• Section 1 - Introduction
• Section 2 - Scope / Purpose
• Section 3 - Process
• Section 4 - Confidentiality
• Section 5 - Roles and Responsibilities
• Section 6 - Definitions

Section 1 - Introduction

(1) The University is committed to maintaining a performance planning and development framework for all employees. This framework provides a process to facilitate effective two-way communication between academic staff and supervisors.

(2) Performance planning at UOW is centred on meaningful conversations to set work priorities, development goals and career aspirations using coaching and continuous feedback for development, growth and recognition, which is built on the foundation of mutual respect, excellence, accountability, inclusiveness and connection.

(3) The performance enhancement and career development interview (CDI) provides a process for members of academic staff and their supervisors to agree on goals and activities which meet the needs of the academic staff member, the academic unit and the University. Having clear goals and priorities in place enables the academic staff member to enhance the development of their career whilst, at the same time, making a positive contribution to the achievements of the academic unit and the strategic goals of the University.

(4) The performance planning and development framework is based on:

1. future-focused and linked to ongoing growth and development;
2. being flexible and adaptive, so that work priorities and development goals can change, be added or deleted throughout the year;
3. having a clear, simple process that focuses on meaningful conversations that encourage a coaching approach;
4. providing an opportunity for ongoing feedback; and
5. staff taking an active role in their own professional learning and development.

(5) The framework is based on the foundation of:

1. mutual respect;
2. excellence in what we do;
3. accountability;
4. inclusiveness; and
5. connection.

Section 2 - Scope / Purpose

(6) The essence of the career development interview is to assist the academic staff and their supervisors to enhance the individual’s development and career satisfaction and to further the objectives of the academic unit and the university.

(7) The CDI enables the academic staff member to:

1. establish short and long term career goals with consideration of appropriate strategies to facilitate this development;
2. plan and measure progress against goals in the key areas of academic activity:
   1. research;
   2. learning and teaching; and
   3. governance and service. 

(8) The academic staff member's goals will normally include elements from all areas of academic activity; however, the relative mix will vary according to the type and level of the role and over time in each academic’s career. For example, research may take priority for a given period over learning and teaching or governance and service and vice versa at another time. 

(9) In documenting achievements, there should be an emphasis on the outputs and outcomes (impact) of any activity. Refer to other resources such as the Academic Performance Framework and Guidelines, Research Active Policy, relevant position descriptions or the Academic Staff Position Classification Policy; which provide further detail and clarity on performance expectations in the core areas of academic activity.

(10) The following processes and/or applications require a current career development record to be in place. In some cases, a copy of the career development record or relevant sections may be required to accompany these applications:

1. probation;
2. promotion;
3. study leave applications;
4. accelerated incremental progression;
5. cases for attraction and retention allowances; and
6. postgraduate Sponsorship.

Section 3 - Process

(11) Annual CDI’s are required for all academic staff, with exceptions to this requirement outlined below in clauses 12 to 16. The first interview shall occur within two (2) months of appointment and thereafter every 12 months. The scheduling of the CDI is the joint responsibility of the supervisor and staff member.

(12) Staff who have a co-supervisor (e.g. staff working in a research institute) should undertake their CDI with both their supervisor and co-supervisor (e.g. supervisor and Research Institute Director). The CDR will be approved by the supervisor.

(13) It is recognised that there will be some academic staff where the main goals and workloads may change little year on year; however, there is much to be gained from the opportunity to review goals in order to acknowledge achievement, discuss development or support needs, and to ensure activities remain aligned with the objectives and targets of the Academic Unit and University. The Unified Performance Module can flexibly support the addition of goals after a plan is established at the Prepare and Plan phase, along with the copying of selected goals from one CDR to the next.

(14) Participation is encouraged but is optional for:

1. academic staff with a loading less than 0.4 FTE (unless required for other processes, e.g. probation or promotion); and
2. fixed term academic staff on a contract of less than 12 months.

(15) For fixed term academic staff, if the contract is less than 18 months, then a single CDR may span the entire contract.

(16) Any variation to the above requires the approval of the Executive Dean (or equivalent). On referral from the Head of Academic Unit, the Executive Dean has authority to waive participation or extend coverage of the CDR beyond 12 months.

(17) The waiver or extension will apply to the year in which it is granted only and must be reconsidered annually. The Executive Dean must be satisfied that there will be no detrimental impact either to the individual’s career development or their productive contribution to the Academic Unit and/or University.

(18) There are three (3) phases involved in the career development Interview process for academic staff. Whilst the outcome of the process is documented online in the career development Record (Performance Planning and Development Record), it is essential that the staff, member and supervisor engage in a conversation at each of these phases.

1. Prepare and Plan: the staff member and supervisor plan for the upcoming period, focusing on establishing aligned work priorities, identifying learning and development goals, career interests and support required to be successful. This should focus on all relevant aspects of academic work, e.g. research, teaching and learning, and governance and service.
2. Act and refine/ongoing conversations (strongly encouraged): the staff member and supervisor work together to monitor and review progress on work priorities, development and career goals to encourage ongoing conversations and feedback. Priorities and goals can be added or deleted in order to be a true reflection of the current work environment. The supervisor should give regular and timely feedback to academic staff, highlighting achievements as well as raising any concerns.
3. Finalise and Refresh: the staff member and supervisor reflect on the outcomes achieved and what the staff member has learnt. It provides an opportunity for both positive and constructive feedback on performance. These reflections are then considered as part of the next performance planning and development cycle.

(19) The following dates are a general guide; however, academic staff and supervisors should discuss and agree on actual dates within the broad parameters outlined in clause 10.

1. Plan and Prepare: January – March.
2. Act and Refine (ongoing conversations): March – October.
3. Finalise and Refresh: November to January.

Section 4 - Confidentiality

(20) The discussion during the CDI will remain confidential to the academic staff member, the supervisor and, where applicable, the co-supervisor. The academic staff member may, for whatever reason, invite another person to participate, in a support role, in the discussion and may request that the supervisor’s manager participate in the discussion.

(21) The completed CDR document is confidential and will be maintained in the Unified Performance Management Module.

Section 5 - Roles and Responsibilities

(22) The Head of School (or equivalent) is responsible for ensuring that:

1. all members of academic staff participate in the CDI process;
2. appropriate work goals and career development activities are set for each academic staff member; and
3. any resources or assistance agreed with the academic staff member are provided.

(23) Where the duties of CDI supervision are delegated to other members of academic staff, the Head does not relinquish the above responsibilities.

(24) The academic staff member is responsible for:

1. proactively engaging in the process outlined in this guideline;
2. actively working towards agreed goals; and
3. alerting the supervisor of any road blocks or other issues that may impact on goal attainment.

Section 6 - Definitions