Theme 3: Developing and Recognising Our People … · HR Capability Framework & Professional...

HR Capability Framework & Professional Development Guide

February 2009

Public Sector Management Office Department of Premier and Cabinet

Theme 3: Developing and Recognising Our People Capability Professionalising the Profession (HR Capability)

Professionalising

the

Profession


2

Pag

e2

Introduction

People Directions has been developed to establish a strategic people and workforce

management framework for the State Service. It has been developed consultatively with, and

to cater for the differing nature, business and objectives of individual Agencies, while,

importantly, still meeting the whole of Government objective of ‘Delivering Quality Services to Tasmanians’.

The following themes have been identified to progress People Directions across the State Service in:

• Knowing who we are, what we do and why we do it.

• Attracting and retaining the right people.

• Developing and recognising our people capability.

• Leading and managing for the future

• Shaping our workforce and performance

Under each of these themes projects have been identified which collectively contribute to the key core outcome for the State Service Workforce – ‘Delivering Quality Services for

Tasmanians’.

Theme 3 Developing and Recognising Our People Capability focuses on the development, recognition and involvement of the people in the Tasmanian State Service to deliver quality

services for Tasmanians. In particular, the focus of the themes for the State Service is to remain

contemporary; attractive as an employer; and to position the State Service to take advantage of future demographic, social, economic and political directions.

Scope, and Overview of the Project - Professionalising the Profession

The Project, Professionalising the Profession involved the development and subsequent implementation of a Capability Framework within the State Service for Human Resource

People in particular, and people managers in general; and importantly, a framework that can

link with professional recognition, learning pathways and opportunities. In this context the Framework incorporates the use of a model and a number of components.

The Scope of the Project was to:

Develop a HR Capability Framework that suits the Tasmanian context and the diversity

of Agencies;

Include a framework that identifies those capabilities required for human resource

professionals from entry to senior management levels; and

Develop a professional recognition and formal/informal learning development framework.


3

Pag

e3

Project Outcome

The HR Capability Framework includes specific elements equally applicable to general people

management capabilities, regardless of supervisory or management roles as well as having a

specific focus on the human resource professional. This framework provided for and includes

the opportunity of a four level professional membership, along with professional recognition

and formal accreditation. An accredited formal and informal learning framework supports the HR Capability Framework..

The Training Consortium will facilitate programmes of both accredited and non-accredited

training and development opportunities as part of a supporting learning and development framework.

The final outcomes of Professionalising the Profession project are a HR Capability Framework

which includes:

1. The HR Capability Model,

2. The HR Capability Structure, and 3. The HR Capability and Professional Development Guide.

Contents & Overview of the HR Capability Framework & Professional

Development Guide

The Professional Development Guide has been developed to assist Agencies in implementation of the HR Framework. The Guide is flexible so that Agencies can adapt the

sections to their own particular requirements.

There are several components of the Guide, including:

The HR Framework components;

An overview of the guide, its purpose and advice on implementing the framework and

notes on using the guide;

Guidance on how to assess work function/duties to a capability level (required

capabilities – skills and knowledge) and actual activities, behaviour and role standards;

Detailing of the Capabilities along with extended descriptors plus with the identification

of the required skills and knowledge to assist in determining the current and future

level capability of HR people (and non-HR Managers);

Advice on how to bring training and work experience together in order to determine

development requirements;

Advisory notes about skills and knowledge, how capabilities are used and what types of

assessment can be adopted to determine capability strengths and opportunities for

development can be used;

The types of development opportunities, including formal and informal;

The benefits of seeking professional recognition;

The types of capability refresher and renewal activities available;


4

Pag

e4

Training options: courses, workshops, individual topics/subjects, and where to find

further information; and

The provision of a number of templates which will assist individuals and managers in

determining areas of attainment and planning for development activities. These include:

o Professional Profile;

o A Validation Matrix against the HR Capabilities; and

o A Professional Development Matrix

The templates are designed for ongoing use and therefore can be used over a period of time,

which will assist in individual career planning and development, and organisational planning.

The HR Capability Framework

The Tasmanian State Service HR Capability Model

The HR Capability Framework has seven capabilities which are designed to meet the

objectives of a high performing, capable and competent HR workforce in the Tasmanian State Service, delivering quality people services. It also supports and aligns with the five themes of

People Directions.

