Human Resources/IT Career Mapping


I have a background in IT recruitment and have recently been moved into a role where I'm having to cover more HRM type functions. I have been asked to develop a Career Mapping framework for our IT Business Unit and need some guidance as to how I would to go about this. Basically where would I start - I already have a detailed organanogram with each position identified. I don't have a skills matrix for each position though. I would really appreciate it if you could give me some real practical guidance on this, and the building blocks necessary to create a user friendly framework.
Thanks so much!

Question:   I have a background in IT recruitment and have recently been moved into a role where I'm having to cover more HRM type functions. I have been asked to develop a Career Mapping framework for our IT Business Unit and need some guidance as to how I would to go about this. Basically where would I start - I already have a detailed organanogram with each position identified. I don't have a skills matrix for each position though. I would really appreciate it if you could give me some real practical guidance on this, and the building blocks necessary to create a user friendly framework.
Thanks so much!

I  will send  THEM   asap.

Skills  Matrix  come  in various shapes/sizes, depending
on the needs  of  the  organization.
Due to  lack  of  time,  I  have  hurriedly  put  together
the sites/ few softskills  , to  show  its  versatility.

•   Assist new staff to orient themselves to skills expectations and training opportunities
•   Guide general staff and supervisors in the acquisition of IT skills relevant to their work
•   Identifies relevant training resources in an easy to use form
•   Can be used as a template by Faculties and Divisions to develop further or customise to meet their specific needs
•   Assist in planning professional development activities as part of the Monash Performance Management framework
•   Provides new resources for "mobile managers"

-general   staff
sample  showing  the  skills  matrix in  a  team.
SKILLS  MATRIX  for  technology servicing
people /  experience   skills  matrix

Skills  Matrix     Job  Elements /  Competency

      VERTICAL  axis --------------------    HORIZONTAL  axis
Functions/Major Elements ------------------  COMPETENCY
Job Management      Analysis
(Merchandising)      Judgement
(Stock)      Planning
(Displays)      Organising
Personal Effectiveness   Initiative   
Leadership   Individual Leadership
(Merchandising)   Sensitivity
(Stock)   Persuasiveness

Knowledge/Skill          Technical
   Computer Applications

Communication   Oral

Performance Development   Setting Targets/Goals
  Identification of Opportunity
  Action Planning
Operation    Selection
   Co ordination

  Problem Solving

SKILLS  MATRIX  -job elements  /  performance  criteria

vertical axis    ---------------------horizontal  axis      


SELLING SKILLS       Analysing the Situation
Prospecting Opportunities    indentfying Opportunities
Presenting      Gathering Information
Proposals      Anafysing the Situation
     Looking at Opportunities
     Making Active Presentation
     Selling Benefits
Planning &      Analysing the Situation
Development of      Anticipating Needs
Sales      Looking for Alternatives
     Making Judgement
     Scheduling Action

Sales Leadership          Takes Initiative
     Active Attention
     Influences Others
     Moves towards the Goal

Sales Negotiation      Presents the Proposals
     Uses Tactics/Ploys
     Closes with Agreement

Sales Problem      Consider Alternatives
Solving      Making Judgement

JOB      Analysis/Gathers information and
MANAGEMENT      identifies key issues
Judgement      Logical assumptions and
(Merchandising)      course of action
(Stock)       Planning/Establishing a sequence
(Displays)      of activities
(Store)      Organising/Implementing a sequence
     of activities

Delegation      Allocating tasks and
     appropriate authority
Control      Establishing procedures
     to monitor the results

PERSONAL      Initiative/Taking action to influence
EFFECTIVENESS      events to meet objectives
Flexibility      Effective in varying
     situations and people
Motivation      Positive influence
Decisiveness      Makes logical
     assumptions and commits
     to a result
LEADERSHIP      Individual  Uses appropriate style
(Merchandising)      Leadership and communication
(Stock)      Sensitivity/Commercially aware

     Meeting/Guides a meeting towards
Facilitation      its objectives

Persuasion &      Gains acceptance to
Negotiation      ideas/plans



Technical    Understands technical
Business      Understands Territory
     business process
Stores      Understands individual
     accounts store functions
Product      Understand of product
Application       Use of Computer


COMMUNICATION      OraL  Expresses ideas
Presentation      Presents ideas/concepts
Written      Expresses ideas clearly
     Guides the group to an

