Escolar Documentos
Profissional Documentos
Cultura Documentos
College of
Engineering &
Technology
CBM HR System Assignment
CONTENTS
Vision,
Page
Mission
&
No
Core 1
Competencies
Organization Structure
Roles
12
20
28
Competency
Based
Development
Career 31
Vision
To provide valuable resources to industry and society in pace with the
changing global scenario through excellence in technical education and
research.
Mission
To
align
with
the
leading
academic
institutions,
Core Competencies
Communication
Technological Competence
Professional Competence
Teamwork
Leadership
2
industry
and
Organizational Structure
The organizational structure of OCET is unique for smooth functioning and
communication flow. The flat structure also helps in ensuring academic
freedom, inter disciplinary culture and exchange of knowledge
ROLES
i.
Principal
Job Description
Competencies Required
and to
make reasoned
judgments
based on
an
ii.
HOD
Job Description
- Performing the duties of Teacher (see Job Description of a Teacher) and
Head a Department for a particular subject or group of subjects
- Actively assisting the Head of School in ensuring the good professional
practice, standards, and quality of teaching and learning of subject/s through
proper dialogue with the class teachers and, under the direction of the
relative Education Officer, promotes a healthy process of reciprocal informal
observation of class teaching practices;
- Advising and contributing to curriculum development at school and system
level under the direction and guidance of the respective Education Officer;
- Co-coordinating the teaching and learning of the subject/s for which one is
responsible;
Competencies required
Leadership Key Competency: As a leader, the department head is
responsible for helping to create a positive and effective work environment,
team building, communications, programming support and professional
development.
Administration Key Competency: As an administrator, the department
head is responsible for key roles related to hiring, orientation, performance
support, evaluation and budgeting.
Relationship Building Key Competency: As a relationship builder, the
department head is responsible for ensuring that political effectiveness,
7
iii.
Admin Officer
Job Description
1. Oversees and administers the day-to-day activities of the office;
develops policies, procedures, and systems which ensure productive
and efficient office operation.
2. Provides assistance and support to the office principal in problem
solving, project planning and management, and development and
execution of stated goals and objectives.
3. Supervises the work of employees in supporting roles, including
assigning workload and monitoring employee performance.
4. Oversees and facilitates resources management and administration
procedures and documentation for the principal.
5. Performs research and analysis on specific issues, as required, and
independently prepares non-routine letters and/or reports, which may
be highly sensitive and confidential in nature.
6. Serves as the primary point of administrative contact and liaison with
other
offices,
individuals,
and
institutions
on
operational
and
and
travel
arrangements,
screening,
analyzing,
and
Competencies Required
Basic Computing Skills demonstrates the ability to use information
technology to receive and share information as an active member of the
organization and to accomplish position responsibilities successfully.
Interpersonal Relationships thinks carefully about the likely effect on
others of ones words, actions, appearance and mode of behavior. Maintains
stable performance and emotional control when faced with opposition,
pressure, hostility from others and/or stressful conditions.
9
iv.
Placement Officer
Job Description
1. To organize work placements and support students in the work placement
process.
2. To organize and attend placement visits to monitor the progress of
students, and
deal effectively with any issues/concerns that arise.
3. To carry out Health & Safety assessments of work placement settings, and
to be
aware of the issues surrounding Health & Safety/Safeguarding within the
work place
environment.
4. Assist with briefing meetings on a group and individual basis with students
and
course leaders so that they understand the work placement process, the
level of
support available and are fully equipped to undertake a successful work
placement.
10
Competencies Required
Able to take initiative
Be flexible to the varied demands of the post
Be able to work independently
11
v.
Professor
Job Description
12
Competencies Required
Intercultural competences
Computer proficiency
Academic leadership
13
Competency
Based
Recruitment
and
Selection
Introduction
This guide is designed to aid you in conducting competency based interviews
accurately, fairly and objectively.
1. What are competencies?
The
OCET
Competency
Framework
is
based
on
the
behaviors
and
The Matrix
It is important to strike a balance between assessing every possible criterion
on the Person Specification and the time and resources available for the
recruitment process. It is good practice to identify the key criteria needed to
carry out the role successfully and identify two possible areas of evidence to
assess the suitability of candidates against each criterion. The application
form or CV will outline previous experience and qualifications; the interview
and any other assessments will test for previous experience in relation to the
job role, knowledge, skills and competencies. It is good practice to complete
a matrix to identify which criteria will be assessed and how.
