11 CORE COMPETENCIES http://thenursingprofession.blogspot.com/2009/09/11-core-competencies.

html KEY AREAS OF RESPONSIBILITY:

CORE COMPETENCY STANDARDS FOR NURSING PRACTICE IN THE PHILIPPINES Safe & quality nursing practice Management of resources & environment Health education Legal responsibility Ethico moral responsibility Personal & professional development Quality improvement Research Record management Communication Collaboration & teamwork

LEGAL BASES Article 3 Sec.9 (c) of R.A. 9173/ Philippine Nursing Act 2002 Board shall monitor & enforce quality standards of nursing practice necessary to ensure the maintenance of efficient, ethical and technical, moral and professional standards in the practice of nursing taking into account the health needs of the nation. SIGNIFICANCE OF CORE COMPETENCY STANDARDS Unifying framework for nursing practice, education, regulation Guide in nursing curriculum development Framework in developing test syllabus for nursing profession entrants Tool for nurses performance evaluation Basis for advanced nursing practice, specialization Framework for developing nursing training curriculum Public protection from incompetent practitioners Yardstick for unethical, unprofessional nursing practice Phases of developing competency standards 1st Phase Competency identification through DACUM 2nd Phase Verification of identified competencies 3rd Phase Pilot testing ( senior student in 8 nursing colleges) 4th Phase Benchmarking with exiting standards from 3 countries + ICN I. SAFE AND QUALITY NURSING CARE CORE COMPETENCY 1: Demonstrate knowledge based on health/illness status of individual/ groups Indicators : Identifies health needs of patients/groups Explains patient/group status

CORE COMPETENCY 2: Provides sound decision making in care of individual/groups considering their beliefs, values Indicators : Problem identification Data gathering related to problem Data analysis Selection appropriate action Monitor progress of action taken CORE COMPETENCY 3: Promotes patient safety and comfort Indicators : Performs age-specific safety measures and comfort measure in all aspects of patient care CORE COMPETENCY 4: Priority setting in nursing care based on patients needs Indicators : Identifies priority needs of patients Analysis of patients needs Determine appropriate nursing care to be provided CORE COMPETENCY 5: Ensures continuity of care Indicators : Refers identified problems to appropriate individuals/ agencies Establish means of providing continuous patient care CORE COMPETENCY 6: Administers medications and other health therapeutics Indicators : Conforms to the 10 golden rules in medication administration and health therapeutics CORE COMPETENCY 7: Utilizes nursing process as framework for nursing. Performs comprehensive, systematic nursing assessment Indicators : Obtains consent Complete appropriate assessment forms Performs effective assessment techniques Obtains comprehensive client information Maintains privacy and confidentiality Identifies health needs CORE COMPETENCY 8: Formulates care plan in collaboration with patients, other health team members Indicators : Includes patients, family in care planning States expected outcomes in nursing interventions Develops comprehensive patient care plan Accomplishes patient centered discharge plan CORE COMPETENCY 9: Implements NCP to achieve identified outcomes

Indicators : Explain interventions to patient, family before carrying them out Implement safe, comfortable nursing interventions Acts according to clients health conditions, needs Performs nursing interventions effectively and in timely manner CORE COMPETENCY 10: Implements NCP progress toward expected outcomes Indicators : Monitors effectiveness of nursing interventions Revises care plan PRN CORE COMPETENCY 11: Responds to urgency of patients condition Indicators : Identifies sudden changes in patients health conditions Implements immediate, appropriate interventions II. MANAGEMENT OF RESOURCES AND ENVIRONMENT CORE COMPETENCY 1: Organizes workload to facilitate patient care Indicators: Identifies task or activities that need to be accomplished Plans the performance of task or activities based on priority Finishes work assignment on time CORE COMPETENCY 2: Utilizes resources to support patient care Indicators: Determines the resources needed to deliver patient care Control the use of equipment CORE COMPETENCY 3: Ensures the functioning of resources Indicators: Check proper functioning of the equipment Refers Malfunctioning equipment to appropriate unit CORE COMPETENCY 4: Check the Proper functioning of the Equipment Indicators: Determines the task and procedures that can be safely assigned to the other members of the team Verifies the competence of the staff prior to delegating tasks CORE COMPETENCY 5: Maintains safe Environment Indicators: Observe proper disposal of waste Adheres to policies, procedures and protocols on prevention and control of infection Defines steps to follow incase of fire , earthquake and other emergency situation