The capabilities chosen are suited to the Tasmanian State Service context, to meet future challenges whilst being aimed at achieving a high performing, capable and competent HR

OUTCOME:

Delivering Quality Services For Tasmanians

PEOPLE DIRECTIONS

OBJECTIVE:

A high performing, capable and competent HR workforce, delivering quality

people services for the Tasmanian State Service

HR CAPABILITY FRAMEWORK

Understanding and applying the ‘service’

values

Designing an organisation for the future

Advancing culture and

change

Leading and maintaining productive

relationships

Designing and contributing to

workforce structures and performance

Being

credible

Being an expert

practitioner

Shaping Our Workforce and Performance

Developing and Recognising our People

Capability

Knowing Who We Are, What We Do, Why We Do It and

How We Do It .

Attracting and Retaining the Right

People

Leading and Managing for the Future


5

Pag

e5

workforce who delivers quality people services. The Framework’s design extends beyond HR

and into all areas of people management.

The HR Capability Framework details the capabilities against the different HR levels and HR

sub-disciplines and provides indicative professional recognition levels.

The Framework also provides an indication of the application of the capabilities against the

levels within the work environment and HR/People Management context. It provides for clear

goals, actions and behaviours that are required for achieving the objective of delivering quality people services to the State Service.

The Framework also provides for people managers across Agencies with a development

framework in people management.


6

Pag

e6


7

Pag

e7

The Purpose of the HR Capability Framework & Professional Development

Guide

The Guide has been designed to assist Agencies in implementation of the Framework. It is also

flexible so that Agencies can adapt the sections to their own particular requirements.

The primary purpose of the Guide is not only for Agencies in determining current and future HR development in their section or area, but to assist individuals who work in HR and Line

Managers in determining their own training, development and career opportunities.

GUIDE NOTES:

1. This Guide does not replace or provide a substitute for Agencies’ performance feedback, appraisal or management systems. The HR Capability Framework and the

supporting Development Guide are focussed on assisting individuals and, in turn,

Agencies to deliver high quality HR and people management services across the State

Service.

2. Whenever using the Framework components their application will all be dependent

upon the following:

a. The individual’s experience relative to the Capabilities. A Capability Framework

considers that everyone will have a differing range of experience, skills and knowledge, however these aspects must be considered within the work

environment and context.

b. The role diversity. Consideration should be extended to the level of role

diversity (and task diversity) within the section and the duties assigned to the

individual - what elements of the duties occur frequently, impact on others in

the section, or interface with other individual’s tasks and external sections.

c. Duties assigned. Often a person’s duties will be broadly defined and described.

People’s duties will change in level of application, frequency and specialisation,

so this need to be considered. Also peoples’ duties will change over time with

new technology, procedural changes and new activities being included.

Reviewing this at regular intervals will assist in determining new or refresher type development activities and the acquisition and competence of new skills

and knowledge.

d. Section structure. Assessing the structure of a section is necessary as it will help

identify changes, transitions and activities that may have not been reviewed in a

complete section format previously. New positions in sections can create

change to established positions, and therefore, may alter intended activities and, in turn, development opportunities.

e. Organisational and section goals/requirements. Section goals and requirements may align with wider or higher division or organisational goals. Changes at any

level may impact on sections and individuals’ development needs and therefore

needs to be reviewed regularly to ensure alignment and fit.


8

Pag

e8

f. Change and Priority factors. This follows on from above, and involves

questioning what change, what priority, by when and by whom. There may be two levels here, the section’s and the individual’s priorities. Delivery time frames

may also factor in here.

The Professional Profile can be used for a number of different activities.

i. For the individual within the context of their current duties and current

levels of skills and knowledge and those required in order to achieve quality and professional outcomes;

ii. For the individual in view of contemplating career progression (This is

outside of the organisational or section requirements/activities/goals.

This is longer term individual planning);

iii. For the individual in view of secondment, higher duties, more

responsibility duties opportunities or transient activities such as project

work.

iv. For the section, to identify a person’s development and training

requirements specific to the duties assigned;

v. For the section in terms of identifying change factors and others as listed

below, it becomes a report card or status profile;

vi. To consider future requirements for the section and individuals’ training

and development needs and current attainment levels; and

vii. To identify development activities and opportunities for individuals and

the section in meeting section goals.

What are Capabilities?

What are Capabilities?

A Capability according to the Oxford Dictionary is the quality of being capable; capacity for. Rather foggy isn’t it?

A Capability is an underlying characteristic of a person which results in effective or superior

performance on the job. Capabilities can encompass physical, mental and emotional abilities,

knowledge, attitudes and behaviours.

