Professional Documents
Culture Documents
http://info.anu.edu.au/hr/
We hope this guide will assist you to become a condent career navigator.
Policy Development
Appointments Ofcer
Change Management
HR Advisory and Change Manager HR Advisory Consultant
Staff Development
Training Administrator Trainer and Facilitator Career Consultant Staff Development Consultant
HR Generalists
College/Division HR Ofcer College/Division HR Consultant
Workforce Planning
Workforce Planning Consultant Workforce Planning Analyst
HR Management
Team Manager Assistant Team Manager College/Division HR Manager Associate Director HR Director
If you are interested in nding out more about any of these jobs, the best way to do this is to contact someone who occupies that role, and arrange to talk to them about it.
Other HR Opportunities
You might also like to explore the range of HR Career pathways outside the University. The AHRI publication Careers for Human Resource Graduates describes a range of opportunities and whats involved in particular types of HR-related work.
In order to become more condent about managing your career, the following are three key components of career management.
your values, skills and preferences to the employment landscape, trends, opportunities for new learning and work and your networks to realise your career goals and aspirations
Discover
Gaining insight into your values, interests, skills, knowledge and abilities allows you to better describe who you are, what you can do and where you are heading. Values are core principles that give meaning to your life. It is important for both workplaces and individuals to achieve alignment of workplace culture, work activities, environment and relationships. Some common values expressed about work are:
Challenge Belonging Sense of contribution Independence Recognition Problem solving People contact Security Power and authority Flexibility Status Helping others
Skills
What are you good at? What skills do you enjoy using most and which ones do you want to develop? It can be useful to audit your skills: specialist, transferable and self-management skills. Specialist skills include: skills relating to a particular work/industry area (examples are: nance, technology, legal, HR, scientic, medical etc). Transferable skills can be applied across a variety of work contexts or a variety of tasks. Examples are communication written and verbal, leadership, negotiation, conict resolution and teamwork. Self-management skills and personal attributes encompass career management skills such as self-reliance, condence, ability to cope with change, drive and goal direction, ability to explore, ability to create opportunities, ability to self-promote, openness to new ideas, initiative, optimism, pro-activity, enthusiasm and energy, sense of responsibility (to yourself and others).
Connect
There are multiple ways to identify work opportunities such as contacts and networks, on-line job boards, professional associations, recruitment agencies, directories, journals and newspapers. Contacts and networks are highly important to career success in identifying industry trends and positions this is especially true as most jobs are not advertised. the most dependable and up-to-date information on jobs and careers is found by talking to peopleif you want to nd out if this new job, career or organisation ts you, you must go talk to people actually doing the work that interests you.
Bolles, 1979
Networking is about connecting and engaging with people. It can be done formally or informally and is vital for effective career management. It is an excellent way to gain information, which will enable you to identify appropriate opportunities, and to target positions and organisations where you will be able to grow professionally. Also, some of your network contacts can, at times, act as a mentor to you in an informal (or formal) mentor relationship.
Networking enables you to: gather information related to your career goals explore the hidden job market create opportunities by approaching people who need the skills you have to offer position yourself well within your current position or organisation, so as to be able to avail yourself of opportunities as they arise build larger networks of people to give you a better understanding of the current market and future possibilities prepare better for job interviews enhance your communication skills increase your circle of inuence, as well as your condence.
One way to investigate possibilities is through information interviews this might involve calling up someone who works in an area which interests you and asking for some time with them. In this type of interview you might ask: What do they do in a typical day, week, month, and year? How did they get into the role? What is positive about the job and what is negative? What would they suggest is a good way to prepare for such a role? Who else would they suggest you speak to, to get another perspective on this type of work? Could you use them as a referral with that other person? Being proactive in your own development and broadening your experience allows you to develop in your job, prepare for new roles and improve your productivity and build your contact base. The best and most immediate opportunities for developing are often in your existing role. As well as formal education and training, learning and development opportunities exist in many different ways for ANU staff. (Refer to page 18 and 19 of this Guide for Development Options for HR Practitioners.) You should research and prioritise ideas for further development and include them in your career conversation with your supervisor.
Grow
Career Vision...is the ability to see beyond our present reality, to create, to invent what does not yet exist, to become what we are not yet. It gives us the capacity to live out of our imagination, instead of our memoryMore than any other thing vision affects the choices we make and the way we spend our time.
