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Staff Professional Development Policy

PURPOSE

This policy outlines how Global Leadership Institute (GLI) will ensure that staff develop the necessary skills, knowledge, attitudes and behaviours for the Institute to meet its vision, mission and strategic objectives, while also supporting the individual career progression and aspirations of GLI staff.

 

PRINCIPLES

GLI is committed to an ongoing cycle of staff professional development. This includes:

 

· understanding that it is important to develop and build on the knowledge and capabilities of its staff to provide a supportive and excellent working environment;

· understanding that it must have a process that is fair, respectful of diversity, inclusive and promote equitable access to all staff;

· recognising the need to provide GLI staff with appropriate support, time and encouragement to undertake professional development and inductions;

· recognising that GLI staff need to be provided with opportunities to develop knowledge, skills and capabilities that will ensure the achievement of strategic goals, contribute to the achievement of individual aspirations and achieve the required legislative and professional requirements;

· expecting that staff will be proactive and take responsibility for their own professional development and strive to achieve their full potential.

 

Scope

All staff

Key Stakeholder

All staff and students

Proceedure

The HR Manager and the relevant delegated supervisors identify development needs primarily through planning, development and review.

 

IDENTIFYING DEVELOPMENT NEEDS

· A staff member’s learning and development needs are primarily identified through the performance cycle and are captured in the staff member’s Performance, Development and Review Plan.

· Learning and development needs can relate to technical or behavioural capabilities required for the staff member’s current role or future career ambitions.

· Executive Management team will analyse all staff members’ development objectives and activities in their Performance, Development and Review Plan to inform design and delivery of professional development activities across the Institute that support the Institute’s strategic and business planning priorities;

· Learning, Teaching and Curriculum Committee will oversee professional development related to higher education learning and teaching.

 

CRITERIA FOR APPROVING PROFESSIONAL DEVELOPMENT ACTIVITIES

The professional development activity must:

 

· be relevant to the staff member’s current role or to the functions they may reasonably be expected to perform;

· match and support the staff member’s capability;

· addresses identified needs or support organisational initiatives;

· be a suitable investment, considering:

– available funds

– other staff needs

– other cost-effective ways to meet the developmental need (on the job learning and internal development activities should be considered before exploring external developmental activities);

· be transferable to the workplace.

 

FINANCIAL SUPPORT

· GLI may provide financial support to staff members undertaking professional development. This is a discretionary investment on the part of the Institute and is not an entitlement.

· A request must be made in writing to the Academic Dean for any financial support.

· If the Academic Dean deems it fit to provide financial support, the application is then forwarded to the President for approval along with the reasoning of merit provided by the Academic Dean.

· Part-time staff may only be reimbursed on a pro-rata basis as determined by their fraction of employment (e.g. part-time staff member employed as a 0.5 full-time equivalent will be reimbursed 50% of the applicable reimbursement rate).

 

TIME RELEASE AND PROFESSIONAL DEVELOPMENT LEAVE

Time release should be considered in conjunction with the requirements of the work unit. Before approving a staff member’s time release or professional development leave, managers should consider all other approved leave.

 

CAREER DEVELOPMENT

The Institute encourages all staff to take responsibility for their own career development. The Institute’s primary focus is on assisting staff members to build competence in their current role and aims to provide staff with the opportunities to achieve their career aspirations.

 

The supervisor plays a key role in the staff member’s career development by:

 

· setting performance and behavioural expectations (what and how);

· identifying development needs;

· providing regular feedback on the staff member’s performance and development;

· encouraging in the support and development of scholarly activity.

 

EXCLUSIONS

The policy is not retrospective. Staff members pursuing professional development activity at their own expense are not eligible for retrospective support. Some activities may be restricted to certain classifications of staff.

 

PROFESSIONAL DEVELOPMENT OPTIONS

Professional development opportunities may include:

· on-the-job learning:

– project work, job rotation or shadowing;

– coaching and mentoring;

– secondment i.e., temporary transfer of a GLI staff member to another position or another organisation, higher duties and short-term acting arrangements;

– staff exchange;

– self-study, e.g. books, online learning, DVDs;

– feedback.

