HANDBOOK FOR MANAGERS / SUPERVISORS OF
ACADEMIC STAFF
Section 1: Managing and Developing People at CSU...................................................................................................................... 3
Section 2: People Management, the Broad Structure..................................................................................................................... 3
Section 3: Principles....................................................................................................................................................................... 4
Section 4: CSU Employee Development and Review Scheme (EDRS)............................................................................................ 5
Section 5: Planning Cycle............................................................................................................................................................... 5
Section 6: The Role of Managers and Supervisors in Academic Performance................................................................................. 6
Section 7: The Role of Academic Staff in Performance................................................................................................................... 6
Section 8: Maps of Employee Development and Review Scheme................................................................................................... 7
Section 9: Detailed Steps to Complete the CSU Employee Development and Review Scheme..................................................... 10
Timeframes..................................................................................................................................................................... 10
1. Prepare....................................................................................................................................................................... 10
Notes for Meetings.......................................................................................................................................................... 10
2. Meet............................................................................................................................................................................ 11
Recognise....................................................................................................................................................................... 11
3. Develop the New Future Work Plan............................................................................................................................. 12
4. Set Individual Objectives.............................................................................................................................................. 12
5.Professional Learning and Development Planning......................................................................................................... 12
70:20:10 Model of Professional Development.................................................................................................................. 13
Things Not Going To Plan................................................................................................................................................ 14
Addressing Unsatisfactory Performance.......................................................................................................................... 14
Section 10: Charles Sturt University Enterprise Agreement........................................................................................................... 15
PAGE 2
Human Resources at CSU
People management is the overarching approach to working
with staff.
An Overview
Managing and developing people is one of the most rewarding
and challenging aspects of a manager’s or supervisor’s role.
It is an enabling function that encourages people to do the
best job they can and to further develop their competencies
and capabilities.
Good people management requires managers and supervisors to
have a range of well developed skills, a level of self awareness and
to work in a supportive environment.
Although some learning is achieved by ‘trial and error’ experience,
managers and supervisors are encouraged to build their skills
using the available tools, seeking peer advice and support, and
using their manager’s and supervisor’s feedback.
The CSU Human Resources Liaison Teams provide just-in-time
coaching and expert advice to assist managers and supervisors
to work through new or challenging situations, and provide
assistance through complex issues or processes.
There are learning and training packages available to managers
and supervisors at CSU, some leading to formal qualifications.
In addition, opportunities for coaching, mentoring and shadowing
with more experienced people are available to enhance the
opportunities to build competencies and expertise.
People management is an ongoing process and the goals are to:
• ensure everyone’s work aligns with CSU objectives
• fully develop people into their positions
• encourage individual planning of professional learning and
development.
People management includes the processes of Induction,
Probation, Formal Annual Review, Professional Learning and
Development, Promotion and Unsatisfactory Performance
Management with informal discussion and monitoring of work
throughout the year.
The annual formal meeting to discuss and review an individual’s
work and development needs is the Employee Development
and Review Scheme (CSU Enterprise Agreement 2013-2016)
formerly the Performance Management and Development Scheme
(PM&DS).
The management of unsatisfactory performance is addressed
through the CSU Guidelines on the Management of Unsatisfactory
Performance, 2012. The unsatisfactory performance process
can be initiated at any time of the year and is separate from the
Employee Development and Review Scheme (EDRS).
PEOPLE MANAGEMENT
INDUCTION
PROBATION
PROMOTION
UNSATISFACTORY
PERFORMANCE
EMPLOYEE DEVELOPMENT
AND REVIEW SCHEME
REVIEW
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Human Resources at CSU
FUTURE WORK PLAN
RESEARCH AND
PUBLICATION PLAN
EMPLOYEE
DEVELOPMENT PLAN
General Principles
Our Values
This handbook is based on the following principles:
Collaborative – we believe we are at our best when we work
together with others to achieve mutual goals.
1.The Employee Development and Review Scheme (EDRS)
will be aligned with CSU organisational strategic objectives
and priorities to encourage a culture of high performance
that supports individual and organisational development:
a.