Covey et al, 1994
Imagine a work-life that provides meaning, purpose and satisfaction for you. What are its key elements and how will you live it? It is important to spend some time on your career vision, to revisit it regularly and to identify the steps and factors that will bring it to life. Career goals provide frameworks for researching possibilities In three to ve years, where do you want to be in terms of functional role, industry knowledge, organisational culture, skill acquisition, relationships with signicant others, work/life balance, geographical location, community involvement?
Taking into account what you know about yourself and your preferences, your skills and capabilities and your interests, what steps and actions can you take to develop your career?
Needs attention
Very satisfactory
Comments
1 Work in a job that aligns with your values and interests Build and sustain your networks
Have regular career conversations with your supervisor/staff Maintain a comfortable work-life balance
Have a mentor/s
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HR CAPAbIlITY MODEl
Developed by the ANU HR Capability Working Group, 2008
In 2008, a working group was formed to identify the capabilities required for HR practitioners at ANU. They developed a framework that indicates the various levels of HR and the capabilities required at those different levels. So what is capability? A capability is an underlying characteristic of a person which results in effective or superior performance on-the-job. Capabilities can encompass physical, mental and emotional, knowledge, aptitudes and behaviours.
Department of Defence Intelligence, 2005
The following model shows the key areas of capability for HR Staff at ANU. They have been grouped in this model for ease of reference.
Thinking Broadly
Exploring options Identifying trends and opportunities Undertaking research and benchmarking
Relationships
Creating and maintaining partnerships Seeking to understand the needs of others Coaching, developing and mentoring others
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The following three-tier model is part of our HR Capability Framework. It identies three broad levels of capability that relate specically to levels and roles within HR at ANU. Depending on which tier your current role sits within, the level of expertise and the capabilities required of you, differ.
Tier/Classication
Tier 1: Entry/Administrative ANU Classications 3/4/5 The engine room those who get things done on a daily basis Tier 2: Consulting/Managers ANU Classications 6/7/8 Those who work with others to help them achieve their outcomes Tier 3: Managers/Directors ANU Classications SM1 and SM2 (and above) Those who work on complex HR solutions and develop future policy and practice
Staff
Department Administration Ofcers HR Ofcers
Key Responsibilities
Implements HR policies and procedures Carries out day-to-day HR operations Utilises HR systems
Puts HR policies and strategies in place Provides HR technical and subject matter or managerial expertise
Contributes to HR and organisational direction, boundaries, policies and strategies Develops and implements HR policies, procedures, products, processes and systems
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Current Skills
Requires Development
Inuencing Stakeholders
Understanding who makes decisions about how work is done Developing an understanding of different decision-making styles Communicating professionally for positive outcomes Planning and tailoring my communication for different audiences Contributing constructively to decision-making
Actively delivering our services and enabling the achievement of the Universitys goals
Understanding what is required of me in my role, my team and the College/ Division I work in Organising my work so that I can meet agreed deadlines/quality measures Responding to interruptions or unplanned activities in a professional manner
Working in partnerships
Seeking to understand the needs of others and demonstrating patience in my interactions Delivering services in a consistently professional manner to build good relationships Understanding my team dynamics and contributing to positive team spirit Building professional relationships with my team members to ensure we collectively achieve what we are accountable for
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Current Skills
Requires Development
Thinking Broadly
Solving problems, assessing the impact of actions and applying appropriate risk management strategies Understanding the functional operating context and key priorities for my area Questioning how work is currently done in immediate surrounds and across functions to propose new and innovative ways to improve service delivery Undertaking research, benchmarking and investigation to develop practical strategies to ensure the ANU meets its objectives
Inuencing stakeholders
Understanding the key stakeholders in my broader functional area and the relationships they have with others (including decision makers) Using the output of my research activities to develop practical and realistic options for stakeholder consideration and further development Communicating in a persuasive manner without being emotional or aggressive
Actively delivering our services and enabling the achievement of the Universitys goals
Understanding what is required of me in my broader functional context and what I need to be focusing on in the short and medium term Developing a planned approach to my contribution and implementing that plan Understanding of common areas of interest and or/services being provided by various areas within the HR Community using this understanding to create synergies and avoid duplication
Working in partnerships
Having a clear planned approach for developing and maintaining partnerships so that their needs are identied and outcomes achieved Developing my coaching capability to develop team members and other staff, sharing my expertise
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Current Skills
Requires Development
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Current Skills