A capability has also been defined as:

An integration of knowledge, skills, personal qualities and understanding used

appropriately and effectively – not just in familiar and highly focused specialist contexts but in response to new and changing circumstances (Stephensen, 1998).

A Capability Framework provides a menu of broad capabilities, in this instance, required by HR

people and managers with people supervision/management responsibilities. It is a broad


9

Pag

e9

overview and as noted in Guide point 2, there are a number of other indicators such as

complexity of the role, the section’s goals and objectives and the individual’s characteristics, experience, knowledge and skills to be considered.

Does it hurt?

Categorically no! We all have capabilities and they will vary in type, application, level and

circumstance.

What’s in it for me?

A lot! Using the HR Capability Framework will assist you in identifying current capability strengths and future capability needs. This can also be undertaken in a collective format, for

teams and sections. It is about building capacity and strength to do the duties well and

professionally. Capabilities are not confined to one occupational area exclusively, however for HR there are different levels of complexity and this Framework aims to enhance and develop

HR skills and knowledge in a professional manner.

Where to now?

There are probably numerous questions at this point both from the individual point of view and those who are team leaders and managers:

How do I relate the capabilities and the descriptions to my current role and my career goals?

Is there a strength-o-meter?

How do I fit in with the occupational area/group and levels? Operational/Frontline:

commencing, developing, and consolidating. Corporate HR/Transitional Zones.

How do I link where I think I am now and my career goals?

Where am I now?

Where would I like to be and where should I be in relation to my current job and future

challenges?

What capabilities are linked to my career goals- this is a personal aspect but how do

these relate to my current position?

The next section will address some of the questions, possibly pose more questions but that is

why the next section is called “Planning Pathways”.

Following this the Guide will:

Show you how to develop a Professional Profile,

Provide you with an example of how to develop a Professional Profile,

Provide examples of different HR occupational levels and the Professional Profile, along with suggestions for formal and informal training and developing options, and

Provide you with a list of links to relevant resources and references.


10

Pag

e10

Planning Pathways

A planning pathway is just that, it will differ between individuals and sections. The following is

written from an individual perspective but is easily transferrable for HR Managers, Team Leaders

and non- HR Managers as well. This is provided as a guide or as a reference only, it is indicative

not prescriptive.

Here’s a story....

A person may commence for example, in Corporate Services – Records Management as a

Records Clerk. They may have accepted the job offer for no other reason than to gain an

income. However over time they may have moved across to another area in Corporate Services on secondment. A few years later the person becomes a team leader in the

remuneration and benefits section in HR. None of these moves were particularly planned per

se, events seemingly unfurled, some opportunities were taken up whilst others were declined.

Let’s call this person Sam. Sam has attended a number of short courses both within work

arrangements and on a personal basis.

One of Sam’s team, Casseopeia has recently joined the Agency and is keen to progress her

career. Casseopeia has worked in the private sector for a number of years but has not

undertaken any training or development activities. Casseopeia is actively pursuing new

opportunities to develop her knowledge and skills and would like to join an association to further her development.

Sam and Casseopeia are two different people, with different roles, responsibilities, work experience and possibly education. One person, Sam, is part way through a public service

employment period with no defined career pathway. The other, Casseopeia wants a career plan

and to further this in a planned or structured way.

A planning pathway can assist both Sam and Casseopeia and the section and division. It provides

for a progression in a number of ways by providing a reference point and or map:

for individuals as far as determining current capability attainment;

for individuals to plan career paths, refresh/renew requirements to maintain

contemporary awareness/skills and knowledge, future skills and knowledge requirements;

to map current (individual and team) levels against the capabilities and the occupational

levels/classifications;

For assessing team capabilities;

For sections to identify training and development needs in being able to continuously progress and maintain a professional and highly skilled work section;

In forecasting team skills and knowledge requirements and capability standards; and

For considering professional recognition opportunities.

Assessing, Planning and Developing Pathways

As noted in Guide point 2, there are a number of factors to contemplate (experience,

previously demonstrated knowledge and skills, career aspirations etc.,) when considering

assessment, planning and development of a Pathway from either an individual or team/section perspective. The first step is to consider the HR Capability Framework using the Occupational


11

Pag

e11

Groups/areas and indicative levels. This will help to mark the X spot (I am here!). This is the

starting point for considering an assessment of current capabilities and possibilities for training and development opportunities.

For instance, Sam may not wish to progress his career at this point in time, or even in the next five years: he may be content with his duties and responsibilities and believes that a positive

work-life balance exists.

