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 ModelUIC Learning 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.
  • Sit in a College course
    To sit in a College course is a program aimed to help staff to be further equipped with one skill-related or knowledge-related course.
  • 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. 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 (Please refer to Appendix II [The Performance-based Reward System for Administrative Staff Unit Rating Report]) and draw up the annual staff learning and development plan for the unit. (Please refer to Appendix III [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 IV [ Promotion Review for Administrative Staff] and Appendix V [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 Human Resources Working Group (HRWG) 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 VI [Staff Learning and Development Evaluation Form])

6. Financial and Time Support for Staff Learning and Development Programs

Staff development

    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 VII [Training Agreement])

          Length of service required after the course:

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