"Career Planning": A Reality Check

UNIVERSITY TECHNICAL AND RELATED STAFF
Career Planning
A reality check
2008
Ken Bromfield
Contents
GUIDEBOOK EXERCISES: SYNOPSIS..............................................................................................................................1
CAREER PLANNING: A REALITY CHECK...................................................................................................................2
INTRODUCTION: A PERSONAL PERSPECTIVE............................................................................................................................2
EXERCISE: THINKING ABOUT CAREER OPTIONS.....................................................................................................3
SO, WHATS STOPPING YOU?...................................................................................................................................................4
EXERCISE : WILL I JUMP, OR BE PUSHED?...................................................................................................................5
CAREER CHANGE: YOUR DECISION........................................................................................................................................6
CAREER CHANGE: EXTERNAL FACTORS.................................................................................................................................7
CAREER CHANGE: TO CONSIDER THE OUTCOME OF CHANGE.................................................................................................9
QUESTIONS FOR MANAGERS OF TECHNICAL SERVICES.......................................................................................9
EXERCISE: CAREER PLANNING, THE FUNDAMENTALS..........................................................................................9
THINKING ABOUT YOUR STRENGTHS......................................................................................................................................9
EXERCISE: WHAT AM I LOOKING FOR?........................................................................................................................9
SKILLS ANALYSIS: THINKING IN DETAIL.....................................................................................................................9
WADDLE WE DO NOW, EXERCISE?..................................................................................................................................9
TRAINING AND DEVELOPMENT OPTIONS....................................................................................................................9
CAREER PLANNING ASSISTANT.......................................................................................................................................9
CAREER PLANNING: ESSENTIALS.............................................................................................................................................9
CAREER PLANNING: POINTS TO AVOID....................................................................................................................................9
EXERCISE: WHAT NEXT; THE REAL TEST!...................................................................................................................9
APPENDIX 1: RESOURCE LIST........................................................................................................................................IX
USEFUL WEBSITES.................................................................................................................................................................IX
APPENDIX 2: CAREER MANAGEMENT IN CONTEXT..............................................................................................IX
CAREER MANAGEMENT: ISSUES AND KEY QUESTIONS........................................................................................................IX
FURTHER POINTS FOR CONSIDERATION..................................................................................................................................IX
APPENDIX 3: EXAMPLE OF ROLE PROFILE...............................................................................................................IX
MANAGER OF TECHNICAL SERVICES AND RESOURCES ROLE PROFILE.................................................................................IX
THE AUTHORS CAREER AT A GLANCE.......................................................................................................................IX
Authors Note
This guidebook has been made freely available to used and distributed by trainers, HR and managers
of technical resources throughout UK universities. Universities and/or Staff Development Units may
opt to contribute an optional donation based on their assessment of its usefulness. I stress that this is
not conditional. I remain committed to encouraging a culture of career development among university
technical and related staff. Therefore I hope that this guidebook will serve as a useful asset towards
that end.
Ken Bromfield MBE Chartered FCIPD,
Email: ken12brom@aol.com Telephone: 0208 748 8231
Acknowledgement
I would like to thank Petra Dodd for her advice and notes. Her CP course was also an invaluable
source of ideas.
Ken Bromfield MBE Chartered FCIDP Career Planning: A reality Check

PAGE 1
GUIDEBOOK EXERCISES: SYNOPSIS

All of the exercises are designed to help you to examine your current work roles and to plan the
next stage in your career whether it is promotion to a more senior job, or changing your career path
altogether. Most can be attempted individually -Marked (I). Some, however, are best tackled by
working in groups, Marked (G), in the context of a seminar, forum or conference of up to 100
people.
Notes Pg No
(I) Thinking about career options 3
(G) This starter exercise invites you to consider a wide range of potential career moves. The examples are
based on reported case histories of technical staff who have moved upwards and onwards.
(I) Will I jump, or be pushed? 5

(G) There are many internal and external factors that may influence career direction. Careful assessment
of those issues may well provide you with a powerful incentive to actively engage in Career Planning.
(I) Questions for Managers of Technical ServicesThe purpose is to explore the extent to which the 10
(G) Managers of Technical Services see their role in the Training &Development function, and how this
translates into involving them with their staff in the career planning process. To what extent is this an
essential strategic approach to leadership?
(I) Career Planning, The fundamentals 11
This is a standard method entailing detailed preparation for career planning and change.
(I) What am I looking for? 16

This is where you create a clear picture as to what will really give you job satisfaction. You will weigh
up the significance of your preferred environment and lifestyle. You may use this analysis to help you
to decide whether or not to proceed with a specific career move.
(I) Skills Analysis: Thinking in detail 17
To prepare successfully for a specific job or career change, you will need a clear understanding about
the competencies that will enable you to proceed successfully. This exercise will enable you to reflect
about the competences that underpin the roles within your job description.
(G) Waddle we do now? 20
Completing a training course or event may be useless unless there is a subsequent opportunity to
practice and build on what has been taught. Sometimes this vital step needs some lateral thinking!
(I) Career Planning Assistant 24

How do you know that you are on the right track regarding career planning? This exercise enables you
to focus on positive examples whilst being aware of negative pitfalls.
(I) What next; the real test! 26

This is by far the most important exercise in the guidebook. Whether you are carrying out the
exercises on your own, or taking part in a seminar, forum or conference, unless you follow through, you
may well have been wasting your time. The exercise provides a framework for this important step.
Ken Bromfield Career Planning: A reality Check

PAGE 2
CAREER PLANNING: A REALITY CHECK

Introduction: A personal perspective
A working life spanning well over 45 years was bound to have a bearing on my approach to leading
Career Planning (CP) events for university technical staff (See Authors Career at a Glance,
appendices, page 12). To me it would be unrealistic to confine the issues to the traditional CP
linear approach. Generally speaking, this focuses on career objectives, whilst excluding the
consequences of external pressures and major organisational change. Of course, objectives are
important for anyone with career ambition. However, in my experience, external influences can
render irrelevant the best laid career plans. It is highly likely that they will dictate the content of our
day to day work, or might even raise the spectre of job insecurity. For example, institutional and
departmental mergers can present occupational risks as well as opportunities. This was frequently
the case at Kings College London where I worked. I am sure that this has been so for many
universities in the recent past, and can be anticipated with reasonable certainty.
The very nature of many technicians jobs means that we often see ourselves as specialists,
sometimes within very narrow fields. Should a doubt arise over our job security, we may have
misgivings as to whether we are equipped to compete for employment prospects outside our area
of expertise. It follows that we may ask; Are events beyond my control? What support can I count
on, to enable me to be better prepared for emerging opportunities? How can such contingency
planning benefit me, or for that matter, the university?
This guidebook is addressed directly to you to be used in conjunction with a conference or forum
involving committed participating technical staff. As such, it should serve as a useful springboard.
It will provide optional ideas and concepts that will get you actively involved in CP. As a
professional trainer, I commend practical exercises. These are designed to give you an appetite
for exploring your professional future. It is by no means a complete insight. You should look at the
references and further reading listed in appendix 1. nb if you want to pursue PDP, explore the
HEaTED links.
Your career momentum may well depend on what you are prepared to learn and do so as to
support your aspirations. Can you plan your career? How can you plan when everything seems to
be so uncertain? How can you be sure what you want to do; surely this will change according to
circumstances? . Your initiative will determine the outcome to these important questions. So, you
will notice that there is a strong flavour of do-it-yourself included in this guidebook.
You should start with the premise that conscious planning will be the first step in a process to take
you from ambition to reality. The clearer you are about what you want from your career, the more
likely you are to prepare a plan and to achieve objectives. The more you are aware of what is
going on around you, locally in your organisation or in the external employment situation, the better
equipped you will be to be able to spot and seize opportunities as they come up.
You may not achieve your precise planned objectives.. Your long term aims will almost certainly
change. The key point that I would want to explore during a CP forum, is how a holistic vision of
cause and effect will enable you to gain the experience and skills that will help you to pursue your
career objectives. The effort is not only worthwhile, it is also enjoyable. The notes and exercises in
this guidebook are designed to help you on your way in your chosen technical field or beyond.

