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Emerging People Themes Academic Planning Committee 5 March 2010.

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Presentation on theme: "Emerging People Themes Academic Planning Committee 5 March 2010."— Presentation transcript:

1 Emerging People Themes Academic Planning Committee 5 March 2010

2 Emerging People Themes International – Sustainable working practices – Mindset Attraction & Retention Culture of Performance for all Succession, Flexibility and Development – Academic Succession – Career options for non academic Faculty staff (& CS) – Flexibility – Development Ethical Environment – Workload allocation / Workplace pressures / Maintaining wellbeing – Inclusive, respectful working practices

3 International We will continue to develop an international mindset as the cultural norm at Lancaster. What we know Growing number of International Partnerships What this implies? Review how we manage International Partnerships Review how the International agenda is staffed/enabled Changes to workload models/employment contracts Partner institutions require long-term development of staff to be embedded

4 What we know Working and collaborating internationally requires a different skill set and mindset Remote team working Management of remote activities Buy-in to an International way of operating What this implies? Up-skilling Staff involved in teaching using remote delivery techniques Staff involved in the management of activities/relationships Cultural shift Communication of rationale for shift (& implications if no change) Additional focus on mindset through PDR/other mechanisms Incentives (pull) for adopting new way of operating? International We will continue to develop an international mindset as the cultural norm at Lancaster.

5 International Questions What specific initiatives would enable changes to ways of working in support of the International agenda? E.g... Changes to terms and conditions of employment Stipulating experience of working internationally when recruiting to grade 8+ roles? How can we best support the development of skills that are required for international working? What skills will be required? How could staff be encouraged/enabled to develop an international mindset?

6 What we know Institutionally we want to increase proportion of staff recognised as world class in their fields. However, sometimes difficult to attract right calibre of staff Scarcity of top talent Top talent can demand salary premiums/more substantial benefit packages Poaching of star performers is an ongoing threat for the very talented What this implies? Additional focus to ensure consistently high quality candidate experience both through the recruitment process and thereafter Less reliance on probationary periods, greater focus on selection methods and appointment decisions Support, development and management to enable people to lift their performance to world class standard Attraction & Retention We will attract and retain high quality staff, and increase the number of world-leading researchers.

7 What we know Our ability to retain the very top talent is dependent on meeting their expectations The current challenges around managing the workload/focus for the academic population as a whole are even more relevant for this group What this implies? Need to better understand our attraction power both institutionally and within each department Better articulate what we offer Better fulfil the promises that we make Attraction & Retention We will attract and retain high quality staff, and increase the number of world-leading researchers.

8 Attraction & Retention Questions What more can we do to enhance the candidate experience? What are likely to be the top five attractors for top academic talent to come to Lancaster? (Our Employer Brand?) What are the five most important retention factors for top academic talent to stay at Lancaster?

9 Culture of Performance for all We will create a performance based culture by rewarding initiative and by ensuring a high standard of performance from all staff. What we know Generally career advancement as an academic is dependent on performance against key criteria Research Research publications Citations Secure funding For non academic staff, the landscape is very different, less prescription/obligation to deliver against set criteria. Suspicion that not everyone is performing Demands placed on staff mean that everyone is now expected to work at a higher level. Limited number of people with experience /comfort around managing poor performance What this implies? May be some pockets of the institution that require new approaches/new emphasis in order to fulfil culture of Performance for all

10 Culture of Performance for all Questions The Strategic Plan states reward will be related to achieving high standards. What processes should be put in place to achieve this? Staff survey feedback suggests we are not doing enough to manage under-performance. Do we have the management capability to manage under-performance? Faculty/Rotating HoDs Non-Faculty/Central Services

11 Succession, Flexibility & Development What we know Career progression opportunities for non academic Faculty staff (& CS) can be limited What this implies? University needs to develop appetite for taking some controlled risks in appointment decisions Getting better at articulating and identifying those with potential to work in new areas/higher levels Getting more comfortable with notion of transferrable skills Moving away from insistence on deep functional knowledge

