33 - Specialist Capability Framework

Specialist Capability Framework

Summary for International use

33 – Specialist Capability Framework 1


Contents

Page

Section 1: Introduction and Overview............................ 3

Section 2: Core Capabilities................................................ 7

Section 3: Skills Framework.............................................. 8

Section 4: Topic Knowledge............................................... 11

Section5: Behaviours in Context...................................... 26

Glossary..................................................................................... 43



Section 1: Introduction and Overview

Introduction

This document presents the capabilities required of registered Specialists supporting customer engagement with the Investors in People Standard and wider Framework. The contents set out requirements in the form of core capabilities, skills, topic knowledge and behaviours linked to the customer journey.

Acknowledgements

The development of this capability framework and the supporting documentation has been led by Gary Inman, who is both Managing Director of 6S Consulting and an Investors in People Specialist with extensive experience of working with a wide range of customers.

Distinction between Specialist Roles

The capability framework makes no distinction between the roles of Specialist Assessors and Advisers, or dual-role Specialists: all are expected to meet and develop their capability against the same requirements. The minimum level of knowledge represented within the topic knowledge framework (the APPLICATION level) applies both to Assessors and to Advisers.

Applying the Capabilities to Advisers

The terminology used throughout the capability framework is aimed at the concept of assessment. This is not, however, exclusive to Specialist Assessors. Advisers working with a client will carry out assessment activity, using very similar skills as those in a formal assessment. This may be at a diagnostic phase or when making a judgement regarding current practice within an organisation. Even when this judgement is not a formal assessment decision, or even against a specific evidence requirement (it may, for example, be a judgement made against the aspirations or goals of the client) the same core capabilities, skills, knowledge and behaviour are used.


The Components of Specialist Capability

Core Capabilities

These are the non-negotiable, essential capabilities underpinning and enabling all other aspects of Specialist performance. Every Specialist is expected to possess, develop and apply these capabilities to achieve the greatest level of added value at every stage of the customer journey. There is no rating scale for the core capabilities: they are expressed in absolute terms.

Skills

The Skills expressed are the essential skills required in order to effectively apply the core capabilities, acquire and use topic knowledge and successfully display the required behaviours. As with the core capabilities, there is no rating scale for skills. The skills framework provides Specialists and those supporting their development with an overview of the proficiency a Specialist is expected to bring to the benefit of our customers.

Topic Knowledge

The knowledge framework describes the technical information to which a Specialist needs to have easy access. Topic knowledge is rated on a five-point scale. The top two levels are not required of Specialists and can be used to inform knowledge management and inform client support services offered by the Centre.

Behaviours in Context

The behaviour framework describes how a Specialist will apply their capabilities when working at various stages of the customer journey. Behaviours are presented in terms of core expectations, desirable behaviour and examples of behaviours that might imply development needs. Most of the behaviours are expressed in


The Specialist Capability Framework has four discrete elements: core capabilities are enabled by, and deployed through, skills, topic knowledge and behaviours

terms of what the Specialist does at a given stage, whilst some express the outcomes to be achieved with the customer organisation.


Assessing and Developing Specialist Capability

The Role of Investors in People InternationalInvestors in People International is responsible for the development and ongoing performance management of all Specialists registered with it.

The Role of the Individual

Specialist

Ultimately, it is the Investors in People Specialist who must ensure that they have the required capabilities and that they are maintained and applied to best advantage. This expectation is implicit to the core capabilities.


Investors in People Centres are expected to maintain their own strategy for Specialist development which meets minimum expectations but which is tailored to local need

Investors in People Specialists must take proactive ownership and responsibility for their own development. Investors in People Centres are expected to and required to manage this, but the burden of expectation lies with the Specialist.

Section 2: Core CapabilitiesTen statements are used to present the CORE CAPABILITIES required of Specialists. These are absolute requirements, expected to be applied in context throughout all stages of the customer journey. These expectations are intended to be demanding, but to allow for engagement by new or experienced, developing or high performing Specialists

Specialists should demonstrate and apply the capability to:

Adopt a partnership approach with senior managers, encouraging joint decision-making and developing customer ownership of the process at the most senior level

Take a business issue and relate it to aspects of the framework, being able to describe why that Level, topic, range of topics or selected theme links to the customer’s performance objectives

Focus their Specialist skills on the selected range of issues to provide feedback showing how the customer’s practice against the selected topics currently impacts on performance and how future development of this practice can move the customer closer to achieving its organisational goals

Use a customer’s objectives as a context to their approach to questioning or evidence collection

Apply advisory and facilitation skills to advance client understanding, consensus and engagement with the principles and topic areas of both the core Standard and wider Framework / Profile

Establish and maintain positive client relationships incorporating the highest standard of interpersonal skills

Reflect honestly and openly on their own capabilities and performance to bring about continuous improvement

Continuously develop their skills and maintain knowledge at an up-to-date level, taking pro-active ownership of their professional development

Recognise when their own capability and knowledge is, or may be, exceeded and take action to ensure that the progress of the client is neither hampered nor restricted as a result

Apply these capabilities appropriately at every stage of the customer journey


Section 3: Skills Framework

Overview

The Skills Framework presents those skills that every Specialist is expected to bring to their work, as they are required to effectively apply the core capabilities. There is no rating scale for skills.

Reflective Questions

Each of the skill areas is accompanied by reflective questions intended to challenge to the Specialist and to clarify the intended application of that skill. These questions should not be regarded as definitive, but used to inform understanding and extend reflection.

Levels of Expectation

It is highly unlikely that any Specialist has fully mastered all of these skills. Like the core capabilities, the skills framework is intended to be challenging and to elicit development activity. Honest reflection on the skills framework should highlight potential improvements for every Specialist.

However, as a minimum expectation every Specialist is expected to build the development and effective application of these skills into their self-development and PDP processes. Whilst it is not realistic to expect a Specialist to pursue PDP activities against all of the skills at once, periodically identifying the areas of most need or where the highest priority lies and developing those skills is a reasonable and desirable activity.


The Skills Framework

SKILL AREA REFLECTIVE QUESTIONS

Analysing

Can I determine the most appropriate topics for an organisation to pursue in order to advance its goals?

Do I take account of other activities, standards or evidence in an appropriate way? Can I use the Framework to link issues together and add value through exploring

interrelationships?

Challenging Can I challenge the client and dig beneath assumptions without seeming aggressive

or negative? Do I challenge my own assumptions and practice frequently?

Contextualising

Do I recognise evidence and information in context, rather than in response to detached questions?

Can I understand what the Standard offers to a client in this sector, with these challenges, at this point in its evolution?

Can I ask contextualised questions to draw out both general and specific information?

Can I present feedback in a format contextualised to client concerns?

Decision making

Are my assessment judgements based on valid, reliable and sufficient evidence? Can I assess risk and make appropriate decisions in this light? Do I gather the necessary information before reaching a decision? Am I able to describe the basis for my decisions? Am I willing to adjust my view in response to new information?

Development planning

Do I identify realistic development activities for myself and pursue them? Can I show a track record of CPD? Do I proactively seek to develop my skills, knowledge and behaviour? Can I demonstrate how I’ve responded to the need for change in a positive way?

Empathising Do I show my concern and understanding of client emotions and feelings? Can I deliver my feedback in a sympathetic and positive way? Do I respond to client signals, feedback and messages?

Facilitating Can I help the client to move ahead by encouraging and enabling action? Am I adept at facilitating a group discussion or debate? Do I draw in views of all stakeholders and encourage consensus?

Giving and receiving feedback

Is my feedback balanced, positive and constructive? Do I understand techniques for giving good feedback? Am I a good recipient of feedback, without becoming defensive? Do I invite feedback and seek to learn from it?

