Careerplanning Realitycheck

UNIVERSITY TECHNICAL AND RELATED STAFF
Career Planning
Ken Bromfield
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A reality check
2008
Contents
GUIDEBOOK EXERCISES: SYNOPSIS............................................................................................................................1 GUIDEBOOK EXERCISES: SYNOPSIS............................................................................................................................1 CAREER PLANNING: A REALITY CHECK................................................................................................................2 CAREER PLANNING: A REALITY CHECK................................................................................................................2 INTRODUCTION: A PERSONAL PERSPECTIVE......................................................................................................................................2 EXERCISE: THINKING ABOUT CAREER OPTIONS...................................................................................................3 EXERCISE: THINKING ABOUT CAREER OPTIONS...................................................................................................3 SO, WHATS STOPPING YOU?.........................................................................................................................................................4
1) I THINK IT IS WELL WITHIN MY CAPABILITY TO ACHIEVE THIS AIM .................................................................................................................4 2) IT ENABLES ME TO MOVE ON, AND MAKE GOOD USE OF MY EXPERIENCE ...........................................................................................4 3) THIS IS THE SORT OF ROLE THAT I BELIEVE I WOULD ENJOY.........4 4) THE ROLE WOULD BRING ME INTO CONTACT WITH MORE PEOPLE. .4 5) I WOULD EARN MORE MONEY..........................................................4 6) I WANT TO CONTINUE USING THE TECHNICAL AND SCIENTIFIC SKILLS THAT I USE NOW, AND TO DEVELOP THEM IN A MORE CHALLENGING ROLE................................................................................4 7) AT SOME STAGE I WANT TO BE IN A POSITION TO MANAGE A TEAM .................................................................................................................4
EXERCISE : WILL I JUMP, OR BE PUSHED?................................................................................................................5 EXERCISE : WILL I JUMP, OR BE PUSHED?................................................................................................................5 CAREER CHANGE: YOUR DECISION...............................................................................................................................................6 CAREER CHANGE: EXTERNAL FACTORS.........................................................................................................................................7
1) TO WHAT EXTENT DO YOU AGREE WITH THE RESULTS SHOWN IN % COLUMN?..................................................................................................7 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...................7 3) HOW HAVE YOU REACHED YOUR ASSESSMENTS? (FOR EXAMPLE WAS IT PURE GUESSWORK OR HAVE YOU OBSERVED SIMILAR INSTANCES DURING YOUR CAREER.)...........................................................................7 GROUP TASKS.........................................................................................8
CAREER CHANGE: TO CONSIDER THE OUTCOME OF CHANGE...............................................................................................................9 QUESTIONS FOR MANAGERS OF TECHNICAL SERVICES...................................................................................10 QUESTIONS FOR MANAGERS OF TECHNICAL SERVICES...................................................................................10 EXERCISE: CAREER PLANNING, THE FUNDAMENTALS......................................................................................11 EXERCISE: CAREER PLANNING, THE FUNDAMENTALS......................................................................................11
Ken Bromfield MBE Chartered FCIDP
Career Planning: A reality Check
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WHAT PARTICULAR ELEMENTS OF YOUR CURRENT JOB MOTIVATE YOU? IE WHAT DO YOU ENJOY DOING?...........................................................11 YOU MAY HAVE PRIORITIES REGARDING YOUR PROFESSIONAL FUTURE. WHAT ARE THEY AND HOW WOULD YOU RANK THEM IN ORDER OF IMPORTANCE TO YOU?............................................................................11 WHAT ARE YOUR MOST IMPORTANT STRENGTHS AND SKILLS.............11 A UP-TO-DATE CV THAT CAN BE TAILORED TO A SPECIFIC JOB DESCRIPTION OR VACANCY ADVERTISEMENT........................................12 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..............................12 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. ........................13 NETWORKING SKILLS TO HELP YOU TO KEEP UP-TO-DATE WITH THE JOB MARKET AND TRENDS. ....................................................................13
