Statement of Confirmation of Authenticity

By the act of making this submission, the student declares that this is the work of the student named above. The work has not, in whole or in part, been knowingly presented elsewhere for assessment, or where assessment has been built on a previous assessment, this has been identified. Where materials have been used from other sources it has been properly acknowledged. If this statement is untrue, the student acknowledges that an assessment offence has been committed.

Attention is drawn to the plagiarism and unfair practice policies of both the University and of ILM.

 

 

Table of Contents

Section 1: Know how to identify development needs………………………………………………………………. 3

1.1 Identify learning styles for self and another……………………………………………………………………. 3

1.2 Use a simple technique for identifying development needs for self & another……………………… 4

1.3 Identify potential barriers to learning for self and another………………………………………………… 5

1.4 Explain how these barriers to learning can be overcome…………………………………………………… 5

Section 2: Know how to develop self & others to achieve organisational objectives………………………… 6

2.1 Analyse learning/development options to meet needs of self & another…………………………….. 6

2.2 Identify support mechanisms for the development of self & another………………………………….. 6

2.3 Prepare a development plan for yourself……………………………………………………………………….. 7

2.4 Method used to monitor the development of self & another…………………………………………….. 8

Section 3: Know how to prepare for the recruitment process…………………………………………………….. 8

3.1 Job Application…………………………………………………………………………………………………………. 8

3.2 The Interview Stage…………………………………………………………………………………………………… 9

References…………………………………………………………………………………………………………………… 9

Appendix A…………………………………………………………………………………………………………………… 9

Appendix B…………………………………………………………………………………………………………………. 10

Appendix C…………………………………………………………………………………………………………………. 10

 

 

 

 

Section 1: Know how to identify development needs

 

 

 

1.1 Identify learning styles for self and another

 

Experiential Learning Theory (ELT)

 

ELT was developed by David Klob and is built on new experiences to develop a continuous learning cycle for an individual and is set in four stages Concrete Experience – doing or having an experience, Reflective Observation of the Experience – reviewing/reflecting on the experience, Abstract Conceptualization – using the reflective observation to make new idea or amendment to existing experience and identify what you have learned and Active Experimentation – applying your learning/idea to see the change in result.

 

Peter Honey and Alan Mumford

 

In 1986 Honey and Mumford developed a Learning Style Questionnaire building upon Kolb’s work. They identified four styles of learning (‘activist’, ‘reflector’, ‘theorist’, and ‘pragmatist’), which had much in common with Kolb’s work and had strong correlations with the learning cycle. (Learning style 2018)

The questionnaire requires a yes or no answer to 80 specific questions, 20 in each category. Using this questionnaire, I was able to identify my learning style as a reflector scoring 15 in this category which describes me as much better at listening and observing, effective at reflecting on my own and others’ experiences and good at analysing what happened and why. I also scored 13 as a pragmatist and 12 for activist and theorist respectively. (Appendix A)

 

VARK Questionnaire

 

Vark Learn 2018 describes the acronym VARK stating that it “stands for Visual, Aural, Read/write, and Kinaesthetic sensory modalities that are used for learning information”, it involves completing 16 “what would you do” questions and you may select multiple answers for each question, I am utilising this tool to identify my learning preference.

 

On completion of the questionnaire I am identified as having a multi modal learning preference scoring 9 for visual, 12 for kinaesthetic, 10 for aural and read/write. Therefore, I have no specific learning preference, but I am an individual who can learn through different modalities.

 

1.2 Use a simple technique for identifying development needs for self & another

SWOT Subject
STRENGTHS   Good at understanding others and reading situations. Communicate well verbally. Vast administrative experience.	WEAKNESSES   Sometimes to Relaxed. Easily Distracted. Spelling/Grammar.
OPPORTUNITIES Skills for the workplace course to develop my employability skills. Have regular mock interviews Do a basic spelling and grammar course online.	THREATS Support. Finance. Time.

 

SWOT
STRENGTHS   Interpersonal skills Self-awareness Communication (verbal/non-verbal)	WEAKNESSES Nervousness Public speaking
OPPORTUNITIES   ILM 4 Cert HE Promotion Financial gain Mock interviews	THREATS   Qualifications Time Finance Childcare Lack of support

 

1.3 Identify potential barriers to learning for self and another.

 

Some probable barriers that could prevent or hinder mine or my subjects progress are time, distractions, availability and issues with the suitability of online Learning in relation to our learning styles.

 

 

1.4 Explain how these barriers to learning can be overcome.

 

These barriers could be weakened or overcome by planning a half hour meeting for development within my weekly schedule and ensuring that I commit to not allowing any work to affect it.