PAGE 3
EXERCISE: THINKING ABOUT CAREER OPTIONS
Introduction
The purpose of this basic exercise is to encourage you to think about the potential direction of your
career and to consider some of the key issues that affect progress. It is not meant to identify
personal career objectives in precise terms. Furthermore, in a seminar or conference setting, it is
important to note that the outcomes of the exercise will depend on the composition of, experience
and input from, the cohort of participants. It will also be influenced by the introduction and
technique of the facilitator.
Technicians successfully negotiate careers that move along a traditional linear path from, say,
trainee technician to chief technician/ departmental superintendent, or towards a professional field
such as NMR/ EM experimental officers or research specialists. This is sketched out in the centre
column of the schematic diagram. This process is often carried out using a system of
reassessment of job content/ role, or recruitment to vacant posts. It should be noted that, junior
posts are often filled with graduates who carry out teaching or research duties, often a combination
of both. School leaver trainee appointments are relatively rare.
In recent years, recruitment into the more senior roles such as technical resources manager or
departmental superintendent has not necessarily been supplied via technical grades. The people
responsible for their selection weigh the advantage of well grounded scientific and technical
experience against imported business and senior management expertise. This may signal a more
flexible, not to say challenging, approach to promotion and recruitment in universities. The formal
situation within universities is outlined in Appendix 2: Career Management in Context (page 3). In
practice this makes a strong case for more regular movement across career categories; ie from the
centre, towards the outer columns in the diagram.

PAGE 4
A 2008 technical staff careers conference at Manchester University cited examples of technicians
migrating into careers within the Higher Education sector shown in the left hand column. Other
contributors outlined their career paths outside HE, including the private sector. These were
grounded in their experience gained as university technical staff. Examples are shown in the right
hand column. This demonstrates that technical staff can and do compete for jobs across a wide
range of career options.
So, whats stopping you?
This exercise can be used for a forum for up to 100 participants. It starts with the premise that they
have already contemplated a job change or promotion.
The exercise starts a brief overview of the roles listed in each column. This can be lead by the
facilitator, or be delegated to participants or the forum organisers. Some jobholders from external
enterprises can be invited to briefly describe their experience in migrating from their time in post as
university technicians to their current job. This session is followed by a question and answer
session during which roles that are of significant interest to the audience can be identified. This
should take up to 40 minutes.
Individuals are invited to write down, within 10 minutes, one or two preferred career path options,
and two reasons why they might be attracted to their choice. At this point simple answers are
required. Example reasons for choice of career target could include:-
1) I think it is well within my capability to achieve this aim
2) It enables me to move on, and make good use of my experience
3) This is the sort of role that I believe I would enjoy
4) The role would bring me into contact with more people
5) I would earn more money
6) I want to continue using the technical and scientific skills that I use now, and to develop them in a
more challenging role
7) At some stage I want to be in a position to manage a team
Participants organise themselves into pairs or small groups to discuss what each person has
written down. The pair or group will brainstorm the question What is stopping me from going
ahead with my preferred career path option(s).right now. Remember, in a brainstorming session,
anything goes! For example, if the answer is I have no idea, it is as valid as a highly structured
answer that pinpoints detailed relevant challenges and opportunities.
Depending on size of the participating audience and the time available, the groups can aggregate
(4-8) or deal with the response in a plenary session, to identify common themes along the following
lines:-
1. The roles that have been chosen for career objectives
2. The reasons for the various choices
3. Potential barriers that might inhibit or block the perceived career path
The ensuing discussion in a plenary session should be used to identify a number of themes that
will serve to lay the foundation to the exercise Will I jump or be pushed on page 5.

PAGE 5
EXERCISE : WILL I JUMP, OR BE PUSHED?
Introduction
The purpose of this exercise is to explore a range of issues that could affect your career, and to
consider the extent to which you will be able to take steps to shape the outcome to your
advantage. The end result may be used to provide a basis of reflection and discussion.
The exercise has been divided into three parts, each

consisting of three related scenarios. You may find it helpful
to try out the set tasks on your own. However they are most
usefully undertaken with 25-80 participants, involving
individual, group and plenary activities.
Participants should prepare themselves by exploring

information and materials that are already widely available,
(see page 2 appendix 1). This offers advice and practical
steps to help you to plan your career and place this in the
context of structured career management1. However the
extent to which these resources are used may well depend on
whether individuals recognise a pressing need to pursue a
plan for their career. As you go through the exercises, you
may become more aware of the significance of becoming
further involved in thinking about, or taking active steps to
promote your future.
You may have already been involved with some scenarios, by your own initiative or as part of an
internal policy decision. Other scenarios touch on external events that, one way or another, could
affect your career in the short or long term. All are based on real issues that have occurred in UK
universities.
You may find it useful preparation to read through all the scenarios to ask yourself what is the
likelihood of me being involved in this situation. For example, it is highly probable that at some
stage you would be thinking about a higher grade by promotion up the pay structure
(scenario 1). This preparation will help to create a picture in your mind of the potential challenges
and opportunities that result from change.
Potentially this exercise can generate discussion over a wide range of employment issues.
Therefore, it is important to bear in mind that the focus throughout must be steered towards
themes that are directly related to Career Planning.
1
There is an important distinction between career planning and career management. Career
planning applies usually to the individual. Career management refers both to the individuals, and the
institutions, behaviour, for example a concious policy to apply a structured approach that involves staff and
their supervisors in a formal dialogue about careers.

PAGE 6
Career Change: Your Decision
The Career Change scenarios listed in the table outline examples where the initiative is largely in
your hands. This is an exercise that you can do yourself.
Scenario Explanatory Notes

1) You will seek promotion up the pay structure As you become more experienced in your job, you will feel
(via the university regrading procedure) that you merit consideration for a higher position / grade.
What would, or do you do to enhance the chances of success
in the short and long term?
2) You will actively consider a change of career If an attractive opportunity presents itself, albeit in a different
within the university system career, where you work or at another university, what would
prompt you to go for it?
3) You will actively consider a change of job or Under what circumstances would you seek opportunities to
career outside the university system use your acquired skills and knowledge outside HE, eg in the
private sector or NHS?
Exercise for Individuals:

1) List no more than two answers to the questions posed in the Explanatory Notes column.
2) To what extent is your engagement these processes planned or otherwise?
a) How do you prepare for change
i) For promotion to a higher grade?
ii) For longer term change in career?
b) To what extent is your supervisor involved in your career planning.
3) Identify two examples of useful preparation for any, or all of the scenarios.
Nb: There is a range of possible responses to this exercise from nothing to detailed objective
setting. All responses are valid!
Group Exercise
Groups of up to six participants collate the results of the Exercise for Individuals. They should
identify any common features in the responses. Discuss the significance of what you have found
in relation to:-
1) Planning for changes in your grade or career
2) The role of your manager in this process
Record what you have found for your own future reference, or for presentation to a plenary session
of your course or conference.
Finally, summarise (and discuss) what you have learned from the exercise.

PAGE 7
Career Change: External Factors
The examples listed in the table, outline scenarios that may have a critical influence on your
career, either positive or negative. For example, the change event may unblock the route to
greater professional responsibility and therefore to promotion. On the other hand, a major
reorganisation may bring about changes to many occupational roles and responsibilities
throughout your university, thereby putting a question mark over the viability of some jobs. The
underlying purpose is to get participants to weigh the implications of being forewarned, and
therefore forearmed.
Scenario Notes %
4) To be involved in a university merger What is the chance of your university being involved in a merger 20
that will result in major job restructuring that might have a direct impact on your job? Mergers usually
involve realignment of departments (academic and
administrative), faculties and schools in the university.
5) To be involved in an internal (school, What is the likelihood of your department, faculty or school 20
department or group) job restructuring going through a process of restructuring that will inevitably affect
exercise staff and what they do? This scenario is usually associated with
either financial constraint, or to concentrate teaching and
research resources to obtain academic excellence.
6) To be affected by a departmental or Is your department viable in the long term? What is the chance 15
research group closure of it being closed permanently? What are the trends for student
recruitment? Is funding becoming an issue?
In a recent training exercise a group of participants was asked What is the chance of you being
involved in or affected by these scenarios within the next 8 years? The result is shown in the right
hand column, expressed as a percentage.
If these figures represent a realistic pointer as to what is likely to happen, then we are looking at a
50/50 chance that a major change will occur within the next eight years or so. So, what are you
prepared to do about it?
Please note that this is a subjective exercise that is meant to give you food for thought. It will be a
source for reflection as to how you may react to predictable change.
1) To what extent do you agree with the results shown in % column?