PERFORMANCE      Maximising/Establishes Goals,
MANAGEMENT      Performance/Coaches and Evaluates
     Coaching/Facilitates Staff
Appraisal      Evaluates Staff      

Developing      Develops Staff Skills and
Talent      Abilities

Feedback      Responds to appraisals
     and requests
Evaluation      Appraise the results
     against objectives
Advising      Offers suggestions


PERFORMANCE      Setting goals/Set up goals on mutual
DEVELOPMENT      and targets agreement

Identification of      Collects data and
opportunity       assesses the scope

Action planning      Propose a course of
proposal       action

Meeting      Helps/supports staff to
Expectations      meet their needs


SALES          Selection/Establishes criteria for
OPERATION      decision making

Problem solving          identifies issues and
         determines  solutions.

monitoring/          checks   the  progress.
documentation          organizes  the  paperwork.

Coordination      Works with others


‘How to -
Prepare a Skills Matrix’
A Skills Matrix is one of the most simple, but highly effective, tools available to assess training needs. It is easily reviewed and updated, and presents the skills of team members in a single chart.
This guide examines how a Skills Matrix will help you to:
• Review the skills and competences required for roles within the team
• Assess training needs
• Identify gaps in skills within the team
• Build commitment to the development of new skills.
A Skills Matrix is a table that clearly shows the skills held by individuals in a team, and the skills gaps within a team.
Key steps in preparing a Skills Matrix
To get the most out of your Skills Matrix you will need to:
1.Identify the job roles in your team
2. Review and code standards of performance
3. Assess the requirement for on-the-job training.
An example of a completed Skills Matrix is provided at the end of this guide, as well as a blank proforma.
Look at the example, photocopy the proforma, and using your own team as a guide, follow these steps to prepare a Skills Matrix.
1. Identifying job roles
List your team members in the left-hand column of the blank proforma. Identify up to 8 key
tasks or roles that your team must fulfil to be effective and achieve its goals. It may help to
use the following tips:
• Ask yourself and your team “What are the main things that individuals in the team have to be able to do?”
• Refer to Job Descriptions for the team.
• Use National Vocational Qualification standards (NVQs) to help compile your list. The standards are a helpful starting point, which list the key skills required to operate in a wide range of business areas.
• Consider new tasks and skills that may be required of your team in the near future.
• If it becomes too complicated, break the job roles down into some key areas, and create a Skills Matrix for each.
2. Coding and standards of performance
Use a coding system to show who has the skills required, and who requires training. There are a number of ways of presenting this on the matrix. The most simple is to place a cross in the relevant box for those who can complete the task, and leave a blank against those who cannot.
Alternatively you could use a colour coding system where:
Red = No skills in this area
Amber = Partly trained in this area
Green = Fully trained in this area.
Another option is to rate the skill level of the individuals with a coding system:
Can complete the task
Can complete the task to the required standard
Can complete the task to the required standard, in the required amount of time
Could do all of the above and train others.
A coding system based on training status is presented at the bottom of the proforma. Try using this system to create your Skills Matrix.
…to avoid any unnecessary duplication of skills and too many people requiring training. Use the box at the bottom of each column to show the maximum number of people requiring this skill. Review this number
with your team regularly, and according to changing circumstances.
…to update the Skills Matrix regularly. This is a dynamic document that may change due to changes in priority, personnel, time of year. You could incorporate a review of the matrix into monthly team meetings.
…to gain commitment to training and development by keeping the team involved in updating the matrix
and assessing needs. ������������������
© Instep (UK) Ltd. - Learning Resources 2005
3. Assess the requirement for on-the-job training
You are now in a position to see what requirements you have for new skills to achieve your team objectives. You can update training as it is completed by each individual and keep track of progress. The maximum number of people required to be able to complete a skill may vary, and will affect your requirement for on-the-job training.
Skills Matrices and Investors in People
The Investors in People indicators provide a clear framework for assessing training needs. Check the effectiveness of your current arrangements against the following indicators and associated evidence.
Main Indicator
Indicator 8
People learn and develop effectively.
Managers can describe how they make sure people’s learning and development needs are met.
People can describe how their learning and development needs have been met, what they have learnt and how they have applied this in their role.
People who are new to the organisation, and those new to a role, can describe how their induction has helped them to perform effectively.
Skills Matrices are one method of recording existing skills of a team and any gaps where development is required.
Additional Indicators
Indicator 1
A strategy for improving the performance of the organisation is clearly defined and understood.
Managers can describe how they involve people when developing the organisation’s business plan and when agreeing team and individual objectives.
Skills Matrices help to review training needs at the individual and team level. If you put on the bottom of the matrix the maximum number of people required to have this skill, you are linking in the organisational requirements.
It is important that employees review the matrix so people feel encouraged to participate.
Document Name:Skill Matrix   Document Version: NA   Last Updated on 11/30/2006          
      Legend:     NO   None          
         IL   Intermediate Level          
         AL   Advanced Level          
Sl. #    Name of the Employee   Skills
     ASP   Visual Basic   SQL Server   Oracle   Sybase   Java   J2EE   HTIL/JavaScript   Graphic Design   OS   SCM   Estimation   Customer Support   Development Tools   Project Mangement   Requirements & Design   Testing   Others
