Training & Development Policy
Human Resources Department
January 2004
Training and development policy - approved January04
1.
PRINCIPLE STATEMENT ...................................................................................................... 4
2.
INTRODUCTION ...................................................................................................................... 6
3.
THE BUSINESS CASE FOR TRAINING AND DEVELOPMENT ...................................... 8
4.
TRAINING AND DEVELOPMENT CYCLE ....................................................................... 10
5.
TRAINING & DEVELOPMENT PROVISION .................................................................... 11
5.7
PAYMENT OF FEES FOR ESSENTIAL TRAINING ........................................................ 15
5.14
FAMILIARISATION SESSIONS ........................................................................................ 19
5.15
PEER GROUP BRIEFING .................................................................................................. 20
5.17
PREPARATION FOR RETIREMENT/REDUNDANCY ................................................. 20
6
SECONDMENTS ....................................................................................................................... 22
7
STAFF TRAINING AND DEVELOPMENT REVIEW ......................................................... 26
8
MONITORING AND EVALUATION ..................................................................................... 27
AT THE END OF THE CORPORATE TRAINING YEAR, THE HEAD OF TALENT
DEVELOPMENT WILL REPORT UPON THE IMPACT OF CORPORATE TRAINING IN
TERMS OF DELIVERING THE TRAINING AND DEVELOPMENT NEEDS ARISING
FROM THE CORPORATE PLAN AND ANY ORGANISATIONAL DEVELOPMENT
NEEDS. .............................................................................................................................................. 27
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APPENDIX A .................................................................................................................................... 29
BEHAVIOURAL COMPETENCY FRAMEWORK - .................................................................. 29
SUMMARY OF COMPETENCY DESCRIPTIONS AT ALL LEVELS .................................... 30
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1.
Principle Statement
It is a stated objective of Arts Council England to harness and develop the
full range of expertise across the organisation in order to provide
professional leadership and services to the arts community. Creating and
embedding a culture of continuous learning, development and growth and
recognising achievements are key factors to achieving this objective.
This policy seeks to create a framework for career development that
provides meaningful opportunities within an organisational context that is
consistent with the needs of the business.
In order to achieve this, a key objective of ACE is to strengthen training and
development opportunities for all staff. In equipping staff to meet the
changing demands of the arts today we will, in turn, provide an efficient and
effective service to artists, arts organisations and our other partners.
The organisation recognises the need to provide both formal and informal
training and development opportunities in order to develop its staff. We also
recognise the importance of acknowledging the learning gained. Where
appropriate we will devise and deliver in-house courses for staff. We will
also seek to develop our own staff, where appropriate, as trainers, coaches
and mentors, in order to capitalise upon the wealth of experience and skills
in the new organisation. Where a training need is restricted to a small
number of staff, or in the event that specialist training cannot be delivered inhouse, training will be sought outside the organisation.
We recognise that non-formal methods of development are equally valuable
in developing skills. We will consider the full range of development options in
order to match the training need to the most effective development
opportunity. This may include developing the intranet to offer web-base
learning packages, secondments, work shadowing or self-guided reading.
Opportunities for secondments and work shadowing will be considered both
inside and outside the organisation. Participation in cross-functional teams
also provide an important development opportunity.
Opportunities for training and development will recognise diversity of
background, discipline, interest, preferred learning style and approach.
Development opportunities will be offered on a fair and equal basis to all
staff.
In order to demonstrate our commitment to equality of opportunity Arts
Council England will, when appropriate, provide specific training
opportunities for employees from under-represented groups in order to
support the development of these staff and enable them to occupy key roles
within the organisation. This work will be delivered in line with positive
action strategies issuing from the Diversity Action Plan.
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We will continually monitor and evaluate the effectiveness of the training
and development framework to ensure that we meet the objectives outlined
above.
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2.
Introduction
What is training and development?
‘Training’ encompasses activities and events that concentrate on the
learning and practice of specific techniques. ‘Development’ is considered to
be much broader and something that takes learning on to the development
of skill and expertise.
To illustrate the point, take as an example PowerPoint training.
Staff can be shown how to create a presentation using PowerPoint, this
would represent being trained in a technique. To develop the technique into
a skill and expertise the staff would need to deliver presentations using
PowerPoint.
Therefore, training is about the teaching of techniques and development is
about the practice of those techniques in a focused and supported manner.
The results of training and development will be the acquisition of skills and
expertise.
Training events encompass any activity in which an individual learns
something new. Development events encompass any activity in which
learning is put into practice in such a way as to develop skill and expertise.
The following table illustrates what some of these activities might be.
Examples of structured and unstructured
training and development events
Training Events
 courses/classes
 seminars
 lectures
 workshops