2) Assess how these scenarios may affect your career, either positive or negative.
Use a general qualitative system of pluses and minuses
eg +++ means high positive impact; --- means major threat to career
+ +, - - could indicate both threat and opportunity.
3) How have you reached your assessments? (for example was it pure guesswork or have you
observed similar instances during your career.)

PAGE 8
Group Tasks
This entails an exercise for groups of up to eight people. You may find it easier to split the group
after 1), each half to tackle 2) and 3) separately, then come together to finalise the outcome.
1) Compare the results in the Exercise for Individuals to obtain a consensus of the likelihood of
each scenario occurring within your working sphere within eight years. (You may also want to
hazard a guess for the scenario to take place within the next four years)
2) List the three potentially:-
a) most useful (positive) effects on your career arising from the change scenario
b) most detrimental threats to your career or job security
3) To what extent and at what stage are you, or should you be informed about the sort of changes
listed in the three scenarios?
Having answered the question, in the context of keeping up to date with change and its impact
on career planning:-
a) What is the individuals (your) responsibility?
b) What is the (your) managers responsibility
c) Who is responsible for setting out the detailed consequences of major change and its
potential affect on career?
d) At what stage should individuals make provision that would enable them to prepare for the
potential impact on career, arising from technical, legislative, organisational, procedural
and/ or policy changes?
A Brief summary should be entered onto a flip chart, prepared OHT or in PowerPoint if available.
Possible major reorganisational change during the next 8 years:- %
Positive outcomes:-
Negative outcomes:-
Individual responsibility:-
Managers responsibility:-
Mapping out detailed consequences of change:-
Preparation for change events:-
Plenary Session
A summary of the Group Task may be presented to a plenary session.
Having discussed the findings and significance of the Group Tasks, the session should list one or
two ideas that can be proposed in order to help individuals to get a positive result from major
organisational changes, or would safeguard then from potential disadvantage. Remember, action
may mean enlisting the help of friends and colleagues. It might be helpful to think about this in
terms of career planning and individual competitive edge.
The facilitator may offer to send a summary of the results and discussion to participants.

PAGE 9
Career Change: To consider the outcome of change
These scenarios should be considered from the standpoint that a significant change has taken
place or is about to happen. All of them have occurred in most UK universities at one time or
another.
Scenario Explanatory Notes

7) To seriously consider a severance The economic climate and changes in student preferences has
proposal following a downsizing meant that severance packages are on offer. Under what
exercise circumstances would you consider an offer?
8) To be given the option of acceptable There have been significant changes that may present a risk to
alternative work in the university job security. To what extent would your skills and experience
be factors in seriously considering a transfer to another
department?
9) To be required to update my Retraining and updating skills is normal in all jobs. Major
professional skills, knowledge and change may well trigger a sense of urgency in this process.
understanding as a consequence of The important question is to identify what needs to be done;
significant policy and organisational
how and when
changes that affect my current job.
The obvious answer as to what may tempt staff to become actively involved any of these
situations, is to look at the bottom line. If the reward is high enough, then people will take the bait.
In practice, the offer of financial incentive is usually set at a level that would mean staff would have
to take a much more considered view, embracing career issues such as future job options and
whether they have the requisite competence.
However there are other inducements or conditions that may draw staff into taking up any of the
situations outlined in the table.
1) List no more than two answers to the questions posed in the
Explanatory Notes columns 7 and 8.
2) There is a clear link between 7 and 8 leading to the important question What needs to be
done; how and when. Attempt to fill in this gap in the context of preparedness, support within
the organisation and to what extent might you may choose to exercise contingency career
planning.
Group Tasks
This is best tackled in Groups of 4-6 people. Participants may find it easier to split the group, each
half to tackle 1) and 2) separately, then come together to finalise the outcome.
1) Summarise the findings in the Exercise for Individuals

2) Brief statements should be entered onto a flip chart, OHP or in PowerPoint if available. These
should identify common themes and suggestions that may be presented to a plenary session
for further discussion.

PAGE 10
QUESTIONS FOR MANAGERS OF TECHNICAL SERVICES
During 2007, the National Association of Biochemistry and Biology Superintendents (NABBS)
considered the evolving roles of Managers of Technical Services (MTS). Among its findings was
the extent to which they were involved in work that could be described under the heading listed in
the chart. The percentages refer to the time spent in each activity.
Career planning is closely linked to training and development (T&D). The role of MTS should
include a commitment to be involved in the T&D of individuals in their teams.
The purpose of this exercise is to examine, briefly, the extent to which the MTS see their role in the
T&D function, and how this translates into the career planning process involving their staff. MTS
should work in small groups to identify their involvement in the example functions listed below.
Points may be listed under the headings indicated in the above chart. Eg procedural, managerial,
strategic. Which of the identified functions support the staff career planning process?
The Examples below indicate MTS roles in the T&D function. They can be used for guidance.
recognises the significance of the managers role with regard to competence (functions and tasks executed
effectively) and competencies (values, behaviours and related processes fundamental to professional performance)
establishes sustainable networks of co-professionals so as to examine issues of mutual importance and best
practice, thereby to promote high quality training and development in the context of career planning
implements a structured approach to training needs analysis
takes action to ensure that the identified needs are met and that training resources are identified
liaises with internal and external training personnel to ensure provision and/or facilitation appropriate T&D
demonstrates a managed and sustained programme of staff appraisal
inspires co-workers about the benefits of T&D to themselves and their career paths
engages in formal and informal career planning discussions with subordinate staff
uses contacts and professional networks to research career development opportunities
ensures that all staff have a personal development plan (PDP)
participates actively in the training review and evaluation process in the context of effective application
passes on skills, knowledge and understanding to others
encourages staff to engage in projects that extend experience and skills
encourages staff to take an active part in leading training for regional and national training programmes
develops practical steps to ensure useful succession evaluation and planning
evaluates the practical benefits of training and development programmes and advises accordingly
uses role/job profiles, and competency frameworks to inform and encourage positive attitudes to career
progression
contributes towards the strategic review and improvement of T&D practices and policies
The dynamic of the group exercise can be varied by mixing MTS with other technical grades.
Groups report to a plenary session to discuss their findings. The facilitator will collate the results.

