Personal and professional transformation
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The document discusses the application of the CPD framework for personal and professional transformation in higher education, highlighting its features, implementation timeline, and the benefits of self-assessment and development planning. It encourages reflection on individual strengths and areas for improvement while encouraging engagement with the CPD framework through various organizational practices. Resources for further support, including the good practice guide, are also provided.
Personal and professional transformation
- 1. Personal and professional transformation: how the CPD framework can help you! #AUA2017 10 April2017, Manchester JohnRyan, MBE, FAUA JanShine, FAUA
- 2. Objectives for today You will have the opportunity to: • develop greater understanding of how the CPD framework can be applied in practice • experience using the framework to assess your own strengths and areas for development • reflect on how you could benefit further from the CPD framework
- 3. Group discussion What experiences or perceptions do you have of the AUA’s CPD Framework? What are you hoping to gain from this session?
- 4. Overview of implementation Dates Activity 2010-2011 22 pilot projects 2011-2012 27 pilot projects Autumn 2013 Evaluation of LGM implementation project Final report to HEFCE and publication of findings Publication of Good Practice Guide Dissemination and celebration of learning 2013-2015 Embedding work 2015-2016 Refreshment of framework Publication of 2nd edition Good Practice Guide March 2016 Launch of Mark of Excellence October 2016 Award of first institutional Mark of Excellence 2016-2017 Development and piloting of workshops to support all areas of the framework Ongoing Supporting new adopters CPD community of practice
- 6. Features of the professional behaviours The basis for a common national approach which builds on existing good practice Behaviour patterns that exemplify the AUA’s professional values Universal across all professional services roles Strengths as important as areas for development Flexible – HEIs may develop further
- 7. How the framework fits with other information about a role PERSON SPECIFICATION How the job needs to be done and the behaviours that underpin effective performance = adding value The tasks that need to be done and overall purpose of role Role-specific skills and knowledge required to do the job COMPREHENSIVE PICTURE OF THE EXPECTATIONS OF EFFECTIVE PERFORMANCE IN THE ROLE CPD FRAMEWORK JOB DESCRIPTION
- 8. • Self assessment • Identify CPD needs • Career planning • Applying for roles • Feedback • Accreditation Self Team/ dept. Institution Some ways that the professional behaviours can be used • Team/dept. strengths & CPD needs • Recruitment and selection • Induction • Appraisal • Supporting change • Improving service • Mapping/designing learning and development provision • Organisational development • Succession planning • Institutional endorsement
- 9. Applying the professional behaviours in your world Centre = 0 Outer edge = 10
- 10. How confident do I feel now? Centre = 0 Outer edge = 10 How confident now
- 11. How confident would I like to be? What timescale? How confident now How confident like to be
- 12. How do I know? Where does my organisation need/want me to be? How confident now How confident like to be Organisation’s needs
- 13. Reflections on your self-assessment Which are high confidence? (7-10) Which are less high? (5 or less) Where are the mismatches between the College’s perceived needs and your self-assessment? How do your strengths relate to the requirements of your current role? Were there any surprises?
- 14. Line manager Head of department Colleagues in other teams/ departments Students External examiners Parents Suppliers/ contractors Visitors Colleagues within own team In more detail …..
- 15. Mapping a role Liaising with colleagues Timetabling Implementing new systems Supporting/ advising colleagues Managing assessment processes Advising students
- 16. 9 4 7 Ranking the behaviours within a role 1 1 63 47
- 17. • read the descriptors for the nine professional behaviourial groups • consider what’s most important for your role • put them in order of importance: 1 = most important 9 = least important www.aua.ac.uk inspiring professional higher education Ranking the professional behaviours
- 18. What are my strengths and areas for development? Which behaviours are most important for my work? Where am I now? How does this fit with my career aspirations? Do my strengths align with the organisation’s needs? Where are the gaps? = development priorities Example of self-reflection exercise
- 19. 1. Job task / activity 2.a Strengths 3. Determine timeframe and priority areas for role / dept. Add the planned actions from Step 4. to your PDP 2.b Areas for development 4. Professional development objectives: what / when / how Realistic professional development planning
- 20. For example….. Objectives Success criteria Actions Implementation To keep abreast of developments in FE/HE environment • Awareness of key sector issues and how they affect my area of work/ department/the College • Ability to contribute to wider discussions • Being up to date with sector developments 1.Set aside time for reading circulars and relevant publications 2. Discuss issues with line manager. Ask for feedback when s/he has attended conferences etc. 3. Talk to colleagues who are more up to date 1. Volunteer to be on project team looking at new developments 2. Have this as regular item on team agenda addressing an area for development ….
- 21. For example….. Objectives Success criteria Actions Implementation To maximise strengths in written communication • Recognition by others that this is one of my key strengths • Using these skills to enhance the outputs of the department 1. Identify areas where I could contribute more, e.g. writing website content 2. Offer to act as ‘critical reader’ for colleagues 3. Review the team’s standard letters and offer advice/ suggestions to make them clearer and more succinct 1. Ongoing discussion with line manager to identify opportunities to contribute 2. Longer-term, coach/mentor others building on a strength ……
- 22. The bigger CPD picture Awareness of own development needs ANECDOTAL FEEDBACK APPRAISALINSTITUTIONAL FRAMEWORKS/ VALUES DEPARTMENTAL OBJECTIVES ‘HARD SKILLS’ e.g. IT training PROFESSIONAL QUALIFICATIONS SELF REFLECTION ORGANISATIONAL STRATEGY AUA PROFESSIONAL BEHAVIOURS
- 23. Self-assess- ment •Acknowledging achievements and strengths •Identifying areas for development Personal develop- ment planning •Setting CPD objectives •Focusing and prioritising learning & development efforts Career planning •Assessing readiness for career moves •Structuring HE applications and CVs Feedback •Seeking feedback and giving feedback in a structured wayProfessional recognition • Role modelling excellence in FE/HE administration and management • Enhancing professional identity • Accredited membership Using the framework to develop yourself Transformation = adding value Raising self-awareness Making the most of your talents Improving communication and workplace relationships Being the best you can be Enhancing the student experience
- 24. www.aua.ac.uk inspiring professional higher education Reflection in pairs Discuss with your partner: What key points are you taking away from the session? How do you intend to engage with the CPD framework in the future?
- 25. Resources and further support The Good Practice Guide - third edition hot off the press! The CPD Framework site: https://aua.ac.uk/develop/cpd-framework/ The AUA National Office aua@aua.ac.uk
- 26. Thank you for contributing to today’s session Enjoy the Conference! #AUA2017