Procurement Services Training and Development Strategy
…….to be regarded as highly professional in all procurement activities by suppliers, customers and other organisations
Procurement Services Training Strategy 2008
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Contents Introduction Procurement Policies and Guidance Structures, Roles and Responsibilities • The Office structure • Job roles and responsibilities • The Jobholder • The Line Manager • The Training Liaison Officer • The Head of Procurement • The Training & Development Manager • Parliament Training Group Individual Skills Profiles Personal Development Plans Annual Training Plan Formal Coaching Plan Membership of the Chartered Institute of Purchasing and Supply Procurement-related training • Procurement Modular Training o Staff wishing to obtain Delegated Purchasing Authority o Staff involved in part of the procurement process o Newly appointed procurement staff • In-house workshops, seminars or presentations • External seminars, workshops etc. • Other Formal Procurement Related Training Courses Support and developmental opportunities Opportunity for innovation and collaboration Areas of procurement specialism Succession planning Measuring progress Annex A - Training and development annual timetable Annex B - Template for Annual Training Plan Annex C - Formal coaching programme Annex D - Template for recording initial coaching meeting Annex E - Template for recording subsequent coaching meetings Annex F - Template for recording final coaching meeting Annex G – Undertaking to repay CIPS study costs Annex H – Skills Profile
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PROCUREMENT SERVICES TRAINING STRATEGY 1.
Introduction
1.1 We aim to be regarded as highly professional in all procurement activities by suppliers, customers and other organisations. We are committed to supporting and encouraging staff to obtain relevant procurement qualifications and to gain the skills, experience and expertise necessary for them to achieve their full potential. This aim is fully consistent with the recommendations contained in the 2006 ‘Review of Public Procurement in Scotland Report & Recommendations (by John F McClelland CBE) – People and Skills (Section 8). 1.2
We will achieve this aim by: ¾ Having clear and effective procurement policies and guidance ¾ Having clear structures, roles and responsibilities ¾ Agreeing an individual Skills Profile for every member of staff working within Procurement services, and revising this annually ¾ Agreeing individual Personal Development Plans (PDPs) each year ¾ Producing an annual Training Plan for Procurement Services ¾ Implementing a formal coaching plan ¾ Requiring purchasing staff to attain an appropriate level of membership of the Chartered Institute of Purchasing and Supply (CIPS) according to job roles ¾ Providing appropriate training to all staff involved in the procurement process ¾ Providing support and developmental opportunities, including continued professional development ¾ Providing the opportunity for innovation & collaboration ¾ Allocating areas of ‘specialism’ to individual members of staff and agreeing a training and development programme for each area ¾ Implementing a succession planning programme ¾ Measuring progress
1.3 Although much of this strategy is aimed at Procurement Services staff, significant elements will be relevant to others who are involved in one or more aspects of the procurement process (such as producing specifications and contract management). 1.4 Wherever an agreed training or development opportunity attracts a cost that would be met from Procurement Service’s budget (including conferences, seminars etc.), an application form (available on SPEIR) must be completed and approved by the Head of Procurement. For all other procurement-related training and development (i.e. that do not attract a cost to Procurement Services), the application form should be completed and issued directly to the Training Liaison Officer. Staff outwith Procurement Services wishing to attend procurement modular training should use the Stevenson College booking system (available on SPEIR) to apply.
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1.5 This Strategy covers procurement related training and development only. For corporate provision, the Scottish Parliament Staff Training Strategy refers.
2. Procurement Policies and Guidance 2.1 The Procurement Policy Manual is written in plain English and is published on the Parliament’s website. It must be followed by all SPCB staff involved at any stage of the procurement process (i.e. from identifying a potential requirement to disposal of goods/termination of contract). The Policy Manual is revised at least annually. All Procurement Services staff must be familiar with the content of this manual. 2.2 The Procurement Procedures Manual (available on SPEIR) will be radically revised by March 2009 to improve both content and format and will be merged with the existing Policy Manual to form a single source of procurement guidance. All SPCB staff involved in any stage of the procurement process must follow the relevant guidance contained in this manual. 2.3 The Contractor Performance Management (CPM) Manual provides guidance for Contract Managers and Purchasers to ensure effective contractor performance and continuous improvement. It is published on the Parliament’s website and on SPEIR. The CPM Manual will be merged with other procurement manuals to form a single source of guidance by March 2009. 2.4 The Responsible Purchasing Procedures explain how sustainability issues should be built in to the procurement process. This guidance will be integrated throughout our procurement procedures by March 2009. 2.5 Regular Procurement Notices will be issued to convey significant changes to procurement policies and/or procedures and to update SPCB staff on procurement developments. All staff involved in any stage of the procurement process must read these notices and take any appropriate action. Procurement Services staff are responsible for ensuring that relevant and up to date information is issued. 3. Structure, Roles and Responsibilities 3.1
Procurement Services structure, roles and responsibilities: •
The Office structure is clearly defined (available on SPEIR), with three teams reporting through a Team Leader to the Head of Procurement. Each team has responsibility for projects, contracts and relationship management for one of the Parliament’s three main areas of procurement spend, and for implementing one significant initiative – currently: Responsible Purchasing; Contractor Performance Management; improvement of procedures & associated guidance.
•
Job roles and responsibilities, including allocated areas of ‘specialism’ are clearly defined for each member of staff within the Performance Management System. In addition, a spreadsheet is maintained to record individual
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responsibilities for all contracts within the Contractor Performance Management System. 3.2
Roles and responsibilities relating specifically to training and development: •
The Jobholder: is required to take ownership of her/his own training and development, whilst having access to the necessary information, resources and support. This includes, for example, drafting Personal Development Plans (PDPs) and Skills Profiles. The jobholder also has a responsibility to submit a report/formal feedback to the Training Liaison Officer on all training undertaken (including non-procurement training).
