Guidelines for skills development for technical and administrative staff at UiA

Date: 19 September 2023

1. Purpose and objective

UiA aims to encourage and motivate all technical and administrative staff towards professional and personal growth, shared responsibility, and optimal utilisation of their abilities through training, continuing education, and further education. Skills development is essential to maintaining a technical and administrative workforce that consistently ensures effective task execution and adapts to new and future demands. Skills development can serve as a tool to achieve this.

Systematic skills development involves targeted initiatives to promote learning and create effective learning environments (Lai, 2013). Learning primarily refers to the processes associated with acquiring competence (knowledge, skills, attitudes, and abilities). The most important skills development occurs daily through competency-based tasks and the sharing of experiences.

Skills development is a continuous process for each individual, aligned with the needs and aspirations of UiA, the department, and the individual’s personal goals for growth. The appraisal interview will serve as one of the tools for planning and following up on each staff member's development.

Skills development for technical and administrative staff is grounded in UiA's Personnel Policy. This policy is supported by the Norwegian State Competence Policy (in Norwegian), which aligns with the provisions of Section 32 of the Basic Agreement and Chapter 9.11 of the Special Agreement on Leave and Financial Terms for Continuing and Further Education, Courses, etc. (in Norwegian) Section 12-11 of the Working Environment Act (in Norwegian) provides general frameworks for educational leave.

In general, skills development initiatives are concrete measures implemented to build, enhance, and further develop the competence of an employee or a group of employees within a specific area. Specific development initiatives may be offered in various ways. The guidelines described in this document form part of UiA's efforts to promote "lifelong learning" among its employees. The guidelines will be reviewed upon request by either party.

2. Scope

These guidelines cover skills development for all technical and administrative staff (hereafter referred to as employees) at UiA. The guidelines are directed towards permanent employees in these positions, their managers with personnel responsibilities, and the Appointment Committee for Technical and Administrative Positions (AR). The guidelines do not include short courses or training necessary for performing the daily tasks associated with the position.

For UiA, as a provider of continuing and further education (CFE), the distinction between these lies in whether they award ECTS credits or not. Further education refers to study programmes that award ECTS credits, while continuing education includes courses and other offerings without credits.

From an employee and manager perspective, continuing education can be understood as updating knowledge to ensure the employee can perform their tasks effectively within their current role, taking into account changes in work content, regulations, or other provisions (cf. the Norwegian State Personnel Handbook, Chapter 9.11). Further education, on the other hand, refers to education aimed at qualifying the employee beyond what is required for their current position.

Goals and resources for skills development must be integrated into UiA’s organisational plans and allocated through the units' budgets. Additionally, funding may be applied for through competence enhancement grants for technical and administrative staff (see Chapter 6).

3. Responsibility and Authority

3.1 Manager with Personnel Responsibility

The manager with personnel responsibility is accountable for the skills development of employees within their area of responsibility, ensuring that tasks and services are carried out in the most effective way and that objectives are achieved. This responsibility includes, among other things:

• Planning, facilitating, following up on, and, if necessary, documenting required training and skills development for both individuals and the unit as a whole.
• Processing applications for educational leave of up to six months within the respective unit.

Applications, agreements, approvals, and similar documents must be archived in Public 360. In cases of unpaid leave, the manager must notify the HR department (PO department) to enable the generation of necessary payroll notifications.

3.2 The individual employee

Each employee is responsible for being engaged and proactive regarding their own competence and need for training and development. Employees have both a responsibility and a duty to contribute to their own skills development, adhere to the measures established for their position, and stay professionally updated.

3.3 The Division of Human Resources

The Division of Human Resources, led by the HR Director, is authorised to manage funds allocated for competence and development, as outlined in Chapter 6. This responsibility includes announcing, administering the allocation of funds, and evaluating their use and impact afterwards.

3.4 The Appointment Committee (AR)

The Appointment Committee (AR) for technical and administrative positions is responsible for processing applications for educational leave exceeding six consecutive months, as outlined in Chapter 7.2.

