making the links - professionals australia · organisational performance and a learning and...

Making the LinksCPD, Organisational Performance and Productivity Improvement

Raising awareness of the relationship between the upskilling of science and technology professionals and improved performance in science and technology-based organisations.

About Professional Scientists Australia

Professional Scientists Australia is a division of Professionals Australia (formerly the Association of Professional Engineers, Scientists and Managers, Australia). We represent several thousand professional scientists from a broad range of specialisations including health science, automotive design, biomedical science, ecology, veterinary science, neuroscience, mental health, genetics and genomics, astronomy, biochemistry, mineral processing, environmental science, defence research, synchrotron science, environmental science, immunology and water science.

Professionals Australia is an organisation registered under the Fair Work Act 2009 representing over 25,000 Professional Engineers, Professional Scientists, Veterinarians, Architects, Pharmacists, Information Technology Professionals, Managers, Transport Industry Professionals and Translating and Interpreting Professionals throughout Australia. Professionals Australia is the only industrial association representing exclusively the industrial and professional interests of these groups.

Professional Scientists Australia promotes the views of their scientist members on a wide range of policy issues to government, industry and the community.

We have three objectives:

• to provide a strong voice for professional scientists. This includes considering the kind of support, policies and practices at the enterprise and structural levels that will be necessary to create a sustainable science workforce capable of realising optimal levels of innovation, productivity and competitiveness;

• to play a leading role in encouraging dialogue between industry, government and the higher education sector. This means advocating for investment and structural reforms, building the platforms for collaboration and change and initiating and leading projects to foster collaboration; and

• to promote public understanding of science and the key role professional scientists play in ensuring Australia’s future. This involves influencing public policy and resource allocation decisions and promoting the value of science to decision-makers and the wider community. We seek to highlight the critical role science plays in enabling productivity and innovation, promoting economic prosperity, protecting the environment, improving human welfare and quality of life and protecting national security. In doing so, we raise the status of

the profession and the professionals who work in it.

Professional Scientists Australia GPO Box 1272, Melbourne, Vic. 3001 e: [email protected] w: www.professionalsaustralia.org.au/groups/scientists/home t: 1300 273 762

Making the Links: Continuing professional development, organisational performance and productivity improvement, Professional Scientists Australia.

CONTENTS

ForewordIntroductionWhat does the research show?

High performance and a learning and development orientationIncreased staff engagement and motivationResponse to innovation opportunitiesImproved reputationUtilisation of existing skills

What do professional scientists say about CPD in their workplaces?Why is CPD important?Voluntary or mandatory?What is industry practice around CPD?Obstacles to scientists undertaking CPDCPD and career advancementLack of longer-term career options/pathingLack of job mobility due to specialisationLack of recognition

CPD - an investment for you and your employerWhat does CPD for professional scientists look like for employers?

Employer support for CPD for professional scientistsHow does CPD look in practice for you?

CPD optionsFormal CPDInformal work-related CPDExternal CPD

Making the most of your investment in CPDDeveloping a CPD portfolioTaking control of your CPD

ConclusionContact usRelated documentsReferencesAcknowledgment

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FOREWORD

The aim of this report is to raise awareness of the relationship between the upskilling of science and technology professionals and improved performance in science and technology-based organisations.

It will highlight the potential for organisations to use continuing professional development (CPD) in a strategic and integrated way to enable professional scientists to improve their job performance and better respond to innovative opportunities and changes in their markets or operating environments.

Committed, skilled and experienced science professionals are fundamental to high-performing and competitive enterprises which rely on a science and technology capability. Enhanced productivity and innovative capability in any science and technology-based enterprise will depend on its scientists being engaged, committed, interested in the potential to do things differently and equipped with the skills and flexibility to question existing processes and methods. Investing in CPD is a sound way to ensure that, at the enterprise level, organisations maintain a vibrant, agile, creative, empowered and inquisitive science and technology workforce.

In turn, only by improving organisational performance and competitiveness, can we ensure science and technology will play the central role they should in improving our national innovative capability, growing productivity and supporting emerging industries as we transition to a knowledge-based economy.

We need to be clear on the very real role that investment - in the science and technology workforce at the enterprise level, and in science and technology at the broader structural level - will play in improving organisational performance and contributing to national productivity. Now more than ever, we need to understand that in the same way that investment in CPD is a powerful predictor of organisational performance, investment in science and technology at the structural level is a predictor of national innovative capability and productivity.

