Improvements Required

Transcription

1 Organisational Unit of Education employed to meet work in my work unit =27% (low) [ACU 36%] =30% (low) [ACU 43%] Q71 Sufficient time is available to activities =17% (low) [ACU 31%] achieve my research goals =15% (low) Adequate staffing to meet work Workload and to address the s research agenda Identify nature and level of support for researchers 1. policy implemented allocation 1.2 Staff profile and projections worksheets 1.3 Workload policy implemented recognising ECR s 1.4 Review administrative support for researchers HoS ADR In progress Feb 2010 Q44: There is good across all sections of ACU =28% (low) shared throughout ACU =31% (low) different sections in ACU =26% (low) in the Engage staff with reading Dean s newsletter Reduce traffic and consolidate requests for information from s Reports from University working parties and committees made available to staff 2.1 Revamp Dean s weekly newsletter 2.2 Survey staff for preference of, analyse and implement survey results 2.3 Executive update established 2.4 Campus visits conducted by Dean and Associate Deans 2.5 Dean meets with all new staff 2.6 Executive minutes include reports Dean Dean Dean, ADR Dean Feb 2010 May 2010 Feb 2010 Mar 2010 Mar 2010 Feb 2010 Consistent practice across the Consistent wide approach to learning s 2.5 Course Coordinator roles planned for implementation 2.6 Professors lead learning and teaching and research agendas ADLT Jun Processes Q25: At ACU it is clear who has responsibility for what =34% (low) [ACU 44%] Q26: Our policies and procedures are efficient and well designed =33% (low) [ACU 38%] Articulation of roles and responsibilities within the and its s Roles and responsibilities within the are clearly defined and communicated 3.1 Roles and responsibilities articulated and uploaded to SharePoint site 3.2 Establish links to commonly used University policies and procedures on the SharePoint site 3.3 Develop procedures and workflows that are efficient and well designed In progress

2 Functional Unit of Education ACT 1 Cross Unit cooperation Q44: There is good across all sections of ACU =38% (low) shared throughout ACU =37% (low) different sections in ACU =37% (low) [34%] in the programs Communication within the and with the information is available to all staff Consistent approach to the s learning 1.1 Regular bulletins are published and available to staff and 1.2 Regular reports to Executive and Dean 1.3 Meeting minutes submitted to Board 1.4 briefings from CEO s and others to inform of current sector trends, for example professional standards, reporting and assessment 1.5 Regular meetings with course coordinators and new staff HoS, ACT 2 Workload employed to meet work in my work unit =50% (med) [ACU 36%] =50% (med) [ACU 43%] activities =32% (low) [ACU 31%] achieve my research goals =10% (low) Staff stability and engagement Identify nature and level of support required for 2. policy implemented allocation 2.2 Mentoring arrangements for new staff 2.3 Workload policy implemented recognising ECR s and HoS, ACT

3 Functional Unit of Education, NSW 1. Workload employed to meet work in my work unit =17% (low) [ACU 36%] =14% (low) [ACU 43%] activities =3% (low) [ACU 31%] achieve my research goals =22% (low) Identify nature and level of support for 1. policy implemented allocation 1.2 Staff profile and projections worksheets/rationale 1.3 Workload policy implemented recognising ECR s, 1.4 Review adequacy of professional support staff within, eg PEP office HoS, NSW June 2010 Q 44: There is good across all sections of ACU =34% (low) shared throughout ACU =40% (low) different sections in ACU =29% (low) in the programs Communication within the and with the information is available to all staff Consistent approach to the s learning 2.1 Regular bulletins are published and available to staff and 2.2 Regular reports to Executive and Dean 2.3 Meeting minutes submitted to Board 2.4 Professors lead teaching and learning and research within the and across the HoS, NSW