15
16
Remember the questions are purely a tool to help you to elicit relevant information.
Therefore, it is more important that you probe deeply around the examples to
understand a candidates behavior and experience. Very often a candidates answer to
a question will give you some information but not enough to make an assessment of
the competency you are assessing. What is needed are probing questions to follow up
the initial question. The funnel below shows how this can work:
Tell me about
Give me an example of
When
Why
How
17
Evaluation
Once you have made the decision and given feedback to the candidates it is important to
evaluate the whole process without delay. There are always areas where improvements
can be made:
Start with the competencies are they still relevant and did the behavioral
indicators help you to gather relevant evidence?
The advert was the placement right? Look at the number of responses and
their quality
Did the sifting of application forms/CVs go well? If not, why not?
Did any psychometrics and tests / exercises provide the evidence you needed?
Were they too easy or too difficult?
The interview did the questions work as well as intended? Do interviewers need
more training? Are further questions needed?
Finally, what did candidates (both successful and unsuccessful) think about the process?
Was it too time consuming? Were they given the opportunity to show what they are capable
of? What impression did they get of OCET? Would they apply again if another opportunity
arose?
18
19
20
21
22
OCET uses the SEEDS approach (Select Expect Evaluate Develop Strategic) through its Competency-Based Performance Management System.
This methodical approach consists of competency-based interview questions,
competency expectations, performance evaluations, and aligned professional
development that supports our strategic plan objectives. As a result, OCET
has been able to take intentional steps towards supporting employees in
improving performance in targeted competencies areas. The College has
documented
improvements
in
performance,
increases
in
employee
recognized
in
job
importance.
24
description(s)
communicates
its
25
to
employees
for
questions,
implementation.
and
support,
throughout
the
27
28
How
comfortable
is
the
College
community
with
software-based
8. Get Feedback
After the first performance evaluation cycle listen to your employees. Hold
focus groups, conduct surveys, and solicit feedback. The program will gain
more support and credibility when faculty and staff are involved in the
process and see their opinions are being incorporated in steps to
continuously improve.
Evaluate feedback from an organizational perspective what may seem to
be a great idea for improvement for one area of the college could negatively
impact another. Some feedback may simply indicate updates to the campus
training on the evaluation process is needed rather than changing the
evaluation process itself.
Some specific considerations include:
Consider the most effective method for gaining feedback at your
institution. In some cultures, focus groups are effective whereas in other
cultures surveys are more appropriate.
30
9.
Evaluate
and
Revise
Other
Performance
Management
Components
The competencies serve as the basis for all other performance management
tools. Once the professional development and performance evaluations are
aligned
with
the
competencies,
all
other
performance
management
The education and training function was another area in which to leverage
competency-based strategy. The implementation process began with an
analysis to identify competency gaps. The result of the gap-analysis exercise
was to identify competencies that current incumbents needed to improve.
For training and education purposes, competencies were divided into three
broad categories: fundamental competencies (essential competencies that
all employees share across the board), core competencies (functional
competencies that help perform the current job effectively), and visionary
competencies (competencies that prepare an individual for the next level or
future job). Various sets of online and in-house competency-based programs
were designed. Specific emphasis was placed on training evaluation by
developing training transfer and performance impact assessment systems.
32
33
34
35
Basic:
Identify individual training needs and request training opportunities for
self and assigned staff.
Understand the basics of supervision, leadership, performance planning,
and evaluation of personnel.
Intermediate:
Seek out opportunities to expand personal professional knowledge, e.g.,
serve on committees of professional associations, attend and present at
conferences, and explore advanced formal education opportunities.
Seek opportunities to add to supervisory responsibilities.
Provide mentoring and guidance to enhance staff performance.
Advanced:
Demonstrate comprehensive understanding of and leadership in the
appropriate training of staff.
Ensure
that
staff
are
mentored
development.
36
to
enhance
their
professional
37