THINKING ABOUT YOUR STRENGTHS..............................................................................................................................................13 1. FROM YOUR POINT OF VIEW, WHAT HAVE YOU:..............................................................................................13 DONE WELL CONSISTENTLY?......................................................................................................................................13 PARTICULARLY ENJOYED DOING ? (OFTEN THIS IS BECAUSE YOU WERE DOING IT WELL)..............13 INNOVATED OR INITIATED ON YOUR INTIATIVE OR VIA ENCOURAGEMENT FROM A COLLEAGUE? ...................................................................................................................................................................................................13 CHANGED FOR THE BETTER?......................................................................................................................................13 DESIGNED OR DEVELOPED FROM SCRATCH?.......................................................................................................13 IMPROVED?.........................................................................................................................................................................13 2. WHAT WERE THE POSITIVE RESULTS ARISING FROM THESE EXAMPLES?............................................14 3. WHAT DO THESE ACHIEVEMENTS DEMONSTRATE IN TERMS OF YOUR SKILLS AND KOWLEDGE? ...................................................................................................................................................................................................14 4. HOW HAVE OTHER PEOPLE COMMENDED YOUR ACHIEVEMENTS AND EXPERTISE? (WHAT DID THEY SAY?)...........................................................................................................................................................................14 5. AS A RESULT OF ANSWERING THE QUESTIONS ABOVE, WHAT ARE YOUR TOP TEN SKILLS/ATTRIBUTES?.......................................................................................................................................................14 EXERCISE: WHAT AM I LOOKING FOR?...................................................................................................................16 EXERCISE: WHAT AM I LOOKING FOR?...................................................................................................................16 SKILLS ANALYSIS: THINKING IN DETAIL................................................................................................................17 SKILLS ANALYSIS: THINKING IN DETAIL................................................................................................................17 WADDLE WE DO NOW, EXERCISE?.............................................................................................................................20 WADDLE WE DO NOW, EXERCISE?.............................................................................................................................20
TO ACKNOWLEDGE THAT BILL SAW HIS MEDIUM TO LONG TERM CAREER FUTURE AS A TECHNICAL RESOURCES MANAGER, OR IN ANOTHER ROLE WITH LEADERSHIP RESPONSIBILITIES........................20
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TO CONFIRM THAT THE PROSPECT OF THAT SORT OF JOB COMING UP IN THE DEPARTMENT WAS UNLIKELY IN THE FORESEEABLE FUTURE.....20 EXERCISING LEADERSHIP.....................................................................20 PROJECT MANAGEMENT........................................................................20 FINANCIAL PLANNING AND CONTROL..................................................20 COACHING AND MENTORING TECHNIQUES...........................................20 WHAT ARE POLLYS A ROLES / RESPONSIBILITIES HERE? WHAT CAN SHE ACCOMPLISH; AND HOW?................................................................20 WHAT ARE THE PRACTICAL OPTIONS AVAILABLE TO BILL TO ENHANCE HIS CAREER OBJECTIVES ARISING FROM WHAT HE HAS LEARNED ON THE COURSE?..........................................................................................20
TRAINING AND DEVELOPMENT OPTIONS...............................................................................................................21 TRAINING AND DEVELOPMENT OPTIONS...............................................................................................................21
ORGANISE A TEAM EVENT, BRIEFING OR WORKSHOP..........................22 LEAD A TRAINING COURSE...................................................................22 BE A REPRESENTATIVE ON A BOARD OR COMMITTEE...........................22 ACT AS A HOST/GUIDE TO UNIVERSITY VISITORS...............................22
CAREER PLANNING ASSISTANT .................................................................................................................................23 CAREER PLANNING ASSISTANT .................................................................................................................................23 CAREER PLANNING: ESSENTIALS...................................................................................................................................................23 1. DECIDE EXPLICITLY WHAT YOU VALUE (FINANCIAL INCENTIVE, PROMOTION, SENSE OF PURPOSE). DOES YOUR PRESENT ROLE CORRESPOND TO THESE?.................................................................23 2. RESEARCH THE ENVIRONMENT THAT YOU WOULD RATHER WORK IN (OUTDOORS, AN OFFICE, FROM HOME)........................................................................................................................................................................23 3. IDENTIFY YOUR CORE SKILLS. DO YOU USE THESE IN YOUR CURRENT JOB? DO YOU USE THEN ELSEWHERE?.......................................................................................................................................................................23 4. UPDATE YOUR CV. .......................................................................................................................................................23 5. DEVELOP A TRUSTING RELATIONSHIP WITH YOUR COLLEAGUES. PERHAPS THERE IS SOMEONE WHO COULD ACT AS A MENTOR FOR YOU?.............................................................................................................23 6. CONSIDER JOINING PROFESSIONAL ASSOCIATIONS AND GAINING PROFESSIONAL QUALIFICATIONS TO FURTHER YOUR LEARNING AND BROADEN YOUR PERSONAL NETWORK........23 7. CREATE AND MAINTAIN A LONG-TERM PROFESSIONAL DEVELOPMENT PLAN...................................23 8. IDENTIFY SHORT-TERM GOALS THAT ARE COMPARIBLE WITH TO YOUR LONG TERM AIMS.......23 9. PREPARE CONTINGENCY PLANS TO TAKE