III. HEALTH EDUCATION CORE COMPETENCY 1: Assesses the learning needs of the patient and the family Indicators: Obtains learning information through interview, observation and validation Defines relevant information Completes assessment records appropriately Identify priority needs CORE COMPETENCY 2: Develops Health Education plan based on assessed and anticipated needs. Indicators: Considers nature of the learner in relation to social, cultural, political, economic, educational, and religious factor CORE COMPETENCY 3: Develops learning material for health education Indicators: Involves the patient, family and significant others and other resources Formulates a comprehensive health educational plan with the following components , objectives, content and time allotment Teaching-learning resources and evaluation parameters Provides for feedback to finalize plan CORE COMPETENCY 4: Implements the health Education Plan Indicators: Provides for conducive learning situation in terms of timer and place Considers client and family preparedness Utilize appropriate strategies Provides reassuring presence through active listening, touch and facial expression and gestures Monitors client and familys responses to health education CORE COMPETENCY 5: Evaluates the outcome of health Education Indicators: Utilizes evaluation parameters Documents outcome of care Revises health education plan when necessary IV. ETHICO-MORAL RESPONSIBILITY CORE COMPETENCY 1: Respects the rights of individual/ groups Indicator: Renders nursing care consistent with the patients bill of rights (ie. confidentiality of information, privacy, etc.) CORE COMPETENCY 2 Accepts responsibility & accountability for own decisions and actions Indicators: Meets nursing accountability requirements as embodied in the job description

 Justifies basis for nursing actions and judgment Protects a positive image of the profession CORE COMPETENCY 3 Adheres to the national and international code of ethics for nurses Indicators: Adheres to the Code of Ethics for Nurses and abides by its provisions Reports unethical and immoral incidents to proper authorities V. LEGAL RESPONSIBILITY CORE COMPETENCY 1: Adheres to practices in accordance with the nursing law and other relevant legislation including contract and informed consent. Indicators: Fulfill legal requirements in Nursing Practice Holds current professional license Acts in accordance with the terms of contract of employment and other rules and regulation Complies with the required CPE Confirms information given by the doctor for informed consent Secures waiver of responsibility for refusal to undergo treatment or procedures Check the completeness of informed consent and other legal forms CORE COMPETENCY 2: Adheres to organizational policies and procedures, local and national Indicators: Articulates the vision and mission of the institution where one belongs Acts in accordance with the established norms and conduct of the institution/ organization CORE COMPETENCY 3: Document care rendered to patients. Indicators: Utilizes appropriate patient care records and reports Accomplish accurate documentation in all matters concerning patient care in accordance with the standard of nursing practice. VI. PERSONAL & PROFESSIONAL DEVELOPMENT CORE COMPETENCY 1 Identifies own learning needs Indicators: Verbalizes strengths, weaknesses, limitations. Determines personal and professional goals and aspirations. CORE COMPETENCY 2 Pursues continuing education Indicators: Participates in formal and non-formal education. Applies learned information for the improvement of care. CORE COMPETENCY 3 Gets involved in professional organizations and civic activities

Indicators: Participates actively in professional, social, civic and religious activities Maintain membership to professional organizations Support activities related to nursing and health issues CORE COMPETENCY 4 Projects a professional image of nurse Indicators: Demonstrate good manners and right conduct at all times. Dresses appropriately. Demonstrates congruence of words and actions. Behaves appropriately at all times. CORE COMPETENCY 5 Possesses positive attitude towards change and criticism Indicators: Listens to suggestions and recommendations. Tries new strategies or approaches. Adapts to changes willingly. CORE COMPETENCY 6 Performs function according to professional standards Indicators: Assesses own performance against standards of practice. Sets attainable objectives to enhance nursing knowledge and skills. Explains current nursing practices, when situations call for it. VII. RESEARCH CORE COMPETENCY 1: Gathers data using different methodologies Indicators: Identifies researchable problems regarding patient care and community health Identifies appropriate methods of research for a particular patient/community problem Combines quantitative and qualitative nursing design thru simple explanation on the phenomena observed Analyzes data gathered CORE COMPETENCY 2: Recommends actions for implementation Indicator: Based on the analysis of data gathered, recommends practical solutions appropriate for the problem CORE COMPETENCY 3: Disseminates results of research findings Indicators: Communicates results of findings to colleagues/patients/family and to others Endeavors to publish research Submits research findings to own agencies and others as appropriate CORE COMPETENCY 4: Applies research findings in nursing practice Indicators: Utilizes and findings in research in the provision of nursing care to individuals/groups/communities Makes use of evidence-based nursing to ameliorate nursing practice

