CPD competency-based framework

The screen industries in the UK are thriving, thanks to you - a talented, dedicated and largely
freelance workforce. Whether you are self-employed or contracted, you are responsible for
developing your career. You need to keep your expertise up-to-date, staying informed and
connected to the wider industry and stretching yourself to achieve your potential. In short, you are
your own training department.

Introduction and user guide

What is continuing professional development (CPD)?
Continuing professional development (CPD) is learning undertaken to improve your skills once in
work. It means planning and applying learning that increases knowledge, skills and experience and
results in improved performance and career progression. Continuing professional development is
essential to the continued success of the UK screen industries. By developing our individual
strengths and skills, CPD helps build confidence – in us as individuals and collectively in the
screen industries. To support the process of introducing, accessing and applying continuing
professional development, ScreenSkills has developed a CPD strategy. It defines what continuing
professional development is, why it is important and how it makes a difference whether you are
approaching personal and professional development as an individual, employer or a training
provider designing a development programme.
At the heart of the strategy is a competency-based framework. A competency is defined as the
skills required to do a job well. The framework clearly identifies what is expected of screen industry
professionals, whatever their employment status, at each career stage, measured against four core
competencies. It empowers us to identify skills and experience gaps that would benefit from
development. By using the framework - alongside the suggestions on how to approach the process
that can be found in the strategy - it is possible to work out how to access and apply continuing
professional development in a way that minimises disruption to day-to-day work, rather than
expecting you to take long periods of time out from earning.

About the CPD framework

The framework discusses:

 values: the principles that guide our conduct to ensure the ongoing success of the UK
screen industries
 behaviours: best practice professional conduct we all sign up to, regardless of career
stage or status
 competencies: the skills required to do a job, which are critical to our success whether in
creative, technical or commercial roles
 career stages: the four career stages we will all pass through (entry, early, experienced
and expert)
 areas for development: recommended topics for further learning and development, should
you identify a weakness or opportunity for growth within a particular competency
 examples of CPD activities: specific ideas on to achieve or develop a certain skill within
the relevant area for development.
ScreenSkills, April 2019

Please note the following about the framework:

 It is deliberately broad, designed to empower individuals to self-identify and to interpret

according to their understanding of their particular field or sector. It covers a wide range of
roles and sectors in the industry across creative, technical and commercial roles.
 The skills outlined are those required to work effectively at that career stage, rather than
progress into or graduate from it. They are what is needed to operate at that particular
career stage and are expected to be developed while working at that stage.
 The skills build on, rather than, replace each other through the career stages; individuals
are expected to continue to have and use the skills they developed previously.
 No competency exists in isolation. In this framework, several skills are deliberately
duplicated to provide a well-rounded picture of what is required for each competency. For
example, in order to develop your professional expertise you will need to be strong at
problem-solving. This is also an important aspect of strategy, planning and delivery. In
order to be competent at project management, you will need strong teamwork skills
 It is not expected that every individual will become an expert in every competency or skill.
 The examples given are for guidance only. Every role and each individual’s approach to
their development is different. This means each person’s portfolio of evidence will be
unique, demonstrating a variety of continuing professional development activities.

How to use the framework

We recommend you regularly work through the framework, assessing your behaviours and
competencies against those expected of you at your career stage and noting examples where you
have demonstrated development in these areas. Take time to reflect, analyse any appraisals or
feedback you have had and discuss with your line manager or mentor.
If you identify a behaviour, competency or skill which you or your line manager or mentor feel
requires further development in order to reach the required standard so that you can progress to
the next career stage, then consider the relevant suggested areas for development. Do bear in
mind that these are steers towards progressing a particular skill or competency area and are by no
means definitive.
The CPD activities you undertake are up to you. The examples given are just that, examples. You
will need to explore what works for you in your circumstances.
Broadly speaking, there are three types of CPD activity:

1. Commercial training or teaching from subject matter expert. This is usually paid for and
can be delivered in person or online. Eg seminars, e-learning courses, accredited
professional qualifications, tutorials, webinars, workshops, masterclasses and lectures.
2. Workplace embedded professional development from leaders and colleagues within
your organisation. This on-the-job learning is usually folded into your day-to-day work as
part of your employment, so it tends to be free to entry once you are in work. You may need
to instigate or initiate this yourself. Eg mentoring, masterclasses, action learning sets,
shadowing, secondments, inductions and lunchtime learning sessions.
3. Informal self-lead learning initiated by individuals themselves. This is usually low- or no-
cost and is an independent commitment by you to develop in a particular area in your spare
time. Eg reading books or articles, watching online videos, listening to podcasts, seeking
advice, taking part in taster webinar and attending talks.

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 CPD framework

Table of contents

Introduction and user guide ............................................................................................................. 1

What is continuing professional development (CPD)? ................................................................. 1
About the CPD framework ........................................................................................................... 1
How to use the framework ........................................................................................................... 2
Table of contents ............................................................................................................................ 3
Values............................................................................................................................................. 4
Honesty ................................................................................................................................... 4
Inclusion .................................................................................................................................. 4
Excellence ............................................................................................................................... 4
Respect ................................................................................................................................... 4
Behaviours ...................................................................................................................................... 5
Competencies ................................................................................................................................. 7
Competency 1: professional expertise ......................................................................................... 7
Entry – competency 1: professional expertise .......................................................................... 7
Early – competency 1: professional expertise .......................................................................... 8
Experienced – competency 1: professional expertise............................................................... 9
Expert – competency 1: professional expertise ........................................................................ 9
Competency 2: strategy, planning and delivery ......................................................................... 11
Entry – competency 2: strategy, planning and delivery .......................................................... 11
Early - competency 2: strategy, planning and delivery ........................................................... 12
Experienced - competency 2: strategy, planning and delivery ................................................ 12
Expert - competency 2: strategy, planning and delivery ......................................................... 13
Competency 3: working with others ........................................................................................... 15
Entry - competency 3: working with others ............................................................................. 15
Early - competency 3: working with others ............................................................................. 16
Experienced - competency 3: working with others ................................................................. 17
Expert - competency 3: working with others ........................................................................... 18
Competency 4: personal development ...................................................................................... 20
Entry - competency 4: personal development ........................................................................ 20
Early - competency 4: personal development......................................................................... 20
Experienced - competency 4: personal development ............................................................. 21
Expert - competency 4: personal development ...................................................................... 22

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ScreenSkills, April 2019

Values
Values are the principles that guide our conduct as individuals, organisations and an industry.
They are what we consider important and agree to sign up to and live by so that our industry
thrives. The values we consider are:
Honesty
To maintain the integrity of the UK screen industries, we are always open, transparent and
trustworthy in our dealings with others.
Inclusion
To ensure our industry is truly diverse, we treat everyone equally and seek to value and encourage
every talented person, regardless of their background or personal characteristics.
Excellence
To support the reputation of our industry, we always work to the highest possible standards,
particularly when it comes to prioritising the health, security and wellbeing of everyone in and
around the industry.
Respect
To support the collaboration and teamwork essential to our success, we are fair, courteous and
considerate to everyone in the industry.

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Behaviours
To help us live our industry values, we recognise that the way we perform our roles is just as
important to ensuring success as technical competence or creative ability.
To develop best practice behaviours, you may choose to seek out CPD activities in the recommended
areas for development. These activities might be commercially-available formal training, workplace-
embedded CPD or individual self-led learning, depending on your need and context.

Value Behaviour Areas for development Example CPD activities

 Behave transparently, avoiding conflicts of  conflicts of interest  conflicts of interest
Honesty

interest, or the appearance of conflicts, training

between our work and personal affairs or  read employer’s
other business-related activities conflict of interest
policy
 Maintain the highest ethical standards,  workplace ethics  familiarisation with
never giving, offering or authorising the  anti-corruption The Bribery Act 2010
offer (directly or indirectly), of anything of  anti-corruption training
value to obtain any improper advantage,
and never accepting a gift of cash,
regardless of the amount
 Be lawful, fair and efficient in all our  managing supplier  fair trading workshops
supplier relationships, evaluating all relationships  peer-to-peer best
offerings on the basis of quality, reliability,  fair trading practice sharing
performance, price, service and technical sessions on working
requirements with suppliers
 Treat others fairly, giving equal treatment  equality and  unconscious bias
Inclusion

to everyone without regard to race, colour, inclusion training

religion, national origin, social  anti-discrimination  familiarisation with
background, sex, pregnancy, sexual  unconscious bias employer’s diversity
orientation, age, disability, caring and inclusion policy
responsibilities for family members, or
other characteristics
 Never tolerate bullying and harassment,  anti-bullying and  read BFI and BAFTA’s
including sexual harassment harassment guide to prevent
 complaints bullying and
procedures harassment in the
screen industries
 read employer’s anti-
bullying policy
 Proactively encourage the involvement of  diversity awareness  Diversity in practice -
talented people from all backgrounds and  initiative-taking a website created by
with diverse characteristics in the industry Creative Diversity
Network
 talk to subject matter
experts for case
studies and best
practice
recommendations
 access diverse talent
databases

 Aspire to and strive for the highest  appropriate quality  research case studies
Excellence

possible quality of work and output, of work and outputs of highly renowned
regardless of career stage, role or sector  achieving potential individuals or projects
 persistence and in your field
diligence in the  read books, listen to
workplace podcasts or watch
 see Professional online talks about
Expertise and achieving your
Personal potential
Development
competencies below
for more detail

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ScreenSkills, April 2019

 Foster a safe and environmentally  wellbeing in the  face-to-face training

responsible workplace for everyone, fully workplace on the safe
complying to all relevant statutory  self-care management of
requirements, and completing all  working with productions
mandatory training. This includes vulnerable people  watch ScreenSkills
protecting, safeguarding and being Freelance Toolkit
mindful of the welfare of everyone, videos: When To Say
including yourself, and especially children No and Taking Care
and vulnerable adults Of Yourself
 accredited classroom
learning on child
protection and
safeguarding (eg
NSPCC)
 watch videos about
working with
vulnerable
contributors

 Keep accurate, appropriate and detailed  record-keeping  discuss record-

documentation to support all our business  information keeping methods with
activities management a mentor or more
 organisation experienced team
techniques member
 attend a webinar
about managing and
organising information

 Be honest, fair and trustworthy in all our  relevant statutory  read books, listen to
Respect

business activities and relationships obligations podcasts or watch

 industry codes of online talks about
conduct developing emotional
 professional integrity intelligence
 observe and listen to
role models who have
strong, productive
working relationships
 Protect the assets and information  data protection  GDPR familiarisation
entrusted to us by others, including legislation and at www.eugdpr.org
following data protection legislation and policies  watch video tutorials
protecting others’ intellectual property  IP protection on data protection
rules and
recommendations
 read guidelines on IP
and its protection at
www.gov.uk

 Ask questions, seek guidance and report  complaints  research ACAS

concerns with other’s conduct in relation procedures guidance on raising an
to these behaviours, following current  difficult issue at work
employer’s policies conversations  familiarisation with
 employer and each employer’s
employee rights complaints policy

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Competencies
Competencies are the important skills required to carry out a job or fulfil a role successfully and
efficiently. ScreenSkills has identified the following four core competencies as being the critical
skills required for the screen industries in the UK to continue to thrive. The aim is to continually
develop and hone these competencies in an ongoing process of professional development.

 Professional expertise: the ability to approach increasingly complex creative, technical or

craft tasks in field of specialism, focusing on continuous learning and sharing knowledge and
experience with others
 Strategy, planning and delivery: the ability to plan and execute projects to achieve defined
objectives, thinking strategically, budgeting and using resources appropriately and providing
effective reporting
 Working with others: the ability to collaborate with others to deliver successful projects to a
shared vision, managing others fairly, communicating clearly and leading effectively
 Personal development: the ability to manage and improve performance and behaviour,
taking responsibility for ongoing self-awareness, recognising any skills gaps and overseeing
career progression.

Competency 1: professional expertise

The ability to approach increasingly complex creative, technical or craft tasks in my field of
specialism, focussing on continuous learning and sharing knowledge and experience with others.
If you want to improve your professional expertise, seek out CPD activities in the recommended
areas for development. These activities might be in the form of commercially-available formal
training, workplace-embedded CPD or individual self-led learning, depending on your need and
context.
Entry – competency 1: professional expertise
Skills Areas for development Examples of CPD activity
1. I diligently work to the standards  appropriate quality of  familiarisation with
work and output editorial policy and
expected of me in my role, with  understanding standards and
supervision. expectations industry body
eg completing a task within the time given. guidelines
 attend workplace
inductions
 introduction to the
industry face-to-face
course
2. I seek out the information I need,  decision-making  watch relevant how to
 communication skills guides
identifying key facts to inform my  confidence-building  short e-learning
decisions and allow me to do my work course on decision-
to the best of my ability. making
eg independently learning a new skill for my
professional development.
3. I recognise when I need support and  decision-making  research different
ask the right people for it in order to  communication skills communication styles
 confidence-building  read books, listen to
maintain or improve the quality of my podcasts or watch
work. online talks on
eg identifying a potential problem with confidence-building
completing a task and requesting input from line
manager.
4. I show interest in improving my creative,  continuous learning  seek out a mentor
 objective-setting  attend training in
craft or technical knowledge. specific craft skills
eg attending masterclasses run by more senior
people on my production.
5. I work with my line manager to set  continuous learning  use and maintain a
 objective-setting record of achievement
realistic, achievable goals so that I

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ScreenSkills, April 2019

continue to improve the quality of my  watch online video

work. tutorials about
eg deciding on which new ways of working to try, objective-setting
and when to keep using familiar approaches.
6. I have a positive, enthusiastic attitude  attitude and mindset  read books, listen to
podcasts or watch
about my field of work. online talks on how to
eg taking on tasks beyond the immediate scope have a positive
of my role. attitude at work
 identify a role model
and observe how their
positive attitude
impacts on their
professional expertise

Early – competency 1: professional expertise

Skills Areas for development Examples of CPD activity
1. I work accurately, with supervision and  appropriate quality  so you want to be a…
of work and output short face-to-face
only occasional review.  range of skills courses
eg drawing up a schedule only needing sign-off  attend or request at-
rather than detailed input work lunchtime
learning session
 research talent
training schemes
 attend demonstrations
or skills or
equipment/resources
2. I weigh up all possible options or  decision-making  read books, listen to
 managing podcasts or watch
approaches to a task and make unpredictability online talks on
considered decisions for the best creative,  problem-solving decision-making
technical or commercial outcome.  time management  join a problem-solving
eg identifying what to prioritise when working to a  prioritisation webinar
tight deadline

3. I can cope well in new, unpredictable  decision-making  time-management

 managing classroom learning
situations, by drawing on my knowledge unpredictability  research different
and experience so far.  problem-solving prioritisation methods
eg promptly finding alternative travel plans for a  time management
crew out on location  prioritisation
 continuous  qualify in an early level
4. I am learning a range of skills within my learning professional
own creative, craft or technical field  industry competence
eg competent with multiple commonly-used tools, kit understanding certificate/diploma
and/or software  shadow a more
experienced team
member
I am interested in the wider range of roles  continuous  familiarisation with
5. and skills within my creative, craft or learning industry job profiles
 industry online
technical field and in the screen industries understanding  subscribe to industry
as a whole publications and/or
eg sitting in on an edit despite being in the sales newsletters
team
I have a positive, enthusiastic attitude  attitude and  find a mentor
6. about my field of work. mindset  spot opportunities to
eg volunteering to read and report back on take on responsibilities
unsolicited scripts beyond your
immediate job scope

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 CPD framework

Experienced – competency 1: professional expertise

Skills Areas for development Examples of CPD activity
1. I am highly technically and creatively  appropriate quality of  face-to-face learning
work and output on specific craft or
competent in my role, reliably producing  project management technical skills
work which requires little modification  start or join
eg producing insert VTs for a live daily TV show knowledge-sharing
sessions
2. I work successfully on increasingly  appropriate quality of  job swaps with peers
work and output  read books, listen to
complex tasks and projects, either  project management podcasts or watch
acting autonomously or as part of a online talks on
team, and with limited supervision managing projects
eg managing an entire VFX production process and planning ahead

3. I consistently strive to develop my  continuous learning  join a relevant

creative, technical or craft knowledge  developing a professional body
specialism  shadow a more
and skills, beginning to develop a experienced team
specialism within my field member
eg training to move from being a CGI generalist
to specialising in digital sculpture and creature
work
4. I can identify and evaluate potential  decision making  receive coaching on
 problem-solving problem-solving
barriers to my working to the best of my  creative thinking  face-to-face learning
ability and generate creative solutions, on advance decision-
based on facts and drawing on my making
knowledge and experience
eg pre-empting and diffusing a challenging
situation with writing talent
5. I support more junior team members in  sharing knowledge  become a mentor
 supporting and  given an at-work
developing their skills, particularly those developing others demonstration or
who might find progression more masterclass
challenging
eg mentoring an apprentice looking to get a
substantive role
6. I constructively challenge established  innovation  attend and report back
 industry impact on industry events,
ways or working in my field, seeking to  creative thinking conferences and
push the creative or technical  communication skills showcases
boundaries to improve outcomes for  shadow someone at a
everyone similar stage in a
eg making the case for investing in a new different creative
budgeting software provider industry

Expert – competency 1: professional expertise

Skills Areas for development Examples of CPD activity
1. I have my own specific area of  appropriate quality of  gain a professional
work and output accreditation or
specialism  area of specialism qualification
eg a sought-after wig-maker with credits on 20+ 
 complex project deliver advanced
productions, specialising in period productions masterclasses
management
 reputation
management

2. I am highly competent at my specialism,  appropriate quality of  short classroom

work and output course on leading
taking the lead on delivering as a  area of specialism complex projects and
subject matter expert on complex tasks  complex project programmes
and projects management  debrief complex
eg regularly exec producing multiple TV shows  reputation projects, assessing
for different broadcasters management learnings and writing
case studies

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ScreenSkills, April 2019

3. I am considered an expert in my field by  appropriate quality of  receive coaching on

my peers in the industry work and output profile-building
eg nominated for a reputable industry award  area of specialism  model the networking
 complex project skills of others with a
management strong industry
 reputation reputation
management

4. I continue to broaden and deepen my  continuous learning  attend talks from

international leaders in
skillset, and seek to learn more your subject area
eg attending and speaking at global conferences  seek a mentor

5. I can quickly and accurately identify  decision-making  research case studies

 problem-solving of complex project
what is needed to solve difficult  creative thinking management in your
problems in order to complete tasks and field
deliver in my area of specialism  read books, listen to
eg leading a team to solve a health and safety podcasts or watch
challenge on my current shoot online talks on
advanced decision-
making in other fields
(eg military or
medicine)
6. I am an advocate of my specialism,  sharing knowledge  watch train the trainer
 communication skills online tutorials
sharing my expertise with others in my  teaching and training  speak at reputable
organisation to the greater good of the skills industry conferences
projects we work on  presentation skills
eg representing my discipline in senior  supporting and
management meetings at my current employer developing others
 role modelling
 advocating diversity
and inclusion
7. I am a role model to those coming up in  sharing knowledge  become a mentor on a
 communication skills diverse talent
my area of specialism, particularly those  teaching and training  join an industry body
who might find progression challenging skills advisory panel
eg starting a mentoring scheme for animators  presentation skills
from diverse backgrounds  supporting and
developing others
 role modelling
 advocating diversity
and inclusion
8. I am leading on developing new  innovation techniques  face-to-face learning
 industry impact on innovation
innovations, technologies and  creative thinking techniques
approaches within my specialism, to  visit suppliers of
push the boundaries technology and
eg exhibiting at trade shows and industry equipment on site
showcases  find and observe and
industry role model in
this area

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 CPD framework

Competency 2: strategy, planning and delivery

The ability to plan and execute projects to achieve defined objectives, thinking strategically, using
resources including finances appropriately and delivering effective reporting.
If you want to improve your professional expertise, seek out CPD activities in the recommended areas
for development. These activities might be in the form of commercially-available formal training,
workplace-embedded CPD or individual self-led learning, depending on your need and context.

Entry – competency 2: strategy, planning and delivery

Skills Areas for development Examples of CPD activity
1. I analyse what is involved in every task  project management  read books, listen to
or piece of work  prioritisation podcasts or watch
eg identifying what information is required to  planning and online talks on
make a decision organising different task
 task management management methods
 record-keeping  face-to-face learning
on basic
organisational skills
2. I make sure I fully understand the  project management  peer review recent
 prioritisation projects and tasks to
priorities of any project or task at the  planning and establish lessons
outset organising learnt
eg establishing which invitees to a meeting are  task management  research online tips on
essential and whose attendance is optional  record-keeping following and
questioning
instructions at work

3. With my line manager or mentor, I plan  project management  workshop exploring

effectively so that I achieve the tasks I  prioritisation basic project
 planning and management skills
am given  research different
organising
eg writing a daily To Do list together for the week
ahead  task management project planning
 record-keeping models and tools
4. I organise myself to complete tasks on  managing resources  classroom learning on
 time management time management
time, including balancing my work with  budgeting  shadow a more
other, non-work pressures experienced team
eg planning ahead if I have a medical member
appointment

5. I work to any budget restrictions I am  managing resources  observe and listen to

 time management others making
given  budgeting financial decisions
eg buying lunch for the team across the week  in-team tutorial on
using a fixed amount available in petty cash basic use of resource
planning software
6. I am developing my understanding of  strategic thinking  seek a mentor
 industry understanding  read industry
my role in the wider context of the  brand thinking publications
industry  audience insight
eg explaining how my role contributes to the  forward planning
success of a project or production
7. I actively enquire about the bigger  strategic thinking  read books, listen to
 industry understanding podcasts or watch
picture of the production or project I’m  brand thinking online talks on brand
working on  audience insight thinking
eg finding out who the target audience is for a  forward planning  attend team meetings
product or service I am selling or promoting to observe and listen
to long-term decision-
making

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ScreenSkills, April 2019

Early - competency 2: strategy, planning and delivery

Skills Areas for development Examples of CPD activity
1. I can assess the complexity of tasks I’m  project management  attend project
given and anticipate most problems  prioritisation briefings
eg knowing which casting spec might be more  planning and  read relevant case
challenging to fulfil organising studies of similar
 task management projects or tasks
 record-keeping
2. I balance conflicting priorities  project management  join an action learning
eg finding edit suites for clients all working to the  prioritisation set about project
same deadline  planning and management
organising processes
 task management  face-to-face learning
 record-keeping on forward planning
techniques

3. I ensure I can be accountable for the  project management  seek a mentor

decisions that I make  prioritisation  webinar on effective
eg taking detailed notes during research phone  planning and note-taking and
calls with potential contributors organising record-keeping
 task management
 record-keeping
4. I appreciate the need to organise any  planning resources  attend team learning
resources I am given (such as budget,  time management on using resource
 productivity planning software
people, time and other materials or 
 financial management contribute to
equipment) effectively  business planning consultation and
eg ensuring all available kit is always prepped in feedback on current
case of a sudden change in filming schedule resource management
processes

5. I contribute to budgeting, forecasting  planning resources  read books, listen to

and business planning, as appropriate  time management podcasts or watch
 productivity online talks on time
to my role and level of responsibility
eg keeping detailed records of money spent, and  financial management management and
making the case for more budget for my episode  business planning productivity
 shadow a team
member working to
tight deadlines
6. I appreciate that there are multiple  strategic thinking  enquire about other’s
approaches to any task, and make sure  decision-making policy development or
 brand thinking decision-making
I am clear why certain choices are
 audience insight approaches
made above others  forward planning  read books, listen to
eg explaining how creative ambition has been
 industry understanding podcasts or watch
balanced with health, safety and welfare needs online talks on how to
in putting together an editing schedule make difficult
decisions
7. The choices I make are informed and  strategic thinking  webinar on basic
inspired by the overarching ambition or  decision-making strategic thinking
 brand thinking  in-team tutorials on
vision for the production or project I’m
 audience insight data collection and
working on  forward planning interpretation
eg deliberately seeking to shortlist a range of  industry understanding
diverse background artists for a film intended to
have broad contemporary appeal

Experienced - competency 2: strategy, planning and delivery

Skills Areas for development Examples of CPD activity
1. I plan and manage the work  project management  training in basic team
 prioritisation management
requirements of myself and my team to  managing a team  research online tips
ensure the success of our projects  dealing with for allocating roles and
eg allocating roles and responsibilities across an unpredictability responsibilities
intense period of pre-production  record-keeping

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 CPD framework

 simultaneously
managing up and
down
2. I can identify and address changing  project management  gain certification in a
priorities  prioritisation recognised method for
eg reassigning team members to a project  managing a team effective project
beginning to slip behind schedule  dealing with management
unpredictability  research case studies
 record-keeping of projects with
 simultaneously multiple unpredictable
managing up and elements
down
3. I ensure individual and team  project management  e-tutorials on relevant
accountability so that projects run as  prioritisation management software
 managing a team  enquire about other’s
smoothly as possible
eg regular one-to-one meetings with team  dealing with approaches to
unpredictability keeping track of team
members to assess their progress, reporting
back to senior management  record-keeping activities and progress
 simultaneously
managing up and
down
4. I plan budgets and make efficient use of  planning resources  face-to-face learning
all available resources, to achieve  business planning in budgeting and
 decision-making financial planning
results on time and within budget 
eg designing an entire cast’s costumes to a  record-keeping brief secondment to a
team dealing more
reduced budget and deadline from the previous
closely with resource
series
management

5. I plan budgets and make efficient use of  planning resources  attend a masterclass
all available resources, to achieve  business planning by and expert in this
 decision-making area
results on time and within budget 
eg designing an entire cast’s costumes to a  record-keeping seek a mentor
reduced budget and deadline from the previous
series
6. I take a primary role with forecasting  strategic thinking  attend a masterclass
and business planning  financial forecasting by and expert in this
eg making the business case for investing in new  vision setting area
equipment to meet clients’ changing needs and  industry understanding  seek a mentor
expectations  strategic analysis

7. I feed into and work towards the wider  strategic thinking  deliver a presentation
 financial forecasting or workshop outlining
vision and strategic ambition of my  vision setting a project’s strategic
current project or organisation  industry understanding ambition
eg identifying a unifying single-minded message  strategic analysis  receive coaching on
for a marketing and social media campaign strategic thinking

Expert - competency 2: strategy, planning and delivery

Skills Areas for development Examples of CPD activity
1. I manage complex work requirements,  complex project  gain an accredited
working simultaneously on multiple management advanced project
 managing a team management
tasks and projects
 making difficult qualification
eg having several scripts in development and
decisions  read books, listen to
more than one title in production at the same
time  prioritisation podcasts or watch
 setting KPIs online talks on
 benchmarking complex project
 business reporting management

2. I regularly reprioritise as needed, in  complex project  research various agile

response to changing requirements management project-management
 managing a team models

13
ScreenSkills, April 2019

eg delegating responsibilities to others if I’m  making difficult  receive coaching on

unexpectedly needed elsewhere to make urgent decisions prioritisation and
decisions  prioritisation decision-making
 setting KPIs
 benchmarking
 business reporting
3. I am accountable to ensuring high-level  complex project  webinars on setting
objectives are met management KPIs and
eg reporting to my organisation’s board, tracking  managing a team benchmarking
progress against commercial targets  making difficult  lead action learning
decisions sets on improving
 prioritisation ways of working
 setting KPIs
 benchmarking
 business reporting
4. I have an exceptional ability to organise  planning resources  analyse any mistakes
 financial forecasting and identify lessons
and deploy team resources as required  business planning learnt
to successfully achieve project  risk management  face-to-face learning
objectives  talent mapping on resource
eg establishing an ongoing team structure for a management
new live daily TV show
5. I approve and take responsibility for  planning resources  e-learning on budget
 financial forecasting planning and
budgets, schedules and other business  business planning forecasting
plans drawn up by my team  risk management  shadowing a team
eg signing off an investment plan in new  talent mapping dealing more closely
equipment to meet clients’ changing needs and with resource
expectations management

6. I embrace new technology to support  strategic thinking  visit tech suppliers

 innovation techniques  research the latest
positive outcomes, now and in the  technology forecasting tech innovations
future  vision setting
eg instigating a kit trialling day for team members  strategic analysis
to test and try potential new equipment  creative thinking
 policy setting

7. I set the wider vision and strategic  strategic thinking  read books, listen to
 innovation techniques podcasts or watch
ambition of my current project or  technology forecasting online talks about
organisation  vision setting exceptional visionaries
eg building talent relationships to enable an  strategic analysis  attend workshops on
upcoming expansion into new genres  creative thinking strategic thinking from
 policy setting an organisation for
other professions
specialising in strategy
8. I am involved in identifying strategic  strategic thinking  volunteer to take part
 innovation techniques in an industry-wide
opportunities and risks to my field or the  technology forecasting project with a
wider industry, advocating for new ideas  vision setting recognised industry
that will lead to its growth and resilience  strategic analysis body
eg participating in a ScreenSkills skills council  creative thinking  represent the screen
 policy setting industries at events
around broader
business
developments and
policy-settings

14
 CPD framework

Competency 3: working with others

The ability to collaborate with others to deliver successful projects to a shared vision, managing
others fairly, communicating clearly and leading effectively.
If you want to improve your professional expertise, seek out CPD activities in the recommended areas
for development. These activities might be in the form of commercially-available formal training,
workplace-embedded CPD or individual self-led learning, depending on your need and context.

Entry - competency 3: working with others

Skills Areas for development Examples of CPD activity
1. I follow instructions that I am given and  teamwork  attend ways of
 workplace empathy working briefings
request clarification if needed  personality types  read books, listen to
eg achieving a range of tasks with tangible
 following instructions podcasts or watch
outcomes during a work experience placement
 communication skills online talks on
 responding to different tasks
feedback management methods
 behaviour change
2. I work well with others in all contexts  teamwork  face-to-face learning
 workplace empathy on successfully
(eg under pressure)  personality types contributing to a team
eg working successfully on group projects in an 
 following instructions watch video tutorials
academic context
 communication skills about empathy in the
 responding to workplace
feedback
 behaviour change
3. I listen well and take on feedback,  teamwork  watch e-tutorials on
 workplace empathy asking feedback at
adapting my behaviour accordingly  personality types work
eg responding to coaching or teaching for a sport 
 following instructions requests regular
or personal interest
 communication skills appraisals and
 responding to references
feedback
 behaviour change

4. I am friendly, polite and professional in  communicating  look for online tips and
my dealings with others professionally advice on successfully
eg using appropriate language and tone for  managing up starting in the
emails  behaviour change workplace

5. I keep my line manager and colleagues  communicating  webinar on basic

aware of how I am progressing, and if I professionally interpersonal skills
 managing up  join an action learning
am experiencing any problems or have
 behaviour change set around
any concerns communication in the
eg reporting a potential health and safety issue workplace
to a line manager

6. I am flexible and open to change  understanding and  e-learning on

eg accepting a move to a different team with responding to change responding to change
short notice in the workplace
 seek a mentor

7. I can identify role models who inspire  exploring leadership  explore the story of
potential key people and
me  recognising different companies in the
eg explaining who I have enjoyed working with or leadership styles industry
for, and why 
 identifying role models read biographies of
inspiring leaders in
other industries

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ScreenSkills, April 2019

Early - competency 3: working with others

Skills Areas for development Examples of CPD activity
1. I proactively identify opportunities to  teamwork  read books, listen to
 proactivity podcasts or watch
fulfil my responsibilities and contribute  communication online talks on taking
to the wider success of a project or professionally the initiative at work
organisation  confidence-building  observe and listen to a
eg suggesting a kit audit ahead of a busy filming  having difficult team member who
period conversations role models proactive
thinking

2. I take the initiative in putting myself  teamwork  volunteer for

 proactivity opportunities outside
forward for new tasks or projects  communication the direct scope of
eg volunteering to represent my peers at a your role
professionally
senior management meeting about ways of 
 confidence-building webinar on
working
 having difficult confidence-building
conversations

3. I am developing the ability to challenge  teamwork  observe and listen
 proactivity when senior people
and question others appropriately  communication challenge and
eg identifying any inconsistencies in a pitch question others
professionally
document 
 confidence-building face-to-face learning
 having difficult on having difficult
conversations conversations

4. I am able to delegate tasks to others  managing others  watch online

 delegation masterclasses on how
where appropriate  motivating others to delegate effectively
eg asking a Production Coordinator to greet  look for online tips and
meeting attendees while I focus on setting up the advice on motivating
IT others in the
workplace

5. I inform those I am working with how I  communication skills  attend webinars on

 planning ahead managing up
intend to complete tasks or projects  storytelling  one-to-one tutorials on
eg updating others at a team meeting with next
 assertiveness assertiveness
steps towards securing a filming location

6. I can articulate my opinion  presentation skills  presentation skills

 managing up training
professionally, and as appropriate to my  influencing and  attend in-team
level of knowledge and experience persuading workshops sharing
eg suggesting a new approach for my current  responding to best practice
employers’ social media activity feedback storytelling
 face-to-face
influencing and
persuading training
7. I am open to change and able to  understanding and  seek a mentor
responding to change  join an action learning
appreciate how any impact on my role set during a period of
or responsibilities will benefit my project change
or organisation
eg explaining the long-term benefits of moving to
new animation software provider
8. I am developing my industry  industry understanding  sign up for industry
 developing leadership newsletters and
awareness, and am aware of the potential updates
importance of a company’s culture and  recognising different  watch speeches from
ethos leadership styles reputable industry
eg articulating the purpose and values of a brand  identifying role models conference online
or organisation familiar to me

16
 CPD framework

9. I can recognise different leadership  industry understanding  research different

 developing leadership leadership styles
styles as well as different leadership potential  read books, listen to
approaches at particular moments in  recognising different podcasts or watch
time, and am developing an awareness leadership styles online talks on how to
of which is my natural style, should I  identifying role models be a great leader
become a leader
eg identifying why a relationship with a leader or
manager is/ was challenging

Experienced - competency 3: working with others

Skills Areas for development Examples of CPD activity
1. I am confident to commit to a course of  teamwork  training in leadership
 communication skills essentials
action and then communicate clearly  managing others  seek close supervision
any impact on others  leadership principles by someone more
eg persuading a client to push back a deadline senior on a specific
and then setting new project timings project
2. I manage others, setting them clear  teamwork  gain an accredited
 communication skills management
briefs and then giving them autonomy -  managing others qualification
monitoring and only intervening if  leadership principles  research theories on
needed for the benefit of the individual, different management
project or organisation styles
eg commenting on a VT script if it raises
potential compliance or legal issues
3. I advocate for my team in discussions  managing others  watch e-tutorials on
 macro management having difficult
with senior management techniques conversations
eg making the case for funding for training to fill 
 advocating for others classroom learning on
skills gaps among talented team members from
 negotiation skills negotiating skills
diverse backgrounds
 managing risk
 having difficult
conversations

4. I spot opportunities for my team to  managing others  webinars on managing

 macro management risk
stretch themselves professionally techniques  volunteer to mentor a
according to their skills, time demands  advocating for others more junior team
and development needs, giving them  negotiation skills member
permission to take risks and mitigating  managing risk
for any mistakes  having difficult
eg asking a sales assistant to pitch to a potential conversations
client, with experienced team members present
5. I regularly give my team feedback and  communication skills  face-to-face learning
 giving feedback on line management
make myself readily available to listen  listening to others skills course
and respond to any concerns and  dealing with concerns  peer reviews and 360
suggestions from them  responding to feedback
eg responding to requests for adhoc meetings on feedback  read books, listen to
the same day they are raised  influencing and podcasts or watch
persuading online talks on
influencing others

6. I successfully implement any changes  managing change  research change

 motivating others management case
requested by senior management, in  behavioural studies
ways that bring other members of the economics  shadow someone
team along and fit with the broader  understanding more experienced
vision of my project or organisation organisational culture leading a process of
eg leading a consultation process on a move to change
hot-desking in the office

17
ScreenSkills, April 2019

7. I lead by example, building trust and  demonstrating  read books, listen to

leadership potential podcasts or watch
credibility through the quality of my  building trust online talks on role
work and its results and modelling a  communication skills modelling
healthy perspective and work-life  role modelling  contribute to policy
balance development on staff
eg taking regular time off work, using up welfare
allocated holiday days
8. I am actively exploring my leadership  demonstrating  receive leadership
leadership potential coaching
potential and developing my leadership  building trust  attend masterclasses
skills  communication skills by reputable leaders
eg deputising for senior leaders in my  role modelling from other industries
organisation in decision-making contexts

Expert - competency 3: working with others

Skills Areas for development Examples of CPD activity
1. I set a clear big-picture vision for my  teamwork  receiving coaching in
 vision setting vision-setting
area of responsibility on a project or in  motivating others  watch e-tutorials on
an organisation, and inspire others to  decision-making inspiring others
share in it  advanced
eg articulating the overall look and feel for the communication skills
lighting on an upcoming film  risk management
2. I demonstrate effective large-scale  teamwork  join a senior
decision-making, bringing all relevant  vision setting leadership programme
 motivating others  read books, listen to
people with me along the way and
 decision-making podcasts or watch
managing risks in advance  advanced online talks on risk
eg identifying new clients to target for sales, with communication skills management
input from insight and data analytics teams
 risk management
3. I regularly delegate to others,  managing others  receive coaching in
 personal impact personal impact and
empowering my team and trusting their  assertiveness assertiveness
judgement while providing coaching and  having a difficult  coaching skills for
support when required conversation leaders training
eg asking team members to represent the  coaching skills
project or organisation at a trade show  mediation
 negotiation skills
 being a critical friend
 influencing and
persuading

4. I help to resolve staff concerns where  communicating  join webinars about

appropriate, always being approachable professionally mediation
 managing up  mentor or become a
and discreet
 behaviour change critical friend to others
eg mediating between a manager and their direct
report following a potential welfare concern

5. I encourage others to communicate  advanced  peer review and 360

communications skills feedback
across different teams and disciplines,  feedback systems  research and set up
and oversee a culture of constructive  consultation processes consultation and
feedback feedback processes
eg regularly peer reviewing output in team
meetings and articulating any lessons learnt
6. I am able to make difficult decisions and  managing change  classroom learning on
 vision-setting leading through
instigate change to enable the entire  motivating others change
team to fulfil a shared vision for the  behavioural economics  cross industry
project or organisation  understanding shadowing during a
organisational culture time of change

18
 CPD framework

eg merging two teams with overlapping functions

into one, to make efficiencies and release funds
for developing new projects

7. I establish genuinely creative cultures in  advanced leadership  research theories

the projects I work on, encouraging  creative theories about creativity and
 culture-setting different creativity
openness and calculated risk-taking at
 risk management styles
every stage  role modelling  attend events and
eg setting up a reward scheme to recognise
 talent management conferences sharing
creative excellence and risk-taking case studies of
 developing others’
potential creative teams and
 performance cultures
management

8. I carry out talent mapping and  advanced leadership  explore and/or share
succession planning for my organisation  creative theories HR best practice for
 culture-setting talent management
or project, identifying and developing 
 risk management read books, listen to
strong performers and instigating  role modelling podcasts or watch
challenging performance management  talent management online talks on team
based on measurable outcomes where  developing others’ roles and make-up
needed potential
eg fast-tracking apprentices with the most  performance
potential into paid employment, to ensure management
retention

19
ScreenSkills, April 2019

Competency 4: personal development

The ability to manage and improve my own performance and behaviour, taking responsibility for
ongoing self-awareness, recognising any skills gaps and overseeing my own career progression.
If you want to improve your professional expertise, seek out CPD activities in the recommended areas
for development. These activities might be in the form of commercially-available formal training,
workplace-embedded CPD or individual self-led learning, depending on your need and context.

Entry - competency 4: personal development

Skills Areas for development Examples of CPD activity
1. I take responsibility for any tasks I am  building resilience  watch how to video
given, letting others know how I am  following instructions guides on starting
 reviewing and work
progressing  request regular one-
reflecting
eg finishing a difficult and/or repetitive task in a
volunteering or paid work context  communication skills to-one meetings with
line manager
2. I recognise and make others aware of  creative thinking  read books, listen to
 problem-solving podcasts or watch
any problems, suggesting possible  managing up online talks on
solutions problem-solving
eg proposing a new course of action during a  face-to-face learning
project that is losing momentum on basic creative
thinking

3. I regularly set myself new goals, in  objective setting  seek a mentor

 perseverance  attend a webinar on
conjunction with my line manager or  performance goal-setting
mentor enhancement
eg offering to take on new responsibilities
4. I stretch myself to work towards my  objective setting  seek close supervision
 perseverance by a subject-matter
agreed goals  performance specialist
eg an academic achievement or award  watch e-tutorials on
enhancement
perseverance in the
workplace

5. I can identify my strengths and  self-awareness  request and assess

 reviewing and appraisal feedback
preferences reflecting  record workplace
eg recognising the contribution I made to a
 responding to achievements
project, team or organisation
feedback
 emotional intelligence
6. I can identify areas in my role where I  self-awareness  shadow someone
need to improve or gain more  reviewing and more experienced
reflecting  read books, listen to
experience
 responding to podcasts or watch
eg requesting to have more decision-making
feedback online talks on
opportunities to support developing strategic
thinking skills  emotional intelligence emotional intelligence

Early - competency 4: personal development

Skills Areas for development Examples of CPD activity
1. I persist in tasks that I initially find  building resilience  analyse mistakes with
 managing pressure line manager
challenging, learning from my mistakes  reviewing and  volunteer for
and assessing the reasons for any reflecting opportunities outside
difficulties  proactivity direct job role
eg continuing to deliver short presentations,  working autonomously
despite being uncomfortable with public
speaking
2. I often think of new ways to complete  creative thinking  research different
 idea generation styles of creative
familiar tasks techniques thinking
eg re-organising a spreadsheet to make
 workshop facilitation
analysing the information quicker and clearer
 problem-solving

20
 CPD framework

 face-to-face training
idea generation and
workshop facilitation

3. I suggest challenging personal goals  objective setting  seek a mentor

and objectives for myself, for my line  managing up  watch e-tutorials on
 career mapping career mapping or
manager’s approval
eg asking for mentoring on a particular area of  performance creating a career path
interest or strength enhancement

4. I continue to stretch myself to work  objective setting  read books, listen to

towards my agreed goals  managing up podcast or watch
eg working towards a professional qualification  career mapping online talks on career
or accreditation  performance motivation and
enhancement performance
enhancement
 seek close supervision
by a subject-matter
specialist online tips
for recognising your
own personality traits
and preferences

5. I am aware of my natural inclinations  self-awareness  analyse and draw

 reviewing and lessons from
and typical responses to various work reflecting successful projects or
situations  responding to productions
eg explaining how my personality type impacts feedback
on how I deal with situations of potential conflict
at work
6. I continue to identify areas in my role  identifying personality  shadow someone
where I need to improve or gain more traits and preferences more experienced
 emotional intelligence  request and assess
experience feedback from line
eg requesting to have more budget
managers and peers
responsibilities due to lacking in financial
awareness

Experienced - competency 4: personal development

Skills Areas for development Examples of CPD activity
1. I deal positively with any  building resilience  resilience at work e-
 managing pressure learning modules
disappointment, rejection or mistakes,  reviewing and  research case studies
evaluating what causes them and reflecting of projects or
making plans to respond differently  problem-solving productions that
going forward  supporting wellbeing experienced setbacks
eg learning from challenges with managing the  emotional intelligence
wellbeing of my team in my last project to
approach planning a team structure and
schedule differently on my next project
2. I regularly initiate new projects or pitch  creative thinking  attend webinars on
 strategic analysis confidence-building
new ideas to my team and manager  idea generation  receive coaching on
eg starting a buddy programme to encourage
 opportunity mapping spotting and pursuing
understanding and build relationships across
different disciplines  confidence building new opportunities
 contribute to feedback
and consultation
3. I create, implement and regularly review  objective-setting  seek supervision for
 reviewing and creating a personal
my own personal development plan reflecting development plan
eg drawing up a reading list to develop my 
 career mapping request and assess
strategic thinking skills feedback from line
managers and peers
4. I can effectively assess my own  self-awareness  face-to-face training in
 reviewing and self-evaluation
strengths and weaknesses and identify reflecting
my skills gaps

21
ScreenSkills, April 2019

eg self-referring for leadership training  psychometric testing  seek out a critical

 proactivity friend
 take a secondment in
a different area
5. I proactively seek new experiences  self-awareness  research online tips on
 reviewing and self-reflection
eg initiating a secondment to a different reflecting
discipline or part of the organisation  psychometric testing
 proactivity
6. I actively develop my profile in the wider  profile-building  attend events put on
 industry impact by a recognised
industry and build my personal contacts  networking skills professional body
eg attending BAFTA networking events 
 communication skills networking skills
 confidence-building training

Expert - competency 4: personal development

Skills Areas for development Examples of CPD activity
1. I take the lead effectively in challenging  building resilience  face-to-face learning
 crisis management on leading in crisis
situations such as crisis management  complex project training
eg overseeing the following of protocols during a  analyse critical
management
data protection breach, to minimise negative
 reviewing and incidents and
impact establish lessons
reflecting
 leadership skills learnt
2. I regularly think of new ways to develop  creative thinking  lead an action learning
 strategic analysis set on new ways of
my project or organisation, making fresh  innovation techniques working
connections, having innovative ideas  problem-solving  read books, listen to
and thinking laterally  forward planning podcasts or watch
eg developing new partnerships with online talks on
organisations or people who share similar values innovation and
or objectives boundary-pushing
3. I still create, implement and regularly  objective-setting  analyse 360 feedback
 reviewing and and peer review
review my own personal development reflecting outputs
plan  career mapping  carry out a regular
eg identify organisations, people or project types personal skills and
to work with to broaden my experience competencies audit
4. I continue to identify skills gaps and  self-awareness  emotional intelligence
 emotional intelligence profiling
proactively seek new experiences  reviewing and  visits to organisations/
eg initiating a job swap with someone in my field individuals in
reflecting
working in a different market or territory
 proactivity complementary roles
or fields

5. I look for opportunities to develop my  personal vision-setting  seek out a critical

friend
potential even further and achieve my  lead on policy
ambitions development in my
eg seeking out a professional coach organisation or for the
industry as a whole
6. I am a role model for others, sharing my  profile-building  receive coaching in
 industry impact public speaking
knowledge and inspiring respect by my  role modelling  write articles for
behaviours to benefit individuals, my  sharing knowledge respected industry
project or organisation, and the wider  motivating others publications
industry  presentation skills  speak at industry
eg featuring in an industry publication, sharing  training and teaching conferences
experiences on particular project skills  deliver masterclasses
and workshops

22