In turn, we need to fully understand the very serious implications for organisations and the economy when commitment to such investment at the enterprise and structural levels is stifled, compromised, paid lip service or withdrawn.

Chris Walton Robyn Porter

CEO,Professionals Australia

President, Professional Scientists Australia

INTRODUCTION

This report makes the link between strategically-driven CPD and improved organisational performance.

As well as exploring how CPD can help positively transform organisations, making this link can in turn help us understand the link between improved organisational performance at the enterprise level and productivity growth at the structural or economic level.

The Society for Knowledge (SKE) Economics Leadership, Culture and Management Practices of High-performing Workplaces in Australia report acknowledges this critical relationship:

The workplace is at the heart of the productivity debate because it is the performance of people at work that determines much of the productivity performance and output rates of the Australian economy.1

This is especially true of the organisations in which our professional scientists work - so fundamental and ubiquitous is their contribution to organisational performance and workplace productivity across multiple industries and disciplines.

Science and technology-based organisations which aspire to sustainable high performance must invest ongoing time and energy in the people-related practices which make a critical difference – and investing in CPD is one of the most important of these practices.

The capacity of strategically-driven CPD to help support organisational change and improve performance should be acknowledged as the critical antecedent it is to Australia’s innovative capability and economic growth over the coming decade.

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WHAT DOES THE RESEARCH SHOW?

Numerous studies confirm the positive relationship between training and improved organisational performance.2 A 2008 study found that productivity returns on investment in training were significant at 8.6 per cent3 while a British study showed that an increase of one per cent in the proportion of employees trained was associated with a 0.6 per cent increase in productivity.

Recent studies have moved away from looking at the direct relationship between training and organisational performance and toward evaluating the effectiveness of training when it is integrated within a broader context of organisational and human resource (HR) strategies. A 2001 Australian study confirmed that training was most effective when it occurred in the context of coordinated business strategy and HR policies.4

While the strategic and HR context in which CPD sits will inevitably vary, each organisation should aim to determine the training and CPD required to drive and support improved organisational performance. Research shows that training which is strategically-driven and integrated in a broader context is strongly associated with improved organisational performance.

High performance and a learning and development orientationThe SKE study shows a correlation between strong organisational performance and a learning and development orientation in organisations with

leaders in high-performing organisations encouraging employee development and learning (27 per cent higher than low-performing organisations).

Increased staff engagement and motivationA commitment to continuing professional development is widely regarded as a characteristic of organisations that value employees. It is seen as a key factor in staff engagement and motivation and as playing a fundamental role in employee retention and reduced turnover. A 2009 Manpower study “Employee engagement: Maximizing organizational performance” considered investment in staff learning and development as a key factor in staff engagement and found that engaged employees were seven times less likely to leave in the following year and one and half times more likely to stay for at least five years.

The Manpower study linked employee engagement - which included investment in staff learning and development - to a range of other business success factors including:

• employee performance and efficiency;• productivity;• safety;• attendance and retention;• customer service and satisfaction;• customer loyalty and retention; and• profitability.5

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Response to innovation opportunitiesAs the SKE study also pointed out, simply investing in training may not of itself lead to improved organisational performance. Rather, training and investment in CPD is effective when it helps an employee do their job better and if it “equips employees to better respond to innovation opportunities” .6 They suggest that innovation succeeds best in organisations that “question their existing services, processes and methods” but that this “rarely comes automatically”7 – it occurs most effectively, they suggest, in organisations which have developed the behavioural and skill flexibility of their staff.

The study links this behavioural and skill flexibility with high-performing organisations. Practices that developed behavioural and skills flexibility in employees included learning initiatives such as rotation of tasks, cross-training, mentoring and coaching programs which allow the transfer of tacit knowledge which may not be accessible through formal education and training programs, on-the-job learning and training in interpersonal skills.

Improved reputationA range of studies show a strong link between an organisation offering training and professional development activities as part of its people management strategy and its reputation as an employer of choice.