The CSU University Strategy 2013-2015 and Initiative
and Implementation Plans identify the University’s
organisational goals and objectives of the University,
Division, Faculty and Section/School
2.The Employee Development and Review Scheme is a fair
and equitable process, and should incorporate the principle
of natural justice
a.
CSU is committed to following policies and practices
that do not discriminate against individuals on the basis
of race, ethnicity, age, sex, marital status, pregnancy,
disability, sexual orientation, transgender identity,
responsibilities as a carer, religious or political affiliation.
3.The Employee Development and Review Scheme clearly
articulates development expectations and provides ongoing
feedback and support
4.
Professional learning and development is a shared
responsibility between individual staff, managers/supervisors
and the University.
a.
Staff take an active role in their own ongoing
professional learning and development. They practice
and consolidate their learning in the workplace
b.
Managers/supervisors ensure staff can participate
in planned professional learning and development
activities, evaluate the impact of participation and
provide a workplace environment that enables staff to
practice and consolidate their learning.
5.The Employee Development and Review Scheme is
undertaken in a professional manner and one that aligns with
the University values.
1
CSU Code of Conduct for Staff, 2008
PAGE 4
Human Resources at CSU
Student centred – we recognise that delivering an excellent
student experience is central to our success. We listen to our
students to understand their individual needs. We work to make a
real difference in our students’ lives.
Agile – we recognise that our environment and the needs of
our students, professions, communities and staff are constantly
changing and we continually refine and adapt to these differing
and changing needs.
Agents of change – we think differently and look beyond the
obvious. We ask ‘why’ and ‘why not’. We constantly strive for new
and better ways to achieve our goals. We make things happen.
Reliable – we are consistent, trustworthy and dependable. We
set realistic aspirational goals and we strive to achieve them.
Inclusive – we recognise that we achieve better outcomes when
we embrace and respect the different views, cultural backgrounds
and abilities of all staff, students, graduates and external
communities.
The CSU Employee Development and Review Scheme is a
component of people management and is the process of formal
performance review, planning for the future and development.
The overall purpose of the CSU Employee Development and
Review Scheme is to enhance the capability of the University by
developing an employee’s skill and knowledge to meet or exceed
the performance requirements for their current position or to
prepare them for another position or a more senior role that they
may wish to pursue.
The Employee Development and Review Scheme is part of the
University’s planning and review cycle, which commences with
the annual review of Faculty, Divisions or Centre portfolios and
development of operational plans. These plans provide the basis
for performance planning.
Regular reviews throughout the year are required to monitor
progress and to identify any potential performance issues at an
early stage.
Variations to this cycle:
The CSU Employee Development and Review Scheme
provides a confidential supportive setting, free from distractions
and interruptions, for each manager/supervisor and each staff
member to discuss the progress and outcomes of the last twelve
months, and to plan for the next period.
Academic staff who have reached the top of the salary scale, have
a stable workload and are meeting performance requirements may
negotiate with their supervisor for a biennial cycle. A short annual
review meeting is still required to determine or review workload
allocation, monitor progress and adjust their Future Work Plan as
necessary.
The CSU Employee Development and Review Scheme
enables staff, managers/supervisors to:
In addition, meetings must be scheduled within four weeks of a
staff member:
• reflect on work progress against the last year’s
Performance Plan
• focus the work by evaluating performance against
specific objectives
• discuss the Generic Responsibilities and expectations of
all CSU staff
• identify key learning areas and issues
• discuss priorities and ensure they are balanced
• receive and provide constructive feedback
• reinforce or realign performance for the future
• agree on priorities and progress for the future
• review activity and outcomes of last year’s development and
learning plan
• identify future individual development needs to ensure optimal
performance in the position
• within available resource and service requirements, align
future development needs with the staff member’s career
pathway and aspirations.
The CSU Employee Development and Review Scheme
replaced the Performance Management and Development
Scheme (PM&DS) under the 2013-2016 Enterprise Agreement.
The CSU Employee Development and Review Scheme is
undertaken in the final quarter of each year (October to December)
for academic staff. There are two handbooks; one for Managers/
Supervisors and one for the academic staff that provides how-to
information. All full time and part-time staff members who are on
continuing or fixed term appointments exceeding 12 months will
be involved in the Employee Development and Review Scheme.