· Formal training:

– seminars and conferences;

– open program, leadership programs and in-house training;

– short courses.

 

· Formal study:

– doctorate, postgraduate or undergraduate degree;

– diploma, certificate;

– Certificate IV in Training and Assessment;

– Graduate Certificate in Tertiary Teaching and Learning;

– Master of Tertiary Education Management.

· practical forms of training and learning:

– industry placement or release;

– study tour;

– professional memberships or memberships of committees;

– fellowships or scholarships.

· Compulsory training:

– induction

– Equal Opportunities and Occupational Health and Safety training

– privacy training

– first aid training for OHS representatives

· undertaking research:

– research at another Institute of Higher Education, university or research organisation;

– research in the field;

– preparing research results for presentation and publication.

Fact Box

Owner : Chair, Executive Management Team

Approval Body : Governing Board

Endorsement Body : Executive Management Team

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Associate Professor Jason Hartley

Jason Hartley is lecturer in criminology at Griffith University in Brisbane, Australia. He is a former police officer with 23 years of experience, and has trained personnel for deployment in Timor Leste, the Solomon Islands, Iraq and Afghanistan. Jason specializes in, and has published on engagement with Muslim communities, Indigenous Polynesian approaches to rehabilitation and reducing recidivism, and Asian Organised Crime. Jason also completed a community internship in Hebron on the West Bank.

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Simone Fulcher

Simone Fulcher is the Campus Manager at Global Leadership Institute responsible for managing the day-to-day operations for the campus. Simone has previously worked in the education sector for over 5 years where she has enjoyed helping young minds realise their potential. Simone also has a history of volunteer work assisting various communities in improving their quality of life in places such as New South Wales, Guam, and Palau. Simone still enjoys volunteering, currently organising events for young adults in Southeast Queensland and helping them form connections their fields of interest.

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Professor Grant Pitman

Professor Grant Pitman is the president of the Global Leadership Institute. He has held senior leadership roles in government such as Chief Superintendent of Police and Director of Strategic Planning ICT in the Queensland Police Service;

  • Varied list of contributions to law enforcement, including disaster management, auditing and finance, organizational reform, education and human resources, and policy development
  • National, state, and regional levels of professional service, including the Ipswich Economic Forum, the Brisbane Airport Emergency Planning Committee, the National Emergency Communications Working Group, the National Police Drug and Alcohol Task Force, and the Police Education Advisory Council.

He has a Ph.D. and Master of Administration from Griffith University. He is a well-versed researcher and has published numerous articles and journals.

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Professor Kevin Tickle

Professor Kevin Tickle has extensive experience in Executive Management roles in the tertiary education sector, both public and private, over the last two decades and has been a consultant to Higher Education providers in Australia and overseas. His primary areas of interest are Leadership, Management, Information Technology, Mathematics and Statistics with expertise in the areas of probability modelling; decision support, and data analytics. He is currently a Fellow of the Australian Institute of Management, a member of the Institution of Engineers, Australia, the Australian Computer Society and an Emeritus Professor at CQUniversity.

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Mr Des Lacy OAM

Des serves as Secretary/Treasurer of the Asia Pacific Chapter of FBI National Academy Associates, after completing 40 years in the Queensland Police Service. During his distinguished career, Des was District Officer (A/Chief Superintendent) in Charge of the Gold Coast Police District, Police Commander for the Gold Coast Indy, Super V8s, Gold Coast Marathon, and Schoolies, as well as National Rugby League and Australian Foot League events in Brisbane and the Gold Coast. Des oversaw development and implementation of the Integrated Justice Information Systems, Integrated Traffic Policing Program, and Integrated Tasking and Analysis System. He served as Director of the Strategic Services Branch and Information and Communications Technology Command, as well as Chair of the District Disaster Management Group and Security Operations Coordinator for the 2018 Commonwealth Games. 

Des has been a member of Rotary International for 30 years, representing Rotary International in the United States and the Middle East. For his work in the Gold Coast Community Des was awarded Citizen of the Year at the 2013 Gold Coast Australia Day celebrations. Des also was one of the founding Directors for the Oxenford and Coomera Community Youth Centre that provides much needed social services to the Northern Gold Coast Community. For the past 15 years, he has also been the Chair of this not-for-profit establishment. It. For his work promoting International Law Enforcement Des was awarded the Order of Australia Medal in 2017.

