Business Support Grade 9 Competencies Introduction · 2019. 3. 26. · Business Support – Grade 9 Levels Each competency has a number of levels within it. The competency document

Business Support – Grade 9

Business Support Grade 9 – Competencies Introduction

Competencies are the skills, knowledge, practical behaviours and attitudes which inform the way you operate in working life. Ulster’s competency framework comprises of up to 14 sections, based upon the HERA job evaluation scheme, designed to cover the major aspects of every support role in the grades 1 to 9 within the University. This way of looking at jobs is not new at Ulster; when applying for a job at the University, you will have been assessed against a list of criteria as detailed in the personnel specification in order to decide whether or not you had the ability to undertake the job you applied for. The competencies are a natural progression, building on aspects of the personnel specification in greater detail. Why competencies are required and what will they be used for? In order to meet the evolving demands of its customers, Ulster is undergoing a period of change. The competency framework will help to ensure that staff across the institution are working to the same standards so that the current high service is consistently maintained. By encouraging excellence within roles, the framework will enable staff and the University to respond to future changes. What else will the competency framework be used for?

Knowing what competencies relate to your role is vital. Not only will it help you to identify your development needs but it will also suggest which areas could make best use of your natural talents. The competencies can also be used:

Within recruitment to ensure that the best people are selected to meet the University’s needs;

To determine appropriate training; and

For development purposes including personal development via the Development Appraisal Review (DAR) process.

How have the competencies been determined?

The competencies have been created within the HERA framework and are based upon the Generic Role Profiles (GRP’s) developed and agreed locally with Faculties, Departments and the 3 recognised trade unions i.e. Unison, Unite & UCU. The competencies The first six competencies that appear in the competency profile are the key competencies which are considered the most important to your role, the remaining further competencies will be relevant to your role but not to the same degree, and are not listed in any order.


Levels

Each competency has a number of levels within it. The competency document for the level attached to the Generic Role Profile (GRP) for the grade attached to your post details those levels which you are required to demonstrate in your current post. This information can be beneficial, for example, should you wish to apply for a different job. The competency framework will enable you to identify which areas you are already competent in and which areas you will need to develop. Because the competencies are based on the GRP’s using the HERA job evaluation scheme, no-one will be asked to work at a higher level than that which is required for their job and grade, however, should you wish to further develop your competencies the framework can be useful in demonstrating how. Depending upon the role that you undertake, some of the competencies will contain two levels – a main focus (the level at which you are required to work most of the time i.e. frequently) and an additional focus (a higher level of activity which is an important part of your role but required less often). It is recognised that competencies will be developed over time and that someone new to a role might not possess the same level of competency as someone who is more experienced. The ‘Competency Indicators’ describe what competencies are expected at various stages. Stage 1 describes what would be expected from someone new to the role and during their probation i.e. entry/developed stage; Stage 2 describes what is expected from someone and demonstrates the required level of competency for the role i.e. core/expected stage; and Stage 3 describes indictors of a higher, well developed level of competency i.e. exceptional stage.

The default level for any role profile is the middle one i.e. core/expected thus links the competency framework directly to the requirements of the role.


Key Competencies


COMMUNICATION

Covers communication through written, electronic or visual means and oral communication, in both informal and formal settings. This may include the need to convey basic factual information clearly and accurately; conveying information in the most appropriate format; explaining complex or detailed specialist information. MAIN FOCUS The role holder receives, understands and conveys straightforward information in a clear and accurate manner; is required to convey information which needs careful explanation or interpretation to help others understand, taking into account what to communicate and how best to convey information to others and is required to both convey and understand complex information which may be highly detailed or specialist in oral and written format.

Competency Indicators

Stage 1 Stage 2 Stage 3

Routine information is provided clearly and concisely. Communication is initiated, in a timely fashion. Message is tailored to suit others needs.

Messages are conveyed accurately.

Information is summarised accurately. Information or message has been received accurately.

Notice is taken when information is being given.

Recipient’s reactions are noticed and appropriate responses are given.

Non-routine matters are clarified.

Delivery methods are chosen and tailored to aid understanding and meet the needs of others.

Explains complicated matters simply.

Complicated matters are explained clearly.

Takes action to correct any misunderstanding or mistakes.

Uses a variety of techniques, selected to suit the needs of others’ and aid understanding.