VIII. RECORDS MANAGEMENT CORE COMPETENCY 1: Maintains accurate and updated documentation of patient care Indicator: Completes updated documentation of patient care CORE COMPETENCY 2: Records outcome of patient care Indicator: Utilizes a record system CORE COMPETENCY 3: Observes legal imperatives in recording keeping Indicators: Observes confidentially and privacy of patients records Maintains an organized system of filing and keeping patients records in a designated area Refrains from releasing records and other information without proper authority IX. COMMUNICATION CORE COMPETENCY 1: Establishes rapport with patients, significant others and members of the health team. Indicators: Creates trust and confidence Listens attentively to clients queries and requests Spends time with the client to facilitate conversation that allows client to express concern. CORE COMPETENCY 2: Identifies verbal and non-verbal cues Indicator: Interprets and validates clients body language and facial expression CORE COMPETENCY 3: Utilizes formal and informal channels Indicator: Makes use of available visual aids CORE COMPETENCY 4: Responds to needs of individuals, family, group and community Indicator: Provides re- assurance through therapeutic, touch, warmth and comforting words of encouragement Readily smiles CORE COMPETENCY 5: Uses appropriate information technology to facilitate communication Indicator: Utilizes telephone, mobile phone, email and internet, and informatics Identifies a significant other so that follow up care can be obtained Provides holding or emergency numbers of services

X. COLLABORATION and TEAMWORK CORE COMPETENCY 1: Establishes collaborative relationship with colleagues and other members of the health team Indicators: Contributes to decision making regarding patients needs and concerns Participates actively in patients care management including audit Recommends appropriate intervention to improve patient care Respects the role of the other members of the health team Maintains good interpersonal relationships with patients, colleagues and other members of the health team CORE COMPETENCY 2: Collaborates plan of care with other members of the health team Indicator: Refers patients to allied health team partners Acts liaison / advocate of the patients Prepares accurate documentation of efficient communication of services XI. QUALITY IMPROVEMENT CORE COMPETENCY 1: Gathers data for quality improvement Indicators: Demonstrates knowledge of method appropriate for the clinical problems identified Detects variation in the vital signs of the patient from day to day Reports necessary elements at the bedside to improve patient stay at hospital Solicits feedback from patient and significant others regarding care rendered CORE COMPETENCY 2: Participates in nursing audits and rounds Indicators: Contributes relevant information about patient condition as well as unit condition and patient current reactions Shares with the team current information regarding particular patients condition Encourages the patient to speak about what is relevant to his condition Documents and records all nursing care and actions Performs daily check of patient records/condition Completes patients records Actively contributes relevant information of patients during rounds thru readings and sharing with others CORE COMPETENCY 3: Identifies and reports variances Indicators: Documents observed variance regarding patient care and submits to appropriate group within 24 hours Identifies actual and potential variance to patient care Reports actual and potential variance to patient care Submits report to appropriate groups within 24 hours CORE COMPETENCY 4: Recommends solutions to identified problems Indicators: Gives appropriate suggestions on corrective and preventive measures

Communicates and discusses with appropriate groups Gives and objective and accurate reporton what was observed rather than an interpretation of the event.