ACCOUNT OF EXTERNAL CHANGE EVENTS THAT COULD AFFECT YOUR CAREER PLAN ........................................................................................................................23 10. TAKE STEPS TO UNDERSTAND THE CULTURE AND MISSION OF YOUR PRESENT ORGANISATION. DO THEY OFFER YOU THE CAREER DEVELOPMENT SUPPORT THAT YOU NEED?....................................23 CAREER PLANNING: POINTS TO AVOID..........................................................................................................................................24 1. WHEN YOU ARE LOOKING FOR A JOB, AVOID WASTING TIME RANDOMLY SENDING SPECULATIVE CVS. NEGATIVE RETURNS CAN UNDERMINE CONFIDENCE.................................................24 2. DO NOT ALLOW CONTINUOUS LEARNING TO BE SACRIFICED TO MEET SHORT TERM NEED. CPD IS A VITAL COMPONENT IN THE CAREER PLANNING PROCESS.......................................................................24 3. BEWARE OF BECOMING INVISIBLE TO YOUR COLLEAGUES WHO MIGHT NOT BE AWARE OF YOUR ACCOMPLISHMENTS; MAKE SURE THAT THEY ARE NOTICED............................................................24 4. AVOID FALLING BEHIND WITH DEVELOPMENTS IN TECHNOLOGY, ESSENTIAL LEGISLATION AND POLICY CHANGE.......................................................................................................................................................24
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5. DO NOT OVERLOOK THE VITAL ROLE OF PERSONAL AND PROFESSIONAL NETWORKING WHEN JOB-HUNTING.......................................................................................................................................................................24 6. REJECT A LAISSEZ-FAIRE ATTITUDE TO YOUR CAREER PROGRESSION AND JOB SECURITY. GET INVOLVED IN SHORT, MEDIUM AND LONG TERM PLANNING...........................................................................24 7. DO NOT UNDERESTIMATE THE VALUE OF DEVELOPNG A HIGH PROFILE WITHIN THE WIDER INSTITUTION. THINK ABOUT WAYS IN WHICH YOU CAN CONTRIBUTE.......................................................24 8. AVOID BECOMING EMBROILED IN PERSONAL DISPUTES IF THEY RISK UNDERMINING WIDER RELATIONSHIPS AT WORK.............................................................................................................................................24 9. DO NOT UNDERESIMATE THE POTENTIAL IMPACT OF ISSUES LIKE ABSENTEEISM AND PUNCTUALITY. THEY CAN TURN UP IN PERSONAL REFERENCES...................................................................24 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...................24 EXERCISE: WHAT NEXT; THE REAL TEST!..............................................................................................................25 EXERCISE: WHAT NEXT; THE REAL TEST!..............................................................................................................25 APPENDIX 1: RESOURCE LIST.........................................................................................................................................I APPENDIX 1: RESOURCE LIST.........................................................................................................................................I USEFUL WEBSITES......................................................................................................................................................................II APPENDIX 2: CAREER MANAGEMENT IN CONTEXT............................................................................................III APPENDIX 2: CAREER MANAGEMENT IN CONTEXT............................................................................................III CAREER MANAGEMENT: ISSUES AND KEY QUESTIONS.....................................................................................................................IV FURTHER POINTS FOR CONSIDERATION............................................................................................................................................VI APPENDIX 3: EXAMPLE OF ROLE PROFILE..........................................................................................................VIII APPENDIX 3: EXAMPLE OF ROLE PROFILE..........................................................................................................VIII MANAGER OF TECHNICAL SERVICES AND RESOURCES ROLE PROFILE..............................................................................................VIII
2. INITIATE AND CONVEY THE OVERALL VISION OF THE TEAM AND DELEGATE APPROPRIATE RESPONSIBILITIES TO TECHNICAL STAFF WITH TEAM MANAGERIAL AND SUPERVISORY RESPONSIBILITIES...............VIII TECHNICAL SUPPORT TEAM MANAGERS AND SUPERVISORS.................IX TECHNICAL SUPPORT STAFF.................................................................IX HEAD OF SCHOOL/DEPARTMENT...........................................................IX SCHOOL/DEPARTMENT/FACULTY OR CENTRAL SERVICE MANAGERS....IX COURSE/SUBJECT LEADERS AND TUTORS.............................................IX THIRD PARTY SUPPLIERS......................................................................IX FACILITIES MANAGEMENT STAFF..........................................................IX ADMINISTRATIVE AND ESTATE DIVISIONS WITHIN THE UNIVERSITY. IX LOCAL AND NATIONAL PROFESSIONAL NETWORKS AND BODIES.........IX
THE AUTHORS CAREER AT A GLANCE..................................................................................................................XII THE AUTHORS CAREER AT A GLANCE..................................................................................................................XII
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.
PAGE 7 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.
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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
(I) (G) Thinking about career options
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.
Pg No 3
(I) (G)
Will I jump, or be pushed?

