1.1 Policy Statement
Stonebridge University is committed to fostering a culture of continuous learning and professional development for all its staff members. The Staff Recruitment and Development Policy outlines the university’s approach to supporting its staff’s growth, development, and well-being. This policy aims to provide opportunities for staff to enhance their skills, knowledge, and professional competencies, thereby contributing to their personal and career development and the overall success of the institution.

The university recognises that investing in staff development is essential for maintaining high teaching, research, and service delivery standards. By offering a range of development activities and support mechanisms, Stonebridge University seeks to create an environment where staff feel valued, motivated, and equipped to meet the challenges of their roles.

The purpose of this policy is to provide a sound framework for recruiting and selecting staff based upon the principles outlined below, which also meet the requirements of the University Equal Opportunities Employment Policy, the Equality Act 2010, and all other relevant employment legislation.

1.2 Definitions
• Staff Development: A structured approach to enhancing staff members’ skills, knowledge, and capabilities through formal and informal learning activities.
• Continuous Professional Development (CPD): Ongoing learning and development activities that enable staff to maintain and improve their professional knowledge and competencies.
• Personal Development Review (PDR): This process enables staff and their managers to review performance, set development goals, and plan future learning activities.
• Induction Program: A structured program to support new staff members in understanding their roles, responsibilities, and the university’s values and culture.

This policy and procedure cover all activities in the recruitment and selection process. It is applicable to all staff recruitment except casual staff. For the policy and procedure to be effective, it is essential that any employee involved in any aspect of the recruitment and/or selection of staff is aware of this document and follows it. Ultimately, it is the responsibility of the senior management in the university, including the academic director, in conjunction with HR to ensure this is the case.

The purpose of this policy is to:
• Provide a framework for planning, implementing, and evaluating staff development activities at Stonebridge University.
• Ensure that all staff members have access to opportunities for professional growth and career advancement.
• Align staff development with the university’s strategic goals and priorities.
• Promote a continuous learning, innovation, and excellence culture across the institution.

This policy applies to:
• All academic, administrative, technical, and support staff at Stonebridge University, regardless of their employment status (e.g., full-time, part-time, temporary, or permanent).
• All staff development activities include formal training, on-the-job learning, mentoring, and self-directed learning.

The following principles guide Stonebridge University’s approach to staff recruitment and development:

3.1 Lifelong Learning and Professional Growth
The university believes in fostering a culture of lifelong learning and professional growth. All staff members are encouraged to engage in development activities that enhance their skills and knowledge, contribute to personal fulfilment, and support the university’s mission and values.

3.2 Inclusivity and Equality
Staff development opportunities will be provided inclusively and equitably. The university is committed to ensuring that all staff have equal access to development activities regardless of their background or personal circumstances. This includes making reasonable adjustments for disabled staff and providing tailored support for underrepresented groups.

3.3 Alignment with Institutional Goals
Staff development will be aligned with the university’s strategic goals, ensuring that development activities support the institution’s mission, vision, and priorities. Staff will be encouraged to participate in development activities that contribute to their roles and the university’s objectives.

Stonebridge University’s approach to recruitment is based on open competition. It will seek to recruit the best candidate for the job based on merit. The recruitment and selection process should ensure the identification of the person best suited to the job and Stonebridge University.

Stonebridge University wishes to encourage the recruitment of staff with disabilities. It will make reasonable adjustments to all stages of the recruitment process and as required for a successful candidate with a disability to undertake the post.

The College will ensure that staff recruitment and selection are conducted professionally, timely, responsively, and in compliance with current employment legislation.

Stonebridge University will provide appropriate training, development, and support to those involved in recruitment and selection activities to meet this core principle. Any member of staff involved in staff selection should satisfy himself or herself that he or she is appropriately trained and can comply with the requirements of this policy and procedure.

Recruitment and selection are critical public relations exercises and should enhance the reputation of Stonebridge University. The university will treat all candidates fairly, equitably, and efficiently, with respect and courtesy, aiming to ensure that the candidate experience is positive, irrespective of the outcome. Stonebridge University will promote best practices in recruitment and selection. It will continuously develop its recruitment and selection practices to allow new ideas and approaches to be incorporated. Stonebridge University will ensure that its recruitment and selection process is cost-effective.

Suppose a staff member involved in the recruitment process has a close personal or familial relationship with an applicant. In that case, they must declare this as soon as they know the individual’s application and avoid involvement in the recruitment and selection decision-making. All applicant documentation will be treated confidentially following the Data Protection Act (DPA). Applicants will have the right to access any documentation held on them under the Data Protection Act (DPA).

