Under Review

Professional Development Policy

Development & Training

1. PREAMBLE

Jul 92

The University of Adelaide has a strong commitment to excellence in teaching, research and scholarship. The University accepts that people - the students, the academic staff and the general staff - are the key to the attainment of this commitment. By encouraging and supporting the continuing professional development of all of its staff the University will be assisting them in their contribution to this commitment and, through the work of the academic staff in particular, to the quality of learning of their students.

2. DEFINITION OF PROFESSIONAL DEVELOPMENT

Jul 92

Professional development refers to the policies, procedures and activities which assist all staff to meet their personal, academic or professional needs in ways that are consistent with the objectives and with the known and anticipated needs of the University. The principal purposes of professional development are to optimise the quality of working life and to achieve excellence by enhancing and supporting the existing strengths and potential contributions of all members of staff to the work of the University.

The definition reflects modern approaches to training and development in organisations which increasingly recognise that individual needs and organisational strategy should be linked and that organisations have an ethical responsibility to ensure that obsolescence of employee skills does not occur.

2.1 Focus on goals

Important matters in the definition are planning, clarification and review of the goals of the individual member of staff. The processes by which they are implemented have the objectives of optimising the fulfilment of the goals of each member of the staff and the contribution each makes to the work of the University. These matters are to be addressed within areas and departments through a continuous planning and development review process that is responsive to changing needs and circumstances. The process must be a two-way one in which the needs and goals of both the individual and of the University are taken into account and in which attention is focussed on the individual and on the context in which the individual works.

2.2 Policies

2.2.1 Professional development applies to all staff, both general and academic, and is an integral part of professional and academic responsibilities. It imposes obligations on individuals to develop and on the University to support that development in ways that are consistent with individual and University needs and objectives, and with the availability of resources.

2.2.2 Professional development links individual interests and needs with University goals and needs; it requires planning and the clarification and review of both individual strengths and needs and University needs, especially at the area/department level.

2.2.3 Professional development must be integrated into the University's functioning: it is a part of normal planning, management and working practices. Ways in which it can be so integrated include:

• communication of the University's expectations with respect to professional development to new staff;
• provision of a program of induction for staff during their probationary period.

2.2.4 Senior staff shall offer leadership and support for the professional development of staff in their departments/areas.

2.2.5 Staff with responsibilities for supervising the work of others (eg. Deans, Heads, Chief Officers, managers, supervisors, etc.) shall have the primary responsibility for the management of professional development in their departments or areas.

2.2.6 Training will be provided for all staff in management/supervisory positions to assist in the successful implementation of professional development policies and procedures. Training will also be available for all staff in key aspects of the planning and development review process.

2.2.7 The principles of equal opportunity and affirmative action are essential characteristics of the practice of professional development in the University.

2.2.8 Formal reviews of staff for the purposes of the granting of tenure, the confirmation of appointments and for promotion, and staff assessment as required in the Academic Award have a role in University decision making. However, formal reviews and assessments are inadequate and inappropriate vehicles alone for the professional development of staff.

2.2.9 The distinction between formal reviews, assessments of academic staff and reviews for professional development is fundamental; the differences between them are such that different procedures must be implemented to achieve the purposes of each.

2.2.10 The University shall provide resources to support its professional development polices and programs and shall supplement these by seeking support from appropriate external sources of funding.

2.2.11 The University will provide appropriate professional support for professional development.

3. STAFF PLANNING AND DEVELOPMENT REVIEW

Mar 98

3.1 Overall responsibility

The key element in staff planning and development review is a planning and development discussion to be held at a formally scheduled meeting with each member of staff as regularly as necessary, but on at least an annual basis. (In the case of academic staff, this is required by the AHEIA National Guidelines on Staff Appraisal Schemes.) It is the responsibility of managers of service areas and heads of academic departments and units to ensure

(i) that annual staff planning and development discussions take place with each member of staff;

(ii) that each area or department develops a strategy for professional development;

(iii) that resources are available for professional development purposes; and

(iv) that appropriate records are kept.

The staff planning and development process imposes obligations on the individual and on the University for mutual planning and goal setting, and for role clarification and review of achievements. It is preferable for discussions with staff to be in the context of a common departmental strategy and with common acceptance of the resources that are available. An important outcome is to establish and to maintain the conditions for staff to manage their own performance, including their own development. These conditions include leadership, suitable working conditions and climate, and reasonable resources to carry out responsibilities. Regular attention to planning at all levels in the University - and this does not imply rigid fixed schedules of activity - will reduce the University's susceptibility to externally driven demands and will eliminate "crisis management" approaches.