4. Skills and career planning

Leaders at all levels are responsible for facilitating their employees' success in skills and career development, contributing to the achievement of the university's goals. The individual skills and career plans should be aligned with the needs of the University of Agder (UiA). The leader has the decisive voice and evaluates the employee's proposed goals and actions in terms of relevance, balancing individual desires and needs with the organisation's goals and direction.

The plan should be established and updated during the annual appraisal interviews (MUS). In this conversation, topics such as professional and personal development and career opportunities are discussed. The "Action and Development Plan" in MUS can be used as an individual skills and career plan, which may include:

1. Goals and plans for formal skills development (courses leading to credits) and the use of new skills
2. Other specified formalised skills development (non-credit courses) and use of new skills
3. Job shadowing/work experience, both within one's own field of work and potentially in a new area, internally at UiA or outside the organisation, and the application of these experiences
4. Agreements for internal job rotation at UiA and application of experiences

It should state what one aims to achieve (goals) in terms of improved job performance and/or taking on new tasks. Reference is made to chapters discussing credit-bearing initiatives and paid leave.

Skills development is initially covered by the ordinary budget of the unit. The job evaluation system provides guidelines for various internal career paths.

5. Learning Initiatives

5.1 General Guidelines

The following guidelines apply generally:

• The development initiative should align with the unit's needs, UiA's needs, and/or the employee's development plan (as agreed in the employee development dialogue).
• Costs should, as a rule, be budgeted within the respective unit.
• For initiatives exceeding a certain duration and cost, a contract may be necessary.
• For fee-paying studies, employees should have a minimum of 3 years of work experience, including at least 1 year of tenure at UiA. Exceptions can be arranged in special recruitment cases. Agreements for fee-paying studies are preferably made with employees in permanent positions.
• It is expected that participants, when relevant, share their new skills with colleagues in their own unit/other units.

The most important skills development occurs through everyday skill-enhancing work tasks. Examples of other skills development initiatives that can be offered are described in this chapter.

This list is not exhaustive.

5.2 Joint learning initiatives

Each subject area manager in the central administrative departments is responsible for organising necessary training/courses/seminars to ensure professional updating and development within the subject area. Employees within the subject area can inform their respective department/section of the need for initiatives that would be of interest to multiple people. If it is necessary to engage external speakers or internal academic staff, the subject area manager must secure financial coverage for the initiative with their leader, or, if needed, with the subject area manager in the HR department or the HR director in advance.

5.3 Job rotation and temporary positions

Job rotation can occur when two employees swap workplaces for a period, or when employees take up temporary or vacant positions for a period.

The purpose of job rotation is to provide employees with the opportunity to build their own skills and to contribute their skills to other units. Job rotation supports the development of a more flexible and efficient organisation and reduces vulnerability to unplanned absences.

Job rotation requires voluntary participation and willingness from leaders who release resources, leaders who receive resources, and the ability for employees to return to their original positions. For UiA, the purpose of job rotation includes developing organisational competence and building culture across units. For individual employees, this can provide:

• Greater variety in work
• Opportunities to utilise multiple facets of themselves
• A better understanding of the connections between their own tasks and those of others
• The chance to gain broad experience
• Insights into various parts of the organisation

Job rotation can also lay the groundwork for and enhance adaptability to potential restructuring.

Following the employee development dialogue, if job rotation is desired, the leader should actively work in relevant meeting forums to facilitate its implementation.

Job rotation involves collaboration between departments/faculties and requires understanding and agreement on the initiatives. Job rotation is valued at UiA, and such initiatives should be resolved smoothly and without delays in filling positions.

The HR department must be contacted for assistance with coordination and planning.