IT Skills

Am I self-sufficient in the use of IT applications? Can I access and make best use of the on-line resources available? Can I present high quality reports, presentations and other information using IT

applications?

Listening

Do I allow sufficient time for others to express their views? Can I use paraphrasing and reflection to check understanding? Do I spend more time listening than talking, when necessary? Do I show attentiveness and use non-verbal behaviour to help elicit information?


SKILL AREA REFLECTIVE QUESTIONS

Managing projects Can I scope, design and present a complex project plan? Do I set milestones and outcomes for the stages of a project? Am I able to adapt to changes and shifts in timescales or resources?

Managing resources Do I predict resource requirements accurately? Do I make best use of the potential of the team? Can I cost a project realistically and accurately?

Managing time Do I make best use of my time with the client? Am I using interview time in the best possible way?

Presenting

Is my language and diction clear and engaging? Are my presentation materials always of high quality? Can I produce materials of a high professional standard? Do I use visual materials to best effect?

Questioning Do I appropriately use a range of questioning styles? Can I ask questions in context and elicit the information I need? Are my questions clear and meaningful?

Rapport-building

Do clients warm to me and find me easy to get on with? Can I adjust my approach to build rapport with a wide range of people? Am I credible at all levels, from the most senior to the least? Do I use empathy to build relationships?

Report-writing

Is my grammar and syntax clear and appropriate? Can I structure my reports to reflect client goals and concerns in the best way? Are the important points clear and easily accessible? Can I adapt my report style to meet the needs of varied audiences?

Researching

Can I find information to help me understand the client organisation? Do I know where to go for the information I need? Can I distinguish relevant information from the mass available? Do I know how to use search engines and web resources to best effect?

Selling Do I identify the needs and interests of client and promote the potential of

Investors in People to meet these? Do I respond to buyer signals and messages appropriately?

Self-reflection Am I honest and open in assessing my own performance? Do I reflect upon my experiences in a constructive way? Can I challenge my own assumptions and review my own performance honestly?

Team leadership Can I enable high performance as a team leader? Am I able to enthuse and motivate others?

Team working Do I play a supportive and positive role as a team member? Do I respect and enable the role of the team leader? Can I establish positive relationships with other team members?


Section 4: Topic Knowledge

Overview

The knowledge framework presents the technical information that a Specialist needs to have in order to deliver added value to a customer organisation. Topic knowledge is rated on a five-point scale. Whilst the top two levels are not required of Specialists, they can be used to inform knowledge management and wider client support. There are 28 topics presented, 11 of which are referenced directly within the core Standard.

Defining Realistic Expectations

It is essential to understand that the application of a customer-led model for advice, assessment and accreditation is demanding but it does not require Specialists to become expert consultants in every possible knowledge area. The core capabilities require Specialists to be able to determine the relevance of topic areas to specific organisational goals, explore current organisational performance against these topics and give feedback concerning the way in which taking forward practice in a topic area can advance organisational goals. The aim is to ensure that Specialists have a rounded, comprehensive but not necessarily advanced level of knowledge in each topic area.

Recognising the limits of knowledge

The core capabilities emphasise the importance of the Specialist recognising when the demands or needs of a client are likely to exceed their existing capability. Where there may be a need for more advanced or expert input, this should be made clear to the client.

Knowledge at the APPLICATION level (see Topic Knowledge Rating Scale overleaf) should be sufficient to deliver significant added value to the client during the initial engagement, assessment planning, evidence-gathering and feedback stages.


The Topic Knowledge Rating Scale

This scale provides Centres, Specialists and those supporting Specialist development with a clear reference point for describing differing knowledge levels. It is applied to each of the 28 knowledge topics so that a Specialist has a current knowledge rating for each one:

LEVEL REQUIRED CAPABILITY

In Development Not yet able to describe the topic area nor its relevance to organisational performance

Understanding

Able to describe the topic area by outlining its general relevance to organisational performance and how practice in this area can be of benefit to an organisation

Familiar with the issues explored by the Standard and Framework for this topic area

Able to describe how practice in this topic area relates to, and may be influenced or enhanced by, practice in other areas

Application

All knowledge required at the preceding levels plus: Able to identify the relevance of the topic area to specific

organisational goals and challenges Understands and can describe how development / activity against

this topic could advance organisational performance against those specific goals

Able to explore/assess this topic area within the context of an organisation’s specific goals and challenges

APPLICATION LEVEL IS THE MINIMUM REQUIREMENT FOR SPECIALISTSDEVELOPMENT BEYOND THIS LEVEL IS AT INDIVIDUAL AND/OR CENTRE DISCRETION

Implementation

All knowledge required at the preceding levels plus: Able to design, develop and support the implementation of

organisational practice in this topic area Within the context of organisational goals, able to consider the

relative merits of different approaches toward developing practice in this topic area

Able to draw upon exposure to a range of approaches to this topic observed in real organisations

Advanced

All knowledge required at the preceding stages plus: Evolve new or unique approaches to practice within this topic area Contribute significantly to understanding of this topic within the

Specialist network Lead thinking and practice in this topic area, within the context of

the Standard / Framework


The Knowledge Topics (In Alphabetical Order)

BUSINESS FUNCTIONS

What is it?

Understanding how the various elements of business activity interact, how they influence success and how they are in turn influenced by leadership, management and staff development. This topic implies a fluency in the way in which businesses work and an ability to engage in discussion of key business activities, comprising:

Financial concepts such as cash-flow, profitability, budgeting and tax etc Sales concepts: marketing, branding, customer engagement etc Manufacturing issues: waste, rejection, quality management, inspection etc Supply issues: supply chains, distribution, logistics Customer management: CRM systems, enquiry handling, post-sales support

etc. Different types of organisational entity and the implications e.g. Plc, private

limited, limited by guarantee, LLP, partnership, social enterprises, charities, public sector organisations

Note that this topic does not imply high levels of expertise in these areas: it is concerned with the ability of the Specialist to understand the context of an organisation’s challenges and the application of the Standard / Framework to those issues.

Relevant to

Understanding the challenges and issues faced by organisations Understanding the interaction between different aspects of business

operations Contextualising the advantages of development in the various topic areas to

real business functions

Useful knowledge areas

A basic familiarity with all of the areas outlined above under What is it? Sources of further information and advice for the Specialist and / or the client

in order to advance practice in any given area Common ways of setting goals and targets related to each area / function Specific features / challenges in given functional areas relevant to the client

sector


BUSINESS PLANNING

What is it?

The process of deciding what an organisation is aiming to achieve and setting meaningful goals to get there. May also be known by terms such as corporate planning, development planning, improvement planning or in other terms specific to an organisation. Embraces the setting of objectives and measures of success. In this context, also includes the process of setting strategy and vision for the future.

Relevant to

Involving people: at a whole-organisation and team level The ‘golden thread’ : ensuring that organisational, team and individual

objectives are aligned As the starting point against which to determine learning and development

needs Evaluation: how past experiences and results are used to inform future plans Planning of any activity at an organisational or local level Integration of key performance indicators (KPIs) Consultation, involvement and empowerment


Tools and approaches that can enhance or inform business planninge.g. PEST, SWOT, KPIs, Balance Scorecard, Business Process Re-engineering, Six Sigma, value chains, etc.)

Good practice in objective-setting A range of options and models for managing business planning across an

organisation. e.g. levels of planning, involvement, etc.

CAREER INFORMATION, ADVICE & GUIDANCE

What is it?Giving people support, advice and information to help them plan for their future career. Need not be formal and structured, nor necessarily carried out by career guidance professionals.