 

2.1 Analyse learning/development options to meet needs of self & another.

 

 

Using the SWOT analysis my subject understands that they have excellent communication skills however, their grammar is poor. I have recommended they complete online training for this and complete a spelling and grammar check on their communications before submitting them. My subject is also easily distracted to overcome this I have suggested that they keep a personal organiser to aide in their time management and to keep them focussed on specific tasks.

There are also learning/development options for myself which will help me address my threats and weaknesses such as the nervousness, through my employer there are several courses available on assertive behaviour, public speaking and mock interviews which I feel will help enormously. I can also arrange a monthly 1-to-1 meeting with my manager to assess any development opportunities.

 

2.2 Identify support mechanisms for the development of self & another

 

There are several support mechanisms available to aide my own and my subject’s development;

• line-manager and team members using formal (1-2-1s) to reviews of our progress.
• Regular face-to-face meetings with members of the class who are attending the same course where we could share our views, ideas and progress.
• Communication with Lecturers or subject matter experts

 

 

2.3 Prepare a development plan for yourself.

 

Part 1: Personal Analysis

 

My personal SWOT analysis (1.2) identified two development options as follows:

To improve my presentation/interview skills and overcome nervousness – such as being more assertive in communication. This would help in meeting my development needs and the needs of my team and organisation. I could also attend seminar and drama classes to make myself more comfortable when speaking to an audience.

 

 

 

 

 

 

 

 

 

 

 

 

Part 2: Setting Goals

 

What do I want to learn?	What do I have to do?	What support and resources will I need?	How will I measure success?	Target Date for Review
Overcome nervousness in interview	Mock interviews Practice with audience	Support Audience of volunteers	Feedback loop Confidence increase	Dec 2018
Develop new relationships and opportunities in the workplace	Volunteer for projects to increase my people network	Opportunity to arise	Impact on business	Jan 2019

 

 

 

Part 3: Personal Objectives

 

Short Term Goals (next 12 months)

Successfully complete my Cert HE in leadership and Management and obtain ILM 4. Become more confident

Medium Term Goals (2-3 years)

Continue my education to obtain ILM 5.

Long Term Goals (3-5 years)

Graduate with a BA (hons) leadership and Management degree and be a recognised Leader within my workplace.

 

 

2.4 Method used to monitor the development of self & another.

 

To monitor the development of myself and colleague we have set learning logs to achieve our agreed goals, learning logs are helpful on reviewing events or activities they allow you to understand what happened during the event, what you learned and enables you to identify any areas of improvement which then can be applied.

When we apply this knowledge, we will be able to set new goals to ensure continuous personal development, the goals are set using the SMART acronym (Specific, Measurable, Achievable, Realistic and Timely), it is also important to set ‘quick wins’ which are achievable within a short period of time, this will improve confidence and develop a ‘can do’ mentality.

 

 

Section 3: Know how to prepare for the recruitment process

 

 

 3.1 Job Application

 

I felt that I had achieved all that I could in my current employment role and with my financial stability stretched with the arrival of a child I believed it was time for me to look for opportunities within my workplace and other departments within the civil service.

I started a job search on the civil service website (https://www.civilservicejobs.service.gov.uk) this enabled me to Identify several jobs which met my criteria which included Location, salary, skill set and experience, there was one job that stood out within my current workplace.

The application process was different to what I was used to it required me to input my work experience rather than a full Curriculum Vitae (Appendix C) and highlight key achievements from previous and current employment in addition to this it was also requested that I complete a 1200 word personal statement to highlight how I met the Job profile.

I printed the job advert (Appendix D) and job profile (Appendix E) as a reference of what to include in my personal statement, I decided to also research the interview process of the department which was stated in the business competency framework to further the editing of a personal statement, I enlisted the support of a colleague to proof read the application to have their opinion and views on what I had written, with this feedback and further amendments I submitted the application.

On review of the application I submitted I was very pleased with myself that I had produced a piece of work which I felt met the criteria the employer had set, this gave me confidence.

I learned that sometimes a written document can be interpreted in differently than what the message is intended for and the importance of asking different people to review your work to ensure the message I was sending was desirable for the employer.

Several weeks later I received an email stating that my work experience and personal statement was an acceptable demonstration for the position I had applied for and that I would be invited to interview.

 

3.2 The Interview Stage

 

With the interview approaching I set time daily to research and understand the interview process, I quickly discovered that although the interview was competency based the interview panel were using a blended approach interview not really understanding what this was, I quickly search the internet. i-grasp describes this as a more flexible approach to an interview which include strength and competency questions to identify your capability and motivation.

I reviewed the civil service competency framework and plotted examples for each of the competencies that were stated in the advert and rehearsed these to enable me to be more confident during the interview.

