1. Policy Objectives

In order to improve staff members’ comprehensive ability and working efficiency, and to provide more opportunities for staff development, the College encourages and supports its staff to attend professional courses and training programs to achieve the following objectives:

1.1 To support the college’s values and mission: integrity and accountability; mutual respect; team work; open and courteous communication; servant leadership; to develop whole person education/four point education/liberal arts education;

1.2 To create a life-long learning culture in the college

2 General Guidelines

2.1 Staff development programs demand considerable commitment from both the staff and the College in terms of time, financial resources and service periods. The College, as an educational institution, would in general encourage staff to engage in developmental pursuits. Consideration of financial support for such programs as “Staff Development Programs” would need to be carefully considered in the context of the needs of the College. Specifically, to gain financial support from the approving authority, the College must be satisfied that:

  • the programs are considered beneficial for a staff member on a continuous appointment in the discharge of his/her current work responsibilities; or

  • the programs are considered beneficial for a staff member on a continuous appointment, in the discharge of his/her future work responsibilities; in this case, a clear staff re-deployment plan or promotion plan must be submitted by the supervisor

2.2 In addition to considering the resource implication of development programs, the supervisor should confirm that recipients of these programs have the ability to successfully complete them and have an obligation to return to work at the College for a specified period on completion of their development programs.

2.3 Staff learning and development programs demand great support from the appropriate supervisor. The Unit Heads are responsible for working out the annual on the job training, job rotation and succession plan for all of his/her subordinates. The supervisor acts as a coach to provide ongoing guidance and support to the subordinate as they complete their action plans. The supervisor is also in a unique position to give ongoing advice to the subordinate about job and career development. The subordinate can look the supervisor as a model for direction and development. An effective mentor-mentee relationship requires the supervisor to accept the responsibility of mentorship.

2.4 All of the trainees are encouraged to share the training information within the unit, with support and supervision by Unit Heads.

3 Learning and Development Model

The College Learning and Development Model (Figure 1) is consistent with the annual performance review indicators. The model comprises three areas covering eighteen competencies: Attitudes and Service Quality, Demonstrated Competencies at Work, and Contributions to College Values. Each competency is targeted for staff performance review and staff development to meet the vision of the College, i.e. to develop an innovative international educational zone in China.

Figure 1: The UIC Learning and Development Model

4 Types of Staff Learning and Development Programs

4.1 Staff learning programs

Staff members are encouraged to build up a life-long learning model to keep their skills and knowledge up to date and essential to the success of their work and the College, and to reduce staff turnover, increase productivity and improve the quality of work. The College periodically provides the following learning programs for staff:

  • New Staff Orientation

New Staff Orientation is specifically designed for new staff members to introduce employees to the overall work environment, to give them a feeling of belonging, to create a positive impression and prevent uncomfortable feelings of isolation and frustration.

  • On the job learning/mentoring

On the job learning/mentoring is defined as a relationship in which an experienced person (the mentor) assists another (the mentee) in developing specific skills or knowledge that will enhance the less-experienced person’s professional and personal growth within the unit.

  • In-house workshops

These customized training courses are tailored to the College needs, and delivered in the workplace. Specific training will improve the productivity of the employees.

  • External courses

These customized training courses are tailored to the College needs, and delivered off-site.

  • Conferences/seminars

Participation in Conferences/Seminars will directly benefit the staff member’s academic and professional career. Once approved by RDKTO, financial assistance is provided to a staff member, who has been accepted to present a paper at conferences, to deliver a keynote address, to chair a session or has been chosen as convener and/or discussant of a session.

4.2 Staff development programs

All staff are encouraged to pursue career development opportunities and support their continued professional growth both to make their lives more satisfying and to ensure the College's continuous success. Supervisors should therefore consider nominating their staff for the following development programs:

  • Job rotations

Job rotations to different specialized sections/positions within the unit are useful to gain an in-depth exposure in different functions. Job rotation is a management technique that assigns trainees to various jobs over a period of a few years.

  • Succession planning

As a process identifying and developing internal people with the potential to fill key leadership positions within the unit, succession planning increases the availability of experienced and capable employees that are well prepared to assume these key roles as they become available. Its aim is to develop their knowledge, skills, and abilities, and prepare them for advancement or promotion into ever more challenging roles.

