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Transforming performanceat RMIT UniversityMarcia Gough, Executive Director Human Resources

Joshua Goodrick, Deputy Director Organisational Development

Overview

• RMIT strategy and what we are trying to achieve

• Describing current state

• Designing the Behavioural Capability Framework

• Transitioning to an online performance system

• Implementation

• Overcoming the roadblocks

• Building capability of our staff

• Lessons learnt

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About RMIT

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A Global University of technology and design andAustralia’s largest tertiary institution

Three campuses in Melbourne, two in Vietnam.Programs through partners in Singapore, Hong Kong,China, Malaysia, India and Europe

A student population of 74,000 includes 30,000international students (more than 17,000 taught offshore)

A workforce approximately 4000 FTE across 3 cohortgroups – Academic, TAFE and Professional

Learning and teaching through 24 schools, across 3academic colleges, with research focused in institutesand centres

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Organisational challenges and drivers

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RMIT Strategic plan - Transforming The Future, 2015

ImproveTeaching

Performance

ImproveResearch

Performance

ImproveLeadership

Performance

Improving the student experience now and into the future

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State of performance management in 2011

Inconsistent experience for staff & managers

No behavioural feedback

Limited history of staff performance

Cumbersome ‘manual’ paperbasedprocesses and workplan templates

No reporting on development and trainingneeds

Compliance culture

2011 Future

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Future state of performance management

2011 Future

Expectations clearly defined for all staff

Performance a measurement of both thewhat and how

Transparency in what we do – annualhistory of performance workplans

Online system and processes that supportthe University and staff requirements

Timely training needs analysis reportedacross the university

Measuring quality outcomes and promotinghigh levels of performance

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A framework to foster a performance culture

• MyPerformance ensures systems and processes are in place topromote constructive performance conversations and ways of workingthat develop staff in the skills and behaviours to be successful.

• MyCareer builds potential, recognises and rewards achievement andprovides opportunities to staff that foster a career within RMIT.

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It’s a marathon not a sprint

2014201320122011 2015

PositionDescriptions

Code ofConduct

BehaviouralCapability

Framework

PerformanceWorkplans

(online)

ProfessionalDevelopment

Teaching &Research

Expectations

CareerPlanning

SuccessionPlanning


Code ofConduct

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Position Descriptions

• Generic academic position descriptions developed

• Centralised repository of position description documents

• Clarification of link between position descriptions, workload andworkplan

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Start with a clear baseline

The Code of Conduct for staff defines how RMIT’s values aredemonstrated in the day to day activities of the University,and outlines the standards of behaviour expected by all members of theRMIT staff community.

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2014201320122011 2015


Framework


(online)


Teaching &Research

Expectations

CareerPlanning

SuccessionPlanning


Framework

Code ofConduct


RMIT University

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A Behavioural Framework that guilds the ‘how’conversations

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Behavioural Descriptor

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Level of RoleExample professional staff

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Behavioural ExpectationsExample Professional Staff

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Behavioural ExpectationsExample TAFE Staff

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Behavioural Expectations – Academic Staff

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Project Timeline

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Jul 2010

Aug 2010

Nov - Mar2012

Nov 2011

Aug 2011

• 400 managers and senior leaders attend Conversation Ready• Behavioural expectations introduced to workplans in 2012

• Conversation Ready program is designed to incorporate the BehaviouralCapability Framework into performance conversations

• Final validation and refinement of three behavioural capabilityframeworks for Academic, Professional and TAFE staff

• Formal staff consultation of (draft) behavioural capability frameworks tovalidate, refine and align to cohort requirements

• Consultation process to refine the capabilities, definitions and developslevels of proficiency

Jun 2010• 5 Focus groups held with senior stakeholders and staff cohort groups to

identify capabilities and their broad definitions

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2014201320122011 2015


(online)


Teaching &Research

Expectations

CareerPlanning

SuccessionPlanning


(online)


