Emerging People Themes

Academic Planning Committee5 March 2010

Emerging People Themes

• International– Sustainable working practices – Mindset

• Attraction & Retention• Culture of Performance for all• Succession, Flexibility and Development

– Academic Succession– Career options for non academic Faculty staff (& CS)– Flexibility– Development

• Ethical Environment– Workload allocation / Workplace pressures / Maintaining wellbeing – Inclusive, respectful working practices

International“We will continue to develop an international mindset as the cultural norm

at Lancaster.”

What we know Growing number of

International Partnerships

What this implies? Review how we manage

International Partnerships Review how the International agenda is

staffed/enabled Changes to workload

models/employment contracts Partner institutions require long-term

development of staff to be embedded

What we know Working and collaborating

internationally requires a different skill set and mindset Remote team working Management of remote

activities Buy-in to an International

way of operating

What this implies? Up-skilling

Staff involved in teaching using ‘remote’ delivery techniques

Staff involved in the management of activities/relationships

Cultural shift Communication of rationale

for shift (& implications if no change)

Additional focus on mindset through PDR/other mechanisms

Incentives (pull) for adopting new way of operating?

International“We will continue to develop an international mindset as the cultural norm

at Lancaster.”

InternationalQuestions

What specific initiatives would enable changes to ways of working in support of the International agenda? E.g... Changes to terms and conditions of employment Stipulating ‘experience of working internationally’ when recruiting to grade 8+ roles?

How can we best support the development of skills that are required for international working? What skills will be required?

How could staff be encouraged/enabled to develop an international mindset?

What we know Institutionally we want to

increase proportion of staff recognised as world class in their fields. However, sometimes difficult to attract right calibre of staff Scarcity of top talent Top talent can demand

salary premiums/more substantial benefit packages

Poaching of ‘star performers’ is an ongoing threat for the very talented

What this implies? Additional focus to ensure

consistently high quality candidate experience both through the recruitment process and thereafter

Less reliance on probationary periods, greater focus on selection methods and appointment decisions

Support, development and management to enable people to lift their performance to world class standard

Attraction & Retention“We will attract and retain high quality staff, and increase the number of

world-leading researchers.”

What we know Our ability to retain the

very top talent is dependent on meeting their expectations The current challenges

around managing the workload/focus for the academic population as a whole are even more relevant for this group

What this implies? Need to better understand

our ‘attraction power’ both institutionally and within each department Better articulate what

we offer Better fulfil the

promises that we make

Attraction & Retention“We will attract and retain high quality staff, and increase the number of

world-leading researchers.”

Attraction & RetentionQuestions What more can we do to enhance the candidate experience? What are likely to be the top five attractors for top academic

talent to come to Lancaster? (Our Employer Brand?) What are the five most important retention factors for top

academic talent to stay at Lancaster?

Culture of Performance for all“We will create a performance based culture by rewarding initiative and by

ensuring a high standard of performance from all staff.”What we know Generally career advancement as

an academic is dependent on performance against key criteria Research Research publications Citations Secure funding

For non academic staff, the landscape is very different, less prescription/obligation to deliver against set criteria. Suspicion that not everyone is performing Demands placed on staff mean that

everyone is now expected to work at a higher level.

Limited number of people with experience /comfort around managing poor performance

What this implies? May be some pockets of the

institution that require new approaches/new emphasis in order to fulfil culture of ‘Performance for all’

Culture of Performance for allQuestions

The Strategic Plan states reward will be related to achieving high standards. What processes should be put in place to achieve this?

Staff survey feedback suggests we are not doing enough to manage under-performance. Do we have the management capability to manage under-performance? Faculty/Rotating HoD’s Non-Faculty/Central Services

Succession, Flexibility & Development

What we know Career progression

opportunities for non academic Faculty staff (& CS) can be limited

What this implies? University needs to develop

appetite for taking some controlled risks in appointment decisions Getting better at articulating

and identifying those with ‘potential’ to work in new areas/higher levels

Getting more comfortable with notion of transferrable skills

Moving away from insistence on deep functional knowledge

Succession, Flexibility & Development

What we know Overall organisational

headcount has tended to be heavily influenced by history – rather than led by strategic requirements

Analysis of VC’s Office, Faculty Deans, Distinguished Professors, Directors in Central Services and Non-Faculty shows 30 out of 50 post-holders will reach NRA during current Strategic Plan.