5 Implementation Cycle

5.1 Unit Heads Identify Staff Development Needs as follows:

5.1.1 Staff learning and development needs may be identified by staff performance review.  It is the College policy that all staff have at least one performance review a year with their Unit Head, at which time, staff learning and development needs will be assessed and ways of meeting the needs identified, and an appropriate timescale agreed. New objectives agreed by staff and supervisor will be confirmed in the performance review form. (Please refer to Appendix I [Annual Performance Review Form for Administrative Staff`]). Examples are given as follows:

  • Job rotation plan

  • Succession plan

  • On the job learning plan

  • Training course/workshop requirements

  • Conference plan for teaching/senior administrative staff

5.1.2 The Unit Head compares the training needs analysis against the rating of each performance review criteria and draw up the annual staff learning and development plan for the unit. (Please refer to Appendix II  [Staff Annual Learning and Development Plan])

5.1.3 When staff are appointed to a new role, as a result of promotion or transfer, he/she and the supervisor will meet to discuss their training and development needs. (Please refer to Appendix III [ Promotion Review for Administrative Staff] and Appendix IV [Staff Internal Job Transfer])

5.2 In September, the first month of the academic year, the Unit Head will prepare the annual training plan for the whole unit. The plan would then be approved by the Provost via the HR Office.

5.3 The HR Office will facilitate the units to implement the approved staff learning and development plan.

5.4 Each unit will evaluate the training results through the annual performance analysis. Each staff member participating in the learning or development program will finish the evaluation of the program. (Please refer to Appendix V [Staff Learning and Development Evaluation Form])

6 Financial and Time Support for Staff Learning and Development Programs



Employee Financial Assistance

Time Support

On The Job Learning/ Job Rotation

All   full time staff members



In house workshop

All   full time staff


According   to the workshop schedule.

External course

Full-time   staff with at least one year’s service.

Four   different levels, up to RMB50,000:

1:   below RMB3,000

2: 1/4   of Tuition

3: 1/2   of Tuition

4: 3/4   of Tuition

The   level will be decided by:

1.   Length of service

2. Job   performance

3. The   degree to what extent the course is job-related.

Employee   will use his/her own time. Annual leave or unpaid leave may be granted.


For   full-time teaching staff member graded Assistant Professor and above.

Refer   to: [Guidelines of the Special Funding   for Academic Conference] of RDKTO

An   eligible staff member may apply for special leave once a year with his/her routine   work or classes to be made up subsequently at an appropriate time.

Special Notes for External Courses:

- Only one grant may be approved within any 12-month period.

- After a grant has been approved, the applicant must resume work at UIC according to the following table. Before commencement of the learning program, a training agreement needs to be signed. (Please refer to Appendix VI [Training Agreement])

Length of service required after the course:

Grant (RMB)

Length of Service

below   3,000





2   years


3   years


4   years

7 Processes/Procedures

7.1 To Sit in a College Course

7.1.1 Two weeks before the new semester commences, a staff member with an annual performance review rating of “A” fills in the appropriate application form (Please refer to Appendix VII [Staff Sit in on College Course Application Form]). The staff member needs to check with the Academic Registry to confirm if the course is available or not.

7.1.2 Endorsement is required from the Unit Head and the Academic Registry.

7.1.3 Final approval is made by the HR Office after consultation with the Academic Registry. The completed application will be filed in the HR Office. The Academic Registry will inform the respective teacher and the teaching unit.

7.2 To Attend Conferences/ Seminars

7.2.1 Applications should be submitted to the Program Director and Dean concerned for approval before submitting to RDKTO for endorsement. The related costs can be reimbursed in accordance with the funding policy after approval.

      7.3 To Attend External Courses

7.3.1 The applicant fills in the appropriate application form (Please refer to Appendix VIII  [Staff Attending External Courses Application Form] or Appendix VIIII [Staff Short-Term Training Application Form] if the grant is RMB3,000 or below);

7.3.2 Approval is required from the Unit Head and the HR Office if the grant is RMB3,000 or below;

7.3.3 Approval by the Provost is required if the grant is higher than RMB3,000.

7.3.4 If the grant is higher than RMB3, 000, the staff member is required to sign a training agreement to return to work at UIC after the training course.

7.3.5 The tuition fee will be reimbursed once the completion certificate is received based on equal installments over the service period agreed in the training agreement.

8 Forms

8.1  F/HR-10-01 Annual Performance Review Form for Administrative Staff

8.2  F/HR-10-03 Staff Annual Learning and Development Plan

8.3  F/HR-10-04 Promotion Review for Administrative Staff

8.4  F/HR-10-05 Staff Internal Job Transfer

8.5  F/HR-10-06 Staff Learning and Development Evaluation Form

8.6  F/HR-10-07 Training Agreement

8.7  F/HR-10-08 Staff Sit in a College Course Application Form

8.8   F/HR-10-09 Staff Attending External Courses Application Form

8.9 F/HR-10-10 Staff Short-Term Training Application Form

Prepared by the Staff Development Policies Sub-task-force (Dr. Herman Tan, Prof. M.Y. Chan, Ms. Tanya Liu, Ms. Chasy Guo)

Reviewed and Submitted by the Task Force on HR Policies Review (Prof. M.Y. Chan, Mr. Nelson Chan, Ms. Tanya Liu, Dr. Rita Chan, Dr. Herman Tan, Ms. Iris Lai, Ms. Chasy Guo)

Approved by the Human Resources Working Group and the Human Resources and Staff Review and Development Committee in 2013.