1   ABC   IL   IL   IL   IL   NO   IL   IL   AL   IL   IL   IL   IL   NO   IL   IL   IL   IL   NO
2   XZY   IL   IL   IL   NO   NO   IL   IL   IL   IL   IL   IL   NO   NO   IL   IL   IL   IL   NO
3       NO   NO   IL   IL   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   IL   NO   NO   NO
4       NO   NO   NO   IL   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   IL   NO   NO   NO
5       NO   IL   NO   IL   NO   IL   IL   IL   NO   IL   NO   NO   NO   NO   IL   NO   NO   NO
6       NO   NO   IL   NO   NO   IL   NO   NO   NO   IL   NO   NO   NO   NO   IL   NO   NO   NO
7       IL   IL   NO   IL   NO   IL   IL   IL   NO   IL   NO   NO   NO   NO   IL   NO   NO   NO
8       NO   IL   IL   IL   NO   IL   IL   IL   NO   IL   NO   NO   NO   NO   IL   NO   NO   NO
9       NO   NO   NO   IL   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   IL   NO   NO   NO
10       NO   IL   IL   IL   NO   IL   NO   NO   NO   IL   NO   NO   NO   NO   IL   NO   NO   NO
11       NO   NO   NO   IL   NO   NO   NO   NO   NO   IL   NO   NO   NO   NO   IL   NO   NO   NO
12       NO   NO   IL   IL   NO   IL   NO   NO   NO   IL   NO   NO   NO   NO   IL   NO   NO   NO
13       IL   IL   IL   IL   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   IL   NO   NO   NO
14       NO   IL   NO   IL   NO   IL   IL   IL   NO   IL   NO   NO   NO   NO   IL   NO   NO   NO
15       NO   NO   NO   NO   NO   NO   NO   IL   NO   IL   NO   NO   NO   NO   IL   NO   IL   NO
16       NO   NO   NO   NO   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   IL   NO   NO   NO
17       NO   NO   NO   NO   NO   NO   NO   NO   NO   IL   NO   NO   NO   NO   IL   NO   IL   NO
18       IL   IL   IL   IL   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   IL   NO   NO   NO
19       NO   IL   NO   IL   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   IL   NO   NO   NO
20       AL   AL   AL   IL   IL   IL   IL   AL   IL   IL   IL   IL   IL   IL   IL   AL   IL   No
21       NO   IL   IL   NO   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   IL   NO   IL   No
22       NO   NO   NO   IL   NO   IL   IL   IL   NO   IL   NO   NO   NO   NO   IL   NO   NO   No
23       NO   NO   NO   NO   NO   NO   NO   NO   NO   IL   NO   NO   NO   NO   IL   NO   NO   No
24       NO   NO   NO   NO   NO   No   NO   NO   NO   IL   NO   NO   NO   NO   NO   NO   IL   NO
25       NO   IL   IL   IL   NO   No   NO   IL   NO   IL   NO   NO   NO   NO   NO   NO   IL   NO
26       NO   NO   IL   IL   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   NO   NO   IL   NO
27       NO   IL   IL   NO   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   NO   NO   IL   NO
28       NO   IL   IL   IL   NO   NO   NO   IL   NO   IL   NO   NO   NO   NO   NO   NO   IL   NO
29       IL   IL   NO   IL   NO   NO   NO   IL   NO   IL   NO   NO   NO   NO   NO   NO   NO   No
30       IL   IL   IL   IL   NO   IL   IL   IL   NO   IL   IL   NO   NO   IL   NO   IL   NO   NO
31       NO   IL   IL   NO   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   IL   NO   NO   No
32       NO   NO   IL   IL   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   NO   NO   IL   NO
33       IL   IL   NO   IL   NO   NO   NO   IL   NO   IL   NO   NO   NO   NO   NO   NO   NO   No
34       NO   NO   IL   IL   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   NO   NO   IL   NO
35       NO   NO   NO   IL   NO   NO   NO   NO   NO   IL   NO   NO   NO   NO   IL   NO   NO   NO
36       NO   NO   IL   IL   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   NO   NO   IL   NO
37       IL   IL   IL   IL   NO   IL   IL   IL   NO   IL   IL   NO   NO   IL   NO   IL   NO   NO
38       IL   IL   NO   IL   NO   NO   NO   IL   NO   IL   NO   NO   NO   NO   NO   NO   NO   No
39       IL   IL   NO   IL   NO   NO   NO   IL   NO   IL   NO   NO   NO   NO   NO   NO   NO   No
40       NO   NO   IL   IL   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   NO   NO   IL   NO
41       NO   IL   IL   NO   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   IL   NO   IL   No
42       NO   NO   IL   IL   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   NO   NO   IL   NO
43       NO   NO   IL   IL   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   NO   NO   IL   NO
44       NO   NO   IL   IL   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   NO   NO   IL   NO
45       IL   IL   IL   IL   NO   IL   IL   IL   NO   IL   IL   NO   NO   IL   NO   IL   NO   NO
46       NO   NO   NO   NO   NO   NO   NO   NO   IL   NO   NO   NO   NO   IL   NO   NO   NO   Wed Designer
47       NO   NO   IL   IL   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   NO   NO   IL   NO
48       NO   NO   IL   IL   NO   IL   IL   IL   NO   IL   IL   NO   NO   IL   NO   IL   NO   NO
49       NO   NO   IL   IL   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   NO   NO   IL   NO
50       NO   NO   IL   IL   NO   IL   IL   IL   NO   IL   IL   NO   NO   IL   NO   IL   NO   NO
51       IL   IL   IL   IL   NO   IL   IL   IL   NO   IL   IL   NO   NO   IL   NO   IL   NO   NO
52       NO   NO   IL   IL   NO   IL   IL   IL   NO   IL   IL   NO   NO   IL   NO   IL   NO   NO
53       NO   IL   IL   NO   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   IL   NO   IL   No
54       NO   NO   IL   IL   NO   IL   IL   IL   NO   IL   IL   NO   NO   IL   NO   IL   NO   NO
55       NO   NO   IL   IL   NO   IL   IL   IL   NO   IL   IL   NO   NO   IL   NO   IL   NO   NO
56       NO   NO   IL   IL   NO   IL   IL   IL   NO   IL   NO   NO   NO   IL   IL   IL   NO   NO
57       NO   IL   NO   NO   NO   IL   IL   IL   IL   IL   NO   NO   NO   NO   NO   NO   NO   NO
58       NO   NO   IL   IL   NO   IL   IL   IL   NO   IL   NO   NO   NO   IL   IL   IL   NO   NO
59       NO   NO   IL   IL   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   NO   NO   IL   NO
60       IL   IL   IL   IL   NO   IL   IL   IL   NO   IL   IL   NO   NO   IL   NO   IL   NO   NO
61       IL   IL   IL   NO   IL   NO   no   IL   NO   IL   NO   NO   NO   IL   NO   NO   NO   TCL
62       IL   IL   IL   IL   NO   IL   IL   IL   NO   IL   IL   NO   NO   IL   NO   IL   NO   NO
63       NO   IL   IL   NO   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   IL   NO   IL   No
64       NO   NO   IL   IL   NO   IL   NO   IL   NO   IL   NO   NO   NO   NO   NO   NO   NO   PHP/PERL
65       NO   NO   IL   IL   NO   IL   IL   IL   NO   IL   NO   NO   NO   IL   IL   IL   NO   NO
66       NO   NO   IL   IL   NO   IL   IL   IL   NO   IL   NO   NO   NO   IL   IL   IL   NO   NO
67       NO   NO   IL   IL   NO   IL   IL   IL   NO   IL   NO   NO   NO   IL   IL   IL   NO   NO
68       AL   AL   AL   IL   IL   IL   IL   AL   IL   IL   IL   IL   IL   IL   IL   AL   IL   ADO/PHP

