Learning for the Future. Professional Development Process Support Guide

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1 Learning for the Future Professional Development Process Support Guide BCIT Human Resources June 2010

2 2 P a g e P r o f e s s i o n a l D e v e l o p m e n t P r o c e s s

3 Table of Contents Section Page Introduction Process Overview Identification of the Required Skill Set Identification of Skill Gaps Creation of a Developmental Learning Plan Appendices 1 Core Leadership Competencies Core Managerial Competencies Sample Position Competency Profile Funding Learning Plan Template P a g e P r o f e s s i o n a l D e v e l o p m e n t P r o c e s s

4 4 P a g e P r o f e s s i o n a l D e v e l o p m e n t P r o c e s s

5 Professional Development at BCIT BCIT is fully committed to providing support to all of its employees in their pursuit of lifelong learning and career development. This guide describes a process that is accessible to all BCIT employees with a desire to enhance their leadership skills, knowledge, and abilities. The Professional Development Process (PDP) utilizes three steps: Step 1 - Identification of the Required Skill Set The individual identifies the competency areas they want to develop. Step 2 - Identification of any Skill Gaps A gap analysis of the individual s current level of knowledge, skills, and abilities is conducted. Step 3 - Creation of a Developmental Learning Plan A training plan is developed to promote development of the competencies in the required areas. This process will help you to: 1. Enhance your skills within the scope of your current positions 2. Develop the skills required to address the initiatives identified in BCIT s Strategic Direction and Implementation Plan, and 3. Prepare for future career opportunities at BCIT. Note While the process may create opportunities for anyone who prepares for advancement, it must be reinforced that the final selection for an available position is based on the qualifications and merit of all the candidates competing for the position. 5 P a g e P r o f e s s i o n a l D e v e l o p m e n t P r o c e s s

6 Step 1 Identification of the Required Skill Set Professional Development Process (PDP) Whether an individual aspires to a new position, or simply wishes to enhance their existing performance, the development of a competency profile creates an objective point of reference that will, in turn, generate a range of potential training and development opportunities. Each quadrant is drawn upon to develop a position specific profile of the skills, knowledge, and ability that an individual would need to have to be a competitive candidate for a new position: Leadership (Appendix 1) Managerial (Appendix 2) Communication (oral and written) Teamwork Conflict Resolution Budgeting/Economics Strategic Planning Analysis and Policy Making BCIT Specific Professional Operations Planning and Budgeting Process Collective Agreements Position Specific Institutional Policies Specific Educational Qualifications Note A sample competency profile may be found at Appendix 3 The development of this profile should include discussions with a number of individuals: supervisors, stakeholders, or your Human Resources Advisor. Step 2 Identification of any Skill Gaps With the competency job profile in hand the individual and his or her supervisor are now ready for a candid discussion. The discussion is geared to determine the individual s current level of competency for each of the skills, knowledge, and abilities that have been identified as a requirement for the desired position. This discussion should draw, in part, upon employee assessments (both formal and informal) that have been completed throughout the individual s time at the Institute. Where the individual s supervisor has not had the opportunity to observe the use of skills identified in the competency profile, the individual is encouraged to talk to others at the Institute who are familiar with their work. 6 P a g e P r o f e s s i o n a l D e v e l o p m e n t P r o c e s s

7 Stage 3 Creation of a Developmental Learning Plan Based on feedback and any job specific gaps the individual is now ready to formulate and implement a learning plan with his or her supervisor. This will assist the individual in improving in his or her current role, while at the same time creating a longer-term plan to help reach the potential for advancement. In building the plan the individual and his or her supervisor should discuss any potential developmental activity, the skill development expected from the activity, examples of how the individual will incorporate this learning into their current role/position, and finally any additional support (see Appendix 4, 5, & 6) required to implement the activity. Based on the discussion, a learning plan, specific to the individual s unique needs is developed (see Appendix 7). Every competency has a range of activities such as: reading, conferences, professional associations, job assignments, focused coaching, etc. that may be used by an individual to develop their skills. Throughout the time period identified by the plan, it is important that ongoing discussion between the individual and his or her supervisor continue to ensure that the plan is being implemented as envisioned or that it is being amended based upon the practical realities encountered by the individual. 7 P a g e P r o f e s s i o n a l D e v e l o p m e n t P r o c e s s