distance learning
on the job learning (taking
instruction while doing the job)
Development Events
 trying something different
 project work
 secondments to other areas
 simulation
exercises/assignments
 team-building exercises
 observation of, or discussions
with a more experienced
person
The methods to achieve new skills and expertise are many and varied, but
both training and development must take place to ensure success. Training
events that are not followed up with development activities result in the
techniques learned soon being forgotten. Development activities undertaken
in ignorance of the necessary techniques required for success will result in
errors. Both scenarios will cause frustration and a lack of progress towards
the individual’s and the organisation’s long-term plans.
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Arts Council England is committed to staff training and development. It
recognises that investment in staff training is essential for effective and
efficient pursuit of the organisation's corporate objectives, as well as
individual job satisfaction.
There are many reasons for training and development to be seen as
important from both the organisation and individual perspectives. These
reasons include the need for: 
people to stay employable throughout a lifetime during which jobs
and careers may change ~ a willingness to continue learning and
developing will become an essential part of continuous
employability

employees need to learn methods and techniques required to do
specific tasks – e.g. people who are new to a job, people having
to use new equipment, processes and procedures

the development of future successors – minimising the costs of
recruiting externally and maximising the benefits of keeping inhouse knowledge and experience in the business

increasing resources from the existing staff – increasing the
capacity of people in the organisation to be skilled in more than
one area

motivating, attracting and retaining key staff – as fewer people join
the job market each year, suitable replacements will be more
difficult to find
It will be the responsibility of all managers and staff to ensure that structured
individual ‘training’ and ‘development’ plans are produced. This can be done
at annual performance review meetings. It will also be the responsibility of
managers to ensure that there are appropriate opportunities for staff to
practice the new skills and knowledge learned through training and
development. This will need to be planned and monitored.
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3.
The business case for training and development
Arts Council England is committed to delivering a framework that will provide
a coherent training and development plan for all staff within the organisation.
The four principles behind the Framework demonstrate that Arts Council
England:

Is fully committed to developing its people in order to achieve its
aims and objectives.

Is clear about its aims and its objectives, and what its people need
to achieve them.

Develops its people effectively in order to improve its
performance.

Understands the impact of its investment in people on its
performance.
In order for Arts Council England to evaluate the effectiveness and impact of
the Training and Development Policy we will gather evidence to show that:

People can give examples of how they have been encouraged to
improve their own performance.

The organisation has clear priorities that link the development of
people to its aims and objectives at organisation, team and
individual level

Managers at all levels can give examples of actions they have
taken, and are currently taking, to support the development of
people

People can explain the impact of their development on their
performance, the performance of their team and the organisation
as a whole
In order to be able to provide this type of evidence there will need to be a
structured process put in place. As such it will be necessary to:
Assess organisational and individual development needs
(analysis)

Produce organisational and individual training plans (planning)

Draw up a training and development delivery plan which will
provide a range of learning interventions, encouraging ownership
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in staff with relation to their individual responsibility for learning.
(implementation)

Assess the effectiveness of training and how the new learning is
being used (monitoring)

Provide evidence of the improvements in performance at both an
individual and organisational level (evaluation)
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4.
Training and Development Cycle
A model depicting how training will be identified, planned, delivered, monitored
and evaluated. The responsibility for implementing this lies with the Line
Manager in consultation with his/her direct report
Individual needs
Assessment made
on job
competencies and
career development
Organisational needs
Analysis
Assessment made
on corporate plan
development
objectives
Individual training
and development
plans produced
Planning
Consider how
training and
development will be
delivered
Implementation
Regular review of
progress also check
to see if objectives
are being met
Has development
taken place and
been put into
practice?
Monitoring
Evaluate
Corporate training
plan produced
based on
improvements
required
Are operational and
individual
improvements
evident?
Have the individual
and organisational
development needs
been met?
Annual Performance Review
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5.
Training & Development Provision
5.1 Induction training
All new employees will undergo a planned induction programme on
commencement of employment with Arts Council England. During the
induction programme the new employee will be provided with the essential
information about policy, company practice and procedures.
The induction programme for new employees will cover information on: 