PAGE 11
EXERCISE: CAREER PLANNING, THE FUNDAMENTALS
The process of career planning (CP), must start with building a foundation that will develop an
understanding of yourself and where you want to be. It will enable you to formulate a plan to get
you there, and prepare action points.
As you go through this exercise you might find it useful to jot down some ideas under the five
headings set out below. This exercise will act as simple start to the planning process.
1. Assemble sources of information

There are no shortcuts to thorough research. As you carry out that research, you will inevitably be
directed to further references whether they are in journals, books, internet references or through
personal and network contacts.
Here is a starter. Go to Google; click on Images and type Career planning into the search text
box. Have a good rummage around the links that you find in your search, and see where it takes
you. Nb There are some useful references in this guidebook; see Appendix 1, page (1).
2. Gaining understanding.
You need to identify and understand your own career and the factors that will drive it. Here are
some examples of question that you could attempt to answer:-
What particular elements of your current job motivate you? ie what do you enjoy
doing?
You may have priorities regarding your professional future. What are they and how
would you rank them in order of importance to you?
What are your most important strengths and skills
a) For the job that you have now
b) That you need to develop so as to achieve your career goals
Nb: This exercise is expanded in Thinking about your strengths on page 13.
This is a relatively challenging task. Most of us are not completely aware of the skills that we
possess, or need to acquire for current and future roles. Appraisal interviews may be helpful.
However more detailed inventories may need to be studied (see Skills Analysis: Thinking in detail,
Page 17). This approach will enable you to reflect about a range of competencies, and to decide
which are relevant for you and your future. A useful first stop is a detailed look at the introduction
to the Higher Education Role Analysis (HERA) scheme see (,Appendix 3: Example of Role Profile,
page 8). This can be viewed on a number university websites. This approach has the added
advantage in that you can gain inside knowledge about key factors that determine job grading.
Have a look at this website:- http://hera.ucea.ac.uk/toolkit/
Ask yourself, how can I obtain further insight into the key issues listed here? Is there a role here
for my manager, the training department, personnel, careers advice/resource centre or trade
unions? If so, how should I get them involved?
How far are you prepared to go in order to test and to understand your personal drivers, skills and
attributes? You could investigate psychometric and ability/aptitude testing. Is there support
available in your institution for personality testing? To find out more, follow the links from:-
http://www.strath.ac.uk/careers/apply/psychometricassessments/

PAGE 12
3. Setting goals.
Career goals should take into account your aspirations for your whole life. Some of the key issues
that need to be considered are worklife balance, lifestyle and work environment. You should also
consider their longer-term needs at this stage, including what you will want to do when you retire,
in the context of financial provision. The web is full of insights into worklife balance. Type this
into Google or AltaVista to find out more. To some, work-life balance is a cause clbre; see
http://www.unison.org.uk/worklifebalance/index.asp
4. Developing a plan.
At first glance, developing a plan to achieve career goals can appear to be pointless because the
way ahead is so full of imponderables and variable options. However, there are issues that can be
addressed, e.g. training to acquire new skills, seeking opportunities that may lead you in the right
direction, and building a network of people who can help provide beneficial introductions. One of
the most important questions in any plan is how portable and transferable are your skills?
See: http://www.skills.cam.ac.uk/undergrads/skills/index.html
Transferable skills are as relevant for you as they are for young people starting out on their career
path.
5. Taking action: Summary
The final step of taking action is never as easy as it sounds. You can be certain that your chances
of achieving your actions will depend on these factors:
Factor Examples
1. The right Your manager, a colleague (or a professional network),

support, a coach, a mentor (including a combination of these)
2. Careful planning Researching the options that might appeal to you.

Knowing where you would like to go, and deciding on
the steps that will take you there
3. Commitment A realistic plan must start with determination that you

are prepared to invest your energy, time and possibly
money into your journey.
4. Effective There is no point in being a star unless your light is

personal marketing noticed. Career moves may be instigated by you; on
the other hand it could be by invitation!
Practical tools
There are a number of tools you will inevitably need in order to manage your career successfully:
A up-to-date CV that can be tailored to a specific job description or vacancy
advertisement.
A portfolio of what outstanding professional achievements. You may also find it
useful to acquire letters or references that help to highlight the your strong points.
These could point towards what motivates you. Extracts can be tailored towards
suitability for a specific position.

PAGE 13
Good interview technique will be an essential weapon in your arsenal. You must be
prepared to market yourself effectively and to tailor your technique to the particular
people or organisation that are in your sight.
Networking skills to help you to keep up-to-date with the job market and trends.
Thinking about your strengths

Part One
This exercise will help you to build a picture about your life and professional preferences by
reflecting about current and recent roles and responsibilities at work.
You may find it helpful to makes notes about the following. (You may find it particularly useful to
create you picture by using the mind mapping technique. You can explore this technique by
following the following web links and references):
http://www.nlpmind.com/mind_mapping.htm
http://www.mind-pad.com/solutions/mind-mapping-encyclopedia.htm
http://www.novamind.com/mind-mapping/
If you have an up to date job descrption, role profile or completed appraisal, use them to explore
the following:-
1. From your point of view, what have you:

done well consistently?
particularly enjoyed doing ? (Often this is because you were doing it well)
innovated or initiated on your intiative or via encouragement from a colleague?
changed for the better?
designed or developed from scratch?
improved?

PAGE 14
2. What were the positive results arising from these examples?
3. What do these achievements demonstrate in terms of your skills and kowledge?
4. How have other people commended your achievements and expertise? (what did they say?)
5. As a result of answering the questions above, what are your top ten skills/attributes?

PAGE 15
Part Two
You have identified your skills. The next vital step is to organise these in such a way that it would
would interest or convince people who may have an influential role on the development of your
career. How would you market your attributes?. For example to simply say I am pretty good with
people would not convince anybody. You need to back up any statement about skills with
evidence, i.e. a specific example of something that you have done using this skill and the benefits
produced. You need to demonstrate your qualities in terms of:I did this with this result.
Avoid using vague terms like I was responsible for or I ensured that or I was involved in. Aim
to create a picture that illustrates end results and initiative.. As regards working with colleagues or
within a team, express the key role that you played or what particular contribution you made.
You will not always be able to quantify the results of your professional endeavour. Comments from
others such as colleagues or customers, examples of excellent performance or fast promotion of
people that you have managed, or a consistently high success outcome are all ways in which you
can give evidence of a job well done.
All of this can be compiled in a highly focussed cv. You have probably got one. Is it up to date?
Maybe you have forgotten how to set about compiling your cv? There is a lot of material on the
web. There is some useful basic advice at Learn Direct:-
https://www.cvbuilder-advice-resources.co.uk/learndirect/
You mght find it beneficial to compile a professional portfolio of your achievements.

PAGE 16
EXERCISE: WHAT AM I LOOKING FOR?

Having a clear picture of what motivates you, can go a long way to avoiding ultimate
disappointment in choice of career options. In this exercise you can think about the issues which
make work more enjoyable. Make some notes and place them in order of preference. Here are
some examples of work related issues which may be important to you. You can add to the list.
You can use this as a guide to enable you to decide whether a particular job/ career move is really
what you want to pursue. You can create your customised tick box from this exercise. As you
examine your potential move, you would assess whether it ticks all the essential pointers to your
job satisfaction.
Motivator Notes Preference
Level of Responsibility
People Environment
Skills I enjoy using
Skills I am Prepared to
Use
Physical Environment
Geographical Location
My personal Values
Pay
The university
environment
The essentials of
work/life balance

PAGE 17
SKILLS ANALYSIS: THINKING IN DETAIL

Understanding the skills, knowledge and understanding that you use in your current work role, and
those that you will require in order to progress, is an important part of the career planning process.
It follows that a clear picture of your skills requirements will enable you to assess the extent to
which you will need to update them or to learn new skills. In this respect you will be taking an
active part your training and development.
The table lists a typical set of broad competences that could apply to someone in charge of
technical resources in a university department or division.
1) Coordinating technical and 8) Communicating and working in teams

administrative resources to ensure
effective support for academic activity
2) Managing financial, space and 9) Supporting a commitment to service
equipment resources to ensure maximum culture
value for money
3) Initiating plans/ projects and taking 10)Dealing with poor performance
critical decisions
4) Maintaining personal and 11) Establishing and developing
organisational effectiveness information management and
communication systems
5) Exercising leadership 12) Promoting and managing a safe
working environment
6) Managing change 13) Applying institutional policies &
regulations eg HR, Data protection
7) Promoting effective personal and staff 14) Relating actions to Institutional

training and development primary aims and objectives
The above outline provides enormous scope for variation of detail. (An example of that detail is
shown below see Positive Examples Page 18). It is an overview of activities undertaken by
managers over a wide range and level of responsibilities. It provides a framework that will help
individuals to undertake skills analysis by focusing on key competences that would be required to
ensure a high level of performance. This is particularly important in the context of career
development.
Managers of technical resources should find most of these broad competencies relevant. At this
point, it would be useful to prioritise each statement before proceeding to the next stage which
invites the individual to consider the content of each set in detail.
Questions to be asked
A series of reflective questions should be asked about each statement within the skills
sets:-
to what extent does this statement apply to my role (and is it
important)?
how would I demonstrate that I am able to fulfil what is stated?
what experience do I have or how much relevant training have I
received?

