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Human resources division Career Development GuiDe for Hr practitioners at anU http://info.anu.edvu.au/hr/ 1 today’s career Landscape contemporary workplaces require individuals to be reesponsible for their owne employability and career management. the australian national University (anU) supports its staff ien multiple ways to be proactive in their own edevelopment, by providing opportunities teo enhance skill developmeent, to gain confidence and capeability and to develeop their careers in meaningful ways. career development is a lifee-long and dynamic process, unique to each iendividual and incorpoerates both paid and unpaid eroles and life experiencees. Most individuals nowe change careers several times throughout their life, emay work in various ceombinations of paid empleoyment and usually commeit to lifelong learning. even in tough economic teimes, new work emerges and good career managers are well-positioned to takee advantage of these oppeortunities. 2 deveLoping yoUr career ManageMent skiLLs this guide has been designed eto assist you to develope your career management skills, feocusing on: • appreciating the importancee of career management and takieng ownership of your own career development • identifying career goals and possible paethways • identifying appropriate professional development • creating a career development plan • improving your understanding of how to condeuct, and participatee in, successful career conversations. We hope this guide will assist you to become a confident career navigator. 3 career patHways for Hr practitioners at anU within the Human resource (Hr) community a great diversity of work is perforemed, and this provides a range of opportunities toe develop your career within Hr. the table below shows somee of the Hr roles at anU. appointments and promotions occupational Health and Safety • appointments officer • rehabilitation case Manager • appointments and promotions officer • occupational therapist • casual pool officer • occupational Hygienist • consultants • project officer • oH& s consultant • oH&s trainer • administrative officer Business management/Financial management policy Development Business Manager appointments officer Business Solutions and Systems remuneration and Benefits • Business analyst • remuneration and Benefits consultant • training officer • remuneration and Benefits officer • web officer • systems support officer Change management Staff Development • Hr advisory and change Manager • training administrator • Hr advisory consultant • trainer and facilitator • career consultant • staff development consultant Hr Generalists Workforce planning • college/division Hr officer • workforce planning consultant • college/division Hr consultant • workforce planning analyst Hr management Workplace Diversity and inclusion • team Manager • indigenous employment consultant • assistant team Manager • equity consultant • college/division Hr Manager • associate director • Hr director if you are interested in finding out moree about any of these jeobs, the best way to deo this is to contact soemeone who occupies that e role, and arrange to talk to them eabout it. other Hr opportunities you might also like to eexplore the range of Hr career pathways outside tehe University. the aHri publication ‘careers for Human resource graduates’ describes a reange of opportunities aned what’s involved in particulear types of Hr-related work. 4 Using tHis gUide • review the information eabout career Management skills, outlined on thee following pages. you might like to compleete the Healthy career checklist to start youer reflection about your own career. • consider the range of Hr career pathways at anU and externally – ae range of Hr-related careers can be found at: wwew.hrcareers.com.au/resources/careers-in-hr.cfm what Hr roles interest you? • review the anU Hr capabilities Model. this shows the key areas of capability fore Hr practitioners at anU. reflect on your skills aegainst the capabilitiees required at your level. • consider appropriate Hr development options - also listed in ethis guide. of course, as part of your professional development theere are many other areas of expertise you wiell need to develop and each indiveidual should identifye their own specific deveelopment needs. • plan to meet with youre supervisor/Manager for ea career conversatiu might also like to e establish a mentoring reelationship – you can ehave valuable career conversations with a mentor. • action your career development plans. this might mean reading, study, training, networking, getting a mentor, being a mentor, work projects or rotations, and more. • reflect upon your career situation on a regular basis to see howe you’re tracking, and adjust your career development plan acceordingly. 