Group   Skill Expertise   Pranav   Anil   Anshuman   Dinesh   Girish   Haresh   Kiran   Rajesh   Saurabh   Venka
     <1   1-3   3-5   >5   <1   1-3   3-5   >5   <1   1-3   3-5   >5   <1   1-3   3-5   >5   <1   1-3   3-5   >5   <1   1-3   3-5   >5   <1   1-3   3-5   >5   <1   1-3   3-5   >5   <1   1-3   3-5   >5   <1   1-3   3-5   >5
Operating Systems   Windows NT/2000                                                                                                            
  Windows XP                                                                                                  
  Windows 2003                                                                                
  Windows CE                              
  Windows                                                                                          
  Linux/Unix                                                  
  windows Vista          
  Windows XP Embeded          
  Windows CE          
  Windows CE .NET          
  Windows Mobile software for Pocket PCs                    
Application Server   Windows Exchange Server                    
  Host Integration Server          
  Internet Information Server                                                     
  Index Server                    
  Proxy Server                                        
  SNA Server          
  Systems Management Server                    
  Transaction Server          
  Virtual Server          
  Live Communications Server          
  SharePoint Server                              
  Oracle 9i Application Server                                        
  Oracle 10g Application Server                                     
  Apache web server                                     
  Oracle 11i Teleservices             
  Sharepoint team services                    
  SQL Server Reports 2005                                                            
  SQL Server Reports 2000                                        
Database   SQL Server 2005                                                                              
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1. Most of STIN"s Employees are professionally certified on various certifications like  Microsoft Certification and Oracle Certification.          
2. The number of employee under one group may also overlap in other groups since most of the employees have multiple skills set.          