3.2 Purposes of planning and development review discussions

The primary purpose of staff planning and development review is to create the best possible conditions in which motivation and development is enhanced. For this to occur, the following further purposes for such meetings are set out:

(i) to discuss goals, needs, interests, career aspirations, difficulties and problems and to relate these to departmental/University characteristics, needs and goals;

(ii) to encourage self-review of achievements in the past period;

(iii) to clarify responsibilities, work assignments, and (for general staff) to revise duty statements;

(iv) to agree on plans for the forthcoming period, including for example, plans for special studies or attendance at conferences, study tours or time-off for study, and the impact of these plans on the department; and how these plans relate to individual and to University needs; and

(v) to determine the actions and forms of support that will be available to achieve the goals.

A fundamental orientation of planning and development review discussions is that they are forward-looking and developmental, although past achievements are not ignored.

Where any criticism of the performance of a staff member emerges in a planning and development review discussion, it should be accompanied by appropriately detailed suggestions as to how the perceived shortcomings may be overcome and where appropriate assistance might be sought. The notes on the review shall also suggest criteria which can be used to establish whether the proposed improvements have been made.

3.3 Planning and development review procedures

It is important to encourage departments to find an approach to planning and development review which best suits their needs rather than enforcing "the right way" to implement the policy.

For academic staff, head of departments should reach agreement with individual staff members as to who the person to conduct the planning and development review discussion shall be. The reviewer may or may not be the head of department, although in most cases it could be expected that the reviewer would be the head. However, in situations where a potential reviewer is also the designated supervisor, the fact that this person has staff assessment responsibilities under the so-called Second Tier Academic Staff Awards should be taken into account when agreement is being reached regarding the selection of the reviewer. In exceptional circumstances it may be appropriate for the discussions to be conducted by a suitably trained person from another department.

If the head of department and the staff member cannot agree on the person responsible for planning and development review, the relevant Dean shall be responsible for resolving the dispute and determining the person who would be of most value in the planning and development review process.

It is recognised that for general staff it may become the norm that supervisors take the major responsibility for planning and development review process as it pertains to general staff reporting to them.

Supervisors would in turn need to liaise with their head of department or manager of service area, who retain the over-riding responsibility.

3.4 Records of planning and development review discussions

A record of the outcomes of planning and development review discussions should be kept, but all documentation relating to the planning and development review process shall be confidential to the staff members and the person conducting the discussion. In situations where the reviewer is not the head of department or manager of a service area, the recommendations for staff development action will be reported to the head or manager in a format agreed by each staff member and will remain confidential to the head or manager and the two staff members.

In particular, agreements about work assignments, proposed revisions to duty statements (for general staff), and plans for professional development activities should be noted to provide a reminder to the supervisor and to the staff member. Signed copies of the record should be retained by the supervisor in a secure place and by the staff member. Copies should not be held on the staff member's personal docket held in the Registry. Such records should not be used for any other purposes except with the explicit written permission of the staff member concerned.

At the conclusion of the department's or area's planning and development review program each year, the Professional Development Group is to be formally notified that the reviews have taken place.

4. OTHER FORMS OF REVIEW

Mar 98

A careful distinction needs to be made between the staff planning and development review concept used in the Professional Development Policy and other forms of review which are utilised by the University, namely:

(i) the formal review required for confirmation of appointment, for tenure or for promotion. Its orientation is to assist in making specified personnel decisions; and

(ii) the assessment required of academic (refer to Clause 7 of the Universities and Post Compulsory Academic Conditions Award 1995) and general staff when performance is determined to be unsatisfactory. There is no definitive indication of award requirements for general staff in this area.

Special procedures are prescribed for the fulfilment of these functions. In most cases of formal review the head of department is required to make a recommendation after consultation with other members of the staff; in assessment cases the head of department is personally required to take such formal action as is necessary. The head must perform the requisite functions in cases of review and assessment, as specified in the Award; they cannot be allocated to other senior members of staff.

5. INTERACTION OF STAFF PLANNING AND DEVELOPMENT REVIEW WITH KEY ASPECTS OF THE WORKING ENVIRONMENT

Mar 98

5.1 Identifying professional development needs

The planning and development review process has the capacity to serve as the major gateway to a range of development activities. Some examples are given below.

For academic staff, areas which might require professional development include:

Teaching and related activities: Teaching encompasses the various activities associated with the management and facilitation of student learning, including classroom teaching, the assessment of student learning, course development and evaluation, the academic counselling of students, and teaching-related administrative duties. Development activities could focus on: teaching induction; improving and evaluating teaching skills; developing the academic leadership of professors in the teaching role; attracting external resources for curriculum development; developing new forms of teaching.

Research and scholarship: This includes research and other forms of scholarly and creative pursuits. Development activities could focus on: attracting external resources for research; developing interaction with other universities and scholars both locally, nationally and internationally to encourage networks; adopting a critical and broad perception of the role of the area in the total research context in Australia; and fostering better research practices.