Temporary administrative positions and roles

For vacant temporary positions, before any external advertisement, the administrative leadership at UiA should consider the possibility of job rotation. This can only be done for temporary vacancies where administrative appointments are applicable, for up to 6 months with a possible 6-month extension, in accordance with the guidelines of the UiA Appointment Council. Job rotation may also apply to roles assigned within departments. Acting in leadership positions, subject area manager roles, and other roles/functions can also be a skill-enhancing initiative (see Main Tariff Agreement §12).

UiA aims for employees to be aware of which temporary administrative positions and roles are available for job rotation. Efforts will be made to provide this information through UiA's official channels. Mobility wishes can, among other things, be expressed during the appraisal interview.

5.4 Job shadowing

Job shadowing involves spending a limited period of time at another relevant workplace or unit within UiA. The purpose is for the employee to gain new experiences and insight into how other organisations/units plan, execute, improve, and develop their services. This can be initiated, among other ways, during the employee development dialogue.

For more information, please refer to the guidelines on mobility in the public sector (in Norwegian).

5.5 Credit-bearing courses

5.5.1 Up to 15 credits

Leaders with personnel responsibility are encouraged to allow employees to enrol in courses up to 15 credits per semester, offered by UiA. The condition is that the course is relevant to the employee's current job or new tasks. This entails time off to attend lectures during working hours, if possible, concerning the individual's work duties. If more time for studies is needed, flexitime can be arranged.

The limit for granting study leave with pay is generally 3 years/60 credits per employee. Leave beyond this is typically unpaid and can be processed within the respective unit.

Part-time employees should, if possible, schedule their days off to coincide with lecture days.

Upon passing the exam, the employer provides a subsidy of up to NOK 2000 per semester for documented mandatory expenses related to the studies. Other limits may be agreed upon in special cases.

5.5.2 Beyond 15 credits

Leaders with personnel responsibility are encouraged to approve applications for financial support for skills development initiatives beyond 15 credits. In special cases, if UiA cannot offer the subject/programme, employees may apply for support for studies outside UiA. Applications for study leave with pay for studies over 15 credits can be processed within the respective unit. Applications, agreements, approvals, etc., must be archived in P360. In the case of unpaid leave, the HR department must be informed so that any salary notifications can be issued.

A written agreement (document in Norwegian) between the employee and employer must be in place before starting studies/courses beyond 15 credits. The agreement is made between UiA as the employer and the employee, not with the individual unit/leader. It is recommended to establish a written agreement also for employees engaged in a learning programme involving multiple sequential 7.5, 10, or 15-credit modules.

If the course meets the criteria to be tax-free, there is no limit on the amount (all documentable expenses are tax-free). The course must provide skills that the employer can utilise and have a duration of less than 20 months to be tax-free. If the course is not tax-free, all expenses are taxable. The individual leader must assess the extent to which the acquired skills are relevant to the job.

6. Skills development funds

It is possible to apply for funds to cover the costs, either fully or partially, for initiatives across departments/faculties. This applies when:

• The initiatives may be necessary, for example, due to organisational changes or the introduction of new systems.
• The initiatives may be ideas to promote a good working environment/development for groups.

Applications must be submitted by a leader with budgetary responsibility (BDM).

The University Director annually allocates a budget for skills development funds for technical/administrative staff to the HR department. The HR Director has the authority to manage these funds. The funds are to be distributed among:

• Joint courses and initiatives for technical/administrative staff across departments/faculties
• Skills development initiatives for groups across departments/faculties

Individual employees can apply for skills development funds for fee-based courses or long-term skills-enhancing initiatives. This is applicable when it is appropriate for only a few employees to participate. The condition for this is that the employee commits to sharing the acquired skills via an internal course or similar for UiA employees afterward.

6.1 Application for skills development funds

Applications for financial support, either fully or partially, for initiatives across departments/faculties can be made according to the guidelines provided above. The application must be submitted by a leader with budgetary responsibility (BDM).

The application should be sent to the HR department and must include the purpose of the initiative, the target group (names and/or roles), in addition to a cost estimate. The HR Director, a faculty director (who does not have submitted applications), and a union representative will decide on the applications.