Example Career Development Plan An example career development plan helps illustrate how a plan might be put together. Below are two sample career development plans based on hypothetical situations. I'm very much a "show me" kind of a person, and I like to see case studies and examples of how other people do things. If you are too, then this page will show you what an example career development plan could look like. This will give you some ideas about how to structure your own career development plan. Example Career Development Plan #1 The situation: Sarah Smith loves helping people. Specifically, she enjoys helping people in need. After 10 years of working as an administrative assistant for a mid-size company, she made a decision to become a Registered Nurse. Sarah works as a volunteer at a local hospital, and has talked to many of the nurses who work there. She understands what's involved in being a hospital nurse, and looks forward to the day she will turn her dream into reality. Here is an example career development plan for Sarah: Name: Sarah Smith Goal: Registered Nurse Current Education and Experience: Associate's Degree in Business Administration Current Skills: Administrative, ability to multi-task, excellent communications and writing skills. Expert knowledge of MS Office programs. Knowledge of hospital procedures. Objective #1: Research Associate Degree programs at 2 local schools. Meet with advising offices to find out program requirements, class schedules, transfer eligibility, and financial aid information. Decide which program to attend. Target completion: Dec. 31, 2006 Objective #2: Complete and submit application and financial aid requirements for admissions to nursing program. Target completion: Jan. 31, 2007 Objective #3: Begin nursing program Fall 2007 Target completion: June 2009 Objective #4: Take RN licensure exam (and pass!) Target completion: July 2009 Objective #5: Begin job search (update resume, create cover letter, prepare for interviews) and start new career! Target completion: September 2009

Example Career Development Plan #2 The situation: Shelly Jones has worked for the same company for five years. She consistently receives good performance reviews, and knows her job well, but has been unable to break into management. Shelly believes, that given the opportunity, she would make an excellent manager. She just lacks the management experience that always seems to be required for any positions that become available. Here is an example career development plan for Shelly: Name: Shelly Jones Goal: Manager of Billing Department Current Education and Experience: Bachelor of Arts Degree with a Major in History, Minor in Finance Current Skills: Understands billing process and procedures, expert in MS Excel and company billing software. Objective #1: Find out what's needed to successfully become a manager in the company. Meet with immediate manager and HR Specialist to let them know of desire to become manager, and any tools the company may have to assist with the goal. Borrow and read books on leadership from the public library for insight and motivation. Take any leadership or management training offered by the company. Target completion: February 2007 Objective #2: Gain management experience. Volunteer to fill in for manager when he is out of the office. Take charge of smaller projects in the workgroup. Become the "go-to" person for others in the department. Help newer employees in the group by training and assisting them with issues. Track and report 3-5 personal or team accomplishments to immediate manager weekly. Volunteer for leadership position in neighborhood association, church, civic club or local non-profit agency. Continue reading books on leadership and see how principles apply to different situations. Target completion: Ongoing; at least 6 months experience before applying for open management position Objective #3: Apply for open management position within company. Update resume, cover letter, and prepare for interviews focusing on management experience and skills. If no open positions within company, may need to seek employment elsewhere or wait for open position. Continue searching for right opportunity. Target completion: January 2008 Use the above example career development plan case studies as a guide for your own plan, but know that you can approach your own career development plan different ways. You could include your ultimate goal in your initial career development plan, or you could approach your plan in phases. You can also be as detailed as you want. For example, perhaps you'd like to be CEO of a Fortune 500 company, but first you'd like to become Director of an operations department. On one hand, you could devise a plan with the ultimate goal of becoming CEO, and all the steps you need to take to get there. If this approach seems a little overwhelming, you could break your plan up into phases, and only include the objective of becoming Director in your initial plan. You would revise as you accomplish some of your initial goals, kind of like eating an elephant one bite at a time. The choice is yours! Many experts recommend developing a 5 year career development plan. This is enough time to accomplish many of your objectives, without becoming too overwhelming or distant. Career Development Proposal Format

I. Career Development Proposal Summary Sheet II. Career Development Proposal A. Description of Proposed Activity explain how the activity relates to the present or future requirements of your position at TCNJ Outcomes describe the potential impact of the activity on you, your program, the college, and/or your discipline Procedures describe what will occur during the planned activity Schedule list dates of travel and activities plus the total number of days involved with this activity. Alternate Assignment Time (AAT) Requested total S.H. hours (if any) Funds Requested break down into major categories of registration, travel, room/meals, miscellaneous required expenses (describe any special requests in detail). Information on college travel policies can be found at: http://www.tcnj.edu/~budfin/travel/index.html

B.