Content of message is structured logically.

Checks on recipient’s understanding and takes action to remedy any miscommunications.

Checks understanding and re-presents or restructures message to correct any misunderstandings or mistakes.

Is able to understand, use and explain technical terms commonly in use in own area of work.

Adopts style in response to feedback.

Understands complex, conceptual and specialist maters and explains them to non-specialists so they can understand them.

Summarises and interprets complex, conceptual and special matters to aid others’ understanding and aimed at their needs.

Is regarded as an engaging and well informed communicator.

Uses a range of communication methods and constructs messages to meet the needs of others.

Uses appropriate styles and arguments to influence and negotiate satisfactory outcomes.

Excites and enthuses audiences with mixed levels of understanding.


Competency Indicators (Continued)


Can communicate effectively to diverse audiences and individuals.

Monitors understanding of others, develops approach and takes corrective action if required.

Marshals information and presents compelling arguments.

Negotiates to achieve mutually satisfactory outcomes.

Responds appropriately to requests for information Written material is well structured, clear and concise. Takes initiative to keep other people informed.

Information and messages are conveyed accurately and promptly.

Consideration is given to other’s needs when choosing how to present the material.

Format of information is adapted to meet the needs of the recipient and help understanding.

Initiates communication and keeps others informed as necessary.

Anticipates the others’ needs for information. Uses a combination of media and styles designed to suit the needs of diverse audiences and aid their understanding.

Structures material logically. Adjusts the level of content to suit audiences with varying levels of understanding and ability.

Adapts approaches in response to reactions from others.

Uses a range of media, selected to meet the needs of others and help their understanding.

Provides information in a suitable format so that the others’ needs are met.

Uses a range of different formats, chosen to the diverse needs and ensure understanding.

Conveys information of a complex, conceptual and specialist nature using styles and media appropriate for the recipient.

Conveys information of a complex, conceptual and specialist nature using a range of styles and media selected to meet the needs of others.

Is regarded as an interesting, readable and well conveyor of ideas.

Presents complex information in formats appropriate to non-specialists without comprising meaning.

Chooses and uses appropriate styles and media to influence the views of the others.

Monitors the reactions of others and takes appropriate steps to remedy any miscommunications.

Actively canvases feedback and adapts approaches accordingly.


TEAMWORK & MOTIVATION

Covers teamwork and team leadership when working in both internal and external teams. This may include the need to contribute as an active member of the team; motivating others in the team; and providing leadership and direction for the team. MAIN FOCUS The role holder is required to form and communicate a clear vision of what is to be achieved overall by the team; encourage individuals to contribute to this common goal to the best of their ability; create a sense of unity and common purpose.


Stage1 Stage 2 Stage 3

Ensures that everyone is aware of the teams overall aims and objectives.

Develops objectives in ways that enable team members to contribute and identify with collective objectives.

Develops team member’s abilities and attains greater levels of achievement by encouraging joint working.

Includes all members in the work needed to achieve the teams overall aims and objectives.

Finds ways for individuals to achieve their objectives and development plans without compromising the team’s priorities.

Acts as a role model by putting partnership working into practice.

Emphasises the need for collaborative working.

Creates a sense of common purpose. Develops opportunities for and facilitates cross team working.

ADDITIONAL FOCUS The role holder is required to contribute to managing the inter-relationship between different teams and their impact on the overall aims of the institution; help to break down barriers between teams; build beneficial working relationships across teams.

Competency Indicator


Draws teams together to work on common aims and fosters collaborative working.

Encourages contribution and involvement from staff at all levels.

Creates a culture that facilitates and promotes partnership working and rewards achievement from united effort as well as individual success.

Anticipates potential sources of conflict and takes early preventative action.

Recognises and rewards individual and collaborative achievement.


PLANNING & ORGANSING RESOURCES

Covers organising, prioritising and planning time and resources, be they human, physical or financial. This may include planning and organising one’s own work; planning work for others on day to day tasks or on projects; carrying out operational planning; and planning for coming years. MAIN FOCUS The role holder is required to take responsibility for the operational planning and organisation of larger projects or areas of work which are likely to last longer than one year; involved in the setting of performance standards and establish monitoring procedures to keep track of progress across different aspects of the work; providing input to longer term planning.



Agree objectives and resource requirements for team or area of operation.