Attending the interview, I felt nervous but I had prepared for their questions, I was dressed in a suit as to give a positive impression upon meeting the interview panel and prepared questions to ask the panel to leave a lasting impression.

Following the interview, I was confident that I had answered all their questions clearly and that it was possible that I would get the job I had applied for, I waited for 2 weeks for their response. Unfortunately, I was unsuccessful, I was disappointed however, the feedback received (Appendix F) would prove valuable as well as the interview experience.  I applied for a second job with DWP (department of work and pensions) as a work coach, Using the feedback and the interview experience I was able to apply prior knowledge and succeed in the application and interview process, I am waiting to be placed in one of my desired locations.

 

3.3 Summary

 

 

 

References

 

Learning style 2018, Brianmac, viewed 13 November 2018, https://www.brianmac.co.uk/learnstyle.htm.

Vark Learn 2018, VARK Learn Limited, the vark modalities, viewed 28 October 2018, http://vark-learn.com/introduction-to-vark/the-vark-modalities/

I-Grasp 2018, What is a blended interview, viewed 5 September 2018,

https://www5.i-grasp.com/fe/tpl_capita76.asp?newms=info28

 

 

 

 

 

 

Appendix A

 

 

No.	Statements	Put Y or N
1	I have strong beliefs about what is right and wrong, good and bad.	Y
2	I often ‘throw caution to the wind’.	Y
3	I tend to solve problems using a step-by-step approach, avoiding any ‘flights of fancy’.	Y
4	I believe that formal procedures and policies cramp people’s style.	N
5	I have a reputation for having a no-nonsense, ‘call a spade a spade’ style.	N
6	I often find that actions based on ‘gut feeling’ are as sound as those based on careful thought and analysis.	N
7	I like to do the sort of work where I have time to ‘leave no stone unturned’.	Y
8	I regularly question people about their basic assumptions.	Y
9	What matters most is whether something works in practice.	Y
10	I actively seek out new experiences.	Y
11	When I hear about a new idea or approach I immediately start working out how to apply it in practice.	Y
12	I am keen on self-discipline such as watching my diet, taking  regular exercise, sticking to a fixed routine etc.	N
13	I take pride in doing a thorough job.	Y
14	I get on best with logical, analytical people and less well with spontaneous, ‘irrational’ people.	N
15	I take care over the interpretation of data available to me and avoid jumping to conclusions.	Y
16	I like to reach a decision carefully after weighing up many alternatives.	N
17	I’m attracted to novel, unusual ideas than to practical ones.	Y
18	I don’t like ‘loose-ends’ and prefer to fit things into a coherent pattern.	N
19	I accept and stick to laid down procedures and policies so long as I regard them as an efficient way of getting the job done.	Y
20	I like to relate my actions to a general principle.	Y
21	In discussions, I like to get straight to the point.	Y
22	I tend to have distant, rather formal relationships with people at work.	N
23	I thrive on the challenge of tackling something new and different.	Y
24	I enjoy fun-loving spontaneous people.	Y
25	I pay meticulous attention to detail before coming to a conclusion.	Y
26	I find it difficult to come up with wild, ‘off-the-top-of-the-head’ ideas.	N
27	I don’t believe in wasting time by ‘beating about the bush’.	Y
28	I am careful not to jump to conclusions too quickly.	N
29	I prefer to have as many sources of information as possible, the more data to mull over the better.	Y
30	Flippant people who don’t take things seriously enough usually irritate me.	N
31	I listen to other people’s point of view before putting my own forward.	Y
32	I tend to be open about how I’m feeling.	Y
33	In discussions, I enjoy watching the manoeuverings of the other participants.	Y
34	I prefer to respond to events on a spontaneous, flexible basis rather than plan things out in advance.	N
35	I tend to be attracted to techniques such as network analysis, flow charts, branching programmes, contingency planning etc.	Y
36	It worries me if I have to rush out a piece of work to meet a tight deadline.	Y
37	I tend to judge people’s ideas on their practical merits.	Y
38	Quiet, thoughtful people tend to make me feel uneasy.	N
39	I often get irritated by people who want to rush headlong into things.	N
40	It is more important to enjoy the present moment than to think about the past or the future.	Y
41	I think that decisions based on a thorough analysis of all information are sounder than those based on intuition.	Y
42	I tend to be a perfectionist.	Y
43	In discussions, I usually pitch in with lots of ‘off the top of the head’ ideas.	Y
44	In meetings, I put forward practical realistic ideas.	Y
45	More often than not, rules are there to be broken.	N
46	I prefer to stand back from a situation and consider all the perspectives.	Y
47	I can often see inconsistencies and weaknesses in other people’s arguments.	Y
48	On balance, I talk more than I listen.	N
49	I can often see better, more practical ways to get things done.	Y
50	I think written reports should be short, punchy and to the point.	Y
51	I believe that rational, logical thinking should win the day.	Y
52	I tend to discuss specific things with people rather than engaging in ‘small talk’.	N
53	I like people who have both feet firmly on the ground.	Y
54	In discussions, I get impatient with irrelevancies and ‘red herrings’.	N
55	If I have a report to write I tend to produce lots of drafts before settling on the final version.	N
56	I am keen to try things out to see if they work in practice.	Y
57	I am keen to reach answers via a logical approach.	Y
58	I enjoy being the one that talks a lot.	Y
59	In discussions, I often find I am the realist, keeping people to the point and avoiding ‘cloud nine’ speculations.	N
60	I like to ponder many alternatives before making up my mind.	Y
61	In discussions with people I often find I am the most dispassionate and objective.	N
62	In discussions I’m more likely to adopt a ‘low profile’ than to take the lead and do most of the talking.	N
63	I like to be able to relate current actions to a longer-term bigger picture.	Y
64	When things go wrong I am happy to shrug it off and ‘put it down to experience’.	Y
65	I tend to reject wild, ‘off-the-top-of-the-head’ ideas as being impractical.	N
66	It’s best to ‘look before you leap’.	Y
67	On balance, I do the listening rather than the talking.	Y
68	I tend to be tough on people who find it difficult to adopt a logical approach.	Y
69	Most times I believe the end justifies the means.	N
70	I don’t mind hurting people’s feelings so long as the job gets done.	Y
71	I find the formality of having specific objectives and plans stifling.	N
72	I’m usually the ‘life and soul’ of the party.	Y
73	I do whatever is expected to get the job done.	Y
74	I quickly get bored with methodical, detailed work.	N
75	I am keen on exploring the basic assumptions, principles and theories underpinning things and events.	Y
76	I’m always interested to find out what other people think.	Y
77	I like meetings to be run methodically, sticking to the agenda etc.	Y
78	I steer clear of subjective or ambiguous topics.	N
79	I enjoy the drama and excitement of a crisis situation.	Y
80	People often find me insensitive to their feelings.	N