C.

D.

E.

F.

G. Other Funds/AAT Requested: III. Program Brochure - include previous brochure if current one is not available or provide copy of web site with information about the proposed activity. Planning Career Development Action Required Define the objectives. Generate and evaluate the options. Identify the activities. Sequence the activities. Identify the resources. Guide Questions What do I want to achieve? How many different courses of action are available to me? After evaluation, which course is the best? What do I need to do in order to implement the chosen option? What is the best order in which to carry out the activities? What resources do I need? With training, this usually means the course itself, time, money, and coverage for when you attend the course. If it is an in-house program, it also involves finding a trainer. Will the plan work? If not, you may have to return to stages one, two, and three. Who needs to do what, and when, and in what order? Monitor your progress, and adjust the plan if necessary.

Review the plan. Prepare action plans and schedules. Monitor and control progress.

INDIVIDUAL DEVELOPMENT AND CAREER PLAN Section One Career History and Qualifications

Previous Roles These may be in current company or previous company Business Process Manager

Key Achievements

Years in position 2

Business Unit/Company

Strategic development and management of business processes and systems within the Academic Administration group. Proactive investigation and research of advancements for the groups administrative processes in accordance with strategic requirements of Student Administration and the University. Convened and led teams within the group for development projects and implemented new strategies. Managed the development, implementation and documentation of new strategies to create efficient and effective processes that meet client service and quality assurance goals. Liased closely with staff in 5 offices within the group, as well as administrative and academic staff across the university to identify and define areas where process efficiencies can be introduced. Represented the group on a range of meetings both internally within the university and externally e.g. at the Ministry of Education. Responsible for changes and developments. Coordinate testing of new system developments. Review procedural manuals for the offices within the group to ensure that all current processes are correctly documented and updated when changes to new systems are produced. This involved supervising and assisting staff with the preparation and maintenance of appropriate documentation. Introduction of process model framework. Major process efficiency improvements in two of the 5 business units within Academic Admin. (especially the Exams & Student Records offices).

Academic Administration, Student Administration, University of Auckland

Change Management Consultant: Technical Author Trainer Process Designer Business Analyst

Whilst at Cannon Hill Consulting, I worked on a range of projects, in a variety of different roles. These projects were both internal practice developments and for a variety of clients in the Financial Services, Retail and Logistics industries. Major projects have been summarised here. Technical Author - responsible for the development of a new service offering for the Business Systems division. By running workshops, I liaised between the development database administrators and the sales and marketing teams, to define the new development capabilities, business benefits and potential uses. I also investigated market viability, analysed competitor products, and produced all supporting documentation to be used in future sales and marketing activities. BA & Process Designer - Cannon Hill Consulting worked with a Financial Services start-up company, assisting them to develop their business prior to launch. The multi-million pound funded company planned to deliver an extensive e-business capability to a niche market. Cannon Hill Consulting were involved in the creation of the company, from the development of the business plan to raise funding, through to the development of an operational blue print, encompassing the organisational structure, business process architecture, technical architecture and planning of the systems development. My role focused on the development of the business process architecture, gathering the business requirements, designing and developing the business processes to support the company infrastructure and the e-business functionality. I was solely responsible for the development of the processes for one of the main business areas, and assisted in the delivery for the other areas. I was a key member of the team responsible for the development of a business process model for Sales and Resource Management at Cannon Hill. This model described the development of client opportunities from the recognition of a client need through to the creation of a project for solution delivery. I worked closely with the systems development team during the design and build of a system to support this process model, acting as a point of reference for the business requirement as well as co-ordinating and running UAT and