In considering the rise of “Employer of Choice” programs over the last decade, Randstad’s chief executive Fred van der Tang suggests that ‘‘Job seekers are drawn to companies for a number of reasons. There are obvious enticements such as financial reward, job security and the opportunity for career progression but employers that offer a good work/life balance, strong company culture, quality training and development packages and flexible working conditions can be equally attractive’ 8. These comments are indicative of the trend toward training and development becoming increasingly important to attracting and retaining talent to/in an organisation in more recent times.

Utilisation of existing skillsResearch in the Australian context has shown that employees’ skills are underutilised by an average 10 to 15 per cent and up to 40 per cent in some industries.9 In this context, skills development must sit within a broader context of providing opportunities for skills utilisation in the workplace.

Providing employees with opportunities to lead work assignments and activities– that is, utilising their skills – was identified as an important factor in organisational performance in the SKE study with high-performing organisations rating significantly better in this area (20 per cent higher than low-performing organisations). So in addition to training, ensuring professional staff are offered opportunities to utilise and extend their existing skills is central to improving organisational performance.

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WHAT DO PROFESSIONAL SCIENTISTS SAY ABOUT CPD IN THEIR WORKPLACES?

Professionals Australia undertook a member survey to test what the research was saying about CPD and to gain an understanding of the issues and problems around accessing CPD in contemporary workplaces.10

Why is CPD important?Survey respondents agreed on the need for and importance of CPD rating the need to undertake CPD to keep up with developments in their field in Australia

and internationally the highest. Other reasons included keeping up with the high rate of technological change, to help stay motivated and engaged, to ensure the ongoing relevance of their qualification, to keep their knowledge of compliance and regulatory requirements current and to generally keep their scientific skills up-to-date.

Comments by respondents confirmed and supplemented these findings with the main reasons for undertaking CPD including ensuring compliance with relevant regulations and changing legislation, ensuring proficiency and currency of qualifications, remaining engaged and motivated, keeping up with new technologies and new developments generally, improving the employer’s bottom line, gaining different perspectives on fields of expertise, getting equipped with the broadranging technical and soft skills require in the contemporary work environment and ensuring high-quality services:

• With the amount of work and the amount of legislation that changes, it is hard for everyone to be on the same page as it takes up a lot of time.

• We need it to maintain a range of techniques appropriate to the work.

• It’s imperative to stay current over time – it’s the key to being proficient.

• Ongoing training is essential.

• It’s essential to keep up with changing technologies.

Rating* (1-5)

Rating* (1-5)

Keeping your scientific skills up to date

Keeping your knowledge of compliance and regulatory requirements current

Ensuring the ongoing relevance of qualification and subsequent training

Helping keep you motivated and engaged

Keeping up with the high rate of technological change

Keeping up with developments in your field in Australia and internationally

All of the above

4.2

3.6

4.4

4.4

4.6

5.0

3.75

* Where 1 = not important and 5 = highly important

• We have to update our knowledge because technology moves a lot.

• In science you have to keep abreast of new things as things move forward – it’s not a stagnating discipline.

• Most definitely we need to keep up with new developments and refresh the knowledge we have.

• To be able to provide better service to our clients in this industry, we need to be trained and upskilled because there are all these new ways to deal with issues and problems.

• It allows us to gain inter-agency perspectives on our work and keep up with developments affecting your area.

• It’s important to network with other professionals to keep up-to-date in terms of technology.

• I think it’s important as part of a system of sharing knowledge and seeing what other people do.

• You need to wear many different hats not just be a scientist so further education is essential.

• CPD ensures that we keep up to-date with technology and methodologies.

• We are demotivated because of the lack of professional development.

• If you refine your existing skills and learn new ones, it will help you get the work done to a higher standard.

Voluntary or mandatory?Some survey respondents held the view that CPD for professional scientists should be mandatory:

• It’s needed in science and should be made mandatory.

• A builder will have to have yearly points to continue in the industry, so will a physiologist but scientists don’t and that is what I find astounding.

• If you work in science, you HAVE to undertake CPD.

What is industry practice around CPD?Interestingly though, some respondents said that while CPD was important, it often didn’t happen:

• It should be looked at but it’s not.

• It’s not available. It’s very hard to come by.

• Unfortunately in my workplace it’s not practised.

• PD is one thing that is lacking in a lot of the organisations out there.

• We used to go to different seminars once a year to find out about new ways of doing things but as of this year, we were told they were on but were not given permission to go.

Or occurred only if they covered the cost:

• It only happens at my expense.