 

Scoring and Plotting Results

 

You score one point for each item that you put Y next to. There are no points for items that you put N next to. Simply indicate on the grid below which items had Y next to them by putting a Y next to the relevant statement number here as well.

The column with the highest total of numbers with Y next to it indicates your preferred learning style.

 

2	7	1	5
4	13	3	9
6	15	8	11
10	16	12	19
17	25	14	21
23	28	18	27
24	29	20	35
32	31	22	37
34	33	26	44
38	36	30	49
40	39	42	50
43	41	47	53
45	46	51	54
48	52	57	56
58	55	61	59
64	60	63	65
71	62	68	69
72	66	75	70
74	67	77	73
79	76	78	80
Total Y 12	Total Y 15	Total Y 12	Total Y 13
ACTIVIST	REFLECTOR	THEORIST	PRAGMATIST

 

 

 

 

 

 

Appendix B

 

Ashleigh Williams- Work Experience

 

 

 

Driver and Vehicle Licensing Agency May2010 – present

Position held: Lead Trainer

As a Deputy Manager I successfully manage my casework daily by ensuring adherence to the daily workload position. Driving a ‘best in class’ customer experience, ensuring the quality and delivery of objectives by utilising all available tools and resource to make effective and timely decisions and adhering to the General Data Protection Regulations (GDPR).

 

I actively seek opportunities to share my knowledge and expertise with others, promote positive behaviours and set direction to meet key performance indicators.

I am Lead Trainer within my business area and I build capabilities for me and staff in the workplace, setting a clear direction and raising the awareness of change. I support and lead staff effectively by communicating any change to processes or procedures to ensure that we are aligned and conform to our vision and DVLA Strategy.

I effectively display ‘Role Model’ behaviours, fulfilling my duties and responsibilities to contribute as a productive Leader. Leading with clarity, enthusiasm and assertiveness to achieve the desired outcomes. I provide an end to end service for all staff, from resource planning, attendance and performance management. Analyse workforce/resource plans and identifying skill/competency requirements and create capability and development plans

Key Achievements

• Raised staff engagement by 5% (CSPS)

• Created an automatic decision tool in VB6
  • Created Vision and Mission statements for 2 different business areas
  • Developed and maintained a processing tool to improve the accuracy of my own and colleagues work.
  • Created pro-forma for staff to record key achievements each month
  • Analysed and recorded statistics and produced a database to record changes to the data.