Casseopeia is keen to develop and progress her career and accepts that she will have different priorities and goals for her current role and longer term career goals.

Both Sam and Casseopeia have current skills and knowledge applicable to their duties in HR.

These may have developed in these roles or have been transferred them from their previous

work history. Both however should prepare a professional profile - Casseopeia to chart a

career plan, certainly, but both Sam and Casseopeia need a reference point to review their

current capability and performance against current and future needs and requirements from a)

their current role and b) future needs. Future needs will differ from a) what is required in their

current role and b) future arrangements or requirements in their current role and from a longer

term and personal career decisions and plan.

So in viewing the HR Capability Framework, Sam and Casseopeia (and their Manager) decide

their indicative position on the following diagram. For instance, Casseopeia would be considered to be at the first circle point, whereas Sam is possibly at the second circle point. Their positions

on the spectrum align with the Occupational Area/Group in the HR Capability Framework and

provide indicative points for training/development progression, qualification and professional membership.


12

Pathway Planning also includes reviewing current and future development areas including professional recognition, formal and informal development

activities along with qualifications. Indicative levels/positions are represented in the above diagram.

Capabilities will develop differently dependent on the experience, role diversity, duties and section objectives. However, it would be anticipated that

an increase in capability strength and breadth would occur in line with advancement in classification and role. So too, will the training and

development requirements. The Capabilities required at the first two stages will be different than the last two. For instance, an entry level person

would need fundamental knowledge and skills in line with each of the capabilities. However, there are a range of Capabilities and corresponding

skills and knowledge that will apply in different levels dependent on the role and function.

Operational/ Frontline Service Delivery

Entry Level

*Affiliate Level

^Cert II/III


Developing Level

*Affiliate Membership

^ Cert III/IV, Diploma


Consolidating Level/

Transitional Zone

*Level 2 Membership

^ Cert IV/Diploma

Team/Section Leaders Corporate HR

Transitional Zone

* Professional Membership

^Advanced Diploma/Degree

Specialist HR/ Senior Corporate HR

* Senior/ professional Membership

^ Degree/Post Graduate

Key

* AHRI membership level

^ Qualification require


13

Casseopeia appears to be at the first circle point of the Planning Pathway whilst Sam may be at

the second circle point and have some capabilities possibly aligning with the third circle point. This is where the unique skills, knowledge and capabilities of each person must be aligned and

assessed against a scale, in this circumstance against the planning pathway. However, it isn’t as easy as settling on a point on the pathway, there are a number of factors to

be considered including:

The creation of a Professional Profile which includes, o Prior employment history (including transferable skills and knowledge),

o Current duties/roles and responsibilities;

o Position within the section/division;

o Common functions/duties across the section;

o Previous performance feedback;

o Previous training and development activities; and

o Professional recognition (including membership past and current).

The following pages provide a table to use in developing a Professional Profile. You may wish to

have two profiles, one for their current role and one (personal) profile for their career

aspirations and development.

The Profiles may also be adapted by Managers or Team Leaders as a collated section profile in order to established section training needs and delivery outcomes.

It may be of assistance to ask a mentor, co-worker or previous supervisor in identifying some of the elements. However, you need to consider what constitutes development or training

activities. These may be formal courses, single subject or single topic training events, skills and

knowledge learnt through participating in community or outside work activities, assisting in

project work, higher duties undertaken or duties associated with job rotation. Also for

consideration are the groups, committees or project team in which you may have participated

Providing demonstration of work duties, supervision or being responsible for the

orientation/support of new employees should also be added.

These aspects should also be considered within the context that they occurred and the timing,

for example, a training event from five years ago may be important but should also include an assessment of the currency of this and any need for refreshing or renewing the skills and

knowledge involved.

The Professional Profile will help you to bring work, training and experience together but also

attempt to identify what activities have consolidated or extended specific capabilities.

Professional recognition and membership should also be considered in building the profile.

Membership of a professional organisation provides for the maintenance and extension of

contemporary knowledge. In building your profile you should also use the HR Capability

Framework Capability Descriptions (pages 16-17) following the Professional Profile template. The Skills and Knowledge chart which underpins the Capabilities are on page 18 and should be

reviewed at the same time.


14

Pag

e14

Professional Profile Name Brief summary of employment history

List the key objective, functions/roles and

responsibilities of the position*

You may wish to list out the last two or three positions that you have held

Your position within the

section/organisational structure

Note if this was a team based role or

otherwise*


What are the common functions,

roles/responsibilities of these positions?*


Use your statement of duties for these activities

Note any performance feedback

information relating to skills/knowledge or

development opportunities.