Requires Development
Thinking Broadly
Understanding the high-level priorities and objectives for ANU and the broader education and research environment, and communicating those to team/staff Identifying and articulating trends and opportunities available and then inuence key stakeholders to implement more effective programs/ approaches
Inuencing stakeholders
Understanding the key stakeholders across ANU, their particular priorities andneeds Understanding stakeholders personal styles for how information iscommunicated Developing sound and persuasive evidence-based arguments for new or improved approaches to people management Identifying inuential allies who can assist in inuencing, educating and priming others and managing the relationships with these allies
Actively delivering our services and enabling the achievement of the Universitys goals
Understanding higher level goals of ANU and ensuring that the required services are being delivered effectively Actively driving interventions where necessary measuring, evaluating and being accountable for the functional outcomes Marketing and communicating progress and success within the broader ANU community, through external networks and forums
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Current Skills
Requires Development
Working in partnerships
Establishing and maintaining high-quality long-term partnerships with senior staff in the University Developing my coaching capability to develop team members and other staff, sharing your expertise Provide mentoring to less-experienced staff within the HR community or within the broader ANU community Setting a strong professional example for others to follow in their working style
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Development options
At each stage in your career, particular skills, knowledge and experience should be developed in relation to your current role. Of course, this should be combined with development opportunities that align with your career goals and ambitions. Here are some of the suggested areas of development at Tier 1, 2, and 3. It is strongly encouraged that all HR staff at ANU work towards a formal qualication. (More information on qualications see Appendix 2)
Development Management & Leadership Level
Building professional relationships with team and clients Managing self for successful outcomes Developing supervisory skills and building partnerships with colleagues and clients.
Developing leadership expertise, building relationships across the organisation, and developing and mentoring others
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Formal Study/Learning
Tier 1 ANU 3/4/5 AHRI Foundations or Diploma Program Certicate IV Human Resources (TAFE) Undergraduate Study Professional short courses
Work-Based learning
Mentoring Shadowing Coaching Role extension Job rotation Participating in team meetings Networking with HR and other colleagues
AHRI Diploma Program Undergraduate studies Associate Degree, Bachelor in HR/Business with specialist area Graduate studies Grad Cert, Grad Dip, Masters And/Or Specialist HR subject development. ANU Scholarships Professional short courses Graduate Studies Grad Dip, Masters, PhD Post Graduate Scholarships at ANU Professional shortcourses
Mentoring Coaching Role extension Job rotation Networking Committee representation Project work
Attend HR related events Join and participate in Professional Association/s (AHRI and other specialist Attend conferences, seminars, public lectures and events External forums and representation Reading and researching Online learning Attendance/ Representation at HR events Attendance/ representation at external forums Attendance/presentation at conferences, lectures, seminars and external forums, reading and research
Providing mentoring Providing coaching Providing access to and support for development of team members.
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CAREER CONVERSATIONS
Career conversations are a vital part of actively managing your career. Preparing for a career conversation can help you to get more out of these discussions. Once youve reected on your current career situation, your goals and ambitions, and development options, let your supervisor know that youd like to talk with them. If you are a Supervisor, you have a key role to play in providing opportunities for career conversations for your staff, and actively supporting career development. Whilst this discussion may take place during a formal performance meeting, these conversations have a very different focus from an appraisal/review of performance, and as such they should be approached differently. Successful career conversations work best with an appreciative inquiry approach. This means looking at what is working and building upon that - focusing on positives, strengths, motivation and enthusiasm (rather than just focusing on faults and weakness) - giving a person a chance to bring real success to their work (Avery, 2009). Note: Career conversations can and should occur informally, you dont need to wait for a formal performance review.
Managers/supervisors
In order to assist you to have productive career conversations with your staff, we have included some questions that should help you in your discussion. You might also like to think about your responses to these questions, if asked them by your supervisor. The questions are listed on the following page.
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A nal message
Now that now youve reected on your career and development, we hope you are ready to act, to think creatively, to get the development, opportunities and support that will allow you to thrive. We encourage you to participate in a career conversation with your supervisor/manager (and your mentor), about your work, career goals and development needs. Whatever it is you need to do for yourself, we encourage you to take charge and condently navigate your career in the direction you desire! Twenty years from now you will be more disappointed by the things that you didnt do than by the ones you did. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.
