MANAGING FUNDRAISERS THE ESSENTIAL GUIDE TO RECRUITING, DEVELOPING & RETAINING FUNDRAISING TALENT

Transcription

1 MANAGING FUNDRAISERS THE ESSENTIAL GUIDE TO RECRUITING, DEVELOPING & RETAINING FUNDRAISING TALENT

2 Contents: Introduction IoF would like to thank the following contributors for their help with this guide: unit 1: Developing a Competency Framework unit 2: Preparing to Recruit and Advertising the Role unit 3: Short Listing and Interviewing unit 4: Induction unit 5: Performance Management unit 6: Learning Development unit 7: Career Development unit 8: Managing Underperformance and Exit interviews Summary of units Glossary of terms Contents and Acknowledgements

3 Managing Fundraisers: The essential guide to recruiting, developing & retaining fundraising talent. Introduction Welcome to the Institute of Fundraising s essential guide to recruiting, developing and retaining fundraising talent, made possible through funding from the Office for Civil Society. The guide is designed to provide advice, tools, techniques and templates to implement best practice within your organisation.structured to offer managers insight into each aspect of the Human Resources cycle, we have sought input from successful organisations, large and small, that have a track record of excellent fundraising. Whilst formulated to support the needs of smaller charities, organisations of any size will benefit from the resources included, whether you want to refresh your existing practice or review and change how you currently operate. So what does the guide include? This manager s guide provides extensive theoretical and practical guidance, all grounded in reality, having been road tested in many different types of organisation. Each section includes a range of tools that you can use and adapt to your organisation s needs along with useful examples or case studies. Because we have followed the complete HR cycle, the guide can be used strategically and allow you to plan the way you manage your fundraising individual/team/organisation more effectively. In fact, many of the tools provided can be used across the organisation and are by no means specific to fundraising. In some cases we have provided a range of options so you can choose the model that is right for you as well as signposting to relevant resources and Institute of Fundraising services, such as the IoF Academy and CPD Online. How is it structured? The guide is structured into 8 individual units. Each unit contains useful advice, hints and tips as well as a wealth of exercises, templates, good practice checklists and tools for you to take away and adapt to reflect your organisational needs and priorities. It is not intended as a cover to cover read, but more as a document you can refer to and draw from. Why did we develop this guide? This guide was developed following feedback from our members that there was a gap that needs filling. They told us that the fundraising function is often misunderstood at organisational level and that, as a result, fundraisers often feel under-valued or inadequately managed. So this guide is partly for individual fundraisers to help their organisations to develop best practice in fundraising management, but also for organisations to ensure that they attract and retain their fundraising talent. Who has developed it? The guide has been developed by the Learning team at the IoF with input from fundraising practitioners, recruiters and HR professionals. We are very grateful to those organisations who have given us permission to use their tools and templates. The guide has been funded through our grant from the Office for Civil Society. Introduction

4 Unit 1: Developing a Competency Framework A competency framework is designed to support both organisation and staff to deliver strategic and operational goals. It should be used by an organisation to describe the values, behaviours and skills that it expects staff to be able to demonstrate across all levels within the organisation. The Chartered Institute of Personnel and Development (CIPD) defines a competency as the behaviours (and, where appropriate, technical attributes) that individuals must have, or must acquire, to perform effectively at work. We recognize that not all small charities will have a competency framework.we have included this Unit as the concept of competency underpins the HR cycle and can support you with other aspects of HR detailed in this guide even if you do not have a set competency framework. This Unit will answer the following questions to support you to develop a new competency framework or review an existing framework: Why do organisations have a competency framework? What are the benefits of having a competency framework? What might you want to include in your competency framework? What does a competency framework look like? How can it support development? How do you measure competencies What are the potential pitfalls of having a competency framework? How do you design a competency framework? Why do organisations have a competency framework? A competency framework is important for several reasons: It provides a clear framework for recruiting staff to existing and new positions It allows managers to monitor and evaluate performance of all staff against the same criteria It supports the identification of gaps in skills, behaviour or values It acts as a guide to staff about the competencies they need to develop to reach the next level It enables staff to see how their roles link to the strategic and organisational priorities What are the benefits of having a competency framework? Demonstrates the vision and values of the organisation Standardisation across levels, teams, departments and job roles within the organisation Supports the recruitment process by underpinning role descriptions and person specifications Supports interviews by offering a clear framework to assess candidates against Provides clear boundaries for assessing performance at appraisals It can act as an aspirational tool to motivate staff members in their career progression Staff can link the competency framework to their continuing professional development (CPD) It provides clarity about what the organisation sees as effective at different levels Underpins any talent management scheme Unit 1: Page 4

5 What might you want to include in your competency framework? Some standard competencies you see across competency frameworks include those shown in this diagram. Communication The list is not exhaustive and any framework will be dependant on the aims and priorities of your organisation. For example, you might want to select from the following competencies: Influencing Negotiation Skills Customer Service Networking Time Management Planning and Organisational Skills Financial Management Presentation Skills Change Management Learning Results Oriented Management/ Leadership Teamwork Visionary Analytical Problem Solving REMEMBER! Your competency framework needs to reflect the work or your organisation, any specialism that your organisation has and any specialist technical skills your staff are required to demonstrate. It is also important to make sure that your framework compliments any relevant National Occupational Standards (NOS). For more information about NOS that are relevant to your organisation look at the NOS database: Unit 1: Page 5

6 What might this look like as a framework? Words in bold can be substituted according to the level (e.g. director, head, manager, officer or assistant): COMPETENCY DESCRIPTION CRITERIA COMMUNICATION The ability to communicate clearly and concisely through a variety of formats and to a range of audiences. Is able to demonstrate excellent oral skills in a variety of contexts, including meetings, presentations and training sessions. Produces high quality written material for internal and external audiences including correspondence, reports and records. Can develop and maintain communication channels between <insert appropriate departments/teams/organisations>. Can manage challenging relationships with internal and external stakeholders with diplomacy and tact. Is able to adapt their communication style according to different formats and audience profile. Is able to demonstrate a high level of customer care to internal and external stakeholders, including responding promptly when asked for feedback. Leads on identifying new audiences and fundraising markets to develop the organisation. TEAM WORK The ability to contribute effectively to the development of <insert appropriate departments/ teams/ organisations Is able to demonstrate excellent awareness of organisational aims and strategic priorities. Demonstrates a comprehensive awareness of the overall aims of the team. Is confident in articulating the specific outcomes and milestones relevant to their work. Actively remains up-to-date with key developments within all appropriate fundraising disciplines. Actively shares knowledge and experiences with other team members. Develops systems/procedures to ensure they make an effective contribution Actively listens and consults others over decision making. Demonstrates a supportive and accessible style to team members, other <Insert Organisation> staff, <insert other stakeholders>. Is able to work independently and proactively in key areas of responsibility. Is responsive to internal and external changing environments and is able to use this to support organisations in similar situations. Is able to contribute to the organisation and delivery of relevant events. Develops, supports and encourages other team members PROBLEM SOLVING The ability to analyse, identify problems and find solutions. Is able to predict where problems might arise and offer constructive solutions. Takes a systematic approach to analysing problems where they do arise. Can recognise areas for development and improvement and can take appropriate steps to make recommendations and/or implementation. Is proactive in seeking the most efficient methods of providing solutions. Uses data to make effective recommendations to improve the quality of team/department/organisational outputs. Unit 1: Page 6

7 COMPETENCY DESCRIPTION CRITERIA RESULTS ORIENTATED LEARNING MANAGEMENT LEADERSHIP The ability to identify and work towards personal and team goals in a motivated manner. The ability to identify current knowledge level and skills set and areas requiring development. The ability to manage a project and line manage staff in an effective manner The ability to inspire and influence with integrity and confidence Is self managing and able to prioritise their own workload. Manages their workload in a structured and focused manner. Contributes to the development of systems and processes to monitor the development of the project. Understands the targets for the <team/department/organisation>. Understands and is committed to working towards the targets relevant to their particular work. Is a confident negotiator within the team/department/organisation. Is seen as developing towards being a confident negotiator externally. Is a competent networker and able to bring in new contacts for the benefit of the team/department/organisation. Actively seeks new opportunities for the benefit of the team/department/organisation. Uses recommendations arising from evaluation and monitoring to improve results. Is able to demonstrate a broad understanding of the charity and fundraising sector and the context in which the fundraising sector operates and the implications for this on the team/department/organisation. Is able to demonstrate an understanding of the challenges and benefits to partnership and collaborative working and is able to tackle issues in a professional manner when issues arise. Is able to demonstrate an understanding of sustainability and development issues for charities. Is able to think strategically about the direction of the team/department/organisation and its potential future. Keeps up-to-date on key sector and political developments that may impact on the team/department/organisation. Is able to demonstrate an excellent understanding of <insert specialist knowledge>. Proactively seeks opportunities to increase their knowledge and skills base and that of their colleagues. Adheres to best practice and IoF Codes of Practice. Acts on any feedback provided by those they line manage and internal or external stakeholders in a thoughtful and constructive manner. Recognises the importance of equal opportunities within a development support context. Actively encourages feedback on their performance as a line manager. Demonstrates flexibility in adapting to issues arising from work or with staff. Provides feedback to staff in a constructive manner. Is able to operate in a <insert type of organisational structure> organisational structure and demonstrate leadership skills where appropriate. Can confidently prepare, interpret and analyse relevant financial data. Is able to develop and maintain on an on-going basis comprehensive project plans for a range of different audiences. Is able to provide Senior Management Team with effective quarterly updates on the progress of their team/organisation. Is able to provide tailored and individual support to those that they line manage including individual work plans, appraisals, performance support meetings. Is confident in using a range of development techniques to support those that they line manage e.g. cascading training, coaching and mentoring. Is able to use a variety of techniques to motivate staff. Uses a number of different techniques to influence a variety of internal and external stakeholders. Is able to adapt their leadership style according to the individual and project. Is confident in delegating tasks appropriately. Is able to admit mistakes and share the lessons they have learnt. Is seen by others as inspirational and as having skills, knowledge and behaviour that they wish to emulate. Unit 1: Page 7

8 How can it support development? A competency framework is useful in identifying strengths and initiating conversations about how these strengths can be consolidated e.g. if someone is a confident public speaker could these skills be put to use training other members of staff? The framework also allows staff and managers to establish key areas where there is room for improvement. The criteria against the framework can then be used to pinpoint where development work is required. Appraising someone against a competency framework is also a useful tool for managers as it promotes objectivity and allows the staff member an insight into how they will be appraised. There is more about the appraisal process in Unit 5. Another important benefit of a competency framework is that it provides openness about the skills, behaviour and values for staff seeking internal promotion. It also provides staff with a clear understanding of the transferable skills that they possess. It can also encourage individuals to take personal responsibility for their continuing professional development by planning learning against gaps in competencies and reflecting on that learning. IoF individual and staff in organizational members have free access to the Institute s online CPD system. How do you measure competencies? The most recognised way of measuring competencies is to provide a four or five point scale against each competency for the manager to assess the staff members level of performance e.g.: 1 = Poor 2 = Unsatisfactory 3 = Satisfactory 4 = Very Good 5 = Excellent The staff member should be given the opportunity to self assess and any discrepancy between the results should form part of the discussion during the appraisal process. As a manager you should have several examples of why you have scored at the given level. What are the difficulties and pitfalls of having a competency framework? It can be seen as bureaucratic It can become out of date or meaningless over time Competencies need to be designed carefully to make sure that they are measurable Adequate training needs to be provided to support those using the framework so the framework is always motivational Important to emphasise the need to retain individuality How should you design a competency framework? Firstly, if you are developing a competency framework from scratch it is important to consult a cross spectrum of staff on an ongoing basis during the development of the framework. After you have considered other frameworks that might support you in the development of your framework, you need to consider the National Occupational Standards that are relevant to your organisation. These should ideally be reflected in your framework and as a minimum should complement your framework. Secondly, look at the common behaviours, skills and values that make your organisation unique and are essential to its smooth running. Thirdly, what are your priorities as an organisation and what competencies do you need your staff to possess to support you to get there? After carrying out the above research phase you should be in a good position to draft your first framework complete with definitions. Staff should be consulted with regarding the number of competencies and their definitions that will feature in your framework. A framework consisting of 8 competencies is fairly standard as it provides enough scope to cover the key skills, behaviours and values you expect staff to demonstrate without being overwhelming. Once the different competencies and their definitions have been agreed each competency should have a criteria developed that describes Unit 1: Page 8

9 the desired level of performance for each role at each level within the organisation. Next, you should explain to staff why you have made the final selection and allow a final period of consultation before agreeing the steps for implementation. You should be clear once the framework is implemented when you will next review the framework and how this process will take place. Finally, think about how you will provide training on the benefits and application of your competency framework. You should tailor this according to the level and job role. TOP TIP Keep the competency framework simple, relevant and realistic! Make sure staff feel consulted when developing or reviewing a competency framework Build in review periods for your competency framework Make sure you provide training where appropriate Make sure you reflect any relevant National Occupational Standards Keep it simple! other resources: occupational_standards/fnos/ LET S RECAP... Be clear why you have or are introducing a competency framework Understand what the benefits and pitfalls are Make sure the competency framework reflects the skills, behaviours and values staff should demonstrate Unit 1: Page 9