Gathers information to identify future demands and opportunities and develops longer term plans.

Provides advance information and involves team members in contingency planning.

Monitors overall progress of project of area of operation and ensures corrective action is taken if required.

Co-ordinates the work of others to improve performance and use of resources.

Evaluates the achievement of plans and provides feedback to support the achievement of the longer term strategy.

Involves other areas appropriately and co-ordinates effort and resources so performance standards and shared objectives are achieved.

Reviews performance and uses experience to make improvements to planning and organisation.

ADDITIONAL FOCUS The role holder is required to carry out planning on a long-term or strategic basis (typically covering a period of at least three to five years) that will affect large parts of the Institution.



Creates strategic plans designed to achieve long term aims with contingencies to cover any shortfall.

Involves others in the creation on long term objectives and strategic planning.

Ensures that planning processes are robust and well informed.


Competency Indictors (Continued)


Co-ordinates teams and units to focus effort and resources on critical activities.

Anticipates changes in demand, opportunities or obstacles that would affect the chances of success.

Gathers intelligence to influence the Institutions internal and external operations.

Ensures that resources are provided as needed. Ensures that relevant strategic information is shared so others adjust operational plans accordingly.

Uses opportunities to create plan resources to secure the Institutions long term future.

Addresses competing demands or conflict between teams or units.

Anticipates competing interests and takes action to prevent any adverse impact on the implementation of plans.

Uses planning processes to involve key stakeholders and gain their commitment to implementation.


SERVICE DELIVERY

Covers the provision of help and assistance to a high standard of service to students, visitors, members of staff and other users of the institution. This may involve reacting to requests for information or advice; actively offering or promoting the services of the institution to others; and setting the overall standards of service offered. MAIN FOCUS The role holder is required to deal with internal or external contacts where the service is usually initiated by the role holder, working within the institution’s overall procedures or policies; AND/OR understand and explore customers’ needs; adapt the service accordingly to ensure the usefulness or appropriateness and quality of the service (i.e. content, time, accuracy, level of information, cost.)



Seeks ways to improve and adjust current levels of service.

Adopts services and systems to meet customers needs and identifies ways of improving standards.

Anticipates potential problems and initiates ways of improving standards.

Deals with complaints.

Learns from complaints and takes action to resolve them.

Anticipates changes in demand and develops services based on market research.

Initiates contact with customers to obtain their reactions and views about future needs.

Collates feedback and views from customers and keeps up-to-date with market trends to inform service development and make changes.

Uses quality measures to identify improvements.

Actively promotes services.

Develops standards of service delivery beyond those generally accepted.

Identifies ways to gain competitive advantage through the delivery of superior levels of service.


ADDITIONAL FOCUS The role holder is required to contribute to setting the standards for service across a function or area of the institution; monitor service levels; pre-empt changes in customer needs and anticipate future requirements; maintain overall quality balancing different demands; ensure others have the support they need to provide quality service and fulfil their role.



Sets standards sufficiently high to meet customer expectations.

Sets standards sufficiently high to achieve Institutional objectives.

Sets challenging standards to develop services and advance the reputation of the Institution.

Monitors standards and levels of service. Monitors standards and levels of service constantly. Develops quality assurance procedures to support the achievement of strategic goals.

Obtains feedback and uses market research to inform developments and assure quality.

Identifies ways of making improvements to standards and levels of service constantly.

Uses knowledge of wider developments and emerging trends to develop existing and new services to achieve strategic goals.

Is aware of external factors that may impact services and takes action to minimise potential damage.

Identifies ways of making improvements to standards based on feedback and anticipated changes in the market.

Carries out risk assessment of external and internal factors that may impede the achievement of strategic objectives and takes action to maximise or minimise opportunities and threats.

Is aware of external factors that may impact services and the Institution and takes opportunities to maximise the opportunities.


KNOWLEDGE & EXPERIENCE

Covers the relevant knowledge needed to carry out the role, however acquired, whether this is technical, professional or specialist. This may include the need for sufficient experience to carry out basic, day to day responsibilities; the need for a breadth or depth of experience to act as a point of reference to others; and the need to act as a leading authority in one’s field or discipline. MAIN FOCUS The role holder is recognised as an authority in their field or specialism within the Institution based on demonstrated expertise; shape and influence developments within the Institution through their own contribution to their area of expertise.