  Skills Gained

  • People Management
  • Team Management
  • Casework Management

Dragon hotel Swansea July 2013 – October 2014

Position held: Personal Trainer

Working with a wide variety of clients, identifying their goals (e.g. increase strength, improve fitness, weight loss) and writing personalised programs so their clients can achieve those set goal.
Develop and maintain a comprehensive plan to ensure all outcomes are delivered.
Recording and monitoring health, weight, fitness, and strength, and constantly adjusting programs to keep the client challenged and achieving goals faster.

Key Achievements

• Training a kickboxing academy and produced 2 British champions

Skills Gained

• Excellent interpersonal skills which include
• Verbal and non-verbal communication
• Emotional intelligence
• Strong leadership
• Understanding the needs of others

National flu pandemic hotline (Recruited by Adecco) 22 July 2009 – 11 February 2010

Position held: Team Leader/Coach

• Leading a team of 18 staff to meet public demand
• Responding to customer queries efficiently
• Keeping a high level of enthusiasm and motivating other team members
• Helping team members when required to manage calls efficiently
• Training and assessing staff members
• Providing feedback in monthly reviews
• Provide statistical feedback to the National Health Service

Skills gained
• Excellent communication skills from dealing with members of the public
• Ability to meet targets for quality and monitoring
• Strong leadership
• Self discipline
• Great Organisational skills

 

 

Qualification details

NVQ Hairdressing level 1 (2002)
NVQ Hairdressing level 2 (2004)
NVQ Level 2 Diploma in Instructing Exercise and Fitness (2013)

 

 

 

 

Appendix C

 

Personal statement

 

As a leader I continuously review my potential and ability to contribute significantly to the organisation, a team or a cause. At various stages of life I have experienced many significant contributions, sometimes in a formal set up and sometimes in absolutely informal manner. Throughout my career I have demonstrated commitment and reliability to my work and responsibilities. I have high self-motivation and continuously develop my skills and abilities at every possible opportunity, striving to improve my leadership by completing S.W.O.T (Strengths, Weaknesses, Opportunities, Threats) analysis on myself to assess my development and enable me to be the best leader I can be.

I regularly deputise leading a team of nine staff assisting with the more complex casework, taking lead in team meetings, dealing with the day-to-day running of the team and providing solutions to complex tasks. I enjoy leading staff to perform to the best of their abilities by allowing staff freedom to express themselves. I actively seek development opportunities for staff to aide in their progression duties and ensure they have the environment to give the best customer service. I support staff driving their personal targets/objectives through coaching and mentoring. I look to improve weaknesses, utilise strengths and share my knowledge. I enjoy working with people as a team to help achieve a common goal, I use engagement techniques such as promoting understanding of shared goals and allow autonomy to achieve strategic direction and deadlines. I build relationships on team by organising team lunches and encouraging open, honest discussions during team meetings.

As Lead Trainer I take responsibility and accountability for my team’s performance development and behaviour outcomes. I manage their attendance and adhere to all internal policies including Management, health and safety, data protection (GDPR) and employment law and feedback to the central training manager. I organise and meticulously plan the 12-week training program for my area and set contingencies to ensure continuous learning and resource support staff to assist in the delivery ensuring agreed performance targets are met. I regularly review and deliver training packages checking accuracy and relevance of the materials with colleagues and Subject Matter Experts.
I drive a culture of support within my training which allows staff to learn from each other and work together to deliver high performance. I monitor and interpret statistical data to deliver effective 1-2-1 sessions and question any gaps within the trainee’s knowledge, clarifying the information and feeding this back in a constructive method to bridge the knowledge gaps. I demonstrate a fair and honest approach to all situations helping to drive professionalism. I lead by example, role modelling exemplary behaviours and a high work ethic. I take pride in developing myself and others by encouraging 360 feedback. I make informed decisions in line with previous experiences and current guidelines ensuring fairness and consistency. I set my expectations, discuss their development and set their objectives, checking their understanding and set stretching but achievable targets. I produce schedules to achieve these targets and set standards. This supports my development to understand the needs of others and identify different learning styles, allowing me to coach and mentor more effectively
I am resilient when delivering difficult messages and stand my ground when necessary. I regularly communicate with a wide range of stakeholders including medical professionals and the public via letter, email, face-to-face and by telephone. I tailor the message to suit my audience and utilise this information provided to make effective decisions and deliver a clear message.
When dealing with customer complaints, I ensure I complete a thorough investigation before taking any action and check my understanding of the complaint to provide a comprehensive, clear response to the customer to improve the customer experience. I feed this information back to colleagues in a clear and concise manner. I set expectations and share knowledge to help drive a culture of customer experience excellence.