There are several key stages in recruiting and selecting for a post. This procedure outlines the critical stages as shown below:

The recruitment and selection process should not commence until a complete evaluation of the need for the role against the area’s strategic plans and budget has been completed.

Staff recruitment will consider Stonebridge University’s need for new ideas and approaches. Additionally, it should support Stonebridge University’s commitment to ensuring a diverse workforce by proactively seeking to attract underrepresented groups in its profile to maximise its ability to meet diverse student requirements.

Recruitment should form an integral part of the area’s staffing strategy, and the need for any ‘positive action’ initiatives should be considered. “Positive Action” is lawful under the Equality Act 2010 and refers to the steps that an employer can take to encourage applicants from people who share a protected characteristic (e.g., a specific gender or race) who are underrepresented in a particular area of the workforce, for example:

• Advertisements should be placed in the minority ethnic press, the women’s press, and any other publication targeted at underrepresented groups. Ads should include statements encouraging individuals from underrepresented groups to apply for the advertised position.

To help ensure equal pay for work of equal value, all new or changed posts must be formally role-reviewed and graded before they are advertised. Formal authorisation to recruit for a post should be sought before commencing the recruitment process.

For any vacant post that is to be filled, a job description and person specification must be produced or updated.

The job description should accurately reflect the elements of the post.

The person specification should state both the essential and desirable criteria in terms of skills, aptitudes, knowledge, and experience for the job. All of these criteria should be directly related to the job and applied equally to all applicants. Care should be taken when writing the person specification to ensure that the criteria used do not indirectly discriminate against certain groups of applicants.

As a minimum, all full-time positions will typically be advertised at the college. This will help maximise equality of opportunity and provide staff with opportunities for career development, thus maintaining the skills and expertise of existing staff. In exceptional circumstances, the academic director may waive the need to advertise. This is likely to include the following circumstances:

• Positions requiring specialised expertise where the Academic Director can demonstrate that a comprehensive search has been conducted and the nominated individual is the most suitable person for the position.
• Where the Academic Director can verify that the work is required for a specific purpose of no greater than twelve months duration. However, in the circumstances outlined above, if the successful candidate is likely to need a Tier 2 certificate of sponsorship to apply for permission to work in the UK, the post must be advertised in line with UKVI requirements.
• In certain circumstances, using a recruitment agency may be more effective. This should be discussed and agreed upon with the academic director or recruitment adviser. However, this will not eliminate the need to advertise the position internally, and any external agencies or consultants who assist in the process must act according to this policy and concerning our equal opportunity requirements.

• Applicants should be provided with sufficient information to make an informed decision regarding their suitability for the role. Further particulars that provide such information should be produced using the pro forma. These will be provided to applicants via the Stonebridge University website or upon inquiry to the HR Services team.

• Staff who have been in an acting position that subsequently becomes vacant will have to apply for the position when it is advertised. Still, in exceptional circumstances, the position can be advertised on an internal basis only.

• Applicants are asked to provide equal opportunity details when applying to enable a robust means of monitoring recruitment success with our diversity aims. This information is separate from the job application, and applicants are free to indicate that they do not want to provide these details.

• All advertised vacancies will be placed on Stonebridge University’s website; academic and administration vacancies, plus specific technical/specialist roles and support roles, may also be advertised on www.jobs.ac.uk.

5.1 Responsibilities of Stonebridge University
Stonebridge University is responsible for:
• Providing access to a range of staff development opportunities, including workshops, courses, conferences, and online learning resources.
• Allocating funding and resources to support staff development activities.
• Reviewing and updating the Staff Development Policy to ensure it remains relevant and effective.

5.2 Responsibilities of Staff Members
Staff members are responsible for:
• Engaging actively in staff development activities to enhance their skills and knowledge.
• Identifying their own development needs and seeking opportunities to address them.
• Participating in the Personal Development Review (PDR) process and setting achievable development goals.

5.3 Responsibilities of Managers and Supervisors
Managers and supervisors are responsible for:
• Supporting staff in identifying their development needs and providing guidance on suitable development opportunities.
• Encouraging staff to participate in development activities and allowing time for professional growth.
• Conducting regular Personal Development Reviews (PDRs) and monitoring staff progress.

Stonebridge University recognizes that staff development can take many forms, including formal and informal learning. The university supports a diverse range of development activities to meet the varied needs and preferences of its staff.

6.1 Formal Development Activities
Formal development activities include structured training programs, workshops, conferences, and formal education courses. These activities are often delivered by internal trainers, external providers, or through partnerships with other institutions.

6.2 Informal Development Activities
Informal development activities include peer learning, job shadowing, networking, and participation in communities of practice. These activities allow staff to learn in a more flexible and less structured manner.