The specific objectives used in the CSU Employee Development
and Review Scheme come from the University’s planning and
review cycle. They link with the annual review of Divisions and
Faculties and the development of local operational plans.
PAGE 5
Human Resources at CSU
• Completing probation so that the employee development and
review process commences on a regular cycle
• Being appointed or seconded to another position within the
University so that the Future Work Plan can be developed for
the new position
• Commencing or returning after a period of extended absence
so that the Future Work Plan can be updated.
CSU University Strategy 2011 – 2015
Faculty Plan and Objectives
School or Unit Plan and Objectives
Individual Plan and Objectives
In relation to performance, the role of a staff member is to:
In relation to performance, the role of the manager/supervisor
is to:
• Provide reasonable work and performance goals for each
staff member, starting at induction
• Coordinate the work and performance of the groups or teams
• Monitor performance and provide positive, constructive and
timely feedback throughout the year
• Document and store evidence of individual performance for
each staff member throughout the year
• Address any performance issues as they arise
• Use the available tools, procedures and policies to guide the
process
• Seek advice from their manager/supervisor or from the
Division of Human Resources sooner rather than later to
support the process
• Progressively improve their people management skills and
ensure skills are aligned with best practice.
In relation to the CSU Employee Development and Review
Scheme, the role of a manager/supervisor is to:
• Organise a formal Annual Employee Development and
Review Meeting with each staff member at a mutually
convenient time
• Provide each staff member with sufficient notice (at least two
weeks) to complete the Employee Development and Review
Report and prepare for the meeting
• For staff working in Smart Learning early adopter courses,
also send a written request asking if they agree to invite the
course director to the Employee Development and Review
meeting. (Refer to the EDRS Smart Learning Resource)
• Review the staff member’s completed Employee
Development and Review Report and add comments before
the meeting
• Ensure the availability of resources for agreed developmental
activities
• Conduct the Annual Employee Development and Review
Meeting in a positive and constructive setting
• Base the discussion on the Employee Development and
Review Report and the presented evidence
• Arrange follow-up meetings if required or requested
• Report on the collective development needs for the team to
the Head of School
• Facilitate the Completion of the Employee Development plan.
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Human Resources at CSU
• Undertake the agreed work allocation and meet
performance goals
• Work in cooperation with the other members of the team to
meet Faculty (or Divisional) objectives
• At some point each week, stop and consider their work and
performance. Consider improvements that can be made
and whether the development activities undertaken have
improved their knowledge and skills
• Expect and participate in regular discussion about their work
and performance with their manager/supervisor
• Expect to receive regular feedback about their work and
performance from their manager/supervisor
• Promptly discuss with their manager/supervisor, issues,
events or concerns that have a potential impact on their work
or performance.
In relation to the CSU Employee Development and Review
Scheme, the role of a staff member is to:
• Spend some time thinking about their work and performance
over the last 12 months. Reflect on their progress,
achievements and the challenges
• Spend some time reflecting on their work and performance
for the next 12 months. Reflect on their aspirations and plans
• Spend some time reflecting on their development activities
over the last 12 months. Reflect on the outcomes, their
capacity and think about their future development needs
• For staff in Smart Learning early adopter courses, consider
inviting the course director to the Employee Development
and Review meeting. (Refer to the EDRS Smart Learning
Resource)
• Complete the Employee Development and Review Report
and prepare for the meeting
• Participate in a formal performance management meeting
with their manager/supervisor at a mutually convenient time
• Participate in the meeting in a positive and constructive
manner
• Request or participate in follow up meetings, if required
• Use the current and agreed Employee Development
and Review Report as a guide for their performance and
development throughout the year.
