'
C&reer Anchors5 Sel1 Assessent E Edgar $' )cheinF
Challenge?: @hat is a"aila!le to yo at yor ni"ersity Careers %esorce Centre= Check it ot?
A**endices: Frther %eading II
Use1ul *e's%tes
HEaTED Project for technical staff
The $EaTED *ro9ect is designed to !ring the $igher Edcation Technical()*ecialist commnity together
across the +hole of the &K' In *artnershi* +ith the I)T the *ro9ect +ill de"elo* and deli"er a s*ecialist
Rirtal Bearning En"ironment for $EATED s!scri!ers' )ee
http://www.istonline.org.uk/HEAE!/he"te#.ht$
Careers advice:-
htt*:((+++'staffnet'manchester'ac'k(em*loyment(training(careers(
If yor ni"ersity o*erates a career +e! site# it shold !e yor first *ort of call' Eas in Manchester
&ni"ersity e8am*le a!o"eF
htt*:((+++'+indmillsonline'co'k(
K@indmills Interacti"e has !een s*ecifically designed to hel* yo toG take a fresh look at yor lifeG
nderstand +hat is really im*ortant to yoG *ictre the kind of life yo +ant and then sho+ yo ho+ yo
can achie"e it# creating a ftre that ins*ires yo'L
htt*:((+++'total9o!s'com(CareerAd"ice(Defalt'as*8
htt*:((+++'timesonline'co'k(tol(lifeUandUstyle(careerUandU9o!s(
htt*:((+++'+orkthing'com(career:ad"ice(
htt*:((+++'mycareergide'com(
htt*:((+++'timesonline'co'k(tol(lifeUandUstyle(careerUandU9o!s(
htt*:((+++'career!ilder'co'k(9o!seeker(resmes(*ostresmene+(*ostyorresme'as*
8
htt*:((9o!s'telegra*h'co'k( Jo! search and ad"ice
www.%o&hunters&i&le.'o$ An online gide to indi"idal career management' Designed as a
com*anion to the most recent edition of @hat Color is 6or Parachte=# it incldes !est *ractice articles#
!ook recommendations# articles and +e!links'
+++'+orkingcareers'com has information on career *lanning# +riting a**lications# 9o! search and
inter"ie+s'
www.prospe'ts."'.uk *ro"ides information on "acancies# occ*ational *rofiles and other sorces
of information
www.le"rn#ire't.'o.uk offers free and im*artial information and ad"ice on o"er D//#/// corses
nation+ide'
+++'9o!s'ac'k has research# science# academic# teaching and management 9o!s and stdentshi*s in the
*!lic and *ri"ate sector'
www.'(spe'i"l.'o.uk this site *ro"ides a com*rehensi"e gide to +riting the most effecti"e CR' It
also has a free online assessment of yor crrent CR'
Try your o!n search in Google or Alta2ista etc
A**endices: Frther %eading III
APPE7DI5 -: CA%EE% MA7AGEME7T I7 C47TE5T
All ni"ersities are co"ered !y an agreement to determine grading arrangements em!racing the
general *rinci*le of 9o! e"alation' @hat is less +ell kno+n is that *art of the re+ards *ackage
also flagged * the key role that stems from a strategic a**roach to Career Management ECMF'
CM and career *lanning are crcially linked# in that the former *ro9ects the latter to centre stage'
aF The 7ational Frame+ork Agreement for the Modernisation of Pay )trctres E7FAF#
de"elo*ed in *artnershi* !et+een em*loyersC and trades nionsC re*resentati"es#
recognises
the "ital contri!tion +hich staff at all le"els make to the contining
sccess of &K higher edcation# and the need for them to !e re+arded *ro*erlyG
and
the need to modernise *ay arrangements in the sector to im*ro"e
the recritment and retention of staff# to ensre e>al *ay for +ork of e>al "ale#
to tackle *ro!lems of lo+ *ay# to recognise and re+ard the contri!tion +hich
indi"idals make# and to nder*in o**ortnities for career and organisational
de"elo*ment
-
Jo! e"alation and role analysis are identified as essential elements to nder*in the ne+ grade
strctre' 4cc*ational roles are not static' They are sha*ed !y the changing needs of