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) (G)
Questions for Managers of Technical ServicesThe purpose is to explore the extent to which
the 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?
10
(I)
Career Planning, The fundamentals

This is a standard method entailing detailed preparation for career planning and change.
11
(I)
What am I looking for?

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.
16
(I)
Skills Analysis: Thinking in detail

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.Skills Analysis: Thinking in detailSkills Analysis: Thinking in detailSkills Analysis: Thinking in detail
17
(G)
Waddle we do now?
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!
20
(I)
Career Planning Assistant

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.
23
(I)
What next; the real test!

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.
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Ken Bromfield
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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.
Ken Bromfield
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EXERCISE: THINKING ABOUT CAREER OPTIONS

Introduction
Technical Staff Career Paths

Management, Specialist & Administrative Career options (within the universities)examples academic teaching/research safety officer purchasing specialist building officer training officer
career path
Technical Resources Manager (department, faculty, school)

Technical & Experimental Career path:-
Scientific sales Teacher/ Trainer Maintenance engineer Technical consultant Web site designer Media resources Safety advisor Environmental scientist
Senior/ chief technician

Research assistants and associates Technical specialists Qualified teaching/ research tech
External Career Options Traditional
Possible career change?
Junior grades
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.
Ken Bromfield
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 This is the sort of role that I believe I would enjoy 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
3) 4)
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.
Ken Bromfield
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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.
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.
Ken Bromfield
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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
As you become more experienced in your job, you will feel 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?
1) You will seek promotion up the pay structure