Prepare for Formal Review
•
Schedule meeting
•
Review work objectives and progress
•
Reflect on impact of development activities
•
Think about desired work objectives, align
goals to CSU Strategy and University Plans
•
Identify professional development opportunities
•
Utilise resources on HR website
Ongoing feedback, coaching
and monitoring
EDRS meeting
•
Update Plan throughout the year
•
Follow up actions, career
and development planning
conversations
Finalise Plans
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Human Resources at CSU
•
Performance Plan
•
Learning and Teaching Plan
•
Research Plan
•
Professional Development Plan
•
Discuss achievements
•
Reflect on work and development
objectives
•
Discuss desired objectives and
Development Plan for coming year
Employee Development and
Review Scheme (EDRS) for staff
involved with Smart Learning
Smart Learning and the EDRS Meeting
The EDRS meeting of staff member in an early-adopters course
(EAC) will include content drawn from all aspects of their work.
The learning and teaching aspects will focus on both Smart
Learning courses and traditionally managed courses. Over
time, the Smart Learning model will be the foundation model for
learning and teaching across CSU.
For the EDRS meeting, the critical relationships are between the
staff member, the manager/supervisor and the course director.
Each brings a particular perspective to the EDRS conversation.
• The staff member has the lived experience of planning
and developing a course and subjects within the
Smart Learning Model
• The course director has a detailed understanding of course
progress, in-depth feedback and the staff member’s
development in working in an early-adopter course
• The manager/supervisor has the overarching understanding
of the organisational requirements and the staff member’s
specific background, achievements, workload and needs.
More detailed information about EDRS and staff and managers/
supervisors involved in the Smart Learning EAC is available at:
www.csu.edu.au/_data/assets/pdf_file/0004/1134913/SmartLearning-EDRS-resource-.pdf
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Human Resources at CSU
Map of Employee Development and Review Scheme (EDRS)
for staff involved with Smart Learning
Steps/Timeline
Actions
Head of School/Supervisor
• Review EDRS resources
• Meet with Executive Dean to
discuss expectations and any
potential issues
• Seek advice from HR Liaison Team
re any questions or concerns
Resources
• EDRS Handbooks
Preparation for Formal Review
October
• Enterprise Agreement
• Professional Activity Guidelines
• Academic Standards,
Qualifications, Expectations Policy
• Smart Learning Resource
• Research Template
• HR Liaison Team
Considerations
Learning and Teaching Considerations
• University Learning and Teaching
Plan
• Allocated Teaching
• HDR Supervision
• Teaching Evaluations
Smart Learning
Identify Smart Learning Early Adopter Courses
• Identify courses
• Identify staff
• Course development
Research Considerations
•
•
•
•
University Research Plan
Faculty Compacts
Publications/Creative Works
Grants/Awards
• HDR progress
Professional Activity Considerations
• Consultancies/Partnerships
• Professional Practice
Process
• Advancement of the profession
Staff Member
• Draft EDRS report and provide to
HOS one week before meeting
Administration/Leadership
Considerations
• Committee membership
• Community engagement
• Professional engagement
Hold EDRS Meetings
October to December
Head of School/Supervisor
(in consultation with the staff member)
Draft Smart Learning Objectives
• Courses Director input
Discuss
• Report
• Performance Plan (objectives to include Smart Learning related goals and
expectations for staff in Early Adopter Courses)
• Research Plan (if applicable)
• Professional Development Plan
Finalise Plans
December to January
Head of School/Supervisor
(in consultation with the staff member)
Expected Smart Learning
Workload Implications
• Courses Director – 220 hours per course
• Faculty Member – 125 hours per course
Professional Development
• Capabilities and
competencies
for the role
Finalise
• Performance Plan (objectives to
include Smart Learning related , if
applicable)
• Research Plan (if applicable)
Smart Learning Orientation
January
Training in Smart Tools Technology
• Professional Development Plan
Ongoing feedback and monitoring
of progress
Throughout the year
Head of School/Supervisor and
Courses Director
Courses Director
Preparation for Formal Review
Course Director provides report to
Head of School/Supervisor
September
Head of School Preparation
Early/Mid October
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Human Resources at CSU
Considerations (as above)
•
•
•
•
Teaching and Learning
Research
Professional Activity
Administration/Leadership
Provide Head of School/Supervisor
with a report on annual performance
for staff involved in Smart Learning
including recommendations on teaching
performance and career development as
it relates to teaching
Learning and Teaching Considerations
to include Smart Learning
Smart Learning feedback analytics and
collaboration
Activity
Academic Staff
General Staff
To comply industrially, these allocations need incorporation into
each staff member’s plans in the Employee Development and
Review Report.