What this implies? We need to continue to deploy

resources efficiently in support of agreed priorities Get better at making ‘tough

decisions’ Develop more capacity in

managing organisational change

Planning for succession needs greater focus

Succession, Flexibility & Development

What we know Development of staff vital

to ensure the University and individuals grow and adapt to changing landscape

Staff need to be continuously encouraged to develop/adopt new innovative teaching methods – especially as the sector changes

What this implies? New/innovative training &

development opportunities targeted towards specific populations

Resource requirement to fulfil commitment to development

Rewards/incentives for development & exceptional performance Teaching Innovation

Succession, Flexibility & DevelopmentQuestions

What will help more of a “promote from within” approach to key non academic posts? Should we have targets around % external recruitment vs “growing our

own”? Flexibility – How do we enhance capability in managing organisational

change? How should we develop a process for Succession Planning?

Where is the greatest need - Faculty/Non-Faculty/Central Services? What would it look like?

What more should HR be doing to develop the leadership capability of rotating HoD’s (especially when some are reluctant to take on the role?)

Ethical Environment“We will provide an ethical environment and sustain a healthy and safe

place to work.”

What we know “Stress” is the single biggest

cause of days lost at the University

Some evidence of harassment/ too many grievances?

Efforts to effectively manage performance sometimes labelled as “Harassment”?

What this implies? Recommendations from

workplace stress audits need to look more deeply at the ways of operating that contribute to stress

Some more traditional ways of managing are no longer acceptable

More emphasis on coaching style and informal resolution

Questions

What should be the key areas of focus for the newly appointed Manager of Wellbeing, Equality and Diversity?

Do we know what we mean by workplace bullying and harassment?

Ethical Environment

Final thoughts, to take People agenda forward...

Need for scope of HR to be re-thought to allow progress on these broader issues?•Requires stronger collaboration with Faculties to help resolve Faculty/academic challenges, as well as Non-Faculty and Central Services

Need for HR to operate differently•Requires move away from operational focus in favour of strategic focus (and planning for the future)

GroupsGroup 1• Paul Wellings• Sue Cox• Fiona Aiken • John Gallagher• Colin Lambert• David Otley• Emma Rose• Steve Miller

Group 2• Mandy Chetwynd• Gavin Brown• Mark Swindlehurst• Anthony Marsella• Tony Gatrell• Mary Smyth• Steve Bradley• Michael Payne• Jane Taylor

Group 3• Bob McKinlay• Andrew Neal• Roderick O’Brien• Clare Powne• Geraint Johnes• Chakravarthi Ram-Prasad• Peter Elliot• Fiona Benson

Group 4• Trevor McMillan• Lesley Wareing• Sarah Randall-Paley• Tom Finnigan• Paul Graves• Ellie Hamilton• Tony McEnery• Awais Rashid• Mark Easterby-Smith

Group 1 Questions - International What specific initiatives would enable changes to ways of working in

support of the International agenda? E.g. Changes to terms and conditions of employment Stipulating ‘experience of working internationally’ when recruiting to

grade 8+ roles? How can we best support the development of skills that are required for

international working? What skills will be required? How could staff be encouraged/enabled to develop an international

mindset?

Group 2 Questions - Attraction & Retention

What more can we do to enhance the candidate experience? What are likely to be the top five attractors for top academic

talent to come to Lancaster? (Our Employer Brand?) What are the five most important retention factors for top

academic talent to stay at Lancaster?

Group 3 Questions - Culture of Performance for all

The Strategic Plan states reward will be related to achieving high standards. What processes should be put in place to achieve this?

Staff survey feedback suggests we are not doing enough to manage under-performance. Do we have the management capability to manage under-performance? Faculty/Rotating HoD’s Non-Faculty/Central Services

Group 4 Questions - Succession, Flexibility & Development

What will help more of a “promote from within” approach to key non academic posts? Should we have targets around % external recruitment vs “growing our

own”? Flexibility – How do we enhance capability in managing organisational

change? How should we develop a process for Succession Planning?

Where is the greatest need - Faculty/Non-Faculty/Central Services? What would it look like?

What more should HR be doing to develop the leadership capability of rotating HoD’s (especially when some are reluctant to take on the role?)

What should be the key areas of focus for the newly appointed Manager of Wellbeing, Equality and Diversity?

Do we know what we mean by workplace bullying and harassment?

All Groups - Ethical Environment