•
The Line Manager: is responsible for ensuring that each member of his/her staff has an up-to-date Job Role, with clearly defined objectives, a PDP and a completed Skills Profile. The line manager should work with the Jobholder to identify suitable training, support and developmental opportunities to meet her/his needs (in conjunction with the Training Liaison Officer for nonstandard requirements) and to provide guidance on additional sources of information and help. The line manager is also responsible for ensuring that all forms are completed on time according to the timetable outlined in Annex A.
•
The Training Liaison Officer (TLO): is responsible for co-ordinating Procurement Service’s training requirements. PDPs should be copied to the TLO, who will then use this information to draft the Annual Training Plan with the Head of Procurement. She/he will also liaise with the Parliament’s Training and Development Manager in relation to any corporate training requirements and provide a point of contact for dissemination of general training information and feedback from staff on training experiences.
•
The Head of Procurement: is responsible for the job-related training budget and for ensuring that all Procurement Services staff receive the training, development and support necessary to enable them to contribute effectively to the Office’s aims and objectives. The Head of Procurement must also endorse the Annual Training Plan, approve all applications for procurementrelated training and ensure consistency of approach towards training & development across the Office. Additionally, The Head of Procurement will produce an annual procurement Services Skills profile and compare progress.
•
The Training & Development Manager: is based in the Personnel Office and is responsible for the Parliament’s corporate training programme and budget. This is designed to cover provision for generic training, (i.e. training in skills that are common across all areas of Parliament), further education and central resources such as the Learning Centre (LC).
•
Parliament Training Group: is chaired by the Training & Development Manager and consists of representatives from each of the Offices (the TLOs). It provides a forum for sharing experiences and information and discussing training issues on a corporate level.
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•
Subject Matter Expert Training Group: This group is chaired by the Training and Development Manager and consists of representatives from Offices who have responsibility for areas of training such as Procurement, Health and Safety, Equalities. This group ensures that there is a consistent approach to Training and Development delivery and organisation across the Parliament and ensures that there are no major training programmes taking place at any one time.
4. Individual Skills Profiles 4.1 Four levels of procurement competency have been defined and a series of individual procurement-related competencies established. Each member of the Procurement Services team is required to undertake a self-assessment, producing an individual Skills Profile, which is then agreed with his/her line manager. The purpose of this assessment is to: ¾ identify any particular knowledge/skills gaps and ensure that training & development is targeted most effectively ¾ identify any common knowledge/skills gaps across the office and enable a prompt & cost effective response (e.g. single training session delivered to all procurement staff) ¾ identify any areas of particular strength/expertise that can be utilised in training delivery, support, coaching etc. 4.2 The production and assessment of individual skills profiles is designed to develop Procurement Services staff to their full potential. Its does not form part of the Performance Management System and will not be used to assess performance. 4.3 All Skills Profiles must be completed and agreed with line managers by end April each year. Full details of procurement-related competencies and skills profiles may be found on SPEIR and on the Parliament’s website. 5. Personal Development Plans (PDPs) 5.1. A Personal Development Plan (PDP) is a record of any training or development requirements. The PDP is an integral part of the Performance Management System and allows job holders and their line managers to: ¾ ¾ ¾ ¾
identify, discuss and agree development needs for the year ahead prioritise and plan how these will be addressed and achieved agree and set dates for reviewing the PDP if necessary, plan how poor performance might be improved.
5.2 Further information is provided within the Performance Management System guidance. 6. Annual Training Plan During May and June, the TLO will work with the Head of Procurement to prepare an Annual Training Plan based on the Skills Profiles and PDPs. This Plan will provide a
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year on year assessment of training & development activity and benefits realised, and advise staff which areas of training are to be given priority in the coming year. The PDPs will also be used to determine the training priorities for the corporate procurement training programme. The annual training plan will be published by the end of June each year. An Annual Training Plan template may be found at Annex B. 7. Formal Coaching Plan 7.1 As part of the Procurement Services succession plan, a formal system of coaching has been introduced whereby a member of staff will be allocated a project of a higher value/risk/complexity than s/he has previously undertaken. Another member of staff with previous experience of this type of project (and with the relevant level of delegated purchasing authority) will be appointed as the “coach” for the project and will offer support, guidance and feedback at all stages. The “coach” is responsible for the successful conclusion of the project, and an appropriate objective should be agreed with her/his line manager for inclusion within the Performance Management System. 7.2 The Procurement Services coaching programme, which includes a description of the role of the coach, can be found in Annex C. Templates for recording coaching meetings and agreed actions are attached as follows: ¾ Annex D - Template for recording initial coaching meeting ¾ Annex E - Template for recording subsequent coaching meetings ¾ Annex F - Template for recording final coaching meeting 7.3 The Head of Procurement, liaising with Team Leaders, will carefully select the projects and coaches. Training on coaching skills will be provided wherever necessary. 8. Membership of the Chartered Institute of Purchasing and Supply (CIPS) 8.1 Full Membership of CIPS or an equivalent qualification is generally a requirement for permanent procurement posts at Purchasing Manager level and above. CIPS Diploma Membership (successful completion of the level 4 Foundation Diploma), or equivalent, is generally a requirement for all permanent designated procurement posts below Purchasing Manager level, dependent on responsibilities. 8.2 Staff appointments made without the appropriate qualifications will be dependent on a commitment being given to undertake the necessary study programme and achieve qualification within an agreed timescale. 8.3 Support will be provided to purchasing staff who are required to obtain a professional qualification. The most appropriate method of qualification should be discussed between the job holder and her/his line manager, then approved by the Head of Procurement. Following approval, all costs of study will be met by Procurement Services (e.g. fees, additional travel, and the purchase of recommended publications). Additionally, reasonable time for study may be approved by line managers, which will generally not exceed the following guidelines: ¾ 2 hours per week for 1 subject studied, or