ni"ersities# in trn# are dri"en !y internal and e8ternal change factors' The 7FA recognises that
a !alance has to !e strck !et+een the needs of the organisation and indi"idal em*loyees'
Addressing em*loyeesC career as*irations is an im*ortant *art of this *rocess and is
smmarised in the 7FA'
AInstittions +ill o*erate reglar de"elo*ment re"ie+s for all staff N
+ith a "ie+ to facilitating !oth the im*ro"ement of *erformance to meet instittional
o!9ecti"es and career development for individuals : and +ill offer sita!le
de"elo*ment o**ortnities in the light of theseC Emy italicsF
Joint 7egotiating Committee for $igher Edcation )taff EJ7C$E)F
is commited to de"elo* frther gidance on staff de"elo*ment and re"ie+# inclding
ad"ice on facilitating ne! career path!ays Emy italicsF
!F The Pay and Modernisation Programme
By linking *ay to 9o! e"alation and career *rogression# the 7FA has raised isses as to ho+
they +ill !e im*lemented effecti"ely' %elated to*ics# for e8am*le# *rogression +ithin 9o! families
and across career !ondariesG role analysisG training needs analysisG skills de"elo*ment# change
management# and ho+ these fit +ith instittionsC "arying missions and circmstances ha"e
!ecome *art of Pay and Modernisation thinking'
2
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E162+0)/, S0+99 <DNCHES>
A**endices: Frther %eading IV
&ni"ersities may *ro*osed that these isses !e incor*orated into its Pay and Modernisation
Programme nder the o"erarching title# Career Management ECMF so as to ensre that a holistic
"ie+ is taken of +hat are key strategic $% isses'
C&reer >&n&geent5 Issues &nd Me4 Huest%ons
A de1%n%t%on
CM is defined as A,lanning and shaping the progression or movement of individuals !ithin an
organisation by aligning employee preferences and potential !ith organisational resourcing
needs
3
This !road definition co"ers the essential featres of CM' ,lanning sggests that it is a
managed *rocess' It antici*ates +hat is re>ired !y the organisation# and sets this in the
conte8t of indi"idal *references' The reference to shaping im*lies that career *rogression or
mo"ement +ill !e *art of a *rocess of inter"ention +here the otcomes are agreed' In *ractice
this sha*ing takes *lace throgh a *rocess of informal and strctred dialoges'
*h&t %s the (ur(ose o1 C>-
The definition s*ecifies the organisation and the indi"idal as !eing !eneficiaries' Conse>ently#
they !ring different *ers*ecti"es to CM' )ccess de*ends on resol"ing or aligning any
differences'
4 5rom the organisations perspective
4rganisations need to ensre that they ha"e the right *eo*le in the right 9o!s and are !ilding a
talent *ool for the ftre' The most commonly cited strategic o!9ecti"es of CM are de"elo*ing
ftre senior managers# retaining key staff and supporting changes in the organisation'
2
Em*loyers ha"e !een +arned or are a+are that *ro!lems are in the *i*eline in terms of
significant skills ga*s in a nm!er of key areas
D
' Demogra*hic trends sggest a shortage of
*eo*le entering the +orkforce' In this res*ect it is sggested that CM is *i"otal to the sccess#
or e"en sr"i"al of organisations'
4ther !enefits to the organisation are
0/ ',+35' 0&' -/8'-',0 /9 *0+99 3'04'', C/3*
0/ 9+2)5)0+0' 95':)35' 4/(=),; .(+20)2'*
0/ *6../(0 + 3'00'( '-.5/7'' 6,1'(*0+,1),; /9 0&' /(;+,)*+0)/,
0/ .(/8)1' + -'+,* /9 +22'** 0/ .+(0)265+( .(/C'20*
6 5rom the individuals perspective
3
)r"ey into Career Management Practices ECIPD Jne -//3F
4
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$
M+,+;),; C+(''(* <CIPD 2EEF> D'**)2+ R/.&
A**endices: Frther %eading V
