NEWCASTLE UNIVERSITY SUCCESS FACTORS

Transcription

1 NEWCASTLE UNIVERSITY SUCCESS FACTORS For administrative and support service areas Page 1

2 NEWCASTLE UNIVERSITY SUCCESS FACTORS What is a Newcastle? s are attitudes and behaviours that result in effective job performance The s in this booklet describe the most important behaviours for all staff across administrative and support service areas in the. These behaviours (or competencies) have been identified through our research as being those that make the biggest difference in performance, focusing on how a job is done. Why have s been introduced? The s have been developed to support one of the key strategic aims of: the development of high quality support services which will enhance the academic administrative partnership in leadership and management The s will help us achieve this aim by providing a clear and agreed description of the types of behaviours that are associated with effective performance. They provide a benchmark or standard that can be used by individuals and managers for development purposes and managing performance. The s provide a consistent approach to standards of performance, expectations and descriptions of effective and less effective behaviour across all administrative and support services jobs and areas. Advantages of using the s The s will help individuals, managers and the organisation as a whole by: improving the recruitment and selection process clarifying requirements of a role in terms of behaviours helping to set clearer aims and objectives to focus on (addressing how to do something as well as what to do) highlighting an individual s strengths and current potential helping to focus workplace performance on the organisation s vision and values focusing learning and development plans How the s will be used s will be used within; the recruitment and selection process the PDR process training and development How to use this booklet There are 12 s, grouped into 4 clusters. Each individual has a brief definition and then 3 levels of effective behavioural indicators and 2 levels of less effective/negative behavioural indicators. Behavioural indicators are descriptions of observable behaviour that you see when someone is doing their job. Page 2

3 This booklet can be used as a reference guide. You may also wish to consider using this booklet as a communication tool when discussing effective/less effective behaviour with others. It is anticipated that, with the benefit of more experience, the will be able to refine some of the indicators. Please note that the behaviours are designed to be selected for their greatest relevance to any one individual or particular role. Thus they are not prescriptive not all will be used by everyone. It may be that only 3 5 of the behaviours appear to be core to any particular role. It is these which are therefore most relevant to any individual when considering HOW best to perform their role. Page 3

4 SUCCESS FACTORS CLUSTER Page 4

5 SUCCESS FACTORS CLUSTER Looking to the Future Inspiring others Thinking strategically Has the ability to see the big picture, to think strategically and to manage complex problems and issues. Embracing change Recognises the need for change and is forward looking. Promotes the benefits of change to others and regularly comes up with new ideas. Has the willingness to adopt new ways of working and to make improvements. Gathering information Gathers a broad range of relevant information from internal and external sources making this information widely available. Uses information to gain competitive advantage. Communicating Uses clear, concise and accurate communication, tailoring the approach accordingly and encouraging a two way communication process. Influencing Persuades, convinces and influences others in order to achieve results and gain support. Projecting confidence Projects a positive attitude through personal confidence and enthusiasm in order to achieve organisational success. Inspires the trust and confidence of others. Working together Developing talent Motivates and develops self and others to achieve high performance. Demonstrates a positive approach to developing skills and general performance. Team-working Works collaboratively with others, plays a positive role in teams and establishes and grows relationships across the organisation where different skills, expertise and opinions are valued. Understanding others Understands colleagues, students and other key stakeholders. Taking responsibilty Planning and organising Manages time and resources by prioritising and organising effectively. Finding solutions Generates a range of viable options and decides on an appropriate course of action that best fits organisational and area goals. Delivering services Works continually towards achieving success through understanding and meeting or exceeding the expectations of the area, the, students, colleagues and other stakeholders. Page 5

