Professional Development Frameworkv0 9

Division of Human Resources
Professional Development Framework
PROFESSIONAL DEVELOPMENT FRAMEWORK

STRATEGIC CONTEXT Central Queensland University (CQU) is committed to investing in the development of its staff and to nurturing its intellectual capital (Management Plan Human Resources 20072010). CQU actively encourages and promotes professional development to provide opportunities for all staff to develop their skills and abilities in support of the goals of the University and their professional career enhancement. All staff are encouraged to be proactive in their participation and support for professional development. CQU operates as a regionally based multi-campus university across Australia and some overseas locations and has a decentralised professional development model. In addition to professional development provided within individual organisational units, professional development is offered across the University by a number of internal providers (see Appendix A). This Professional Development Framework is designed to strengthen the professional development focus and co-ordination across the University. It will assist the University in its ongoing commitment to attract, support, develop, reward and retain quality staff and to ensure that they work in a positive and productive environment. This Professional Development Framework aims to ensure professional development continues to build CQUs sustainability and competitiveness by undertaking the following: articulating the role of professional development in contributing to the strategic direction of the University; outlining the scope and forms of professional development provided at CQU; ensuring good practice in the provision of professional development at CQU; identifying stakeholder responsibilities in relation to professional development; identifying reporting responsibilities in relation to professional development; and highlighting targets contained both within CQUs current strategic planning documents and this document relating directly to building the organisational capacity through professional development. The creation of a Professional Development Framework strengthens the connection between professional development and the Universitys strategic planning processes. The CQU Strategic Plan and the Management Plan Human Resources 2007-2010 have set directions in terms of capabilities, knowledge and skills that we need to develop. The major focus for professional development activity is on the need to have a first class, responsive and customer-oriented infrastructure that supports the work of the University and our students (CQU Strategic Plan 2007-2011). Additionally one of the goals of the Management Plan for Learning and Teaching 2007 2010 is for CQU to be recognised as a leader in supporting, recognising and rewarding effective learning and teaching. Staff, the most important resource in achieving CQUs learning and teaching goals will be supported through the strengthened professional development options available as a result of this Framework.
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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
Internal Participation in professional development

programs including workshops, seminars & short courses; Informal on-the-job training; Staff study support (funding &/or time release); Internal secondments; Acting on higher duties; University research grants; Faculty research grants; Shadowing & mentoring arrangements; Outside Studies Program (OSPRO); and Cultivation of personal networks.
External External research grants; External secondments including industry

secondments; Participation in external workshops, seminars and short courses; Participation in &/or presenting at conferences; Staff exchanges; Cultivation of personal networks. Participation in external professional networks & memberships; and International activities.
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.
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Career Enhancement
Promotion, progression, secondment, performance appraisal
Professional development training, networking & other development activities
Recruitment, Induction & Orientation, Probation
Adapted from University of Queensland http://www.uq.edu.au/hupp/index.html
Figure 1: Professional Development Cycle
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:
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Table 2: General Staff Career Development Guide

Induction & understanding the role & university environment (6 months). Intro to workplace systems & processes. CQU induction & orientation, supervisors explaining the role, the nature of CQU & its students, PRPD, Code of Conduct. Training in universities systems, technologies & processes. End of Probation and Review with Supervisor Probation Building a Professional Profile Working at CQU information sessions & attending CQU generic development programs provided by relevant organisations. Continuing Professional Development Embedding leadership & strategic capacities (Levels 7 10): leadership development programs including CQU Leadership Development Program.
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.
Table 3: Academic Career Development Guide