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¾ A maximum of 3 hours per week for 2 or more subjects, and ¾ 1 additional day prior to examination for each subject, and ¾ Day (or ½ day) of examination(s) 8.4 Leave as detailed above may be used for travelling to and from the place of study, or for study (either at home or at work, if accommodation is available). Where staff have received approval to study by means of day release, no additional study time will be granted. Leave cannot be accumulated and is dependent on the operational needs of the Office. 8.5 Methods of study include distance learning, block release, Scottish Vocational Qualification (SVQ) and evening classes. As a general rule, the SVQ route to obtaining CIPS membership will only be appropriate for purchasing staff who already have significant procurement experience. Further information may be obtained from Procurement Service’s Training Liaison Officer. 8.6 Further information about CIPS Membership types and the content of different levels of study may be found on the CIPS website. 8.7 Staff with delegated purchasing authority outwith the procurement function may wish to consider obtaining CIPS Diploma membership if employed on duties that involve a significant amount of purchasing. This should be discussed with their line manager and the Head of Procurement. 8.8 Staff undertaking a CIPS study programme that is funded by the SPCB, may be required to reimburse part/all of the costs incurred if they subsequently resign their employment within one year of completing the course. When applications to commence a study programme are approved, staff will be required to complete the form ‘Undertaking to repay CIPS study costs’ and agree to deductions from final salary. 9. Procurement-related training 9.1 Procurement related training is organised and funded by Procurement Services. Training requirements will, in the main, be identified within individual Skills Profiles and Personal Development Plans and be tailored to individual needs. However, as part of our aim to deliver a highly professional service, all purchasing staff within Procurement Services must attend annual refresher training in relation to European procurement rules. This training will be appropriate to individual needs (e.g. not necessarily a formal training course) and will be agreed between the job holder and the line manager. 9.2 ¾ ¾ ¾ ¾ ¾ ¾
Types of procurement-related training include: Professional study towards CIPS qualification Procurement Modular Training In-house workshops, seminars or presentations External seminars, workshops etc. Formal external training courses Procurement Coaching Programme
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9.3 Procurement Modular Training: A contract is in place for the provision of modular training courses. Each module covers a discreet area of procurement and job holders may attend one or more module relevant to their own duties. Further detail of each module is available on SPEIR. This type of training will be appropriate for the following job holders: ¾ Staff outwith Procurement Services, to obtain Delegated Purchasing Authority (DPA). Normally, DPA will only be given to Parliament staff who have successfully completed the following procurement-related training modules, or who have an existing equivalent qualification: o Delegated Purchasing in the Scottish Parliament (½ day) o Contracting for goods and services (1 day) o Negotiation and influencing skills in procurement (1 or 2 days) ¾ Staff outwith Procurement Services who are, or are likely to be, involved in one or more stage(s) of the procurement process. For example, drafting specifications, as a member of a tender evaluation team or as a Contract Manager. One or more of the following modules will be appropriate: o Specifying goods and services (1 day) o Contracting for goods and services (1 day) o Managing contracts for effective performance (1 day) o Managing tenders (1 day) o Negotiation and influencing skills in procurement (1 or 2 days) ¾ Newly appointed staff within Procurement Services with limited procurement experience will attend all modules agreed as being appropriate by the job holder and line manager. 9.4 Anyone wishing to undertake any of the modular training courses should discuss suitability and availability with their line manager and/or the Procurement Services Training Liaison Officer. An application form should be completed (available on SPEIR) and approved by the Head of Procurement, then sent to the Training Liaison Officer within Procurement Services. The Head of Procurement is responsible for approving all procurement-related training, which must be appropriate to the requirements of the job. 9.5 In-house workshops, seminars or presentations: The Office Skills Profile and Annual Training Plan will record training and development needs that can best be met by in-house workshops, seminars or presentations. These will be determined by the Head of Procurement and Team leaders at weekly strategy meetings and delivered by a member of staff with the relevant level of expertise. 9.6 External seminars, workshops etc.: This covers a wide variety of learning opportunities, from market/commodity specific events (such as trade fairs) to seminars & conferences hosted by other purchasing organisations. If the event relates specifically to a member of staff’s allocated responsibility/specialism, attendance can be agreed with the line manager (subject to budgetary approval if appropriate). If the event covers wider procurement topics (e.g. National conferences), the Head of Procurement and Team leaders will determine attendance
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at weekly strategy meetings (note: whoever attends will be required to provide feedback at a weekly team meeting). Attending these types of events is an important aspect of professional development and is encouraged. 9.7 Formal external training courses: By completing individual skills profiles and Personal Development Plans, training needs may be identified that are not covered as part of the CIPS programme or by in-house provision (for example, in relation to specific contracts, such as IT services or software, catering, print & publishing). These training requirements should be included in the annual training plan. Job Holders, liaising with the TLO and line managers as necessary, should identify appropriate training courses or other methods of developing the necessary skills. The Head of Procurement must approve all training in advance.