What if any changes have dramatically

changed during this time?

You may wish to list out the last two or three positions that you have held. Consider any changes in terms of new skills

or knowledge that you have attained in order to meet these changes

Summary Make a brief summary of the key points for this section here Development/training undertaken List out all training/development opportunities undertaken in the past 3-5 years. Note what the key objectives were for

each, try and identify what the key outcomes were for you.

Include informal events/activities here too, but try and identify the objectives and their relative key capability

component? Use the capability full descriptions for this task and there may well be cross-overs or inter-related aspects

to be noted.

Summary Make a brief summary of the key points for this section here Assessment What are the common areas (link these back to the key capability components) between your employment and your

training and development activities?

Which areas do you believe are sound in considering the key capability components and your current occupational

classification/level?

Which key capability areas do you believe could be renewed or refreshed?


15

Pag

e15

Which key capability areas do you think could be enhanced?

Which key capability areas might be needed in the near future?

Which key capability areas link or form part of your longer term career plan/goals?

Discuss these with a friend, mentor /coach to see if they agree with you? Re work if necessary.

Is there a priority order to my identified capability components?

Consider which ones link to others or have a critical component to them.

Consider which ones would be required in more depth or detail before undertaking others.

Is there a natural flow or progression?

Which ones appear to be stand-alone items?

Planning Discuss these when finalised with your manager but try to prioritise this against current performance feedback or other

development or career progression discussions.

Which courses or informal development opportunities match your assessment?

Which ones can wait? Which ones can’t?

Finalise a plan, try and put in dates, but allow a measure of flexibility for change.

Almost there!

Using the information above will comprise the first part of your professional profile.

When you attend a course or a development activity, spend a few minutes noting the objective (if any) of the course

or activities. What were the key outcomes? Do you believe they were met and what areas provided you the

opportunity to learn or consolidate your knowledge or skills? Has the event lessened/strengthened your need against

other key capability components? Or has the event had other positive benefits concerning other key capability

components?

With informal activities it may help to discuss this with a co-worker or manager as they may see areas that you haven’t.

Putting these details into a journal or a matrix format using basic ticks, arrows or crosses will let you review this easily,

but you should really put a big note in to review and assess this at regular intervals. You may wish to revisit these

events, at a later time allowing for reflection and write down whether they indeed meet your expectations or what

aspects did you find out more than you thought you knew or simply that you can perceive you are using or still

developing the skills or knowledge learnt. The more detail you note at the initial or review stage will help when

revisiting the matrix and your plan.


16

Pag

e16

Tasmanian State Service-HR Capability Framework

Capability Descriptions Capability-Identifier Description

Designing an organisation

for the future

Designs and enhances effective people management practices to position the Tasmanian State

Service for the future

1. Designs, leads and influences the development of people strategies that are aligned with

and contribute to the business strategy and executes people management plans that

contribute to strategic planning objectives.

2. Takes appropriate and ethical action to ensure people strategy, structure, capability and

processes support organisational objectives, goals and values by:

o Measures the impact of people practices on business results and adapts strategies

accordingly;

o Ensures people strategies turn organisational goals into ‘people’ priorities;

o Builds organisational capabilities that assist line managers turn strategy into action;

o Applies ‘people’ best practices appropriate to organisational objectives;

o Delivers and designs innovative people initiatives that contribute to the achievement of

organisational objectives; and

o Demonstrates the ability to identify key factors for service delivery planning and

development goals of the organisation.

Advancing Culture and

Change

Facilitates change and advances a Tasmania State Service culture that is focussed on delivering

quality services for Tasmanians

1. Designs and delivers innovative people practices that progress/enhance a positive

culture.

2. Has a understanding/awareness of the culture factors required for the organisation to

succeed.

3. Assists employees to understand the personal behavioural implications of culture and

change.

4. Translates culture into workplace practices and where required, develops adaptors for

change and acts with integrity.

5. Monitors progress and success of change processes and sustains change through ‘people’

practices.

6. Communicates the (outcomes ) benefits of change and seeks to implement change

initiatives with appropriate consultation and direction.

Leading & maintaining

productive relationships

Identifies and responds to service demands and maintains positive and progressive relationships

1. Delivers information, products and tools to meet client and stakeholder needs and

employs a continuous evaluation process to ensure a high level of service.

2. Assists managers to develop the required capabilities and skills to perform their people

management responsibilities effectively, efficiently and ethically.