Annual Review
Meetings
From October to
December each
year
From December to
March Each year
Notes for Meetings
Notification to
Division of Human
Resources – Staff
ineligible for salary
progression
By 31 January
each year
By 30 April
each year
Salary progression
for eligible staff
1 March each year
1 June each year
Timeframes
1. Prepare
To assist with inclusion of workload allocations in the EDRS
process be aware of the following:
1.
A number of staff members will be non-research active.
Many will require time to develop the skills, the focus and
undertake the background work. Ensure that research
activity not yet aligned with publication or more formal
research outputs supports the development of research and
publication capability
2.
The resulting Employee Development and Review Report
and Research and Publication Plan should be framed by
the staff member’s current work and personal goals, the
University and school requirements and the allocation
of work across the percentage allocation with identified
performance indicators
3.
The Manager/Supervisor may need to undertake additional
process(es) for those not meeting performance objectives,
i.e. where compliance is compromised or significantly
challenged. This is dependent on the issues or constraints.
This can include additional meetings with the staff member,
requests for advice and assistance in relation to anomalies or
proceed to a more formal process
4.
In the event that action is being undertaken or is initiated for
unsatisfactory performance, staff will be ineligible for salary
progression on the common anniversary date.
Throughout the year managers/supervisors should monitor,
document and store evidence of individual performance for each
staff member.
Deputy Vice-Chancellors’ and Executive Deans would normally
conduct preparatory meetings with managers/supervisors prior to
the commencement of the Employee Development and Review
Meetings. In these meetings, strategies to ensure consistency
and equity in the way the scheme is applied across the Faculty/
Division/Centre are discussed.
The EDRS model and guidelines include the expanded definitions
of workload allocation contained in the CSU 2013-2016 Enterprise
Agreement (2013 EA). Enterprise Agreement 2013-2016
www.csu.edu.au/data/assets/pdf_file/0003/663474/CSUEnterprise-Agreement-2013-2016.pdf
30.9 The allocation of work for teaching and research academic
staff will be in the ratio of:
(i)
teaching and teaching related activities (including scholarship
of teaching and learning) - a maximum of 60% (that is, one
thousand and thirty five hours (1035) hours per annum, with
teaching limited to no more than two (2) sessions per year),
unless otherwise agreed by the employee
(ii)
research and/or creative activity - a minimum of 30%, and
(iii) contributions to academic administration and management/
leadership both internal and external to the University,
professionally related engagement within the professions/
disciplines and the community - a minimum of 10%.
30.12 The allocation for teaching focused staff will be in the
ratio of:
(i) teaching and teaching related activities (including scholarship
of teaching and learning) - a maximum of 80% (that is,
one thousand three hundred and eighty (1380) hours per
calendar year) which may be spread over three (3) sessions
per year, and
(ii)
contributions to academic administration and management/
leadership, both internal and external to the University,
professional related engagement within the profession/
disciplines and the community - a minimum of 20%. In
this category of work function it is expected that teaching
focused staff will be given time to keep up to date with
relevant development in their discipline.
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Human Resources at CSU
Prior to undertaking an annual performance and review meeting,
managers/supervisors undertake the following steps:
• Organise a meeting date that is suitable for the manager/
supervisor and the staff member. Schedule a reasonable
amount of time so that the meeting will not be rushed
• Provide the staff member with a copy of the Employee
Development and Review Report at least two weeks before
the management meeting. The specified questions are the
minimum requirements for the annual meeting (or progress
meeting), and must not be altered or omitted
• The staff member should complete the draft report, and
submit it to the manager/supervisor at least one week before
the meeting.
• On receipt of the report from the staff member:
• Write comments on the form, including appropriate
amendments where necessary
• Identify specific examples or evidence from the document
to support the comments
• Check the alignment of proposed plans with the
objectives and strategic priorities of the Faculty, School,
Centre or Division
• Identify individual objectives, based on the staff member’s
academic level and position description.