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10. Support and developmental opportunities 10.1 If we are to meet our aim of being regarded as a highly professional team that adds worth to the delivery of our procurement services, the provision of appropriate support and developmental opportunities for procurement staff will be critical. Support and development includes the following: ¾ ¾ ¾ ¾ ¾
Informal coaching on specific projects Mentoring Involvement in strategic projects/policy development Attendance at events organised by suppliers or other organisations Attendance at procurement-related conferences or similar events (e.g. CIPS East of Scotland branch events) ¾ Continued professional development (this is covered in more detail within the Succession Planning policy) ¾ Secondment or work shadowing opportunities 10.2 The provision of support and developmental opportunities must be tailored to the needs of individual job holders and to Procurement Service’s operational requirements. It is the responsibility of individual jobholders with their line managers (when agreeing skills profiles and PDPs) to agree what is appropriate. It is the responsibility of the Head of Procurement to ensure that appropriate opportunities are being offered and taken up in a consistent manner. 11. Opportunity for innovation and collaboration 11.1 Being innovative and having the ability to collaborate effectively (both internally with stakeholders and with other contracting authorities) are key skills that must be developed within any high performing team. All staff, but particularly the Head of Procurement and Team Leaders, are responsible for developing a culture that encourages innovation and collaboration. It is the responsibility of individual jobholders with their line managers (when agreeing skills profiles and PDPs) to identify any skills gaps and/or developmental needs that prevent effective participation in any of the following activities: ¾ Formation of informal discussion/focus groups ¾ sharing of expertise ¾ effective forward planning (particularly development of individual procurement strategies) ¾ effective market/product research ¾ team ‘brainstorming’ sessions ¾ relationship management responsibilities ¾ effective networking ¾ contribution towards continuous improvement of polices and practices 11.2 A standing item for weekly strategy meetings is “Office Improvement/Staff Development” and the Head of Procurement, with Team leaders, will discuss suggested initiatives that may be taken forward. These suggestions may originate from team meetings (which also discuss this item weekly), office events such as
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Away Days, or be generated at the strategy meetings themselves. A single initiative will be taken forward at any one time, with progress reported at weekly team meetings, then completed before any subsequent initiative commences. 12. Areas of Procurement Specialism The following main ‘specialist’ areas will be allocated to individual Procurement Services jobholders, who will then become the Office ‘specialist’. Areas of specialism will be rotated from time to time, taking into account staff development and operational requirements. The associated training, support and development required are defined below. Area of Specialism European procurement legislation
Legal issues
Procurement audit
Contractor Performance Management (CPM)
Responsible Purchasing
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Training etc. • Undertake initial formal training event, then attend regular refresher training (at least annually) • Familiarisation with Public Procurement Directives and Regulations, and relevant case law • Develop networks to discuss complex issues and keep abreast of developments (e.g. Legal Services, OGC, Scottish Executive) • Undertake appropriate contract law training (either as part of CIPS programme if recent, or external course), then attend regular refresher training (at least biennially) • Keep abreast of relevant case law by reading ‘Public Procurement law Review’ • Familiarisation with SPCB standard conditions of contract • Develop relationships with Legal Services to discuss complex issues and keep abreast of developments • Familiarisation with SPCB procurement policies & procedures and EC procedures • Familiarisation with OGC ‘Gateway’ reviews and SPCB ‘Gateway light’ approach • Develop and maintain relationship with the Head of Internal Audit to keep abreast of developments and programme changes • Attend ‘Managing Contracts for Effective Performance’ module • Familiarisation with CPM guidance • Undertake research on various performance measurement techniques • Attend training courses for specific aspects highlighted for improvement, e.g. performance measurement, relationship management, risk management • Familiarisation with Responsible Purchasing strategy, policy and procedures
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Individual Champions for: • Environmental Impact • Social & ethical issues • Waste and disposals • SMEs, Scottish suppliers and Social Enterprise
Freedom of Information & Data protection
Delegated Purchasing Authority & Government Procurement Cards Retail Procurement
Sponsorship
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• Undertake on-going self development (e.g. reading, networking). • Undertake formal training event plus biennial refresher training. • Attend at least one targeted conference/seminar per annum. • Attend less formal events (e.g. workshops) as appropriate. • Familiarisation with Responsible Purchasing strategy, policy and procedures • Identify skills gaps from individual skills profiles and include in annual training plan • Undertake on-going self development (e.g. reading, networking). • Undertake formal training event plus biennial refresher training. • Attend appropriate events (e.g. workshops, seminars). • Undertake initial formal training event, then attend regular refresher training provided corporately • Undertake on-going self development (e.g. regular review of Commissioner’s website) • Familiarisation with corporate guidance and database • Familiarisation with relevant SPCB policies and procedures • Develop and maintain an understanding of the organisation and its procurement needs • Familiarisation with relevant SPCB policies and procedures • Meetings (possibly secondment/work shadowing) with Retail Manager • Undertake on-going self-development (e.g. appropriate formal training, reading, networking) • Familiarisation with relevant SPCB policies and procedures • Meetings with Head of Events • Undertake on-going self-development (e.g. appropriate formal training, reading, networking) • Develop relationships with key potential sponsors to keep abreast of relevant issues and developments
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Information Technology and Telecommunications
Building Maintenance and Works related procurement
• Undertake initial formal training event, then attend regular refresher training • Meetings (possibly secondment/work shadowing) with BIT • Keep abreast of developments by building effective networks and reading appropriate publications, undertaking research etc. • Undertake initial formal training event, then attend regular refresher training • Meetings (possibly secondment/work shadowing) with FM • Keep abreast of developments by building effective networks and reading appropriate publications, undertaking research etc.