I actively seek opportunity to build meaningful relationships with stakeholders across the business I behave in a fair decent and honest way to build trust. This has proved invaluable to my progression as we maintained our relationships by assisting each other in problem solving across different business areas/fields.

I actively encourage staff development and recently identified the requirement for an evidence recording system to assist staff with their objectives as they were not effectively providing evidence in their 1-2-1 meetings. I developed a template for staff to complete and utilise in their monthly 1-2-1 meetings. I arranged the template to allow staff to set clear targets for themselves and create their own development path. This made it easier for the staff to supply supporting evidence towards their objectives and allowed managers to identify staff who want to progress within the Agency.

During discussions on team and in workshops I identified a low morale and uncertainty during a period of change within my business area. I decided to lead from the front and create vision and mission statements that would inspire colleagues and drive towards delivering a best in class service to our customer. I involved all colleagues and communicated this by providing stand up sessions, meetings and emails carefully tailoring my message to inspire colleagues and obtain staff buy-in. To maximise the impact, I delivered the statements to the Head of Group and all staff in a presentation. This inspired my area, generating and promoting a culture of high performance by setting clear direction to achieve a common goal. Following this period staff engagement rose by 5% (Civil Service People Survey) and contributed to our business objectives. This was One of my proudest leadership experiences.

As a Work Improvement Champion, I analyse large pieces of data, identify and implement better working practises. Recently, during a review I recognised that the operating instructions were unclear when assessing visual field charts resulting in incorrect licensing decisions being made. I skilfully challenged this and created an interactive, automatic recognition tool that would make a decisions on these scenarios and increase the accuracy of these decisions. I worked closely with internal and external business associates and built relationships to assist myself and get the best result from the task. When this is implemented it will aid the department and result in error-free decisions being made and contribute to our digital agenda. I delivered a presentation of this tool demonstrating its functionality to stakeholders within the agency which included the director of OCSD, head of group, ITS, Business Support and other staff.

As a communication representative I worked on the Engagement Rally, reviewing the reward and recognition process. This allowed me to lead nine AOs from various departments and report to a HEO providing research evidence. I am passionate about staff engagement as it makes a happier more functional environment and improves team ethic. As a representative I have communicated with all staff throughout OCSD via email, telephone and face-to-face to discover new recommendations to improve staff engagement. Delivering our findings to internal and external stakeholders which has assisted in the improvement of our recognition processes.

I feel my experiences have helped me develop into a confident leader with the skill set, personality and desire to succeed. Therefore, I would be an excellent candidate for the job advertised.

 

Appendix D

 

 

 

Service Desk Lead

Driver and Vehicle Licensing Agency

Closing date:  18 Aug 2018

Reference number

1568554

Salary

£29,832 – £32,367

Grade

Higher Executive Officer

Contract type

Permanent

Business area

Other – IT Operations

Type of role

Information Technology
Other

Working pattern

Flexible working, Full-time, Job share, Part-time

Hours

37

Number of posts

1

Location

Swansea, Wales, SA6 7JL : Swansea, Wales

About the job

Job description

Are you a strong leader with the ability to coach and develop others? Do you thrive in a service delivery environment driving efficiencies and service improvement? We are looking for a Service Desk Lead to manage the Service Desk Function and resources, setting objectives, driving performance and developing the capability of the team to provide effective and efficient Service Desk functions. You will act as an advocate for the digital transformation of services in line with our government digital strategy.

We will look for you to

• Manage the development, implementation, maintenance and improvement of Service Desk policies, processes, procedures and standards in support of ITOST and ITS objectives.
• Process Owner for Service Desk processes, responsible for making changes to the processes as required, and managing the processes end-to-end to ensure optimal overall performance.
• Manage Service Desk resource requirements to support the demand management pipeline.
• Provide effective Service Desk Function. Manage the day-to-day activities of Service Desk ensuring service levels are maintained and continually improved.
• Adhere to Agency Performance Management framework ensuring that team members receive a minimum quarterly review and an annual and mid-year performance review, including training and development needs.
• Provide management of the Service Desk team. Produce and maintain a training and development plan to assist with improving team capability, succession planning and talent management.
• Produce effective management reporting in support of Service Desk Function. Analyse performance and make recommendations for improvements based on analysis of Service Desk data and management information.
• Contribute to the Service Operations plan, and produce and maintain a plan for Service Desk
• Working with peers and the Service Operations Manager contribute to the ITOST strategy and business plan.
• Create the mechanisms and platform (including measurement and benchmarking) that facilitates the creation and delivery of a Service Desk Function that works to Industry standard best practice and is ‘best in Government’

Person Overview

It would be great if you had experience of working within an Operational Delivery environment or Helpdesk support role, providing a day to day operational service and ensuring service level agreements are met. An awareness or knowledge of Government and Civil Service IT Security policies would be advantageous along with service desk toolsets and technologies. You will come with experience of managing a team, driving performance, SLA’s and customer service excellence. You will have the ability to engage and motivate a team driving professional development and progression. You will thrive in an environment that promotes continuous improvement and efficiencies and be able to contribute to the development and continual enhancement of the services your team provides.