Relevant to

Motivating people to understand their future with the organisation Retention of staff through offering career progression, or development

towards that progression Linking organisational needs with individual aspirations to increase motivation Succession planning Appropriate recruitment and selection: helping people apply themselves to

the progression they want in a focussed way Deployment and redundancy scenarios


Good practice examples of a career information service applied within an organisation

Advantages to be gained, including relevance to succession and talent management


COACHING

What is it?

The process of assisting someone with their learning. This is distinctly different from giving instruction or guidance, or simply chatting over an issue. A coach uses questioning and listening skills to help people work through issues themselves. Coaching can be delivered by an individual’s line manager, although many professionals argue that this is less effective and less open than if an external coach is used, or one from elsewhere in the organisation.

Relevant to

Individually-tailoring support to the needs of the individual Encouraging ownership and emphasising personal empowerment Complimenting other development activities Tackling barriers to performance Accelerating personal change or growth Executive development Action learning Fast-track programmes


The core skills involved in coaching and how it differs from other forms of support

Development models using coaching skills: e.g. action learning

COMPETENCES & CAPABILITIES

What is it?

Expressions of what an organisation expects in terms of skills, knowledge and/or behaviour. Can be generic across the organisation or specific to certain roles. Written competence/capability frameworks take a wide variety of forms from the simple to the complex, with or without rating scales. Directly relevant to leadership and management within the Standard, but often used for other roles in an organisation as well.

Relevant to

Achieving consistent behaviour Defining expectations Determining learning and development needs Evaluating learning and development impact Role design Recruitment and selection Performance management Staff feedback e.g. on management effectiveness


Use of competences in recruitment and selection, e.g. competence-based interviewing

A range of options and examples of expressing competences Sources of information and advice to inform the design of

competences/capabilities


CONSULTATION

What is it?

Seeking the views and input of others to inform decision-making: this may be staff and other stakeholders (customers, service users, advisory bodies etc.). Should be carried out within an atmosphere or mutual trust and understanding. Embraces both formal consultation (e.g. under a Trade Union consultation agreement) and that which is extended to the wider workforce

Relevant to

Managing change Decision-making Giving people a sense of ownership Capturing ideas and suggestions Minimising risk when planning Making people feel valued Stakeholder involvement and representation Formal and informal TU consultation


Trade union agreements and consultation requirements, including ACAS guidelines and good practice

Legal requirements for staff representation The role of TU learning reps and their potential added value The difference between formal and informal consultation

CORPORATE SOCIAL RESPONSIBILITY (CSR)

What is it?

An organisation’s duty to act as a responsible employer and member of the community, both locally and globally. Typically embraces environmental, community, safety, health and wellbeing, fair trade and ethical practice issues. Important to many organisations in attracting and retaining both staff and customers, as well as for potential moral or ethical reasons.

Relevant to

Attracting and retaining staff Good relationships with stakeholders and the wider community Expectations or restrictions placed upon managers and staff Organisational values Relationship with representative groups Equality and diversity Sustainability of the business model Tendering processes


How CSR can be used to benefit other practices within the Standard / Framework

Topics commonly embraced by a social responsibility strategy


EQUALITY & DIVERSITY

What is it?

In the business context, showing respect for the full range of diverse human characteristics, seeking to understand and respond to their differing needs and ensuring harmonious and respectful interaction to avoid intended or unintended discrimination. The business case for diversity stresses the value of attracting and retaining staff with diverse culture, gender, disability, sexuality, age, religious belief, marital status or any other characteristics in order to:

- draw upon a wider talent pool- represent the wider customer community and its interests- benefit from pooling a diverse range of ideas, assumptions, personalities and viewpoints to provide a more thorough and rich base for decision-making

Effective management of diversity is also rooted in the notion of equality of access to support, services and opportunities. This may embrace diversity in working patterns, personal and family commitments, location, etc. and critically includes removing intended and unintended discrimination.

Relevant to

Recruitment and selection Organisational values Stakeholder or customer consultation Service differentiation Retention Morale and motivation Talent management and succession Legislative compliance (although the issue of embracing diversity can extend

far beyond ‘equal opportunities’ issues) Management capability


Legal requirements relevant to the issue of discrimination The concept of individual diversity, beyond legislative groupings (e.g. to

include diverse personality types, skills and experience) Diversity training: common approaches and variations

EVALUATION

What is it?

Reviewing the results of activities and strategies to determine impact, lessons learned and how to progress in the future. Evaluation is more than the accumulation of information or measurement: though this may be useful, it is in essence the decision as to how to respond to that information that makes evaluation worthwhile.

Relevant to

Continuous improvement of every aspect of organisational practice and investment in people

Focussing resources the best possible way Keeping organisational objectives clearly in view and ensuring that future

strategy is targeted appropriately Knowledge management: benefitting from the knowledge and learning

accumulated within an organisation Planning: evaluation is enabled by a clear vision and purpose for activities Determining return on investment


ROI methods Kirkpatrick and/or other evaluation models Use of KPIs for evaluation The difference between measurement and evaluation


EXTERNAL STANDARDS AND REVIEWS

What is it?

Standards and frameworks other than Investors in People that an organisation might apply in order to measure, review or demonstrate its performance. This may include generic standards (e.g. ISO9001:2000), or sector-specific Standards (e.g. Ofsted, Customer Service Excellence, Capability Review, industry accreditations).

Relevant to

Knowledge of these standards and their review processes is important for Specialists to ensure that organisational efforts are aligned, that existing evidence is used and as a source for evidence of continuous improvement

Assessment planning and evidence-gathering Business planning and strategy KPIs Stakeholder involvement and consultation


Standards and frameworks applicable to the sectors with which the Specialist engages, including the evidence they generate against the Standard and their use as a source of information for improvement planning

HEALTH AND SAFETY

What is it?

The legal obligation of an employer to ensure the health and safety both of staff and of any other individuals who may come into contact with the work of the organisation (contractors, members of the public, etc.). Enshrined in legislation within the Health and Safety at Work Act, with a wide raft of specific guidance, European legislation and regulation providing the detail. Note that this topic does not imply high levels of expertise in this area: it is concerned with the ability of the Specialist to understand the context of an organisation’s challenges and the application of the Standard / Framework to those issues.

Relevant to

The legal obligations of employers Health and wellbeing issues Morale, motivation and engagement Training needs analysis and implementation Trade union consultation and involvement Quality management and monitoring Staff consultation and involvement


Basic requirements of the law The concept of risk assessment and hazard minimisation Health and safety considerations specific to the client’s sector Sources of advice and guidance accessible to the client


HEALTH AND WELLBEING

What is it?

This relates to the knowledge, skills and support in relation to health and wellbeing that people need in order to perform well at work. Whilst seen by some organisations as part of health and safety, it is much wider-ranging, embracing issues such as supportive management, culture, training and development and work-life balance. The importance of a holistic approach to keeping people well is already integral to the Investors in People Standard and the majority of the requirements above Level 1 promote the kind of workplace conducive to healthy and productive working. An ever-increasing number of organisations are seeing the business benefits of focusing on health and wellbeing, from large organisations implementing significant interventions to small businesses increasing effectiveness at more “human” interventions

Relevant to

Strategies to promote health and wellbeing in the workplace Maximising resources by minimising ill health and poor morale Job design: creating productive but stress-free working environments Attracting and retaining staff Management capabilities Constructive feedback Culture and values Health and safety (as one component of a health and wellbeing strategy)


Use of consultation to devise a strategy, set measures and evaluate interventions

Impact of sickness at work, through absenteeism and illness HSE (Health and Safety Executive) Stress Management Competences How to lead health and wellbeing by example

IDEAS AND INNOVATION

What is it?