Indi"idals +ant a career +here there is sco*e for de"elo*ment and *rogression# together +ith
o**ortnities to flly tilise their skills' The -//3 CIPD sr"ey identified the follo+ing !enefits
from the indi"idalsC "ie+*oint'
increase 9o! secrity and *ersonal a!ility to com*ete for 9o!s
clarify nderstanding a!ot a"aila!le and *otential career
o**ortnities
*ro"ide o**ortnities to de"elo* skills
ena!le fle8i!ility dring +orking life
make +ork more interesting
hel* to achie"e life(+ork !alance
create a career frame+ork
esta!lish *rofessional goals
CM therefore is seen to !e an intrinsic# !t less immediately o!"ios as*ect of a holistic
a**roach to em*loyee re+ard'
*h&t &re the ke4 1&ctors su((ort%ng e11ect%<e c&reer &n&geent-
CM may !e "ie+ed !y the +orkforce as yet another A9o! *erformance toolC to !e im*osed' As
+ith all ma9or change e"ents# the *rocess of formlating the a**roach mst seek to gain the
commitment and trst of the +orkforce' 4ther essential elements are
CM needs to !e formalised into a *olicy that is linked to cor*orate
strategy
Gaining commitment from senior management is "ital
Management commitment mst !e co*led +ith commensrate
resorce
: to co"er the CM *rocess itself Etime and trainingF
: the cost of otcomes from the *rocess# for e8am*le training and de"elo*ment to
*re*are for ne+ career goals
Bine managers and $% staff need to !e trained to deli"er career
s**ort
*h&t &re the '&rr%ers to success-
The Chartered Institte for Personnel and De"elo*ment re*orted that mem!ers had noticed a
significant interest in career de"elo*ment dring the ,QQ/s' It commissioned a sr"ey to find ot
+hat +as ha**ening in *ractice
M
' In !road terms# organisations strggle +ith t+o main isses:
ho+ to kee* CM in the core !siness agenda
ho+ to sustain effecti"e CM
The sr"ey esta!lished that the significance of CM dialoges +ith em*loyees is not +idely
ackno+ledged' It is seen as a lo+ *riority o*tion' The nderlying reasons are smmarised
6
S6(8'7 ),0/ C+(''( M+,+;'-',0 P(+20)2'* <C&+(0'('1 I,*0)060' /9 P'(*/,,'5 +,1 D'8'5/.-',0 D6,'
2EEF>
A**endices: Frther %eading VI
minimal senior management commitment ie they focs on
immediate task in hand rather than a strategic intent
lack of s*ecific resorce to dri"e CM
insfficient *re*aration to de"elo* *ositi"e attitdes to+ards CM#
*articlarly among line managers so that they kno+:
: the *r*ose of CM
: ho+ it is framed strategically
: +ho is *rimarily res*onsi!le for CM
: the roles *layed !y senior and line managers
: the kinds of *rocedres and acti"ities +hich s**ort CM in *ractice
: the criteria +hich define sccessfl im*lementation of CM
1
*ho %s d%rectl4 %n<ol<ed %n the C> (rocess-
The CIPD sr"ey did not confine itself to defining the *eo*le +ho shold *artici*ate# or ha"e a
role in the CM *rocess' It also descri!ed +hat ha**ens in *ractice'
,' In the front seat
Indi"idals +ho feel that CM +ill !enefit themsel"es directly are sally the dri"ing force
in the *rocess
$% *rofessionals +ho *ro"ide an acti"e s**orting role
-' In the !ack seat
)enior e8ecti"es and line managers +ho gi"e CM lo+ *riority set against com*eting
management tasks' Trade nions *lay a *assi"e role in *romoting CM'
The sr"ey sggested that all of the a!o"e ha"e an essential role in the formlation of CM
strategy# its *romotion# o*eration and *ractice# and in ensring that the otcomes are deli"ered'
Further (o%nts 1or cons%der&t%on
The e8tent to +hich a commitment to CM can !e realised and ho+ it +old fit +ithin +ith the Pay
and Modernisation Programme +ill de*end on a carefl assessment of its im*lications' CM
