Professional Development Matrix for Professional Managers

The Professional Development Matrix for Professional Managers shows the range of competencies and skills required to be an effective professional and administrative manager. Developed by the Chartered ABS Professional Managers’ Committee, the Matrix has been created to support professional services' staff development and performance reviews within business schools.

The Matrix can be used on any device but is best viewed on laptops or desktops.

Call for content: Populating the Matrix with useful resources is a community driven activity. If you would like to submit an article, case study, link or useful material for inclusion please email daniel.walsh@charteredabs.org

Row ID Areas of professional competence or skill 1. Student Recruitment 2. Business Engagement 3. Income Diversification 4. Delivering Projects 5. Internationalisation 6. Supporting Research 7. CRM 8. Driving Organisational Change and Impact 9. Succession Planning 10. Learning and Teaching 11. Accreditations
1 Acquiring Business Critical Knowledge. Recruitment cycle/UCAS Applications monitor.

CRM database. Alumni network. Training needs analysis.

Current income mix.
Strategic ambitions.
Formal project planning. Business school market intelligence.
Accreditation expectations.
Recruitment policies and process.
Bidding process.
Invitation schedule.
Areas of staff specialism.
CRM system or principles.
Alumni data.
Organising events.

Change theory. Strategic and project planning. HR policies.

Interpretation of external and internal environments.

Understanding the needs of the business school educational environment including operational scales, professional and accreditation body requirements, executive education and the external competitive landscape.

Research and Planning.
Identifying key sources of data.
2 Managing Information Internal data recording.
CRM reporting formats.
Key decision areas.

Managing knowledge transfer.

Budget control.
Fees and costings.
Setting performance standards.
Conducting research.
Creating measures of impact.
ROI.
Obtaining feedback from "fieldworkers".
REF submission. Manipulating data.
Surveys.
Data protection.
Grading system.
Identifying barriers to KT.
Personal development plans.

Managing large and complex data sets to ensure (i) excellent service provision to a large and/or high value customer base and (ii) that decision making is evidence informed and supported to enable creativity and innovation within the school and to support productive dialogue between the school and other University leadership.

Agreeing protocols and method of managing and storing the information to maximize efficiency in information sharing.
3 Problem Analysis & Solutions Analysis of offers and competitor data.
Taking corrective action.

Conducting TNA. Designing training solutions. Commissioning skills.

Identifying new markets.
Closure of markets.
Measuring inputs and outputs.
Setting milestones.
Taking corrective action.
Measuring the value of marketing.
Competitor analysis.
Conducting environmental scanning
Obtaining academic buy-in.
Addressing time constraints.
Supporting start-up researchers.
Complaints handling. Handling conflict.
Dispute resolution.
Breaking silos.
Manage balance between attracting external talent and nurturing internal talent.

Synthesizing diverse data sets and multiple information sources, together with personal expert discipline and sector knowledge, to facilitate demonstrable improvements in programme development, student experience and quality assurance.

Setting deadlines, identifying missing data/information and taking corrective actions.
4 Delivering Service Improvements Reviewing the student experience.
Cultural awareness.
Responsiveness and turnaround.

Upskilling workforce. Process mapping.

Acquiring a balanced portfolio.
Maximising contribution.
Process mapping.
Establishing key performance indicators.
Reporting frameworks.
Lean processes.
Improving information quality.
Training staff working overseas.
Facilities.
Access to information.
Research as business impact.
Mystery shopping & surveys.
Service Level Agreements.
Setting standards.

Process redesign. Lean workforce planning.

Business critical positions.

Negotiating and establishing challenging, but achievable, KPIs across both student and programme business as usual and innovation lifecycles, monitoring and delivering on these.

This case study explains how the London Institute of Banking & Finance leapt up the NSS rankings. Read the case study here.

Identifying inefficiencies in data storing, managing, and reporting through regular review of processes.
5 Effective Monitoring and Control Reporting systems.
Defining accountability.

Account management. Success rates. Student numbers. Income diversification. Pricing.

ROI.
Cost benefit analysis.
Defining responsibility and accountability. Inputs versus outputs.
Controlling marketing and sales budgets.
Quality control.
Spread of publications.
Satisfaction surveys.
Standards monitoring.

Following policy. PDR supervision.

Performance review. Assessment of competencies.