3. Incorporates organisational and stakeholder perspectives when developing and delivering

people initiatives, polices, practices and advice.

4. Develops and maintains effective contacts, relationship and networks to deliver best

outcomes; including mechanisms for communication and consultation with stakeholders

to people management requirements.

5. Fosters progressive team relationships by adopting collaborative practices.

Designing and contributing

to workforce structures

and its performance

Builds and advances organisational capability through high performing people

1. Assists managers in achieving effective and productive work environment through the

provision of appropriate and timely advice/assistance.

2. Understands the core people competencies required for the organisation to meet its

goals and provide ways for employees to develop those competencies.

3. Advises on effective ways of identifying, recruiting, developing, retaining and promoting


17

Pag

e17

the right people.

4. Designs/contributes to procedures and provides advice for employees to achieve sound

performance levels within their capability in order to meet section/organisation goals

and objectives:

Facilitates the establishment of clear performance standards

Continuously identifies opportunities to enhance employee engagement levels

involving development and training aspects/opportunities

5. Provides and facilitates a work environment that motivates and retains key talent.

6. Demonstrates analytical and people/ workforce planning skills to meet current and future

requirements.

Being an Expert Practitioner Applies expert people knowledge to the organisation

1. Undertakes tasks that delivers excellent ‘people’ services (people management, HR

functions, roles, services and capabilities) and is consistent with other organisational

systems.

2. Applies and continuously grows personal knowledge to improve productivity and other

key organisational outcomes.

3. Adapts learned knowledge and skills theory into practice to deliver value to the

organisation.

4. Seeks out specialist expertise/tools from HR and other areas to achieve outcomes when

required/necessary.

5. Manages and promotes coaching, mentoring and development frameworks to provide

people management solutions to the line.

Being credible Exercises influence and provides high level people advice to advance the organisation

1. Uses people skills and knowledge to assist and contribute to senior management

decision making.

2. Exercises sound judgment at all times and builds a track record of achieving results and

meets commitments in a timely and effective manner.

3. Displays integrity and promotes ethical organisational and individual behaviour and

practice.

4. Applies effective written and interpersonal communications skills to all activities.

5. Identifies risks and contributes to solutions to ‘people’ issues.

6. Is a role model for organisation’s values and culture at all times.

Understanding and applying

the ‘service’ values

Delivers quality people services to the organisation and to the State Service

1. Understands the implications for people operations and services of the organisation.

2. Understands the key drivers for achieving success in a public service organisation.

3. Recognises organisation and sectional imperatives in achieving objectives and goals.

4. Maintains an awareness and understanding of how change impacts on the organisation

and the delivery of its services.

5. Communicates with all levels to ensure that the state service principles are met at a high

level.

6. Demonstrates high levels of integrity and upholds a high standard of ethical conduct .


18

HR Capability and Professional Development Framework

HR/People Management Knowledge

Communication - verbal, written, interpersonal

Leadership

Team Skills

State Service Legislation:State Service Act, Directions (Code of Conduct/State

Service Principles), Regulations-Policies and Guidelines (state/agency), Industrial Relations, Occupational Health and Safety, Anti-

discrimination Legislation, Workers Compensation. Advocacy, Ethics, Accountability and decision-making.

Selection & recruitment , remuneration, terms and conditions of employment, people management

procedures /policies/guidelines & activities, Diversity. Workforce Planning , Development & Management,

Organisational Design, cultural/change issues, Training & Development

*Mangers/teams leaders key knowledge area

Stakeholder Management

Planning /organisational skills- systems thinking

Working to goals

Managing for Performance

Problem-solving &decision-making

Priority Planning & Acting (Strategic)

Strategic people and business/forward focus

Organisational AwarenessProject

Management

Skills

&

Knowledge

Skills

&

Knowledge

Objective: a high performing, capable and competent HR workforce, delivering quality people services


19

On page 20 you will find Cassiopeia’s profile. It provides an assessment of current capabilities

along with a projected development plan for the next twelve month period. Using the Professional Profile will assist Casseopeia and her manager in assessing and determining her

development needs and her attainment in these areas. When the profile is used at regular

intervals it also provides a discussion point for changes that have occurred, along with an outline or overview of possible/suggested development/training opportunities.

The HR Professional Profile/Matrix on page 21 is a progression for the Profile. The

Profile/Matrix assists in alignment the outcomes of the Profile for recording the identification of development/training opportunities and related activities undertaken. This document can be

used over a period of time and will highlight a person’s progress against the capabilities and

components. Please note that these are merely listed and correlations between the capabilities,

the components and individual’s skills, experience, roles, responsibilities and the work context

need to be considered at the individual level.

