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«WHAT ELSE WILL THE COMPETENCY FRAMEWORK BE USED FOR? Knowing which competencies relate to your role is vital. Not only will it help you to identify ...»

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SENIOR LIBRARY ASSISTANT

COMPETENCIES

INTRODUCTION

WHAT ARE COMPETENCIES AND WHY DO WE NEED THEM?

Competencies are the skills, knowledge, practical behaviours and attitudes which inform the way you operate in working life. MMU’s competency framework

comprises thirteen sections designed to cover the major aspects of every support staff role in Grades 1-7 within the University. This way of looking at jobs is not new to MMU; when applying for a job at the University, you will have been assessed against a list of criteria as detailed in the person 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 person specification in greater detail. The result? An up-to-date description of what is needed for your job.

So why are competencies required and what will they be used for? In order to meet the evolving demands of its customers, MMU 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 quality service is consistently maintained. By encouraging excellence within roles, the framework will enable staff and the University to respond to future changes. The framework also supports processes that lead to reward and recognition for those staff who demonstrate high levels of competency.

WHAT ELSE WILL THE COMPETENCY FRAMEWORK BE USED FOR?

Knowing which competencies relate to your role is vital. Not only will it help you to identify your development needs but it will 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  When selecting internal applicants for posts and promotions  To determine appropriate training  For career and personal development including the development of an exciting career path within MMU It is important to note that the competency profile will not replace your job description.

HOW HAVE THE COMPETENCIES BEEN DETERMINED?

A dual approach was taken to the development of the competencies. Representative groups of managers and staff were involved in identifying the competencies required for different groups of support staff. These competencies were then matched to and integrated with competencies created by looking at the HERA role profiles. The final stage was to determine the appropriate level of competency required for each role for each of the thirteen sections of the competency framework.

THE COMPETENCIES

There are 13 competencies in total. The first four competencies that appear in your individual competency profile will be the key competencies which are considered most important to your role, the remaining 9 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 your role details only those levels which you are required to demonstrate, however, it is possible to see the other levels and the competencies required for other roles via your line manager and the HR website. This information can be used to build a career path within MMU, 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 HERA profiles, 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 level of competence or show that you are already working at a higher level of competency, the framework can be useful in demonstrating how.

Depending upon the role that you undertake, some of your 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).

Where a competency level is an additional focus, some of the examples and competency indicators may not be relevant to your role, however you would be expected to undertaking some of the examples at this level and meet as many of the competency indicators as possible.

Where more than one competency level is marked as a main focus, both levels are equally important to the role.

It is recognised that competencies will be developed over time and that someone new to a role might not necessarily 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, stage 2 describes what is expected of someone demonstrates the required level of competency for the role, and stage 3 describes indicators of a higher, well developed level of competency.





KEY COMPETENCIES

COMMUNICATION

Covers communication through written, electronic or visual means and oral communication, in both informal and formal situations. This may include the need to convey basic factual information clearly and accurately; conveying information in the most appropriate format; and explaining complex or detailed specialist information.

MAIN FOCUS

In addition, the role holder frequently receives, understands and conveys 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.

–  –  –

Examples might include:

 responding to requests for information/assistance from employees, students, parents, or members of the public  providing answers to regularly posed questions  providing a standard service working to set procedures and guidelines

–  –  –

Maintains a calm composure and responds Ensure that the experience of each customer is Helps others beyond their expectations and reacts appropriately and professionally in difficult situations positive and satisfactory appropriately to unexpected events or questions

–  –  –

Examples might include:

 deciding when and how to respond to requests for information or assistance  when to order replacement stock  organising a meeting  when to draft a document  producing a booklet  designing a new spreadsheet to manage data

–  –  –

Examples might include:

 understanding and adhering to University policies, ie admissions/enrolment/finance/customer services procedures  treating all staff, students, visitors and other stakeholders (i.e. parents, potential employers) with respect, including those with disability  identifying and reporting inappropriate behaviour i.e. sexist, racist, ageist, homophobic etc.

 observing and understanding the use of data protection procedures in dealing with sensitive material Competency Indicators Acts in a manner that is consistent with MMU policy Focuses on students as customers and responds Demands excellence in all service provision and procedure flexibly to meet all customers’ needs Interacts with and accepts people from diverse Recognises when others are exhibiting sexist, racist, cultural, social and religious backgrounds and ageist, homophobic or other forms of inappropriate respects the rights of individuals behaviour and reports it to the relevant person Demonstrates through appropriate action clear understanding of the aims of the immediate and extended team and how its work contributes to the overall aims of the institution

FURTHER COMPETENCIES

TEAMWORK, MOTIVATION & TEAM DEVELOPMENT

Covers team work and team leadership when working in both internal and external teams, project and virtual teams. This may include the need to undertake delegated work; contributing as an active member of the team; motivating others in the team; and providing leadership and direction for the team.

This section also 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 individuals who are supervised, mentored or managed by the role holder; and giving guidance or advice to team members on specific aspects of work.

MAIN FOCUS

The role holder is required to be supportive and encouraging of others in a team; help to build co-operation by setting an example and showing a flexible approach to delivering team results; contribute to building team morale as an active participant in the team.

AND The role holder is also required to give day to day advice, guidance and feedback on specific tasks, issues or activities on the basis of their own knowledge or experience.

Examples might include:

 acting as a role model to less experienced colleagues  covering for colleagues’ work during absence  actively supporting team members  planning and prioritising own tasks and workload  training new staff on procedures and changes to working practices  explaining how to follow an operational procedure and the reasons for doing so  showing a colleague how to use a new computer-based application, providing feedback and helping to make improvements to level of use

–  –  –

Examples might include:

 gathering information from people in other areas at the request of a supervisor or in response to a customer demand/request  sending information to staff in other teams  confirming arrangements for a meeting  processing routine orders with suppliers

–  –  –

Examples might include:

 spending petty cash or buying low cost items within a local budget  deciding when to hold a meeting  choosing stock from the preferred supplier's list  deciding how best to complete work  giving input at team meetings regarding own area of work i.e. updates  advising customers with regards to various procedures and the likely outcomes of decisions

–  –  –

Accepts responsibility for collaborative decisions Explains the issues involved and the consequences Anticipates risks surrounding decisions and puts of routine decisions when making collaborative measures in place to alleviate any issues decisions

PROBLEM SOLVING & RESEARCH

Covers investigating issues, identifying or developing options and selecting solutions to problems which occur in the role. This may include following standard procedures to gather information and to identify problems and their solutions; analysing data and using initiative to select from available resolutions; carrying out research or collating and analysing a range of data from different sources; resolving problems where an immediate solution may not be apparent; anticipating and dealing with highly complex problems; and carrying out major research projects.

MAIN FOCUS

The role holder is required to solve standard day to day problems as they arise; establish the basic facts in situations which require further investigation; choose between a number of options which have clear consequences, following guidelines or referring to what has been done before; recognise when a problem should be referred to others; gather information using standard procedures.

Examples might include:

 organising temporary cover for absent staff  making travel and accommodation arrangements  dealing with complaints by referring to guidelines or what has occurred before  informing academic staff of relevant student issues  reporting maintenance or equipment faults or failures  checking stock levels against the inventory  gathering information from others (e.g. the number of students enrolled on a course or assessment marks)  general data inputting and routine checking for accuracy

–  –  –

Examples might include:



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