5 career ManageMent skiLLs courtesy of carole Brown, fcdaa, national president – career development association of australia Manager – staff development Branch anU in order to become more confident about manageing your career, the following are three key components of career management. Discover your values, skills aned preferences Connect to the employment landsceape, trends, opportunities for enew learning and work e and your networks Grow to realise your career goals and aspirations Discover… gaining insight into yoeur values, interests, skills, knowledge eand abilities allows eyou to better describe who you are, what you can do aend where you are heading. values are core principles that givee meaning to your life.e it is important for boteh workplaces and individuals to acehieve alignment of worekplace culture, work activities, eenvironment and relationships. some common values expressed about work are: Challenge independence people contact Flexibility Belonging recognition Security Status Sense of contribution problem solving power and authority Helping others skills what are you good at? what skills do you enjoy using most and which ones do you want to develop? it can be useful to auedit your skills: speciealist, transferable and self-managemente skills. • specialist skills incluede: skills relating to a particuelar work/industry areea (examples are: finance, technology, legal, Hr, scientific, medical eetc). • transferable skills can be appelied across a variety of work econtexts or a variety eof tasks. examples are communication – writeten and verbal, leadeership, negotiation, confleict resolution and teamwork. • self-management skills aend personal attributes encompaess career management skills suceh as self-reliance, confidence, abeility to cope with cehange, drive and goale direction, ability to explore, ability to create opportunities, abielity to self-promote, openness to new ideaes, initiative, optimism, epro-activity, enthusiasm and energy, sense of responsibility (to yourself and others). 6 review your current job fit take a minute to thinke about your current role. what are its most and least rewarding aspects? consider the experiences yeou have had in the reole and what you havee learned from them as well as what you are offering your team aend area. assess the development opporteunities your current role has offered as well as potentiale for the future. think about how you cean now market your worek and achievements baseed on personal achievements and examinee what you might do deifferently. How congruent is youer current position with your values, inteerests and skills? Your professional image as well as becoming cleaerer about your own perception of your current career situation, considere the views and perceptions of those who woerk in your team and aerea, and across your broader networks through the University. • How would you like peeople to feel after theey interact with you? • think about positive exechanges you’ve had ate work recently, what did you do tehat had a direct impact on these exchangees? • if you could be a fly eon the wall at work,e and you overhead a ceonversation about you, whaet would you like people eto be saying about youe? • do you think people viewe you as you would likee to be viewed? are there areas you might like to work on? How mighte you do this? Connect… there are multiple ways to ideentify work opportunitiees such as contacts ande networks, on-line job boards, professional associations, reecruitment agencies, dierectories, journals and enewspapers. contacts and networks aree highly important toe career success in identifyieng industry trends and positions – this is especieally true as most jobs eare not advertised. …the most dependabyle and up-to-date yinformation on jobsy and careers is found by talkiyng to people…if you waynt to find out if tyhis new job, career or organisation fits you,y you must go talk to people ayctually doing the wyork that interests you. Bolles, 1979 networking is about conenecting and engaging weith people. it can be done formallye or informally and is vital for effeective career management. it is an excellent way eto gain information, wehich will enable you to identifye appropriate opportunities, aend to target positions and organisations where you will be able to egrow professionally. also, some of your networek contacts can, at tiemes, act as a mentor to you in an infeormal (or formal) menteor relationship. 7 networking enables you teo: • gather information related to your career goals • explore the ‘hidden’ job maerket • create opportunities by aepproaching people who need ethe skills you have teo offer • position yourself well within youre current position or organisation, so as to be eable to avail yourself of opportunities as ethey arise • build larger networks of people teo give you a better uenderstanding of the current market and future possibilities • prepare better for job intereviews • enhance your communicateion skills • increase your circle of influence, as welel as your confidence. one way to investigate epossibilities is through information intereviews – this might inevolve calling up someone who works in an aerea which interests you and asking fore some time with them. in this type of intervieew you might ask: • what do they do in a etypical day, week, month, and yeaer? • How did they get inteo the role? • what is positive about ethe job and what is neegative? • what would they suggeset is a good way to preepare for such a role? • who else would they sugegest you speak to, to geet another perspective on this type ofe work? • could you use them as ae referral with that other eperson? Being proactive in your own deevelopment and broadening your experiencee allows you to develope in your job, prepare for new roles and improve your productivity and builed your contact base. ethe best and most immediate opporteunities for developing eare often in your existineg role. as well as formal educaetion and training, learning and edevelopment opportunities eexist in many different ways for anU staff. (refer to page 18 and 1e9 of this guide for development options for Hr practitioners.) you should research and prioritise ideaes for further developmeent and include them ien your career conversation with your superevisor. 