For general staff, professional development areas include:

Current area of work or professional expertise: This includes the professional, technical, or administrative foundation of the staff member's current and anticipated future employment in the University. Development activities could focus on: developing work-based and other interest group networks; providing relevant specialist training; up-grading skills.

For all staff, areas which might require professional development include

Administration and management, including time management: Administration involves participation in University and/or departmental decision-making and planning through the activities of committees, together with the various aspects of management involved in the operation of academic departments and other areas, including, for example, personnel management and leadership, curriculum management and resource management and budgetary control. Development activities could focus on: developing appropriate skills; providing specialist training; organization development and strategic planning.

Transitional needs or preparation for new roles in the University: One area for professional development that is often overlooked is preparation for new roles in the University. For example, the academic staff member who is elected Head or Dean for the first time will be undertaking work of a quite different kind, as will the general staff member who is to move from the central administration to an area.

Equal Opportunity and affirmative action issues. It is important to incorporate awareness of relevant equal opportunity issues in all aspects of professional development commencing with the induction training for new staff and following with equal opportunity awareness training for all those involved in training others, management development courses, teaching induction, training for supervisors and planning and development review training.

5.2 Meeting professional development needs

Whilst the planning and development review process is central to professional development, it is important not to lose sight of the contribution of the traditional forms of professional development.

At the individual level, these include:

• special studies and study tours
• consultations with students for teaching feedback
• maintaining contact with one's discipline
• professional and community involvement and consultancy
• discussions with colleagues
• attending meetings, displays or seminars
• becoming familiar with available resources
• secondments
• visits
• courses
• formal study or continuing education
• reading and research
• participation in special projects
• participation in induction programs.

At the work-group level these include:

• peer-review of work undertaken
• becoming involved in networks of similar staff

At the department or area level these include:

• undertaking review or planning retreats
• inviting trainers or speakers to address departments on matters of concern or interest
• developing and sustaining a culture that demands and supports the continuing professional development of all staff
• reviewing and recognising the work of staff
• following up people who have attended courses so that their new skills can be used constructively in the department.

At the institutional level these include:

• enunciating and implementing policies
• providing resources and leadership
• coordinating professional development
• monitoring policies
• facilitating and coordinating access and approaches to outside resources and services, in particular to funding bodies which support and sustain planned initiatives in professional development.

6. RESPONSIBILITIES FOR IMPLEMENTING THE PROFESSIONAL DEVELOPMENT POLICY

Mar 98

The allocation of responsibilities for implementing the Professional Development policy is as follows:

6.1 Responsibility for providing the time, resources and directions for professional development that the planning and development review process is intended to give must rest with the areas; with Deans, area managers and heads of departments being able to consult the General Manager, Human Resources and the Director, CLPD and their staffs with respect to the available means of staff development and their appropriateness for particular kinds of development needs. In particular, recognising the special difficulties concerning the provision of time and resources for general staff development, departments and service areas are required to allocate 1.5% (in line with the provisions of the Training Guarantee Act) of their general staff salaries budgets, in addition to notional costs of time, to general staff development.

6.2 Responsibility for administering development programs with respect to teaching rests primarily with the CLPD. Departments are encouraged to develop specific programs for their own disciplines, making use of Teaching Development Grants and assistance of the CLPD where it is needed. It should be noted that a major responsibility of the Deputy Vice-Chancellor is for teaching quality within the University.

6.3 Responsibility for administering research (methodology and supervision) programs will rest with departments in conjunction with areas (through Associate Deans (Research)), the Dean of Graduate Studies and the CLPD. It should be noted that this will also be within the purview of the responsibilities of the Deputy Vice-Chancellor (Research).

6.4 Responsibility for administering training with respect to planning and development review for academic staff (as well as for staff assessment for confirmation of tenure and promotion and for evaluating unsatisfactory performance for academic staff) rests with CLPD, in consultation with Human Resources; for general staff it rests with Human Resources in consultation with CLPD.

6.5 Responsibility for administering training programs in management principles for academic and general staff rests with the Human Resources Branch, in consultation with CLPD. It is expected that these programs will make use of PCE, and that there will be collaboration with specific branches of the University in the areas of their special expertise and responsibility (eg. Finance, Equal Opportunity, Information Technology.)

7. PROFESSIONAL DEVELOPMENT GROUP

Mar 98

A Professional Development Group is established to undertake the responsibility for continuing to develop and coordinate general professional development policy and to monitor the ongoing implementation of the policy. Further information on this Group is available from Human Resources Branch.

Contact Information:
For further information contact Human Resources, Telephone: (08) 8303 5666 Fax: (08) 8303 4353.

Authorised Council: Jul 1992
Amendments: Mar 1998