Acts as the main source of expertise in own area of work within the Institution.

Advice is sought by others working in the same area. Used as a role model for others.

Provides definitive answers to technical and professional questions.

Leads the technical or professional development of own area of expertise within the Institution.

Asked to contribute to the development of own specialism externally.

Contributes to the formation of institutional policy and development.


INITIATIVE & PROBLEM SOLVING

Covers identifying or developing options and selecting solutions to problems which occur in the role. This may include using initiative to select from available options; resolving problems where an immediate solution may not be apparent; dealing with complex problems; and anticipating problems which could have major repercussions. MAIN FOCUS The role holder is required to resolve problems where there is a mass of information or diverse, partial and conflicting data, with a range of potential options available; apply creativity to devise varied solutions, approaching the problem from different perspectives.



Identifies problems that require new ways to resolve them.

Initiates processes and procedures to resolve new problems.

Develops creative approaches to improve problem resolution processes.

Brings together evidence obtained from a variety of sources to develop solutions.

Anticipates possible implementation difficulties and identifies practical ways of overcoming or preventing them.

Uses a variety of processes and the participation of others to develop solutions that are acceptable to those concerned and have benefit for the Institution.

Considers options in light of experience and weights their immediate and longer term benefits against their chances of success.

Takes account of others and the broader context when generating options.


Further Competencies


LIAISON & NETWORKING

Covers liaising with others both within and outside the institution, participating in formal networks and initiating and leading internal/external networks. This may include passing on information promptly to colleagues; ensuring mutual exchange of information; influencing developments through one’s contacts; and building an external reputation. MAIN FOCUS

The role holder actively liaises and networks, outside the immediate work team, with a variety of contacts and participates in networks to influence events or decisions; undertakes active collaboration to pursue a shared interest.



Passes on information promptly and accurately to all those who need to know.

Ensures that accurate information is passed on to the most appropriate people in a timely fashion to improve working practices.

Creates opportunities for sharing information to build relationships with people in other teams.

Keeps other people up to date.

Co-ordinates own effort with that of others so the work is completed effectively in line with team objectives.

Is involved in the wider life of the Institution to become better informed and improve the quality of own work and that of others.

Promotes a positive image of the institution

Exchanges information and ideas with others outside own team as a means of keeping up to date.

Works across team boundaries to build and strengthen working relationships.

Actively creates ways of being involved in relevant networks within and outside the Institution to develop approaches and ideas to benefit own and others work.

Involved in networks to benefit own area of work.

Shares information and ideas to help others develop their practice.

Actively promotes the work and image of own team and the Institution internally and externally.

Is involved in networks to pursue a shared interest as a requirement of the role.




Sets up internal networks to exchange ideas and ways of working for the benefit of own practice and those of others.

Actively seeks to build productive and enduring relationships between teams to strengthen and foster collaboration.

Leads and develops internal networks to pursue a shared interest and influence events or decisions.

Recognises the need for and sets up sustainable networks to develop institutional best practice and innovation.

Identifies gaps in existing networks and fills them to develop approaches and partnership working across the Institution.

Recognises when networks have achieved their purpose and acts to replace them appropriately.


DECISION MAKING PROCESS & OUTCOMES

Covers the impact decisions within the institution and externally. This may include decisions which impact on one’s own team, decisions which impact across the institution, and decisions which could have significant impact in the longer term within or outside the institution. MAIN FOCUS The role holder is required to take decisions or to be involved in decision making that will have an impact of limited and/or far reaching spread which may endure for some time.



Makes timely and considered decisions by gathering sufficient data.

Considers wider impact of decisions, assesses possible outcomes and their likelihood.

Combines rational analysis and experience to take long-lasting or complex decisions that can be implemented.

Considers the impact of decision on own area of work, that of others and the Institution as a whole.

Uses judgement to make decisions with limited or ambiguous data and takes account of multiple factors.

Takes account of immediate and potential factors and their possible impact on successful implementation across the Institution or by external bodies.

Knows when a decision is beyond the roles level of responsibility and when to refer to others.

Distinguishes between the need to make a decision, when to defer and when not to take a decision.

Contributes to decision making by providing relevant information and options.

Helps others to explore options that initially appear to be in appropriate or unfeasible and recognise when a decision is or is not needed.