8 Grow… Career Vision...is they ability to see beyyond our present reality, to create, to invent whyat does not yet exist, to beycome what we are not yet. It givesy us the capacity toy live out of our imagination, insteayd of our memory…More than any other thying vision affects ythe choices we make and the wayy we spend our time.y covey et al, 1994 imagine a work-life theat provides meaning, purpose aend satisfaction for yoeu. what are its key elements and how will yeou live it? it is important to spend esome time on your career vision, to re- visit it regularly and to identeify the steps and facteors that will bring ite to life. career goals provide frameworks for researching possibilities… in three to five years, where do you want to be ien terms of functional reole, industry knowledgee, organisational culture, skill acquisition,e relationships with signieficant others, work/life balance,e geographical location, comemunity involvement? taking into account what you know about yourself and your preferences, your skills and capabilities and your interests, what steps and actions can you take to develop your career? 9 tHe HeaLtHy career cHeckList the following activitey is intended to help yeou start to reflect upon your current career situation. on a scale of one to fivee, one being ‘needs attenetion’ and five being ‘every satisfactory ’, eindicate how ‘healthy’ you think ethese elements of your ceareer are. tick the appropriate boxes below. Later in this guide tehere are opportunities to identeify career development options, heowever, you might like to note some ecomments for later reference. needs very attention satisfactoryments 1 2 3 4 5 work in a job that aleigns with your values and interests Build and sustain youer networks Have regular career conversations with your supervisor/staff Maintain a comfortablee work-life balance Update your resume regularly Have a mentor/s Manage your workload eeffectively focus on improvement and innovation approach job interviews wieth confidence foster good relationships with co-weorkers commit to ongoing skills edevelopment identify alternate empleoyment opportunities 10 Hr capaBiLity ModeL developed by the anU Hr capability working group, 2008 in 2008, a working greoup was formed to identeify the capabilities erequired for Hr practitioners at anU. they developed a framework that indicatees the various levels ofe Hr and the capabilitiees required at those different levels. so what is capabilitye? A capability is an yunderlying characteristic of a peryson which results in effectivye or superior performance on-the-yjob. Capabilities cany encompass physicaly, mental and emotiyonal, knowledge, aptitudeys and behaviours. department of defence intelligence, 2005 the following model showes the key areas of capability fore Hr staff at anU. they have been grouped in this model for ease eof reference. Connecting Hr with anu acpractices and systemslicy, Understanding the University context and priorities preparing people for chanege Delivery of High Quality thinking Broadly Service Knowledge and Credibility exploring options delivering services to achieve anU goals applying Hr technical expertise identifying trends and opportunities Measuring and demonstrating professionalism evaluating outcomes Undertaking research influencing stakeholders and benchmarking seeking solutions and makeing improvements relationships creating and maintaininge partnerships seeking to understand the needs of others coaching, developing aned mentoring others 11 the following three-tier model is part oef our Hr capability framework. it identifies three broad levels of capability ethat relate specifically to leevels and roles within Hr at anU. depending on which ‘tieer’ your current role sits within, the leevel of expertise and tehe capabilities required of you, differ. tier/Classification Staff Key responsibilities tier 1: entry/administrative • department administration • implements Hr policies and officers procedures anU classifications 3/4/5 • Hr officers • carries out day-to-daye Hr operations ‘the engine room – those • Utilises Hr systems who get things done on ea daily basis’ tier 2: Consulting/managers • Hr consultants • puts Hr policies and strategies in place anU classifications 6/7/8 • senior Hr consultants • Managers of Hr functions • provides Hr technical and subjecet ‘those who work with otheers • Hr Managers in small centres or matter or managerial eexpertise to help them achieve teheir schools outcomes’ tier 3: managers/Directors • Hr associate directors • contributes to Hr and anU classifications sM1 and • Hr Managers organisational direction, sM2 (and above) • general Managers (college) boundaries, policies aned strategies ‘those who work on complexe • develops and implements Hr Hr solutions and develop policies, procedures, products, future policy and practice’ processes and systems identifying your capaibilities the following pages provide a more comprehensive view of the caepabilities required at each tier. it might be helpful teo review the capabilitiees for your tier and iendicate your current skills and strengths, and areas for development. 