13. Succession Planning It is our aim to develop every member of Procurement Services staff to the maximum of their potential and, as a result, create a realistic career path for all job roles up to Head of Procurement. A formal succession plan is being developed and will be implemented and published by end August 2008. 14. Measuring Progress If we are to be regarded as highly professional in all procurement activities, we must set clear standards for purchasing staff and then measure progress against those standards. Progress will be measured as follows: ¾ By producing a baseline Procurement Services Skills Profile (a graphic representation showing overall competency levels against job roles), then comparing progress annually ¾ Through the Performance Management System ¾ By conducting a survey of internal customers & contractors to produce a baseline procurement performance assessment, then repeating & comparing results at regular intervals ¾ By analysing anonymous feedback from all hosted events (e.g. “Meet the Buyer”) and compare against previous similar events ¾ By holding regular Procurement Services team workshops to carry out self assessments
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Annex A
Training & Development and Performance Management: Yearly Timetable
Action
Responsibility
Deadline
Complete Skills Profile Self Assessment, signed by Job Holder and Line Manager and issued to Head of Procurement Complete PDP and agree with Line Manager Complete End Year review
Job Holder and Line Manager
End April
Job Holder
Mid May
Job Holder and Line Manager Head of Procurement
Mid May
Complete Procurement Services Annual Skills Profile Publish Procurement Services Annual Training Plan Complete In-Year Review
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End May
Training Liaison Officer End June and Head of Procurement Job Holder and Line End Manager October
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Annex B (Template) Procurement Services Training Plan: [enter year, e.g. 2008/09]
Current status of Procurement Services staff Enter summary of staff qualifications, expertise etc. to date. For example, start with the percentage of Purchasing Managers and above who are MCIPS and position for remaining staff. Record details of any other relevant qualifications and areas of well developed expertise. Previous year: [enter year] Provide a summary of training, development and support delivered in the previous year under the following sub headings (Note: details should be provided in terms of e.g. the number (not names) of staff attending particular training): MCIPS Procurement Modular Training In-house workshops, presentations, seminars etc. External seminars, workshops, conferences etc. External formal training courses Formal coaching programme Provide also any outstanding training/development requirements that should have but were not met during the previous year, and explain why (e.g. course cancelled, insufficient resources to hold event) Key issues for the forthcoming year Summarise any significant issues/challenges that will impact on training and development, e.g. new Procurement Regulations, a number of new staff taking up post, a particular initiative such as Responsible Purchasing. Office Skills Profile Provide brief summary of strengths, weaknesses, significant highlights (e.g. improvements from previous year), then insert Skills Profile diagram. Programme for the forthcoming year Requirement EU Procurement rules – advertising requirements EU Procurement rules overview Improve understanding of the Social Economy
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Type of event In-house workshop External training course External conference or workshop
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Who? All purchasing staff Enter name of staff member Enter name(s)
Timing By [enter date] By [enter date] By [enter date]
Annex C PROCUREMENT OFFICE COACHING PROGRAMME Introduction 1. The Procurement Office has introduced a formal coaching programme, which aims to improve individual skills, ability and confidence by identifying & allocating suitable projects to individual members of staff, and appointing a Coach with the relevant experience to guide them through the project. 2. The Head of Procurement is responsible for ensuring that staff are allocated appropriate projects, that the appointed coach has the necessary skills and experience, and that adequate training is provided wherever necessary. The coaching programme will be updated and issued to procurement staff annually. Role of the Coach 3. Aim, Objectives and Critical Success Factors: Agree the aim, objectives and critical success factors, in terms of both the project itself and the personal development of the person being coached. 4. Analysis: Assess current expertise, experience and skills, and then identify any learning requirements necessary to meet the aim and objectives. The following skills & learning needs should be considered: ¾ ¾ ¾ ¾ ¾ ¾
Work-related (e.g. EC Directives, procedures, negotiation etc.) Interpersonal/relationship management Management/team working Confidence/assertiveness Communication skills, written & oral Coaching skills (for the Coach)
5. Planning: Effective planning is crucial to the success of the project and the coaching exercise. The following is required as a minimum: ¾ ¾ ¾ ¾ ¾
Initial meeting between staff member & coach Agree roles and responsibilities Agree learning plan & training requirements Agree coaching role & assessment methods Produce Action Plan for individual development
6. Implementation: The Coach is responsible for the successful implementation of the project and must: ¾ ¾ ¾ ¾ ¾
Clearly explain the requirements Demonstrate requirements wherever necessary Supervise & support activity Ensure all agreed training takes place at the appropriate time Ensure regular, effective two-way feedback takes place
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¾ Adjust the coaching role as required to suit the individual needs & progress 7. Evaluation: It is essential that the project be evaluated so that lessons can be learned and the level of success measured. Evaluation is also necessary to establish whether the person being coached can now take on a similar project with less or minimal support. The following factors should be considered when evaluating the success of a project: ¾ Achievement (or otherwise) of aim and objectives through open & honest, constructive feedback ¾ Areas that could have been done better and/or were done particularly well ¾ Production of an Action Plan for further development ¾ Comparison of final Action Plan with initial Action Plan Core Skills for the Coach 8. It is important that the Coach has the necessary skills (and resources) to effectively carry out their role, otherwise it will be de-moralising for the person being coached and the project will almost certainly fail. The following skills & experience are essential: ¾ ¾ ¾ ¾ ¾ ¾ ¾
Relevant experience of the value/type of project Necessary level of delegated purchasing authority Effective listening skills and questioning techniques Ability to observe & recognise competencies Ability to respond flexibly, to summarise & clarify effectively Effective interpersonal skills Ability to recognise different learning styles & adapt appropriate coaching method ¾ Ability to motivate, build confidence & gain commitment to performance goals ¾ Ability to deliver all feedback (good and bad) positively & effectively 9. Prior to carrying out a coaching role, staff should consider attendance on the SPCB Coaching Skills course. Details are available on SPEIR.
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Annex D (Template)
Procurement Services Coaching Programme: Record of initial meeting held on [DATE] Member of Staff: Coach: Project:
1.
[to be completed] [to be completed] [to be completed]
Aim, Objectives and Critical Success factors
Record agreed aim, objectives and critical success factors – in terms of both the project itself and the personal development of the person being coached. Confirm that the project requirements have been clearly explained.
2.
Assessment of current expertise, experience etc.
Include details of the individual’s past experience and current knowledge, noting strengths and areas requiring development. Highlight the impact this assessment is likely to have on the proposed project, e.g. timescales, extent of support necessary. Also include details of any training/support requirements for the coach.
3.
Roles and Responsibilities
Agreed roles and responsibilities should be defined. The coach should also describe the coaching role (support, supervise etc) and confirm that s/he is responsible for the successful implementation of the project.
4.
Identification of learning needs
Learning Need e.g. European procurement procedures
e.g. relationship management skills
Learning Method e.g. Procedures manual, read Public Contracts (Scotland) Regulations, relevant text books, coaching, training course, etc. Note: does not have to be formal training courses. e.g. formal training, sit in on meetings; LRC; coaching
Note: where appropriate, to be included in the individual’s PDP with agreement of the line manager.