The application deadline for skills development initiatives is 1 March and 1 September. Approval of applications assumes that funds are available.

The coordination officer in the HR department will conduct an evaluation of completed initiatives together with the responsible applicant.

7. Study leave

Study leave may be granted with full or partial pay for up to 1 year when further education and professional development are necessary for UiA and qualify the employee for continued work in the position or organisation (see the State Personnel Handbook §§ 9.11.2 and 9.11.3, in Norwegian).

7.1 Study leave with pay for completion of studies/exams/certifications

The number of study days that can be granted is specified in the special agreement on leave and financial terms for further education and professional development, courses, etc. chap. 9.11.10 § 10 (in Norwegian). Leave under this provision should be granted even if the education/exam is not directly beneficial to the position/work. Key points in the guidelines for study leave are:

• Employees are entitled to 1 exam or study day for every 2 credits in connection with exams. The study day(s) should be used immediately before the exam, and the timing should be agreed upon with the leader in advance.
  • If the credits result in an odd number, the number of exam/study days is rounded up. For example, if the exam counts for 7.5 credits, the employee is entitled to 3 exam/study days/mandatory submissions. With 1 exam day, it is possible to take 3 study days/mandatory submissions. For 10 credits and 1 exam day, one can take 4 study days/mandatory submission.
  • Employees taking a vocational test are entitled to up to 1 study day as preparation for the test.
• Employees enrolled in further education and professional development beneficial to the organisation or the employee's position/skills are entitled to up to 21 paid study and exam days in total during a study year.
• For cases where further education and professional development have little or no relevance to the position/employee, the employee is entitled to up to 7 study and exam days during one study year.
• If an employee fails an exam, they are typically not entitled to paid leave for a retake. Paid leave is generally not granted to improve a passed exam.

Whether to grant additional study days beyond those related to exams, and if so, how many, must be decided on a case-by-case basis. Such decisions are made by the employer. Relevant factors in such an assessment may include:

• Number of credits
• The form of education/teaching (which may indicate the need for days off)
• The relevance of the education

• For writing a bachelor's thesis, up to 3 days of paid leave may be granted

• Exceptions apply to positions that have signed an employment contract subject to the completion of educational requirements. This can be approved by the employee's personnel manager.

7.2 Study leave with pay - Application to the Appointment Council

The limit for being granted study leave with pay is generally a total of 3 years/60 credits per employee. Leave beyond this is typically unpaid and can be processed within the respective unit. Applications, agreements, approvals, etc., must be archived in P360. In the case of unpaid leave, the HR department must be informed so that any salary notifications can be issued.

Applications for study leave with pay lasting more than 6 consecutive months should be decided by the Appointment Council (AR) (see the leave regulations at UiA, in Norwegian).

If UiA requires essential skills in a particular field, the employee may receive full or partial leave with pay by further agreement (see the State Personnel Handbook 9.11.2 §2, in Norwegian). The recommending authority will be the faculty/department director, with the HR department acting as the case handler.

7.2.1 Written agreement and service obligation

When granting leave with full or partial pay and/or covering educational expenses or scholarships by UiA, a written agreement should be made between the employee and the employer (the unit). A specific agreement template (in Norwegian)should be used.

The obligation to serve is generally twice the duration of the leave. For leave shorter than 2 months and educational expenses less than 1 G (base amount), no service obligation agreement is made (see the State Personnel Handbook Special Agreement chap. 9.11.9 § 9 Reimbursement of Educational Expenses/Service Obligation, in Norwegian).

7.3 Unpaid study leave

Unpaid study leave shall be granted for up to three years, pursuant to the Working Environment Act § 12-11 (in Norwegian), under certain conditions. The leave will be granted by UiA, not the individual budget unit. Upon conclusion of the leave, the employee should preferably return to their original unit, but they must be prepared for the possibility of being placed in a different unit. This should be specified in the decision.