PAGE 18
how should I fill in any gaps in my skill/knowledge?
when do I need to start and complete what is required?
These reflective questions should enable the user to rate how well they perform in each set and
thence to identify 'SMART' objectives. This exercise can also be used to enable a systematic
translation of objectives into training needs.
Two examples of the broad competences listed in the table are fleshed out in the boxes below.
These are positive examples that detail what is involved in carrying out the activities under the
main heading.
Positive Examples
2 ) Managing manpower, financial, space and equipment resources to

ensure maximum value for money
Recognises and improves efficiency in the use of resources through an understanding of the financial
and resource implications of decisions.
Positive examples
understands and balances the equal demands of cost, time and quality
assesses and quantifies risks associated with decisions
strives to improve internal and external relationships to the benefit of the team,
department and University
devises, revises and costs manpower plans according to available resources and
in close consultation with colleagues
initiates and costs programmes of work
accesses available data and trends in the planning process
demonstrates how programmes of work contribute towards local and University
objectives
specifies targets and standards and demonstrates how expenditure and use of
resources will be monitored
anticipates implications of changes in job content in the context of availability of
resourses
demonstrates how resource management complies with institutional policies,
procedures and objectives, and legal requirements
balances local needs with resources available for University activities
involves the relevant people in resource planning and management, ensuring
good collaborative relationships
ensures that complete and accurate records are maintained and reported
evaluates and implements management information systems to record resources
and budget information, and generate reports
understands, monitors and assesses significant detail in management information
reports
ensures that systems are in place for the maintenance of accurate financial and
transaction information
maintains personnel records in compliance with University policy and the Data Protection
Act
develops feasible contingency plans ahead of potential problems
Every university job contributes in one way or another to the primary purpose of the institution. For
example, Manchester University focuses on achieving excellence in research and teaching. Every
leading university is fiercely competitive in terms of national and world ranking. They underpin this
quest with ever changing corporate strategies and resultant policies. These are often set out as
institutional aims and objectives that seek to drive this competitive agenda. That is why leaders

PAGE 19
and managers at all levels need to keep a watchful eye on the big picture, and know how to react,
not only when changes are finalised, but also what is in the policy pipeline.
If leadership and management are in your career sights then a deep understanding of these
competences would form part of your development plan.
Positive Examples
14 Relating actions to Institutional Aims and Objectives

Demonstrates knowledge and understanding of The University key objectives and primary
aims, and relates activities to institutional strategies. Maintains a view of the Big Picture
in professional undertakings.
Positive examples:
demonstrates an understanding of the role of the University in delivering

excellence in teaching and research and the interrelationship of both
assesses the changing patterns of HE, the impact of regulators, competitiveness
in the national and international market
shows an awareness of University key objectives and strategic policies and
mission
can demonstrate how programmes of work contribute to the primary University
strategies
maintains up-to-date knowledge of university key strategies and trends in HE
has an understanding of University structure and how functions interact
understands how key activities are funded and how resources are devolved
devises a system to ensure that co-workers are briefed and updated about the
University strategies and procedures
assists translation of corporate strategies into individuals performance
identifies standards that would form the basis of shared University culture and
values
applies emerging University equality and diversity policies to management
practice
This approach to skills analysis, (thinking in detail) inevitably highlights gaps as well as well
founded expertise. The question arises as to what to do next so as to fulfil your career plan.
Now, the real challenge! Ask yourself the following:

When did you last take the initiative to set up an appraisal meeting and decide key components of
its agenda?
How can you influence your department or the university to provide resources that will to enable
you to fulfill your training needs?
Who decides the content of training programmes that are offered at your workplace?
What is your responsibility as regards training others in your areas of expertise?
If you are convinced about the benefits of Career management and planning, how do you propose
to seek out allies for the cause?
How do you ensure that you are up to date with current and emerging corporate strategy and
policy?

PAGE 20
WADDLE WE DO NOW, EXERCISE?

Meet Spike Milligan, daft as a brush! You may remember his barmy TV
comedy series, Q, featuring a host of slightly potty supporting actors. Having
completed a sketch, the players would form a tight group and, shuffling
around the set, they would repeatedly and agonisingly mutter straight to
camera Waddle we do now? What a bizarre question to ask a TV audience!
Surely they should know what to do next?
The purpose of this exercise is to examine an everyday work scenario which

at first glance looks complete, and an end in itself. It is a typical situation
when, having completed some serious training, we get around to asking the crucial question,
Waddle we do now? (Maybe you will find thats not such a stupid question after all).
Heres the picture.

Bill is a young microbiology technician with split teaching and research duties. He gets on well with
his boss, Polly. They developed mutual trust by being completely honest with each other. After an
appraisal session it was agreed to take on board two important points regarding his future.
to acknowledge that Bill saw his medium to long term career future as a technical resources
manager, or in another role with leadership responsibilities
to confirm that the prospect of that sort of job coming up in the department was unlikely in
the foreseeable future
It was further agreed that the key objective of Bills PDP would prepare him for a move towards his
career goal. He was given leave to attend a series of courses designed for those aspiring to
management positions.
He enjoyed the courses where he learned a number of important skills that included:-
Exercising leadership Project management
Financial planning and control Coaching and mentoring techniques
Polly and Bill considered the extent to which his ambitions would be fulfilled by the course. What
could he usefully add to his CV? How would the course experience enhance his job prospects
outside the department or even outside his specialised field?
So! Done the course! Brilliant! But Waddle we do now?
The overarching aim of the exercise is to increase Bills career chances?

This can be tackled as an exercise involving two groups, each taking either Pollys or Bills role.
They should consider the following and compare notes from both perspectives.
What are Pollys a roles / responsibilities here? What can she accomplish; and how?
What are the practical options available to Bill to enhance his career objectives arising from
what he has learned on the course?
Some lateral thinking is required here that poses the question, how and where can Bill gain the
requisite experience that will impress a prospective employer? Here is a clue:-
http://www.do-it.org.uk/vcopps.do?orgId=3892
Other clues and ideas are listed on page 21 as Training and Development Options.

PAGE 21
TRAINING AND DEVELOPMENT OPTIONS

Here are some examples that you may consider- please add your own

PAGE 22
Course Based On the Job

Computer based training Initiate a work based project that utilises
new skills and responsibilities. Discuss
Attend a workshop
this with your line manager
Study for a professional qualification
Reflect on your involvement in a
Self-Study project/activity and analyse whether it was
Guided reading (i.e. reading a suggested a success/failure
materials on a particular topic)
Encourage your manager or a colleague to
Test your abilities in an unfamiliar setting be your coach
Listen to cassette tapes on the move Coach someone else
Research a technique that interest you Be a mentor
e.g. assertiveness, creative problem
Find a mentor
solving, critical incident analysis
Chair a staff meeting
Use libraries
Collaborate with a colleague on a work
Use CD-ROM packages
problem
Explore the internet
Provide help to a work colleague
External Activities
Analyse how different people interact with
Investigate voluntary work that may entail
customers and/or manage their staff
the application of new responsibilities and
skills Problem solve with your work group
Be active in a professional body or trade Write a report about a key aspect of your
union work, and obtain constructive comments
on it
Attend conference
Join a working party
Offer to lead a discussion or present a
paper to a conference Keep a work portfolio including a learning
log
Network with external colleagues and a
relevant professional body Undertake a secondment or job swap
Job shadow in another organisation Shadow a person in another function
Look for opportunities to train people in Supervise a work experience student

your specialist skills Visit another organisations or department
Reflect upon, valuing and building on the to find out how and what they are doing.
experiences gained in personal life Write a report!

