Академический Документы
Профессиональный Документы
Культура Документы
SCOPE This framework applies to all CQU general, academic and research employees. PROFESSIONAL DEVELOPMENT APPROACH Professional development is a purposeful learning activity designed to enhance a staff members or a teams knowledge, skills and attitudes relevant to their current work or to undertake a new role (Guskey, 2000). Professional development options include staff exchanges, internal and external secondments, international activities, conferences, seminars, formal study, action learning and special projects, faculty/work group specific training, apprenticeships and traineeships, job rotation, mentoring, on the job coaching and professional memberships (see Table 1). High quality professional development exists where organisational structures are designed to sustain rigorous and relevant professional development strategies (McCaffery, 2004). The approach to professional development at CQU is to provide quality development opportunities for its staff.
Table 1: Professional Development Options
The approach to professional development at CQU encompasses a holistic view of the need to recruit and select quality staff, to induct them, to train them and provide other opportunities for their development. It also encompasses the need to appraise and reward their performance and to provide, where possible, as part of succession planning, the chance to progress on appropriate career paths. Professional development may be viewed as a cycle, as shown overleaf, which is repeated at each organisational level as individuals grow personally and professionally. The professional development cycle starts with recruitment and selection of new staff, then induction and orientation, followed by training as required for roles and level of appointment and the application and practice of skills and qualifications on the job. It culminates in the annual Performance Review, Planning and Development (PRPD) process to provide feedback, identify further developmental needs and assess suitability for career advancement, or opportunities for lateral moves to accommodate personal aspirations, and/or organisational needs. Developmental needs may be met through attending professional development courses, undertaking formal courses to prepare for advancement to the next level, or other developmental activities such as attendance at conferences, undertaking projects or secondments.
Page 2 of 14
Career Enhancement
The professional development cycle diagram above shows that some staff will seek to move on to the next level to further their career, once they have acquired sufficient experience and demonstrated proficiency in their current role. Depending on the stage of their career, other staff may choose to remain at the same level, but might seek to become more specialised or multi-skilled to maintain job satisfaction. Individuals seeking career progression need to plan their development, in conjunction with their supervisor, as part of the PRPD process. As supervisors and staff members share information about career goals, this assists staff in choosing developmental options, as well as enabling the supervisor to plan the developmental activities required for staff at each level and for different stages of their career. Nevertheless career paths are not prescribed and cannot be guaranteed for any particular individual to progress automatically. The Professional Development Framework encompasses all aspects of career development for staff in the University. There are many avenues of professional development available for staff and these may vary according to differing needs during different phases of a career. The Career Development Guides for general and academic staff, depicting the career development paths as outlined above, are shown in the tables overleaf:
Page 3 of 14
Building a professional toolkit Sustaining Leadership (Executive including memberships of development programs): contextual professional organisations & awareness, retreats, executive development activities coaching, collaboration with peers, identified through PRPD. networking. Probationary reviews completed with Generic capabilities of general Succession & workforce planning for some elements compulsory for successful staff (technical & future leaders, managers & staff. completion of probation. administrative skills) assessed & built. Supervisors and staff negotiate individual professional development requirements as part of the PRPD process.
Development of knowledge & skills in Learning & Teaching. Introduction to the research environment.
Introduction to Training in University workplace systems, technologies systems & & processes. processes. Some elements are compulsory for successful completion of probation.
Reflection, continuing professional development, collaboration with peers both within CQU & externally, supervisor/mentor coaching. Professional development for mid career teachers & researchers, development in grant writing etc. Acquisition of new & refresher training including contextual knowledge & skills development. Re-energising & on-going development of mature career academics.
Sustaining leadership (Levels C - E): contextual awareness, retreats, executive coaching, collaboration with peers, 360 degree feedback. Succession & workforce planning for future leaders, managers & staff.
Monitoring changes and developing networks across the higher education sector.
Supervisors and staff negotiate individual professional development requirements as part of the PRPD process.