10 Unit 2: Preparing to Recruit and Advertising the Role We all know that getting the right person for the right job is absolutely essential but recruitment can be a time consuming and costly process so how can you make sure you get it right first time? In this Unit we aim to guide you through the process from initially establishing the need to recruit, to writing the role description and advertising the role. Step 1 Establishing the need to recruit In most cases it will be a line manager who will realise that they need a new member of staff on their team. There are a number of reasons why this might be the case.it may that there s a change in staff, due to someone resigning, retiring or taking extended leave. Perhaps the organisation has expanded or perhaps there is a need for an extra member of staff due to an additional service being provided. But what kind of position do you need to fill? This often depends on whether the need for the member of staff is short term or long term. You may be happy to recruit an intern to come in for a brief period. It might be that you need someone with more experience for a fixed contract term of 3 months, 6 months or a year? Or do you envisage that this member of staff needs to be permanent? You also need to consider whether it would be more appropriate to recruit a consultant. For best practice and guidance on recruiting a consultant please refer to the relevant Codes of Practice: codes-of-fundraising-practice/codes-directory/ What level are you recruiting at? Setting the level for the job is very important in order to ensure that you get the right people applying and because they have to fit in with the team and overall dynamics of the organisation. Not only this, but you must establish the salary that you will need to pay them and whether you have the budget for this. It is a waste of time going too far down the recruitment line if you simply don t have the budget to employ someone with the right skills and experience to do the job. Budgeting and setting salary When setting salaries, the first indicator is often organisational policy. Other employees that perform similar roles or have similar levels of responsibility will provide a benchmark to setting a salary. You should also refer to the Code of Practice relating to Payment of Fundraisers: codes-of-fundraising-practice/codes-directory/ It may be the case that a new role does not have these indicators in which case it would be advisable to conduct some market research into the salaries of similar jobs in the industry making use of sector surveys. You will also have to refer to the budgetary restrictions imposed by your organisation. It may be that you advertise the job within a range of salary for instance 28-30k. This allows you to offer a more specific salary depending on the experience and suitability of the applicant. Also take a look at the market rates by scanning the job advertisements in the trade press and appropriate national media. Look at the Jobs and Careers section on the IoF website. You will see a wide variation in the pay rates for similar posts depending on the size and type of organisation, but it will give you a good idea of what you need to pay if you are to be successful in your recruitment. It is worth noting that it is often necessary to pay a premium for certain skills and experience. Typically major gifts fundraisers are more highly paid than community or events fundraisers. TOP TIP Most organisations employ a scale system for salaries. Weigh up the benefits of employing Unit 2: Page 10

11 someone at the lower end of the scale and investing in their Learning and Development. Chances are they will stay with you for longer! Step 2 - consultation When recruiting, it is essential that you get input from other managers. They should be able to input as to what they feel is needed from the overarching perspective of the whole organisation rather than just one team. If it doesn t breach confidentiality it is often a good idea to not only get input from heads of department but also the team that they will be working with. This may take the form of a meeting or perhaps a short survey to get views on, not only the skills and competencies that this person should demonstrate, but also the personality attributes that they feel would add to the team. Not only does this build communication amongst the team but can help to identify gaps in skills and knowledge which should be taken into account when recruiting. REMEMBER! Manage expectations. What your team may want may just not be practical. Don t make promises you can t keep! Now start to put together a detailed role description from these discussions and research. First of all you will need to give the job a title. The title might be decided by the levels of your existing team members for instance: Assistant Officer Manager Head of Department Director Quite often difficulty can arise when recruiting as different organisations use different kinds of job titles and have different expectations of the level of seniority that these require. This is why despite whatever title you choose to use you must ensure that then role description is detailed enough to provide an applicant with a clear picture of the role. Step 3 - Writing a role description Role descriptions are essential to define a new employee s role, responsibilities and accountabilities and so it needs to give a concise description of the role as well as the necessary skills and attributes required. Role descriptions usually comprise of: Job title Key responsibilities of the role Person Specification - experience and skills required by the candidate Salary scale Reporting structure Hours of work Circumstances surrounding the job (e.g. regular evening or weekend work, home working permissible) Fundraising qualifications Membership of the Institute of Fundraising Knowledge of, and compliance with, the Institutes Codes of Fundraising Practice Key responsibilities But how can you start writing a role description? Start by writing a list of tasks that this person will have to complete within their job. In smaller organisations especially, many people are required to complete a lot of different tasks across functions. Now group these tasks under areas of responsibility and accountability. We have included some broad examples in the table below with space for you to fill in your notes: Unit 2: Page 11

12 AREA OF RESPONSIBILITY EXAMPLE RELATING TO WHO, WHAT, HOW... Communication Planning and organising Managing information or general administration Monitoring and reporting Evaluating and decision-making Financial budgeting and control Producing reports Quality control Using systems Self-development Persuasive communication skills and the confidence to develop networks and build alliances whilst remaining sensitive to others needs Coordinate the organisation and logistics of profile-raising events Carry out all administrative and operational aspects of fundraising (entering into correspondence with sponsors and donors, encouraging them to renew their support, managing databases, booking meetings, managing rsvps, etc.) Monitor, evaluate and manage the outputs of the department against approved plans and budgets, ensuring targets are met and maximising long term rate of return on investment Amending or updating fundraising activities based on evaluation of existing approaches Managing an expenditure budget in excess of 10 million so strong numerical, negotiation and planning skills are vital Regularly benchmark fundraising and communications activities against other organisations within and outside of the charity and international development sectors Manage relationships with teams across divisions and also external partners and stakeholders Ability to use Raiser s Edge or similar database programme Make recommendations and feed into wider strategy Unit 2: Page 12

13 Also included in the role description will be: The reporting structure Don t forget to let potential candidates know who they will be reporting to as well as those that they will line manage. If they will be line managing others tell them how many and briefly describe those roles. Hours of work This is very important for both full time and part-time roles. Setting expectations early can help to weed out candidates that aren t suitable saving you time later on. If there is flexibility on hours or an allowance to work from home don t forget to include this as this may help sway candidates. circumstances of work Will employees be expected to travel or spend time out of the country? Once again it is very useful to set these expectations from the outset. For senior role descriptions you may find it useful to then further break down the key responsibilities into sections: Strategic Managerial Operational You now have a list of all the tasks or areas of work that they will be responsible for. In order to do these tasks the person will need skills and experience to fulfil the role. This is the person specification. There are a number of areas that the person specification may include depending on the job role. This may include: Education Membership Experience of project management Communication Ability to work in teams take on a leadership role Fundraising skills and experience With consultants you can use the Best Practice for Fundraisers Consultants about the type of behaviour you would expect a consultant to demonstrate: codes-of-fundraising-practice/codes-directory/ TOP TIP Use percentages to show how much value you put on each of the skills you are listing. This weighting system allows candidates to see how much emphasis will be put on different areas of skill and so they can feel confident that they know the level of experience and skill expected of them and that this is the right job for them. Getting the job approved It depends on your organisational policy who will need to approve the role description. It may be that you have an HR department who will most certainly be involved or if it is a smaller organisation you may need to seek approval from a CEO/director or trustee board. Make sure you do this as soon as possible and build in time to make amendments where necessary to speed up the process. Internal recruitment Organisations often choose to advertise for new or existing positions internally before opening the recruitment process externally. This is for two main reasons: It can create goodwill within the organisation as it gives people a chance to further their career path and show their commitment to the organisation. It also gives employees a chance to transfer their skills across to another department in the organisation. Financially it makes sense to recruit internally keeping advertising and recruitment costs to a minimum. When recruiting internally, ensure that this is a confidential process. Employees may not want others to know that they have applied for another job, especially if they Unit 2: Page 13

14 want to move from another team or in case they are not successful. The application process Nowadays it is common practice for organisations who are undertaking their own recruitment to use an application form. This allows organisations to ask for specific information relating to the role. They can then directly compare responses from one candidate to another. It may be that you prefer to receive a CV in which case this should be indicated. CVs are usually accompanied by a covering letter which demonstrates candidates ability to meet desired criteria, experience and skills. If you intend to include additional exercises in the interview make sure that this is indicated in the form. Make sure you are clear on: What the application process is When the deadline is candidates to apply by creating interest in the role. Job adverts should communicate the essential points quickly and clearly and outline a clear response process. Person Specification The role description and person specification are the starting point for drafting the advert. This way you can be sure there is consistency between what you are advertising and the actual role. Where possible make this a collaborative effort with HR and a senior member of the department whilst also taking into account the thoughts of the team. GOOD Job title Employer details including branding and a brief description of what the organisation does Location Role and purpose Responsibility, timescale and nature of the role Ideal candidate profile Fundraising qualifications and fundraising experience required Salary or salary guide and pension contributions BAD Over embellished job titles Clever or obscure headlines Only an address so the geographical location isn t specified Uninspiring descriptions of roles and ideal candidates A fussy layout or long winded explanation (can distract candidates and slow reading) Lack of passion about the organisation and cause Too much emphasis on the job and not enough on the person Too much technical detail about the job or the company When they can expect to hear from you for call to interview Advertising a position Writing effective job adverts Response and application details Filters degree education, previous job experience etc to cut down on unsuitable candidates. Interview dates The main purpose of a job advert, whether printed or online, is to attract the best Deadline for application Unit 2: Page 14

15 REMEMBER! Any good job advert will concentrate on the person as much as the role. TOP TIP Think about your audience i.e. your ideal candidate and what would attract them to the role. Jot down the qualities of this perfect candidate in a list of maybe 5-10 traits. Then tailor the wording of the advert to this imaginary ideal candidate. How can you generate interest? When writing the advert try to help readers to visualise themselves in the role by: Addressing them directly you will have experience of Tell the candidate what s/he will be doing on a daily basis and the challenges they will face Explain what it is like to work for your organisation and why the candidate should want to work there Attempt to excite them by emphasising the uniqueness and appeal of the role Outline what makes the organisation dynamic and appealing Demonstrate how this job will help them contribute to organisation and develop their careers Some more tips to consider when writing your job advert: Keep the language of your job advert simple, and the sentences as short as possible. All the information given should be vital and the reader must be able to digest it in one go Layout is vitally important. Make sure that the text of the advert is not too dense and leave plenty of blank space. Bullet points can be a good way of conveying maximum amounts of information in bite-size form Call to action. Adding something that adds some immediacy or creates a sense of urgency will help to generate interest. Simple examples include: - Apply now! - This role represents an exciting opportunity for the right candidate - Please contact xxx for an informal discussion As well as an application deadline it s good practice to tell candidates when interviews will be taking place as then they can plan their diaries and you have more chance of people being available that the time you need to interview them. TOP TIP Make sure you just put in the facts - don t be tempted to make a job sound better than it is. You need to get a good balance between being informative and making the role enticing. When adding the requirements for the job it is best to only put in the experience and skills that are an absolute must have. Don t scare away talented candidates by creating a wish list of job requirements that is a mile long. Listing too many must have skills is a mistake that recruiters often make. If your organisation can teach skills then you may not want to put this in as a required - learning new skills is a great way to attract new employees as being able to learn new things in a job is an excellent motivator. Examples of benefits: Some examples of benefits that will bring in more applications include: A salary or rate of pay that is higher than industry standards Learning and development opportunities Opportunities for further training Medical insurance Flexible work schedule Unit 2: Page 15

16 Car/car allowance Performance bonuses Pension contributions Opportunities for promotion Opportunities to work from home A great working environment Time off in lieu (TOIL) Holiday Opportunity to work for specific charity brand Advertising on your website Advertising on your own website is a cost effective solution. It also has the advantage of establishing brand awareness. When putting jobs up on your own website, ensure that it will be picked up by search engines by including key words. Keep your employees informed and provide them with a link to pass on to external parties.this approach may not generate enough applicants so it may be worth investigating advertising externally. Advertising externally through press and industry trade publications Perhaps more appropriate for senior level jobs, advertising in trade journals allows you to not only advertise the role but also your organisation and puts you in competition with other organisations seeking new employees. This can be a costly way to recruit and it is important to remember that printed material will only reach particular recipients and sometimes has a shelf life. If it is a weekly publication you may well miss potential candidates if you cannot afford to repeat the advert on a regular basis. Advertising externally online Using a job board has one massive advantage over traditional forms of advertising - once the job is up and in place you do have the option of being able to tweak and change the copy 24 hours a day, 7 days a week. This means that costly errors of printing can be a thing of the past. The other obvious benefit is that you can receive an immediate response. Gone are the days of posted CVs; online advertising allows instant response and speeds up the recruitment process. REMEMBER! Negotiate all advertising costs. There is always room to cut costs! Benefits of using an agency Specialist recruitment agencies with a knowledge of the sector often have their own network and inside knowledge about organisations and potential candidates. Remember it is in the agency s best interest to make a good appointment they then gain their fee and the knowledge that you ll use them again and can guide you on appropriate candidates therefore avoiding expensive mistakes. If you choose a recruitment agency it is important that they recognise and understand the mission and goals of your organisation and how the role fits into the team, department and organisation. They should spend the time discussing this with you to ensure that they send people of the right calibre and ability. The fuller the brief you can provide to them the easier it is for them to do their job and the easier the process. Unit 2: Page 16

17 LET S RECAP... After establishing the need to recruit you should consult with relevant parties to find out where they will fit within the team, department and organisation as a whole You need to consult to set the salary, the hours of work and the reporting structure You must write a detailed role description, including responsibilities and person specification You need to devise a suitable application process When writing the job advert you must directly link this back to the role description You should consider all avenues for advertising a role both internally and externally Consider using an agency this can save you time in terms of administration and short listing and they may already have your dream candidate registered with them BUT consider the costs carefully Unit 2: Page 17