2. Meet
Recognise
It is important to provide a setting that will encourage free and
open discussion. Welcome the staff member and explain the
purpose and format of the meeting.
The practice of recognising good performance is an important
step in the Employee Development and Review Process.
Recognition can have a significant impact on a staff member’s
performance. Reward can lead to increased satisfaction and
boosts morale.
Use the staff member’s responses and the written comments in
the Employee Development and Review Report as a basis for
discussion.
• Ask open questions that encourage the staff member to
present their points of view
• Listen attentively and with an open mind to clearly
understand the staff member’s views and proposed plans.
It may become apparent that the staff member requires
more information, issue clarification or a broader contextual
understanding to fully align their position with the current Faculty
and University requirements. The meeting is the opportunity to
provide this clarification and make any necessary adjustments.
Other guiding principles:
• Emphasise the collaborative nature of the process
• Ask about their own assessment of progress and encourage
the acknowledgement of achievements with particular focus
on performance in relation to objectives, duties and generic
responsibilities
• Discuss assessment of their work and performance
• Link the achievements and work done by this team member
to team and organisational outcomes as appropriate
• Recognise and provide positive reinforcement of
performance/achievements
• Identify any key activities arising for the staff member’s new
Future Work Plan
• During the annual employee development and review
meeting, discuss the staff member’s achievements and,
if applicable, any factors that negatively impacted on
performance
• Check that the proposed individual objectives and
professional development activities for the new review
period are achievable, realistic in terms of time and budget,
appropriate for the staff member’s classification level, position
description or career development aspirations, and relevant
to the needs of the staff member, Centre/Section and/or
Faculty/Division
• Ensure that the staff member clearly understands their
duties, responsibilities and accountabilities, objectives and
performance expectations.
The meeting also provides an opportunity to review position
descriptions and ensure they accurately reflect the work being
undertaken. Further information about the review of position
descriptions can be obtained here: www.csu.edu.au/division/hr/
restricted/reviewing-position-descriptions.doc
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Human Resources at CSU
Positive reinforcement, provided by recognition, reinforces good
performance. When linking rewards to motivation levels, it is
important to note that different people may be motivated by
different types of recognition.
There are three levels of recognition at CSU
1.
Workplace Recognition Strategies
2.
Faculty and Division Awards
3.
Vice-Chancellor’s Awards.
Further information on each of these processes can be located via
the following Recognition website: www.csu.edu.au/division/hr/
career-devel/awards-recognition
3. Develop the New Future Work Plan
A Future Work Plan involves defining individual performance
objectives, and linking the success of the individual to the success
of the team.
The Future Work Plan:
• Establishes performance expectations and standards
• Clarifies the markers of successful performance.
The purpose of individual objectives is to:
• Maintain and align individual objectives with organisational
objectives
• Resolve problems that hinder performance
• Develop more effective and efficient ways to fulfil job
responsibilities and achieve objectives.
4. Set Individual Objectives
5. Professional Learning and Development Planning
An individual objective is an agreed statement of expectation over
a given time. Individual objectives align with the objectives of the
Faculty, School, Centre or Division.
Through discussion and development of the Future Work Plan,
the manager/supervisor and staff member discuss, identify and
plan for professional learning and development activities that meet
individual and position needs.
Individual objectives can be developed by using the SMART
method as a guide.
SMART Objectives
Considerations are:
Specific
Objectives clearly specify intended
outcomes
Measurable
Objectives identify the measures of
progress and achievement
Achievable
Objectives are challenging but realistic
Relevant
Objectives align with the objectives of the
Section, Division and University
Time based
PAGE 12
These planned activities are captured in the Employee
Development Plan.
Objectives identify the time frame to
achieve the interim steps and the overall
objectives.
Human Resources at CSU
• The desired level of performance
• The current level of performance
• Bridging the gap between the two levels.
The manager/supervisor and staff member should identify
development priorities and opportunities for the next 12 months.
The professional learning and development objectives increase
a staff member’s capability to perform their current role and to
adjust to changes in the role.