6 LOOKING TO THE FUTURE Thinking Strategically Has the ability to see the big picture, to think strategically and to manage complex problems and issues. Creating strategy across the Creates and develops strategy Identify appropriate structures for making the strategic vision a reality Comfortable working at a complex level; multi-disciplinary and multi-site considerations, School/Service/Faculty/ priorities and conflicting demands Develops objectives and KPIs that ensure that the key aims of the area and the are achieved Works relentlessly to create a cohesive organisation Driving strategy in your area Sees the bigger picture Able to create a vision for own area and explain how it fits in with the overall strategic vision of the Recognises and analyses the dynamics of problems and issues. Understands and makes sense of complex or conflicting data and different perspectives of stakeholders and areas/faculties/etc Works through the implications of situations in order to identify the most appropriate way forward in order to meet strategic goals Understanding key aims in your team Understands the key aims of own area and how it relates to own job and responsibilities Thinks about the mission and vision of the and implications in day to day work Identifies key issues in own work Understands and is sensitive to wider organisational priorities Uses analytical techniques to break down complex problems into component parts Anticipates obstacles and thinks ahead to next steps Internally focused; only interested in meeting own area s goals Looks too short term when problem solving Works only from own perspective Allows initiatives to be developed and implemented that are at odds with the strategy and own area s key goals Cannot understand implications of own work in wider strategy/ business Prevents others from forming broader concepts/strategies citing irrelevance; inability to understand connections Page 6

7 LOOKING TO THE FUTURE Embracing Change Recognises the need for change and is forward looking. Promotes the benefits of change to others and regularly comes up with new ideas. Has the willingness to adopt new ways of working and to make improvements. Initiating change across the Takes the initiative to ensure future success of the and area/ function by presenting new ideas and approaches Promotes and actively drives change at organisational level Creates momentum for continuous improvements Driving and supporting change in your area Accepts the reality and requirements of change as part of achieving organisational goals Is able to achieve change at individual and functional level Reviews and revises plans to meet with changing circumstances Is supportive of others during change Develops and implements new ideas Making improvements in your own role Comes forward with new ideas and concepts Anticipates change and prepares for it Accepts change and runs with it Willing to experiment, enterprising in approach Builds on others ideas and suggestions Willing to change ways and policies in light of new information Always sticks to tried and tested ways constantly seeking stability Threatened by change Does not actively look for ways to improve Focuses on what is wrong rather than what is right in any new situation Blinkered to new ideas and ways risk averse Displays reluctance to get to grips with new technologies and techniques Is resistant to change and causes friction within the team Dissuades others from making improvements citing difficulties in implementation Page 7

8 LOOKING TO THE FUTURE Gathering Information Gathers a broad range of relevant information from internal and external sources making this information widely available. Uses information to gain competitive advantage. Keeping the in touch / Supporting systematic information gathering and research Understands the regional, national and global economic context, financial trends, government policies and their impact on the. Uses benchmarking to analyse external practices and to identify opportunities. Ensures systems are in place to capture and interpret trends within the HE market Sets up systems to gather and distribute information to support other processes Gains a deeper understanding of the issues affecting the organisation through various methods/sources Broader information gathering and probing Talks to all relevant stakeholders; students, academic team, suppliers, public, in order to find out what is needed Looks for impact of external developments on Collects relevant and available information from as many sources as possible Digs deeper by probing and questioning data Condenses large amounts of data into key issues Gathers information relevant to task Keeps up to date with issues Gathers relevant information and facts Is thorough in investigating an issue; no stone left unturned approach Pieces together information to identify trends Is wary of assuming things Has an eye for detail, spotting errors and ensuring accurate information Does not discern between important and unimportant information Focuses on the familiar and obvious Takes information at face value does not question or critically evaluate Is unwilling to ask questions to seek clarification Ignores or rejects information Provides inaccurate information Does not consider all angles of a situation Relies on outdated data Makes assumptions rather than gathering information Page 8