18 Unit 3: Short Listing and Interviewing IntroductIon Having a good recruitment process is absolutely vital. Why? Because it will save you time and money in both the short and long term whilst giving a good impression of your organisation. So how can you make sure you have a professional process? Planning! Being efficient, conscientious and planning early on will help you get the best candidate for the role and retain them. Once you have advertised the position either internally, on your own website, externally through an agency, online or in press or trade publications you must be ready to manage the response. To do this you need to plan the short listing and interviewing process. Here are a number of things to think about: How will you collate the responses? Perhaps a spreadsheet or a file with all the applications in the same place? How can you make sure that this file is kept confidential? Who is going to take part in the short listing and interviewing process? Can you put time in their diaries now so that they have time to read through all the applications? Perhaps you can also put a meeting in the diary so that they have a chance to sit down and go through their shortlisted decisions. Have you let them know what the short list should be based on? Have you agreed how the candidates will be scored? Do you have an approximate number that you are happy to call for interview? Make sense of it Where are the interviews going to take place? Have you booked a room? Do you need to set up an assessment centre for exercises such as numeracy and literacy, psychometric testing or group discussion etc? Make sure that the interviewers keep themselves free for interviews. Are you going to offer travel expenses to candidates? Making these arrangements at this early stage will ensure that it is a smooth process later on. There is no point hoping for a speedy recruitment process if no one is available to interview candidates for a month!! What comes next? Short listing Once the closing date for the vacancy has passed ensure you have collated all applications and recorded what has been received. REMEMBER! Don t forget to keep everything confidential. Application forms will then need to be circulated to those on the short listing panel. It is useful to send round a scoring sheet with the application forms so that, not only do you have a record of the process but also responses can be collated and logged easily. Scoring: 1= Poor 2 = Fair 3 = Good 4= Very Good 5 = Excellent Unit 3: Page 18

19 Sample Scoring Sheet PERSON SPECIFICATION REQUIREMENTS Candidate 1 Candidate 2 Candidate 3 Candidate 4 COMMENTS Unit 3: Page 19

20 Once you have your short list get in touch with the applicants straight away to book them in for their first interview. REMEMBER! Just like you expect to interview several potential candidates those candidates may also be considering multiple roles! Don t miss out on a good applicant by delaying responding to them and asking them to come to interview. Interviews Job interviews are a critical aspect of recruitment to ensure the quality of an organisation s staff. Good job interview processes and selection methods increase the quality of people in an organisation. A poor recruitment process can be de-motivating for a candidate, waste time and money and increase the chances of staff turnover. REMEMBER! Interviews are a two-way process. They are an opportunity for both the organisation and the candidate to find out whether they are a suitable match. Interview questions and criteria Before you start to design your interview questions, think about what you need the candidate to demonstrate. This will help you keep a clear focus on the purpose of each question. We all dread being asked the tough interview question that stumps us! Asking tough questions isn t always helpful. Interviews should not place undue pressure on interviewees; you want to ensure candidates have the opportunity to present themselves in the best possible light. Therefore it is better to focus on good interview questions rather than tough ones. However there are instances where tough questions may be a necessity if a senior role involves media presentations or thinking on their feet. A good interview question will encourage interviewees to give clear information and examples that indicate their suitability for the job. The best interview questions are therefore the questions which most help interviewees to reveal their skills, knowledge, attitude, and values to the interviewer. open-ended questions Use open ended questions that start with how and what to get people talking and reveal more. Examples of open ended questions include: talk me through a recent succesful project you have been involved in Explain what you would do in your first three months What additional support might you need coming into this role? competency based questions During the interview the interviewers are seeking evidence of the required skills, knowledge and behaviour identified in the role description. The most successful way of accomplishing this is by asking competencybased interview questions. Questions must relate to the requirements of the job. As discussed in Unit 1, a competency framework is designed to support both staff and the organisation to deliver its strategic and operational goals. It should be used by an organisation to describe the skills, behaviours and values that it expects staff to be able to demonstrate across all levels of the organisation. Competency questions should therefore be referenced back to your organisational competency framework where you have one (for more information please refer to Unit 1) and the person specification. When devising questions think about the competencies and behaviours they need to demonstrate to be able to do the job. Skills Unit 3: Page 20

21 Behaviours Values TOP TIP It is recommended that interviews are always conducted by a minimum of two people so that one person can write notes whilst the other person asks questions and observes the candidate s responses. Often interviewers prefer to share these roles and alternate between the two tasks during the interview; this is something that should be decided prior to the interview and not during! Who has the deciding vote? If you have a chair of the interview panel do they have the over-riding decision despite the scores? Here is an example of the type of form you could use in an interview: Name of Candidate: Name of Panel Member: Date of Interview: Please can you tell me why you applied for this role? How do you think your previous experience will help you in this role? Can you give me some examples of key tactics you would use approaching a potential Major Donor? What do you consider the key stages when putting together a fundraising event plan? What would you say are the key elements of a case for support for XYZ Organisation. Can you give an example of a problem you have encountered and how you resolved it? What do you consider your main strengths and weaknesses as a fundraiser? Unit 3: Page 21

22 Assessment Methods In some instances it is useful to set exercises or tests as part of the interview. You can use selection methods to provide more information about a person s skill or competence in a particular area. This might include interpreting a budget, writing an Appeals letter or planning a direct marketing campaign. Whatever the test or exercise make sure it is absolutely relevant and directly links back to the job specification. There are a variety of exercises you may wish to use depending on what is appropriate to role. In-tray exercises Data/excel exercises Written exercises Presentation In-tray exercises In tray exercises are usually used for administrative roles. They include tasks that might occur in everyday work and allow them to show their skill and competency in a work based environment. Some examples of this might be: Prioritising a number of tasks in order Writing a letter detailing information that has been provided Responding to a complaint data/excel exercises Data and excel exercises can be very important in some roles featuring project or financial management. Some examples of this may be: Setting a budget for a project Finding errors on a spreadsheet Segmenting data Written exercises Written skills are essential in every job and so some interviewers choose to assess literacy skills by asking candidates to: Prepare a report Write a project brief Write an appeals letter Presentations Presentations are often used to assess candidates applying for posts which require a complex set of skills together with specific subject knowledge. By asking candidates to prepare and deliver a presentation on a given subject (and in some cases to participate in a discussion afterwards), interviewers can assess an individual s presenting skills, analysis and reasoning, subject knowledge and attitude. Some examples of presentation: What are the issues we face as an organisation in the current climate? What steps would you take to organise a successful major donor reception? REMEMBER! If you are asking candidates to deliver a presentation decide whether or not you will give them the topic in advance. How long will they have to deliver the presentation and are you expecting any visual aids? checklist for good practice when conducting interviews Decide the essential skills and information you need to establish from the candidate and prepare questions to probe them Plan the environment - privacy, no interruptions Meet and greet. If possible one of the interviewers should greet the candidate giving them an opportunity to build some rapport whilst on the way to the interview room Unit 3: Page 22

23 Put the interviewee at ease - it s stressful for them, so don t make it any worse! Begin by explaining clearly and concisely the general details of the organisation and the role Ask the candidate a general question such as What interested you in this role? or Tell me why you are interested in working for this organisation? Ask open-ended questions How and what questions prompt examples Why questions are more highpressured and can cause people to clam up Make sure the interviewee does 90% of the talking Think about how your questions will make the interviewee feel. Your aim and responsibility as an interviewer is to understand the other person - not to intimidate. Probe the CV/ application form to clarify any unclear points Give interviewees opportunities to ask their own questions. Questions asked by interviewees are usually very revealing. They also help good candidates to demonstrate their worth and potential Ask the same questions to all the candidates so that responses can be compared and an objective decision can be reached. You may use different follow up questions depending on their response Notes should be kept on all the interviewees so that you have a record of the reasons behind your choices Equal opportunities Interviewers should take care not to ask questions that could be perceived as discriminatory in terms of age, sex race, ethnicity, disability, religion or non-region or sexual orientation. Remember it is not acceptable to ask questions about marriage plans, family intentions or age. Questions should be strictly work related. A good interview panel should represent the diversity of the organisation and the candidates you are interviewing. REMEMBER! First impressions count but don t let them count for everything. It is important to work through the interview schedule and to be as objective as possible. Early on in the interview it is easy to get a perception that someone is perfect or not right for the job. When this happens ask questions to look for evidence to the contrary. Second Interviews Second interviews are a chance to explore some of the answers given in the first interview. Topics that you may cover in the second interview include: Re addressing a question where they have given a weak answer to a question in the first interview Supplementary questioning and evidence Working styles Hours Opportunity to provide a better picture of what the job will entail the selection process Having gathered the information following first and possibly second interviews you must then make your selection. This should be based on the scoring sheets from the interviews and any additional comments that the interviewers have noted. Unit 3: Page 23

24 REMEMBER! Keep a record of all notes made as to why or why not an applicant was appointed. These should be kept alongside the notes made during the interview for a minimum of 6 months for unsuccessful applicants and a year for successful candidates. Feedback As a matter of courtesy every candidate should be contacted following the interview regardless of whether they are successful or not. If not successful it is considered good practice to offer to give feedback on why this decision was made. Providing feedback to unsuccessful candidates Ideally this should be done over the phone rather than in writing, although it is sometimes necessary to follow up a call with written feedback. Sometimes it is better to offer feedback after the candidate has got over the initial disappointment of not getting the job. It is important to be specific and where possible to provide examples of what the candidate did or said that did not meet the standards required. references Make sure you ask the candidate to provide a referee that they are happy for you to contact. Always warn the candidate when you will be contacting the referee. As it may be someone they are working for at the time. This should be done once you are approaching a decision. You may wish to provide the referee with the role description so that they can base their reference on this. If you are not happy with the reference provided you may wish to consider another applicant. offer letters Once you have selected the candidate for the job an offer letter should be sent out. This should include as a minimum the following information: The name of the organisation making the offer Hours of job and location The job title and department/location Salary details The period of notice required for either party to end the contract The start date, or choice of dates available The offer is subject to suitable references contracts Two copies of the contract should be included with the offer letter. Both to be signed; one kept by the new employee and the other returned signed to the organisation. It is likely that your HR department will have generic templates for contracts of employment that can be adapted to varying job roles to reflect the terms of employment, i.e. hours of work, salary and holiday etc. These should be reviewed and updated where appropriate. If you do not have standard contracts it is advisable to seek legal help to put together contracts for your organisation or contact your local CVS or CAB or independent advice organisation as they can often help with this. REMEMBER! Refer to the Codes of Practice about contracting with consultants: codes-of-fundraising-practice/codes-directory/ Unit 3: Page 24

25 LET S RECAP... You need to have a robust short listing process planned in advance to ensure a smooth process You need to consider the types of questions to ask in the interview and formulate a suitable scoring sheet If you decide to use additional exercises alongside interview questions they must always relate back to the job role You should, where possible, provide feedback to candidates Always obtain references Unit 4: Page 25

26 Unit 4: Induction IntroductIon Every organisation should ensure they have a thorough induction process. A thorough induction should help your new member of staff settle into their new role. It is also important for the following reasons: It s the first opportunity to reinforce to the new employee that they made the right decision in accepting the role It is a chance to share the mission, goals and values of the organisation An induction will help them understand the culture of the organisation and what the working environment is like They will understand how their job fits into the team, department and organisation It is an opportunity to discuss working styles with the new line manager It is the time to discuss what their objectives are for their probation period and beyond It gives new starters the chance to ask questions so you can alleviate concerns It should motivate them to do the job to the best of their ability You should ensure you review staff handbook and the Terms and Conditions of Employment You should cover the Codes of Practice either to introduce them or allow the individual to recap their existing knowledge It can avoid misunderstanding later What can happen if an employee receives a poor induction? If a new employee receives a poor induction it can leave them feeling unsettled and unmotivated. This can in turn lead to: Poor integration into the team Low morale, particularly for the new employee. Lack of confidence Loss of productivity Failure to work to their highest potential Employees who are not properly inducted need a lot more looking after, so failing to provide a good induction is just a false economy REMEMBER! Creating and issuing a suitable induction plan for each new starter will help them do their job better and quicker, and with less dependence on your time in the future. Who needs an induction programme? It is easy to think that only junior members of staff need induction into the organisation, but it is important to remember that no matter what level of entry an appropriate induction programme needs to be devised. How to design an effective induction programme In an ideal world every organisation would be able to devise a custom made induction programme for each individual but in reality there is often not sufficient resource.while one size doesn t fit all, a robust induction that can be adapted according to the new employee s role and level of entry is the best solution. The length and nature of the induction process can depend on the complexity of the job and the background of the new employee. Most induction processes tie to the probation period of 3 or 6 months. The induction programme should provide the new employee with all the information they need to integrate into the organisation but should not overwhelm the individual, particularly in their first week! Induction checklist Much of the information provided during an induction may seem basic to those who have been working for the organisation for some time. But this information can help every new employee to feel organised and confident and help them to settle into their new role quickly and effectively. Unit 4: Page 26

27 TASK! Make a list of all those things that you would like to know if you were starting a new job. We have made our own list but it is by no means exhaustive so please incorporate your own requirements. Pre-employment Health and safety Organisation Joining instructions Proof of the right to work in the UK (if not already done during recruitment Conditions of employment Organisational literature Emergency exits Evacuation procedures First aid facilities Health and safety policy Accident reporting Policy on smoking Site map - kitchen, toilets, first aid, post, etc. Telephone system Computer system Organisation chart Codes of Practice Meetings with department heads- who s who and what they do Job specific inductions with members of team Passwords for internal use and the policy of security of these passwords Locking up the office Security pass Car park pass Transport and parking Security procedures Terms and conditions Financial Training Culture and values Lateness/absence/sickness procedure Working time, including hours, flexi-time, etc Arrangements for breaks Holidays/special leave How to apply for annual leave or Time off in lieu Probation period Performance management system Discipline procedure Grievance procedure Internet and policy Pay - payment date and method Tax and national insurance Benefits Pensions and insurance Expenses and expense claims Agree training plan Training opportunities and inhouse courses CPD and Personal Development Plan Career management Background Mission and vision statement A map of where to go for lunch Tea and coffee is there a kitty or do you bring your own? Important acronyms everyone should know Unit 4: Page 27