Encouraging and enabling the organisation to generate new approaches to services, products, systems, processes or design by creating the conditions within which people can best contribute. Embraces the creation of a culture within which people are encouraged to try new ideas, feel motivated to make suggestions, have their successful innovations recognised and believe there will be a positive response to their good ideas.

Relevant to

Business growth and expansion Managing and accelerating change New products and services Continuous improvement Morale and motivation Organisational values: do they encourage innovation? Sales and marketing: creating a USP


The role of consultation in generating ideas and innovations How reward & recognition strategy impacts a culture of innovation The role of empowerment and trust in generating innovations Internal communication as a tool for sharing innovations and ideas


INTERNAL COMMUNICATION

What is it?How the organisation shares information, what it shares and how accessible and useful that information is to its staff. Touches on many other areas and underlies the effective application of many practices within the Standard/Framework.

Relevant to

Making people feel involved and empowered Decision-making: do people have the information they need? Morale: handling messages appropriately Managing change Ensuring compliance with processes and systems Consultation: what, when, how Organisational values The effective sharing of strategy and policy Expectations of managers


Critical aspects of communication Equality of access implications of certain approaches, e.g. limited access to IT Poor communication as a symptom or expression of other issues in the

organisation

INVOLVEMENT AND EMPOWERMENT

What is it?

Enabling people to influence decisions and practice in the organisation, through having a voice that is heard, being able to input their suggestions or reactions and being trusted to make decisions appropriate to their role. The desired end result includes taking ownership of decisions and strategies, as a result of contributing to their evolution.

Relevant to

Staff motivation Ideas and innovation Efficient decision-making Effective problem-solving Workflow, through enabling appropriate decision-making Management capabilities: defining both how managers will be involved and

how they will involve others


How consultation affects involvement and empowerment Good practice in delegation Other options for involvement: surveys, focus groups, quality teams, etc Empowerment on a daily basis: decision-making within the role

KEY PERFORMANCE INDICATORS (KPIs)

What is it?

Measures used to understand, predict, monitor and improve performance. May include measures relating to any aspect of organisational activity or performance, from hard measures of financial performance to the perceptions of stakeholders and community.

Relevant to Business planning, by providing clear goals Informing evaluation Communicating core priorities


Limitations of purely quantitative measures in understanding organisational performance

Tools for integrating KPIs with business planning, e.g. Balanced Scorecard


LEADERSHIP AND MANAGEMENT

What is it?The challenge of leading, managing and developing people to deliver the organisation’s goals. Includes strategic and operational decision-making, aiming to align the use of resources with the organisation’s goals and aspirations.

Relevant to

Every aspect of organisational performance Management and leadership capabilities and expectations Organisational values in terms of their meaning for leaders and managers Morale and motivation of staff Performance management and the achievement of goals Resource management Organisational strategy and planning Succession planning


Common debates on the difference between ‘leadership’ and ‘management’ A range of models or tools to explain the concept of leadership How demands of leadership may evolve over time with the growth or

transformation of an organisation The concept of ‘transformational’ leadership Inspirational leadership as a concept in its own right and within the

Framework

LEARNING NEEDS ANALYSIS

What is it?

Identifying, in a systematic way, the learning and development needed to move the organisation closer to achieving its goals. The Standard requires evidence of this at organisation, team and individual levels. At its core, learning needs analysis should be informed by the business goals of the organisation.

Relevant to

All aspects of the Standard / Framework: every topic area for activity may generate learning needs

Evaluation: setting meaningful objectives and understanding the purpose of and planned learning and development

Equality of access to learning and development opportunities Making priority decisions where resources are constrained Expectations of managers in identifying learning and development needs Recruitment and selection: induction and training requirements for new

appointees Supporting all other strategies Advancing organisational performance Innovation Continuous improvement Morale and motivation Succession Talent management


Various methods and options for analysing learning needs Skills for Life: literacy, numeracy and basic IT skills Qualification frameworks and the options they offer Methods of prioritising learning needs


LEARNING STYLES

What is it?

People generally have a preference for the way they like to learn about and apply new skills or knowledge. These preferences can be vary widely from person to person and have a significant impact upon the relative success of any learning and development activity. For this reason, a forward-thinking organisation is encouraged to consider different learning styles when planning development activity in an attempt to offer effective opportunities to people across the range of preferences.

Relevant to

Learning styles are one expression of individual diversity and as such might be included within an organisation’s diversity approach

Learning and development design Induction: diagnosis of individual learning styles at an early point Coaching: ensuring that the coach understands the recipient’s preferences Mentoring, for the same reason


Commonly-used models for defining and understanding learning styles (e.g. Honey and Mumford)

The relative advantages and disadvantages of different methods of development for different learning styles, and how to make activities appeal to a wide range of styles

MENTORING

What is it?

The provision of support and advice from an experienced or respected source (the mentor) to a willing recipient (the mentee) over a period of time. Mentoring differs from coaching in often being more directive / advisory in nature, focussing on the long-term rather than upon immediate performance issues: although a mentor may also include some coaching input in the relationship. Mentors can be from within or outside of the organisation, but are generally not an individual’s line manager.

Relevant to

Individually-tailoring support to the needs of the individual Encouraging ownership and personal empowerment Complimenting other development activities Career advice and guidance Accelerating personal change or growth Executive development Action learning Fast-track programmes


How mentoring differs from coaching Commons uses of mentoring, e.g. to tackle under-representation Skills and behaviours required of a good mentor


PERFORMANCE MANAGEMENT

What is it?

Managing the performance of people to ensure that they are delivering their work to an acceptable standard. Embraces ensuring that their behaviour, skill and knowledge levels are sufficient and that these are being applied effectively. It is important to recognise that performance management includes helping to raise good performance even further as well as addressing any shortfalls. As a topic, this embraces and is impacted by many other areas of the Standard.

Relevant to

Every aspect of business performance where people have a role to play Systems for giving and receiving feedback Management capability and confidence Motivation and morale Reward and recognition Continuous improvement


Potential impact of all other topics on people’s performance Legal and good practice issues regarding the management of poor

performance Methods for gathering and delivering performance feedback; e.g. appraisal,

review, 360 degree options, supervision

RECRUITMENT AND SELECTION

What is it?

The recruitment (attraction) and selection (deciding who to offer the role to) of people from both within and outside of the organisation. Embraces the whole process, from the way roles are designed and expressed, through recruitment advertising, to the selection methods applied and the results achieved.

Relevant to

Succession planning Growth and expansion Leadership and management strategy Motivation and morale (e.g. perceptions of fairness) Talent management Providing learning and development opportunities to ensure an appropriate

recruitment pool Equality and diversity Management capability – training and development of those who play a

recruitment role Organisational values: are these helping to attract people? Social responsibility: e.g. local recruitment, or using CSR to attract people with

shared values


Legislation affecting recruitment and selection, e.g. anti-discrimination Options for writing job specs/ job descriptions/ person specs etc. Good practice in interviewing and selection Use of psychometric measures Use of competences and capabilities in recruitment and selection


REWARD & RECOGNITION

What is it?

Organisational systems, practice and any other factors influencing the way in which people are rewarded and recognised for their efforts. Includes formal reward and remuneration issues, as well as wider issues of recognition including: motivational feedback, celebrations, incentives and awards, culture, environment, etc.

Relevant to

Staff motivation Ideas and innovation: recognising or incentivising Recruitment Retention Morale Succession Work/life balance Formal consultation and negotiation, e.g. with TUs Benchmarking – of pay and reward strategy


How leaders can recognise and reward performance Flexible recognition and reward schemes Various options for celebration and recognition: e.g. award schemes, and

good practice in each area

SKILLS FOR LIFE

What is it?

