Slide:1 How ECR development fits in the context of organisational development CRICOS Provider Number 00121B Professor Hilary Winchester Pro Vice Chancellor: Organisational Strategy and Change February 2005

Slide:2 How ECR development fits in the context of organisational development We are experiencing change in higher education that is rapid, constant and driven by a range of forces: General: globalisation of education increased competition in higher education products and services effect of demographic changes, both specific to our workforce and society generally the impact of Information Technology and the transformation of teaching & learning changes in the nature and organisation of work Federal: major policy shifts including Backing Australia’s Future and changes in HECS changes to National Protocols move to limitations on funding and membership of student bodies (VSU) legislative responsibility for higher education may move from States to Territories research assessment and priorities Local: systems consultancy fourth University visa changes and increased competition restructured TAFE

Slide:3 How ECR development fits in the context of organisational development For all of us, understanding the context in which we work, and being prepared for change is a necessity not a luxury. This view has guided UniSA’s approach to organisational and staff development. Over the past few years UniSA has been redesigning its approach to the provision of staff development. General approach to staff development: Learning from failures – mass training courses Learning from successes – cohort models (SEOs) Project management; learning at the frontline Recognition of the importance of work-focused learning Contextual awareness; at elbow support Academic staff development: Teaching at UniSA Induction and continuing development Focus on research, teaching, leadership UniSA has received an AUQA commendation for our commitment to staff learning and development needs.

Slide:4 How ECR development fits in the context of organisational development Our current framework for Organisational Learning and Development has three major points of emphasis: A strong commitment to career development of our staff An emphasis on the workforce capabilities required for UniSA to realise its mission in a competitive environment Engaging staff in learning and discussion about the environment in which we operate This is a work in progress. Currently we are focusing on: Developing a more structured and transparent framework to assist the acquisition of knowledge and skills Developing programs that assist staff in furthering their careers and building the capabilities required for success in a future higher education environment

Slide:5 How ECR development fits in the context of organisational development What do we mean by capabilities? A recent series of interviews with early career academic staff from across the ATN pointed to the range of capabilities staff require to manage a successful career: Energy, Drive, Passion and Staying Power – having a love of what you do Work / life balance Capacity to work well under stress Able to make effective use of information technologies Able to establish networks and to collaborate to achieve outcomes Being able to lead through influence Ability to research and to integrate learning derived from engagement in teaching and research

Slide:6 How ECR development fits in the context of organisational development Just as staff need these capabilities to develop their careers, Universities need a workforce that is capable of adapting to change and working in an engaged fashion in a global environment. This requires a multi-pronged approach to manage individual and organisational development: Recruitment and selection policy Intensive staff induction Staff retention and development Teaching – project management approach, web authoring assistance, online advisors Research – research supervision, getting published, time management Building leadership capacity Promotion workshops Pre-retirement strategies

Slide:7 How ECR development fits in the context of organisational development A key element of UniSA’s career development framework focuses on the needs of Early Career Researchers. Key features of the UniSA ECR program: Structured program Dedicated ECR Director Cohort model from 2005 Peer learning Professional development Contextual knowledge development Outcomes-focussed