• If you’re a scientist and not willing to learn then you become irrelevant in your field. Even if you have to do your own study, it is imperative that you do.

Obstacles to scientists undertaking CPDA range of obstacles to undertaking CPD were highlighted by respondents including lack of opportunities in regional areas, time away from work, lack of budget provision for training and professional development and the specialisation of knowledge:

• CPD is very important but it’s harder to access in regional areas.

• There’s not enough resources for most scientists and management usually won’t pay for you to do training.

• For me it’s not great time-wise.

• Getting time off is difficult.

• Getting access i.e. time off from work is difficult.

These comments point to the fact that, in spite of widespread agreement that CPD is a critical part of ensuring high standards of professional practice are maintained, a range of constraints to undertaking CPD exist in the broad scientific community. This is likely to impact the capacity of scientists to remain up-to-date, to network with other professionals in their field to discuss changes in practice and gain different perspectives on their work, to keep pace with rapid technological change, to understand changes to regulatory regimes and legislation affecting their fields, to remain engaged and motivated with the work they undertake, to diversify their skills and ensure they wear the different hats required of scientists in the contemporary work environment effectively and to ensure the quality of scientific services they offer.

CPD and career advancementWhile respondents acknowledged the link between CPD and career opportunities, others pointed out that while undertaking CPD might be an important antecedent to career advancement, it does not necessarily ensure it:

• You can’t progress in your career unless you learn and take on higher responsibilities.

• There are always going to be new things to do. The more developed you are professionally, the more opportunities you have.

• It’s important for career development and for career opportunities.

• A lot of people believe that doing extra training will improve the chance of them getting a position but it only applies if the position is there and vacant.

• Even if you have continuous learning, there is limited opportunity.

Respondents also noted that career progression was different for professional scientists because specialisation leads to a lack of job mobility and the perception by members themselves and/or their employers that skills were not transferable.

Lack of longer-term career options/pathingMany respondents highlighted the issue of the lack of longer-term career paths and options for professional scientists:

• Lack of career advancement is an issue.

• There are not enough opportunities for higher grade roles – for professional development and career paths going upwards.

• We have a lot of bright people but there is no connection between the different parts of the business and no help in moving up the ladder.

• There’s a lack of career structure and pathing.

• There’s not much room to progress in my role in this company.

• There is not much opportunity for advancement unless you go into a management role.

• I think that more secure career paths are needed for scientists. Short-term contracts are not conducive to a stable home life, especially if both partners work in the sciences.

•

Some respondents noted the problem many technical professionals experience that career paths are limited unless they are prepared to consider a move into management with “bottlenecks” at the senior level:

• In most organisations, there is a ceiling above which ‘bench scientists’ cannot progress.

• There’s a need to seek CPD opportunities in relationship management, people management and leadership if you want career advancement.

• Training in managerial and leadership skills broadened my outlook from the ‘bench’ to other opportunities.

• People management and influencing skills courses have been extremely useful in giving me skills to negotiate effectively in the workplace and influence decision-making.

• I have begun moving into a leadership role and am now looking to move to a managerial role.

• Often scientists do not pay attention to becoming proficient in leadership and managerial skills which limits their progression.

• There are limited senior jobs available and no room to move unless you move into management.

Lack of job mobility due to specialisationRespondents acknowledged the lack of job mobility which characterises many roles in science because of the specialisation of knowledge and lack of transferable skills:

• There is a perception by staff that skills are rarely transferable.

• It’s hard for us to move around if we want to learn something new. It seems that we have to start from the basic level again.

• Here, once you are an instrument scientist, there is no career path available – no further responsibility, no option to become a group leader.

• Respondents also pointed out the difficulty of undertaking CPD in science because of the specialisation of knowledge in their field:

• Opportunities are a bit limited for technical people in our industry because it’s so small and specialised.

• There’s plenty of professional development available but it’s difficult to find material that is specific to my area.

Lack of recognitionThe survey showed that only two-thirds of respondents thought the skills they’d acquired through CPD was appropriately recognised by employers. Comments confirmed that respondents perceived that the skills acquired by undertaking CPD were sometimes not recognised and that it was a possible factor in whether or not staff chose to remain with the employer or move on:

• I don’t feel the skills and experience I’ve acquired during my career were recognised in my previous employment but they are by my current employer.