Skills for Life (SFL) describes those skills considered most essential to unlocking an individual’s ability to engage with all other aspects of learning and with society in general. Considered by most to mean Literacy and Numeracy skills, although some also argue that basic IT skills should be included, given the extent to which access to so much information is dependent upon IT literacy. Also includes the provision of ESOL training (English for Speakers of other Languages).

Relevant to

Equality of access to development opportunities Working with diversity Social responsibility Government skills agenda


Current funding support for Skills for Life engagement Unique considerations in diagnosing and addressing SFL needs Support available from Trade Unions and their Union Learning Reps on SFL

development Common and good practice in tackling SFL needs

TALENT MANAGEMENT

What is it?

Ensuring that the organisation has a flow of suitable talent for future needs (succession) and that it is making the best of the various talents of its people. Often applied narrowly to fast track or high-end talent management, in reality the principle embraces making the best use of talent at every level of the organisation.

Relevant to

Equality of access to opportunities for development Succession planning Leadership and management strategy Recruitment and selection Fast-track programmes


Government framework for talent Common or best practice examples from leading organisations Equal opportunities implications

TEAM WORKING


What is it? Effective co-operation and mutual support both within a team and between different teams in an organisation.

Relevant to

Ensuring harmonious relationships Making sure every team is working towards shared goals Needs and expectations of teams who interact Making the best use of individual contributions to team performance Equality and diversity within and between teams Shared team goals Inspirational leadership


Common models of team evolution and performance (e.g. Tuckman, Belbin, Margerisson-McCann, etc.)

Options for increasing sense of team cohesion, identity and mutual support Impact of common practices: e.g. away-days, team meetings

VALUES

What is it?

The guiding principles to which an organisation operates. Often expressed at whole-organisation level, or as management & leadership values, but may not be formally expressed at all though still present in an inherent way. Often used as a tool to help achieve consistent behaviour and as a reference point for decision-making.

Relevant to

Attracting and selecting people with complimentary values Business strategy: deciding what is right and acceptable for the future Corporate Social Responsibility Work/life balance Equality and diversity The content or design of management capabilities Decision-making Strategies for consultation, involvement and empowerment Seeking the views of stakeholders – e.g. are we living our values?


Possible use of values to inform or describe expectations of people within the organisation

A range of models or approaches to expressing values

WORK/LIFE BALANCE

What is it?

The issue of balancing the demands of working within an organisation with the demands of personal life, with the aim of achieving success and satisfaction in both. Embraces health and wellbeing, stress, flexible working arrangements, work design and allocation, etc.

Relevant to

Recruitment from a wide base: more flexible options to balance work and life can attract people from a more diverse range of circumstances

Retention Morale Management capability and expectations: what managers are expected to do

to support a work/life balance strategy Job design Work allocation Equality and diversity: offering options for those with other commitments,

e.g. family-friendly policies, flexibilities for carers, etc Health and wellbeing


Flexible working options and strategies in broad terms Importance to recruitment and retention in particular


Section 5: Behaviours in ContextOverview

The behaviour framework presents the expectations of how a Specialist will apply their capabilities when working at various stages of the customer journey. Behaviours are presented in terms of core expectations, desirable behaviour and examples of behaviours that might imply development needs for the Specialist. Most of the behaviours are expressed in terms of what the Specialist does at a given stage, whilst some express the outcomes to be achieved with the customer organisation.

The Structure of the Behaviour FrameworkWithin each section, behaviours are expressed in terms of:

Core Behaviours

These are the behaviours, which all Specialists should aim to apply in every client engagement. In essence, they are the ‘minimum’ expected performance standards for all Specialists.

Desirable Behaviours

These are statements intended to offer further stretch to Specialists. As such they should be the behaviours to which all Specialists aspire over time. However, it is recognised that Specialists will not excel in every area and that for many, the core behaviours will be the norm in most stages of client engagement. The desirable behaviours may be most relevant to high-performing Specialists seeking to extend their strengths even further.

There is not always a natural progression from the statement of core behaviour (‘=’) to a more advanced, aspirational statement. Therefore in a small number of cases the entry for the desirable behaviour column is blank.

Possible Indications of Development Need

These statements are included to add clarity to the core behaviours by offering a description of behaviour (or in some cases outcomes) indicative of a development need. Their inclusion is also to enhance the usefulness of the framework as a tool for observation and/or self-assessment, by inviting Specialists and their observers to carry out an honest appraisal of whether some of these behaviours might be displayed at times.


Using the Behaviour Framework

Development planning

When devising a personal development plan for a Specialist, with or without the support of the Centre, the behaviour statements provide a meaningful set of objectives for Specialists to not only achieve but also within which to excel.

Recruitment and selection of Specialists

Behavioural statements and expectations can be directly integrated into selection, for example by inclusion in competence-based interviews, as the basis for presentations made by applicants, as a broad reference point when evaluating and assessing candidate performance and/or to inform applicants of the expectations associated with the role

Specialist training and development

When identifying shared development needs and establishing objectives for learning and development activity, the behavioural statements can be used directly to help define the required outcomes and evaluate the impact of any learning activity in behavioural terms.

Performance management

Clearly the behaviour statements presented will be relevant to the ongoing performance management of Specialists. Those responsible for the development and performance management of Specialists are expected to refer to this framework when setting expectations.

ObservationA discrete section, or combination of sections, from the behaviour framework can be used as an aide-memoire to frame observation activity.

Self-assessment

Specialists are expected to take full ownership over their own development and as such require a reference point against which to consider their own development potential. Achieving maximum, consistent impact with many of the behaviours will be demanding: the framework therefore offers a meaningful point of reference even for the most capable and advanced Specialists.

Client feedback

Client feedback can be explored with particular reference to the extent to which behaviours were displayed. Activities to gather feedback can utilise statements from this framework: although some may need to be presented in terms more accessible to clients.


Specialist Behaviours in Context

Initial EngagementRaising client awareness of the potential of the Framework as a tool for organisational development and performance improvement; gaining client commitment to move ahead; selling the notion of engagement with the Framework; enthusing clients about moving to the next stage; developing a client engagement strategy

DRIVE

Possible Indications of Development Need

Core Behaviours Desirable Behaviours

- = + Makes assumptions about

client motivations and potential reasons for interest

Listens and learns from the organisation to inform the best way of engaging them with the Standard

Offers a narrow set of engagement options, fails to express the many flexible options

Explains the various ways of using the Framework to benefit the organisation

Works hard to link the various benefits of engaging with the Standard to real organisational goals and challenges

Appears dispassionate or fails to convey the potential of the Framework to add value

Conveys passion about the potential of the Framework for business improvement

Enthuses the client with a positive image of the benefits of engagement

CLIENT FOCUS

Concentrates excessively upon the assessment and accreditation elements of engagement

Helps clients to reflect upon their own issues and how they link to the Framework

Enables the client to take ownership of the process of linking their goals and issues to Framework content

Offers only a general picture of how the Standard can help, with little sector awareness

Links the benefits of working with the Standard to specific issues within the client sector

Creates value by demonstrating previously unidentified benefits within the client sector

Makes little attempt to position the Standard as a tool for change

Ensures that clients understand the value of the Standard as a tool for managing change

Seeks and explores specific client experiences of change to identify how they could be improved by engagement

Appears free or casual in sharing commercially-sensitive information or examples

Respects the client’s need for confidentiality in disclosing organisation issues or weaknesses

Anticipates and addresses potential confidentiality concerns

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CREDIBILITY AND INFLUENCING

- = + Relationship is distant, failing

to achieve rapport Achieves good rapport with

the client Open, safe and friendly

relationship quickly established

Undermines confidence by style or content, is uncertain of concepts and issues

Engenders confidence in the client through a professional and appropriate style

Client places trust in the input of the Specialist and is clearly influenced by their view