PAGE 23
Act up in a post that has become Lead a training course
temporarily vacant
Be a representative on a board or
Deputise for your manager committee
Work with colleagues in role play to Act as a host/guide to University
prepare for activities visitors
Organise a team event, briefing or
workshop
Notes
Shadowing
Generally speaking, shadowing entails observation of someone doing a job and watching
what they do. Time constraints mean that it is often for a relatively short period. Best
practice necessitates that individuals carries out some of the work of the person they are
shadowing. As well as being a good development tool it can also help networking and can
facilitate the breaking down of barriers within and across organisation. As with most
development the clearer you can be about want to get out of shadowing, the better.
Acting up
This occurs when a post is vacant for a short time and employees are given an opportunity to
act up in the post.
Mentoring
A mentor is a person, usually in a more senior post, who will help to, advise, encourage and
act as a role model for an employee. The mentor does not have to work in the same
organisation and does not have to be in a more senior position. It is sometime possible to
find a person to act as an informal mentor.
Secondments
A secondment is where an opportunity arises to work in another part of the organisation, or
sometimes another organisation. It can be used where there is gap before a post is filled
permanently or where there is need for someone to work on a project or in a department for
a specified time. It is may be set up for relatively long periods, for example for six months.
Job Swaps
This happens when employees in different parts of an organisation are given the chance to swap
jobs and to work in a different office, often in a post with some new duties. Job swaps can provide
opportunities to work abroad.
Voluntary Work
One of the richest sources of extended training and application of organisational and
specialist skills can be found in the voluntary sector. These can be powerful additions to
personal cvs and add substance for job selection interviews.

CAREER PLANNING ASSISTANT
You can make notes to indicate whether you are on the right track for successful preparation.
Career planning: essentials
1. Decide explicitly what you value (financial incentive, promotion, sense of purpose).
Does your present role correspond to these?
2. Research the environment that you would rather work in (outdoors, an office, from home).
3. Identify your core skills. Do you use these in your current job? Do you use then elsewhere?
4. Update your CV.
5. Develop a trusting relationship with your colleagues. Perhaps there is someone who could act
as a mentor for you?
6. Consider joining professional associations and gaining professional qualifications to further

your learning and broaden your personal network.
7. Create and maintain a long-term professional development plan.
8. Identify short-term goals that are comparible with to your long term aims.
9. Prepare contingency plans to take account of external change events that could affect your
career plan
10. Take steps to understand the culture and mission of your present organisation. Do they offer
you the career development support that you need?

Career planning: Points to avoid
1. When you are looking for a job, avoid wasting time randomly sending speculative CVs. Negative
returns can undermine confidence.
2. Do not allow continuous learning to be sacrificed to meet short term need. CPD is a vital
component in the career planning process.
3. Beware of becoming invisible to your colleagues who might not be aware of your
accomplishments; make sure that they are noticed
4. Avoid falling behind with developments in technology, essential legislation and policy change.
5. Do not overlook the vital role of personal and professional networking when job-hunting.
6. Reject a laissez-faire attitude to your career progression and job security. Get involved in short,
medium and long term planning.
7. Do not underestimate the value of developng a high profile within the wider institution. Think
about ways in which you can contribute.
8. Avoid becoming embroiled in personal disputes if they risk undermining wider relationships at
work.
9. Do not underesimate the potential impact of issues like absenteeism and punctuality. They can
turn up in personal references.
10. Do not run the risk of concentrating on you work and career to the exclusion of the rest of your
life, especially your health and family relationships.
EXERCISE: WHAT NEXT; THE REAL TEST!
Post conference or course evaluations are all very well. The real test as to the success of
any forum rests on what the participants would actually undertake to do as a result of being
there. A To-do list should be assembled throughout the day. You simply spot a good idea
and decide to follow it up.
This exercise is designed to give your intentions a kick start by suggesting some further
action (or otherwise). There is plenty of space for further to-do initiatives.
Action By when With whom

Visit the web sites suggested in Resource list
Obtain one of the suggested books in the Resource list from

the University library
Complete the What am I looking for exercise
Have a go at all or part of the Career Planning: The

Fundamentals Exercise
Start (or continue) a portfolio of my achievements
Research sources of information to enable me to think in detail

about skills analysis (Try HR or Training Unit)
Discuss development options and further professional

qualification with my line manager
Raise the issue of obtaining career planning (training)

resources with HR or with my Trade Union
Design a technical or organisational project and discuss it with

my line manager
Explore the possibility of publishing or exhibiting my work

achievements
Get in touch with one or more of the conference presenters to
obtain more detailed career advice
Research examples of role profiles that carry the potential of

career enhancement or a career change
Find out more about competency frameworks and their

relevance to me (Try HR, Training or Trade union)
Seek a career mentor
Become a mentor
Take on a work experience youngster
Meet colleagues in NW England with a view to setting up a

training programme for devolving skills
Take an active part in a professional training programme
Learn how to train and to make a public presentation with

confidence
Explore how work in the voluntary sector can underpin my

career, as well as making a useful social input
Explore how my job relates to Institutional Aims and Objectives
Keep up to date with emerging university strategy, policy and

organisational changes
Appendices: Further Reading I
APPENDIX 1: RESOURCE LIST

What color is your parachute? : (Richard Nelson Bolles), a practical manual for
job-hunters and career changers
Extract from a review:-
How do you manage to stay employed in todays cutthroat environment? Since the early '70s,
people looking for employment or career change have turned to this bestseller by Richard
Nelson Bolles. This updated classic is filled useful information. Every suggestion is a gem, he
still gives you plenty of options. Those who also appreciate a spiritual message amid the
practicalities will find that as well, so if that isn't your cup of tea, consider yourself warned. We
recommend this guide to anyone who needs to find a good job, or who wants - or needs - to make a career
change.
Build Your Own Rainbow: Workbook for Career and Life Management (Mike
Scally and Barrie Hopson)
Extract from a Review

This practical book that leads you step-by-step through the process of examining your values,
interests and skills. It is easy to follow and provides lots of useful information and thinking points
to help you really consider your options. It would take over 40 hours to work through everything
so take it chapter/chunk at a time and for maximum benefit, discuss your findings with a
friend/coach to make sure you really take on board the key messages.
Who Do You Think You Are?: Understanding Your Motives and Maximizing
Your Abilities (Nick Isbister and Mike Robinson)

I have to confess I was already a keen advocate and user of this unique approach to "motivated
abilities", before the book reached the shelves. It is not just for job-changers. Anyone who wants
to manage other people effectively, or help others to understand them, will do well to try this
approach. It is not a tick-in-the-box formula, but a very personal way to identify the things you
LOVE to do, not just the things you CAN do
Who moved my cheese? ( Johnson, Spencer.)

I loved this book and thought it a revelation. I still go back to it when I'm facing change I can't deal
with. Maybe it's a bit too whimsical for some people but if you can communicate with your inner
child then this book will mean something to you. If you're a cynic then it won't.
Career Anchors: Self Assessment ( Edgar H. Schein)
Challenge!: What is available to you at your university Careers Resource Centre? Check it out!