Identifies and introduces emerging or concealed issues into consideration to ensure that all impacting factors are considered.

Helps others understand complex, confusing or ambiguous data.

Enables others to contribute to decisions. Enables the group to test options and assess the merits of likely outcomes against the resources needed for implementation and the chances of achievement measured against various success criteria.

Ensures wider considerations are taken into account.

Ensures that options are weighed, outcomes identified and chances of success considered.

Accepts responsibility for collaborative decisions.

Challenges decisions, appropriately to ensure consideration and processes are robust.




Presents a range of potential options and possible choices and possible choices.

Anticipates and highlights issues that need to be taken into account.

Designs processes to assist complex and sustainable decision making.

Outlines risks and likely chances of realising desired outcomes.

Outlines possible impacting factors, assessing their degree of influence on the choice of options.

Identifies and introduces possible options previously not considered and implications that may have wider and longer term impact.

Ensures previous learning is included.

Provides criteria for assessing the merits of decisions.


TEAM DEVELOPMENT

Covers the development of the skills and knowledge of others in the work team. This may include the induction of new colleagues, coaching and appraising any individuals who are supervised, mentored or managed by the role holder, and giving guidance or advice to one’s peers or supervisor on specific aspects of work. MAIN FOCUS The role holder is required to advise or guide new starters working in the same role or unit on standard information or procedures; is required to train or guide others on specific tasks, issues or activities; give advice guidance and feedback on the basis of their own knowledge or experience; deliver training; and additionally the role holder is required to carry out training or development activity according to the needs of the individual or group; define the performance standards required, identify appropriate developmental activity by conducting staff appraisals and performance reviews and agreeing what needs to be done to satisfy any training or development needs; gives feedback and guidance on overall performance.



Provides help and support to new colleagues.

Provides induction material and early experience to help new colleagues learn their job and become part of the team quickly.

Prepares for new colleagues and ensures that the information and help they may need is ready.

Acts as a buddy, coach and role model to new colleagues without waiting to be asked.

Suggests ways of improving induction and the provision of support to new team members.

Provides training and instruction to other team members within own area of responsibility.

Produces material to help other learn. Suggests ways of improving individual and team performance through training and development activities.

Coaches colleagues and supports their development. Recognises when a colleague needs help and provides appropriate guidance.

Acquires new knowledge and skills and shares learning with others.

Suggests constructively ways in which other team members could improve their performance.

Provides constructive feedback to aid the development of other team members and the team as a whole.

Creates training and development opportunities for team members.

Plans and generates training and development opportunities to meet team member’s current and future needs.

Finds way to improve individual and team performance through learning and development.




Provides feedback, carries out appraisals and reviews development needs of team members.

Ensures team members to apply their learning. Demonstrates the value of learning by being involved in development activities and taking action to meet needs.

Approves plans to support the achievement of development needs.

Evaluates learning and development activities with those involved.

Ensures that projects and incidents are evaluated and that learning from success and mistakes is abstracted and applied.


ANALYSIS & RESEARCH

Covers investigating issues, analysing information and carrying out research. This may include following standard procedures to gather and analyse data; identifying and designing appropriate methods of research; collating and analysing a range of data from different sources; and establishing new methods or models for research; setting context for research. MAIN FOCUS The Role holder is required to identify an appropriate existing method of analysis or investigation according to the data and objectives; recognise and interpret trends or patterns of data; identify or source additional information which could potentially help the investigation as the analysis progresses.



Selects appropriate methods for data gathering and analysis.

Designs and uses data gathering and analytical methods appropriate for each investigation.

Carries out investigations into complex or sensitive issues.

Gathers data thoroughly and accurately and subjects it to rigorous analysis.

Recognises and accurately interprets patterns and trends.

Identifies underlying issues and or areas needing further investigation.

Obtains additional data if required.

Recognises when additional data is required and identifies appropriate sources. Produces reports that identify key issues and findings.

Assesses the comparative merits of various sources and types of data and different modes of analysis.


PASTORAL CARE & WELFARE

Covers the welfare and well-being of students and staff within the institution, in both informal and formal situations. This may include the need to be aware of the support services available; giving supportive advice and guidance; and counselling others on specific issues. MAIN FOCUS The Role holder is required to show sensitivity to those who may need help or, in extreme cases, are showing obvious distress; initiate appropriate action by involving relevant people; and is required to give advice on commonly occurring welfare issues or queries following standard welfare procedures for the institution.