12 Succession, Flexibility & Development What we know Overall organisational headcount has tended to be heavily influenced by history – rather than led by strategic requirements Analysis of VCs Office, Faculty Deans, Distinguished Professors, Directors in Central Services and Non- Faculty shows 30 out of 50 post-holders will reach NRA during current Strategic Plan. What this implies? We need to continue to deploy resources efficiently in support of agreed priorities Get better at making tough decisions Develop more capacity in managing organisational change Planning for succession needs greater focus

13 Succession, Flexibility & Development What we know Development of staff vital to ensure the University and individuals grow and adapt to changing landscape Staff need to be continuously encouraged to develop/adopt new innovative teaching methods – especially as the sector changes What this implies? New/innovative training & development opportunities targeted towards specific populations Resource requirement to fulfil commitment to development Rewards/incentives for development & exceptional performance Teaching Innovation

14 Succession, Flexibility & Development Questions What will help more of a promote from within approach to key non academic posts? Should we have targets around % external recruitment vs growing our own? Flexibility – How do we enhance capability in managing organisational change? How should we develop a process for Succession Planning? Where is the greatest need - Faculty/Non-Faculty/Central Services? What would it look like? What more should HR be doing to develop the leadership capability of rotating HoDs (especially when some are reluctant to take on the role?)

15 Ethical Environment We will provide an ethical environment and sustain a healthy and safe place to work. What we know Stress is the single biggest cause of days lost at the University Some evidence of harassment/ too many grievances? Efforts to effectively manage performance sometimes labelled as Harassment? What this implies? Recommendations from workplace stress audits need to look more deeply at the ways of operating that contribute to stress Some more traditional ways of managing are no longer acceptable More emphasis on coaching style and informal resolution

16 Questions What should be the key areas of focus for the newly appointed Manager of Wellbeing, Equality and Diversity? Do we know what we mean by workplace bullying and harassment? Ethical Environment

17 Final thoughts, to take People agenda forward... Need for scope of HR to be re-thought to allow progress on these broader issues? Requires stronger collaboration with Faculties to help resolve Faculty/academic challenges, as well as Non-Faculty and Central Services Need for HR to operate differently Requires move away from operational focus in favour of strategic focus (and planning for the future)

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19 Groups Group 1 Paul Wellings Sue Cox Fiona Aiken John Gallagher Colin Lambert David Otley Emma Rose Steve Miller Group 2 Mandy Chetwynd Gavin Brown Mark Swindlehurst Anthony Marsella Tony Gatrell Mary Smyth Steve Bradley Michael Payne Jane Taylor Group 3 Bob McKinlay Andrew Neal Roderick OBrien Clare Powne Geraint Johnes Chakravarthi Ram-Prasad Peter Elliot Fiona Benson Group 4 Trevor McMillan Lesley Wareing Sarah Randall-Paley Tom Finnigan Paul Graves Ellie Hamilton Tony McEnery Awais Rashid Mark Easterby-Smith

20 Group 1 Questions - International What specific initiatives would enable changes to ways of working in support of the International agenda? E.g. Changes to terms and conditions of employment Stipulating experience of working internationally when recruiting to grade 8+ roles? How can we best support the development of skills that are required for international working? What skills will be required? How could staff be encouraged/enabled to develop an international mindset?

21 Group 2 Questions - Attraction & Retention What more can we do to enhance the candidate experience? What are likely to be the top five attractors for top academic talent to come to Lancaster? (Our Employer Brand?) What are the five most important retention factors for top academic talent to stay at Lancaster?

22 Group 3 Questions - Culture of Performance for all The Strategic Plan states reward will be related to achieving high standards. What processes should be put in place to achieve this? Staff survey feedback suggests we are not doing enough to manage under-performance. Do we have the management capability to manage under-performance? Faculty/Rotating HoDs Non-Faculty/Central Services

23 Group 4 Questions - Succession, Flexibility & Development What will help more of a promote from within approach to key non academic posts? Should we have targets around % external recruitment vs growing our own? Flexibility – How do we enhance capability in managing organisational change? How should we develop a process for Succession Planning? Where is the greatest need - Faculty/Non-Faculty/Central Services? What would it look like? What more should HR be doing to develop the leadership capability of rotating HoDs (especially when some are reluctant to take on the role?)

24 What should be the key areas of focus for the newly appointed Manager of Wellbeing, Equality and Diversity? Do we know what we mean by workplace bullying and harassment? All Groups - Ethical Environment


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