Appendices: Further Reading II
Useful Websites
HEaTED Project for technical staff
The HEaTED project is designed to bring the Higher Education Technical/Specialist community together
across the whole of the UK. In partnership with the IST the project will develop and deliver a specialist
Virtual Learning Environment for HEATED subscribers. See
http://www.istonline.org.uk/HEATED/heated.htm
Careers advice:-
http://www.staffnet.manchester.ac.uk/employment/training/careers/
If your university operates a career web site, it should be your first port of call. (as in Manchester
University example above)
http://www.windmillsonline.co.uk/
Windmills Interactive has been specifically designed to help you to; take a fresh look at your life;
understand what is really important to you; picture the kind of life you want and then show you how you
can achieve it, creating a future that inspires you.
http://www.totaljobs.com/CareerAdvice/Default.aspx
http://www.timesonline.co.uk/tol/life_and_style/career_and_jobs/
http://www.workthing.com/career-advice/
http://www.mycareerguide.com/
http://www.timesonline.co.uk/tol/life_and_style/career_and_jobs/
http://www.careerbuilder.co.uk/jobseeker/resumes/postresumenew/postyourresume.aspx
http://jobs.telegraph.co.uk/ Job search and advice
www.jobhuntersbible.com An online guide to individual career management. Designed as a

companion to the most recent edition of What Color is Your Parachute?, it includes best practice articles,
book recommendations, articles and weblinks.
www.workingcareers.com has information on career planning, writing applications, job search and
interviews.
www.prospects.ac.uk provides information on vacancies, occupational profiles and other sources of

information
www.learndirect.co.uk offers free and impartial information and advice on over 500,000 courses
nationwide.
www.jobs.ac.uk has research, science, academic, teaching and management jobs and studentships in the
public and private sector.
www.cvspecial.co.uk this site provides a comprehensive guide to writing the most effective CV. It also
has a free online assessment of your current CV.
Try your own search in Google or AltaVista etc

Appendices: Further Reading III
APPENDIX 2: CAREER MANAGEMENT IN CONTEXT

All universities are covered by an agreement to determine grading arrangements embracing the
general principle of job evaluation. What is less well known is that part of the rewards package
also flagged up the key role that stems from a strategic approach to Career Management (CM).
CM and career planning are crucially linked, in that the former projects the latter to centre stage.
a) The National Framework Agreement for the Modernisation of Pay Structures (NFA),
developed in partnership between employers and trades unions representatives,
recognises
the vital contribution which staff at all levels make to the continuing
success of UK higher education, and the need for them to be rewarded properly;
and
the need to modernise pay arrangements in the sector to improve
the recruitment and retention of staff, to ensure equal pay for work of equal value,
to tackle problems of low pay, to recognise and reward the contribution which
individuals make, and to underpin opportunities for career and organisational
development2
Job evaluation and role analysis are identified as essential elements to underpin the new grade
structure. Occupational roles are not static. They are shaped by the changing needs of
universities, in turn, are driven by internal and external change factors. The NFA recognises that
a balance has to be struck between the needs of the organisation and individual employees.
Addressing employees career aspirations is an important part of this process and is
summarised in the NFA.
Institutions will operate regular development reviews for all staff

with a view to facilitating both the improvement of performance to meet institutional
objectives and career development for individuals - and will offer suitable
development opportunities in the light of these (my italics)
Joint Negotiating Committee for Higher Education Staff (JNCHES)
is commited to develop further guidance on staff development and review, including
advice on facilitating new career pathways (my italics)
b) The Pay and Modernisation Programme

By linking pay to job evaluation and career progression, the NFA has raised issues as to how
they will be implemented effectively. Related topics, for example, progression within job families
and across career boundaries; role analysis; training needs analysis; skills development, change
management, and how these fit with institutions varying missions and circumstances have
become part of Pay and Modernisation thinking.
2
Pay and Modernisation Framework Agreement :-Joint Negotiating Committee for Higher
Education Staff (JNCHES)

Appendices: Further Reading IV
Universities may proposed that these issues be incorporated into its Pay and Modernisation
Programme under the overarching title, Career Management (CM) so as to ensure that a holistic
view is taken of what are key strategic HR issues.
Career Management: Issues and Key Questions
A definition
CM is defined as Planning and shaping the progression or movement of individuals within an
organisation by aligning employee preferences and potential with organisational resourcing
needs3
This broad definition covers the essential features of CM. Planning suggests that it is a
managed process. It anticipates what is required by the organisation, and sets this in the
context of individual preferences. The reference to shaping implies that career progression or
movement will be part of a process of intervention where the outcomes are agreed. In practice
this shaping takes place through a process of informal and structured dialogues.
What is the purpose of CM?

The definition specifies the organisation and the individual as being beneficiaries. Consequently,
they bring different perspectives to CM. Success depends on resolving or aligning any
differences.
1 From the organisations perspective

Organisations need to ensure that they have the right people in the right jobs and are building a
talent pool for the future. The most commonly cited strategic objectives of CM are developing
future senior managers, retaining key staff and supporting changes in the organisation.4
Employers have been warned or are aware that problems are in the pipeline in terms of
significant skills gaps in a number of key areas 5. Demographic trends suggest a shortage of
people entering the workforce. In this respect it is suggested that CM is pivotal to the success,
or even survival of organisations.
Other benefits to the organisation are
to enable the movement of staff between jobs

to facilitate flexible working practices
to support a better employee understanding of the organisation
to provide a means of access to particular projects
2 From the individuals perspective

3
Survey into Career Management Practices (CIPD June 2003)
4
Trends and issues in career management, meeting the challenge Dr Wendy Hirsh (CIPD 2003)
5
Managing Careers (CIPD 2003) Jessica Roph

Appendices: Further Reading V
Individuals want a career where there is scope for development and progression, together with
opportunities to fully utilise their skills. The 2003 CIPD survey identified the following benefits
from the individuals viewpoint.
increase job security and personal ability to compete for jobs
clarify understanding about available and potential career
opportunities
provide opportunities to develop skills
enable flexibility during working life
make work more interesting
help to achieve life/work balance
create a career framework
establish professional goals
CM therefore is seen to be an intrinsic, but less immediately obvious aspect of a holistic
approach to employee reward.
What are the key factors supporting effective career management?

CM may be viewed by the workforce as yet another job performance tool to be imposed. As
with all major change events, the process of formulating the approach must seek to gain the
commitment and trust of the workforce. Other essential elements are
CM needs to be formalised into a policy that is linked to corporate
strategy
Gaining commitment from senior management is vital
Management commitment must be coupled with commensurate
resource
- to cover the CM process itself (time and training)
- the cost of outcomes from the process, for example training and development to
prepare for new career goals
Line managers and HR staff need to be trained to deliver career
support
What are the barriers to success?

The Chartered Institute for Personnel and Development reported that members had noticed a
significant interest in career development during the 1990s. It commissioned a survey to find out
what was happening in practice6. In broad terms, organisations struggle with two main issues:
how to keep CM in the core business agenda
how to sustain effective CM
The survey established that the significance of CM dialogues with employees is not widely
acknowledged. It is seen as a low priority option. The underlying reasons are summarised
6
Survey into Career Management Practices (Chartered Institute of Personnel and Development June
2003)

Appendices: Further Reading VI
minimal senior management commitment ie they focus on

immediate task in hand rather than a strategic intent
lack of specific resource to drive CM
insufficient preparation to develop positive attitudes towards CM,
particularly among line managers so that they know-
- the purpose of CM
- how it is framed strategically
- who is primarily responsible for CM
- the roles played by senior and line managers
- the kinds of procedures and activities which support CM in practice
- the criteria which define successful implementation of CM7
Who is directly involved in the CM process?

The CIPD survey did not confine itself to defining the people who should participate, or have a
role in the CM process. It also described what happens in practice.
1. In the front seat
Individuals who feel that CM will benefit themselves directly are usually the driving force
in the process
HR professionals who provide an active supporting role
2. In the back seat

Senior executives and line managers who give CM low priority set against competing
management tasks. Trade unions play a passive role in promoting CM.
The survey suggested that all of the above have an essential role in the formulation of CM
strategy, its promotion, operation and practice, and in ensuring that the outcomes are delivered.
Further points for consideration

The extent to which a commitment to CM can be realised and how it would fit within with the Pay
and Modernisation Programme will depend on a careful assessment of its implications. CM
carries the potential for revealing pitfalls as well as opportunities
The potential for high staff expectations, set against budgetary constraints, lies at the heart of
this tension. The CIPD research shows that individuals who might benefit from structured CM
become the drivers in the process. So an unrestricted launch of a CM strategy may well turn out
to be a Pandoras Box with significant financial implications. This problem would be
compounded if the lid were to be shut after expectations had been raised. Loss of trust and
credibility could be very damaging for those responsible for those initiating the project or even
for the Pay and Modernisation Programme as a whole.
Consultation with all stakeholders is essential. This includes senior managers, line managers,
individuals and their representatives. . The purpose here, as with all major change events, is to
find a way to reduce uncertainty, in particular to prevent any erosion of corporate trust and the
7
Trends and issues in career management, meeting the challenge Dr Wendy Hirsh (CIPD 2003)

Appendices: Further Reading VII
potentially damaging outcome for staff morale and commitment; or to put it more positively, to
build on existing strong relationships and good practice.