Mark Twain
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APPENDIX 1: MENTORING
Mentoring can play an important role in an individuals career development through the sharing of experience and expertise. There are many types of mentoring relationships and their success depends upon the ability to recognise and respect each others strengths and differences, clarify expectations and roles, establish clear goals and manage the mentoring process to ensure effective meetings take place.
Types of mentoring
There are a range of types of mentoring including: Informal - conversations that happen by chance or by arrangement Formal - relationships in a structured program Peer mentoring - two colleagues mentoring each other Group mentoring - one mentor meets with several mentees Mentoring round-tables - peers interact in a group mentoring conversation.
2. Consider also the qualities you are looking for in a mentor - in broad terms that person will need to be able to offer you time, probably share a common value system, and have specic knowledge or skills that you want to learn. Many people nd that a mentor that is outside of their immediate discipline or work area to be desirable as they introduce different ways of looking at problems and offer new perspectives and contacts. Age and/or experience may also be a factor.
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3. Take into account the people you know at ANU, seek advice and suggestions from colleagues and search the ANU web for potential mentors. Is there a particular individual who you admire and respect? Someone who has always impressed you with their insight and perceptiveness? It may be someone in your own College or Division or outside of it, someone with specialised knowledge or someone who has an extensive amount of experience. 4. Approach that individual and ask if they would consider being your mentor. Depending on the individual, and your current relationship, your proposal will vary in the amount of detail and how it is delivered. At the very least, let them know what why you selected them and what you hope to learn from the association. If appropriate for the specic individual, you can also discuss amounts of time to be committed and what you will contribute. 5. Dont put it off. What can you lose? Even if they decline to be your mentor, they will be attered that you asked. 6. Remember that mentors have particular knowledge base and skills sets and that it is may be desirable to have several mentors over a period of time to bounce ideas off and to learn from This information, and further guidelines for Mentors and Mentees, is available online at: http://info.anu.edu.au/ hr/Training_and_Development/mentoring-at-anu
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Vocational Graduate Certicate Vocational Graduate Diploma Graduate Certicate Graduate Diploma Masters Degree
Doctoral Degree
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The following table displays the various qualications, and the sector responsible for their accreditation (Australian Qualications Framework Council).
Scholarships at ANU
ANU offers both undergraduate and postgraduate scholarships to staff. For more information, go to: www.anu.edu.au/sas/admission/sds/index.php
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Websites
www.ahri.com.au www.hrdaily.com.au www.hrleadershipcouncil.com www.aim.com.au
Online learning
Pulse is the Universitys Online Learning system. All staff and students have access. http://info.anu.edu.au/hr/Training_and_Development/pulse-online-learning-system
Mentoring
At ANU see http://info.anu.edu.au/hr/Training_and_Development/mentoring-at-anu AHRI Mentoring Program for HR practitioners see www.ahri.com.au
HR information sharing
A series of professional information sharing and networking for HR practitioners at ANU. Session dates are listed on the Staff Development Calendar. http://info.anu.edu.au/hr/Training_and_Development
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References
The Australian National University HR Capability Working Group, 2008. HR Capability Framework and Model. ANU, Canberra, Australia. Australian Public Service Commission, 2003. Human Resources Capability Model. Commonwealth of Australia. [Online], available at: www.apsc.gov.au/publications01/hrmodel.htm [Accessed July 2009]. Avery, Kaye., 2008. Having Career Conversations. [Online], available at: www.career-coach.co.nz/articles/career_ conversations.pdf [Accessed July 2009]. Bolles, Richard. N., 1979. What Colour is Your Parachute, Ten Speed Press, Berkeley, California. Brown, Carole., 2009. Focus on your Career: Career Management Guide for staff at ANU. ANU, Canberra. Covey, Stephen. R., Merrill, Roger. A., and Merrill, Rebecca. R., 1994. First Things First: to live, to love, to learn, to leave a legacy. First edition, Free Press, New York. Department of Defence Intelligence, 2005. People Capability Framework. Defence Signals Directorate, Commonwealth of Australia.
NOTES
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Human Resources Division Building 10A, Chancelry The Australian National University ACT 0200 Australia T: 02 6125 3346
http://info.anu.edu.au/hr
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