Fails to identify key barriers to engagement with the Standard

Positively responds to client’s perceived problems or challenges in engaging with the Standard

Anticipates and addresses client concerns or potential barriers with positive solutions

Does not demonstrate an awareness of the client’s unique personal or organisational concerns

Individualises the selling process, e.g. articulates examples of the benefits that engagement with the Standard could bring to the client in their own terms

Shows high sensitivity to the client’s motivations and responses, and adjusts strategy as required

Does not seek to create momentum or ownership by the client

Creates momentum within the client organisation to move forward with engagement

Creates ownership and momentum within the client organisation

CRITICAL REASONING

- = + Focuses only on short term

or immediate client issues Explores the long-term

strategic advantages to be achieved from engagement

Links the framework, with examples in client terms, to both immediate and long-term benefits

Takes client preferences and strategy for engagement with the Standard at face value

Challenges the client to extend their thinking and unpack assumptions or pre-conceptions

Gets beneath unchallenged assumptions or approaches to help the client see alternative possibilities for engagement

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COMMUNICATION

- = + Maintains a rigid or

unresponsive style of communication

Adapts language and style to suit the needs and preferences of the client

Reads client signals, e.g. non-verbal cues, confusion, loss of focus, and adapts communication accordingly

Deters the client by creating the impression of complexity

Presents options for engagement clearly and simply

Structures an engagement plan using simple, accessible and powerful language

Allows issues to go unexplored or forms a false picture of client needs

Checks understanding of client issues and challenges

Achieves very clear overview of the issues in the client organisation and their relevance

Asks few questions, or fails to elicit the required information

Asks sufficient questions to elicit an understanding of the organisation and its issues

Draws out relevant information with ease and shows a commitment to understand the client

Uses a narrow range of questioning styles or excessive closed questions

Uses a range of open and closed questions as appropriate to elicit information

Asks questions with power, simplicity and elegance

MANAGING RELATIONSHIPS

- = + Does not show empathy for

important client issues Listens attentively and

communicates empathy for the client’s concerns

Demonstrates a sensitivity to the client, checking understanding and further exploring issues raised

Operates in isolation from the wider delivery team

Effectively positions own role within the context of any wider team and supports team activity

Is a supportive and active member of the wider delivery team

Does not address long-term relationships and benefits thereof

Provides a clear picture of how the client / Specialist relationship can progress and evolve over time

Positions the advantages of long-term engagement as the organisation’s needs and strategy develop

Allows goals and milestones to remain unfocussed or to drift

Maintains contact with the client throughout the engagement process and ensures next steps are clearly understood and agreed

Maintains momentum and energy of all parties throughout the engagement process

Considers only the strategy for engagement between the client and the Specialist

Identifies those individuals or teams within the client organisation with whom an ongoing relationship can add value, and incorporates this into the suggested engagement strategy

Enables the client to achieve wide internal ownership of the engagement strategy

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PLANNING

- = + Allows engagement meeting

to drift or doesn’t address key client objectives

Clearly establishes the purpose of the meeting and desired outcomes

Actively draws out expectations and uses this to inform the design of the meeting

Does not research client, or context (e.g. sector) before client meeting

Researches background material and relevant information to inform client meeting

Offers solutions to the client that reflect individual concerns and contextual issues

Client is unsure of next actions and has little ownership

Client is clear about next steps, roles and responsibilities

Client is very clear about next steps and timescales

Notes

Specialists or other members of a customer relationship team may need to display a detailed awareness of the various options for assessment/review when recommending the best engagement strategy for a client: this is likely to also draw upon some of the behaviours outlined in the Assessment Planning section.

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ASSESSMENT PLANNINGDeveloping a plan for an assessment or review; linking relevant areas from the Framework to organisational goals and priorities; customising the approach taken to maximise value to the client; offering proposed strategies for the assessment based upon analysis of client goals; managing expectations; identifying and making use of existing evidence; scoping and costing the plan appropriately

DRIVE

Possible Indications of Development Needs


- = + Offers only a limited view of

the options, or is reluctant to explore flexible or new approaches

Shows a willingness to consider new and unique options for assessment, e.g. report structure, to best align with what motivates the client

Actively considers and develops new possibilities, liaising as appropriate with the Centre

Takes client motivations and interest at face value. Allows process to drive the planning phase, rather than value and/or client goals

Does not take client motivations at face value – explores business goals and makes links to the Standard, driven by potential value of assessment activity

Drives the conversation and planning process by areas of client interest, seeking every opportunity to make the process add value to the organisation

Does not encourage top level engagement at the planning stage

Encourages top-level contact with the client at the planning stage

Makes a coherent and compelling argument for top-level involvement at the planning stage

Does not recognise or engage with potential to raise client commitment or deepen engagement

Recognises and responds to any need to reinvigorate client commitment or deepen engagement

Actively explores the client’s level of engagement and commitment, ensuring that awareness is raised and engagement deepened

CLIENT FOCUS

- = + Does not demonstrate a

desire to link organisational goals actively to the assessment design

Develops a rich understanding of the goals and concerns of the client to inform the assessment design

Creates value by identifying new or unrealised ways of bringing value to the client’s goals through the assessment process

Offers a rigid or unreasonably restricted approach to the organisation

Shows flexibility of approach and is prepared to adapt or modify both the plan and the planning process to best deliver value

Allows the client’s objectives, interests and goals to lead the assessment planning process

Rigidly pursues only the concept of assessment – does not try to identify areas for exploration

Integrates the concepts of exploration and assessment into the proposed approach where appropriate

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- = + Retains ownership of the

process and does not seek to engage the client’s buy-in by offering option and discussing needs

Seeks to pass ownership of the assessment process to the client, at a senior level

Achieves top-level commitment and ownership of the assessment process

Is faltering or uncertain of the ways in which the assessment can be tailored to client goals

Shows confidence and self-belief in devising a tailored assessment approach

Fluently creates a vision of assessment as a flexible tool for organisational development

Fails to demonstrate an understanding of the uniqueness of the organisation or its context

Displays a strong understanding of the organisation and its context when devising the assessment plan

CRITICAL REASONING

- = + Takes an overly inspectorial

or inflexible approach to the assessment

Effectively balances flexibility and added value with the minimum design elements needed to ensure a valid and robust assessment

Produces an assessment plan which intelligently reflects robust assessment but is driven by added value

Is restrictive or inflexible in considering existing evidence sources and their implications for the assessment process

Identifies existing evidence sources and incorporates these into the approach to scoping and sampling e.g. surveys, other Standards, etc.

Maximises value to the client by using existing evidence to allow more time to be spent on added value elements

Struggles to link the organisational priorities of the organisation to people issues, and thereby to the Framework

Clearly and logically links areas of the Framework to the client’s issues and concerns, showing an understanding of the relevance of the Standard to client goals

Produces a compelling and contextualised model for assessment which is centred around client goals and priorities

Selects the assessment sample with little regard to the implications of the client’s goals

Selects the assessment sample to maximise the chance of meeting client objectives and informing client goals

Takes a fully flexible approach to sampling which meets client needs, maximises value and ensures a robust assessment

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COMMUNICATION


Minimum Behaviour Expected Desirable Behaviour

- = + Works in isolation from the

adviser, or from internal change agents

Works positively and closely with the adviser, if one is working with the client, or with internal change agents

Works in synergy with the adviser, or with internal change agents in the organisation

Overcomplicates the process, or loses the client in the detail

Presents the various assessment options clearly and simply

Achieves full client understanding of the assessment process, its potential and its limitations

Plan is hard to follow and rationale is difficult to discern

Produces a clear and simple plan which is accessible and easy to understand by the client and the Investors in People Centre

Assessment plan is a useful and informative document for the client and has ‘life’ in the assessment process