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5.
Planning
Outline agreed plans for next stage and produce action plan for individual development (attaché as Annex). Arrange next meeting and record date.
6.
Assessment Methods
Confirm assessment methodology and timescales. Also confirm how feedback will be provided (usually informally as the project progresses and formally at the scheduled meetings).
[Name of Coach] Procurement Services [Date]
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Annex E (Template) Procurement Services Coaching Programme: Record of meeting* held On [DATE] Member of Staff: Coach: Project:
1.
[to be completed] [to be completed] [to be completed]
Action points from last meeting
The action points should be listed here with record of actions met, progress, outstanding items.
2.
Feedback
Should be 2-way. Record here what has gone well (and why), areas that didn’t work well or could have been improved upon (explain the issues identified and provide reasons), lessons learned, recommendations for future etc. 3.
Training/ Development
Provide updated learning needs table if appropriate i.e. record any activity/courses attended etc and any new needs identified since previous meeting.
4.
Next stage
Plans, activities etc. for the next stage should be agreed and recorded here. Also, confirm when next meeting is to be held.
[Name of Coach] Procurement Services [Date]
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Annex F (Template)
Procurement Services Coaching Programme: Record of final meeting* Held on [DATE] Member of Staff: Coach: Project: 1.
[to be completed] [to be completed] [to be completed]
Action points from previous meetings
The action points should be listed here, with outcomes and comments recorded against each. As this is the final meeting, all action points should be met – if not, explain why. 2.
Evaluation
The project should be discussed from start to finish and each stage assessed (this must be a 2-way assessment.) Summarise the main points of the assessment, e.g.: What lessons have been learned? What has been achieved? Was the project appropriate for this coaching exercise? Are there any areas that could have been done better, if so, explain? Are there any areas that were particularly well done, if so, explain? How effective was the support provided by the coach? What has the coach learned from the process? Could the person being coached now take on a similar project with less/no support? 3.
Action Plan
Prepare an action plan for further development (attach as Annex). Summarise improvements from original Action Plan – i.e. compare skills gap then and now.
[Name of Coach] Procurement Services [Date]
March 2008
22
Annex G UNDERTAKING TO REPAY TRAINING FEES FOR MEMBERSHIP OF THE CHARTERED INSITUTE OF PURCHASING & SUPPLY (CIPS)
Whereas I, «enter name», currently employed by the Scottish Parliamentary Corporate Body (SPCB), have been allocated a place in relation to a course of study to gain Membership of the Chartered Institute of Purchasing & Supply at «enter college/university» and whereas the SPCB, as evidenced by the signature to this undertaking, undertakes to pay the course fees, including those in respect of examinations, charged by «enter college/university» in respect of my participation in the said course of study (“the course fees”), now therefore I, «enter name» hereby undertake as follows :1. In the event that, while remaining in the employment of the SPCB, I voluntarily withdraw from or terminate my said course of study early without prior consent in writing from the SPCB then I shall be liable, unless the SPCB determine otherwise, to reimburse the SPCB for the course fees paid by it in respect of that course. 2. In the event that, while remaining in the employment of the SPCB, I am dismissed or otherwise compulsorily discharged from my said course of study then I shall be liable, unless the SPCB determine otherwise, to reimburse the SPCB for the course fees paid by it in respect of that course. 3. In the event that my employment by the SPCB is terminated, whether at my instance or at the instance of the SPCB, prior to my completion of the said course of study then I shall be liable, unless the SPCB determine otherwise, to reimburse the SPCB for the course fees paid by it in respect of that course, except that I shall not be so liable in the event that my said employment is terminated by reason of redundancy. 4. In the event that my employment by the SPCB is terminated, whether at my instance or at the instance of the SPCB, before the expiration of a period of one year after the end of the said course of study (to be taken as the date of the final examination) then I shall be liable, unless the SPCB determine otherwise, to make repayment on demand to the SPCB of the amount specified in paragraph 5 hereunder. 5.
The amount specified is:-
(12 –the number of months of worked after the end of the course) X the course fees 12 .
March 2008
23
6. I agree that if my employment by the SPCB is terminated whether at my instance or at the instance of the SPCB and any sums that might be repayable to the SPCB in pursuant to this undertaking remain unpaid then such sums may be set off against any pay allowances, pension benefits or other payments due to me, by the SPCB.
