What are the 9 professional behaviors?

Key behavioural groups: Managing self and personal skills. Delivering excellent service. Finding innovative solutions. Embracing change. Using resources. Providing direction. Developing self and others. Working with people. More items...

bristol.ac.uk - Professional Behaviours | Staff Development - University of Bristol

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Professional Behaviours

The Professional Behaviours model highlights the behaviour patterns that distinguish effective performance in Higher Education. Divided into nine key groups and three sub-aspects, the framework offers a positive tool for self-assessment, reflection and development. They offer a professional development direction towards which all staff should be working if we are to meet the challenges as set out in the University Strategy. The framework was developed through desk research, consultation questionnaires, workshops and focus groups which took place in 2008. A total of 96 professional services staff representing 48 Higher Education Institutions were involved in generating the behaviours. The model forms part of the AUA CPD Framework published in 2009. The Professional Behaviours form an important part of the University Human Resources Strategy, and discussions around the behaviours will form part of the annual staff review and development process. The framework also identifies behaviours that may indicate a need for further development for each of the behavioural groups. These are offered as a positive tool for self assessment and reflection. The behaviours are not the tasks associated with a particular job. They identify how an individual does the job. The behaviours are universal across all roles, though some are very much more important in some jobs than others. The behavioural framework has been designed to clarify what individuals can do to develop in their jobs and beyond - and ultimately to deliver the organisation’s strategic plan. This framework provides a clear steer on key and valued behaviours. It does not assume that these are the only effective behaviours. No attempt has been made to define the behaviours required at different levels due to the diverse nature of the HE sector and of the needs of individual institutions within it. Institutions may wish to develop the framework in this way for local use, thereby tailoring the levels and requirements to their own specific organisational structure, culture, environment and objectives.

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