The Employee Development Plan should also take into account:
• Gaps in current knowledge, skills and experiences
• New issues and responsibilities emerging for the role or the
team
• Changes in work demands and needs
• Changes in professional and personal aspirations of the staff
member
• Change initiatives such as new work practices and
technology
• Multi-skilling initiatives
• New and different projects.
70:20:10 Model of Professional Development
To identify and plan development, it is important that a full range of
development activities are considered. The ‘Experience, Exposure
and Education Framework’, otherwise known as the 70:20:10
model can be used to identify development opportunities.
A good Employee Development Plan. will consider all components
of the model. This ensures that the planned activities translate
readily into workplace performance.
70:20:10 Model of Professional Development
Experience – 70%
On the Job experience might include:
•
•
•
•
•
•
Undertake a work based project and review it in depth
Visit other workplaces or teams
Nominate for a position on a Committee, either internally or in the community
Talk to students and stakeholders to find out how you can better serve them
Explore possibilities for a secondment
Volunteer to lead a work activity or project
Exposure – 20%
Learning from others might include:
•
•
•
•
Meet with peers from other parts of the university to find out how you can work more effectively with them
Identify positive roles models and observe their interactions with others.
Arrange coaching from someone with expertise in an area you want to further develop
Join LinkedIn or Yammer and other networking groups
Education and Formal Learning– 10%
Formal Learning might include:
•
•
•
•
1
Online learning program
Study for a formal qualification
Workshops
Conferences
Lombardo, Michael M; Eichinger, Robert W (1996). The Career Architect Development Planner (1st ed.). Minneapolis: Lominger
PAGE 13
Human Resources at CSU
Things Not Going To Plan
All attempts to resolve performance problems in the first instance
should be made in the workplace. It is critical that performance
problems are addressed immediately.
If problems arise during the meeting, the manager/supervisor
and staff member each have the right to adjourn the meeting
for a week and arrange a third person to be part of the interview
process. The third person should be agreed to by the manager/
supervisor and staff member and may act in a support role in the
employee development and review process, but may not be an
adviser, advocate, representative or delegate; may include the
staff member’s mentor; may include a nominated senior officer,
a representative from the Division of Human Resources, or an
employee representative who is a member of CSU’s staff; may
be a senior officer nominated by the Executive Dean/Executive
Director (or equivalent) to assist in the employee development and
review process.
In cases where the manager/supervisor has determined that the
staff member has not met the objectives and responsibilities to the
standard set out in the performance agreement and/or allocated
workload, they will contact the Division of Human Resources for
advice about the range of appropriate actions to be taken.
Addressing Unsatisfactory Performance
Unsatisfactory performance is identified when a staff member’s
work performance does not meet a satisfactory standard or
does not reach the agreed objectives and targets. It should be
addressed when it is identified and not delayed until the next
formal performance management meeting.
Unsatisfactory performance is managed through a seperate
process outlined in the ‘Guidelines on the Management of
Unsatisfactory Performance’: www.csu.edu.au/adminman/hum/
UnsatisfactoryPerformance.doc
It is also outlined industrially in the CSU Enterprise Agreement
2013-2016: www.csu.edu.au/data/assests/pdf_
file/0003/663474/CSU- Enterprise-Agreement-2013-2016.pdf
PAGE 14
Human Resources at CSU
4
EDRS Process
4.1 Performance planning and review shall normally be
conducted on an annual basis, and one (1) or more progress
reviews may be held at regular intervals throughout the year.
Schedule IV – Employee Development and Review Scheme
1General
1.1 The University will continue to provide an Employee
Development and Review Scheme (EDRS) that incorporates
processes of planning, monitoring, reviewing, improving
and, where appropriate, recognising the performance of
employees.
1.2 The processes outlined in 1.1 will be implemented in the
context of the specified standard relevant to the employee’s
level of employment.
2Objectives
2.1 The overall purpose of the EDRS shall be to enhance the
capability of the University by developing an employee’s
skill and knowledge to meet or exceed the performance
requirements for their current position or to prepare them for
another position or a more senior role that they may wish
to pursue.