- = + Does not seek to secure

engagement with the client at senior level

Actively seeks to form a relationship and build rapport at the most senior level

Facilitates ownership and involvement from the top level of the organisation

Shows little empathy or responsiveness to client concerns

Demonstrates responsiveness to client concerns and questions about the assessment process

Adapts the assessment plan as appropriate to accommodate client concerns

Does not work with the client to identify key internal individuals who may need to make an input

Clearly identifies and involves key individuals within the assessment planning phase

Helps the client to use assessment planning as an opportunity to establish and further local ownership

Shows uneasy or unconstructive relationships with team members

Effectively contributes to team working, whether as team leader or member

Enhances team spirit, focus and enthusiasm through pro-active engagement

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PLANNING

- = + Does little research or

gathers little information prior to the planning phase

Gathers relevant information from the client and other pertinent sources prior to the planning phase

Uses research to tailor the planning phase to client needs and context

Struggles to analyse timescales, resources, interview length or other aspects in the light of the agreed approach

Provides reasonable and logical breakdown of the time required and the cost of the assessment process

Clearly links the resource costs of the process to potential added value and client needs

Provides insufficient information at the planning stage to discern the rationale and client objectives

Clearly shows in the assessment plan how the organisation’s priorities and concerns will be reflected in the approach taken

Integrates the assessment plan into the process as a document of real use to the client

Notes

Assessors supporting clients who have had little or no experience of a flexible, customised approach to the process must be alert for the need to re-engage clients with the whole concept of Investors in People. This will require the Specialist to additionally apply behaviours described in the INITIAL ENGAGEMENT section. In practice, clients may need to be re-invigorated by Assessor to help them gain the most from the process.

The behaviours in this section are applicable whether planning for ‘formal’ assessment/review or for diagnostic activity.

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Evidence GatheringAssessing / exploring the application of the Standard within the organisation; assessing / exploring the application of identified elements of the wider Framework within the organisation; utilising existing evidence; ensuring that the assessment judgement is robust and accurate; identifying and exploring emerging themes of value to the client; balancing evidence assessment with exploration in the time available; balancing pragmatism with sufficiency in the assessment judgement; asking relevant and revealing questions; using appropriate questioning styles; balancing questioning and listening time

DRIVE



- = + Shows low energy or loses

energy during the process, or shows little energy to stretch performance

Challenges and stretches self to add maximum possible value during the onsite process

Maintains high energy and focus throughout the process, stretching own performance

Sticks to a static strategy even where there is reason to adapt and modify

Recognises and pursues any need to change the evidence-gathering strategy in light of progress and issues emerging

Maintains a flexible and responsive approach throughout, adapting to emergent needs

CLIENT FOCUS

- = + Questions are in isolation

from the specific concerns of the client organisation, or its context

Uses contextualised questions which pursue both evidence and feedback to inform client goals

Questioning is primarily focussed on client goals and targets, with evidence for assessment identified naturally in discussion

Makes judgements without providing opportunity for further discussion or evidence

Seeks further information from the client where it is needed to either inform an assessment judgement or enrich feedback

Maintains a dialogue with the client throughout and provides every opportunity to contribute to the overall evidence picture


- = + Questions are inappropriate

to the audience or betray a limited understanding of the organisation

Asks questions of a style and calibre that show an understanding of the organisation and its context

Asks insightful and stimulating questions that reinforce credibility

Uses too simple, too complex or too limiting questions / discussion style

Adapts questioning and communication style to achieve rapport and credibility at all levels

Able to position even complex questions in language accessible to the individuals at hand

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CRITICAL REASONING

- = + Recognises evidence only in

the language of the Standard or wider Framework

Identifies relevant evidence for the assessment element from discursive questioning in the client’s own language

Is able to make maximum use of a discursive style and needs few ‘set’ questions to draw out information

Overly insistent upon evidence in a limited number of forms or in the exact language of the Standard / Framework

Is driven by a pragmatic understanding of what evidence looks like in practice within an organisation

Is flexible and well-informed about the pragmatic application of Investors’ concepts within an organisation

Does not analyse or consider emerging links or relationships between emerging information

Identifies important and relevant links between evidence and information emerging, using this to inform feedback

Adapts and focuses evidence-gathering towards emerging themes: forms and tests ideas and tentative conclusions

Replicates the same interview focus regardless of evidence / information emerging

Adapts and changes focus and use of time to best reflect the emerging evidence

Seamlessly develops questions, strategy and focus in line with emergent information

Takes little account of existing evidence, or takes it at face value

Takes account of existing evidence, understanding its meaning, validity and reliability as a predictor of organisational performance

Takes a creative and flexible view on existing evidence, balancing this against the need for a robust process

Pursues issues in isolation and makes little use of the inherent power of the framework to stimulate assessment / exploration

Utilises the interrelationships within the Framework to add or create further value

Confidently utilises the way in which topics of the Standard / Framework interrelate and communicates this elegantly

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COMMUNICATION



- = + Unnecessarily curtails free-

flowing discussion to move back into a comfort zone of language and questioning style

Allows individual interviewees to talk about what is of concern or relevance to them

Ensures that individuals feel they have been listened to and were able to take some ownership of their interview time

Asks questions which use inappropriate jargon or language for the audience at hand

Asks questions which reflect a realistic view of what individuals can be expected to know e.g. their familiarity with “jargon”

Reaches confident and value-adding conclusions even where interviewee fluency with the issues is limited

Is intimidating, distant or raises barriers to open communication

Works hard to put interviewees at their ease and allay their concerns

Uses a style which encourages people to be honest, and to enjoy their interviews


- = + Offers little communication,

update or opportunity for key client contact/s to discuss progress

Maintains an open and trust-enhancing dialogue with key client contact/s throughout the evidence-gathering process

Creates a sense of partnership and openness through regular contact and update with key client contact/s

Remains distant from the client during the process and offers little in the way of progress reporting

Provides updates and shares progress with the client during the evidence gathering process

Ensures that the client feels like an active partner during the evidence gathering phase

Shows little concern nor empathy for the client perspective, resource demands or concerns

Shows empathy for the demands of evidence-gathering on the client organisation

Is driven by the goals of a cost-effective, enjoyable and relaxed evidence-gathering process

PLANNING

- = + Expends disproportionate

time on assessment rather than exploration, where evidence is clearly strong

Recognises sufficiency of evidence quickly and re-focuses time on productive areas of assessment or exploration

Uses available time to focus on areas likely to yield the most relevant and value-adding feedback

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Delivering Feedback

Embracing feedback in all forms; at the end of the assessment activity; in written report form; in a separate feedback meeting/s; in response to questions and queries

DRIVE



- = + Squeezes report-writing time

to a minimum / does not give full attention

Gives sufficient time and energy to the report to maximise added value

Goes the ‘extra mile’ to ensure that feedback is of maximum quality

Shows little inclination to expand knowledge to meet the feedback challenge for the client

Carries out additional research, learning or self-development as required to inform the report

Spends time accessing and absorbing new knowledge or information to enhance the added value of feedback

Feedback is overly generic and not contextualised to the client

Feedback in all forms is individualised to the client

Feedback is bespoke and treats each client as a unique engagement

CLIENT FOCUS

- = + Produces feedback with little

reference to client goals or preferences

Ensures that client goals and priorities dictate the report and other feedback structures as agreed

Produces feedback content which immediately and clearly addresses client interests and goals

Feedback omits reference to relevant or agreed goals

Adds value by addressing all agreed areas for assessment / exploration

Creates value by identifying additional feedback themes or points

Does not attempt to utilise client language and concepts in the feedback

Contextualises the feedback to the client within their own terms, language and goals

Composes feedback with strong consideration of what it is like to be ‘in the client’s shoes’

Feedback does not support forward movement and improvement, e.g. solely focussed upon the present

Provides feedback which will clearly support the organisation is achieving its stated goals

Moves the client organisation significantly closer to achieving its goals through the feedback given

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- = + Undermines report

credibility through poor presentation, spelling, etc.