A case study on how the School of Business and Management at Queen Mary University of London uses the Matrix in appraisals, and to review professional support functions and training requests. Read the case study here.

Engagement with key education faculty and student representatives throughout the module/course lifecycle to ensure that agreed actions are undertaken and that business is delivered as expected.

Regular review of plans and management of deadlines.
Clear identification of roles and responsibilities.
6 Leadership and Team Development Defining roles and responsibilities.
Training.
Cultural awareness.

Transactional analysis.
New business facing roles.

Financial forecasting. Making the case for additional resources. Designing or leading an international audit. Staffing research support. Training in CRM.
Developing initiatives.
Survey.
Service level agreements.
Secondments.
Competence frameworks.
Nurture internal talent.

Develop and lead the professional services team, importantly recognizing the significance of both customer voice and student experience, as well as quality assurance and education enhancement, when supporting staff skills and knowledge enhancement.

Developing auditing skills to participate in external accreditation processes.
7 Gaining, planning and deploying resources Organisation of open days and events.
Alumni engagement.

Commissioning new training. Sales training. Staff engagement.

Marketing and sales.
Research programme design.
Staff training.
Putting together a workable team.
Assessing and recovering costs.
Designing overseas support.
Bidding for, and gaining resources.
Developing research spaces.
Technology and software.
Budget for conferences/rules etc.
Staff training.
Funding events.
Facilities management.

Costing the change. Spatial re-design. Cost-benefit analysis. Workload planning. Writing a business case.

This case study from Plymouth Business School looks at an approach to workforce planning and organisational change to improve graduate outcomes. Read the case study here.

Advocacy of informal mechanisms to access the right resources. Lateral moves.

Effectively use evidence and personal experience to support the planning of educational lifecycles and team and activity calendars of business, using resources creatively and dynamically to support improvement interventions.

Time management.
Where applicable: team management, financial management and training.
8 Utilising Interpersonal Communication & Persuasion Style and content of communication.
Negotiating targets.

Convincing external management.
Sales and closing the deal.
Translating the abstract to a proposition.

Convincing external organisations.
Closing the deal.
Translating abstract to proposition.
Directing cross-functional teams.
Presenting and selling the project.
Obtaining resources.
Cultural awareness training.
CRM.
Bid writing, interpersonal comms.
Editing.
Interpersonal diversity and cultural focussing of comms. Selling the change.
Presentational persuasion and negotiation.
Objective assessment.
Coaching.
Mentoring.

Create positive relationships with all of students, academic staff and faculty/college and central services to deliver excellence in learning and teaching and to meet agreed objectives and outcomes.

Presenting and communicating effectively with internal and external stakeholders.
9 Developing and Implementing Policy Policy on conditional offers.
Tariff levels.
IELTS scores.
Widening participation.

Marketing policy.
Service level agreements.
CRM policy.

Portfolio planning.
Aligning resources.
Risk management policy.
Physical resources planning.
Asset depreciation and replacement policy.
Succession planning.
Overseas travel policy.
Models for partnerships and articulation agreements.
Alumni policy.
Bidding policy and decision making algorithms.
Approach to publications.
Scoping systems.
Defining usage and abusage.
Local negotiating framework.
Communication policy.
Consultancy policy.
Evidencing impact for accreditation.
Talent management strategies.

Review and application of robust Quality Assurance processes to ensure sound academic governance, excellent student experience and adherence with professional and accreditation expectations.

Accreditation portfolio planning, effective communication of policies associated with accreditations.
10 Strategic Planning Student number targets.
Key performance indicators.
Mission and values development.
Strategic plan.

Small Business Charter work. Mission and values development. Strategic plan.

Key performance indicators.
Strategic framework.
Financial planning.
Strategic implementation plans.
Milestone setting.
Defining deliverables.
Developing international strategy. Publication standards and targets.
Recruitment strategy.
Managing REF.
Data manipulation.
Trends analysis.
Events planning.
Identifying resistors to change.
Conducting organisational review.
Staff/unit development plans.
Align talent pipeline with strategic plan timeframe.

Provision of high quality support for module and programme review exercises, and other quality assurance processes such as student voice and moderation mechanisms, to ensure relevant and academically apposite curricula, content and delivery.

Identifying opportunities to be leaders and directing the institution in such direction.