2.2 The objectives of the scheme are to:
(i)
assist in the achievement of the goals and objectives of
the University, Division/Faculty and Section/School
(ii) align demonstrated capacities of employees with the
University’s mission and strategic priorities
(iii) assist an employee to develop and perform to their full
potential
(iv) provide constructive feedback about performance and
progress and recognise high performing employees
for their positive achievements or contributions to the
University
(v) enable individual employees’ performance problems to
be identified and addressed at an early stage
(vi) improve or enhance employees’ work performance
through identification of professional development
needs and/or training needs for their current position or
career development needs for a future position
(vii) provide access to appropriate professional development
activities for all employees and
(viii) to identify opportunities to enhance organisational
support for the professional development of employees.
3
Responsibility
3.1 The Division of Human Resources shall be responsible for
overseeing the EDRS policy, procedures, guidelines, forms
and supplementary resources and for providing relevant
advice, consultancy and training.
3.2 The Vice-Chancellor, Deputy Vice-Chancellors, Executive
Directors (or equivalent) and Executive Deans shall be
responsible for implementing and monitoring the EDRS
within the University or their respective Divisions and
Faculties.
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4.2 The performance review cycle may be spread over a two
(2) year period for academic employees who have reached
the top of the salary scale and have a stable workload and
are deemed to meet or exceed performance requirements.
A short annual review for such employees for the purpose
of determining or reviewing their workload allocation for the
next twelve (12) months may still be necessary.
4.3 Employees shall be required to prepare, in conjunction
with their supervisor, a performance report to review their
performance and professional development over the past
year and plan performance objectives and professional
development for the coming year.
4.4 Employees at level 3, or below may elect not to set
performance objectives or to prepare a formal performance
report, in which case their performance will be assessed
against the duty statement for their position. Such
employees may elect to develop and discuss a training plan
for the upcoming year with their supervisor.
4.5 The EDRS process will:
(i)
review and/or update the employee’s duty statement/
responsibilities;
(ii) set performance objectives and develop a work plan
(including activities, resources and support) to achieve
the performance objectives;
(iii) set professional development and/or training objectives
and develop a plan (including activities, resources,
support and leave entitlements) to achieve the
professional development or training objectives;
(iv) review performance and professional development; and
(v) provide feedback on overall performance in relation to
the performance objectives and specified standard.
5Participants
5.1 Each employee shall have a nominated supervisor for the
purposes of the EDRS.
5.2 The employee along with the supervisor shall be responsible
for completing the EDRS documents.
5.3 At the invitation of the employee, the employee’s mentor
or support person may participate in the EDRS process,
provided that the supervisor is given five (5) days notice.
6
Conflict Resolution
If problems arise during the EDRS meeting, the supervisor
or employee may adjourn the meeting and, should they
so choose, arrange another employee, to be part of the
interview. The EDRS meeting shall be reconvened with the
additional person in attendance within one (1) week of the
adjournment t.
7
Access to and Use of Documents
7.1 Access to an employee’s EDRS documents will be limited
to the employee, the employee’s supervisor, the employee’s
Executive Director (or equivalent) / Executive Dean, and
employees whose duties require them to have access to
the documents for the purposes of administration of the
scheme.
7.2 EDRS documents may be used constructively as supporting
evidence when decisions are being made in regard to:
(i)
normal or accelerated salary progression
(ii)awards such as the Vice Chancellor’s Awards for
Excellence
(iii) study/developmental leave
(iv) participation in professional development activities,
including secondment, staff exchanged and job rotation
(v) attendance at external conferences/seminars
(vi) internal recruitment
(vii) academic promotion
(viii) workload allocation
(ix) performance, and/or
(x)any other matter by agreement.
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Human Resources at CSU
This document is intended as a general guide.
Information in this document is current as at October 2014.
Published by: Organisational and People Capability Directorate,
Division of Human Resources, CSU.
The Commonwealth Register of Institutions and Courses for
Overseas Students (CRICOS) Provider Number is
00005F for Charles Sturt University.
© Charles Sturt University, 2014. F4118.
www.csu.edu.au