Qualifications

Graduate Diploma of Management

Graduate Certificate Business Management 

Bachelor of Business

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Katherine Weissel

Katherine is a security and risk specialist with 25 years’ experience in an Australian Police Force, leading teams and responding to emergency events, complex investigations, and counterterrorism.  She has led and managed several major crime, counterterrorism and public safety operations and investigations, and coordinated teams within police operations centres and major incident rooms.  She has delivered training across multiple Australian jurisdictions in emergency response, counterterrorism, and investigations; and specialised in cyber operations in the counterterrorism environment for a number of years.  She has also been deployed to international jurisdictions supporting complex war crimes investigations and prosecutions.  Since moving into the private sector, Katherine has provided consulting and training services in the areas of security and risk, organisational governance & investigations, and cybersecurity.  Katherine is a sessional tutor in tertiary education in criminal justice studies specialising in counterterrorism, global law, crime and justice, and cybercrime.  She has presented to state and national security, cybersecurity and governmental conferences on contemporary physical & cyber threats and risk management.  Katherine has also been involved in research teams examining government responses to terrorism and extremism, and cybersecurity policy.

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Dr Shantanu Banerjee

Dr Shantanu Banerjee is senior lecturer at Leaders Institute. With extensive experience in management, leadership, and administration across a range of contexts in India and Australia, Dr Banerjee is also currently an Industry Fellow at the University of Queensland Business School. His research focuses on socio-cultural-political contexts, particularly in the field of agribusiness and international business. His research has highlighted variations in the theme of international competitiveness by emphasising non-economic and non-market variables and on how multinational enterprises subsidiaries can pursue legitimacy pursuing non-market strategies. 

Dr Banerjee has presented his research work at esteemed international conferences such as ANZIBA and EIA and has published in scholarly journals including International Business Review and Management International Review. He graduated from the Institute of Foreign Trade, New Delhi (India) and the University of Queensland Business School. He has been an academic staff member at the University of Queensland and Queensland University of Technology, lecturing in undergraduate and postgraduate programs. Dr Banerjee has over 15 years of extensive and varied experience as an International Business Manager dealing and negotiating with overseas clients based in the United States of America, China, Japan, Canada, Switzerland, and Germany. He is currently employed with a Federal agency of the Australian Treasury. 

Qualifications

Doctor of Philosophy, University of Queensland, 2012

Master of Research, Queensland University of Technology, 2005

Master of Business, Queensland University of Technology, 2003

Postgraduate Diploma in International Trade, Indian Institute of Foreign Trade, 1986

Bachelor of Mechanical Engineering

Indian Institute of Foreign Trade, 1985

 

Communities of Practice

  • Editorial Board, Academy of International Business
  • Editorial Board, European Academy of Management
  • Editorial Board, Leadership & Management Studies in Sub-Sahara Africa Conference
  • Editorial Board, International Journal of Entrepreneurship and Small Business
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Associate Professor Ben Arachi

BIOGRAPHY

Associate Professor Ben Arachi has four decades (1977-2023) of experience in higher education leadership and teaching. During his 15 years as Unit Coordinator at Central Queensland University, he received two Excellence in Teaching Awards and was nominated for the Vice-Chancellor’s Award for Outstanding Contributions to Learning and Teaching and the Australian Awards for University Teaching. His online learning study was published in Economics for Today (Cengage 2022).

Previously, Associate Professor Arachi  served as Vice Principal, Head of the Department of Extension and Research, and Editor-in-Chief of the academic journal at Arul Anandar College, India (1992-1997). He was then Research Coordinator and Course Coordinator (1999-2008), as well as Chair of the Division of Economics (2000-2005) at HELP University, Malaysia. This included senior involvement in the application to become a University College and then a full University.

Associate Professor Arachi also has over 20 years of experience as a higher degree research supervisor, moderator, and examiner for doctoral degrees. In his five years as a Coordinator of All India Christian Higher Education, he organised numerous state-level seminars and workshops for academics in higher education in India. He has published four monographs, many research papers and articles while editing the Research AAC Journal of Economics. He has reviewed many higher education textbooks.

