ADU Policy

Introduction

Strathmore University is committed to a working environment where professional improvement is seen as a continuous process and which enables all members of staff to develop their professional skills and effectiveness in support of the goals and priorities of the University.  The University recognizes the value of staff development to achieving academic excellence, to the efficient and effective operation of the University, and to the work, career and personal development of each individual member of staff.

Staff development includes everything that is done to maintain and extend the knowledge and skills of staff so that they can contribute fully towards the achievement of goals of the University. Academic staff development supports the personal and professional improvement of academic staff, as well as the organisational development needs of the University.  Of particular importance for academic staff are continuous development of teaching and research skills, and maintaining currency in the disciplines on which the University’s programmes are based.

Principles

The policy is based on the following principles:

• Staff development is relevant to all staff and the whole person;
• All academic staff are expected to participate in staff development activities aimed at improving the University’s academic excellence and the effectiveness and efficiency of its operations;
• Staff development should draw on the skills and knowledge of staff as much as possible;
• Reflection, review, feedback and opportunities for learning should form an integral part of everyone’s work experience.

Aims and Objectives

The overall aim of academic staff development is to assist the development of each individual and thereby promote improved performance in support of the University’s goals and priorities.

To this end, the objectives of the academic staff development policy and the University’s academic staff development programmes are to:

• Allow academic staff take responsibility for their continuing professional development;
• Link academic staff development and training with the mission, aims and strategic plans of the University;
• Foster excellence in the University’s teaching and learning, research and community service;
• Develop the skills of staff so that they carry out their current and prospective roles more efficiently and effectively and gain greater job satisfaction;
• Provide activities which further the professional and career development needs of staff identified through annual performance planning and appraisal;
• Develop leadership skills and potential;
• Maintain organizational effectiveness and efficiency;
• Promote evidence-based practice, strategic readiness and an enterprise culture;
• Improve and develop the ability of staff to respond constructively to change;
• Increase flexible delivery of quality programmes;
• Ensure that adequate provision is made to provide staff development or training programmes so that the University meets its statutory obligations, and
• Develop a culture, which recognizes that academic staff development is a continuous process, which requires commitment to improve performance by individual staff members, supervisors and the University’s executive team.

Responsibility for Staff Development and Training

a)         Individual Staff members

The ultimate responsibility for the development of work-related skills and knowledge rests with each member of staff.  The effectiveness of any staff development activity depends on the active and purposeful participation of the individuals involved. All academic staff are expected to support developmental activities so that the benefits they bring to both the University and individual staff members are maximized.

b)         The University

The University and specifically the Deans, Heads of Academic Units and other supervisors at all levels, are responsible for facilitating academic staff development in their areas of responsibility. Academic supervisors, therefore, have an important role in identifying the developmental needs of their staff. They are also expected to support the overall staff development programme by encouraging and facilitating participation by their staff, whether as participants, organizers or course leaders.

Academic staff Development Opportunities

Staff development include on and off the job learning using appropriate balance of in house and external facilitators and providing as much flexibility as possible in terms of locations and times to allow for individual needs.

University supported initiatives to develop academic staff skills and effectiveness include may include

• Further study for higher degrees and other qualifications;
• Support to attend conferences, seminars and workshops;
• Induction course for new lecturers;
• Induction course for student mentors;
• Certificate Course in Lectureship;
• Support to attend professional development programmes and seminars offered by external bodies;
• The Library’s information literacy training;
• Faculty and School professional development activities, such as conferences, seminars, presentations and workshops;
• Encouragement for staff to join and participate actively in professional associations relevant to their specific discipline;
• Teaching development grants to support initiatives leading to enhancement of quality teaching and learning;
• Excellence in Teaching Awards.

Mentoring of New Academic Staff

Policy

All new members of academic staff, regardless of seniority, should have an appointed mentor to assist in the induction process.  The rational behind this is that even experienced academics need guidance on the procedures of both the faculty/school and the University. For new lecturers the need for ongoing support in all aspects of academic practice is particularly important.

Mentoring for New lecturers

• The best way to operate a mentoring system may vary from faculty to faculty and with each individual new member of staff.  The most important thing about the mentoring system is that it should be a positive and helpful experience for the new member of staff.
• The role of a mentor is particularly crucial for new lecturers. The mentor has a central role to play in supporting the new lecturer through the University’s Certificate in Lectureship course, which is compulsory for all staff and through other induction courses.  Essentially the role is one of guidance- someone who is able to advise, encourage, support and help to develop an individual’s ability to think for themselves and take responsibility for their own professional development.
• A mentor would not normally act as the appraiser under the University’s performance management scheme.

Aims of Mentoring New Lecturers

• To provide general induction support.
• To provide a source of help and advise on all aspects of the professional role including teaching, research and administration.
• To support the translation of skills, theories and ideas from the Certificate in Lectureship course into subject-based application.
• To provide constructive feedback on teaching activities.
• To help in identifying and planning personal development.
• To provide a “critical” friend outside the management framework.