documenting and training end users once the system was complete. Post go-live, I was responsible for gathering all change requests and then managing all further development to the system and communicating these changes to end users. Cannon Hill designed and developed a system for analysing historical share trading information. This system replaced four existing systems, running on multiple platforms and technologies. Phase 1 of development delivered a generic solution for both front and back office use and was subsequently followed by the development of a specific front office user interface that solely met the requirements of that user group. My role focused on process requirements analysis, functional and process gap analysis on the phase 1 development and business process mapping of front office processes. I also developed user documentation for both user interfaces, developed and delivered user training and provided post-implementation user support. COmms Consultant - As part of a team of 2, I designed, developed and undertook a communications audit for the IS Department of Land Securities Group to evaluate the current state of communications within the department and as it interacted with the rest of the business. I was primarily responsible for the creation of online questionnaires to be completed by the IS department staff, collaboration of completed questionnaires, analysis of responses and determination of actions to be taken to address issues raised. I collaborated to prepare interview questions to be put to senior executive members and was responsible for running several of these meetings. Internal audit - I designed, developed and executed an audit of all communications within Cannon Hill Consulting. I was responsible for the creation and distribution of questionnaires to all Cannon Hill Consulting staff across 4 sites, collation and analysis of results, and the production and implementation of a Communications Plan detailing actions to be taken to address all issues raised. Recommended actions included the production of a regular internal newsletter to keep staff informed of Liaising closely with the Marketing Manager and the Design House to develop promotional materials for Cannon Hill Consulting including an internal and an external newsletter, corporate brochure copy, marketing campaign materials, and white papers for several service offerings e.g. Oracle 11i, STAR, Archiving solutions. Liaising closely with the Marketing Manager and the Design House to develop promotional materials for Cannon Hill Consulting including an internal and an external newsletter,

Cannon London

Hill

Consulting,

Liaising closely with the Marketing Manager and the Design House to develop promotional materials for Cannon Hill Consulting including an internal and an external newsletter, corporate brochure copy, marketing campaign materials, and white papers for several service offerings e.g. Oracle 11i, STAR, Archiving solutions. Web designer /Copy writer - We redesigned the Cannon Hill Consulting to optimise user experience. The redevelopment aimed to improve navigation and accessibility of information, while incorporating corporate branding effectively. Working with a design agency and a web site developer, I was involved in the redesign of the site structure and presentation of the web site. I was solely responsible for the creation of one section of the site (Clients) and developed all copy for that area, in line with the agreed site design. I also assisted with the production of copy for the other areas of the site. Web Structure designer - Wowgo was created to provide Europes first lifestyle brand for teenage girls. It was anchored by a web-based platform and attached by an extensive range of online and offline activities to enable the client to exploit data relating to web site usage gathered from the operation systems used to support the web site (email usage, club membership etc) to execute targeted campaigns to this market. The Wowgo site went live in August 2000. Cannon Hill Consulting were requested by Mediasurface to assist in the development of the Wowgo.com web site. I was part of the project team created for the Wowgo development, assisted in analysing requirements for Phase 2 of development and worked with Mediasurfaces site designer to develop an appropriate site structure and design. Cannon Hill Consulting submitted a tender bid for a major public sector web development project to enable a local council to meet eGovernment deadlines. The project was for the co-development of a public internet and private intranet to promote and e-enable all of the councils services online. I was responsible for developing an overview of the web site design and propose a high level structure for the suggested content. Change Management Consultant - I documented many of the systems developed by Cannon Hill Consulting whilst I was employed there, and subsequently trained business users. These developments utilised a wide variety of technologies and platforms, for clients in several industries. Documentation was produced in a range of formats, such as paper-based, online and

integrated context-sensitive help, using a variety of documentation tools. I took much of the responsibility for the development of internal performance support structures for the Cannon Hill practice. This encompassed a wide range of tasks and deliverables, including: Creation of a process and knowledge base facility for collating the documentation for systems development and support. Documentation of technical policies and standards for database maintenance Development and design of administration procedures Creation of templates for the development of standard documents Documentation of Systems Development and Project Management Methodologies Production of Documentation to support Mediasurface partnership accreditation Retail Assistant As a temporary stand in between the demise of Cannon Hill Consulting in October 02 and leaving the UK in January 03, I worked for a short while at Confetti Network in London. An established internet start up, Confetti had recently branched out into brick and mortar with a newly acquired high street store. Together with the Group Marketing Manager/Temporary Store Manager and the Product Placement Manager, we worked extremely hard in the run up to Christmas to establish public awareness of the brand and range of products on offer, as well as shift large amounts of inappropriate stock that was acquired along with the store. I taught secondary science to 11 18 year olds in England and New Zealand. My role focused on the development of junior level general science and PE courses, adapting the national curricula to suit the target audience. I was also involved in the development of departmental resources to support teachers. I expanded the curriculum offered at my school in New Zealand by developing, introducing and delivering a new sixth form physics course. I thoroughly enjoyed being Form Tutor to a range of different age groups, being responsible for the students welfare and development throughout the course of the school year. I reported to parents by phone, post and face to face, on an adhoc basis and more formally at Parent Evenings. I was the designated teacher in charge of hockey in New Zealand, and was responsible for arranging teams, training and matches, and transporting the students to and from the games. Responsible for junior tutor groups. Confetti Networks Ltd