The organisation aims and objectives
The organisational structure
Communications within the Arts Council England
Contact details for employees of the organisation
HR policies and procedures
Corporate policies and procedures
Health and Safety Information
the work and expectations
the office facilities
the use of IT
The core induction programme will be designed by the talent development
team. It will be amended to meet individual needs by the local HR partner in
conjunction with the relevant line manager. A range of information and
materials to support induction will be available on the intranet.
The induction programme will be linked to the probationary period and include
regular reviews in order that any gaps in the employee's ability to carry out
his/her duties are remedied during the probationary period.
The local HR partner will be responsible for ensuring that effective induction
of new employees is carried out and will monitor induction programmes in
order to suggest future improvements.
5.2
Corporate training
Arts Council England is committed to developing its operational efficiency and
effectiveness. In the pursuit of this objective it will be necessary to introduce,
from time to time, new systems, procedures and processes or update
knowledge and skills.
All members of staff will be provided with training in any new techniques
introduced. These may include the following: 


information technology skills training
project management techniques
leadership and management






customer care
equal opportunities
disability awareness
financial/budgetary control
performance management
Coaching/Mentoring
Corporate Training will be managed by the talent development team. Needs
will be identified through the corporate planning process. An annual training
programme and schedule will be published in the 2 nd quarter of each financial
year.
Local training and development, responding to specific needs identified by
regional or the national offices, will be delivered at a local level and funded
through local training budgets.
We will make every attempt to run regular in-house training courses in order
to ensure that all staff have the opportunity to develop.
5.3
Personal training and development
In order to set standards and be able to assess performance it is important to
be clear in describing the skills and behaviours required to demonstrate
effective performance. In order to do this the Arts Council has developed a
person specifications for each post which embody the key competency
standard that describes the skills and behaviours that need to be
demonstrated by staff in order to achieve effective performance. These
competencies not only cover the technical skills and knowledge required from
an employee but also the attitudes and behaviours required of employees.
This enables all staff to be aware of not only what skills are needed to
perform their role, but also the manner in which they are required to carry out
their job. The behavioural competency framework was developed in
consultation with staff and reflects the values and aspirations of the
organisation.
The competency framework is detailed in a separate document. (see
appendix A)
Personal training and development will fall into two categories; work related
and career development.
5.4
Work related training and development
Work related training and development will focus on the acquisition of
techniques, skills and knowledge against the core competencies of the post.
For the purposes of this policy, work-related courses are defined as those
courses which employees are encouraged to attend in order to improve their
personal effectiveness within their post, and which provide the organisation
with tangible/measurable benefits.
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Long term academic courses, or professional training leading to an
accreditation or qualification will be considered at continuous professional
development. Approval of such training will be managed through a bi-annual
sponsorship programme, with employees submitting their requests to the
Head of Training & Development, National Office who will process these
applications against the agreed criteria of assessment (see Guidelines for
staff wishing to study for professional/academic qualifications 5.12)
5.5
Career development
Arts Council England recognises that all staff should be given the opportunity
to develop their skills and knowledge in order to enhance their career
development.
Members of staff who are seen to be thorough and effective in the way they
plan and prepare to meet the objectives of their current job will be
encouraged to consider career development opportunities.
For those members of staff who wish to progress their careers the
competency framework will be used to identify gaps in knowledge or skills.
These gap areas may not be relevant to the job currently being carried out.
However, by plugging these gaps a broader range of job opportunities could
be considered in future – within the Arts funding system.
.
5.6
Continuous professional development
Arts Council England recognises that staff are expected to keep up-to-date
with developments in their particular field of expertise. Regular investment of
time in learning should be seen as an essential part of working life as it
contributes to the ability of individuals to renew skills and update their
knowledge.
Continuous professional development is sometimes thought to consist
primarily of courses of formal study and attendance at off-the-job training
courses. These are valuable and important but they form only a part of a
much wider range of sources of learning in a continuous professional
development context.
The sources of learning opportunities can be grouped into four main
categories.




work based activities
personal activities outside work
courses, seminars and conferences
self directed and informal learning
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5.6.1 Work based activities
Some work-based learning may be dependent on decisions or
supportive action of the line manager, but there are likely to be many
opportunities within the individual’s control. These may include:







planning and organising an event
advising on an unusual or particularly difficult case
implementing a new system or procedure
working in a multi-disciplinary project team
writing reports and making presentations
coaching or mentoring
participation in secondments or work-shadowing
5.6.2 Personal activities outside work
Learning should not just be limited to activities in or about work. There
are learning opportunities in many outside work activities. These may
include:




public duties – school governor, board member, JP
voluntary work
organising events
writing and lecturing
5.6.3 Courses, seminars and conferences
These may include:




professional education course leading to relevant recognised
qualifications
courses of study or research
internal or external training courses and seminars
attendance at conferences
5.6.4 Self directed and informal learning
Books, professional journals/magazines, newspapers and television
and radio programmes and the internet provide a wealth of potentially
valuable learning material. Other sources of informal learning can
come from videos, audio tapes and CD-ROM’s.
Attendance at events, exhibitions and performances is essential in
many job roles in order to keep abreast of new developments,
particularly, but not exclusively in art form areas.
Employees are reminded of the benefit of continuously maintaining an
up to date curriculum vitae. This will prove beneficial when required to
interview for internal posts or when considering external secondments.
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5.7
Payment of Fees for Essential Training
Course fees will be paid in full, for approved non professional or academic
courses, regardless of an employee’s length of service, where:
the individual is requested to attend the course by the organisation;

the training is required due to changes in new technology or work
practices;

the individual was knowingly recruited without a specific skill and training
was offered at that time;

where the organisation has a policy to train Staff in such areas, eg
Equality Awareness;

where an individual training need has been identified during staff
appraisal.
5.8
Payment of travel and subsistence
Where training has been approved as essential, travel and subsistence will be
paid at the usual rates for staff. This will apply equally whether the training
necessitates time off during the day or involves attendance at evening or
weekend sessions.
All agreed travel and subsistence costs must be borne by the employee’s
department.
5.9
Time off to undergo training
Where training has been agreed as essential, the time required to attend
courses will be granted in full.
A signature on the Training Request Form by the departmental Director/Head
of Department will be taken to denote agreement in allowing the required time
away from the office.
Time off for training for recognised union officials or safety representatives will
be granted in accordance with statutory requirements or collective
agreements.
All requests should be sent in writing to the employee's Director/Head of
Department and copied to the local HR partner.
5.10
Time off to cover training out of normal working hours
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Where a member of staff is required to attend essential training which is held
in the evenings or at weekends, time off in lieu will be granted. This will
normally be as follows: the equivalent hours leave for each evening session
attended; one day's leave for each full weekend day attended.
5.11
Reimbursement of Training Fees
Re-imbursement of fees paid for essential training will not be required,
regardless of length of service a member of staff may have when he/she
leaves the Council.
5.12
Payment of Fees for Professional or Academic Courses
A sum of money will be allocated from the central training budget to fund
professional and academic training. Normally, employees will be expected to
contribute 50% of the fees claimed. However, where the training is directly
related to the job (i.e. IT training for IT support staff, financial skills training for
staff working in positions where the ability to review and assess financial
information is critical) or where an employee is studying for a professional
qualification through open learning methods; (thus studying through non tutor
based courses and in their own time) 100% financial contribution can be
awarded.
The Head of Training & Development will consider, within the constraints of
the training budget, whether the costs of a personal development course can
be covered, and if so whether it can be met in full or in part.
Employees should discuss any request for study leave or financial support
towards the cost of professional/academic study with their Director or Head of
Department.
Employees will normally be asked to contribute 50% towards the financial
cost of such courses of study. ACE has a training loan policy under which
staff can apply for support with their contribution of study fees. (see link to
training loans policy)
The maximum amount of money, which ACE will contribute to any course of
study, is normally £1,500 per year or 50% of the annual fees charged
whichever is the lesser. The maximum financial support, which will be offered
towards one course, is £3,000. Where text books or course materials are
stated as essential course materials, employees may claim a contribution
towards these costs. No contribution will be payable in respect of travel or
other expenditure
The subsidy will be reviewed annually for courses running over several years
and no commitment is made to providing financial assistance in future years.
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Financial assistance is conditional that the subsidy will normally be repayable
to the organisation should the member of staff not complete the proposed
course of study or leave the organisation’s employment before the end of the
period of study for any reason other than redundancy or ill-health.
A written application form should be submitted to the Head of Training &
Development, National Office setting out the proposed course of study, cost,
duration and support requested. (See Application for Sponsorship to study for
Professional or Academic Courses link) The application must be discussed in
advance with the line manager, and both the applicant and line manager
should have agreed the time away form work which is required, and the
benefits which the course of study of study will bring both to the individual in
his/her performance in the job role, and the benefits to the organisation.
Where an application does not meet the essential criteria or where an
application requires special consideration these may be referred to the
Director of Human Resources and the Chair of the HR Executive Group for
consideration.
1. Applications will be considered specifically in relation to:
-
Is the study programme job related or will it provide an opportunity for
the employee to develop within the organisation
-
What is the timescale for the training. How many modules or courses
will the employee complete in the current year.
-
Is this the most effective and value for money way of acquiring the
skills and knowledge.
-
What study leave will be needed and has this been approved by
Director or Head of Department
-
Is the cost of training reasonable and affordable?
-
Do we require 50% contribution?
-
Has the employee been fully or part funded for any previous
professional or academic qualifications?
-
Has the employee successfully completed any previous part or fully
funded academic or professional development courses.
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-
Does the course of study begin in the future (i.e. the application for
funding is not retrospective)
Eligibility
Only employees who have completed one year’s service with Arts Council
England are eligible to apply. Employees are ineligible for further financial
support for further study on a day release basis for a period of two years after
completion of a course of study. However, in some cases where a new
employee has already started a course of academic study which began
before they joined the organisation and it is an essential job related
qualification, continued support may be offered on appointment. Line
Managers are requested to seek approval from the Head of Training and
Development before confirming any requests of this nature.
Notwithstanding the above, the maximum number of staff eligible to receive
support on a day release basis under these guidelines will not normally
exceed 10% of staff in each workplace. This number may be increased
where financial assistance is not sought and the employee seeks study leave
only. (see below)
Special Conditions
An annual or term certificate of attendance or course tutor’s report will be
required.
Written confirmation of the completion of programmes of study should be
placed on the employee’s file.
Employees may be asked to repay up the full amount of the Arts Council
England’ contribution to fees/leave costs if they leave the organisation during
the period of study or within twelve months following completion of the course.
Employees who fail examinations required as part of the programme of study
may at the discretion of the Head of Department be permitted additional time
to prepare for re-sit examinations. In the event of this situation arising, the
individual should discuss the matter with both their line manager and the
Head of Department. In such circumstances the views of the course tutor will
be sought before any such agreement. Only one re-sit will be funded and
time off given. Any further re-sits will need to be funded by the employee
through annual leave or toil arrangements.
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5.13
Time off for study for professional or academic courses
Employees who are offered sponsorship to pursue such professional or
academic study may be granted ½ day a week release (term time only) for
work-related training during the academic year. Employees undertaking
programmes of study with attendance at tutorials or courses not concurrent
with the academic year will be granted the equivalent period of study leave to
that of the academic year.
Employees undertaking approved study may be allowed 5 days (within the
financial year) paid study leave in preparation for examinations and will also
be allowed paid leave for the examinations themselves. Evidence of the dates
of exams will be required.
Staff studying by distance or open learning may be granted up to 10 days
paid leave per annum to attend compulsory residential study.
Employees required to sit exams as part of a programme of study may claim
up to 5 days per year to revise for exams.
Requests for day release to attend professional or academic courses must be
given, in writing to the employee's Director/Head of Department and copied to
the HR contact.
Directors/Heads of Departments will only normally agree day release if they
can cover the employee's work within existing resources.
Where day release is granted in respect of a full time member of staff, they
may be offered one full day off per week for the agreed period, but will be
expected to "make up" half a day of work during the week (Monday to Friday).
Arrangements for part time/job sharing staff will be pro rata.
5.14
Familiarisation sessions
A number of staff regularly request to spend time at client organisations to
see how they work and to develop contacts. The organisation is supportive of
this approach and sees it as a valuable initiative. Such sessions should be:
Arranged by the employee's Head of Department.

Of short duration – ie no longer than two days. Longer periods would
be considered under the organisation's usual practise for
secondments.

Open to all staff where relevant.

Of little or no extra cost to the organisation
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
No temporary cover can be provided in the absence of the employee.

Where accommodation is necessary it should, where possible, be
arranged with the host organisation free of charge or at the
organisation’s normal subsistence rates

The employee will not be paid more than their normal salary during the
session(s)

Be reciprocal where possible - the host having the opportunity to send
its own employee to Arts Council England for a similar session.

Any additional expenses, travel etc for the employee to be covered by their
department.
5.15
Peer Group Briefing
In addition to the above, great benefit can be derived from knowledge shared
between colleagues.
Directors and line managers are expected to brief colleagues on their area of
expertise, where relevant.
Staff returning from training are expected:
to brief their departmental colleagues, for example, at a staff meeting;

to complete a training assessment form which will be retained by the
Human Resources Adviser.

Line managers are expected to discuss any training undertaken with
the delegate, checking understanding, providing guidance where
appropriate, and ensuring appropriate opportunities to employ new
skills are identified and carried out.
5.16
Trades Union Officials - Attendance at training courses
Any employee who is an official of the Trade Unions recognised by Arts
Council England may take paid time off during working hours in order to:

carry out official duties concerned with negotiations with the employer or
any other related duties.

undergo training in industrial relations related to the execution of the
above duties.
5.17
Preparation for retirement/redundancy
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Any employee/s facing either retirement or redundancy will be offered an
opportunity to attend appropriate development activities to prepare them for
retirement or to support with securing a new career.
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6
Secondments
Secondments offer an effective way of stretching individuals’ competencies
and qualities and can provide a solution to short term skills shortages within
the organisation or externally.
Secondments should offer benefits to all parties, the secondee, the seconder
and the host.
The secondees and seconders benefit from the opportunity of gaining new
skills and the experience of another organisation that may offer a new
perspective on their own organisation. The host department/organisation
receives an additional skills resource, a cost effective acquisition of new
expertise from the secondee, a fresh view on organisational practices and
procedures and the chance to develop closer links with the seconding
department/organisation.
6.1
Type of Secondments
The organisation may arrange secondments in two ways:

by management identifying, with an individual, the type of opportunity
which may benefit them as part of their training and development
programme;

by management identifying fixed-term vacancies which, if filled by Arts
Council England staff would be beneficial for the organisation.
6.2
Eligibility
Secondments within Arts Council England are available to all staff who have
more than one year’s service. Secondments outside the organisation will not
be considered for staff with less than two years’ service. In all cases,
secondments are at management’s discretion and whilst Directors/Heads of
Department will try to ensure staff are given suitable development
opportunities there may be occasions when staff cannot be released from
their departments due to the work commitments at that particular time.
6.3
Process
Where vacancies have been identified as suitable secondment opportunities
for staff a notice to this effect will be sent to all staff through the Email system.
Staff will be asked to discuss the possibility of undertaking the secondment
with their Director/Head of Department and obtain their approval, before
applying for a secondment. This is essential even if through the appraisal
system a secondment has been agreed in principle, because the timing of a
person’s absence from their department is often critical. Should a Director or
Head of Department be unable to release their employee on secondment the
Final Training and development policy December 2003
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Line Manager should discuss this with the employee and alternative learning
methods explored if appropriate.
Interested staff will be required to submit to the Human Resources
department a written request to be considered for the secondment
opportunity. This should outline their current level of skill, experience and
areas of responsibility and how this fits in with the secondment on offer.
Where a secondment has been identified as a possible route for skills
development clear objectives will be agreed from the outset, with an
understanding of the competencies needed or the competencies to be
gained. A list of any specific training programmes which the secondee could
attend during the course of a secondment will also be stated.
6.4
Length of Secondment
The length of the secondment will be determined by the nature of the work
involved. However, a secondment will not normally be less than 2 weeks or
more than 12 months duration. Prior to a member of staff being offered a
secondment, the finishing date will be determined.
On occasion the period of secondment may be extended, but only with the
agreement of the host department/organisation, secondee and the
secondee’s line manager.
6.5
Administration
A secondment contract will be agreed between the secondee, his/her
Director/Head of Department and the secondment host prior to the
commencement of the secondment. The contract will confirm the dates of the
secondment, and where the secondment is being offered as part of the
employee’s development programme it will outline the development objectives
or skills, the provision of set learning opportunities offered through the
secondment and confirmation of the secondee’s re-entry position following
the period of the secondment.
Following the secondment the secondee will have the right to return to their
current position within the organisation. Directors and Heads of Departments
will make every effort to ensure that the return into the department is as
smooth as possible.
Following the period of secondment, the secondee will be given re-entry
induction and debriefing, depending on the length of the secondment, by the
Human Resources Adviser and/or Line Manager. This induction will cover
staffing issues, departmental changes and management reports.
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6.6
Monitoring
The Line Manager will maintain regular contact with the secondee and keep
him/her up to date with the department’s work and staffing issues. This can
be done through regular meetings, newsletters or written updates.
The Human Resources Department will receive from the secondee and from
the secondee’s host Line Manager, periodical reports on the progress of the
secondment and will brief the secondee’s Line Manager accordingly.
An overall evaluation of the secondment will be undertaken with the secondee
and the HR contact and or/Line Manager upon return.
Should it become apparent during the period of a secondment that a
secondee is not performing satisfactorily, or that the host
department/organisation is not able to offer the learning opportunities required
by the secondee, a meeting will be arranged involving the secondee, the
representative from the host organisation/department and the seconding Line
Manager. The meeting will determine whether the secondment can continue.
If a decision is made to terminate the secondment the secondee will return to
their original post, at a convenient time for all parties concerned and an
alternative secondee or host organisation sought at the earliest opportunity.
6.7
Cost
Additional travelling expenses and/or relocation costs may also be included
as part of the costs of the secondment and these expenses will be agreed on
a case by case basis and funded by the secondees host departmental
budget. Employees taking up secondments in a different region from their
normal place of work should raise any potential relocation costs at interview
stage. It is the responsibility of the host Director/Executive Team to agree to
fund any such expenses before making any formal offers.
In most cases where a secondment is offered as part of an employee’s
development programme, the costs will be covered by the central training
budget, but whenever possible the costs will be shared with the host
organisation or reciprocal arrangements agreed.
6.8
Terms & conditions of employment during Secondment
The employee’s terms and conditions of employment during the period of
secondment will prevail during the secondment as set out in their contract of
employment and supporting documentation. Any variation to these terms
must be agreed by all parties prior to the commencement of the secondment.
If an employee wishing to undertake a secondment has an agreement from
their line manager for study leave or training leave this will, where possible, be
accommodated by the host organisation/department. However, it is possible
that the secondment can not accommodate such arrangements and a refusal
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to accept the secondee will result, unless the training, study leave etc. can be
postponed.
In the event that an employee is undertaking a more senior position they will
receive an uplift to their salary in accordance with prevailing pay policy.
Should the annual appraisal meeting fall within the period of the secondment,
the secondee should attend this meeting with their original line manager in
order to qualify for any performance related pay awards. The seconding line
manager will be responsible for consulting with the host
organisation/department in accordance with the appraisal procedures.
If during the period of the secondment an employee takes extended sick
leave or starts maternity leave, it is likely that the secondment will have to be
terminated and the employee will return to their original position on their
return.
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7
Staff training and development review
As part of the of the Performance Management process individual training
and development needs will be discussed and identified during the
performance review meeting.
An outcome of these discussions will result in an individual learning plan.
These plans will record the individual training needs and also reflect previous
training and development undertaken during the performance year. In
determining training and development needs line managers should discuss
with employees:




any gaps in the skills/knowledge required to carry out the duties and
responsibilities effectively based on the individual's job competency
profile
the departments work plan
any career development aspirations
the corporate training requirements
Employees are encouraged to use their individual learning plans as a live
document and use it to plan their learning and development activities and
record formal and non formal training acquired during the appraisal year.
Many staff will benefit from the opportunity of building a portfolio which will
represent their learning and development within a particular post or project.
The HR service centre will wish to record individual learning on a central
database and staff will be asked to advise HR of their development activities
throughout the year.
7.1
Record keeping
All staff should record all learning experiences on their individual learning
plans.
The line manager will be responsible for ensuring that the training and
development identified takes place.
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8
Monitoring and Evaluation
8.1
Monitoring
The monitoring of individual learning plans will be carried out as part of the
performance management process. Monitoring will be primarily concerned
with reviewing and assessing progress.
The successful outcome of any training and development activities should be:

in the short term the employee has learned the techniques they
were supposed to learn (the event achieved the objective)

in the longer term the employee successfully put the techniques
into practice through the delivery of their work (the employee
achieves their objective)
Over time this process should ensure that the organisation’s objectives are
met.
Each member of staff will take responsibility for recording details of training
activities they have attended on their individual learning plans. At the regular
progress meetings with the line manager, discussion should take place on
how the new techniques will be put in practice.
Employees are asked to complete a training evaluation form following
attendance at all training or development activities. These forms should be
completed as soon as possible following the event. Evaluation forms should
be returned to the local HR partner and recorded on the HR Information
System..All staff can access a standard evaluation form by going to the
training page on Mosaic.
8.2
Evaluation
Evaluation will effectively take place on three levels; individual, departmental
and the organisational, to determine if objectives have been met.
As part of annual performance appraisal, individual learning plans will be
reviewed. If agreed training and development events and activities have taken
place and learning has been successfully applied, incremental progression
will be recommended.
Following the annual appraisal of all staff, Directors will produce a report on
the training and development events and activities that have taken place
within their department. Included in the report will be observations and
comments on how the training and development has improved the
performance of the department and contributed towards the objectives.
At the end of the corporate training year, the Head of Talent Development will
report upon the impact of corporate training in terms of delivering the training
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and development needs arising from the corporate plan and any
organisational development needs.
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Appendix A
Behavioural Competency Framework In order to set standards and be able to assess performance it is important to
be clear in describing the skills and behaviours required to demonstrate
effective performance. In the past person specifications attached to job
descriptions, have listed the range of skills, knowledge and experience
required in order to perform the various duties within a particular role. These
have focused on “hard” task orientated requirements.
More recently, organisations have been adopting standards of behaviour to
describe the way in which performance should be carried out. In other words:
it is not only what you do but the way in which you do it , that is important to
achieving effective performance.
The HR group was responsible for developing a behavioural competency
framework to describe the types of behaviours necessary to reflect the values,
behaviours and roles for staff in the future organisation.
The process to develop the behavioural competencies was facilitated by an
external consultant, Kim Gregory, who together with a group of HR officers,
held focus groups with staff, at all levels in March & April 2002.
The resulting draft framework contains 12 key behavioural competencies.
Each competency is defined, for example; Solving Problems and Making
Decisions is the key competency and the definition of this competency is;
“The effective person analyses and solves problems and makes timely and
informed decisions.”
The behaviour which demonstrates achievement of this competency is then
categorised into three different levels, describing typical behaviours
demonstrated at Assistant, Officer and Director Level within the organisation
The following is a summary of the work led by Kim Gregory earlier this year.
The outcome of this work is that we will used these competencies in the
recruitment & selection, training and development plans and performance
management processes in the new organisation.
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Summary of Competency Descriptions at all Levels
Competency
Breadth of
Perspective
Definition
The effective person adopts a
one-company and external
perspective and takes account
of the longer term
Assistant/Assistant Officer
Demonstrates interest in the
whole organisation and the
external arts community: looks
beyond own role.
Officer/Senior Officer
Takes a broad and long-term
perspective and uses that
insight to inform own actions.
Makes current information and
knowledge processes broader
and more strategic,
constructively challenges and
develops strategy.
Team Leader/Director
Encourages and enables others
to adopt a broader, longer-term
perspective. Understands the
wealth of influences upon the
organisation; and the
expectations of it.
Managing
Information
The effective person gathers,
manages and shares quality,
relevant and current
information to inform self and
others.
The effective person analyses
and solves problems; and
makes timely and informed
decisions.
Seeks out & maintains up to
date, relevant information and
uses it effectively.
Actively extends the quality,
relevance and distribution of
information.
Promotes the benefits of
professionally managing
knowledge and information.
Analyses and solves problems
and makes timely and informed
decisions.
Is skilled in finding resolutions to
complex issues.
Ensures that others research,
design and use effective
problem-solving and decisionmaking tools. Makes strategic
decisions to address complex or
long-term organisational issues.
Partnerships
The effective person creates
and maintains strong
partnerships with relevant
external parties.
Cultivates mutually respectful
relationships with appropriate
partners.
Promotes partnerships that
exemplify good practice and
common benefit.
Creates an environment that
fosters effective partnership
working.
Engaging and
Motivating
Others
The effective person consults
with, influences, trusts, praises
and gains the commitment of
others. Is skilled in using
approaches pertinent to the
situation.
Thinks and acts in ways that
encourage others to participate
willingly.
Leads others through adopting a
range of styles, techniques and
attitudes.
Creates an environment where
people have a sense of
direction, commitment and
purpose.
Solving
Problems and
Making
Decisions
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Team Working
The effective person works
well with others in teams.
Personal
Learning
The effective person has an
accurate perception of own
and others’ performance and
impact and works to enhance
these.
The effective person aligns
own activity with the Vision,
focuses on the agreed
priorities and plans how self
and others will deliver it.
Alignment,
Focus and
Planning
Communication
Change
Taking
Responsibility
Achieving
Results
The effective person judges
accurately what messages
need to be delivered, when &
to whom; and delivers them to
different audiences
appropriately.
The effective person adopts a
flexible, forward-looking
attitude to processes and
ideas and sees managed risk
as an inevitable and
acceptable facet of innovation.
The effective person acts with
authority and helps others to
do the same. Takes personal
responsibility for making things
happen.
The effective person identifies
the appropriate action, designs
how to deliver it and remains
committed until it has been
delivered as promised.
Final Training and development policy December 2003
Grasps what makes teams work
well, and functions effectively
within them.
Understands own strengths and
weaknesses and is committed
to personal learning and
development.
Works effectively as a leader of
teams and as a contributing
member of teams.
Helps others understand their
performance, potential and
impact on others, and supports
their efforts to change.
Works strategically with teams,
helping them perform most
effectively.
Facilitates learning by individual
and teams both within the
organisation and the arts
community.
Focuses own role on the needs
of the organisation, decides
priorities and plans how to
achieve them effectively.
Aligns own work with the needs
of the Vision. Provides clear
direction and ensures staff know
what is expected of them.
Steers individuals, teams and
departments towards aligned
and focussed planning and
delivery.
Conveys information effectively
to internal & external audiences.
Communicates complex or
contentious issues well to a
range of audiences.
Gives effective communication
priority, resources and attention.
Embraces sound new initiatives
whilst retaining relevant current
approaches
Actively facilitates change that
benefits the organisation and its
goals.
Creates an environment that
challenges and enables
appropriate change.
Takes responsibility for own
actions & in-actions and the
outcomes that result.
Acts with authority and
responsibility and helps others
do the same.
Creates an environment where
people are free to act with
authority and responsibility.
Focuses activity and delivers as
promised.
Increases the opportunity to
consistently achieve desired
results.
Builds a culture of delivery, a
‘must do’ approach, even in the
face of difficulty.
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