Ensures that the value-adding content of written feedback is enhanced by clear, professional presentation

Presents high-quality, visually appealing and thoroughly checked written materials

Leaves the client uncertain of the benefits of further action

Clearly presents the benefits of any recommended actions

Maintains a positive commitment to action by linking back to benefits and business improvement throughout

De-motivates the client through feedback delivery

Maintains client positivity in the face of critical or negative feedback

Helps the client to understand and respond positively to negative messages

Client is unclear about possible next steps and the options available

Makes recommended next steps clear to the client, within a range of options

Leaves the client with a clear vision of how best to move ahead

Undermines credibility by struggling to explain or justify specific feedback points

Responds to questions on all areas of feedback with reasoned argument and clarity

Uses client questions about feedback to add or create further value

Is perceived to be using the feedback phase as a selling opportunity

Effectively communicates objectivity and independence in feedback given

Maintains credibility of independent assessment even where making recommendations

CRITICAL REASONING

- = + Offers limited feedback

without sufficient reasoning or analytical content, or the rationale for feedback points is not clear

Offers structured feedback which includes what was found, what this signifies, why action is important and, broadly, what might be involved in taking action to improve

Makes a compelling case for development based upon a sound and logical analysis

Concentrates either too much on the minutiae of the Standard, or too little to meet QC needs

Appropriately balances feedback with information clarifying areas of the Standard / Framework met / not met to meet client and Investors in People Centre needs

Clear and accessible integration of required reference to the Standard alongside wider feedback points

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COMMUNICATION



- = + Language is unclear, faltering

or fails to communicate clear messages

Uses clear and appropriate language to deliver feedback

Communicates even complex feedback with simplicity and elegance

Maintains a rigid or inflexible style or content despite the differing needs of varied audiences

Adapts style and content of feedback to suit the needs of different audiences, as required

Treats each feedback experience as a unique and bespoke engagement

Visual aids (e.g. PowerPoint) either not considered or not used to good effect

Uses visual aids to maximum effect in feedback presentation


- = + Makes assumptions about

client preferences for feedback arrangements and use of time

Determines the best use of feedback time – e.g. balance between onsite feedback and report – in partnership with the client

Is led by and adapts effectively to client feedback preferences

Does not link feedback to client’s own programmes, change agents or related initiatives

Feedback clearly informs and integrates with the roles of other stakeholders in the process: these may be other members of the QC team, the adviser, internal client teams or other stakeholders

Adds value to internal client improvement programmes and change agents through feedback given

PLANNING

- = + Does not revisit feedback

plans when circumstances or outcomes suggest a need to do so

Revisits and discusses plans for feedback in the light of outcomes

Demonstrates responsiveness in the use of feedback time to reflect the outcomes of activity

Misses deadlines and timescales required

Meets QC and client timescales for feedback presentation

Consistently meets QC and client timescales over time and varied engagements

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Glossary

Challenging (the client) Clients will have a range of pre-conceptions concerning the way in which the Standard (and wider Framework) can be applied and best used. Many may still be in the mindset of a put assessment / inspection framework, for example. It is the role of the Specialist (and wider client relationship team) to challenge the client to make improved use of the Standard and to question untested assumptions and approaches. Naturally the process of challenging should be done with empathy, warmth and in a positive way.

Client Engagement A term used to describe the process of engaging with a customer organisation at any stage of the journey: e.g. initial exposure to the concept, planning an assessment, or throughout the whole journey

Contextualised Questions

One of the key principles of a customer-led approach to assessment / exploration. Contextualised questions are asked using the client’s language and terms, within the context of client goals and issues of interest. For example:

(Non-contextualised) “Can you give me some examples of what you’ve learned and how it’s improved your performance over the past year or so?”

(Contextualised) “The business is very keen to make the launch of Product X a success – can you tell me how successful the training was around this product? Did it give you what you need to play your part? Is anything else needed?”

The key concept is to ask questions that will both identify necessary evidence (in this case for evidence requirement 8.2) and generate feedback relevant to the core goals and priorities of the organisation. The feedback itself will, as a result, be more contextualised and therefore of greater value to the client organisation.

Created Value Added value that was neither anticipated nor planned for by the client organisation: unexpected revelations, learning, observations, recommendations and activity that exceeds customer expectations. Created value may emerge from the assessor thinking beyond a one-dimensional assessment approach and offering wider observations on cross-cutting themes, feedback from exploration as well as assessment, and from linking the principles and content of the Standard / wider Framework to the aspirations of the client.

Customer-led Describes the fact that the goals and concerns of the client organisation should be the guiding factor for their engagement with the Standard or wider Framework. This does not imply that the customer can design and alter every aspect of working with the Standard: for example, assessment must still be rigorous and robust. Neither does it imply that the customer’s perspective should be taken at face value: created value is often achieved by challenging client assumptions.

Discursive questioning A style of information gathering that follows the pattern of a flowing, relaxed conversation as opposed to a stilted exchange limited by a list of questions, or yes/no exchanges. An example of discursive questioning might include “What do you like about working for this organisation?” – this allows the interviewee to pursue their own areas of interest and concern whilst providing the assessor with an opportunity to identify evidence as it emerges in conversation.

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A discursive style is most amenable when seeking a range of evidence in a short space of time, at the front end of an interview (allowing the assessor to drill down into more specific areas later) and when discussing topics about which the assessor may have limited knowledge. It is also most amenable to putting people at ease, where repeated staccato questioning can be more intimidating and lead to a loss of rapport.

Exploration An assessment or review may include both areas to assess (i.e. where there is some existing evidence or the organisation already has a defined approach) and areas to explore – these may be areas where little or no work has been done, where the assessor knows in advance that an evidence requirement will not be met, but where further information gathered through the assessment will be useful for the organisation. For example:- The assessor identifies that some corporate values might be of benefit / relevance to the goals the organisation has outlined, and knowing these are not yet in place nonetheless explores people’s probable reaction, preferred methods, attitudes to the concept, etc. to inform feedback

- The organisation may be contemplating the introduction of coaching, yet have done little so far in this vein. The assessor might explore people’s receptiveness to the idea, their reaction, current management capabilities in this regard, etc. in order to provide useful feedback

The concept of exploration might be driven by specific evidence requirements and framed around them, but is just as likely to draw upon an assessor’s more general understanding of business improvement through people development, leadership and management.

The same core assessment skills are used: the difference is essentially in the idea that concepts can be explored in an assessment without the necessity of doing this against evidence requirements, or in expectation that they will be met.

Framework The whole of the core Standard and the Profile model combined, sometimes presented as ‘the single framework’.

Inter-relationships(between issues within the Standard and/or the wider Framework)

Relationships between different aspects of people management, leadership and development already represented within or implied by the framework. For example, an organisation pursuing a new CSR strategy (indicator 1) should ideally have considered its implications for management capability (indicator 4), consulted with people over the content (indicators 3 and 7), considered the possible use of the CSR strategy to boost recruitment (indicator 3) and evaluated the strategy in terms of its impact on people issues (Indicator 9) etc.

The core Standard and the wider Framework offer a range of areas for exploration within their structure, which can add value when engaging with the Standard. Using the innate strength of the Standard in this way is a very helpful tool when confronted with a topic about which the Specialist may have limited technical knowledge or experience.

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33 - Specialist Capability Framework

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Transcript of 33 - Specialist Capability Framework