carries the *otential for re"ealing *itfalls as +ell as o**ortnities
The *otential for high staff e8*ectations# set against !dgetary constraints# lies at the heart of
this tension' The CIPD research sho+s that indi"idals +ho might !enefit from strctred CM
!ecome the dri"ers in the *rocess' )o an nrestricted lanch of a CM strategy may +ell trn ot
to !e a PandoraCs Bo8 +ith significant financial im*lications' This *ro!lem +old !e
com*onded if the lid +ere to !e sht after e8*ectations had !een raised' Boss of trst and
credi!ility cold !e "ery damaging for those res*onsi!le for those initiating the *ro9ect or e"en
for the Pay and Modernisation Programme as a +hole'
Consltation +ith all stakeholders is essential' This incldes senior managers# line managers#
indi"idals and their re*resentati"es' ' The *r*ose here# as +ith all ma9or change e"ents# is to
find a +ay to redce ncertainty# in *articlar to *re"ent any erosion of cor*orate trst and the
7
T(',1* +,1 )**6'* ), 2+(''( -+,+;'-',0, -''0),; 0&' 2&+55',;' D( W',17 H)(*& <CIPD 2EEF>
A**endices: Frther %eading VII
*otentially damaging otcome for staff morale and commitmentG or to *t it more *ositi"ely# to
!ild on e8isting strong relationshi*s and good *ractice'
A**endices: Frther %eading VIII
APPE7DI5 3: E5AMPBE 4F %4BE P%4FIBE
Rirtally all 9o!s in the ni"ersity sector are rated sing a 9o! e"alation system +here!y
o!9ecti"e criteria are a**lied to the 9o! so as to ascertain the grade' As the system !ecomes
em!edded# ni"ersities +ill accmlate e"idence !ased on graded 9o!s' These +ill !e sed for
*r*oses of com*arison# and grading' A role *rofile# like the one !elo+ is an e8am*le of sch
e"idence' These *rofiles shold !ecome a"aila!le to staff +ho +ant to find ot +hat is re>ired
to *rogress from their crrent roles' They can also !e a "ala!le sorce of information for
*ersonal de"elo*ment *lans ie Am I e>i**ed to ndertake the fnction= $o+ can I learn to
accom*lish each role=
This *rofile is !ased on a $E%A model'
>&n&ger o1 Techn%c&l Ser<%ces &nd Resources Role $ro1%le
Role T%tle Manager of Technical %esorces
Account&'le
to
$ead of )chool(De*artment
)chool(De*artment Manager
$ur(ose N t4(%c&l ch&r&cter%st%cs %nclude the 1ollow%ng5
Beadershi* of a Technical )er"ices team +ithin the )chool(De*artment
Management and *lanning resorses# ie hman# financial and s*ace
Delegates athority and res*onsi!lility of key decisions a!ot the >ality and le"el of
technical ser"ice# and staffing necessary to inflence the *rinci*al decision:makers
at )chool(De*artment( le"el'
To engage significantly +ith# and inflence the long:term de"elo*ments and de"elo*
relationshi*s essential to the sccess of the deli"ery of technical s**ort ser"ice
To relate deli"ery of ser"ice to emerging ni"ersity strategies and long term *olicies
Dut%es &nd res(ons%'%l%t%es &4 %nclude soe or &ll o1 the 1ollow%ng5
,' Create and maintain a common *r*ose !y *roacti"ely leading team mem!ers +ith
the deli"ery and de"elo*ment of technical s**ort ser"ices and skills# across the fll
range of s!9ect s*ecialist# research# teaching or ser"ice orientated *ro"ision'
-' Initiate and con"ey the o"erall "ision of the team and delegate a**ro*riate
res*onsi!ilities to technical staff +ith team managerial and s*er"isory res*onsi!ilities
A**endices: Frther %eading IX
3' %esearches !est *ractice for all management and administrati"e *rocesses
Einclding e8ternal net+orkingF
2' Ensres "ale for money for internal and e8*ernal *rchasing
D' Pro"ide gidance and feed!ack to team mem!ers regarding indi"idal and team