Probation Induction (6 months) - early career orientation Understanding the University environment CQU induction & orientation, PRPD, Code of Conduct, teaching & learning orientation program. Acquisition of basic capabilities for the role & success in this environment, roles & responsibilities document, mentor allocated. Early career academic development program, Graduate award programs in learning & teaching. Early career research development & mentoring Building a Professional Profile Maintenance of core capabilities & development of new knowledge & skills to advance career via mentoring & preparation for promotion. Maintenance & development curriculum knowledge, skills & expertise including membership of professional organisations. Moving into Leadership Continuing Professional Development Embedding Leadership (Levels A - C): Leadership & management capability & governance knowledge & skills development. Induction & professional development including mentoring for activities associated with new role e.g. Course Coordinator, Program Director, Head of School/Department, Research Centre Head, Associate Dean. CQU Academic Heads Program & CQU Leadership Development Program.
Development of knowledge & skills in Learning & Teaching. Introduction to the research environment.
End of Probation and Review with Supervisor
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.
Moving into Leadership
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.
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KEY ACTIONS FOR FACILITATING PROFESSIONAL DEVELOPMENT AT CQU

To facilitate the implementation of this Professional Development Framework, the following actions need to be implemented across the University by responsible staff: Clearly articulate and communicate stakeholder responsibilities; Ensure clear links to organisational and area specific goals; Provide positive and visible leadership support for professional development; Undertake continual environmental scanning and needs analysis for professional development; Development of professional development plans and policies that integrate university and area specific professional development needs; Collaboration among professional development providers to meet the changing needs of the organisation; Evaluation that encompasses staff learning and its contribution to organisational capability building; and Reporting that informs the effectiveness of professional development activities and assists in planning for future strategies and activities.
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;
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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.
PROFESSIONAL DEVELOPMENT AT CQU

This Professional Development Framework highlights enabling environments and key targets which will support an embedded professional development culture. The following issues need to be addressed as part of the Professional Development Framework to strengthen the Universitys approach to professional development.
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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
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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.
RECOMMENDATIONS TO SUPPORT PROFESSIONAL DEVELOPMENT

ACTION Strengthen the link between professional development & strategic planning processes through an annual review of professional development activity in faculty & work area planning processes. RESPONSIBILITY Relevant VCE member will ensure that there is appropriate provision for professional development & that it is aligned to strategic objectives when developing & reviewing faculty & work area plans. All supervisors as part of their reports to Executive Deans & Division Heads. Internal & external professional development providers will provide appropriate information to inform decision-making. VCE TARGETS Annual reporting of the activities & budget expended on professional development activities by each VCE member for their portfolio (February for reports on the previous year). Annually in line with University planning timeframes. To be developed for the 2008 budgeting process.
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.
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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.
RESPONSIBILITY All supervisors & staff.
TARGETS Annually within PRPD, operational planning & reporting processes. Implementation by June 2008
DHR.
VCE, DTLS & the 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
Review undertaken by December 2007 & ready for implementation in 2008.
Recommendations submitted by January 2008
Faculties, DTLS &DHR.
Reporting of these measures to the Staffing Excellence & Proficiency Scorecard.
DHR
CABILITY BUILDING INDICATORS
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
DTLS & DHR & all Heads of work areas University-wide
DHR & VCE.
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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.
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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
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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.
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APPENDIX A INTERNAL TRAINING PROVIDERS

Faculty / Division Division of Human Resources Training Offered Generic university professional development Induction & Orientation for new staff Health & Safety training & Inductions Equity Programs Alesco Academic professional development Design, development, production & delivery of flexible learning materials Bridging programs Learning support to students Administrative support services. Finance PeopleSoft (Finance) ISL Impromptu Research techniques Research Research supervision PeopleSoft (Student Records) Weblink
Professional Development offered by HR Health and Safety Training Equity and Diversity Training
Division of Teaching & Learning Services
www.dtls.cqu.edu.au
Financial Services Division Information Technology Division Division of Library Services Research Services Student Administration
fsd.support@cqu.edu.au www.cqu.edu.au/itd www.library.cqu.edu.au www.cqu.edu.au/research/research.html http://www.cqu.edu.au/studinfo/admin/stud records/studrecordspsofttraining.htm
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Filename: Prepared By: Current Status
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
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