9 INSPIRING OTHERS Communicating Uses clear, concise and accurate communication, tailoring the approach accordingly and encouraging a two way communication process. Maximising clear communication at all levels Disseminates key organisational messages to staff and colleagues internally and externally and ensures understanding. Creates a cohesive image and brand through effective communication at all levels. Recognises the importance of excellent communication for the and encourages others to do so. High impact presentation style used in appropriate settings Enabling clear communication at area/functional level Encourages and supports a free flow of communication and information across own area, and the wider where appropriate. Can put forward own view whilst listening and respecting the views and opinions of others. Understands how best to appeal to the other person/group, correctly interpreting the right way to approach a situation. Uses visual and verbal presentation to add impact. Plans communication methods to add impact to messages Clear communicator Is factually correct and gives consistent verbal and non verbal messages. Clear and concise; gets the message across to others. Chooses communication tools appropriately e.g. selective use of s and other channels of communication. Tailors content of communication to the audience, changing style, tone and format appropriately. Uses face to face communication regularly; team meetings, one to ones, informal discussions/chats, briefing sessions etc Can hold attention of others using appropriate techniques; questioning, rhetorical questions, changing tone and pace of voice and animated style. Confused messages, lacks clarity Says different things to different people inconsistent messages Only uses one method of communication (such as ) Goes into meetings or presentations unprepared Too long winded in presentations written or verbal Failure to keep others informed of important and useful information, withholds information Does not listen Not interested in communicating Mumbling, incoherent in communication making message difficult to understand. Page 9

10 INSPIRING OTHERS Influencing Persuades, convinces and influences others in order to achieve results and gain support. High level influencing relationships Builds relationships with key players both internally and externally in order to gain support Develops strong organisational alliances and joint ventures Lobbies for support Using influencing strategies Uses a variety of influencing styles to suit the audience Uses experts or third parties to influence others Explains how own proposals will support the interests of others (i.e. using win-win strategies) Has a keen sense of timing; seizes opportunities Develops plans and strategies for influencing and persuading stakeholders Using direct persuasion Outlines the pros and cons of a situation Uses arguments which appeal to reason Explains the benefits of own proposal (not just the features). Effectively counters the arguments of others with preparation and anticipation Thinks about the desired impact required and plans and prepares a suitable approach Has limited impact on others Only uses formal communications, not a range of influencing behaviours Narrow range of influencing styles Does not appreciate own impact on others Does not appreciate the need to influence others Presents only the facts with no attempt at persuasion Imposes own view on others Remains aloof and separate from others Attacks other proposals in attempt to promote own. Page 10

11 INSPIRING OTHERS Projecting Confidence Projects a positive attitude through personal confidence and enthusiasm in order to achieve organisational success. Inspires the trust and confidence of others. ambassador Generates a climate of confidence in the and is an ambassador of the. Champions the goals and values of the, is inspirational to those around them. Encourages a culture that values diversity and has the confidence to support and champion organisational diversity. Builds confidence in others Energises others by being passionate about their area. Has the self confidence to take unpopular but necessary decisions. Displays genuine interest and confidence when dealing in diverse range of academic disciplines, services and student activities across the. Displays the confidence to challenge politely colleagues regardless of seniority. Projects a professional image including dressing appropriately. Sees the success and advancement of colleagues in a positive light. Celebrates success in own area with others. Personal confidence Projects energy Enthusiastic and positive outlook Confident statements of own position or views Demonstrates self assured manner High level of self-motivation even when things are not going well Remains calm when responding to challenging situations Believes and values own evidence based judgement, even if it is different from others Shares personal success stories with others not boasting Uninterested Does not appear to be confident Is reluctant to state own ideas, thoughts or suggestions Displays inflated or negative self image Appears arrogant or aggressive Undermines the confidence of others/team Expresses doubts and lack of confidence in self, others and the. Page 11