Framework

Code ofConduct


RMIT University

Pulled workplaning apart, to put it back together

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Paper workplans

Launch & Support

Test

Refine & Build

Focus groups

Design

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• Re-design and simplification of workplans 2010• Inclusion of RMIT University values (2009)• TNA of completed workplans since (2009)

• Inclusion of Behavioural expectations in workplans• Academic workplan to support promotion process• Integration of staff data (SAP) e.g. leave

• 8 focus groups with senior stakeholders and staffcohort groups to identify key features andrecommendations for online system

• Refine functionality & design via focus groups• Build a dedicated training materials & website• Final blueprint for online system build

• Quality assurance, load and user acceptancetesting carried out across the university

• 4000 workplans launched, 9 January 2012• 50 Drop in labs to support staff face to face• 1300+ Helpdesk support calls

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2012 Performance workplan (online)Professional staff

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2014201320122011 2015


Framework


(online)


Teaching &Research

Expectations

CareerPlanning

SuccessionPlanning


Framework


(online)

Code ofConduct


RMIT University

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No stone left unturned

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Dedicated websitefor self help

Management &staff roadshows

Conversationworkshops

Senior Leaderreference guide

Drop In LabsTutorial videos on

key processes

Implementation approach- Individual

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50 Drop in labs, 250 participants

One on one training with each senior leader

Dedicated website with self directed resources andinformation

Human Resources and ITS partnered creating acombined service model - over 1300+ HR support calls

Completion rates closely monitored, managed and casemanaged at an individual leavel

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Implementation approach- Group

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207 Consultation briefings with approx. audience 2350staff

Conversation Ready program 410 participants

Training and development priorities on supporting andworking with each School management team

Academic staff forums to communicate Academicexpectations

Greater transparency around quality of workplanningtargetting specific groups in the University

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Overcoming the Roadblocks

• NTEU campaign = confusion for staff

• NTEU argued breach of EA:

- “negotiated”- BCF not a specific category

• NTEU placed bans

• RMIT applied to FWA

• Conciliation – not resolved

• Arbitration – VP Lawler decision

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Overcoming the Roadblocks

• NTEU continued the bans

• RMIT sought re-listing of dispute with FWA

• S418 proceedings at FWA’s own initiative

• VP Lawler Decision that CA does not prohibit

• NTEU lodged appeal

• NTEU communicate to comply with order

• NTEU application for stay

• Stay order not granted

• NTEU withdrew appeal

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Overcoming the roadblocks

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Management prerogative is alive and well

Vice-President Lawler of Fair Work Australia has issued twodecisions reinforcing the principle that unless restricted from doingso by legislation, award, or the terms of an Industrial Agreement or

an employee's contract of employment, an employer can issuelawful and reasonable directions, including a requirement to comply

with policies introduced by the employer.

2012 Progress results

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2012 Objective Setting Completion

16 April 43%

16 June 94%

2012 Mid Year Review Completion

30 September 45%

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2014201320122011 2015


Teaching &Research

Expectations

CareerPlanning

SuccessionPlanning

The ‘How’ Expectations TalentThe ‘What’


Teaching &Research

Expectations


(online)


Framework

Code ofConduct


RMIT University

DevelopME

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Multiple delivery modes

Trainer-led learningtargeted to specificcohorts and topics

Focus on interactionand discussion withpeers and practicing

new skills

Drive your own learningby exploring learningresources including

books, presentations,videos, podcasts, apps,

articles and links.

leadRMIT website iscentral to theframework

Anytime, anywhereaccess to videos,

written material andtools

Access content youneed and review any

section of a at any time

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Academic Expectations

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Develop and specify performance expectations forresearch, teaching and learning and leadership practice

Provide support strategies on how the University willprovide help for staff to achieve these outcomes.

Professional development, peer review, mentoring andcoaching a core focus in the immediate term.

Review of career pipelines, reward and recognition andsuccession planning to retain high performers.

Improving the ability of our managers to enhance thebenefits of annual workplanning and academic workloadmanagement.

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Questions?

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