Dated ________________________
Signed __________________________ (on behalf of the Scottish Parliamentary Corporate Body)
Dated _________________________
Signed __________________________ (member of staff undertaking course of study)
March 2008
24
Annex H
Procurement Competency Skills Profile Name:
Job Title: Guidance for completion
PROCUREMENT COMPETENCY
0
LEVEL 1 2
High Quality Service Demonstrates an understanding of the general principles of strategic procurement Demonstrates a thorough understanding of SPCB procurement policy & procedures & can apply them appropriately Can apply and advise on EU legislation in a knowledgeable and appropriate manner Demonstrates an appropriate level of expertise against all areas of allocated specialism Fully understands the principles of, and can effectively apply, appropriate whole life costing/pricing mechanisms Demonstrates ability to apply appropriate evaluation procedures at supplier selection & bid evaluation stages of the procurement process Allocates appropriate time and focus to market research, using effective techniques & skills to analyse findings, adding value to the procurement process Demonstrates appropriate level of expertise in Responsible Purchasing issues, able to incorporate relevant elements into procurement activity In relation to Contractor Performance Management: • Demonstrates the ability to incorporate appropriate KPIs into contracts, reflecting priorities and risks • Demonstrates a good understanding of contracts assigned, able to respond to queries/provide advice effectively Flexibility and Adaptability
Page 1 of 4
EVIDENCE/COMMENTS 3
4
Demonstrates the ability to apply the correct balance between flexibility, innovation and compliance, considering and managing risks appropriately Is able to manage time effectively, timetabling projects, meeting milestones and dealing with ad-hoc projects/tasks without difficulty Personal Contribution Fully understands ethical standards within the Policy Manual, demonstrating the ability to apply consistently & advise others Demonstrates continued commercial awareness, keeping abreast of developments & applying within the procurement function to add value Keeps abreast of developments in Responsible Purchasing issues, particularly those relavant to contract responsibilities Takes responsibility for appropriate personal professional development, increasing overall professional effectiveness Is able to effectively plan workload, allowing for innovation/value added activities, whilst completing all allocated responsibilities within agreed timescales Problem Solving and Decision Making Demonstrates a thorough understanding of contract law & how this needs to be interpreted/applied in practical terms Demonstrates the ability to identify actual & potential problems within the procurement cycle and, by establishing the source(s) and analysing implications, take prompt & appropriate actions Is able to adopt an innovative approach to problem solving/decision making, adding value rather than routinely repeating previous methods Understands risk assessment & can apply appropriate methodology in practical situations Is able to develop appropriate procurement strategies, demonstrated by the effectiveness of contracts let By effectively analysing issues and applying commercial experience, can provide evidence to show improvements achieved in contract performance Leadership and Team Working
Page 2 of 4
Demonstrates effective project management skills, both in terms of timing and relationship management Can provide evidence of contributing experience/expertise to either formal or informal team sessions that improves procurement outputs for other team members Communication and Interpersonal Skills Is able to provide written work of a consistently high standard that reflects positively on the Procurement function Demonstrates the ability to produce documentation that provides an effective audit trail Understands & is able to apply the necessary skills to specification development, adding measurable value to the process Has well defined influencing skills, demonstrated in procurement achievements Is able to demonstrate assertiveness skills that add value to procurement outputs Is a skilled negotiator, understanding relevant theories & techniques, and demonstrating practical achievements Has proven presentational skills that help increase the profile and perceived professionalism of the procurement function Has the necessary skills and ability to raise the profile of the procurement function and is able to demonstrate practical achievements Is able to effectively manage all professional relationships Has the skills necessary for effective networking/collaboration Demonstrates the ability to de-brief suppliers in a manner that genuinely helps them improve their performance, enhances the reputation of the Scottish Parliament and contribute to continuous improvement of Procurement procedures Parliamentary Awareness Demonstrates a level of political awareness that enables relevant factors to be considered throughout the procurement process Understands the media implications of procurement decisions and knows when to alert MRO/escalate issues Demonstrates appropriate understanding of FoI legislation and how it relates to the procurement process
Page 3 of 4
Percentage at each Level Proficiency Level
0%
0%
0%
0%
0%
Check that you do not have double entries
Summary of skills gaps identified
Signed…………………………………….. Date …..…………… (Job Holder)
Proposed actions
Signed…………………………………….. Date ……..………… (Line Manager)
Page 4 of 4
SKILLS PROFILE: GUIDANCE ON COMPLETION
Competency Levels 1. The job holder should undertake a self assessment of the agreed procurement competencies in order to develop his/her “Skills Profile” 2. Each individual procurement sub-competency should be considered against the descriptions contained in the table below. The most appropriate level should be selected and recorded in the corresponding box in the Skills Profile (using the drop-down box). 3. For example, the first sub-competency “understands general principals and processes of strategic procurement, with full knowledge of the procurement lifecycle” should be considered as follows: •
No real understanding of strategic procurement, unable to explain (in basic terms) the procurement lifecycle – Level 0. In general, level “0” should be applied wherever the job holder has no real knowledge, understanding or practical experience of an individual competency.
•
Has limited awareness of the general principles and processes of strategic procurement and related parliament issues/implications. Has some basic understanding of the procurement lifecycle, knowing when to seek support/guidance – Level 1 (Awareness)
•
Understands key principles & processes of strategic procurement, challenges proposed needs/solutions to add value to the process. Full knowledge of the procurement lifecycle, which is properly taken account of when developing appropriate procurement strategies. Delivers against project objectives and targets without constant upwards referral (which is only required for non-standard issues and problems) – Level 2 (Practitioner)
•
Detailed knowledge of the principles & processes of strategic procurement, able to provide effective advice & guidance on all aspects (including unusual or non-standard issues & problems). Capable and confident in all aspects of the procurement lifecycle, applying skills to add value to the process. Able to support or coach more inexperienced staff in these areas. – Level 3 (Expert)
•
Extensive and substantial practical experience can be demonstrated in all aspects of strategic procurement, setting an example to others (often seen as a role model) and recognised as an expert in this field. Fully understands the procurement lifecycle, adopting an innovative approach to embedding this effectively into procurement strategies, enabling and empowering staff to deliver effectively. Considers political & media implications of different procurement strategies and how they may impact on other business areas – Level 4 (Innovator)
4.
Description of competency levels
Level Level 0 (may apply to any grade) Level 1 (generally applies to Grade 1&2)
Level 2 (generally applies to Grade 3)
Level 3 (generally applies to Grade 4)
Level 4 (generally applies to Grade 5 & 6)
Description The job holder has no real knowledge, understanding or practical experience of an individual competency. Awareness Ability to comply with procedures and limited awareness of procurement and Parliament issues and their implications, knowing when to seek guidance. Knows the quality of service required and understands the needs of customers Knowledge/Practitioner Ability to understand key procurement & Parliament issues and their implications, and to ask relevant & constructive questions. Proactive in service delivery, seeking to introduce improvements. Is able to deliver against Procurement Services objectives & targets without constant upwards referral (which will only be required for non-standard issues & problems). Expert Detailed knowledge of procurement and Parliament issues. Ability to provide effective advice & guidance on all relevant issues (including unusual/non standard issues & problems), anticipating customer requirements. Capable and confident in applying skills in ordinary & unusual situations and may be involved in coaching/mentoring activities. Innovator Extensive and substantial practical experience with applied knowledge of procurement, setting example to others and recognised as an expert and visionary in the field. Considers political & media implications of procurement policies & procedures and how they may impact on other business areas. Enables & empowers staff to deliver effectively and shows advanced thinking, developing innovative approaches and driving strategic implementation.