• Some CPD can be recognised because there’s certification for it, but some is more informal and while it should still be taken into consideration it sometimes isn’t.

Taking into account both the feedback from members and what the organisational research says about CPD, how can you and your employer get the most out of CPD?

Whatever your chosen field, CPD involves maintaining, enhancing and extending your knowledge, expertise and competence. It includes:

• keeping up-to-date with technical developments in your area(s) of specialisation;

• extending your knowledge into other relevant fields;

• honing existing skills and developing new ones;

• developing an understanding of the practical application of new skills and knowledge;

• applying your learning and accumulating experience;

• looking for opportunities to innovate and do things better;

• developing your soft skills (such as interpersonal and communication skills) as well as advancing your technical skills; and

• ensuring your professional development is aligned with the strategies and HR policies of your organisation.

It’s useful for both you and your and employer to think of CPD as an investment - an investment by you in your career and an investment in your development as a professional

and the organisation by your employer. Both parties (you and your employer) can contribute to the investment. Whilst you might be contributing time and effort, your employer might be supporting you in a range of ways including accessing CPD/study leave and covering or sharing the cost.

Applying a ‘return on investment’ mindset to planning your CPD is important because it focuses your thinking on the potential return in terms of career benefits from an investment of your time, effort and possibly funding. When your employer is contributing by way of footing the bill or allowing you study time, they may expect a return on their investment - for example, that you will be enabled to take on more responsibility (with appropriate recognition of the additional responsibility of course).

To apply a ‘return on investment’ approach to CPD, it helps for you and your employer to ask yourselves the following questions about the potential value of each CPD activity you consider:

• what are the intended learning outcomes from this activity? (if the activity is a formal course, this is a good question to ask the course provider);

• what it the relevance of this particular activity to my current work role?;

• how will my employer benefit when I achieve the intended learning outcomes?;

• how will others (for example - clients, patients, colleagues) benefit from my learning?; and

• what are the longer-term benefits?

CPD - AN INVESTMENT FOR YOU AND YOUR EMPLOYERFOREWORD

Based on the survey data and our understanding of the research, the most important factors in utilising CPD to improve organisational performance in strategic terms are:

• for organisations to adopt a learning and development orientation to support strategically-driven organisational performance;

• for professional development to be integrated and consistent with broader organisational, change and people management strategies;

• to ensure professionals in science and technology-based organisations are equipped with the skills to support and drive innovation, and conversely to ensure that lack of relevant skills is not a barrier to organisational innovation;

• for employers to invest strategically in CPD as a tool for staff engagement;

• to utilise CPD to develop behavioural and skill flexibility to maximise opportunities to question services, processes and methods and respond to innovation opportunities;

• to recognise the importance of the development of soft skills as well as technical knowledge;

• to ensure staff are in a position to utilise the skills and knowledge they acquire via CPD; and

• to ensure that their skills and experience are respected and recognised as part of a broader reward and remuneration strategy.

Employer support for CPD for professional scientistsEmployer support for CPD is an investment in staff and the organisation.

Financial support can include:

• assisting with fees and expenses associated with structured training with registered training organisations;

• providing paid time off from work for travel, study, exams, residential programs and other features of external education;

• paying subscriptions and membership fees for professional publications and associations;

• maintaining an in-house professional library;

WHAT DOES CPD FOR PROFESSIONAL SCIENTISTS LOOK LIKE FOR EMPLOYERS?

• offering job rotation and opportunities to transfer internally – this can be especially useful as a means of maintaining staff engagement where there are limited opportunities for advancement due to “bottlenecks” of senior staff;

• covering travel and attendance costs at conferences, seminars, conventions, symposiums and other professional gatherings, where staff may be delegates or speakers/presenters or both - to help professional scientists gain different perspectives on their areas of expertise, to provide for the transfer of tacit knowledge and collaboration with peers

• covering travel expenses for offsite visits to meet with professional peers and colleagues;

• providing opportunities – possibly online – to network with international peers in specialist fields.