(via the university regrading procedure)
2) You will actively consider a change of career

within the university system
If an attractive opportunity presents itself, albeit in a different career, where you work or at another university, what would prompt you to go for it? Under what circumstances would you seek opportunities to use your acquired skills and knowledge outside HE, eg in the private sector or NHS?
3) You will actively consider a change of job or

career outside the university system
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.
Ken Bromfield
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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 What is the chance of your university being involved in a merger that might have a direct impact on your job? Mergers usually involve realignment of departments (academic and administrative), faculties and schools in the university.
% 20
4) To be involved in a university merger

that will result in major job restructuring
5) To be involved in an internal (school,

department or group) job restructuring exercise
What is the likelihood of your department, faculty or school going through a process of restructuring that will inevitably affect 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.
20
6) To be affected by a departmental or
research group closure
Is your department viable in the long term? What is the chance of it being closed permanently? What are the trends for student recruitment? Is funding becoming an issue?
15
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. Exercise for Individuals: 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.)
Ken Bromfield
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.
Ken Bromfield
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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
The economic climate and changes in student preferences has meant that severance packages are on offer. Under what circumstances would you consider an offer? There have been significant changes that may present a risk to job security. To what extent would your skills and experience be factors in seriously considering a transfer to another department?
7) To seriously consider a severance

proposal following a downsizing exercise
8) To be given the option of acceptable

alternative work in the university
9) To be required to update my
professional skills, knowledge and understanding as a consequence of significant policy and organisational changes that affect my current job.
Retraining and updating skills is normal in all jobs. Major change may well trigger a sense of urgency in this process. The important question is to identify what needs to be done; how and when
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. Exercise for Individuals: 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.
Ken Bromfield
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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.
24% 31%
Procedural w ork Managerial/ Leadership Planning and Strategy
45%
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.
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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 Skills Analysis: Thinking in detail17). 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:-
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PAGE 12 http://www.strath.ac.uk/careers/apply/psychometricassessments/
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 1. support, 2. The right Careful planning Examples Your manager, a colleague (or a professional network), a coach, a mentor (including a combination of these) 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 A realistic plan must start with determination that you are prepared to invest your energy, time and possibly money into your journey. There is no point in being a star unless your light is noticed. Career moves may be instigated by you; on the other hand it could be by invitation!
3.
Commitment
4. Effective personal marketing
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.
Ken Bromfield
PAGE 13 These could point towards what motivates you. Extracts can be tailored towards suitability for a specific position. 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?
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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?
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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.
Ken Bromfield
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
Level of Responsibility
Notes
Preference
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
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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 administrative resources to ensure effective support for academic activity 2) Managing financial, space and equipment resources to ensure maximum value for money 3) Initiating plans/ projects and taking critical decisions 4) Maintaining personal and organisational effectiveness 5) Exercising leadership 6) Managing change 7) Promoting effective personal and staff training and development 8) Communicating and working in teams
9) Supporting a commitment to service culture 10)Dealing with poor performance 11) Establishing and developing information management and communication systems 12) Promoting and managing a safe working environment 13) Applying institutional policies & regulations eg HR, Data protection 14) Relating actions to Institutional 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?
Ken Bromfield
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
Ken Bromfield
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?
Ken Bromfield
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 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. Coaching and mentoring
Ken Bromfield
PAGE 21
TRAINING AND DEVELOPMENT OPTIONS

Here are some examples that you may consider- please add your own
Course Based
Computer based training Attend a workshop Study for a professional qualification
On the Job
Initiate a work based project that utilises new skills and responsibilities. Discuss this with your line manager Reflect on your involvement in a project/activity and analyse whether it was a success/failure Encourage your manager or a colleague to be your coach Coach someone else Be a mentor Find a mentor Chair a staff meeting Collaborate with a colleague on a work problem Provide help to a work colleague Analyse how different people interact with customers and/or manage their staff Problem solve with your work group Write a report about a key aspect of your work, and obtain constructive comments on it Join a working party Keep a work portfolio including a learning log Undertake a secondment or job swap Shadow a person in another function Supervise a work experience student Visit another organisations or department to find out how and what they are doing. Write a report!
Self-Study
Guided reading (i.e. reading a suggested materials on a particular topic) Test your abilities in an unfamiliar setting Listen to cassette tapes on the move Research a technique that interest you e.g. assertiveness, creative problem solving, critical incident analysis Use libraries Use CD-ROM packages Explore the internet
External Activities
Investigate voluntary work that may entail the application of new responsibilities and skills Be active in a professional body or trade union Attend conference Offer to lead a discussion or present a paper to a conference Network with external colleagues and a relevant professional body Job shadow in another organisation Look for opportunities to train people in your specialist skills Reflect upon, valuing and building on the experiences gained in personal life
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PAGE 22 Act up in a post that has become temporarily vacant Deputise for your manager Lead a training course Be a representative on a board or committee Act as a host/guide to University visitors
Work with colleagues in role play to prepare for activities 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.
Ken Bromfield
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?
Ken Bromfield
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
Visit the web sites suggested in Resource list
By when
With whom
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
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) Extract from a Review
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.) Extract from a Review