Is sensitive to the needs of others.

Calms and reassures those in distress. Anticipates the need for information, help and advice and organises their provision.

Promptly obtains assistance for others, if needed. Provides assistance recognising the limits of own ability and responsibility.

Provides support and help to those in distress.

Refers to others when extra help is needed.

Accepts responsibility in emergency or distressing situations until help arrives.

Supplies information on routine welfare issues.

Deals with difficult situations or confidential matters, according to policy and procedures.

Adapts procedures within policy limits to address particular situations sensitively and appropriately.

Provides accurate and appropriate advice, sympathetically and confidentially.

Involves others or refers elsewhere for assistance if the situation becomes more complex and if additional help or information is required.

Seeks guidance and support when dealing with complex or sensitive issues.

Recognises when the limits of own responsibility or ability are reached.

Checks that advice or action was helpful, without comprising confidentially.


WORK ENVIRONMENT

Covers the impact the working environment has on the individual and their ability to respond to and control that environment safely. This may include such things as the temperature, noise or fumes, the work position and working in an outdoor environment. MAIN FOCUS The role holder works in an environment which is relatively stable and has little impact on the way in which the work is completed; no specific health and safety responsibilities other than statutory duty of care to ensure the health and safety of self and others at all times.



Follows good practice guidance and complies with health and safety and welfare policies

Recognises common hazards and risks. Demonstrates safe working practice and acts as a role model.

Accepts responsibility for the effect actions may have on others.

Eliminates hazard or risk and safeguards situation. Advises others on their responsibilities within policies, procedures and legislation.

Notifies others if required. Identifies ways of improving practices to achieve a more beneficial and productive work environment.

ADDITIONAL FOCUS The role holder understands how the work environment could impact on their own work or that of colleagues; takes standard actions within health and safety guidelines where applicable, to adopt to the environment e.g. following safe procedures using machinery or electrical equipment, ensuring use of PPE as appropriate, carrying out routine risk assessments and health and safety inspections.



Takes appropriate action to identify and remove hazards and responds to risks.

Ensures that safe practice and the use of protective equipment and clothing are part of the normal day to day working.

Works with others to improve safe working practice and the environment.

Informs others of risks and makes them aware of the actions needed to contain, reduce or manage risks.

Reviews and reports on working practice and the environment to highlight potential risks and hazard.

Ensures that follow up action is taken to remove identified hazards or risks.

Involves others to increase their understanding of the nature of risks and hazards.


TEACHING & LEARNING SUPPORT

Covers the development of skills and knowledge of students and others who are not part of the work team. This may include providing instruction to students or others when they are first using a particular service or working in a particular area; carrying out standard training; and the assessment of students. MAIN FOCUS The role holder is required to introduce students or others who are new to the area to standard information or procedures.



Produces basic and introductory information in a logical and easily understood format.

Adopts approach and style to suit learner’s needs to assist their learning and to deal with any misunderstandings.

Develops innovative approaches to support the learning of those new to the area.

Demonstrates accurately the use of simple equipment or technique.

Gathers feedback from learners to identify ways of making improvements.

Advances practice on the basis of reflection and feedback.

Outlines procedures clearly.

Explores content and approach to take account of feedback and learners progress using a variety of methods and examples to assist understanding and learning.

Ensures the learning environment is suitable for the needs of the particular group of learners or individual.

Checks levels of understanding.


SENSORY & PHYSICAL DEMANDS Covers the sensory and physical aspects of the role required to complete tasks. This may include physical effort, co-ordination and

dexterity; using aural evidence to assess next actions; applying skilled techniques and co-ordinating sensory information; and high levels of dexterity where precision or accuracy is essential. MAIN FOCUS The role holder is required to complete tasks which either would require a minimum of instruction or light, if any, physical effort.



Requires training and practice to use methods, tools and equipment to carry out tasks to a safe standard.

Uses methods, tools and equipment and achieves the specified standard of work without supervision.

Engages in practice and skill development to improve technique and ability.

Documents

Business Support Grade 9 Competencies Introduction · 2019. 3. 26. · Business Support – Grade 9 Levels Each competency has a number of levels within it. The competency document