6.3 On-the-Job Learning and Mentoring
On-the-job learning involves gaining new skills and knowledge through day-to-day work experiences. Mentoring programs provide staff with the opportunity to receive guidance and support from more experienced colleagues.

6.4 Self-Directed Learning
Self-directed learning involves taking personal responsibility for one’s own learning and development. This may include reading professional literature, undertaking online courses, or engaging in reflective practice.

The planning and implementation of staff development activities involve a systematic approach to identifying needs, setting goals, and developing individual learning plans.

7.1 Identifying Staff Development Needs
Development needs may be identified through various methods, including Personal Development Reviews (PDRs), feedback from performance appraisals, and self-assessment by staff members. Development needs should be linked to the staff member’s role, career aspirations, and the university’s strategic priorities.

7.2 Setting Objectives and Goals
Clear objectives and goals should be set for each development activity, ensuring that the outcomes are measurable and aligned with the staff member’s career development plan. Goals should be specific, achievable, relevant, and time-bound.

7.3 Development Plans and Personal Development Reviews (PDR)
Each staff member will have a Development Plan that outlines their learning goals, development activities, and timelines for achieving them. Personal Development Reviews (PDRs) will be conducted regularly to review progress, update goals, and plan future development activities.

Stonebridge University offers a variety of professional development programs tailored to meet the diverse needs of its staff. These programs are designed to enhance staff skills, foster career growth, and support the university’s strategic goals. The following are key professional development programs available to staff members:

8.1 Induction Programs for New Staff
The university recognizes the importance of a comprehensive induction process to ensure that new staff members are well-integrated into the university community. The induction program includes:
• Orientation Sessions: Introduction to the university’s mission, values, and organizational structure.
• Role-Specific Training: Sessions tailored to the specific requirements of the staff member’s role, including IT systems, health and safety, and university policies.
• Mentoring Support: Assignment of a mentor to provide guidance and support during the first few months of employment.

8.2 Continuous Professional Development (CPD)
Continuous Professional Development (CPD) is an essential part of the university’s commitment to staff growth. CPD activities may include:
• Workshops and Seminars: Covering a range of topics such as teaching methods, research skills, leadership, and communication.
• Professional Certification Courses: Opportunities to gain new qualifications or update existing skills in specialized areas.
• Conferences and Networking Events: Attendance at external conferences to stay informed about industry trends and network with peers.

8.3 Leadership and Management Training
Leadership and management training programs are offered to support current and aspiring leaders in developing their leadership capabilities. These programs include:
• Leadership Development Courses: Covering topics such as strategic planning, change management, and team building.
• Management Skills Workshops: Practical workshops on performance management, conflict resolution, and effective communication.
• Executive Coaching: One-on-one coaching sessions for senior leaders to develop strategic leadership skills and navigate complex challenges.

8.4 Research and Scholarly Activity Support
The university encourages staff to engage in research and scholarly activities. Support provided includes:
• Research Grants and Funding: Financial support for research projects, conferences, and publication fees.
• Research Training Programs: Workshops on research methodologies, grant writing, and ethical research practices.
• Collaborative Research Opportunities: Partnerships with other academic institutions and industry stakeholders for collaborative research projects.

Stonebridge University is committed to providing the necessary funding and resources to support staff development activities. The allocation of funding is based on the university’s strategic priorities and the individual development needs of staff members.

9.1 University Funding for Professional Development
• The university allocates an annual budget for staff development activities, which includes training programs, professional courses, and conference attendance.
• Staff members may apply for funding through the university’s Professional Development Fund, which is managed by the Human Resources (HR) Department. Applications are evaluated based on relevance to the staff member’s role and the potential impact on their professional growth.

9.2 External Funding Opportunities
Staff are encouraged to explore external funding opportunities for professional development, such as grants from professional associations, government bodies, or private foundations. The university’s Research and Development Office provides guidance and support in identifying and applying for external funding.

9.3 Allocation of Resources and Time for Development Activities
The university recognizes that time is a valuable resource for staff development. Therefore:
• Staff will be given reasonable time off from their regular duties to participate in approved development activities.
• Flexible work arrangements may be considered to accommodate participation in long-term training programs or research projects.

The effectiveness of staff development activities is assessed through a structured performance management and evaluation process. This ensures that development activities contribute to both individual and institutional goals.

10.1 Assessing the Impact of Staff Development
The impact of staff development is measured through various indicators, such as:
• Improved job performance and productivity.
• Achievement of personal development goals and career progression.
• Feedback from participants and their managers.