Additional Skills & Experiences

• Previous experience of resource management.
• Highly organised with effective planning and prioritisation skills.
• Previous experience of going through an industry recognised Certification process would be desirable.
• Effective verbal communication skills with the ability to present to and engage an audience.
• You will be highly confident and have the ability to remain composed whatever the situation.

Benefits

Pensions

Civil Service pension schemes may be available for successful candidates.

Benefits

Besides the rewarding nature of the job itself, the benefits that come with it are excellent. The package includes generous leave entitlement, attractive pension options, flexible working and other policies to enable a good work/life balance, including beneficial childcare arrangements. You’ll also benefit from our commitment to nurturing and developing talent.

Find out more about the benefits of working for us.

 

Things you need to know

Security

Successful candidates must pass basic security checks.

Nationality statement

Candidates will be subject to UK immigration requirements as well as Civil Service nationality rules.

If you’re applying for a role requiring security clearance please be aware that foreign or dual nationality is not an automatic bar. However certain posts may have restrictions which could affect those who do not have sole British nationality or who have personal connections with certain countries outside the UK.

Selection process details

For your CV and personal statement please provide detailed evidence of how you meet the requirements of the role using the job profile and job advert as a guide for your response.

Please note that any part of the Job Profile could be tested at sift/interview.

If invited to interview, this may consist of a range of question types. These could include questions about your strengths or how you would respond in any particular situation as well as specific examples of things you have done.

You should use the Civil Service Competency Framework, referring to the relevant competency definitions for the grade advertised. The Indicators listed on the attached document have been identified as most appropriate; please ensure that the evidence in your application meets the requirements of the role.

Applicants should also use the attached additional competency framework and refer to the competency definitions within.

Feedback will only be provided if you attend an interview or assessment.

Nationality requirements

Open to UK, Commonwealth and European Economic Area (EEA) and certain non EEA nationals. Further information on whether you are able to apply is available here.

Eligibility

This vacancy is open to all Civil Service employees and employees of accredited non-departmental public bodies (NDPBs) who were appointed on merit following a fair and open competition; or were appointed to a permanent post through an exception in the Civil Service Commissioners’ rules.

Candidates in their probationary period are eligible to apply for vacancies within this department.

Working for the Civil Service

The Civil Service embraces diversity and promotes equality of opportunity. There is a guaranteed interview scheme (GIS) for candidates with disabilities who meet the minimum selection criteria.

Continuous employment

If you’re employed by a non-departmental public body (NDPB) and are applying for a job in the Civil Service (or vice versa) by moving jobs this will involve a change of employer and you may break the statutory rules on continuity of employment.

Apply and further information

Contact point for applicants

For further information on this vacancy please contact [email protected]

Sift/interview dates and location

The sift is due to take place from 24/08/18.

Interviews/assessments are likely to be held from 3/09/18 at DVLA Swansea.

Whilst we will endeavour to meet the dates set out in the advert there may be occasions when these dates will change. Those candidates invited to assessment will be provided with sufficient notice of confirmed dates.

If successful and transferring from another Government Department a security check may be carried out.

Further information

Please see attached candidate notes.

A reserve list will be held for a period of 12 months from which further appointments can be made.

If appropriate, your application form and selection information may be shared with additional vacancy holders across the Department and its Agencies.

Reasonable adjustment

If a person with disabilities is put at a substantial disadvantage compared to a non-disabled person, we have a duty to make reasonable changes to our processes.
If you need a change to be made so that you can make your application, you should:

• Contact Government Recruitment Service via [email protected] as soon as possible before the closing date to discuss your needs

• Complete the “Assistance required” section in the “Additional requirements” page of your application form to tell us what changes or help you might need further on in the recruitment process. For instance, you may need wheelchair access at interview, or if you’re deaf, a Language Service Professional.

Applicants who are successful at interview will be, as part of pre-employment screening subject to a check on the Internal Fraud Database (IFD). This check will provide information about employees who have been dismissed for fraud or dishonesty offences. This check also applies to employees who resign or otherwise leave before being dismissed for fraud or dishonesty had their employment continued. Any applicant’s details held on the IFD will be refused employment.