Page 4 of 14
STAKEHOLDER RESPONSIBILITIES
EXECUTIVES Lead the university community to facilitate meaningful engagement in professional development through: Articulating and modelling a clear vision and expectation of professional development planning; Ensuring that work plans and budgets include reference to funding and reporting of professional development for all staff groups; Developing a clear understanding of the future needs of University/work areas to ensure that professional development is incorporated into workforce planning; Ensuring time release, leave provisions, funding and access to professional development are allocated equitably in line with the Universitys strategic goals and needs; Demonstrating leadership behaviours that encourage a performance culture where professional development is an on-going embedded process; and Facilitating a flexible organisation where changing organisational and strategic demands can be readily accommodated in support of emergent developmental needs. SUPERVISORS Support staff to access professional development by: Taking joint responsibility with staff for supporting and promoting professional development and ensuring that it takes place and is disseminated effectively; Ensuring that all new staff participate in induction and orientation processes so they have the necessary information to carry out their responsibilities and function effectively in their role; Taking responsibility for ensuring that access to professional development is equitable for all staff; Anticipating emergent skill development requirements through work area planning and needs analysis;
Page 5 of 14
Ensuring that CQUs strategic goals align with current and/or future career needs of the individual through the PRPD process; Undertaking the PRPD process to ensure staff have professional development requirements clearly articulated aligning with University and work area goals; Encouraging the use of local expertise for mentoring and coaching; Negotiating appropriate time release, leave provisions, funding and access with staff in line with the work areas strategic goals and needs; Establishing behaviours and practices that actively encourage a performance culture where professional development is an on-going embedded process; and Ensuring professional development activity is recorded in CQU systems and report on the effectiveness of professional development activities against the Staffing Excellence and Proficiency Scorecard.
STAFF Assume joint responsibility for professional development by: Taking responsibility for professional development with direct supervisors by actively participating in various activities, including staff induction and orientation, and identifying key areas which will assist in personal and professional development during the PRPD process; Engaging in professional development activities consistent with the Universitys and work areas strategic goals; and Implementing and disseminating outcomes of professional development activity to benefit other colleagues. INTERNAL PROFESSIONAL DEVELOPMENT PROVIDERS (see Appendix A) Support co-coordinated network learning and partnership through: Achieving consistent professional standards through evaluation processes; Contributing to effective communication and co-ordination between professional development providers; Ensuring the provision of staff induction and orientation programs for all new staff; Considering life-cycle needs of different staff cohorts and different stages of career development, taking into account sessional, early, mid and mature career requirements; Keeping up-to-date with new initiatives in professional development including undertaking research, dissemination, investigation and collaborative evaluation of CQU practice; Enabling collaboration across the whole institution ensuring professional development knowledge is shared and distributed effectively; and Having qualitative and quantitative data at hand to report effectiveness of all internal professional development against University strategic indicators and targets and recommend improvements.
Page 6 of 14
REPORTING Effective and systematic reporting of professional development activities is fundamental to achieving the aims of the Professional Development Framework and assessing the benefits achieved. It ensures equitable access for all staff and assists in planning and budgeting future activities. Currently, through the centralised budget process, two percent of budget is allocated for professional development. EVALUATION All internal professional development providers need to measure the effectiveness of individual programs through appropriate evaluation mechanisms. Kirkpatrick and Guskey (Guskey, 2000) provide a model of assessment which it is proposed CQU adopt to provide a consistent measurement of quality, value and impact of professional development across the University. The five main evaluation criteria include: 1. Participant Reactions: How well was the professional development received? 2. Participant Learning: Did participants acquire the intended knowledge and skills? 3. Organisational Support and Change: Did the organisation support and share the results of the professional development? 4. Participant use of New Knowledge and Skills: Did participants effectively apply the new knowledge and skills? 