10.2 Evaluation Methods and Metrics
Evaluation methods include:
• Pre- and Post-Training Assessments: Assessments to measure changes in knowledge and skills.
• Surveys and Feedback Forms: Anonymous surveys to gather feedback on the quality and relevance of development activities.
• Performance Appraisals: Regular performance appraisals to review the outcomes of development activities and their impact on job performance.

10.3 Feedback and Continuous Improvement
Feedback from staff is critical for the continuous improvement of development programs. The university will:
• Collect feedback from participants and their supervisors after each development activity.
• Use feedback to make adjustments to existing programs and to identify new areas for development.

Stonebridge University is committed to supporting the career development of its staff and ensuring that the university has a pipeline of talent to meet future leadership needs.

11.1 Career Pathways and Progression
Career pathways are clearly defined for all roles within the university, providing staff with information on potential career progression routes and the development activities required to achieve their goals. Career pathways include:
• Academic Pathways: Opportunities for progression from lecturer to senior lecturer, professor, or research leader.
• Administrative and Professional Pathways: Development opportunities for administrative staff to progress to higher-level positions, such as team leader or department head.
• Technical and Support Pathways: Opportunities for technical and support staff to develop specialized skills and take on senior roles.

11.2 Talent Management and Succession Planning
The university implements a structured approach to talent management and succession planning to ensure that critical roles are filled with capable and prepared individuals. This includes:
• Identification of High-Potential Staff: Regular assessments to identify staff members with the potential to take on leadership roles.
• Succession Planning Programs: Development programs tailored to prepare high-potential staff for future leadership positions.
• Mentoring and Shadowing Opportunities: Pairing high-potential staff with senior leaders to gain insights and experience in leadership roles.

11.3 Supporting Internal Career Transitions
The university supports staff in making internal career transitions, whether moving to a different role or department or taking on new responsibilities. Support provided includes:
• Career Counseling and Guidance: One-on-one sessions with career advisors to explore career options and set development goals.
• Internal Job Postings and Transfers: Priority access to internal job postings and support in applying for internal vacancies.
• Training for New Roles: Training and mentoring to support staff in acquiring the skills needed for their new roles.

Stonebridge University is committed to promoting equality, diversity, and inclusivity in all staff development activities. The university will:
• Ensure that all staff, regardless of their background or personal circumstances, have equal access to development opportunities.
• Make reasonable adjustments for staff with disabilities to enable them to participate fully in development activities.
• Promote a diverse and inclusive culture that values the contributions of all staff members.

The university recognizes that staff wellbeing is a critical component of professional development and overall job satisfaction. The university will:
• Provide access to wellbeing programs, such as stress management workshops, mindfulness sessions, and physical health activities.
• Support flexible working arrangements to help staff balance their professional and personal commitments.
• Offer confidential counseling and support services through the Employee Assistance Program (EAP).

14.1 Monitoring and Reporting on Staff Development Activities
The university will monitor and report on staff development activities to ensure they meet the needs of staff and the institution. Monitoring activities include:
• We are collecting data on participation rates, satisfaction levels, and outcomes of development activities.
• They are analysing data to identify trends, gaps, and areas for improvement.

14.2 Using Feedback for Policy and Program Improvement
The university will use feedback from staff and other stakeholders to improve development programs and ensure they remain relevant and practical. Regular reviews will be conducted to update programs aligned with best practices and emerging needs.

The Staff Development Policy will be reviewed annually to ensure it remains aligned with the university’s strategic goals and best practices in staff development. Reviews will consider staff feedback, legislation changes, and emerging trends in higher education. Any changes to the policy will be communicated to all staff through email, the university’s intranet, and staff meetings.

The Staff Development Policy will be communicated to all staff members through multiple channels, including the university website, intranet, and staff handbooks. Upon request, it will also be available in alternative formats, such as large print or audio. Staff will be encouraged to familiarise themselves with the policy and participate in development activities.

Incidents of malpractice and maladministration may be reported in the following ways:

By email: qtd@stonebridge.university

By post:
For the attention of the Director of Quality, Training and Development
Stonebridge University
6 Hill View Studios,
160 Eltham Hill,
London,
SE9 5EA

By phone: +44 7438 541824

Opening hours: 9:30am-5:30pm (UK) Mon-Fri

Stonebridge University’s Staff Recruitment and Development Policy is designed to support its staff’s personal and professional growth. The university aims to foster a lifelong learning, innovation, and excellence culture by providing access to a wide range of development opportunities. All staff members are encouraged to engage actively in development activities and contribute to continuously improving the university’s staff development initiatives.

Through this policy, Stonebridge University reaffirms its commitment to creating an inclusive, supportive, and high-performing workplace where all staff can achieve their full potential.