The HR Capability Framework and the Development Guide have been designed to provide a

placemat/matrix to assist individuals, managers, and ultimately the work section to build the

capabilities of people working in HR, or in the other words, up skilling the HR workforce to a

high professional standard. It is in this context that the Framework has included a level or

standard for each of the occupational groups/levels. This will assist individuals and agencies in

developing high level professional and consistent standards. The Framework Capabilities have

been designed and structured to align with the Framework’s objective: “A high performing, capable and competent HR workforce, delivering quality people services”.

To achieve the Framework’s objective, the indicative levels on the Guidance Chart on page 22 details the grouped occupational groups/levels against professional levels and provide for

expected development and training levels and indicated achievements. This is necessary to

ensure that HR/people management roles and functions across the state service meet People

Directions and the HR Capability Framework’s objectives.

As noted this is indicative and involves both formal and informal development:

commencement, developing and consolidating levels, refresher and renewal activities and for

section and individual objectives. Informal activities may include merely observation type

activities, project or specific task activities, inter or intra-agency activities and others deemed

suitable.

If you have a mentor you should discuss your profile and career aspirations with them or

someone else as this may assist in exploring development or training possibilities as well as indentifying current skills, knowledge and capabilities from a broader perspective. Networking

may also be beneficial here. If you don’t have a mentor, then consider the Mentoring Program

(TTC).


20

Pag

e20

Professional Profile of Casseopeia Gothere Casseopeia Gothere

Payroll Admin Officer

July 2008 -

Undertake admin functions including payroll data entry, records checking, providing information relating to leave, overtime and

pay related queries

Level 3 position. One of five, section number 18. Corporate Services-Agency total (667 people)

Administration Assistant

Solicitors McGhee and Glog

October 2005 – June 2007

Undertake word processing and filing duties. Compile stationery and lunch orders. Take phone messages.

Level 1 position: admin office of 5 people and six solicitors.

Both positions responsible to a team leader/office supervisor. Received informal feedback mainly but positive about my performance, suggested training in communication, team work

and problem solving. No great changes in either position except increases in workload. I enjoy/ed the team environment.

Key points: Administrative tasks, commencing skills/knowledge development

Training/development: Informal: Systems for payroll, filing protocols

Formal: starting communications

Key objectives/Summary: Key objectives: (informal) to understand the processing and data entry requirements for payroll, understanding about leave

and pay entitlements

(formal): what types of communication there are: verbal and non verbal

Assessment: Self 1. People Management Knowledge- very important

(combination of formal and informal)

2. Continue communication training – very important.

Need to develop:

3. Team skills, organisational awareness – quite important

4. Problem solving, working to goals - important but not urgent

Assessment: with manager Agreed with self assessment

Planning: Develop a plan for undertaking points 1 to 3 within 6 months

Consider linkages with point 4 in view of development opportunities.

Development 1: work out a schedule with manager for informal development at workplace. Attend the next PMK

training seminar with TTC. Development 2: Two identified courses at GHJ training and TTC.

Development 3: Organisational awareness activities within workplace, across work sections/organisation. To be overseen by

manager. Team Skills: this will be undertaken within a team training/development day next month.(dates to

commence/complete noted)Development 4: to be assessed during midway through 1-3 activities. Consider professional

membership to assist with development.


21

Pag

e21

Professional Profile/Matrix – Casseopeia Gothere Development/training event or prior experience

Capability Capability Component Date completed

Objective/goal Notes: meet requirement, noted further development required, additional outcomes

Designing an organisation

for the future

People Management Knowledge

Advancing Culture and

Change

Communication: written, verbal,

non-verbal, written

Leading & maintaining

productive relationships.

Problem solving and decision

making

Designing and contributing

to workforce structures

and its performance

Team Skills

Being an Expert

Practitioner

Strategic people business/forward

focus

Being credible Planning/organisational skills-

systems thinking

Understanding & applying

the ‘service’ values

Organisational Awareness

Stakeholder Management

Working to goals

Priority Planning and acting

strategically

Leadership

Managing for performance

Project Management

Additional detail can be added as required progressively. Template can be used for either HR or people managers.