28 Handover Notes One of the main components in many inductions is a handover from a member of staff. Where possible, many organisations try to do a cross over between one staff member leaving and another beginning so that they have an opportunity to handover to facilitate a smooth transition. If this is not possible a detailed set of handover notes should be supplied. How long should an induction last? A thorough induction programme could take as long as the probation period. This means that more ongoing methods are used such as buddying or review meetings. We will discuss this is more detail below. Induction Tools There are a variety of methods in which induction can be delivered that you may wish to consider. By involving other members of staff it can help to reconnect, motivate and inspire them too and can be a very rewarding experience. Perhaps they will be a buddy for a new member of staff or they can deliver a presentation? Try and inject interest by using different methods of delivery. Delegated tasks and projects By providing the new starter with specific tasks it gives them a flavour of the type of jobs they will have to complete and the way in which they are expected to complete them. If you are asking them to compile a report or something similar, give them a template so that they have guidance on expectations. Reading Giving a new starter background reading gives them time to assimilate new knowledge at their own pace. This may include organisational documents, trade press, websites or recent funding applications. Presentations Asking members of your team and others to deliver presentations helps them to engage with the induction process. It also means that new starters will have a presentation to refer back to in the future. Buddying Providing a buddy for your new starter with a longer-standing member of staff can help them to settle in quicker. They have an informal point of contact to go to with queries over the probationary period and beyond. Video and webinars Video clips and webinars can be great ways of helping new starters to connect with other members of the organisation. You could have video welcomes from the CEO, perhaps volunteers or trustees. People that they may not come into contact with on an everyday basis but that will add to their confidence about who s who and overall understanding of the work of the organisation. Internet and e-learning It may be useful to enrol your new starter on some online learning that will help them to understand their role better or improve existing skills or knowledge that are specific to their new role. Job shadowing By job shadowing another member of staff the new starter will be able to see how things operate on a day to day basis and how it will apply to their role. Job shadowing is also a useful way to build the new starter s understanding of work in different departments. Mentoring By linking a new starter with a mentor they will have someone to help them progress and make the most of the role and opportunities that arise. A mentoring relationship usually lasts up to 12 months. Once you have decided what needs to be part of the induction and how it will be delivered you need to make sure that you have the relevant members of staff to deliver it. This may mean people from your own team, heads of department or across the organisation. Make sure they have the time to dedicate to the programme and that they are available on the date you need them. Make appointments with relevant external parties e.g. trustees, volunteers, funding partners, affiliate organisations and outside agencies and committees. Unit 4: Page 28

29 The Induction process should be paced to avoid overloading the new starter with information. A good idea may be to divide it into timeframes. Draw up an induction plan which can then be issued to each new employee on their first day and copied to everyone in the organisation who s involved in providing the induction. Perhaps consider using a template for an individual s induction programme and slot in arranged activities. A plan allows for involvement and assists with time management. It can be reassuring to new starters to have a guide to work to and creates a positive first impression. Morning Notes & Actions Induction Plan Week 1 Monday Tuesday Wednesday Thursday Friday Times Activities/subjects With whom Location Times Activities/subjects With whom Location Times Activities/subjects With whom Location Times Activities/subjects With whom Location Times Activities/subjects With whom Location Lunch Times With whom Location Times With whom Location Times With whom Location Times With whom Location Times With whom Location Afternoon Times Activities/subjects With whom Location Times Activities/subjects With whom Location Times Activities/subjects With whom Location Times Activities/subjects With whom Location Times Activities/subjects With whom Location Notes & Actions Unit 4: Page 29

30 Below is a template of a basic manager s checklist of all the things to consider before a new starter begins: Managers checklist: Have you told everyone who needs to know (including payroll) when the employee is starting? Is a desk clean, ready and equipped with a telephone and PC? process. They are the ones that experienced it and so it stands to reason that they should help to shape it for the future. Also seek feedback from employees that helped to provide the induction. They may have buddied up with a new starter, given a presentation or set a task. These individuals should also provide feedback what worked, what could be done better and in some instances what shouldn t be repeated!! Is someone briefed as first day escort? Is there time in key contacts diaries for a brief meeting? Has essential training been planned (including IT systems)? REMEMBER! Tick off the areas of the induction that have been covered and ask the new starter to sign that they are happy they have received the relevant information. And finally... feedback on induction to help review the process An induction programme should continue to adapt and evolve so make sure you get feedback from new starters. Use a questionnaire to establish the effectiveness and any areas of improvement for your induction LET S RECAP... A thorough induction is vital for each new starter as it will help them do their job better and quicker and with less dependence on your time in the future. When devising an induction make sure that it is tailored to the job role. Tie your induction process into the probationary period. Use a variety of tools during the induction and make sure a variety of staff across the organisation are involved. Issue the new starter with their own personalised induction plan. Always gain feedback and review the induction process accordingly. Unit 4: Page 30

31 UNIT 5: Performance Management Introduction Performance management is the process of creating a work environment in which people are enabled to perform to the best of their abilities. This means bringing together a variety of methods to cohesively and continuously improve the performance of an individual, team, department and ultimately the organisation. There are many different performance management tools. In this unit we will look at the methods listed below: Probationary meetings Objectives KPIs Support Meetings Team building Appraisal and 360 degree feedback Training needs analysis Probationary Meetings In the original contract a probation period should have been set out. This varies from organisation to organisation but is usually between 1, 3 and 6 months long. As much as probation meetings are about managing performance in some instances they will also be a method for managing underperformance as well and for this reason this will be covered more thoroughly in unit 8. Here is one organisation s explanation of why they use a probation procedure: Why do we have a probation procedure? It gives you an opportunity to see if the new employee is suitable for the role and provides a structured process to identify and provide them with the support and development to be successful in probation and beyond.it gives the employee an opportunity to see if the Organisation is somewhere they wish to remain for the foreseeable future. What is the aim of the probation procedure? To give a structured process where you can set objectives, outline our values and agree a personal development plan with your new starter.you can use the probation period to assess their performance, conduct, time keeping and attendance, providing support to ensure that they are working towards the required standard by the end of probation. When do I need to do this? All new starters are subject to a probation period which is outlined in their terms and conditions.you should use the process from their first week. How do I do it? You should; Hold the introductory meeting in week 1 Have a mid -probation meeting in week 5/6 Conduct the final meeting in week 11/12 You should clearly outline the standards required, give support to achieve them and make an assessment as to whether the employee has passed the probation period. You should read the Probation Policy for more information and operate it alongside the Induction process. Who will support me? Your HR Adviser can provide support on how to manage probation. Unit 5: Page 31

32 Setting annual objectives Annual Objectives are simply the tasks and development activities that individuals set out to complete during the year (these may be in the form of a work plan for current year). They spell out what each person plans to achieve. These should be set out during the induction and end of probation meeting.objectives should relate back to the competency framework set out by the organisation as well as the role description of the role. While role descriptions provide guidance on the tasks that need to be undertaken in a particular role, Annual Objectives are specific to an individual. They set out the priorities for: a particular person in a particular role in a particular year Annual Objectives are not set in stone, but neither should they be changed too frequently. They should be reviewed formally by the individual and their manager - at least once every six months - so that they can be updated as circumstances change. When setting objectives it may be useful to begin by asking yourself the following questions: What is the objective? Why do they want to achieve it? When do they want to achieve it by? Who else will be involved? What resources will be required? Who/what might help/hinder the achievement? How might they help/hinder me? How will they know when they have achieved it? What does success look like? One of the most common methods for setting objectives is the SMART way. Specific Measureable Achievable Realistic Time framed We can break this down further: Specific Specific means that the objective is concrete, detailed, focused and well defined. Objectives need to communicate what you would like to see happen. Think about using strong, action verbs to make your objectives action focused. Some examples of vague v. precise terms are below. Vague terms To provide a general knowledge of To provide a working knowledge of To qualify To know about To understand To develop an appreciation for To be familiar with To perceive To be aware of To comprehend Precise terms To calculate To repair To adjust To classify To install To construct To select To differentiate To assemble To operate To organise To state To list To demonstrate To solve Unit 5: Page 32

33 Measurable Measurement helps us to know when an objective has been achieved. If you cannot measure it you cannot manage it! So how will you measure whether the objective has been successfully achieved? For fundraisers the ultimate measurability is the income they generate against either a personal or team target, but it is very important that there are other measures, e.g. number of new donors acquired, number of runners recruited for the Great North Run. Achievable Although an objective needs to be stretching it still needs to be achievable to keep your member of staff motivated. When you set an objective ask yourself these questions to make sure that your objective is achievable: Is it possible to get this done in the timeframe? What about limitations and constraints? Are the resources needed available? time framed When creating objectives it is important that they are set with a reasonable deadline to prompt action. If you don t set a deadline your objective will no longer be measurable. For more information on creating SMART objectives why not take a look at our Five Minute Fundraiser film on SMART fundraising objectives. You can find it on the Institute of Fundraising website: REMEMBER! Keep your objectives jargon-free so that everyone involved can understand them. During the year give members of your team the chance to review their progress against their objectives and their performance. You can also provide feedback which will then feed into your appraisal process. Fundraisers objectives normally focus around: How much will be raised When it will be raised Where will the money come from You may wish to use a template similar to the one on the next page. realistic Even though an objective may be achievable it is not always realistic. Mainly this is focussed on available resources i.e. budget, skills to support the tasks. Unit 5: Page 33

34 Annual Objectives objective Success criteria timing outcome Increase total giving of existing monthly donors as a group To prepare a three-year strategy for grant funding To secure 50,000 in corporate support from a new corporate partner To improve my presentation skills To build a better working relationship with the community fundraising team Increase in donations from 1000 to 2000 Strategy paper written and approved by the Trustees. Corporate partnerships secured and contract in place by year end Presentation skills course attended (to be organised by me) At least 2 practice presentations given at team meetings Involvement in volunteer initiative. Within the next financial year. For December meeting Within the financial year March next year Within 6months KPIs Key Performance Indicators, also known as KPIs or Key Success Indicators (KSIs), help an organisation define and measure progress toward organisational goals. Once an organisation has analysed its mission, identified all its stakeholders, and defined its goals, it needs a way to measure progress toward its goals. Key Performance Indicators are those measurements. Here are some examples of potential KPIs: To increase gross income across all fundraising income streams by 10% per annum Development and implementation of national budget and business plans for all areas of Fundraising Delivery of pre-agreed income targets for Community Fundraising throughout the United Kingdom seeking a RoI of 1:3 To increase the number of active donors giving in excess of 25 per annum by 20% each year REMEMBER! Using the Codes of Practice is a great way to support professional development Production of timely and accurate reports to SMT, of plans, budgets and performance measures Management and support of all fundraising staff, monitoring performance, taking corrective action, ensuring training and development needs are met Unit 5: Page 34

35 1:1s, Support and Progress Meetings Different organisations call these meetings different things but 1:1s, support or progress meetings are essentially all meetings with individual team members and are all useful tools for managers to engage, motivate and connect with their team whilst supervising workload and performance. Dates of these meetings should be scheduled in advance. Having a structure to the 1:1 meetings helps individuals to broach different areas or work, relationships, challenges and difficult situations. They know what areas to cover and they can prepare accordingly. 1:1 Meeting Line Manager: Member of Staff: Date of Meeting: Points arising or matters outstanding from the last meeting Review of progress against key areas of work Planning and prioritising upcoming work Time management and workload Working environment, culture and team behaviours Training needs and personal and professional development Feedback for the line manager Ongoing issues (including any personal issues affecting work, working relationships etc.) HR e.g. Annual leave, toil requests Any other business understanding your team and team building High performing organisations are made up of good teams but how do you go about developing a good team? Is it the combination of different members who all have complementary talents and skills or perhaps they are established at making things happen? Building a good team comes down to having shared goals to which all the team members are committed, consistently managing team dynamics and rewarding and recognising the collective efforts of the team. There are many team building tools exercises that can be useful. Here are a few methods and theories that you might like to involve in your team meetings: tuckman This may be especially useful for new teams or teams that have recently integrated new members. It works on the basis that that there are four stages to forming a team. Bruce W Tuckman is a respected educational psychologist who first described the four stages of group development in 1965, soon after leaving Princeton. Looking at the behaviour of small groups in a variety of environments, he recognised the distinct phases they go through, and suggested they need to experience all four stages before they achieve maximum effectiveness. These 4 stages are; Forming Storming Norming Performing Johari s Window The Johari Window model is a simple and useful tool for illustrating and improving selfawareness, and mutual understanding between individuals within a group. The Johari Window model can also be used to assess and improve a group s relationship with other groups. Belbin Belbin identifies people s behavioural strengths and weaknesses in the workplace. The Team Roles enable individuals to build mutual trust, understanding and productive working relationships. More team building exercises can be found here: Unit 5: Page 35

36 Appraisal To enable everyone to be able to do their job successfully and with confidence they need to know what is expected of them and to receive regular feedback on how they are doing. In addition, individuals need to feel supported in developing new skills and experience to enable them to reach their full potential. An appraisal process is a formal way of ensuring that everyone receives this support and encouragement. It is important to note at the outset that appraisal isn t just something that happens once a year and is then forgotten about managers need to spend time supporting and coaching their team members. A good appraisal process needs to focus on individuals needs, as well as those of the organisation - and everyone is unique. Individuals are not their role descriptions. As individuals develop within an organisation, they take on responsibilities above and beyond what is written on paper. The appraisal system should be designed to recognise and encourage these broader roles and responsibilities. A structured appraisal process is an opportunity for both appraisees and appraisers to increase their self-awareness. It provides a framework for on-going, open and honest two-way discussions between an individual and their line manager - about current performance and the opportunities available to them to develop. It also allows both parties to discuss and identify any areas for improvement in the way that they work together. At the heart of the appraisal process is an annual appraisal meeting. Appraisal meetings provide an opportunity to take a step back and reflect on what is working well and where there may be areas for improvement the highs and lows of the past year.the meeting also sets that agenda for the remainder of the appraisal process that takes place during the year. During the appraisal you should also: Check that the key accountabilities in the appraisee s role description are up-to-date and, if necessary, revise them. Review the appraisee s learning during the year and identify future training and development needs. Agree individual Annual Objectives for the appraisee for the year ahead. These can then be formally reviewed after six months and updated, as necessary. The appraisal will refer not only to the annual objectives (discussed earlier in this unit) but also competencies. If Annual Objectives are primarily about clarifying what needs to be done, competencies are concerned with how that work gets done, for example, how we communicate with our colleagues. Reviewing areas of competence as part of the appraisal process helps individuals to think about how they can achieve their annual objectives more effectively - and how they impact on other people during the course of their work. Discussing what these competencies mean for you as an individual will be an important part of the appraisal meeting. REMEMBER! The appraisee should do 70% - or more - of the talking! With new staff, the appraiser may need to take a more leading role. Unit 5: Page 36