4 Functional Unit of Education Qld employed to meet work in my work unit =22% (low) [ACU 36%] =29% (low) [ACU 43%] activities =14% (low) [ACU 31%] achieve my research goals =0% (low) Identify nature and level of support for 2. policy implemented allocation 2.2 Workload policy implemented recognising ECR s, 2.3 Review adequacy of professional support staff within HoS, Qld Budget preparation 2011 Q44: There is good across all sections of ACU =14% (low) shared throughout ACU =22% (low) different sections in ACU =7% (low) in the programs Communication within the and with the information is available to all staff Consistent approach to the s learning and 2.2 Regular reports to Executive and Dean 2.3 Meeting minutes submitted to Board 2.4 Working with of Arts & Sciences BT/BA; also staff teaching across Faculties HoS, Qld. 3 Learning and Development Q 47: When people start in new jobs here they are given enough guidance and training =29% (low) [ACU 50%] Adequate Training for new staff commencing in the New staff are provided with training and guidance for when commencing in the 3.1 A formal mentor provided for each new staff member 3.2 Formal training for course co ordinators HOS HOS 4 Career planning Q66: Enough time and effort is spent on career planning =16% (low) [ACU 30%] Q67: I am given opportunities to develop skills needed for career progression = 23% (low) [ACU 44%] Career Planning More time and effort is spent on career planning 4.1 Provide more support for staff writing grant applications; Staff to mentor one another HOS Staff Workshops conducted at Planning Day Feb 2010; by A/Dean Research March 2010.

5 Functional Unit employed to meet work in my work unit =19% (low) [ACU 36%] =35% (low) [ACU 43%] activities= 21% (low) [ACU 31%] achieve my research goals =10% (low) of Education Victoria Identify nature and level of support for 1.1. Workload policy implemented allocation 1.2. Staff profile and projections worksheets/rationale 1.3. Workload policy implemented recognising ECR s, staff completing doctorates 1.4. Review adequacy of professional support staff within HoS, Vic Q44: There is good across all sections of ACU =14% (low) shared throughout ACU =22% (low) different sections in ACU =7% (low) in the programs Communication within the and with the information is available to all staff Consistent approach to the s learning and 2.2 Regular reports to Executive and Dean 2.3 Meeting minutes submitted to Board 2.4 Professors lead teaching and learning and research within the and across the HoS, Vic 3. Processes Q24: There are clear policies and procedures for how work is to be done =39% (low) [ACU57%] Q25: At ACU it is clear who has responsibility for what =27% (low) [ACU 44%] Q26: Our policies and procedures are efficient and well designed =27% (low) [ACU 38%] Clear policies and procedures Communication about responsibilities Ease of access to policies and procedures 3.1 Roles and responsibilities within the school clearly described 3.2 Hierarchy of roles and responsibilities across University made easily accessible to staff 3.3 Folder provided on N drive with latest policies clearly labelled so staff can more easily access information Team leader admin HOS, AHOSs 4. Learning & Development Q47: When people start in new jobs they are given enough guidance and training =28% (low) [ACU 50%] Q51: The training and development I ve received has improved my performance =32% (low) [ACU 55%] Mentoring and professional learning Mentoring and support program clearly established within Professional Learning opportunities provided 4.1 Professional Learning discussed as integral part of PRP 4.2 Mentoring program clearly established with each new staff member given two other staff to assist and support them 4.3 Feedback sought from staff on their perceived PL needs HoS and supervisors

6 Functional Unit of Educational Leadership employed to meet work in my work unit =34% (low) [ACU 36%] =27% (low) [ACU 43%] activities =20% (low) [ACU 31%] achieve my research goals =17% (low) Identify nature and level of support for 1.1. Workload policy implemented allocation 1.2. Staff profile and projections worksheets/rationale 1.3. Workload policy implemented recognising ECR s, 1.4. Review adequacy of professional support staff within HoS, EdL 2. Cross Unit cooperation Q44: There is good across all sections of ACU =27% (low) shared throughout ACU =20% (low) different sections in ACU =20% (low) in the Communication within the and with the information is available to all staff and 2.2 Regular reports to Executive and Dean 2.3 Meeting minutes submitted to Board 2.4 Professors lead teaching and learning and research within the and across the HoS, EdL

7 Functional Unit of Religious Education employed to meet work in my work unit =34% (low) [ACU 36%] =27% (low) [ACU 43%] activities =20% (low) [ACU 31%] achieve my research goals =17% (low) Identify nature and level of support for 1. policy implemented allocation 1.2 Workload policy implemented recognising ECR s, 1.3 Review adequacy of professional support staff within HoS, RE Additional appointment made Feb 2010 Q44: There is good across all sections of ACU =27% (low) shared throughout ACU =20% (low) different sections in ACU =20% (low) in the Communication within the and with the information is available to all staff and 2.2 Regular reports to Executive and Dean 2.3 Meeting minutes submitted to Board HoS, RE