QUALIFICATIONS

  • Doctor of Philosophy, Madursi Kamaraj University, India, 1989

  • Master of Arts, University of Madras, 1975 (Gold Medalist)

  • Bachelor of Arts, Madursi Kamaraj University, India, 1973 (University Rank and Merit Scholarship)

  • Diploma in Applied Economics, Madursi Kamaraj University, India, 1980

ACADEMIC LEADERSHIP

  • Member, Academic Board, 2023-current

  • Chair, Examiners Committe, 2023-current

  • Member, Course Advisory Committee, 2022-current

AWARDS

  • Central Queensland University Student Voice Commendation. The 2021 program includes unit evaluation data from term 3, 2020 and terms 1 and 2, 2021.

  • Central Queensland University  Student Voice Commendation. The 2020 program includes unit evaluation data from term 3, 2019 and terms 1 and 2, 2020.

  • Central Queensland University Central Queensland University Platinum certificate Top rated Unit in Term 2, 2019

  • Central Queensland University Gold certificate Highly rated Unit in Term 2,2019 (ACCT20070)

  • Gold certificate Highly rated Unit in Term 2,2019 from CQU(ECON11026)

  • Charles Sturt University Excellence in Teaching Award (ECO511)

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Dr Bandula Nambukara-Gamage

Dr Bandula Nambukara-Gamage is a Senior Lecturer of Accounting and Finance at James Cook University, Brisbane campus. He currently teaches Bachelor of Commerce, Bachelor of Accounting, Master of Professional Accounting, and Master of Business Administration students based on the Brisbane campus. Dr Nambukara-Gamage has previously lectured at Central Queensland University, Federation University, and Charles Darwin University.

QUALIFICATIONS

Doctor of Philosophy, University of New England, 2013

Master of Commerce

Licentiate Certificate (recognised by the Institute of Chartered Accountants of Australia)

Bachelor of Business Administration (Honours)

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Professor Rod St Hill

Professor Rodney St Hill is the former President of Leaders Institute (2018-2020) and serves as Senior Pastor (2016-current) at IgniteLife Church Gold Coast, where he heads IgniteLife Business, an outreach to Christians in business. He is a leader in the global Business As Mission movement. He also consults on governance and executive management in higher education and business, with a particular special interest in Christian education institutions and businesses.

Previously, Professor St Hill was a long-term senior leader and Vice President Academic of Christian Heritage College, Brisbane. With the input of his colleagues and many others in his network, he developed business curriculum that embeds the ‘5 P missional business’ model – a model of production, people, planet, and profit. He was also Dean of Students, among other roles, at University of Southern Queensland (1993-2009).

QUALIFICATIONS

Doctor of Philosophy, University of Cantebury, 1989

Bachelor of Commerce (Hons 1), University of Newcastle, 1979

EXTERNAL EXPERT REVIEWER

External Member, various course assessment panels in business, management and leadership at Alphacrucis College, Australian College of Divinity, and Avondale University College, 2014 to 2020

Member: Australian Institute of Company Directors

COMMUNITIES OF PRACTICE

Member: Economic Society of Australia

External Expert, Tertiary Education Quality and Standards Agency (TEQSA), 2019-current

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Staff Professional Development Policy

PURPOSE

This policy outlines how Global Leadership Institute (GLI) will ensure that staff develop the necessary skills, knowledge, attitudes and behaviours for the Institute to meet its vision, mission and strategic objectives, while also supporting the individual career progression and aspirations of GLI staff.

 

PRINCIPLES

GLI is committed to an ongoing cycle of staff professional development. This includes:

 

· understanding that it is important to develop and build on the knowledge and capabilities of its staff to provide a supportive and excellent working environment;

· understanding that it must have a process that is fair, respectful of diversity, inclusive and promote equitable access to all staff;

· recognising the need to provide GLI staff with appropriate support, time and encouragement to undertake professional development and inductions;

· recognising that GLI staff need to be provided with opportunities to develop knowledge, skills and capabilities that will ensure the achievement of strategic goals, contribute to the achievement of individual aspirations and achieve the required legislative and professional requirements;

· expecting that staff will be proactive and take responsibility for their own professional development and strive to achieve their full potential.