37 Competencies form COMPETENCIES COMMENTS SELF DEVELOPMENT Pro-actively seeks out tasks and opportunities that are new and challenging Asks for and is receptive to constructive feedback Has high self awareness LEADERSHIP Is self motivated and is able to motivate others Is prepared to take calculated risks and get others to follow them Makes things happen. Easily and deftly removes obstacles to change COMMUNICATION Communicates openly and honestly and cascades information appropriately Listens well and presents information clearly Actively develops healthy relationships both internally and externally TEAM WORKING Welcomes and responds to input from others Makes time to support and give feedback to others Demonstrates flexibility in their attitude and approach PLANNING & PRIORITISING Sets clear objectives and is able to prioritise in line with key requirements Follows tasks through to achieve required results and meets deadlines Demonstrates reliability and solid organisational skills CREATIVITY Demonstrates innovative thinking and ideas Looks for new ways to develop and improve the business Challenges the norm ADDITIONAL COMMENTS Please make any additional comments you would like to make here, including any suggested areas for improvement. Unit 5: Page 37

38 What do you need to do to ensure a smooth appraisal process? Here is a suggested checklist with an indication of what needs to be done when to ensure that both the manager (appraiser) and team member being appraised (appraise) are aware of their responsibilities. Up-to-date Appraisal Guidelines and timescales are issued to all staff. The date and venue for each appraisal meeting needs to be fixed in good time at least four weeks in advance. Between 1½ and 3 hours should be allowed. Led by the appraiser. At this time, the appraiser and appraisee agree what will be appraised. E.g. are there written objectives or a work plan? Do you both have the same version? Led by the appraisee. The appraisee completes the Outcome column on the Annual Objectives form (or equivalent for the current year) for discussion at the appraisal meeting. This is forwarded to the appraiser two weeks before the appraisal meeting. Led by the appraisee. The appraiser reviews the appraisee s output comments on their Annual Objectives form, puts feedback received from colleagues into context and prepares their considered feedback for the appraisee. Appraisal Meeting checklist What do you need to cover? Subject Additional information Who leads? 1. Reflect on the highs and lows of the past year. 2. Review the appraisee s work over the past year against their Annual Objectives. 3. Discuss the appraisee s strengths and weaknesses in terms of Competencies. 4. Recognise the appraisee s skills and contribution. 5. Review the manager and individual s working relationship. 6. Check that the key responsibilities in the appraisee s role description are up to date. 7. Review the appraisee s Learning during the year and identify future training and development needs. 8. Agree Annual Objectives for the year ahead. 9 Agree a date for the six-month review meeting. Each party runs through the positive and negative aspects of the review period, from their point of view. The appraisee will have prepared their view on the outcomes for discussion at the meeting. The appraiser adds their comments and any changes are agreed. The appraiser considers feedback from the colleagues in giving their own feedback. At least one area for improvement is agreed for the year ahead. This is an opportunity for the appraiser to provide feedback on how the appraisee has made a difference over the past year. This would include the frequency, content and style of 1:1 meetings and any areas where the manager could help the appraisee more. If there have been significant changes, revise the role description. The future requirements will be included in the Annual Objectives for the year ahead. (see below) These will include Task, People and Development objectives. If time is tight, the detail of the Task section can be drafted by the appraisee after the meeting, to an agreed deadline. Identify any key topics for review at that meeting. Appraisee Appraisee Appraiser Appraisee Appraiser Appraisee Appraisee Appraisee Appraisee Appraiser Unit 5: Page 38

39 360 degree feedback Another tool that can be used to support the appraisal process is 360 degree feedback. More and more charitable organisations are using 360 degree feedback to support the development of team members. The purpose of 360 degree feedback is to collate feedback on a colleague s performance and to identify areas for improvement in a non-threatening and constructive manner. national_occupational_standards/how_to_use_national_ occupational_standards/ Respondents should be able to rate the recipient using a scoring system e.g. 1-4 or poor to excellent. It is also useful if respondents can include additional comments against each of the competencies they are scoring. You might like to use the following template to develop your own 360 degree process. 360 degree feedback is a good way of encouraging regular and honest feedback from a cross spectrum of individuals that you have a working relationship with. The key aspects of 360 degree feedback are that: A range of people are asked to feedback internally and externally. Comments are confidential and the person responding should not be identified. The person who gives the full set of feedback should be known to the recipient. Should be implemented using a top down approach. Feedback is objective. The best way to structure a 360 feedback form is to use your own organisational competencies, relevant National Occupational Standards or a combination of the two.to access the full set of Fundraising National Occupational Standards please see: Unit 5: Page 39

40 A. Outcomes of effective performance: Read the statements below about the above person and the way they perform their job. Please then think about whether you agree with the statements relating to the person and rank accordingly. Statement Ranking Person 1 Person 2 Person 3 Comments 1. Creates a vision of where their area is going and enthusiastically communicates it, together with supportive objectives and operational plans, to the people working within their area. 2. Ensures that people working within their area understand and can see how the vision, objectives and operational plans link to the vision and objectives of the overall organisation. 3. Steers area successfully through difficulties and challenges, including conflict within their area 4. Creates and maintains a culture within area which encourages and recognises creativity and innovation. 5. Develops a range of leadership styles and selects and applies them to appropriate situations and people. 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know Unit 5: Page 40

41 A. Outcomes of effective performance (continued) Read the statements below about the above person and the way they perform their job. Please then think about whether you agree with the statements relating to the person and rank accordingly. Statement Ranking Person 1 Person 2 Person 3 Comments 6. Communicates regularly, making effective use of a range of different communication methods, with all the people working within area and shows that they listen to what is said. 7. Gives people in area support and advice when they need it especially during periods of setback and change. 8. Motivates and supports people in area to achieve their work and development objectives and provide recognition when they are successful. 9. Empowers people in area to develop their own ways of working and take their own decisions within agreed boundaries. 10. Encourages people to give a lead in their own areas of expertise and show willingness to follow this lead. 11. Wins, through performance, the trust and support of people within area for leadership and gets regular feedback on performance. 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know Unit 5: Page 41

42 B. Behaviours which underpin effective performance Read the statements below about the above person and the way they perform their job. Please then think about whether you agree with the statements relating to the person and rank accordingly Statement Ranking Person 1 Person 2 Person 3 Comments 1. Articulates a vision that generates excitement, enthusiasm and commitment. 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know 2. Creates a sense of common purpose. 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know 3. Takes personal responsibility for making things happen. 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know 4. Makes complex things simple for the benefit of others. 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know 5. Encourages and supports others to make decisions autonomously. 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know 6. Acts within the limits of authority. 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree Unit 5: Page 42

43 B. Behaviours which underpin effective performance (continued) Read the statements below about the above person and the way they perform their job. Please then think about whether you agree with the statements relating to the person and rank accordingly Statement Ranking Person 1 Person 2 Person 3 Comments 7. Makes time available to support others. 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know 8. Shows integrity, fairness and consistency in decision making. 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know 9. Seeks to understand people s needs and motivations. 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know 10. Modelsl behaviour that shows respect, helpfulness and cooperation. 11. Encourages and supports others to make the best of their abilities. 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know 1. Strongly agree 2. Agree 3. Not sure 4. Disagree 5. Strongly disagree 6. Don t know Unit 5: Page 43

44 LET S RECAP... Performance management is a continuous process which uses a variety of methods in conjunction with one another to create an environment where team members thrive Having structured 1:1 meetings will help managers to engage with individuals, support them and gain feedback Setting annual objectives help an individual to tie their work in with that of the organisation and give them a measure of success Team building exercises can help individuals and teams to become aware of their priorities and their relationship and should be used as tools at all stages of team building 360 degree feedback should be used to support the development of competent members of staff and highlight areas for improvement 360 degree feedback should be introduced using a top down approach with the most senior members of the organisation going through the process. Thereby leading by example! Appraisals are an all year process and not just a once a year meeting. It gives the appraisee a chance to give their managers feedback too! Unit 5: Page 44

45 Unit 6: Learning & Development Introduction A critical aspect of effective people management is considering the Learning and Development needs of your staff.this is fundamental not only to your success as a manager but also the success of your team in supporting them to achieve their objectives and progress their careers. Ensuring that Learning and Development underpins your relationship with those colleagues you support in a line management capacity is essential to retain competent members of staff, maintain levels of motivation and support the Continuing Professional Development (CPD) of your team. Learning and Development is vital to professional fundraisers if they are to remain at the epicentre of their charity s work. Learning and Development can assist by: Supporting those fundraisers wishing to specialise in a particular fundraising technique Supporting fundraisers to gain a better knowledge of the services provided by the charity and the beneficiaries served Consolidating and enhancing their existing skills sets to enable them to identify and provide innovative and responsive fundraising solutions for their organisation Provide knowledge and skills in the different fundraising techniques - widely regarded as key to successfully progressing up the career ladder Identifying and supporting future leaders with practical skills such as project management and communication skills The range of Learning and Development opportunities that can be accessed is vast. Your role as a line manager is to support your team members in identifying what is the most appropriate opportunity for them, whilst also ensuring that it fits in with your departmental and organisational priorities and your budget. The current economic climate means that managers have to become increasingly innovative about the way in which Learning and Development opportunities for staff are accessed or created. Purpose of Unit The purpose of this Unit is to support you as a manager to act proactively, identify and plan how to support your staff, rather than reacting to Learning and Development needs as they arise. This unit covers the following key areas: What is CPD Training Needs Analysis Learning and Development Methods Learning Styles and Preferences Learning Culture Blended Learning E-Learning Useful resources Continuing Professional Development CPD is the process used to demonstrate that you are working towards meeting your own professional and personal development objectives. CPD is your individual record of what you are learning, the method of learning and how you are applying this learning. There are a variety of formats that CPD systems can take. A system can look at input which might ask you to record the number of hours you have spent on different types of learning or ask you to record points for events and courses that you have attended. An output system records what learning you have undertaken, e.g. a qualification gained. An outcome system records the learning that you have undertaken but also how you have applied the learning. IoF employ an outcomes CPD based system for members. An outcomes based system allows individuals to create their own learning objectives for the year, record and reflect on the learning that they have undertaken selecting from an extensive range of methods. Unit 6: Page 45

46 The benefits of an outcomes based system is that the emphasis is placed on what has been of value to the learner not the amount of hours or points that have been accrued over the year. The IoF CPD system is very user friendly and free to all IoF members and is an excellent way of recording your achievements, which is always a helpful record to have at appraisal time! An example of the CPD homepage can be seen here: Further information about how to access the system can be found on the IoF website: Unit 6: Page 46

47 training needs Analysis Training Needs Analysis (TNA) is a method of reviewing and identifying Learning and Development needs for staff, volunteers and trustees in an organisation and forms part of the systematic training cycle. The systematic training cycle also includes the development of training materials, delivery of the training and evaluation of the training: Gathering information as to the skills, knowledge and behaviours required will help clarify objectives for training. EVALUATION TNA DELIVERY DESIGN In order to produce a balanced analysis there are four levels of TNA that can be considered: Person Level At a person level, TNA looks specifically at the individual, examining the change in skills and knowledge required and identifying areas where they require training. An example of the type of TNA that might be used at this level is the appraisal process. The appraisal process allows individuals to reflect on their past performance and to identify training and development needs in relation to achieving their work objectives. This may then form part of a personal development plan. Job Level (for an individual or group) At a job level, TNA may take place for one or more people doing a similar role. Training needs may be established due a new recruit joining the team, a new system being put in place or a new product or application being rolled out. An example of the type of TNA that might be used at this level is a competency analysis. To carry out a competency analysis you must first identify the core competencies needed before mapping the individual against these needs i.e. how well do they currently perform against them. These needs then have to be prioritised before a training solution can be identified. Once the training has been delivered on the job support is required to ensure that the skills learnt are developed before another TNA can take place. departmental or team Level A departmental TNA looks at the varying strengths and weakness of the team as a whole reviewing the skill needs within your team against the team s objectives. It identifies the support needed to help the team work more effectively together. An example of the type of TNA that might be used at this level is 360 degree feedback. The 360 degree feedback questionnaire provides a complete view of an individual s skills and competency. By comparing their own self assessment with those of their professional associates (i.e. their line manager, peers, direct reports and perhaps external assessors such as clients), a more insightful and unbiased view of their strengths and areas for development is gained. organisation Level Ultimately all types of TNA need to be looked at in the broader spectrum of the organisational objectives. Any training undertaken whether it is on an individual, job or team level needs to factor the benefits that it will have on the organisation as a whole both operationally and strategically. An example of the type of TNA that might be used at this level is Corporate Aims and Objectives Analysis. This refers to strategic planning documents for the organisation which, when compared against existing skills, might reveal gaps for future training activities. Unit 6: Page 47