22

HR GUIDANCE CHART

Operational: frontline entry/developing LEVEL 1-HR FUNDAMENTALS

Operational: consolidating. Transitional zones, Team Leaders. Corporate: entry/developing. Line Management LEVEL 2- HR SUSTAINING

Senior Corporate HR. Section/ Division managers LEVEL 3 – HR LEADING

Introduction to the State Service Course (run by the TTC). It is strongly recommended that employees in this category should attend the above course within their first 12 months of employment. In addition to this, employees will participate in the HR Fundamentals Course (to be provided by the TTC). These courses are designed to set the framework within which the employee will undertake their duties. HR Fundamentals comprise the centre section of the Skills and Knowledge-HR/People Management Knowledge (1

st section)

Identification of key skills and knowledge along with work duties will determine other development/training activities. The following plan may be Cassiopeia’s. A minimum of 21 -25 hours per year is indicated for this level for developing and maintaining professional competency.

HR Specific Course (provided via TTC) This builds on from level 1 (HR Fundamentals) with a focus on recruitment, selection, advanced knowledge relating to the Directions, Awards and skills covering communication. Uses scenario, cases, theoretical and practical frameworks. Identification of key skills e.g. advocacy will be included. Employees at this level are strongly recommended to complete this within a six month period from entry. Refresher activities should be undertaken each year but may be drawn from other courses or training events. From this additional pods are added to meet individual needs and workplace requirements. This may include project management, managing for performance for example. This plan below may be suitable for Sam given their current level of experience, duties and responsibilities. A minimum of 21 -25 hours per year is indicated for this level for developing and maintaining professional competency.

High Level Requires level 1 and 2 knowledge and application. More strategic in focus. Leadership an integral component Higher analytical/problem solving skills. A minimum of 21 -25 hours per year is indicated for this level for developing and maintaining professional competency.

Example development/training plan HR Fundamentals Intro to the State Service Communication Skills Introduction to team skills Diversity awareness

*Professional membership should be considered ^ Certificate level II or III qualification should be considered as a minimum goal for this level.

Example development training plan HR Specific Managing/leading teams Negotiating and influencing Dealing with difficult people Introduction to Project Management

*Professional membership should be strongly considered ^ Certificate level III/Diploma qualification should be considered as a minimum goal for this level.

Example development training plan HR specific Leading change Strategic planning Project Managing Analysis and Planning

*Professional/senior level membership is indicated as a requirement. ^Completion of a Degree level course (minimum). Progression should include a formal course e.g. PSM Program

Consideration should be given to the different types of assessment activities that are involved at the different levels.


23

Resources for Development and Training Opportunities

There are a number of considerations regarding the selection of training and development

events. The Guide has identified both formal and informal activities and provided an indicated

course attainment level e.g. Certificate, Diploma, Degree. However, there are other activities

including single event/single subject type activities as well. Consideration may also extend to

Traineeships or Apprenticeships.

Time required to complete activities is another factor to be considered, time and day of the

event, work requirements and location need to be included in these deliberations.

As courses and events change, it is not possible to provide a full list that will be accurate over a

given period of time. Therefore a number of links are provided below for sourcing training and

development activities.

The following icon will be displayed on all Training Consortium flyers to indicate the alignment

with the HR Capability Framework. TTC also issues a regular newsletter with a listing of potential development and training activities. Those with a particular focus on HR will have the

following icon on the event flyer for easy identification.

This event aligns with the HR Capability Framework

www.ttc.tas.gov.au

The Training Consortium has a range of courses and events delivered across Tasmania.

www.ahri.com.au

The Australian Human Resource Institute has formal courses (some with Certificate/Diploma

qualifications), short courses, e-courses, on-line courses and events.

www.utas.edu.au

The University of Tasmania has a range of courses and subjects that would align with this

framework.

http://www.australianapprenticeships.gov.au/

This is the Australian Apprenticeships Homepage.

The following two links are for the new Skills Institute and the Polytechnic (formerly TAFE)

http://www.skillsinstitute.com.au/

http://www.polytechnic.tas.edu.au/

www.governmentskills.com.au

This is the Government Skills Australia site and is responsible for Diploma and Certificate

(Level 3 & 4) courses for the public sector.

http://www.ttc.tas.gov.au/

http://www.ahri.com.au/

http://www.utas.edu.au/

http://www.australianapprenticeships.gov.au/

http://www.skillsinstitute.com.au/

http://www.polytechnic.tas.edu.au/

http://www.governmentskills.com.au/

Theme 3: Developing and Recognising Our People … · HR Capability Framework & Professional...

Documents

Transcript of Theme 3: Developing and Recognising Our People … · HR Capability Framework & Professional...