The natural pyramid shape of most organizations creates career-advancement bottlenecks. This is especially frustrating for high performers who are attracted to bigger and harder challenges associated with upward or lateral mobility. The problem is different but equally severe in times of slow organizational growth and low turnover. Faced with scarce opportunities and the inability to see and understand how career progression works within an organization, these high-potential employees frequently feel stuck and, consequently, disengaged from the company.
There is, however, a solution to these problems. Organizations can put into place realistic development and career-advancement pathways that are actively managed, offer more lines of sight to development opportunities and help organizations control costs. The solution lies in implementing a career framework.
What Is a Career Framework?
A career framework is comprised of: (a) well-defined and cross-organizationally related jobs, and (b) a set of guidelines that show employees how they can move into and across jobs, assuming they meet certain requirements. The career framework is highly responsive to business needs and ultimately supports overall employee career development and progression readiness.
A well-designed career framework functions as a guiding strategy for development and as a tool that sets the stage for when an employee’s preparation for advancement coincides with the business’s opportunities and needs. The career framework is the realization of the organization’s career-progression philosophy and reflects the business context in which progression is set. In turn, it provides the tools and resources required to address the career-progression needs of the organization and its employees. It is designed to make effective use of employees’ capabilities in conjunction with the evolving needs of the business. It is not a program, however, that guarantees an automatic path to promotions. Figure 1, below, provides an overview of what a career framework is and is not.

Benefits to the Organization and its Employees
Organizations that lack a clear picture of their current human resources readiness and do not have a system to develop the necessary talent to meet their upcoming needs will not be prepared for the future. Talented, high-performing employees who do not know how to progress in their careers will be more likely to leave, or will bide their time until more promising prospects arise.* Having a career framework can help organizations understand where their talent is concentrated; how prepared, or ill-prepared, they are to meet future human resources challenges; and, how key employees can be developed and retained while simultaneously improving the functioning of the organization. At its core, the career framework identifies jobs required by the business and provides a mechanism through which HR and leadership can determine how equipped current talent is to fulfill those needs. Figure 2, below, outlines the specific benefits to both organizations and employees of having a career framework.