*erformance and conse>ential training and de"elo*ment needs so as to identify
de"elo*ment o**ortnities and manage a de"elo*ment !dget'
M' Arranges# designs# *re*ares and deli"ers training e"ents for stakeholders
1' Inflences *ro"ision and content of training +ithin the ni"ersity and e8ternal
agencies
0' De"elo* a fll nderstanding of the needs of staff# stdents# ser"ice sers# e8ternal
fnding agancies# ada*ting the ser"ice to meet organisational o!9ecti"es and >ality
standards'
Q' Inflence the de"elo*ment of organisational *olicy and standards for the ser"ice !y
liaising and net+orking +ith internal and e8ternal contacts and in"ol"ement +ith +orking
gro*s# monitor ser"ice le"els and *ro"ide re*orts and ser"ice docmentation as
re>ired'
,/' Acconta!le for o*erational *lanning and the management of resorces and
!dgets to meet key technical s**ort *riorities inclded in the )chool(De*artment
!siness *lan'
,,' Partici*ate in decision making committees +ithin the de*artment and the ni"ersity#
in order to inflence e"ents and ensre the dissemination of information a!ot the
ser"ice to key stakeholders'
,-' Maintain a com*rehensi"e kno+ledge of the health and saftey re>irements and the
"aria!ility of +orking en"ironments for areas of res*onsi!ility in order to ensre a safe
+orking en"ironment for all staff'
,3' Take res*onsi!ility for ensring that health and safety risk assessments for areas of
ser"ice o*eration are com*leted and *dated at reglar inter"als# nd a*ro"ide gidance
and ad"ice to team managers and s*er"isors regarding the im*act on the +ork
*rocess and safety of team mem!ers'
,2' Pro"ides *rofessional coaching ad"ice to indi"idal mem!ers of staff
,D' Colla!orates +ith ni"ersity management colleages and coordinates 9oint
management *ro9ects
,M' Ensres fll com*liance +ith Co*yright and Freedom of Information Acts
T4(%c&l *ork%ng Rel&t%onsh%(s &4 %nclude
Technical s**ort team managers and s*er"isors
Technical s**ort staff
$ead of )chool(De*artment
)chool(De*artment(Faclty or Central )er"ice managers
Corse(s!9ect leaders and ttors
Third *arty s**liers
Facilities management staff
Administrati"e and estate di"isions +ithin the ni"ersity
Bocal and national *rofessional net+orks and !odies
A**endices: Frther %eading X
Me4 Co(etenc%es N &4 %nclude soe or &ll o1 the 1ollow%ng5
Ser<%ce
Del%<er4
Monitors standards and le"els of ser"ice
Ada*ts ser"ices to meet sersC needs and identifies
+ays of im*ro"ing standards
Analyses feed!ack and "ie+s from ser"ice sersC#
)chool(De*artment(Faclty or Central )er"ice managers
and Corse and )!9ect Beaders and ttors to inform
ser"ice de"elo*ment and make changes
Identifies +ays of making im*ro"ements to ser"ice !ased
on feed!ack and antici*ated changes in the market
Te&work &nd
>ot%<&t%on &nd
Te&
De<elo(ent
De"elo*s team o!9ecti"es in +ays that ena!le team
managers# s*er"isors and leaders to contri!te to and
identify +ith collecti"e o!9ecti"es
Creates a sense of common *r*ose across the +ider
technical ser"ices team !y *ro"iding targeted and reglar
feed!ack a!ot *erformance in line +ith organiHational
o!9ecti"es
Plans and *ro"ides training and de"elo*ment acti"ities for
technical staff to meet crrent and ftre needs
de"ises a systematic a**roach for identifying training
needs so as to in"ol"e staff and their line managers in the
*rocess of creer management and *lanning
$l&nn%ng &nd
Crg&n%s%ng
Resources
Acti"ely seeks information to s**ort *lanning and
*rioritisation of +ork
Ensres that time and resorces are sed effecti"ely to
their ma8imm efficiency to ensre >ality and