Appendices: Further Reading VIII
APPENDIX 3: EXAMPLE OF ROLE PROFILE
Virtually all jobs in the university sector are rated using a job evaluation system whereby
objective criteria are applied to the job so as to ascertain the grade. As the system becomes
embedded, universities will accumulate evidence based on graded jobs. These will be used for
purposes of comparison, and grading. A role profile, like the one below is an example of such
evidence. These profiles should become available to staff who want to find out what is required
to progress from their current roles. They can also be a valuable source of information for
personal development plans ie Am I equipped to undertake the function? How can I learn to
accomplish each role?
This profile is based on a HERA model.
Manager of Technical Services and Resources Role Profile

Role Title Manager of Technical Resources
Accountable Head of School/Department

to School/Department Manager
Purpose typical characteristics include the following:
Leadership of a Technical Services team within the School/Department

Management and planning resourses, ie human, financial and space
Delegates authority and responsiblility of key decisions about the quality and level of
technical service, and staffing necessary to influence the principal decision-makers
at School/Department/ level.
To engage significantly with, and influence the long-term developments and develop
relationships essential to the success of the delivery of technical support service
To relate delivery of service to emerging university strategies and long term policies
Duties and responsibilities may include some or all of the following:
1. Create and maintain a common purpose by proactively leading team members with
the delivery and development of technical support services and skills, across the full
range of subject specialist, research, teaching or service orientated provision.
2. Initiate and convey the overall vision of the team and delegate appropriate
responsibilities to technical staff with team managerial and supervisory responsibilities

Appendices: Further Reading IX
3. Researches best practice for all management and administrative processes

(including external networking)
4. Ensures value for money for internal and expernal purchasing
5. Provide guidance and feedback to team members regarding individual and team
performance and consequential training and development needs so as to identify
development opportunities and manage a development budget.
6. Arranges, designs, prepares and delivers training events for stakeholders
7. Influences provision and content of training within the university and external
agencies
8. Develop a full understanding of the needs of staff, students, service users, external
funding agancies, adapting the service to meet organisational objectives and quality
standards.
9. Influence the development of organisational policy and standards for the service by
liaising and networking with internal and external contacts and involvement with working
groups, monitor service levels and provide reports and service documentation as
required.
10. Accountable for operational planning and the management of resources and
budgets to meet key technical support priorities included in the School/Department
business plan.
11. Participate in decision making committees within the department and the university,
in order to influence events and ensure the dissemination of information about the
service to key stakeholders.
12. Maintain a comprehensive knowledge of the health and saftey requirements and the
variability of working environments for areas of responsibility in order to ensure a safe
working environment for all staff.
13. Take responsibility for ensuring that health and safety risk assessments for areas of
service operation are completed and updated at regular intervals, nd aprovide guidance
and advice to team managers and supervisors regarding the impact on the work
process and safety of team members.
14. Provides professional coaching advice to individual members of staff
15. Collaborates with university management colleagues and coordinates joint
management projects
16. Ensures full compliance with Copyright and Freedom of Information Acts
Typical Working Relationships may include

Technical support team managers and supervisors
Technical support staff
Head of School/Department
School/Department/Faculty or Central Service managers
Course/subject leaders and tutors
Third party suppliers
Facilities management staff
Administrative and estate divisions within the university
Local and national professional networks and bodies

Appendices: Further Reading X
Key Competencies may include some or all of the following:

Service Monitors standards and levels of service
Delivery Adapts services to meet users needs and identifies
ways of improving standards
Analyses feedback and views from service users,
School/Department/Faculty or Central Service managers
and Course and Subject Leaders and tutors to inform
service development and make changes
Identifies ways of making improvements to service based
on feedback and anticipated changes in the market
Teamwork and Develops team objectives in ways that enable team
Motivation and managers, supervisors and leaders to contribute to and
Team identify with collective objectives
Development Creates a sense of common purpose across the wider
technical services team by providing targeted and regular
feedback about performance in line with organizational
objectives
Plans and provides training and development activities for
technical staff to meet current and future needs
devises a systematic approach for identifying training
needs so as to involve staff and their line managers in the
process of creer management and planning
Planning and Actively seeks information to support planning and
Organising prioritisation of work
Resources Ensures that time and resources are used effectively to
their maximum efficiency to ensure quality and
sustainability of services
Checks and reports on progress and achievement against
plans to key committees/meetings/managers
Develops plans to take account of problems, delays and
new priorities
Co-ordinates the work of others to improve performance
and use of resources
Liaison and Ensures that accurate information is passed on to the most
Networking appropriate people in a timely fashion to improve working
practices
Works across team boundaries to build and strengthen
working relationships
Shares information and ideas to help others develop their
practice
Is involved in networks to pursue a shared interest as a
requirement of the role

Appendices: Further Reading XI
Communication Communication is initiated, in a timely fashion and

information is summarised accurately
Checks on recipients understanding and takes action to
remedy any misunderstanding
Summarises and interprets technical and specialist
information to aid others understanding to meet the needs
of specialists and non-specialists
Uses appropriate styles and arguments to influence and
negotiate satisfactory outcomes
See paragraphs 3 and 14 in Duties and responsibilities
Decision Considers wider impact of decisions, assesses possible
Making outcomes and their likelihood
Processes and Helps others to explore options that initially appear to be
Outcomes inappropriate or unfeasible and recognise when a decision
is or is not needed
Anticipates and highlights service issues that need to be
taken into account
Initiative and Takes action to prevent recurrence of service problems
Problem Considers possible solutions to identify those which offer
Solving wider benefits to service users
Anticipates possible implementation difficulties with new or
developing services and identifies practical ways of
overcoming or preventing them
See paragraphs 3, 7, 9 and 15 in Duties and
responsibilities
Work Ensures that safe practice and the use of protective
Environment equipment and clothing are part of normal day to day
working in all technical services areas
Ensures that appropriate action plans and assessments
are drawn up to address risks
Pastoral Care Deals with difficult situations or confidential matters, from
and Welfare team members according to policy and procedures
Involves others or refers elsewhere, when situation
becomes more complex and if additional help or
information is required
Analysis and Produces reports that identifies key issues and findings on
Research service levels
Recognises and accurately interprets patterns and trends
with service needs and delivery
See See paragraphs 3, 15 in Duties and responsibilities

Appendices: Further Reading XII
THE AUTHORS CAREER AT A GLANCE

Role 1950---- 1960------- 1970------ 1980 ---- 1990---- 2000-----
Chemical Pathology Technician
Teaching/Research Technician/Senior
Technician; Pharmacology
Chief Technician: managing staff and
resources in Biochemistry dept
Departmental Superintendent:
Biochemistry
KCL Training Officer
Overseas Training Consultant (Mainly

British Council in Nigeria and Liberia))
Trade Union Branch and London
Regional Secretary/ representative
University, FE College and School
Governorships
Notes
The total time span in the main career roles were; 1958 1990 from junior technician to departmental superintendent and
1990 -2007 as a full time training officer at Kings College London.
The external activities played a substantial part in the development of professional understanding and skills. Therefore they
were highly significant factors assisting career progression.

"Career Planning": A Reality Check

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UNIVERSITY TECHNICAL AND RELATED STAFF

Ken Bromfield MBE Chartered FCIDP Career Planning: A reality Check

GUIDEBOOK EXERCISES: SYNOPSIS

(I) Will I jump, or be pushed? 5

(I) What am I looking for? 16

(I) Career Planning Assistant 24

(I) What next; the real test! 26

Ken Bromfield Career Planning: A reality Check