5. Outcomes: What was the impact on the core business of the University? It is recommended that CQU adopt a consistent measure to evaluate professional development activity across the University. Useful templates and tools can be further developed and made accessible on the web to help foster a standardised evaluation and measurement process. This will assist the University to assess the impact of professional development activities in achieving its goals. ACCESS & PARTICIPATION The University has an organisational responsibility to ensure that funding and time is allocated for staff to be able to participate in professional development. Consideration as to the specific career (life cycle) needs of staff needs to be given when planning professional development activities to engage, and continually re-engage staff in a career-long learning journey. It is expected that staff take personal responsibility to keep their knowledge and skills current and for engaging in learning new skills and practices in partnership with colleagues and managers. All staff need to be able to access some form of professional development or resource to support them in their roles. CQU will strive for fairness for all staff to access professional development with a reference to need rather than a dollar or hour value. Fairness will be afforded by the opportunity for all staff to apply for a range of professional development activities with staff having access to an equitable and equivalent entitlement of professional development activities. Centrally funded professional development activities for targeted strategic priorities and/or legislative requirements may provide an additional entitlement of professional development for targeted staff. CAPABILITY BUILDING Professional development should be focused on building the Universitys capabilities in teaching, research, leadership, management and governance in addition to facilitating legislative compliance requirements such as risk management and strengthening support and services to students. Staff require core/specific skills to complete their day to day jobs as well as a range of generic skills and capabilities including the ability to understand and
Page 7 of 14
interact with others as well as the ability to be customer oriented and adaptable within the culture of the organisation. Internal professional development providers need to continue to work with a co-operative partnership approach directed towards different cohorts of staff.
STRATEGIC INDICATORS
A business case for funding professional development activities to be made to VCE to address strategic priorities. Develop budget allocation guidelines for professional development across the University including for centrally conducted strategic priorities. Improved reporting of professional development activities & budget in all work areas to support the Staffing Excellence & Proficiency Scorecard & to provide recommendations for the following years budget. Professional development reporting template developed to assist all work areas. Enhancement of the Alesco & implementation of the Training & Development module to enable consistent university reporting of all professional development activities. All internal & external professional development activities to use consistent evaluation processes.
Faculties & Divisions & Heads of work areas including HOS/D (to ensure no double dipping). DHR /Financial Services Division
REPORTING
DHR
Reporting of participation & funds expended & improvements provided to Council via the Scorecard reporting process & annually to VCE by December to inform planning. By December 2007.
VCE to endorse resources to further develop University professional development IT module. DHR & Division of Information Technology. VCE support for improved evaluation processes for all professional development. DTLS & DHR to work with internal professional development providers to develop & adopt standardised evaluation tools. DHR to lead internal professional development providers in reporting on evaluative review outcomes.
EVALUATION
Submission of Business Case for implementation of the training & development module to be provided to the Executive Director (Resources) by October 2007. Reporting process for professional development activities to include reference to evaluation processes. Implementation by December 2007. Implementation by December 2007 through a Professional Development Committee reporting to VCE.
Outcomes from the evaluation of internal & external professional development programs to be reported annually by all internal providers.
Page 8 of 14
ACTION Facilitate a professional development culture in the work planning process. Formulation of a comprehensive career management site to inform staff on career pathways, workshops & support. CQU to continue to provide cost effective internal professional development opportunities and to set strategic priorities for centrally funded professional development programs. Review all policies relating to professional development & develop guidelines to support supervisors & staff to ensure that staff have equitable access. Implementation of funded Professional Development Scholarship programs for staff that do not have access to professional development. Statistical Measures: y % of academic staff with relevant teaching qualifications y Numbers of academic staff seeking & achieving promotion. y % of Academic Staff holding PhD & other higher qualifications & staff undertaking higher degrees. y % of staff attrition & retention (excluding contract staff). y Research output reported for all academic & research staff. Induction processes improved both at University & local work areas to effectively transfer organisational knowledge & skills to all new employees. Development of a Strategic Staffing Profile for future staffing capability.
TARGETS Annually within PRPD, operational planning & reporting processes. Implementation by June 2008
DHR.
ACCESS
Annually as part of strategic planning & annual review of the Management Plan HR & budget allocation process.