8 Appendix 1 - BCIT Core Leadership Competencies Core Leadership Competencies Foundation (F) Leading Others (LO) Personal Effectiveness (PE) Integrity Courage to Act Decisiveness 1 Trustworthy Consistent with values of the Institute and/or professional ethical guidelines 2 3 Does not shirk from personal responsibility Provides current, constructive feedback to others; lets people know where they stand Deals with people problems with any individual or situation quickly and directly is not afraid to take unpopular action when necessary 8 P a g e P r o f e s s i o n a l D e v e l o p m e n t P r o c e s s Responds in a timely manner Anticipates appropriate responses by gathering knowledge and information on business economics, drivers and operating environment Understanding Diversity Coaching Focused Drive Understanding of others whom are different from themselves Understanding of value and contribution of diversity Treats everyone with dignity and respect Takes initiative to coach staff to perform to the best of their abilities Enthusiastic and optimistic Facilitates an empowered atmosphere and encourages team members to lead when appropriate Believes in and practices BCIT s values Ability to focus attention on key business priorities and objectives Creates an environment with high standards for performance and behavior Prioritizes initiatives Works to minimize impacts of crises and interruptions Customer Focus Change Management Adaptability Adapts to new and challenging situations Desire to help or surpass Works efficiently in situations Willing to make critical decisions in a customer service requirements that involve uncertainty or lack changing environment where exact Develops partnership of information outcomes cannot be predicted relationships with customers Responds flexibly to change Anticipates and/or recognizes the impact Assesses situation for of change on staff and self, and appropriate action or when proactively manages the change more information is require transition process Safety Orientation People Development Professional Maturity 4 Concerned for the health & safety of others Ensures the equipment and hazardous materials are handled safely Cautious of environmental protections Fosters and supports the long-term learning or development of others Requires an understanding of the link between organizational needs and the long range career goals of the individual Focused on the creation of self-managed career plans for each individual Self-manages emotions and restrains negative actions when faced with stress, opposition, or hostility Aware of personal triggers for loss-of-control behaviours with the ability to objectively manage those interactions Displays a positive perspective even in a difficult situation Interpersonal Communication Teamwork Continuous Learning 5 Effective listener while Participates in, builds, leads, and Shows a continuing passion understanding the message motivates effective and cohesive teams towards learning and providing a timely Understanding of the characteristics of Staying on top of one s field response effective teams as well as the ability to Exploring relationships in one s Probes to understand the diagnose team issues and to take the field related to their area unspoken thoughts, feelings, appropriate steps to build cohesiveness and concerns of others

9 Appendix 2 - BCIT Core Managerial Competencies Core Managerial Competencies Organization Effectiveness (OE) 1 Relationship Building Builds and maintains relationships or networks of contacts with people to achieve work-related goals and/or to establish competitive advantage and a positive image for BCIT Listens to stakeholders and responds to them in a way that respects their views and issues 2 Accountability Takes personal responsibility to set and meet aggressive commitments Ensures others take responsibility and comply with one s direction where the long-term good of the organization is in mind Sets clear direction and follows through 3 Planning & Organizing Facilitates the development of group goals that align with BCIT s strategic direction Sets priorities, objectives, and action plans Determines resource needs Ensures plans/budget integrity during implementation. 4 Quality & Process Improvement Critically examines current processes and develops, modifies, or abandons existing practices Constantly explores new opportunities Tries new ideas and learns from mistakes Encourages staff to do the same Strategic Direction (SD) 1 Manages Vision & Purpose Creates and communicates a compelling future vision for the school of department consistent with its core purpose Engages employees to adapt to the vision and purpose enabling implementation of it 2 Strategic Business Orientation Understands the long-term business implications of decisions; within the context of the Institute s strategic objectives and financial position Ability to understand, analyze, balance, and adapt to the external environmental factors; including the economy, stakeholder requirements, competitive activity, and customer expectations 9 P a g e P r o f e s s i o n a l D e v e l o p m e n t P r o c e s s

10 Appendix 3 - Sample Position Competency Profile Example: Director of Advanced Studies in School of Rocketry Prerequisite Leadership Competencies All of the Foundation and Personal Effectiveness Competencies LO 1 - Courage to Act LO 3 - Change Management LO 5 - Teamwork Prerequisite Managerial Competencies OE 1 - Relationship Building OE 2 - Accountability OE 3 - Planning & Organizing SD 1 - Manages Vision and Purpose Prerequisite BCIT Specific Competencies Understanding of Collective Agreements for all employee groups Understanding of Policy 5002 BCIT Student Regulation Policy Prerequisite Professional Competencies PhD in Aeronautical Engineering 10 P a g e P r o f e s s i o n a l D e v e l o p m e n t P r o c e s s

11 Appendix 4 - Funding Funding for external courses, seminars, conferences, etc. should first be sourced from within your Department or School. Additional resources may also be available through a variety of Institutional sources: BCGEU Support Staff Professional Development Fun Departmental Pooled 10.3 Professional Development Fund (FSA) _pd_exp_fnd.pdf School 10.5 Professional Development Fund (FSA) BCGEU Instructors Career Development Skills Fund Instructional Enhancement Grants BCIT Course Fee Waiver Process 11 P a g e P r o f e s s i o n a l D e v e l o p m e n t P r o c e s s

12 Appendix 5 - Learning Plan Template Competency Target Learning Activity Learning Goal(s) Support Needed Completion Review 12 P a g e P r o f e s s i o n a l D e v e l o p m e n t P r o c e s s

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