It may also include investing in CPD opportunities which do not involve a direct cost are likely to result in a strong return in the medium to longer term. They include:

• providing the opportunity for secondments or inter-organisational placements to industry/other agencies and/or universities to assist with collaboration, knowledge transfer, engagement and job mobility;

• supporting the development of flexible training and development plans to allow professionals to improve their skills in line with organisational goals and maintain interest and investment in the organisation;

• consider providing support for the development of a portfolio of transferable skills to assist with job mobility and skills transfer;

• providing mentoring and sources of career information and advice for scientists at the various stages of their career from within and outside the organisation to guide and support further development;

• providing mentoring and return to work support for “at risk” groups of scientists such as women taking a career break to improve their resilience and the likelihood that they will remain in the profession.

CPD optionsThere is a wide range of CPD options available to professionals who are willing to think creatively and analytically about their current role and career aspirations. There are three broad categories to think about:

• formal CPD;

• informal, work-related CPD; and

• activities external to your work that contribute to your CPD.

Formal CPDFormal CPD includes:

• full and part-time tertiary study including both accredited and non-accredited courses;

• conferences and seminars;

• undertaking research;

• writing papers and delivering work-related presentations;

• in-service education; and

• formally arranged mentoring which can include a ‘learning contract’.

Informal work-related CPDInformal work-related CPD refers to other activities, associated with your work, which contribute to your development as a professional but are not necessarily designed as CPD. Informal CPD can include:

• discussions with colleagues;

• sharing knowledge and information at meetings;

HOW DOES CPD LOOK IN PRACTICE FOR YOU?

• participation in work-related committees;

• internet research; and

• active involvement in a professional association such as Professionals Australia.

External CPDThere are many opportunities to enhance your CPD through activities external to your workplace; for example:

• volunteering can help develop your social skills, capacity for leadership and/or project management skills;

• putting your hand up for a committee role associated with your involvement in a sport, as a parent or in service or other club for people with shared interests;

• learning something new that is likely to help progress your career - for example, learning a foreign language; and

• engaging in an activity that develops you as a person. From martial arts to debating and from visual arts to yoga, the choices are limited only by your imagination.

For professionals with a ‘CPD hours’ requirement to maintain their professional registration, CPD choices must take into account the registering body’s criteria in terms of what counts. These are usually published online. However, no professional association or registration board sets upper limits on how much CPD you can do. Also keep in mind that some of your career aspirations may go beyond your technical accreditation - for example, if you aspire to move into management - and your CPD planning should be shaped accordingly.

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Making the most of your investment in CPD involves two complementary activities:

• maintaining a professional development portfolio; and

• taking control of your CPD.

Developing a CPD portfolioA professional development portfolio is your personal record of CPD activities and the value derived from them. It includes, but goes well beyond, keeping a record of formal learning activities such as the short courses and conferences you have attended. A comprehensive professional development portfolio should include:

• a record of attendance at formal learning activities including details of the scope of your learning and the relevance to your work;

• evidence of your ongoing learning and development, for example, copies of any papers you have delivered;

• evaluation of your learning - for example, how those around you at work - colleagues, customers, patients and the like have benefited from your investments in CPD;

• supporting documents such as certificates from accredited and non-accredited courses you have attended; and

• a record of your reflections on your learning.

Whist many professional associations provide online facilities for members to track the time they spend on CPD and the activities undertaken, those systems are not generally designed to provide the portfolio facilities outlined above. The benefits of maintaining a detailed portfolio include:

• a ready source of detailed records that help keep your resume up-to-date and evidence your achievements;

• the basis for planning the next stages of your CPD;

• a focus for reflecting on the return on your investment in CPD; and

• evidence of your career progress as inspiration to maintain your commitment to CPD.

Taking control of your CPDRegardless of whether there are mandatory CPD criteria to satisfy or investment in CPD is purely discretionary, the most satisfying results are achieved by professionals who drive their own CPD rather than waiting until there is an urgent need to satisfy professional registration requirements or until their manager points out areas for improvement. Over time, the following activities help you to be proactive and to drive your own CPD.

• reflecting on your strengths and areas for improvement in your work;

• listening to and acting on feedback from your manager and from colleagues;

• being alert for CPD opportunities and assessing their relevance to your professional development needs;

• devoting time to career planning; and

• ensuring that you have discussions with your manager about CPD, your interests and the organisation’s needs. This can lead to useful discussion about the level of support possible; i.e. the extent to which your employer is willing to invest in your CPD.

MAKING THE MOST OF YOUR INVESTMENT IN CPD

Continuing professional development is a key concern for professional scientists themselves for its role in upskilling and engagement, for the organisations they work in for its role in improving organisational performance, and for the economy as a whole for its role in underpinning national productivity improvement.