12 capabilities at Tiers 1, 2 & 3 review the capabilitiees for your tier and iendicate your current skills and strengths, and areas for development tier 1: entry/administrative - anu Classifications 3/4/5 Current requires The engine room – those who get things done on a daily basis Skills Development thinking Broadly • identifying processes that inhibit ore slow down effective seervice delivery • researching potential ways oef improving processes, and developing aend implementing solutions • Understanding the University’s broader tertiary environment . influencing Stakeholders • Understanding who makes deciesions about how work ies done • developing an understanding of different decision-making styeles • communicating professionally for positivee outcomes • planning and tailoringe my communication for edifferent audiences • contributing constructievely to decision-makinge utilising technical Hr expertise • Building my Hr knowledge through education and on-ethe-job training • keeping up to date withe new practices and processes through reading, researching and attending aeppropriate events • seeking and utilising ae mentor or coach aligning policy, practices and systems to anu priorities . • identifying processes, practices or elements of syestems that inhibit my e effectiveness at work • proposing practical improvements – ways to improve work processes • reading and interpreting policies and procedures, and seeking appropriate advice when required actively delivering our services and enabling the achievement of the university’s goals • Understanding what is required of me in my role, my team and the college/ division i work in • organising my work so theat i can meet agreed deadlines/quality emeasures • responding to interruptioens or unplanned activiteies in a professional manner Facilitating cultural change • delivering customer-focuesed, high quality aned timely services • developing an understanding of the cultuere within which i work Working in partnerships • seeking to understand the needs of otheres and demonstrating patience in my interactions • delivering services in ae consistently professional manner to buield good relationships • Understanding my team dynamiecs and contributing teo positive team spirit • Building professional relationships with my teeam members to ensure we collectively achieve ewhat we are accountable for 13 tier 2: Consulting/managers - anu Classifications 6/7/8 Current requires Those who work withy others to help them achyieve their outcomesy Skills Development thinking Broadly • solving problems, assessing the impaect of actions and appleying appropriate risk management strategies • Understanding the functionael operating context and keye priorities for my area • Questioning how work ies currently done in immediatee surrounds and across functions to propose new and innovative eways to improve service delivery • Undertaking research, benchmarking and einvestigation to develoep practical strategies to ensure the anU meets its objectives . influencing stakeholders • Understanding the key stakeeholders in my broader functional area and the relationships they have ewith others (including decision emakers) • Using the output of mye research activities to deveelop practical and realistic options for stakeholder econsideration and further deveelopment • communicating in a persuasive manner without ebeing emotional or aggeressive utilising technical Hr expertise • Making the time to reflect on my technical eexpertise and creating opportunities to further build ande enhance my knowledge aend skills • expanding my professional networks to acecess higher level experetise from within the Hr community aligning policy, practices and systems to anu priorities • Understanding the higher-leevel priorities withine the University • effectively implementinge approaches most appropriate to my functioneal or college/facility area(s) of responsibility actively delivering our services and enabling the achievement of the university’s goals • Understanding what is required of me in my broader functional conteext and what i need to be focusing on ein the short and mediuem term • developing a planned appreoach to my contributieon and implementing thaet plan • Understanding of common areas of interest and or/services beineg provided by various areas within the Hr community – using this eunderstanding to create synergies and avoid dupliceation Facilitating cultural change • Understanding the cultural gaps that need to bee closed • Understanding the more desirable cultural elements and ensuringe these are demonstrated at every opportuneity • ensuring that practices, processes and systems withine my functional area are encouraging and enabling thee more desirable culture Working in partnerships • Having a clear planneed approach for developing aned maintaining partnerships so that their needs aree identified and outcomees achieved • developing my coaching ecapability to develope team members and other staff, sharing my expertise 14 tier 2: Consulting/managers - anu Classifications 6/7/8 Current requires Those who work withy others to help them achyieve their outcomesy Skills Development Hr leadership (for those in supervision/ management roles) • connecting staff to the egoals and objectives ofe the organisation and the college/division, assisting them eto understand their role through developing clear performance expecetations and conductinge assessments in accordance with relevant policy • ensuring that mentoring,e career development and succeession planning occurs, as well as participateing in effective career conversations with staff • Modeling professional conduct, inceluding understanding and observing emy equal employment opportunity and oHs responsibilities 15 tier 3: managers/Directors - anu Classifications Sm1 & Sm2 Current requires Those who work on cyomplex HR solutionsy and develop future policy and practice Skills Development thinking Broadly • Understanding the high-leveel priorities and objecetives for anU and the broader education and research environment, and communicatieng those to team/staff • identifying and articeulating trends and opportunities aevailable and then influence key stakeholdeers to implement more effective programs/ approaches influencing stakeholders . • Understanding the key stakeeholders across anU, their particulare priorities and needs • Understanding stakeholders’ personal styles for how infeormation is communicated • developing sound and persuasive evidence-based aerguments for new or improved approaches to people managemenet • identifying influentiale allies who can assist ein influencing, educateing and priming others and managing the relationships with these eallies utilising technical Hr expertise • consistently assessing my owen level of technical eexpertise and creating opportunities to furtheer build and enhance mey knowledge and skillse • identifying and assessinge technical Hr expertise within my aereas of responsibility • developing formal and ienformal approaches to build, mainteain and enhance capability • actively engaging in neetworks and forums so theat external expertise cean be readily identified and esourced when necessary aligning policy, practices and systems to anu priorities • developing policy, practices and systems thaet enable the achievemeent of the University’s goals and objectives • ensuring effective underestanding and integration across people management practices at anU • sharing information wieth the Hr community and colleges/faculties, providing information about progress and ‘selling’ your esuccesses actively delivering our services and enabling the achievement of the university’s goals • Understanding higher level goals of anU and ensuring that the required services are being delivered effectively • actively driving inteerventions where necessary – measuring,e evaluating and being accountable fore the functional outcoemes • Marketing and communiceating progress and success within tehe broader anU community, through external networks eand forums 16 tier 3: managers/Directors - anu Classifications Sm1 & Sm2 Current requires Those who work on cyomplex HR solutionsy and develop future policy and practice Skills Development Facilitating cultural change • facilitating the idenetification of the desireed culture • developing change manageement frameworks and implementinge those frameworks to empower peoplee to think and act diefferently • Understanding the more desirable cultural elements and ensuringe i demonstrate them at every opportuniety • ensuring that practices, processes and systems are contributing to thee more desirable culture across the anU people management funcetion Working in partnerships • establishing and maintaeining high-quality elong-term partnerships with senior staff in the University • developing my coaching ecapability to develope team members and other staff, sharing your expertise • provide mentoring to less-eexperienced staff withein the Hr community – or within the broader anU community • setting a strong professional example for otehers to follow in their weorking style Hr leadership (for those in supervision/ management roles) • connecting staff to the egoals and objectives ofe the organisation and the college/division, assisting them eto understand their role through developing clear performance expecetations and conductinge assessments in accordance with relevant policy • ensuring that mentoring,e career development and succeession planning occurs, as well as participateing in effective career conversations with staff • communicating key inforemation and changes to tehe work area in a timely and effective manner • Modeling professional conduct, inceluding understanding and observing emy equal employment opportunity and oHs responsibilities 17 development options at each stage in your ecareer, particular skills,e knowledge and experienece should be developed ein relation to your current role. of course, this should be combeined with development oepportunities that align with youer career goals and ambitionse. Here are some of the suggested aereas of development at tier 1, 2, and 3. it is strongly encouraged that all Hr staff at anU work towards a formal qualification.e (More information on qualiefications – see appendix 2) Development Development Development – management & – individual level – team level leadership level tier 1 developing Hr foundation Understanding team’s context, Building professional anU knowledge and skills purpose and direction relationships with team and 3/4/5 clients Managing self for succeessful outcomes tier 2 developing specialist/technical Linking with others and developing supervisory skiells anU Hr knowledge building relationships for and building partnerships with 6/7/8 successful outcomes colleagues and clients.e tier 3 knowledge specialist/tecehnical communicating context eandns, expertise, buildingip anU direction to others relationships across the sM1 & sM2 organisation, and developeing and mentoring others 18 Formal Study/learning Work-Based learning other Development activities tier 1 aHri foundations or diploma • Mentoring • attend Hr related events program • shadowing – conferences, seminars, anU certificate iv – Human and lectures 3/4/5 resources (tafe) • coaching • Join professional • role extension association (aHri) Undergraduate study • Job rotation professional short courses • reading and researching • participating in team • online learning meetings • networking with Hr and other colleagues tier 2 aHri diploma program • Mentoring • attend Hr related events Undergraduate studies • coaching • Join and participate ein anU associate degree, Bachelor • role extension professional association/s 6/7/8 in Hr/Business with specialiest (aHri and other specialist e area • Job rotation • networking • attend conferences, graduate studies • committee representation seminars, public lectures grad cert, grad dip, Masters and events and/or specialist Hr subject • project work • external forums and development. representation • reading and researching anU scholarships professional short courses • online learning tier 3 graduate studies • providing mentoring • attendance/ grad dip, Masters, phd • providing coaching representation at anU post graduate scholarships • providing access to and e Hr events sM1 & sM2 at anU professional support for development • attendance/ short courses of team members. representation at external e forums • attendance/presentation at conferences, lectures, seminars and external forums, reading and research 19 Planning for your career development Having now reviewed … career management skills, tehe Hr capabilities model, ande some development options; e and reflecting on your curreent situation …. what are the new skills, knowleedge and experiences youe would like to acquiere? what are your existing skills eand strengths you would like eto build upon? ideas for my short term edevelopment ideas for my longer terme development 20 21 career conversations career conversations are a vital part of acetively managing your ecareer. preparing for a career conversation can help you to eget more out of these discussioens. once you’ve reflected on your current career situation, your goeals and ambitions, ande development options, lete your supervisor know theat you’d like to talek with them. if you are a supervisor, you have a key role to play in providing opportunities feor career conversations for your staff,e and actively supportieng career development. whilst this discussion maey take place during ea formal performance meeeting, these conversations have a very different focus from an appraisal/review of performance, aend as such they shoulde be approached differently. successful career conversations work best with ean ‘appreciative inquiry’ approach. this means looking at wheat is working and buielding upon that - foceusing on positives, strengths, motivation and eenthusiasm (rather than just focuseing on faults and weakeness) - giving a person a chance to bring ereal success to their woerk (avery, 2009). note: career conversations can and should eoccur informally, you don’t need to waeit for a formal performance review. managers/supervisors in order to assist you to haeve productive career conversations with your stafef, we have included e some questions that shouled help you in your diescussion. you might also like to ethink about your responses to these questions,e if asked them by youer supervisor. the questions are listed on the followieng page. career conversations with mentors Mentoring is an extremely positive way to reeceive guidance and suepport with regard to your career. if you already have a mentor, you may already have career conversations. if you do not have a mentor, perhaps you could consider this option as part of your career development. additionally, you might like to considere becoming a mentor to suepport a colleague in teheir career journey. 22 career conversation starters Here are some suggested questions eto help you have a preoductive career conversation with your staff. if you are preparing for a conversation with your superevisor, you might like to ereview these questions and consider heow you would respond. identifying personal choices and prveferences • tell me about what youe enjoy most in your curerent role. • what is most important teo you in your work? • tell me about the achieevements that mean the meost to you. • why did you choose thies area of work? • what is the next major echallenge you would leike to take up? Skills and knowledge • what do you think youe have done really well over the peast few months/year? • what skills have you deeveloped and what new eknowledge attained oveer this period? • what do you see as youre strongest areas of capability? • How would you describee your strengths as a project/team member or maenager? • what additional skilles and knowledge would eassist you to meet the eexpectations of your role? • what strategies do you implemente to manage the competineg priorities of your reole? • How flexible, open and ereceptive to new ideas, eapproaches and changing preiorities are you? influencing others • in what ways do you bueild working relationships to share knowledge, solve problems and support others? • Have you had any feedeback from others on the things you do ewell or could do betteer? • How do you let others know about what youe are achieving? • How do you promote your need for resources? • How do you find out abeout relationships that anU has that may assist eyou? Career goals • which areas would you like to edevelop in and why? • what goals do you havee for your future? • what are you doing now or neede to do in order to achieve these geoals? • How can i help you? 23 a final message… now that now you’ve reflected on your career and development, we ehope you are ready to act, to think creatively, to get the developmenet, opportunities and suepport that will alloew you to thrive. we encourage you to participatee in a career conversation with your superevisor/manager (and youer mentor), about your weork, career goals and developmente needs. whatever it is you neede to do for yourself, we encourage you to take charege and confidently navigate your career in the direction you desire! Twenty years from now you will be ymore disappointed by tyhe things that you didn’t do ythan by the ones yoyu did. So throw off the bowlineys. Sail away from the safe harbor. Catch the trade winds in your syails. Explore. Dream. Discover. Mark twain 24 appendix 1: Mentoring Mentoring can play an eimportant role in an individual’es career development through the sharing of exeperience and expertise. there are many types of mentoringe