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!
Ken Bromfield
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
Ken Bromfield
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.
Pay and Modernisation Framework Agreement :-Joint Negotiating Committee for Higher Education Staff (JNCHES)
Ken Bromfield
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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 areas5. 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
3
4 5
From the individuals perspective

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

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)
Ken Bromfield

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)
Ken Bromfield
VII
potentially damaging outcome for staff morale and commitment; or to put it more positively, to build on existing strong relationships and good practice.
Ken Bromfield
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 to
Head of School/Department 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
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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
Ken Bromfield
Key Competencies may include some or all of the following: Service Delivery Monitors standards and levels of service 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 Develops team objectives in ways that enable team managers, supervisors and leaders to contribute to and identify with collective objectives 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 Actively seeks information to support planning and prioritisation of work 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 Ensures that accurate information is passed on to the most 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
Teamwork and Motivation and Team Development
Planning and Organising Resources
Liaison and Networking
Ken Bromfield
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
Ken Bromfield
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THE AUTHORS CAREER AT A GLANCE

Role 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. 1950---1960------1970-----1980 ---1990---2000-----
Ken Bromfield

Careerplanning Realitycheck

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UNIVERSITY TECHNICAL AND RELATED STAFF

Ken Bromfield MBE Chartered FCIDP

Career Planning: A reality Check

GUIDEBOOK EXERCISES: SYNOPSIS

Will I jump, or be pushed?

Career Planning, The fundamentals

What am I looking for?

Skills Analysis: Thinking in detail

Career Planning Assistant

What next; the real test!

Career Planning: A reality Check

CAREER PLANNING: A REALITY CHECK

Career Planning: A reality Check

EXERCISE: THINKING ABOUT CAREER OPTIONS

Technical Staff Career Paths

Technical Resources Manager (department, faculty, school)

Senior/ chief technician

External Career Options Traditional

Possible career change?

Career Planning: A reality Check

So, whats stopping you?

Career Planning: A reality Check

EXERCISE : WILL I JUMP, OR BE PUSHED?

Career Planning: A reality Check

Career Change: Your Decision

1) You will seek promotion up the pay structure

2) You will actively consider a change of career

3) You will actively consider a change of job or

Career Planning: A reality Check

Career Change: External Factors

4) To be involved in a university merger

5) To be involved in an internal (school,

Career Planning: A reality Check

Career Planning: A reality Check

Career Change: To consider the outcome of change

7) To seriously consider a severance

8) To be given the option of acceptable

Career Planning: A reality Check

QUESTIONS FOR MANAGERS OF TECHNICAL SERVICES

Career Planning: A reality Check

EXERCISE: CAREER PLANNING, THE FUNDAMENTALS

Assemble sources of information

Career Planning: A reality Check

Taking action: Summary

4. Effective personal marketing

Career Planning: A reality Check

Thinking about your strengths

Career Planning: A reality Check

What were the positive results arising from these examples?

What do these achievements demonstrate in terms of your skills and kowledge?

Career Planning: A reality Check

Career Planning: A reality Check

EXERCISE: WHAT AM I LOOKING FOR?

Skills I enjoy using

Skills I am Prepared to Use Physical Environment

The university environment The essentials of work/life balance

Career Planning: A reality Check

SKILLS ANALYSIS: THINKING IN DETAIL

Career Planning: A reality Check

Career Planning: A reality Check

14 Relating actions to Institutional Aims and Objectives

Now, the real challenge! Ask yourself the following:

Career Planning: A reality Check