Organisations which make these links acknowledge the power of their people to positively transform their organisations, to respond to innovation opportunities, to improve organisational performance and, in turn, make an important contribution to the productivity growth of the nation.

Professional Scientists Australia is strongly committed to members accessing relevant, high-quality employer-sponsored professional development to support career advancement and provide job satisfaction and engagement. Professional scientists can in turn play the key role they should in assisting with the achievement of organisational goals, making their contribution to improved organisational performance and better positioning their organisation and Australia for future growth.

CONCLUSION

For further information, please contact:

Professional Scientists Australia (a division of Professionals Australia)GPO Box 1272, Melbourne, Vic. 3001e: [email protected]: http://www.professionalscientists.org.au/groups/scientists/home/ t: 1300 273 762

Other Professional Scientists Australia publications that include content relevant to professional scientists include:

Still the Clever Country? Available at: http://www.professionalsaustralia.org.au/groups/scientists/Still_the_Clever_Country_web.pdf

Realising Innovation Through Science and R&D Available at: http://www.professionalsaustralia.org.au/groups/scientists/Realising_Innovation_Through_Science_and_Innovation_web.pdf

CONTACT US

RELATED DOCUMENTS

Professional Scientists Australia acknowledges the assistance of Dr. Janet Fitzell in the development of this information.

Copyright© 2014 Professionals AustraliaAll rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electrical, mechanical, photocopy, microfilming, recording or otherwise, without written permission from Professionals Australia.

ACKNOWLEDGMENT

Society for Knowledge Economics (2011). Leadership, Culture and Management Practices of High-performing Workplac-es in Australia (a report commissioned by the Department of Education, Employment and Workplace Relations). Media release 6.11.2011 Available at http://www.google.com.au/url?url=http://www.ske.org.au/download/SKE_PRESS_RE-LEASE_High_Performing_Worplaces_Research_Report.pdf&rct=j&frm=1&q=&esrc=s&sa=U&ei=yeWXU9mKHYeVkAXRh4H-gAQ&ved=0CCsQFjAC&sig2=RpH5N5TzRuNcPrePB34Z2g&usg=AFQjCNFi9ZELifsfzplhGb9Zx1NGczx0Ag.

Society for Knowledge Economics (2011). Leadership, Culture and Management Practices of High-performing Workplaces in Australia (a report commissioned by the Department of Education, Employment and Workplace Relations), p.73. Available at http://www.ske.org.au/download/SKE_2011_Literature_Review_Diagnostic_Instruments_January_10Jan2011FINAL.pdf.

Almeida, R. and Carneiro, P. (2008). The return to firm investments in human capital, Labour Economics, Vol. 16, pp. 97-106.

Maglen, L., Hopkins, S. and Burke, G. (2001). Training for Productivity, National Centre for Vocational Education Research. Available at www.ncver.edu.au/research/proj/nr8011.pdf.

Right Management (a Manpower Company) (2009). Employee Engagement: Maximizing Organizational Performance. Available at http://www.right.com/thought-leadership/research/employee-engagement---maximizing-organizational-per-formance.pdf, p.3.

Society for Knowledge Economics (2011), p.49.

Society for Knowledge Economics (2011), p.31.

How employers are luring workers (2014). Available at http://advertisers.careerone.com.au/hr/hr-best-practices/recruit-ing-hiring-advice/attracting-job-candidates/how-employers-are-luring-workers.aspx.

Watson, I. (2008). Skills in use: labour market and workplace: Trends in skills use in Australia – report for NSW Department of Education and Training.

This section of the report drew on data arising from an online survey conducted in 2013/14. The total sample of 506 re-spondents comprised 373 Professional Scientists Australia members and 133 non-members. Respondents worked across a broad range of specialisations including health science, automotive design, biomedical science, ecology, veterinary science, neuroscience, mental health, genetics and genomics, astronomy, biochemistry, mineral processing, environmental science, defence research, synchrotron science, environmental science, immunology and water science.

REFERENCES

Professional Scientists Australia (a division of Professionals Australia)

GPO Box 1272, Melbourne, Vic. 3001E: [email protected]: http://www.professionalscientists.org.au/groups/scientists/home/ T: 1300 273 762

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