How to Establish a Career Framework
The three steps to establishing a career framework are to define the organization’s unique career-development philosophy, create the structure and identify the elements of the career framework, and then populate the framework to bring it all together.
Step 1: Define the Organization's Unique Career-
Development Philosophy
Defining the philosophy requires support and input from the organization’s leadership. Answers to the following questions offer a foundation on which a career framework is built:
•   How will our organization support and reinforce career development?
•   How will we ensure that career development is set within the context of, and is responsive to, our business needs?
•   What type of skills, behavior and knowledge do we need from our employees (e.g., flexibility and breadth of knowledge or deep knowledge and expertise)?
Step 2: Create the Structure and Identify the Elements of the
Career Framework
Developing the structure and identifying the elements to include in the career framework establishes its construct. It determines how business and developmental issues will be addressed and how the career framework will be used. A typical career framework includes the following elements:
•   The Overall Brand of Career Development How will the framework be presented and communicated to employees?
•   The Use of Level Definitions What are the distinct characteristics of each career level within the framework?
•   The Use of Organization-wide Competencies What competencies, or skills and behaviors, will apply universally throughout the organization and map to each level within the framework?
•   The Establishment of a Common Language and Definitions What terms and definitions will be used to describe the components of the framework?
•   The Definition of Career Progression What different types of progression (e.g., person-based, job-based, lateral, up, across departments) will be possible within the organization and best support its business needs?
•   The Balance of Consistency Versus Flexibility Which elements will be constant across the organization and which will be variable?
•   The Use of Dual Career Paths Will management and technical or scientific tracks be used and, if so, how?
•   The Link to Compensation Will the career levels be tied to compensation and, if so, in what way?
Step 3: Populate the Framework to Bring it all Together
The final step in creating a career framework is the most involved and takes the longest. It requires input from key stakeholders and a final reconciliation with the needs of the business — both current and potential future needs. The final review is critical to assure that career advancement is aligned to the key issues and concerns of the organization and has not been developed as a separate stand-alone program.
Figure 3, below, illustrates a well-designed career framework for the finance and accounting divisions of a sample organization. It reveals where cross-functional moves are necessary to advance. For example, a specialist in operations looking for advancement opportunities may need to consider roles as an auditor or senior auditor in accounting or a specialist or senior specialist in tax, because there is no career level 3 or 4 in operations. The sample career framework also illustrates that some career-advancement opportunities are larger than others. For example, moving from senior director to CFO would be a two-level career-advancement opportunity.

Keys to Success
Although establishing a career framework is not easy, the results are well worth the time and effort. To be successful, organizations need to keep in mind the following:
•   Set expectations early. Organizations must help employees to maintain realistic expectations regarding their career progressions. This includes establishing clear progression requirements and guidelines to support job movements that make sense based on both the employees’ capabilities as well as the needs of the organization.
•   Define how the career framework links to compensation. It can be part of, or completely removed from, the organization’s compensation strategy, but it should be stated early and clearly if and how the framework is connected to compensation. Promotional policies are relevant, but whether temporary or lateral assignments will have direct compensatory consequences is a matter of organizational philosophy.
•   Bring in stakeholder input. It is important to involve key stakeholders, including affected employees, in the process. However, leadership should ultimately define what the organization needs and what the career framework looks like. Avoid frivolous career levels that are not truly distinct and artificial career-advancement opportunities that appease but do not truly help employees or the business.
•   Show the big picture. Do not keep the career framework siloed or insulated at a functional level. It defines not just movement within or up a function, but across the organization as well.
•   Use the framework to gather business information. Use of the framework sets the foundation for determining who is ready for promotion and what development needs exist at the individual, functional and organization-wide levels.
•   Build for the future. The career framework should provide enough flexibility to adapt to changing business needs. An effective framework is one that can be dynamically modified as circumstances and business conditions change.
•   Use it to promote the right people. The framework needs to be fair, open and used as a business tool that supports and encourages high performance. It is important to identify the organization’s top performers and to differentiate among employees based on their performance. Creating a high-performance organization is dependent on identifying talent and moving people into organizational spaces where their skills can be used and enhanced.
Case Study: Clarifying Career Opportunities
A large not-for-profit organization lacked a clear picture of its jobs and of the criteria that defined excellence for each position. Specific career-development shortfalls included the lack of an organization-wide approach to career progression; an emphasis on vertical progression within a function rather than a broader view of both vertical and lateral progressions across functions; a lack of awareness of employee readiness for new positions and challenges; unclear, poorly articulated career paths; and, the inability of employees to identify advancement opportunities.
Through a collaborative approach with Sibson Consulting, the not-for-profit developed and implemented an organization-wide career framework that included the following components:
•   Clearly Defined Levels and Steps The organization established job levels within and across functions that were developed in response to the organization’s business needs. It created new job descriptions for each level and criteria for both vertical and lateral movement.
•   Function-Specific Competencies The organization established critical competencies that were highly specific to each function and predictive of high performance on the job.
•   Assessment and Calibration Process The organization designed tools for assessing competency demonstration and implemented a review process that fairly calibrated evaluations of competencies and performance across the organization — so that expectations and standards were being applied equitably.
•   Progression Guidelines The organization developed and communicated guidelines that summarized the newly created career progressions within and across functions, addressing both performance and competency demonstration along with business needs. Managers were equipped through training and supporting materials to discuss individual advancement opportunities with employees.
Through careful planning, including the extensive training of managers, the organization successfully implemented the new program. The organization’s leadership is now able to identify high-performing talent based on the new career levels and assessment instruments and is equipped with tools to discuss career-development opportunities with employees. Additionally, the career framework was expanded and linked to other talent-management processes, including hiring, performance management and succession planning. For employees, the net result was that it clarified progression opportunities and associated requirements, gave them greater confidence in how progression decisions are made within the organization, and provided them with a tool for development-planning discussions with their managers.
Establishing a career framework will benefit both the organization and its employees. It should fit with the career culture of the organization, set realistic expectations for employees, help people develop the needed competencies and facilitate the promotion of the right people. Developing a career framework will move an organization in the right direction towards having more satisfied and engaged employees who are ready to meet its current and future business demands.