 

 

Appendix E

Directorate:	Information Technology Services (ITS)
Capability :	IT Operations and Service Transition
DDAT Profession:	Y
DDAT taxonomy family:	IT Operations
DDAT Role level:	TBC
DDAT Market Force Led (MFL) Pay framework:
Job Title:	Service Desk Lead
Level & Grade:	HEO
People Management Accountabilities (Y/N)	Y

 

 

Job Purpose/Role Description

To manage the Service Desk Function and resources, setting objectives, driving performance and developing the capability to provide effective and efficient Service Desk function. Responsible for the Access, Event and Request Fulfilment processes.  Ensuring effective management of IT incidents and their resolution

 

 

Main Responsibilities: (Work Activities)
1	Manage the development, implementation, maintenance and improvement of Service Desk policies, processes, procedures and standards in support of ITOST and ITS objectives.
2	Process Owner for Service Desk processes, responsible for making changes to the processes as required, and managing the processes end-to-end to ensure optimal overall performance.
3	Manage Service Desk resource requirements to support the demand management pipeline.
4	Provide effective Service Desk Function. Manage the day-to-day activities of Service Desk ensuring service levels are maintained and continually improved.
5	Adhere to Agency Performance Management framework ensuring that team members receive a minimum quarterly review and an annual and mid-year performance review, including training and development needs.
6	Provide management of the Service Desk    team, and regularly assess the knowledge, skills and behaviours of the team for capability against the SFIA skills matrix, GDS skills matrix and CS Competency Framework to develop gap analyses for training and development purposes, succession planning and talent management.
7	Produce effective management reporting in support of Service Desk Function
8	Analyse performance and make recommendations for improvements based on analysis of Service Desk data and management information.
9	Produce and maintain a training and development plan to assist with improving team capability, succession planning and talent management.
10	Contribute to the Service Operations plan, and produce and maintain a plan for Service Desk
11	Working with peers and the Service Operations Manager contribute to the ITOST strategy and business plan.
12	Act as an advocate for the digital transformation of services both within and outside of DVLA in line with government digital strategy, supporting all of government to share good practice and learning within and outside government.
13	Ensure self and team are aware fully of and comply with DVLA policies as outlined in the Staff Handbook e.g. Data Protection, physical and document Security and Health & Safety policies.
14	Create the mechanisms and platform (including measurement and benchmarking) that facilitates the creation and delivery of a Service Desk Function that works to Industry standard best practice and is ‘best in Government’

[Service Desk Lead] [NEWORGHEO012] [v1.1 DDAT]                                                                                         4/15

 

 

Technical Capabilities –  SFIA (maximum of 6)
1	Analytics (INAN)	Level 3
2	Service Level Management (SLMO)	Level 3
3	Incident Management (USUP)	Level 4
4	Performance Management (PEMT)	Level 4
5	Relationship Management (RLMT)	Level 4
6	Customer Service Support (CSMG)	Level 3

 

 

Core Capabilities – Civil Service Competencies (maximum of 6)
1	Making Effective Decisions	Level 3
2	Leading & Communicating	Level 3
3	Delivering Value for Money	Level 3
4	Seeing the Bigger Picture	Level 3
5	Delivering at Pace	Level 3
6	Building Capability for All	Level 3

 

 

Specific Technical Skills & Experience:		Mandatory/Desirable
1	Extensive Customer service experience with proven track record of delivering customer satisfaction	Desirable
2	Resource Management Experience	Desirable
3	Excellent communication skills	Desirable
4	In depth experience of Incident Management processes	Desirable
5	In depth experience of request fulfilment process	Desirable
6	Understanding of access management	Desirable
7	Awareness/knowledge  of Government and Civil Service IT Security policies	Desirable
8	Familiar with helpdesk/service desk toolsets and technologies	Desirable

 

 

Qualifications:
Qualifications	Award/Membership	Level
Academic
Vocational
Not Essential	ITIL v3 Foundation	Foundation
	ITIL v3 Lifecycle: Service Operation	Intermediate
	ITIL v3 Capability: Service Transition	Intermediate
	ITIL v3 Capability: Continual Service Improvement	Intermediate
Membership of Professional Body

 

 

Appendix F

 

Sift feedback

Competency	Rating
	4

 

Overall rating

Acceptable Demonstration

Interview feedback

Selection exercise 1

Competency	Rating	Comments
	2	MED Limited evidence of decision making. A more structured approach would score higher
	2	L&C Talked about what, why and how. No evidence of leading a team through this period
	3	BCA Evidence of building a vision and objective. No evidence of carrying this through unfortunately
	2	CSMG The example used of reducing AHT with an A5 laminate desktop aid. No real depth in this example

 

Overall rating	Overall comments
Minimal Demonstration

 

Solution: