JOB DESCRIPTION Position Title Regional Property Advisor Group/Business Unit Education Infrastructure Service Location Christchurch Date 2013 Regional Property Manager, Education Infrastructure Service Permanent A8 Reports to HR Reference Our Purpose The Ministry of Education is the government’s lead adviser on the education system, shaping direction for education agencies and providers. The Ministry delivers policies and services focused on its leadership role in the education sector. This includes coordination with other sector and government agencies and forums to achieve shared goals through cross sector work programmes and contribution to broader government goals. The overarching outcome to which the Ministry contributes is to build a world-leading education system that equips all New Zealanders with the knowledge, skills and values to be successful citizens in the 21st century and shapes, leverages and influences Māori enjoying education success as Māori. Education Infrastructure Service Education Infrastructure Service (EIS) as a part of the Ministry manages one of the largest property portfolios in New Zealand, composed of approximately 2,400 primary and secondary schools and over 8,000 hectares of land with a book value of $10.7b. On behalf of the New Zealand Government EIS invest around $500m per annum in planning and delivering infrastructure works from school-led projects to large scale programmes of work. Position purpose The Regional Property Advisor role involves:  Managing a portfolio of schools which have challenging asset management, infrastructure and property investment issues. This will require discussions with a range of parties, including school boards and principals about which asset improvement project the Ministry should invest in.  Working collaboratively across the team to share the technical knowledge and experience with others so all portfolios are well supported and there is consistent delivery of service.  Working with major programmes (ie earthquake resilience, leaky buildings) at a portfolio level as required This role is accountable to the Regional Property Manager. 1 Dimensions of the Position for which the incumbent is accountable Number of direct reports Nil Total number of indirect reports As required Operating budget Nil Capital budget $10 – 20 Million Other (formal Ministry delegation levels etc) TBC Important Relationships Internal  Regional Property Manager  School Property Advisors  Manager, Service Delivery  Head of Education Infrastructure Service  Schooling Group  Education, Curriculum and Performance (ECP)  Special Education (GSE)  Te Mataaruru (Central North only) External  School boards and management  Project managers  Professional Service Providers ie Engineers  Territorial Local Authorities  Education sector groups 2 Key achievement areas Key deliverables/outcomes Property and Asset Management To provide direct and active support to the Regional Property Manager for the delivery of the spectrum of property services within the portfolio. Advise and support schools in the development of their 10year Property Plans. Collaborate with and provide appropriate guidance and support to the wider team based on experiences or technical capabilities. Assist schools and their project managers in using the New Condition of Assets methodology and tools. Monitor and report on the portfolio, against monthly property targets, and provide support to schools or team members where targets are not being met. Ensure consistent interpretation and application of property management policies and guidelines to school boards and management within the region. Assist with the regional implementation of property policy changes, including 5-year Property Agreements. Provide local knowledge to guide and support policy development at a regional/national level. Support the team and region to provide effective and timely guidance to schools and consultants on Ministry project management process requirements. Business Planning and Analysis Contribute to business planning processes for the property function at regional and operational level. Assist the team with the planning, prioritisation and completion of the formal school visit programme. Relationship Management Establish, maintain and manage often complex relationships in a way which facilitates the achievement (of) objectives. Provide an effective and correct response to complex sector questions, queries and issues. Interact with the Early Childhood and Regional Education Group Network staff on matters specifically related to the application of the Service Level Agreement. 3 Key achievement areas Key deliverables/outcomes Project Work Provide project team leadership on property matters, applying project management skills and best practice to lead or coordinate project initiatives as requested. Work as a participant and expert resource with cross-disciplinary project teams and school boards and management. Work with the region to customise, and target support and assistance based on school’s level of self management and capability. Collaborate with other team members and regions to create a working environment which promotes a high level of motivation and morale. Support team members in the timely completion of school projects. Operations Management Ensure Ministry standards, policy and procedures in relation to property provision are consistently maintained. Support the team in undertaking successful negotiation, management and completion of external contracts. Ensure any Ministry reporting and quality assurance (audit) standards required are met and maintained. Identify and implement appropriate risk management strategies. Programme Work Provide support to the Major Programmes team in the delivery of the programmes, as required;  Building Improvement  Earthquake Resilience  Public Private Partnerships  Treaty Settlements  Condition assessment  New schools. Staffing Assist with the induction, coaching and mentoring of new staff on policy and standards. Provide support to team members in managing complex issues and problem resolution with school boards and management. Provide relief services/cover as required. Provide cover for any unexpected property related emergencies within the region. 4 Mandatory achievement areas for all Ministry staff positions Key deliverables/outcomes Ka Hikitia –Managing for Success Have an awareness of and an understanding of the Organisational Potential Framework, and apply this knowledge and understanding of Māori enjoying success as Māori, to day to day work. Take responsibility for developing skills and knowledge to: develop transform participate and to influence in day to day work, Māori enjoying education success as Māori. Health and Safety Take all practicable steps to ensure safety at work and that no action or inaction causes harm to anyone else. Report all hazards, accidents, near misses, or unsafe conditions to the manager or Health and Safety Representative as soon as possible. Observe Ministry stated health and safety policies and guidelines. Know and comply with all Ministry Health and Safety policies and guidelines. 5 Person Specification and Competencies Knowledge and Experience       Relevant professional qualification such as Asset Management, Quantity Surveying, Architecture Infrastructure Planning, Property or Project Management and/or Experience in the construction industry Of benefit would be: Knowledge of relevant related legislation such as, Public Works Act, Building Act. Previous exposure to government policy environment. Experience in contract management preferably in the construction or asset management area. Experience working with Maori and Pacific communities Skills and Abilities  Conceptual and analytical ability and the capacity to work with an interdisciplinary perspective.  Demonstrated ability to plan and implement initiatives and achieve positive results.  Ability to interpret, plainly articulate the intent, and apply policy appropriately, in a way that meets the needs of both the Crown and the school.  Skills in building strong working relationships with school governance and management structures and understanding their issues.  Ability to manage and prioritise competing demands.  Demonstrated ability to manage relationships to achieve desired outcomes.  Demonstrated ability to problem-solve, plan, develop and implement initiatives and interventions to achieve positive results.  Capacity to identify and utilise specialist skills.  Ability to manage the conflicting expectations of others to achieve desired outcomes.  Knowledge of and the ability to apply risk identification, assessment and management practices.  Able to identify strategic linkages with other relevant initiatives within and outside their area of work.  Demonstrated ability to manage conflict, negotiate agreement and manage consensus.  Knowledge and understanding of legislation and local authority requirements affecting property management.  Ability to travel frequently and widely within the region. 6 The Ministry of Education has introduced a set of competencies to support staff deliver on the objectives for Ka Hikitia. The competency level for this position has been confirmed as outlined below. It is not expected that applicants will necessarily have competency in all aspects described within each area. Pou Hono:  Understands the importance of delivery equitable outcomes for Valuing Maori Māori learners  Understands how Māori identities, languages and cultures are essential to definitions of success as Māori  Identified cultural perspectives and bias in others, but is still developing the ability to challenge their views  Accepts, respects, and understands that every person has their own cultural perspective and is starting to understand how it can impact on thinking, decisions and actions.  Articulates that Māori are inherently capable of achieving equitable outcomes  Accepts and engages with iwi as repositories of their identity, language and culture with inherent rights to be partners in education Pou Mana: Knowledge of Māori Context      Pou Kipa: Achieving equitable education outcomes for Māori        Understands the Ministry’s Treaty of Waitangi policy but requires guidance in its application Developing a basic understanding and use of te reo Māori, with competent pronunciation, and tikanga Māori – including a basic introduction in te reo (possibly using an accompanying mihi/waiata Understands that Māori have the right to define success for Māori Understands Māori place-based societal structures that relate to Ministry work Understands that mana whenua is different from tangata whenua and how and where to get advice to act appropriately Knows when and how to access resources to ensure that actions meet obligations of the Crown, in relation to the Treaty of Waitangi Develops and implements to achieve equitable outcomes for Māori Engages effectively and appropriately through a partnership approach with Māori (colleagues, external experts, learners, parents, whānau, hapū, iwi and/or local regional and national Māori organisations) but requires some assistance to identify when and how such engagement should occur Developing a knowledge-base about available research and resources, and is beginning to apply the evidence of what works for Māori in education Has an understanding of the Māori Potential approach and sometimes applies it in actions and interactions with others Understands that Māori medium education should be considered as part of business as usual and seeks assistance to achieve this Challenges current processes and wants to find new ways to do things differently, to improve their practice and add value, in order to better attend to Māori enjoying and achieving education success as Māori 7