Key Elements of the Career Framework
Career Framework Level 9
People working at level 9 require knowledge at the most advanced frontier of the field of work and at the interface between fields. They will have responsibility for the development and delivery of a service to a population, at the highest level of the organisation. Indicative or Reference title: Director
Career Framework Level 8
People at level 8 of the career framework require highly specialised knowledge, some of which is at the forefront of knowledge in a field of work, which they use as the basis for original thinking and/or research. They are leaders with considerable responsibility, and the ability to research and analyse complex processes. They have responsibility for service improvement or development. They may have considerable clinical and/or management responsibilities, be accountable for service delivery or have a leading education or commissioning role. Indicative or Reference title: Consultant
Career Framework Level 7
People at level 7 of the career framework have a critical awareness of knowledge issues in the field and at the interface between different fields. They are innovative, and have a responsibility for developing and changing practice and/or services in a complex and unpredictable environment. Indicative or Reference title: Advanced Practitioner
Career Framework Level 6
People at level 6 require a critical understanding of detailed theoretical and practical knowledge, are specialist and /or have management and leadership responsibilities. They demonstrate initiative and are creative in finding solutions to problems. They have some responsibility for team performance and service development and they consistently undertake self development. Indicative or Reference title: Specialist/Senior Practitioner
Career Framework Level 5
People at level 5 will have a comprehensive, specialised, factual and theoretical knowledge within a field of work and an awareness of the boundaries of that knowledge. They are able to use knowledge to solve problems creatively, make judgements which require analysis and interpretation, and actively contribute to service and self development. They may have responsibility for supervision of staff or training. Indicative or Reference title: Practitioner
Career Framework Level 4
People at level 4 require factual and theoretical knowledge in broad contexts within a field of work. Work is guided by standard operating procedures, protocols or systems of work, but the worker makes judgements, plans activities, contributes to service development and demonstrates self development. They may have responsibility for supervision of some staff. Indicative or Reference title: Assistant/Associate Practitioner
Career Framework Level 3
People at level 3 require knowledge of facts, principles, processes and general concepts in a field of work. They may carry out a wider range of duties than the person working at level 2, and will have more responsibility, with guidance and supervision available when needed. They will contribute to service development, and are responsible for self development. Indicative or Reference title: Senior Healthcare Assistants/Technicians
Career Framework Level 2
People at level 2 require basic factual knowledge of a field of work. They may carry out clinical, technical, scientific or administrative duties according to established protocols or procedures, or systems of work. Indicative or Reference title: Support Worker


Career Framework Level 1
People at level 1 are at entry level, and require basic general knowledge. They undertake a limited number of straightforward tasks under direct supervision. They could be any new starter to work in the Health sector, and progress rapidly to Level 2. Indicative or Reference title: Cadet  

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Leo Lingham


human resource management, human resource planning, strategic planning in resource, management development, training, business coaching, management training, coaching, counseling, recruitment, selection, performance management.


18 years of managerial working exercise which covers business planning , strategic planning, marketing, sales management,
management service, organization development


24 years of management consulting which includes business planning, corporate planning, strategic planning, business development, product management, human resource management/ development,training,
business coaching, etc

Principal---BESTBUSICON Pty Ltd



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