12 WORKING TOGETHER Developing Talent Motivates and develops self and others to achieve high performance. Demonstrates a positive approach to developing skills and general performance. Building organisational capability Recognises the value of learning from mistakes, experimental processes and risk taking in order to build a culture of continuous learning and development Creates, supports and promotes organisational learning and development initiatives Provides clear direction to colleagues in a way that motivates and empowers others Actively developing others Focuses team and departmental development on wider organisational aims and objectives Personally involved in supporting the development of others acting as a coach, mentor or trainer Looks at ways of developing and stretching others through significant on the job opportunities such as one off projects, secondments etc. Provides feedback identifying areas for development and recognising good work Actively manages and supports staff through the PDR process, promotions and reward mechanisms. Helps others to recognise their own strengths and weaknesses Gives timely and constructive feedback Gives on the job support and training, looks at enabling skills transfer development Puts time and effort into own performance review and PDR process Reviews own ways of working to identify learning and improvements and puts them into practice Works towards developing professional qualifications and/or accreditation Asks others for feedback on own performance Responds positively to feedback by changing and adapting behaviour Has a positive approach to new situations recognising different learning opportunities Grasps opportunities to expand own responsibilities and expertise, investing personal effort in enhancing skills and continuous learning Recognises and values the success and advancement of colleagues Does not share experiences and insights Relies purely on training courses to address development needs Does not recognise the value of on the job training and development Uses training and development purely as a solution to problem performance, punitive Does not tolerate mistakes or see the value in learning from things that have gone wrong Provides little or no feedback to others Only interested in promotion rather than development Restricts opportunities for individuals to learn and develop Page 12

13 WORKING TOGETHER Team-working Works collaboratively with others, plays a positive role in teams and establishes and grows relationships across the organisation where different skills, expertise and opinions are valued Creating a collaborative culture Gets involved in external groups across HE and other relevant sectors Constantly looking at ways of building alliances and relationships Creates opportunities for teamwork across departments and functions in order to deliver objectives and to develop people Building team spirit and working across teams Operates in a number of different teams and groups across the organisation Understands that differences in the team are strengths and looks at ways of developing and nurturing different skills Moves people from team to team to build better and more productive teams Shares praise with the team and passes on credit Knows team members on an individual basis Confident in adopting a range of team roles Looks at ways of developing cross functional co-operation and support Uses effective facilitation skills to ensure effective use of time and resources in meetings (ensuring that everyone has a say, summarising opinion, keeping to time and agenda etc) Co-operative Respects the expertise and contribution of others even if own opinion is different Shares relevant and useful information with others Keeps other team members up to date with progress Gets involved with team tasks Willing to help others and share workloads Supportive of team decisions Asks others opinion Encourages others to get involved Talks about other team members in a positive way Respects the value that different views bring to the team Opts out of team activities, aloof and insular Becomes drawn into personal antagonisms Always has to have the final say Defensive about own patch Dominating Talks negatively about team members and activities Purposefully withholds information that could be useful Only pursues own agenda Shuns opportunities to get involved in networks Dismissive of views and opinions of others Page 13

14 WORKING TOGETHER Understanding Understands colleagues, students and other stakeholders. Builds organisational understanding Creates an environment of trust and respect in which people can say what they think without fear Understands and values the perspective of stakeholder groups students and parents, colleagues, research bodies and public opinion Acts with an in depth understanding of diversity Keeps in touch with the mood of the organisation, tunes in to staff and student issues Understands underlying issues Understands individual or group motives Understands the culture of a particular area, school or faculty Shows insight into people from diverse cultures and backgrounds Discloses own true thoughts and feelings to enable others to do the same Listens and understands Makes time to listen Clarifies understanding of others to avoid misinterpretation Recognises emotion in other peoples reactions Reads body language and picks up other clues to understand what is really being said or thought Adapts own response to take into account cultural differences, behaviours and perspectives Paraphrases and reflects using active listening techniques in order to check understanding Uses open ended questions to open up discussions and to find out true thoughts and feelings of others Jumps to conclusions about people Does not see things from other people s perspective Does not listen Does not value a different point of view Undermines trust Is insensitive to others Talks over others Interrogates others to build up a case against them Page 14