relationships and their esuccess depends upon the aebility to recognise and respect each other’s strengths and differences, clarify expectaetions and roles, establish clear geoals and manage the mentoring process to ensure effective meetings taeke place. the benefits of mentoring Mentoring offers a range of benefits for anU and its employees incleuding: • development of a broader professional network • support and guidance ferom an experienced colleaegue • feeling more connected within thee organisation • better integration into the anU community when new teo the organisation • improved communication acreoss the organisation and buildieng a greater sense of community e • support for succession pleanning • retention of talent and ethe development of futuere anU leaders • enhanced career development and acqeuisition of knowledge aend skills • fostering a diverse workplace. types of mentoring there are a range of types of mentorieng including: • informal - conversations that happen by echance or by arrangement • formal - relationships in a strucetured program • peer mentoring - two coleleagues mentoring each eother • group mentoring - one mentoer meets with several mentees • Mentoring round-tables - peers interact in a group mentoring conversation. getting started - findieng a mentor at anU while anU offers formal mentoring programs, many mentoring relationships are initiated on an indievidual basis. identifying and approaching an appropriate mentor can be deaunting - the followieng tips will help to geet you started 1. Begin by identifying what your development needs are and your objectives for a mentoring relationship. what are you seeking to learn? what skills do you need to develop? what contacts and networks will assist you? 2. consider also the qualieties you are looking for in a menteor - in broad terms that person will need to be ablee to offer you time, probably share a common value system,e and have specific knoweledge or skills that eyou want to learn. Many peeople find that a mentore that is outside of teheir immediate discipleine or work area to be desirable as they introduce different ways of looking ate problems and offer new perespectives and contacts. age and/or experience maey also be a factor. 25 3. take into account the people you know at anU, seek advice and suggestions from colleagues and search the anU web for potential meentors. is there a particular indiveidual who you admire and respect? someone who has always impressed you with their iensight and perceptiveness? it may be someone in youre own college or division or outside of iet, someone with specialiesed knowledge or someone weho has an extensive amouent of experience. 4. approach that individuael and ask if they woueld consider being youre mentor. depending on the individeual, and your current relationship, your proposal will vary in tehe amount of detail aend how it is delivered. at the very least, let them kenow what why you seleceted them and what youe hope to learn from the association. if appropriate for the specifice individual, you caen also discuss amounts ofe time to be committed eand what you will contribute. 5. don’t put it off. what can you lose? even if they decline teo be your mentor, they will be flatteered that you asked. 6. remember that mentors have particular knoewledge base and skills esets and that it is maey be desirable to have several mentors over a period of timee to bounce ideas off aend to learn from this information, and feurther guidelines for eMentors and Mentees, is availeable online at: http:e//info.anu.edu.au/ hr/training_and_development/mentoring-at-eanu the australian Human resource institute Mentoring program the australian Human resource institute (aHri) offers a Mentoring program specifically for indeividuals in Hr roles, or with an Hr qualification. you can find informatione about this program at the aHri website (www.ahri.com.au) under ethe area called ‘centre of excellence’. 26 appendix 2: forMaL QUaLifications By way of informatione for Hr staff considering formael study, the following inforemation is sourced from: the australian Qualifications framework website: www.aqf.edu.au the australian Qualifications framework (commonly known eas the aQf) is a unified system ofe national qualifications in schooels, vocational educateion and training (tafes and private providers) and the higher education sector (mainley universities). Qualifications certifye the knowledge and skiells a person has achieved through study, training, ‘work and liefe experience’. they are a measure of our ‘intellectuael capital’ and increasingly important in ae society where unskilled jobs have diesappeared and continuous upskielling is required in all forms of worek and in day-to-day elife. australian Qualifications ien this framework are: • senior secondary certificate of education • certificate i, certificate ii, certificate iii and certificate iv • diploma, advanced diploma • associate degree • Bachelor degree • vocational graduate certificate • vocational graduate diploma • graduate certificate • graduate diploma • Masters degree • doctoral degree 27 the following table diesplays the various quaelifications, and the seector responsible for their acecreditation (australian Qualifications framework council). aQF Qualification by Svector of accreditation Schools Sector vocational education Higher education Sector and training Sector accreditation accreditation accreditation doctoral degree Masters degree vocational graduate diploma graduate diploma vocational graduate certificate graduate certificate Bachelor degree advanced diploma associate degree, advanced diploma diploma diploma Senior