 

Scope

All staff

Key Stakeholder

All staff and students

Proceedure

The HR Manager and the relevant delegated supervisors identify development needs primarily through planning, development and review.

 

IDENTIFYING DEVELOPMENT NEEDS

· A staff member’s learning and development needs are primarily identified through the performance cycle and are captured in the staff member’s Performance, Development and Review Plan.

· Learning and development needs can relate to technical or behavioural capabilities required for the staff member’s current role or future career ambitions.

· Executive Management team will analyse all staff members’ development objectives and activities in their Performance, Development and Review Plan to inform design and delivery of professional development activities across the Institute that support the Institute’s strategic and business planning priorities;

· Learning, Teaching and Curriculum Committee will oversee professional development related to higher education learning and teaching.

 

CRITERIA FOR APPROVING PROFESSIONAL DEVELOPMENT ACTIVITIES

The professional development activity must:

 

· be relevant to the staff member’s current role or to the functions they may reasonably be expected to perform;

· match and support the staff member’s capability;

· addresses identified needs or support organisational initiatives;

· be a suitable investment, considering:

– available funds

– other staff needs

– other cost-effective ways to meet the developmental need (on the job learning and internal development activities should be considered before exploring external developmental activities);

· be transferable to the workplace.

 

FINANCIAL SUPPORT

· GLI may provide financial support to staff members undertaking professional development. This is a discretionary investment on the part of the Institute and is not an entitlement.

· A request must be made in writing to the Academic Dean for any financial support.

· If the Academic Dean deems it fit to provide financial support, the application is then forwarded to the President for approval along with the reasoning of merit provided by the Academic Dean.

· Part-time staff may only be reimbursed on a pro-rata basis as determined by their fraction of employment (e.g. part-time staff member employed as a 0.5 full-time equivalent will be reimbursed 50% of the applicable reimbursement rate).

 

TIME RELEASE AND PROFESSIONAL DEVELOPMENT LEAVE

Time release should be considered in conjunction with the requirements of the work unit. Before approving a staff member’s time release or professional development leave, managers should consider all other approved leave.

 

CAREER DEVELOPMENT

The Institute encourages all staff to take responsibility for their own career development. The Institute’s primary focus is on assisting staff members to build competence in their current role and aims to provide staff with the opportunities to achieve their career aspirations.

 

The supervisor plays a key role in the staff member’s career development by:

 

· setting performance and behavioural expectations (what and how);

· identifying development needs;

· providing regular feedback on the staff member’s performance and development;

· encouraging in the support and development of scholarly activity.

 

EXCLUSIONS

The policy is not retrospective. Staff members pursuing professional development activity at their own expense are not eligible for retrospective support. Some activities may be restricted to certain classifications of staff.

 

PROFESSIONAL DEVELOPMENT OPTIONS

Professional development opportunities may include:

· on-the-job learning:

– project work, job rotation or shadowing;

– coaching and mentoring;

– secondment i.e., temporary transfer of a GLI staff member to another position or another organisation, higher duties and short-term acting arrangements;

– staff exchange;

– self-study, e.g. books, online learning, DVDs;

– feedback.

· Formal training:

– seminars and conferences;

– open program, leadership programs and in-house training;

– short courses.

 

· Formal study:

– doctorate, postgraduate or undergraduate degree;

– diploma, certificate;

– Certificate IV in Training and Assessment;

– Graduate Certificate in Tertiary Teaching and Learning;

– Master of Tertiary Education Management.

· practical forms of training and learning:

– industry placement or release;

– study tour;

– professional memberships or memberships of committees;

– fellowships or scholarships.

· Compulsory training:

– induction

– Equal Opportunities and Occupational Health and Safety training

– privacy training

– first aid training for OHS representatives

· undertaking research:

– research at another Institute of Higher Education, university or research organisation;

– research in the field;

– preparing research results for presentation and publication.

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Amazing Opportunities

for everyone

Apply Now