sstaina!ility of ser"ices
Checks and re*orts on *rogress and achie"ement against
*lans to key committees(meetings(managers
De"elo*s *lans to take accont of *ro!lems# delays and
ne+ *riorities
Co:ordinates the +ork of others to im*ro"e *erformance
and se of resorces
L%&%son &nd
Network%ng
Ensres that accrate information is *assed on to the most
a**ro*riate *eo*le in a timely fashion to im*ro"e +orking
*ractices
@orks across team !ondaries to !ild and strengthen
+orking relationshi*s
)hares information and ideas to hel* others de"elo* their
*ractice
Is in"ol"ed in net+orks to *rse a shared interest as a
re>irement of the role
A**endices: Frther %eading XI
Coun%c&t%on Commnication is initiated# in a timely fashion and
information is smmarised accrately
Checks on reci*ientCs nderstanding and takes action to
remedy any misnderstanding
)mmarises and inter*rets technical and s*ecialist
information to aid othersC nderstanding to meet the needs
of s*ecialists and non:s*ecialists
&ses a**ro*riate styles and argments to inflence and
negotiate satisfactory otcomes
)ee *aragra*hs 3 and ,2 in Dut%es &nd res(ons%'%l%t%es
Dec%s%on
>&k%ng
$rocesses &nd
Cutcoes
Considers +ider im*act of decisions# assesses *ossi!le
otcomes and their likelihood
$el*s others to e8*lore o*tions that initially a**ear to !e
ina**ro*riate or nfeasi!le and recognise +hen a decision
is or is not needed
Antici*ates and highlights ser"ice isses that need to !e
taken into accont
In%t%&t%<e &nd
$ro'le
Sol<%ng
Takes action to *re"ent recrrence of ser"ice *ro!lems
Considers *ossi!le soltions to identify those +hich offer
+ider !enefits to ser"ice sersC
Antici*ates *ossi!le im*lementation difficlties +ith ne+ or
de"elo*ing ser"ices and identifies *ractical +ays of
o"ercoming or *re"enting them
)ee *aragra*hs 3# 1# Q and ,D in Dut%es &nd
res(ons%'%l%t%es
*ork
En<%ronent
Ensres that safe *ractice and the se of *rotecti"e
e>i*ment and clothing are *art of normal day to day
+orking in all technical ser"ices areas
Ensres that a**ro*riate action *lans and assessments
are dra+n * to address risks
$&stor&l C&re
&nd *el1&re
Deals +ith difficlt sitations or confidential matters# from
team mem!ers according to *olicy and *rocedres
In"ol"es others or refers else+here# +hen sitation
!ecomes more com*le8 and if additional hel* or
information is re>ired
An&l4s%s &nd
Rese&rch
Prodces re*orts that identifies key isses and findings on
ser"ice le"els
%ecognises and accrately inter*rets *atterns and trends
+ith ser"ice needs and deli"ery
)ee )ee *aragra*hs 3# ,D in Dut%es &nd res(ons%'%l%t%es
A**endices: Frther %eading XII
T$E A&T$4%C) CA%EE% AT A GBA7CE
Role
/G.0@@@@ /G;0@@@@@@@ /G30@@@@@@ /G60 @@@@ /GG0@@@@ 2000@@@@@
Chemical Pathology Technician
Teaching(%esearch
Technician()enior TechnicianG
Pharmacology
AChief TechnicianC: managing staff
and resorces in Biochemistry de*t
De*artmental )*erintendent:
Biochemistry
KCB Training 4fficer
4"erseas Training Consltant EMainly
British Concil in 7igeria and Bi!eriaFF
Trade &nion Branch and Bondon
%egional )ecretary( re*resentati"e
&ni"ersity# FE College and )chool
Go"ernorshi*s
Notes
The total time s*an in the main career roles +ereG ,QD0 N ,QQ/ from 9nior technician to de*artmental s*erintendent and
,QQ/ :-//1 as a fll time training officer at KingCs College Bondon'
The e8ternal acti"ities *layed a s!stantial *art in the de"elo*ment of *rofessional nderstanding and skills' Therefore they
+ere highly significant factors assisting career *rogression'

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