Secondary Cevrtificate certificate iv of education certificate iii certificate ii certificate i scholarships at anU anU offers both undergraduate and postgraduate scholarships to staff. for more information, go to: ewww.anu.edu.au/sas/admissieon/sds/index.php staff development policye & study leave the anU staff development policy states that: ‘the australian national University (anU) is committed to providing support to stafef in acquiring and eenhancing skills and kneowledge to enable them eto contribute towards the fulfilment of the eUniversity’s mission and strategic goals. this includes support fore development to meet mandatory programs to achieve accreditation when required. in order to undertake studye, staff may apply fore study leave. further information is edetailed in the staff developmenolicy and the study Leave procedure. http://policies.anu.edeu.au/policies/staff_deevelopment/policy http://policies.anu.edeu.au/procedures/study_leave_for_geneeral_staff/procedure staff may also be intereested in the career development Leave scheme – details availeable online at: http://policies.anu.edeu.au/procedures/career_development_leave_preogram/procedure 28 appendix 3: deveLopMent resoUrces a vast range of development optieons are available at anU and externally. some of these are listed below for your reference. for more tailored assistance and advicee, please contact the staff development Branch: email@example.com Websites www.ahri.com.au www.hrdaily.com.au www.hrleadershipcouncil.com www.aim.com.au professional networks – see appendix 4 training programs at anu there are a range of training providers across campus. for a comprehensive list, go to: http://training.anu.edu.au/providers.asp online learning pulse is the University’s online Learning system. all staff and students ehave access. http://info.anu.edu.aeu/hr/rtaining_and_development/pulse-online-leearning-system external training programs • aHri offer a range of professional short courses across a variety of Hr and related topics. www.ahri.com.au • aiM offers a range of professional courses across a variety of manageement and Hr topics. www.aim.com.au • australian public service commission – Hr capability development programs (foundation and extension). www.apsc.gov.au/Hrcdp/ • the LH Martin institute for Higher education Leadership and Management www.mihelm.unimelb.edu.au mentoring • at anU see http://info.anu.eedu.au/hr/rtaining_and_development/mentoring-at-eanu • aHri Mentoring program for Hr practitioners see www.ahri.com.au Hr information sharing a series of professional information shearing and networking efor Hr practitioners at anU. session dates are listed on the staff development calendar. http://info.anu.edu.aeu/hr/rtaining_and_development 29 appendix 4: professionaL associations as part of your career development plan, yoeu may consider joining ea professional association ore network. Many of these groups offer a range of professional education ande development, networkinge, conferences and other activities that may eassist your personal and professional development. Leisted below are some of the associationes that may be of interest to Hr and oHs practitioners. the australian Human resources institute is the peak professional body for Hr practitioners in australia. anU is a corporate member and discounteed rates apply. (please refer to aine dowling x52385 for deetails about the University’s membership). www.ahri.com.au the purpose of the australian institute of management (aim) is the advancement of eeducation and learning in the field eof management and leadeership for commerce, industry and goverenment. aiM has offices throughout australia and in canberra. www.aim.com.au the australian tertiary education managers association is the professional body in australasia for tertiary e education administrators and managers. www.atem.org.au other associations australian association of occupational therapists career development association of australia www.otnsw.com.au/index.php www.cdaa.org.au australian institute of environmental Health ergonomics society of australia www.aieh.org.au www.ergonomics.org.au australian institute of risk Management institute of public administration australia www.rmia.org.au www.nsw.ipaa.org.au australian institute of occupational Hygienistse recruitment and consulting services association www.aioh.org.au www.rcsa.com.au australian institute of training and development safety institute of australia www.aitd.com.au www.sia.org.au 30 references the australian national University Hr capability working group, 2008. HR Capability Framework and Model. anU, canberra, australia. australian public service commission, 2003. Human Resources Capability Modeyl. commonwealth of australia. [online], available ate: www.apsc.gov.au/publications01/hrmodel.htm [accessed July 2009]. avery, kaye., 2008. Having Career Conversations. [online], available ate: www.career-coach.co.nz/articeles/career_ conversations.pdf [accessed July 2009]. Bolles, richard. n., 1979. What Colour is Your Parachute, ten speed press, Berkeley, california. Brown, carole., 2009. Focus on your Career: Career Management Guidye for staff at ANU. anU, canberra. covey, stephen. r., Merrill, roger. a., and Merrill, rebecca. r., 1994. First Things First: to live, to loyve, to learn, to leave a legacy. first edition, free press, new york. department of defence intelligence, 2005. People Capability Fryamework. defence signals directorate, commonwealth of australia. noteS 31 Mo_0910017 Human resources division Building 10a, chancelry the australian national University act 0200 australia t: 02 6125 3346 http://info.anu.edu.aeu/hr 32