48 Sample: Individual Training Needs Analysis Please assess your competency and tick the boxes provided: The examples below can be used as a template to develop your own Individual Training Needs Analysis (ITNA). Competency 1. V. Poor 2. Poor 3. Average 4. Good 5. Excellent N/A It indicates the type of structure and questions that you might want to consider covering. This template has been taken from the version used by the IoF s Learning Team. Assist with fundraising planning & implementation Contribute to the maintenance of relationships with supporters If you would like us to carry out your own ITNA then please contact the academy at: [email protected] What is your preferred method of Learning? Training course Use your communication skills to support the work of fundraisers. Support the work of your fundraising team Receive and process donations Online Managing data to support fundraising Work-Shadowing Assist with fundraising reporting Coaching Develop and implement plans Mentoring Home study Other (please specify) Develop and implement a plan for the generation of grant income Develop and implement a plan for fundraising through electronic media Monitor, enhance and sustain relationships with supporters of your cause Conduct a fundraising audit against the Codes of Practice Develop and implement an integrated fundraising plan Unit 6: Page 48

49 competency 1. V. Poor 2. Poor 3. Average 4. Good 5. Excellent n/a REMEMBER! Manage supporter retention Lead the monitoring and evaluation of fundraising performance Manage fundraising resources effectively (Left to right) 1. Very Poor Plan and co-ordinate joint working in fundraising 2. Poor Promote public trust and confidence in fundraising 3. Average Develop a customer focused organisation Provide leadership in your area of responsibility 4. Good Represent fundraising to the Board 5. Excellent Managers only: 6. n/a Make sure your own actions reduce risks to health and safety (ENTO) Use information technology effectively in fundraising Lead others in the achievement of fundraising work Provide Learning opportunities for colleagues (MSC) Recruit, select and keep colleagues (MSC) Brief and work with third party suppliers of marketing/ marketing communications services (MSSSB) Unit 6: Page 49

50 What were the key challenges you faced coming into the role? What are your career aspirations for the next 5 years? What do you feel would support you in achieving those aspirations? What are the current challenges you face in your role? Unit 6: Page 50

51 Learning and Development Methods Traditionally, learning needs were often tackled via attendance on a training course. Training can be a very effective way of meeting learning needs, but it can have its limitations in terms of embedding learning or changing behaviour over a longer period of time. Considering learning needs and individual preferences should be carefully considered before identifying the best possible Learning solution. The following list highlights a range of learning solutions that can be considered. Please refer to the glossary for definitions. Learning Styles and Preferences. One of the key considerations when deciding on the most appropriate learning solution for one of your team is to think about what their learning style is. We all operate through what are called Representational Systems. These are the natural preferences each of us has for the way in which we prefer to receive, process and impart information. There are three main systems: Visual (V) Auditory (A) Kinaesthetic (K) A fourth system, Auditory Digital (AD) refers to how we use internal dialogue.some people also have preferences for Gustatory (taste) or Olafactory (smell). Although there tends to be one dominant system they are all used to varying degrees. One way in which you can identify how the dominant system manifests itself is in the language an individual uses. Visual Preference (Sight) Those whose dominant representational system is Visual tend to use words like: Looks like I see what you mean Looks good to me Can you see it my way? The way I see it I like the look of it Learners with a visual preference will respond well to presentations and visual representations of concepts and theories Auditory (Sound) Those whose dominant representational system is Auditory tend to use words like: Sounds good to me I hear what you say Listen to me I m all ears Learning is stimulated through hearing a presentation, a piece of music or singing a rhyme Kinaesthetic (Feeling) Those whose dominant representational system is Kinaesthetic tend to use words like: Feels good to me I can get a grip on that I know how you feel My impression is Learners with a kinaesthetic preference may respond well to aids like koosh balls being in the training room. They will also learn well from making models or doing something practical with their hands. This type of learner may respond well to on the job training or work shadowing Auditory Digital (Internal Dialogue) Those whose dominant representational system is Auditory Digital tend to use words like: I understand what you mean My theory is The main purpose I think If you analyse it Learners with this type of preference will benefit from visualisation exercises. This type of learner may benefit from professional conversations and undertaking reflective accounts Unit 6: Page 51

52 REMEMBER! Consider the individual s learning preference and whether this will be suitably addressed through the proposed learning solution. There are four learning prefernces as defined by Honey & Mumford: Pragmatist Test it out Activist Do something Learning Preferences Theorist Make sense of it Reflector Think about it An activist is highly practical, open minded, and willing to give anything a go! They tend to thrive on the challenge of new experiences and short here and now activities, but tire during the implementation and consolidation process. Activists learn best when there are new experiences, problems and opportunities reflectors are thoughtful people who like to consider all the options and implications before making and implementing a decision. They are cautious and will let others talk before they contribute.reflectors learn best when they have the opportunity to mull over and review what they have learned and can reach a decision in their own timeframes without pressure or deadlines theorists are vertical thinkers who think through problems in a step by step logical way. They tend to be perfectionists who analyse and rationalise, asking probing questions. They have a low tolerance for uncertainly or ambiguity. Theorists learn best in situations where they are intellectually stretched and when they have the chance to examine and question the methodology behind ideas and events Pragmatists tend to be practical, down to earth and realistic, technique orientated and keen to test ideas and theories in practice. They are problem solvers. Pragmatists learn best where they can apply learned techniques that have obvious practical advantages that are currently applicable to their job Look at the table below for activities that engage the different Learning preferences: Activist Reflector Theorist Pragmatist Presentation, role plays Review activities, homework Pre-course work and reading, handouts with greater detail into the background, research and reasoning Problem solving TOP TIP If you are not sure of the learning styles of your own team you can download a free assessment from: Unit 6: Page 52

53 How to link Learning and Development to the strategic planning process Learning and Development should be an integral part of any strategic planning process. Why is this? Aligning strategic plans to existing skills can help identify any skills gaps Support the development of new and existing projects Open up new directions to the organisation Ensure awareness amongst staff about organisation s strategic priorities Make staff feel involved in the strategic planning process Create sense of loyalty and commitment to organisation Helps to retain staff To support contingency planning if staff leave The following are some suggestions how you can link Learning and Development to the strategic planning process: Ask staff to highlight how learning opportunities they access will support strategic priorities Establish post learning how it has supported strategic priorities in 1:1s or by asking the learner to present back at a team meeting Use away days to celebrate progress against strategic priorities and to propose new ones. Re-visit strategic priorities regularly at 1:1s Use team meetings to share learning and the impact that the team s work has on the strategic priorities of the organisation Ensure strategic priorities form part of the appraisal process Encourage staff to record their CPD Creating a Learning Organisation A Learning Organisation actively promotes learning and this is embedded throughout all of its processes and staff are motivated to undertake and share their learning. What do you do from the following list? Assess people s areas for development through the recruitment process Highlight areas for development early in the induction process Use the induction process to outline the learning culture of the organisation Employ methods such as buddying, mentoring or coaching to support people s development Hold regular 1:1s Set SMART objectives Use a competency framework to assess people s performance Hold regular appraisals Hold regular team meetings Have team away days Give constructive feedback Ask for feedback from your team on your performance and where you could improve as a manager Ask for feedback on the culture, working environment and working relationships Consult with staff over what their learning priorities are Establish what your team s career aspirations are Share learning from training, workshops, conferences Capture lessons learnt from activities and projects and disseminate Evaluate the impact of any learning solution against how they have supported the strategic priorities of the organisation Use staff surveys to collect regular feedback Ask for feedback via exit interviews and implement findings The above is not an exhaustive list but is designed to give an idea of the types of things you can do to create a learning culture. Unit 6: Page 53

54 Blended Learning Blended learning uses a combination of learning opportunities that can include face to face training, online learning and mentoring to provide the learner with a more comprehensive solution to an individual s learning needs. One learning solution on its own is not always sufficient, it is about how you apply it and how it supports you back in the workplace. For this reason it is key to embed blended learning to optimise learning. Advances in technology mean that e-learning is often used as a component within a blended learning approach. online Learning One of the more recent development in Learning and Development is the advances that have been made in online learning. The range of online learning available means that full qualifications through to short courses can be accessed. There are multiple benefits to online learning that include allowing the learner to complete the course in their own time, provides opportunities to reflect on learning, can be accessed day or night, tests their understanding and there may be the function to see other people s answers to questions that they have submitted which might provoke more thoughts and ideas about how to apply the learning. When considering purchasing online learning check the following: Is it a reputable provider? What is the feedback from other users? Is the standard right for the learning needs of your team member? Does it suit your team member s learning style? How long will your learner have access to the course/qualification for? How does the price compare with a face-toface style course? What type of support will the organisation provide Will it be compatible with your organisation s existing software? IoF currently offer the Introductory Certificate in Fundraising and assessment online as well as number of short courses covering areas such as Trusts, Negotiation Skills, Managing High Performing Teams and Coaching Skills. Please see the link below for further information: iofacademyonline.htm LET S RECAP... Make sure supporting the Learning and Development of your team underpins your relationship with them Be clear about what the strategic priorities of your organisation are and what additional learning and support your team might require to meet these Decide how you are going to analyse the learning needs of your team Remember the range of different learning opportunities that are available Encourage your team to access the IoF s Continuing Professional Development system Remember that people have different learning styles and preferences and consider this when accessing learning opportunities Think about how you can create and maintain a learning organisation useful resources Chartered Institute of Personnel Development: Business Balls Unit 6: Page 54

55 Unit 7: Career Development Introduction Most managers have experienced that creeping dread when a competent member of staff comes to tell you they are leaving for pastures new. This Unit covers the key ways in which you can support the career development of your team members whilst also providing you with ideas and tools to retain staff wherever possible! As an employer there is often juxtaposition between wanting to support and develop your staff, whilst not wanting to develop them to the point that they are promoted internally or move onto a more senior position in another organisation! This Unit explores how you can manage this dichotomy and recognise the benefits that competent members of staff being internally promoted or moving into a different role with an external organisations can bring to you as a manager. This includes people achieving success reflecting well on your skills as a line manager, them promoting you as a supportive and encouraging manager, them championing your organisation as a supportive environment to work in and increasing your opportunity to network and build links within different organisations. The organisational benefits in developing staff internally can include lower recruitment costs, built in mentoring capacity for new members of staff, increased productivity and higher levels of morale and motivation. This unit covers the following key areas: Talent management Coaching Mentoring Talent Management Talent Management is a fairly new concept within the voluntary sector, although like coaching it has been prevalent in the public and private sectors for much longer. Talent Management is in effect a reincarnation of Recruitment, Retention and Succession Planning strategies. A Talent Management scheme is designed to: Identify staff who have exceptional skills that you wish to harness to support the development of the organisation Usually there is an emphasis on developing one particular aspect of the organisation such as leadership and management or supporting diversity Support the succession planning needs of the organisation Fast-track staff into senior positions quicker than through a normal progression routes Be clearly linked to the existing and future strategic objectives of the organisation Support the motivational levels of talented staff, encourage loyalty and retention within the organisation The process of implementing a Talent Management scheme can be time consuming and costly. So, these demands need to be viewed against the longer term benefits to developing leaders and mangers that will have a long term commitment to the organisation and understand the workings of the organisation in greater depth than more transient members of staff. Any Talent Management scheme should have clear objectives for those recruited to the talent management pool, whilst at the same time supporting the strategic objectives of the organisation. Whilst implementing a Talent Management scheme can have significant benefits for the organisation and staff involved, careful consideration must be given to how those that are not successfully recruited to the pool are managed and supported. The talent management scheme should form part of the Learning and Development package offered by any organisation and should not be seen as a separate entity from coaching, training, online learning, work shadowing, mentoring and any other form of learning that your organisation provides. Unit 7: Page 55

56 Take a look at the following case studies to provide you with some more ideas and insight: The British Red Cross The British Red Cross decided to implement a talent management scheme because they recognised the need to drive the organisation s strategy, both now and in the future, by attracting, selecting, developing and promoting employees within the organisation. They identify employees with great potential and accelerate their development by ensuring they have the tools and resources they need to perform well and transition to leadership roles. The scheme begins with an assessment period that lasts 6 months. During this time individuals with potential are identified by their managers and directors. Those individuals selected then complete an application form and if successful are asked to attend an assessment centre. It is the role of senior management from British Red Cross to assess the candidates both through the application and assessment stage. Not all are successful, however all applicants receive detailed psychometrical information and feedback from their performance at the assessment centre to help with future development and coaching support. Once selected they work with the individual to identify their development needs and appropriate methods such as mentoring, project work, gaining professional qualifications and secondments; all of which take place during a twelve month coaching programme. The British Red Cross have identified many benefits to this scheme. The most prolific is the grand saving of 200,000 by using internal candidates for project work or secondments rather than using external consultants and the increase in recruitment within the organisation. The programme has contributed 3% of the organisations recruitment in The downside is that some have come to view the Talent Management scheme as the only way they can professionally develop. Jon Summerson, Talent Manager at British Red Cross, warns that schemes are not always completely successful first time round but urges other organisations to consider Talent Management. He emphasises that the programme must be right for your particular organisation and adhere to its unique cultures and values and the focus should always be on the longer term benefits rather that shorter term successes. Overall, employees of British Red Cross have benefited from this scheme by their increased motivations as well as feeling better prepared, raising their profile and gaining a much better sense of career direction. Cancer Research UK (Fundraising and Marketing Talent Programme) Cancer Research s Talent Programme applies to the Fundraising and Marketing departments of the charity. The strategy was first developed 4 years ago, with the purpose of identifying a pool of high performing and high potential individuals to be drawn upon for the organisations future leadership needs, as well as retaining and motivating staff for maximum value to both the individuals and Cancer Research UK. There are 5 elements to the Talent Programme: Define Identify Develop Retain Maximise Value Define Using internal competency frameworks already in place, Cancer Research UK partnered with an external consultancy to establish what is meant by talent and how they could identify it. They define talent as performance + potential. They used existing behavioural frameworks to establish what attitudes and abilities leaders need, so that individuals could be assessed against these. This is called the Potential Framework. There are 10 elements included in the framework, including for example Selfawareness, Leadership & Passion. Identify When identifying talent, they established the importance of looking at both the individual s performance (track record and achievements) Unit 7: Page 56