Secondary School Teacher Science & PE

Sept 95 Oct 98

Education and Qualifications Courses Completed BSc Information Systems & Management (First Year) - University of London (Birkbeck) Content Focus Introduction to Computing Introduction to Management Introduction to Marketing Systems Development Lifecycle Basic marketing, SDLC knowledge, basic programming understanding, systems knowledge. Principles of teaching and education. Practical skills Special needs considerations Planning Self-led research into the adherence properties of a type of bacteria often associated with a particular type of heart disease, endocarditis Introduction to a range of Biological disciplines: Cell Biology Biochemistry Ecology Biotechnology Plant pathogenicity & disease Ecology Physiology Cell biology Genetics Microbiology Specialisation in: Biochemistry Biotechnology Microbiology Plant physiology, pathogenicity & disease A Levels: Biology, Chemistry & Maths O Levels: English language, English Literature, Maths, French, Physics, Chemistry, Biology, Geography Outcome Passed Year completed 1999 00

Postgraduate Certificate in Education (Sheffield Hallam University) PhD Microbiology - University of London (UMDS) BSC Applied Biology - Thames Polytechnic, London

1994 95

1990 94 2:1 1985 89

Torquay Girls Grammar School

2 A levels 8 O levels

1978 86

Section Two

Career Aspirations

Career Aspirations Making improvements. Making life easier and the experience better. Team Responsibility Challenge Variety of thought process & subject matter Making current better and inventing brand new

What are your long-term career goals?

What are the things you are doing in your role today which will help you achieve your long term goals? What functions, or roles or business units do you think you need to perform/work in to help you reach that goal? What other business units interest you within the organisation? Is there a specific role within the business that you would ideally like to do next?

Section Three

Development Focus Areas

Identifying Performance Strengths & Weaknesses Performance strengths and weaknesses need to be considered in the context of your current performance objectives (KRAs and ISOs), and your career goals What do you see as your current strengths? Analysis, critical thinking & problem solving Investigation Willingness to talk to people, ask the questions, fill in the gaps to gain through understanding Conceptualising, Communication Attention to detail Communication What makes you say this?

What are areas of current weakness? Identifying who to talk to Understanding detail of LAB framework, what is to be delivered and how to get to that goal Planning. NO previous experience on which to base plans. Development Objectives

What makes you say this? Cant identify easily who I need to talk to to find out things. Poor overall knowledge of the structure of the channels, which bits of the picture I am missing so dont know that Im missing them until it goes wrong Dont understand the detail behind the high level goalsof the LAB framework to be able to

Thinking about your performance objectives and career aspirations areas of strength and weakness, what skills, knowledge and behaviours do you need to further develop? NOTE: development is not about developing your weaknesses only, it is about building on your strengths, particularly if you are new to your role and want to gain credibility quickly.

Skills, knowledge and behaviors you want to further develop? LAB framework knowledge. How! MS Project capabilities Increase knowledge of telecom and CSB structure. Which teams do what? Which people are in these teams and who has responsibility?

What are the development options?

Section Four

Development Actions

Development Action Plan What development activity is planned/required to help you achieve your performance objectives and career goals? Include any formal skills/ knowledge development; coaching from manager/ colleagues; project work/ cross-functional team membership, other work-based learning activities. Development Objective Actions/Activities Action Owner Timeframe