15 TAKING RESPONSIBILITY Planning and Organising Manages time and resources by prioritising and organising effectively. Planning and managing organisational goals Establishes effective management control systems Anticipates future demands for staff, information etc. Actively engages in organizational resource planning Planning and managing team/department work Effective at monitoring and controlling work flow of teams Effective at organising and managing heavy and complex workload Identifies quickly what is important and prioritises accordingly Establishes clear roles and responsibilities for self and others Maintains flexibility in work plans to allow for changing circumstances Planning and managing own work Works in a planned and structured way Uses own and others time effectively Sets own priorities in conjunction with team and area objectives Plans workload and tasks in a systematic way Ensures that all activities are completed on time Uses systems and tools to ensure records and audit trails are clear and up to date Keeps work systems up to date, neat and tidy Ensures that others know how process and systems work Waits to be told what to do rather than organising own work Disorganised - misses deadline, loses paperwork Continually cancels meetings Finds difficulty in setting priorities Sets unrealistic plans Reactive work style Panics under pressure Overly structured or rigid Will not change plans Makes mistakes regularly Does not complete assigned work Page 15

16 TAKING RESPONSIBILITY Finding Solutions Generates a range of viable options and decides on an appropriate course of action that best fits organisational and area goals. High level solution focus Considers large amounts of complex information quickly and identifies key issues Thinks broadly when faced with problems, consults others and builds on the ideas of others, borrowing and adapting to find the best solution Sees and/or develops a range of options to deal with problems and uses skill, knowledge and experience to decide how to proceed Anticipates potential problems well into the future and incorporates action plans into current activities Big decision making Recognises urgency and takes decisive action when required, Identifies when given contradictory or inaccurate information Formulates options and possible scenarios for consideration Encourages creative and innovative thinking in self and others Makes decisions based on understanding the wider organisational needs and having considered a range of possible options Sorts things out Uses initiative to sort things out, is enterprising in effective use of material, financial and human resources Looks at ways of overcoming obstacles rather than coming to a standstill Confidently deals with a broad range of information Keeps an open mind to alternative ways of doing things Proactively anticipates and plans for likely problem areas or obstacles by assessing and managing risks Is easily set back, takes things personally Overlooks key details Is overwhelmed when things go wrong Taking a narrow view on a situation: that won t work Refuses to consider alternatives Opts out if things start going wrong Quickly passes on problem to someone else to sort out Blames others Page 16

17 TAKING RESPONSIBILITY Delivering Services Works continually towards achieving excellent service delivery through understanding and meeting/exceeding the expectations of the area, the, students, colleagues and other stakeholders. Drives organisational excellence Develops objectives and KPIs that ensure that the key aims of the area and the are achieved Empowers others through motivation, development and process to deliver excellent service Thinks customer/stakeholder in all aspects of the role. Actively promotes and develops processes to ensure that excellent service and continuous improvement are integral to the way we work. Values and uses quality improvement measures and techniques in plans, budgets and objectives Has an organisational understanding of what customer/stakeholder requirements are and seeks to deliver them across the Develops a high performance culture Demonstrates high energy and commitment to the delivery of excellent service Knows and understand customer/stakeholder needs in terms of dept/area outputs Sets stretching but achievable goals to ensure that continuous performance improvement is achieved Creates Service Level Agreements (SLAs) where appropriate and/or performance targets which are clear to the team and the customer/stakeholder Continually seeks feedback on team/department performance and looks at ways of improving service levels based on feedback Getting the job done well Sees other departments and colleagues as customers and follows through on their enquiries and requests Keeps fellow team members up to date with progress Co-operates with others in achieving targets Takes responsibility for achieving own targets Has a positive attitude for doing things better Looks for ways to make immediate improvements (quick wins) Pays attention to detail Strives to deliver high quality results Is enthusiastic in getting the job done on time Does the minimum to get by Gives up if things don t go to plan Sees no need to improve Is not bothered if targets are not achieved Takes sole credit for achieving results Blocks or resists attempts to set targets and measure progress Avoids dealing with difficult problems Page 17