57 and their potential (against the potential framework). Internal heads and directors were consulted to set up a transparent process whereby the guidelines are available to all and anyone can apply. This is subject to some eligibility requirements, for instance those considered for the Talent Programme should be continually performing above and beyond expectations at performance review and be either managing others or complex projects. Individuals are encouraged to discuss their intention to apply with their manager before putting themselves forward. The individuals fill in the majority of the application form however their head of department and director also have to contribute information regarding the applicant s current performance to complete the form and them submit it themselves, thereby demonstrating their endorsement of the applicant. Panel presentations/interviews and an assessment centre are then held to identify those who will be offered a place on the Programme. Develop The programme is a structured development scheme run by Roffey Park Management Institute which lasts 15 months and consists of modules, learning sets and academic assignments all aligned to the Potential Framework. The Programme leads to a Post Graduate Certificate in Leadership & Management and develops a high level of critical thinking in participants as well as the ability to challenge, influence and innovate. Last year from around 20 applications, 7 were selected to be part of the Programme and once they completed it they become part of the talent pool. The Talent Pool is currently made up of 40 Managers, Senior Managers and Heads of Department which become part of a community receiving a quarterly newsletter and attending an annual conference. Within the pool there is no formal development though additional budget is available for learning and development. Many participants value that the Talent Programme is a tangible investment in individuals and the high-quality personal and professional development it brings. Retain One of the main reasons for the Talent Programme is to retain staff. When opportunities arise, Senior Management will look to the talent pool to see who may be right for the role, although this is not currently a structured process. Evaluation evidence shows that those who have been part of the talent pool have progressed within the organisation, for example, 26% of the pool have been promoted in the last 18 months. The Programme is a considerable financial investment, taking place over a period of 15 months. Whilst Cancer Research UK are not prescriptive, it is understood that there is a level of commitment required to be part of the Programme. Therefore they set expectations from the outset but they do not contract people in as they feel that this is counter cultural. Maximising Value Maximising value is actually a recent addition to the original strategy. With such an investment in a small number of people Cancer Research UK are looking at how to get the most out of the Talent Programme so that those individuals can make even more of a difference and add further value. The intention is to use the Talent Pool more the mutual benefit of F&M and the individuals e.g to role-model desired brand values and behaviour and get involved in key strategic projects. Benefits of the Talent Programme The following benefits have been identified: It retains Cancer Research UK s talent - 92% of the Talent Pool are still in the organisation The talent strategy is developing a strong cadre of leaders with increased self awareness and strategic thinking capability By developing talent Cancer Research UK are also developing others: - The Pool contributes to developing Action Learning Sets for other staff members - Many of the talent pool have become mentors for the graduate scheme and others - They are usually leading teams and Unit 7: Page 57

58 therefore there is a positive knock-on effect on their team s performance There is significant networking across teams leading to connections being made across the directorate with facilitated conversations For those who are part of the talent programme: - They complete a post graduate qualification and develop and progress personally and professionally - They know that director are aware that they are in the pool giving them visibility and a raised profile - They know that they have been invested in, not just financially but by having the backing and confidence of senior staff. Challenges The transparent application process can be difficult for those who are not accepted which can lead to some individuals being de-motivated in the short term. However, there are only 7 people selected from across a department of several hundred and this message is managed carefully throughout the process, to manage expectations of applicants. Other support is given in the shape of resource packs, development sessions and mentors and all applicants can access the full Learning and Development offer that is available at Cancer Research UK. Other areas of the organisation have different approaches to talent. There are different levels of maturity of the talent schemes across the organisation so it is a challenge to bring them together. The Programme is highly reputable and valued, but once participants have finished the programme and are just in the Pool there is less structure and therefore less of a tangible offer. Those in the Talent Pool can often want to move into new and different roles which is not always possible unless roles become available. This makes it even more important to manage participants expectations. Advice to other organisations looking to implement a talent management programme Be clear about WHY you are doing it and what you want to achieve, define the purpose from the outset. What will be the benefit to your organisation specifically i.e. retention, succession planning, critical roles, more engaged workforce. Everything will then feed out from this Align your programme to other internal people processes that are already in place, rather than being separate to them, piggyback and integrate with existing processes you have, for example around performance review Always manage expectations of all those involved. If you have a transparent process you have to be clear what you are going to offer as if it is not structured then expectations will not always match up. For more information about talent management see talent-management-overview.aspx Unit 7: Page 58

59 coaching Relationship with generally a short duration e.g. between 4 6 meetings Purpose is for the coachee to gain increased self awareness Sessions are goal focused and will be solution focused Sessions are structured and scheduled A coach will not necessarily have experience of the coachee s role A coach will give feedback sometimes when not asked Mentoring Longer term relationship usually from 6 months onwards, sessions can sometimes last 2 or more hours Purpose is to give support and guidance to the mentee Advice is given by the mentor as necessary Longer term tailored form of development that can look at several issuesthat might include working relationships, timemanagement, career development and building a fundraising strategy A mentoring relationship is about passing on experience and for this reason the mentor is usually more senior Mentoring focuses on career development and future roles coaching Coaching is a development tool designed to improve the performance of someone who is already competent. The use of coaching in the voluntary sector as a learning solution is a relatively new development. However, the benefits of coaching as a development tool have been widely recognised in the public and private sectors for a much longer period of time. The difficulty comes when you try to define what coaching is and how it differs from other learning solutions such as training and mentoring, which it is often used interchangeably with coaching. The table to the left highlights some of the key differences between mentoring and coaching: The main issue in defining coaching is that it has a wide spectrum from hands on coaching to hand holding coaching through to hands off coaching. You can see where the confusion between mentoring and coaching happens! Hands On Sets objectives Takes control of development Gives feedback on development Training rôle Hand Holding When beginning their profession as a coach, most veer towards being hands on. This is often because they do not have the experience of asking open ended questions in a linked method. Another factor that can often result in a coach using hands on techniques is that often what the coach thinks is the correct answer for the coachee is glaringly obvious and they try to direct them to the solution they have identified rather than allowing the coachee to reach the right answer for themselves. Over time most coaches develop the skills and experience to apply hands off principles of coaching. Whilst not advocating one over the other, it is important to recognise that the hands off model will provide the coachee with the skills and questions to self-coach in the future which will ultimately be more effective. REMEMBER! Coaching should not be used for managing underperformance. Hands Off Agrees Objectives Plans development Encouraging Consultative Unit 7: Page 59

60 open Ended Questions Broad, Open Questions Tell me how the project is going Explain how you would plan the presentation Open, open and probing questions What are your ideas for running an event? How would you put these ideas into action? Reflective Questions You thought he over-reacted. What do you think caused that reaction? How did that make you feel? Challenging Questions What impact might that proposal have? What might be missing from your business plan? HAVE A Go!! What type of questions would help you when coaching? There are various different models that can be used to support you in a coaching session that you can use open ended questions to hang onto. Three of the most popular ones are: TED tell me, explain to me, describe to me GROW goal, reality, opportunity and wrap up WINBIG Build Awareness W-onder about the Root Cause Exploring I-nvestigate Wants Visioning N-ame Possible Solutions Problem Solving Move to Action B-uild a Plan Action I-nsure Action Accountability G-ive Affirmation Validation and Positive Feedback REMEMBER! A coaching session should not be an interrogation! Think about how you can pad the questions to make them sound softer and don t be afraid to use silence. Your coachee might need some time to formulate their thoughts! Mentoring Mentoring is the passing on of support, guidance and advice. The value that mentoring can bring to both a mentee and a mentor in terms of professional development means it has a long standing value and popularity in the voluntary sector. Mentoring supports career development by having someone to aspire to, to support skills development and help improve confidence. Mentoring can have a positive impact both at the organisational and individual level. It can help an organisation in the recruitment and retention of staff and increasing productivity through better engagement and job satisfaction. Mentoring can also help individuals to manage their career goals better and bring satisfaction to those who pass on their knowledge, skills and expertise. A mentoring relationship can look at a range of issues from managing working relationships more effectively to developing a fundraising strategy for their organisation. The advantage of mentoring is that the longevity of the relationship means that a range of issues can be dealt with over the course of the relationship rather than one specific issue being looked at and addressed. The nature of this relationship means that the mentor can see the impact that their role has on the mentee over a longer period of time which can often be very rewarding. Mentoring and coaching are often grouped together, but in reality they are very different and should be seen as separate activities. The following case study highlights the impact that a learning solution such as mentoring can have. Unit 7: Page 60

61 Mentoring case Study taken from Institute of Fundraising South West pilot 2010 My name is Aimée-Louise Malcolm. I work for Dorset Youth Association (DYA) as the sole fundraising officer. Why I took part in the scheme When I started at DYA in 2008, I had limited experience as a fundraiser and as I was the only fundraising officer, I had no-one to bounce ideas off. This feeling of isolation, coupled with some challenging fundraising targets, meant I jumped at the chance to join the IoF South West Group s Mentoring Scheme. Through the scheme I gained access to an experienced fundraiser who has shared their expertise with me and supported my development. My mentor At the mentoring training and matching day, I was matched with Brenda, an experienced mentor, who is the Research and Development Manager at an established charity in Devon. Our mentoring relationship has now been running for six months and we have met face-to-face four times, with telephone and support between meetings. It s been a busy period as I got married, completed the directed learning elements of the Certificate in Fundraising Management and led the development of the Dorset Fundraisers Group! The flexibility within the mentoring scheme has enabled a mixture of fundraising and personal career development, which has met both our expected development goals. How the scheme has helped me The key things that Brenda has helped me with include encouraging me to carry out a personal skills audit and to develop the communication within the organisation. I now prepare a regular staff newsletter, which has helped to develop relationships with both staff and trustees; I have just chaired the first fundraising meeting with three Trustees who are all keen to support my work and I have now started the job of building a funding database. The relationship with Brenda has given me the confidence to develop new systems that work for everyone and most importantly gain the support of my colleagues to increase income generation for the charity. I am very fortunate that DYA supported this project and my Director has commented on how much the programme has benefitted the charity. He recognises that this programme and the IoF s training has developed my legal and organisational understanding and has played a huge part in my ability to effectively review and diversify fundraising activity and to implement new ideas to support continued growth and sustainable fundraising for the Association. As the sole fundraising officer, it is very easy to become lost in Things To Do Land. Brenda has helped me to focus by offering a calm, kind and practical objectivity to any issue I have discussed with her. We meet at both of our organisation s headquarters as well as various places in between. Our mentoring relationship is very strong and will continue to address key fundraising and development issues in my organisation. I know that Brenda has also found this rewarding and her organisation has fully supported her in taking on this voluntary role. the future We are both looking forward to developing our mentoring relationship further and working together over the next six months. Brenda has also offered to continue support beyond the end of the pilot programme and I gratefully accept! LET S RECAP... Consider the benefits of implementing a talent management strategy or applying some of the principles. Coaching and mentoring are great ways to support the career development of your team and can often be very cost effective. The most important skill a coach can possess is the ability to ask linked open ended questions. Unit 7: Page 61

62 Unit 8: Managing Underperformance and Exit Interviews Any good manager needs to be prepared to address underperformance with a team member. For the majority of managers this can be an uncomfortable and stressful aspect of line management, but ignoring a team member s underperformance in the short term can have serious implications. In order to support you as a manager and to try and reduce some of the discomfort in handling issues of underperformance this Unit will address the following issues: Identifying underperformance in relation to conduct or capability Probation and early intervention How to support an improvement in performance Mediation and facilitated meetings Setting short term SMART objectives Disciplinary and grievance policy Termination In addition, this Unit will look at the importance of exit interviews with staff. Identifying underperformance Underperformance can fall into two categories i) conduct e.g. inappropriate language, poor time keeping ii) capability e.g. failing to meet targets or standards of work expected One of the best ways to address issues around conduct or capability is by taking as many practical steps as possible to ensure staff are not at high risk of underperformance. This can be achieved in a number of different ways. Begin by making sure that you are clear about the role that you are recruiting for and what the person specification is. Building on this, the recruitment process should include competency based questions that link to the job specification and organisation s competency framework. Ideally, the recruitment process should also include an exercise or activity that tests their ability in relation to the key tasks that they will be expected to fulfil in that role. Secondly, don t be afraid to use the probation period. Make sure that you have clear objectives for staff and that the objectives have a success criteria and a time frame that they should be met by. Regular 1:1 meetings where the objectives and progress are reviewed should happen every 2 6 weeks. Team meetings are a useful way to get regular updates from your team members in a more informal way. Objectives should be used as part of the appraisal process and staff should be given the opportunity to comment on how they think they have met the objectives and the related success criteria. Ideally staff should be able to review their role description and person specification on an annual basis as roles will change and it is important to make sure that if there has been a change or there is a new focus for that member of staff they can reflect this in these documents. REMEMBER! Don t avoid difficult discussions and don t let it drift. Probation and early intervention Just because you have recruited someone doesn t necessarily meant that they are going to pass their probationary period. Whilst you should make every effort to make sure that your new member of staff passes their probation, you should also not be afraid to recognise when it is inappropriate to pass someone due to their conduct or capability. Within a probationary period there should be regular reviews ideally at the end of the first day, first week, end of the first month and a more detailed review at the end of the first quarter. Unit 8: Page 62