5. Following the self-assessment, a meeting should be held between the job holder and their line manager to agree the final Skills Profile and complete the “Evidence/Comments” and “Summary of skills gaps identified” boxes. The form should then be signed and dated by both parties and passed to the Head of Procurement by the end of April. Evidence/Comments 6. The text entered in this column should be for the purpose of informing future training & development decisions. For example, where competencies
are scored below the level identified as appropriate for that particular grade, details of particular knowledge/skills gaps should be entered. Evidence should also be provided to support scores above the level identified as appropriate for that particular grade, as this will help to ensure accuracy and enable identification of particular expertise for future mentoring/coaching/training roles. Wherever levels have been disputed between the jobholder and line manager, supporting evidence should be provided as this will help the Head of Procurement determine the appropriate level. Summary of skills gaps identified 7. This box should be used to summarise the comments/evidence inserted against individual competencies. It should focus on significant skills gaps (e.g. where several sub-competencies within an overall competency were scored below the level identified as appropriate for that particular grade or where an individual sub-competency is a critical element of the job role). 8. Details of proposed actions should also be provided, using the Procurement Services Training & Development Strategy as guidance.
SKILLS PROFILE: GUIDANCE ON COMPLETION
Competency Levels 1. The job holder should undertake a self assessment of the agreed procurement competencies in order to develop his/her “Skills Profile” 2. Each individual procurement sub-competency should be considered against the descriptions contained in the table below. The most appropriate level should be selected and recorded in the corresponding box in the Skills Profile (using the drop-down box). 3. For example, the first sub-competency “understands general principals and processes of strategic procurement, with full knowledge of the procurement lifecycle” should be considered as follows: •
No real understanding of strategic procurement, unable to explain (in basic terms) the procurement lifecycle – Level 0. In general, level “0” should be applied wherever the job holder has no real knowledge, understanding or practical experience of an individual competency.
•
Has limited awareness of the general principles and processes of strategic procurement and related parliament issues/implications. Has some basic understanding of the procurement lifecycle, knowing when to seek support/guidance – Level 1 (Awareness)
•
Understands key principles & processes of strategic procurement, challenges proposed needs/solutions to add value to the process. Full knowledge of the procurement lifecycle, which is properly taken account of when developing appropriate procurement strategies. Delivers against project objectives and targets without constant upwards referral (which is only required for non-standard issues and problems) – Level 2 (Practitioner)
•
Detailed knowledge of the principles & processes of strategic procurement, able to provide effective advice & guidance on all aspects (including unusual or non-standard issues & problems). Capable and confident in all aspects of the procurement lifecycle, applying skills to add value to the process. Able to support or coach more inexperienced staff in these areas. – Level 3 (Expert)
•
Extensive and substantial practical experience can be demonstrated in all aspects of strategic procurement, setting an example to others (often seen as a role model) and recognised as an expert in this field. Fully understands the procurement lifecycle, adopting an innovative approach to embedding this effectively into procurement strategies, enabling and empowering staff to deliver effectively. Considers political & media implications of different procurement strategies and how they may impact on other business areas – Level 4 (Innovator)
4.
Description of competency levels
Level Level 0 (may apply to any grade) Level 1 (generally applies to Grade 1&2)
Level 2 (generally applies to Grade 3)
Level 3 (generally applies to Grade 4)
Level 4 (generally applies to Grade 5 & 6)
Description The job holder has no real knowledge, understanding or practical experience of an individual competency. Awareness Ability to comply with procedures and limited awareness of procurement and Parliament issues and their implications, knowing when to seek guidance. Knows the quality of service required and understands the needs of customers Knowledge/Practitioner Ability to understand key procurement & Parliament issues and their implications, and to ask relevant & constructive questions. Proactive in service delivery, seeking to introduce improvements. Is able to deliver against Procurement Services objectives & targets without constant upwards referral (which will only be required for non-standard issues & problems). Expert Detailed knowledge of procurement and Parliament issues. Ability to provide effective advice & guidance on all relevant issues (including unusual/non standard issues & problems), anticipating customer requirements. Capable and confident in applying skills in ordinary & unusual situations and may be involved in coaching/mentoring activities. Innovator Extensive and substantial practical experience with applied knowledge of procurement, setting example to others and recognised as an expert and visionary in the field. Considers political & media implications of procurement policies & procedures and how they may impact on other business areas. Enables & empowers staff to deliver effectively and shows advanced thinking, developing innovative approaches and driving strategic implementation.
5. Following the self-assessment, a meeting should be held between the job holder and their line manager to agree the final Skills Profile and complete the “Evidence/Comments” and “Summary of skills gaps identified” boxes. The form should then be signed and dated by both parties and passed to the Head of Procurement by the end of April. Evidence/Comments 6. The text entered in this column should be for the purpose of informing future training & development decisions. For example, where competencies
are scored below the level identified as appropriate for that particular grade, details of particular knowledge/skills gaps should be entered. Evidence should also be provided to support scores above the level identified as appropriate for that particular grade, as this will help to ensure accuracy and enable identification of particular expertise for future mentoring/coaching/training roles. Wherever levels have been disputed between the jobholder and line manager, supporting evidence should be provided as this will help the Head of Procurement determine the appropriate level. Summary of skills gaps identified 7. This box should be used to summarise the comments/evidence inserted against individual competencies. It should focus on significant skills gaps (e.g. where several sub-competencies within an overall competency were scored below the level identified as appropriate for that particular grade or where an individual sub-competency is a critical element of the job role). 8. Details of proposed actions should also be provided, using the Procurement Services Training & Development Strategy as guidance.
