In an organization as vast and complex as ours, the opportunities for navigating an engaging and productive career abound. At the same time, it can be hard to know what steps to take to build a satisfying career. The Career Tracks Resource Guide is designed to bring clarity to the many different paths and destinations available to explore.
The G-Line, or General Administration Track, is the first to be developed and available for exploration. As the guide continues to grow additional Lines will be added, representing a variety of Tracks (i.e. Finance, Grants, etc.). Each Track Line will describe general job titles, along with the requisite Experience, Education, and Abilities. In addition, each role outline will link to a list of sample competencies and suggested training. Both competencies listed and training suggested are for reference; the manager and individual may determine alternatives that may be more relevant based on the work at hand. The information provided is intended to be used as a guide, and while participating in the suggested training may enhance an employee’s work experience, progression in a career path consists of several other factors including current job responsibilities as well as the factors listed under the Perspectives on Career Progression section.
1. Each individual is responsible for his/her own career development navigation.
2. Managers are responsible for contributing ideas, encouraging skill and experience development, and serving as co-navigator where needed.
3. Individuals who are engaged in career development are seeking high job satisfaction as well as opportunities to contribute to the organization at equally high levels.
4. Career development actions will support successful completion of annual performance goals.
NOT SO COMMON TERMS
Competencies: Behavioral descriptions of underlying characteristics of effective performance in a job or situation. Competencies will be demonstrated along a continuum over time, ranging from Developing (learning, starting to apply) to Proficient (fully knowledgeable and able to apply across a variety of situations) to Advanced (substantial expertise/experience; role model). Competencies may be role-based, organization-based, or project/assignment-based. For instance, across the University ALL staff members are expected to demonstrate both Teamwork & Collaboration and Embracing Change. In addition, ALL managers are expected to demonstrate both Building High Performing Teams and Resource Allocation.
A team, department, or school may require additional competencies, such as Drive for Results or Customer Focus; likewise, an individual may benefit from demonstrating Building Partnerships or Strategic Thinking when facing a new project leadership assignment. The HU Competency Dictionary can be found under the Harvard Longwood Campus Performance Management Tools link.
Performance Management: The annual performance cycle coincides with the fiscal year (July 1-May 31/June30), and consists of three phases: Planning/Goal Setting Coaching/Implementing, Assessing. Each phase includes conversations between managers and staff, as well as documenting in ePerformance (PeopleSoft). A performance goal statement is at its best when it incorporates SMART Goal principles:
o Specific – a specific description of what is to be accomplished
o Measurable – the measures or metrics that will be used to evaluate completion
o Attainable – a realistic, achievable aim by the individual or group
o Results-oriented – a set of actions that will achieve forward motion
o Time-defined – a commitment to complete the goal by a specific date
PERSPECTIVES ON CAREER PROGRESSION
Career growth can be realized in a number of ways over the course of an individual’s professional journey. Sometimes the path of choice will be to grow through promotion from one grade level to another, increasing in responsibility while gaining new skills, experience, and knowledge. Other times, the path of gaining breadth and/or depth of expertise will be chosen, gaining new skills, experience, and knowledge while remaining in the same role and/or making a lateral move. Another path may include stepping to a role at a lower grade level or in a different discipline in order to make a significant change in skills, experience, and knowledge. No matter the specific path of career progression, the degree to which these factors, essential to fulfilling role responsibilities, are demonstrated will influence role descriptions, titles, salary grades, and hiring decisions:
• Technical Expertise: specific knowledge, skills, experience, training/degrees
• Job Complexity: influence, authority, difficulty, decision-making
• Impact: effect of role on risk, reputation, credibility of team, department, school, university
• Scope: number of direct reports, budget responsibility, breadth of influence
• Discretion & Independent Judgment: level of judgment, complexity of issues, discernment
• External Representation: visibility and influence inside and outside organization
• Communication: interpersonal interaction, written and verbal skills
Now that you have an idea of assumptions and term definitions, go to the G-Line and find the role title that best describes your current role.
1. Consider your own Experience, Education, and Abilities and how they compare to those provided. Where does your background match? Where does it vary?
2. Take a look at the Competencies and suggested Training. Of the competencies listed, which are you demonstrating at the Advanced level? Which at the Developing or Proficient levels? What additional/alternative competencies do you regularly demonstrate?
3. Explore two or three roles that you are curious about. Which ones represent a potential growth or stretch opportunity? Which ones represent a lateral or breadth-building opportunity? For each, what Experience, Education, Abilities, and Competencies you are already demonstrating? Which ones would you like to develop?
4. List the people who can help further your thinking and/or open a new door? (Your manager, colleagues, networks,etc.)
CAREER TRACKS (NOTE: for the best interactive experience, please save and open PDF from your desktop- opening through the web browser removes interactive ability)