Professional development guidelines in Faculties & Divisions to underpin the Professional Development Framework developed in conjunction with DTLS & DHR. DHR to lead in consultation with internal professional development providers, Dean, Financial Services Division & VCE
DHR
DHR
DHR Annual report of research output to VCE. Increase in % of new staff (inc casual staff) attending induction programs & >75% staff satisfied that induction helped work performance in the first 6 months Report on strategic targets & indicators relating to professional development for the annual reporting of the Management Plan Human Resources.
Executive Deans
Page 9 of 14
CONCLUSION
In order for the University to provide strategic input into professional development activities a number of improvements need to be addressed. These improvements include the reporting capability, evaluation processes and barriers to staff participation in professional development. Targets and indicators supporting professional development provide a way forward to direct activity and guide organisational priorities. The recommendations in this Professional Development Framework provide a basis for building the organisations capacity to further develop all staff.
Page 10 of 14
RELATED DOCUMENTS
GENERAL POLICIES Staff Development Policy Staff Study Support Policy Staff Development Plan Acting On Higher Duties Policy Management Plan for Learning and Teaching 2007 - 2010 Performance Review, Planning and Development - Academic Employees Performance Review, Planning and Development - Academic Staff - Assessment Report Performance Review, Planning and Development - Academic Staff - Self-Assessment of Performance Performance Review, Planning and Development - Senior Management Performance Review, Planning and Development General Staff Employees Policy Performance Review, Planning and Development General Staff Process Document Secondments Policy Strategic Plan 2007-2011 Vice-Chancellor's Award for Emerging Researchers Vice-Chancellor's Awards for Excellence to General Staff Policy GENERAL POLICIES - ACADEMIC STAFF Outside Studies Program (OSPRO) Policy Academic Promotion / Accelerated Progression Policy Mentoring - Academic Staff Policy GENERAL POLICIES - GENERAL STAFF General Staff Training and Development Policy GENERAL POLICIES SENIOR STAFF Professional Development Program (PDP) - Senior General Staff STAFF DEVELOPMENT POLICIES FROM OTHER WORK AREAS DTLS POLICIES DTLS Compulsory Training and Discipline Maintenance Policy (Version: 3) DTLS Staff Development Support DTLS Staff Study Support Policy DTLS Staff Development Committee Terms of Reference LIBRARY POLICIES Library - Staff Development Library - Training Rooms Terms of Reference for Library Staff Development Committee RESEARCH SERVICES POLICIES Research and Research Training Management Report 2001
Page 11 of 14
REFERENCES
Corporate Services Projects (Quality Office), 2007, REPORT Action Plan for AQUA Audit Report- November 20 2006, Central Queensland University. Guskey, Thomas R., 2000, Evaluating Professional Development, Conwin, Thousand Oaks, CA. McCaffery, P., 2004, The Higher Education Managers Handbook, Effective Leadership and Management in Universities and Colleges, RoutledgeFalmer, London. Report of an audit of Central Queensland University, Australian Universities Quality Agency, AUQA Audit Report Number 39 (February 2006), AUQA.
Central Queensland University wishes to acknowledge RMIT University as a source of part of this document and for their permission to use it. It also wishes to acknowledge the University of Queensland for the source of parts of the document.
Page 12 of 14
www.dtls.cqu.edu.au
Financial Services Division Information Technology Division Division of Library Services Research Services Student Administration
Page 13 of 14
PROFESSIONAL DEVELOPMENT Frameworkv0 9.Doc Fisherm Final Last Saved: Current Version: Fisherm 01 June 2007 V0.9
Version 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9
Status Draft Review Review Review Review Review Draft Final Draft Final Final
Action Development Team Review Team Review Independent Review Management Review Management Review Final Final Approval
By Whom Marilyn Fisher Barbara Stubbs Nerine Williams Gillian Adams David Swann Marilyn Fisher Marilyn Fisher Marilyn Fisher Marilyn Fisher
Date 23 February 2007 28 February 2007 9 March 2007 15 March 2007 16 March 2007 16 March 2007 10 April 2007 15 May 2007 01 June 2007
Page 14 of 14