63 REMEMBER! It is perfectly acceptable to extend someone s probationary period. The best way of tackling issues is to try and address them with the individual as soon as possible and in an informal way. For example if someone is late, handles a telephone call inappropriately or fails to meet a deadline, raise it with them straight away. It doesn t have to be done in a confrontational way but if someone is new to the organisation they might not have got to grips with the ethos, values or philosophy of the organisation. Take them to one side and raise it with them on the day if possible and in person, not via the phone or . Let them have the opportunity to explain or seek clarification and also make sure they know they can come back to you in a day or two if they want to seek further clarification or re-visit the issue. If more serious issues present themselves or if minor issues are happening frequently, arrange a more formal meeting to open up discussions about what is happening. Adapt the following points to suit the issue: What is their interpretation of the situation Revisit objectives Revisit previous discussion(s) Do they think any training or development would help support them Outline what needs to change and in what time frame Explain what will happen if there is not a change TOP TIP If you don t already have a probation period strongly consider implementing one. Most organisations use a probationary period of 3-6 months. How to support an improvement in performance There are a range of methods that you can employ to support an improvement in performance and you should select a method that you think suits the situation and the individual best. Some methods that you might like to consider are: Be clear whether it is a conduct or capability issue Mini catch ups in between regular support meetings Use real examples of good or poor practice Identify what motivates them and provide this wherever possible e.g. praise, recognition, or simply take them out for a coffee to say good job Explore reasons for underperformance Discuss how improvements can be achieved and within what timeframe Highlight successes and achievements Provide positive feedback from other members of staff What additional support can you as the line manager provide e.g. a mentor or work shadowing? Is there any additional support they feel that they might benefit from Do you have an Employee Assistance Programme that you can refer them to TOP TIP Involve Human Resources (HR) sooner rather than later and use them as a sounding board if you are having initial concerns about an individual s conduct or capability. REMEMBER! It is CRITICAL to keep a paper trail from the very beginning of this process. Unit 8: Page 63

64 Mediation and facilitated meetings Conflict and strained working relationships are one factor that can contribute towards underperformance. As with other issues impacting on performance it is essential to deal with conflict or difficult working relationships as soon as practically possible. If you have two members of staff where it is proving difficult to resolve an issue of conflict you should consider arranging a mediation session or a facilitated meeting. Deciding to use mediation should not be seen as a last resort and is often a very effective way of managing the situation and reducing the possibilities of conflict arising again. Often the mediation process means that those individuals feel empowered and responsible for resolving future issues causing conflict. The Centre for Effective Dispute Resolution (CEDR) defines mediation as a flexible process conducted confidentially in which a neutral person actively assists parties in working towards a negotiated agreement of a dispute or difference, with the parties in ultimate control of the decision to settle and the terms of resolution. Where it is not possible to recruit a trained mediator, consider seeking the support of a trusted colleague or peer in facilitating a meeting to try and resolve the conflict. Make sure as a minimum they can demonstrate the following skills: Objectivity Non-judgemental Active listening Impartial Identify and prioritise issues Open Honest Confidentiality Build rapport Clear communication Manage tense situations A facilitated meeting should be preceded by one to one sessions with each person involved in the conflict so the facilitator can build a picture of the conflict, establish everyone s position and make sure everyone feels listened to. Setting short term SMART objectives It is important that everyone has SMART objectives. As a manager it is your responsibility to set and review the objectives of your team. As well as using them to assess staff at appraisal time, they can be used to review ongoing performance and to make sure that staff are clear what is expected of them in their role and within what time frame. SMART stands for: Specific Measurable Achievable Realistic Timeframed Some examples of SMART objectives are: To raise 1,000 net profit by running a sponsored dog walk around the Royal Park in September this year, attended by 200 walkers To submit 10 applications each month to grant-making Trusts - in support of the running costs of our day services expecting a return of one successful application each month generating 5000 To recruit 5 volunteers by the end of the year to form a fundraising committee who will raise 10,000 each year to support our work in Cambridge Disciplinary and grievance policy A disciplinary policy should cover the following aspects: The purpose and scope of the disciplinary policy Examples of gross misconduct. Dependant on your organisation s stance this can include Unit 8: Page 64

65 theft, assault, misuse of organisation s name, being under the influence of alcohol or drugs Examples of general misconduct. Again dependant on your organisation s stance this can include unauthorized absence, inappropriate use of or internet Informal arrangements including counselling and advice that may be offered The formal disciplinary steps e.g. verbal written warning, formal written warning, final written warning, dismissal with notice, dismissal without notice Suspension Appeals Duration and removal of warnings Authority to dismiss and give warnings Probationary employees Review of procedure Another aspect to consider within the area of performance management is your grievance policy. A good grievance policy should cover the following content: An overview or introduction to the grievance procedure of your organisation The different stages involved in the process. This can include formal written notification from a staff member of their grievance, meeting, appeal process and the accompanying time scales a staff member should expect the stages to happen within Guidance around who may accompany the staff member The position on note taking Reasonable adjustments for disabled employees Circumstances where mediation will be used Review of procedure Termination No one wants to get to the point where an employee s contract of employment has to be terminated. It is a difficult issue emotionally and from a legal perspective can be a minefield. Be sure to follow your disciplinary policy to the letter, keeping a paper trail at all times. If in doubt seek professional advice from your HR department or representative. You can also seek guidance from your local CVS and ACAS: Exit Interviews Exit interviews are a key part of the HR cycle. They are important for the member of staff as they provide an opportunity for them to share the reasons for their decision to leave the organisation, but also what they have enjoyed about their time in the organisation. In an ideal scenario there should not be any shocks or surprises about the reasons behind why someone is leaving or their experience of working for the organisation. However, often with the prospect of a new job, people are more willing to offer greater insight and honesty than perhaps they would during their time with the organisation. The key to using exit interviews successfully is to make sure that valid feedback is acted on and seen to be acted on. As with all HR procedures the format and questions asked within an exit interview should be subject to review. Some of the standard areas that should be covered are: What is your reason for leaving? Where are you going? What were the best things about working for the organisation? What do we do well? What were the worst things about working for the organisation? What was your relationship with your line manager like? How would you describe leadership within the organisation? How were you rewarded and valued? Unit 8: Page 65

66 Would you recommend working for us to others? Did you feel that your remuneration was fair? Would you come back to work for the organisation if the right role came up? REMEMBER! An exit interview is one of the last opportunities for your organisation to create a positive impression! LET S RECAP... Tackle issues as they arise, don t think they will just go away Don t be afraid to extend the probationary period Use SMART objectives Involve HR as soon as possible Make sure your disciplinary and grievance policies are clear, up to date and reviewed regularly Be seen to act on feedback from exit interviews Unit 8: Page 66

67 Summary of Units The following questions are designed to help you think about the areas covered in the 8 Units of the Managing Fundraisers Guide. Work through the questions and refer back the guide for information. Unit 1 Developing a Competency Framework 1. If you haven t already why would you introduce a competency framework for your organisation? 2. What are the benefits and pitfalls of having a competency framework? 3. What key areas of competency should staff demonstrate and therefore the framework reflect? 4. Do you need to review your competency framework and how would you go about this? Unit 2 Preparing to Recruit and Advertising the Role 1. What are main reasons behind your decision to recruit? 2. Who should you consider consulting with in regards to recruiting for a new role? 3. List at least 5 things that a role description should include? 4. How does the role description differ from the person specification? 5. When writing job adverts how would you think about generating interest? 6. What should you consider when weighing up the options on how to advertise? Unit 3 Short Listing and Interviewing 1. Have you decided how you will collate responses following advertising a role? 2. What are the components of a short listing process? 3. What must you consider when devising interview questions? 4. What two types of questions should you include in an interview? 5. Have you considered using any other assessment methods alongside a traditional interview? 6. How would you develop your questions in a candidate s second interview? 7. When formulating offer letters and contracts have you sought legal advice? 8. Have you decided how you will provide feedback to unsuccessful candidates? Unit 4 - Induction 1. Who do you think should receive an induction when joining your organisation? 2. How long do you think the induction should last? 3. What are the benefits of providing a thorough induction? 4. What would you include in the induction? 5. Who would you ask to be involved in a new starter s induction process? 6. What induction tools would you consider using as part of a new starter s induction? 7. Why would you ask for feedback and how would you go about implementing this> Unit 5 Performance Management 1. How would you define performance management? 2. What performance management tools do you currently use and what others would you consider implementing and why? 3. When setting objectives, why so they have to be SMART? 4. What topics would you always try to cover in 1:1s or support meetings? 5. What team building methods could you use within your team or department? 6. What measure could you take to ensure a smooth appraisal process? Summary of Units

68 7. How can 360 degree feedback support the development of team members? Unit 6 Learning and Development 1. How can Learning and Development assist fundraisers? 2. What kinds of Learning and Development would you consider when planning how to to support your staff? 3. How can CPD benefit your staff? 4. What are the four stages of a training needs analysis? 5. When deciding on a learning solution have you considered their learning style and preference? 6. How could you link Learning and development to the strategic planning process? 7. How could you go about creating and maintaining a learning organisation? Unit 7 Career Development 1. What are benefits of developing staff internally? 2. What is the purpose of a talent management scheme? 3. What four key components is Talent Management made up of? 4. What so you consider the benefits and less positive elements of a talent management scheme? 5. How would you define coaching and how it differ from other learning solutions such as training and mentoring? 6. What should coaching not be used for? 7. What is the most important skill a coach can possess? 8. How can mentoring relationships help both an individual and an organisation? Unit 8 Managing Underperformance and Exit Interviews 1. What two categories can underperformance fall into? 2. When would you consider extending a probationary period? 3. What informal measures could you use to address the early signs of underperformance? 4. If a formal meeting becomes necessary, what points would you include in the meeting to open up discussion? 5. What methods could you use when supporting improvement in performance? 6. What aspects should a grievance and disciplinary policy cover? 7. How often would you consider reviewing your procedures and policies for grievance and disciplinary? 8. Why are exit interviews so important? Summary of Units

69 Glossary of Terms A Action Learning Sets facilitated sessions where a group of learners work together to discuss, identify and solve problems and issues. B Blended Learning a combination of learning opportunities that can include face to face training, online learning and mentoring to provide the learner with a more comprehensive solution to an individual s learning needs C Capability issues factors such as inadequate training, ill health or other reasons contributing to underperformance CIPD The Chartered Institute of Personnel and Development Coaching - a development tool designed to improve the performance of someone who is already competent. Codes of Conduct and Codes of Fundraising Practice - The Code of Conduct guides fundraisers as to the standards they should aspire to in all aspects of their careers while the Codes of Fundraising Practice represent the standards for specific areas of fundraising. Each Code of Fundraising Practice covers a separate fundraising technique and provides not only information on areas of the law and guidance on the techniques themselves, but also the best practice that the fundraising sector has set itself. The Codes can be found at: Competency - the behaviours (and, where appropriate, technical attributes) that individuals must have, or must acquire, to perform effectively at work. Competency Framework - A competency framework is designed to support both organisation and staff to deliver strategic and operational goals. It should be used by an organisation to describe the values, behaviours and skills that it expects staff to be able to demonstrate across all levels within the organisation. Conduct issues may include anything from abuse of computer facilities, bullying, unacceptable language through to criminal activity. Continuing Professional Development (CPD) - the process used to demonstrate that you are working towards meeting your own professional and personal development objectives. CPD is your individual record of what you are learning, the method of learning and how you are applying this learning. D 360 degree feedback collating feedback on performance from across spectrum of colleagues both internal and external to the organisation and at varying levels of responsibility. Feedback should be constructive and highlight strengths and identify areas for improvement. E Equal Opportunities -the policy of treating employees and others without discrimination, esp. on the basis of their sex, race, or age Exit interviews a confidential meeting used to explore the reasons behind a staff members decision to move on as well as capturing why they enjoyed working for the organisation. F Facilitator individual that supports the identification of issues, concerns or needs and works with individuals to establish solutions. I Interviews meetings in which one or more people question, consult or evaluate another person on their suitability for a role. Induction the programme provided to new starters by the organisation in order to assist in adjustment to their new job tasks and to help them become familiar with their new work Glossary of Terms

70 environment and the people working around them J Job role document that outlines the background to role, purpose of role, key responsibilities, tasks and practical information including job title, salary, line management responsibility, hours of work, location of work and any line management responsibility. K KPIs stands for Key Performance Indicators M Mentoring - the passing on of support, guidance and advice. N National Occupational Standards - are benchmarks of performance. They provide the means for assessing performance in a job: they are work-related statements of the ability, knowledge, understanding and experience that an individual should have to carry out key tasks effectively. O 1:1s regular meetings between a line manager and team member. Observation similar to work shadowing but normally applies to a shorter observation e.g. in a meeting or presentation. Online learning courses and qualifications available through the web. On the job learning useful in a blended learning approach, where staff have the opportunity to try out their new skills and knowledge e.g. drafting a funding application. P Probationary period defined period of time, where a new employee is closely assessed for their suitability for the role after the probationary period ends. Professional Discussion conversation with a more senior member colleague to establish understanding of a particular skill or knowledge. Often used in assessing NVQs. Q Qualification a structured course that follows a curriculum and includes an assessment of the learners skills and knowledge in a given subject area via assignments, exams, presentations or a combination. R Reflective Accounts a written account of the learning undertaken, the impact it has on the learner and how they are going to apply the learning in the workplace. S Short listing the selection process used to decide which applicants will be called to interview. SMART stands for Specific, Measurable, Achievable, Realistic and Time framed T Talent Management a concept that supports the strategic objectives of the organisation by developing and retaining exceptional members of staff. W Webinars this is a seminar, presentation or lecture that is delivered over the web. Work shadowing one member of staff follows another member of staff for an agreed period (usually anything from a day to a week) to observe them in their role. Glossary of Terms