industrial reform - the new zealand experience emeritus professor phil meade deputy vice- chancellor...

Industrial Reform - the New Zealand Experience

Emeritus Professor Phil Meade Deputy Vice-

Chancellor (Academic)

A Case Study of the University of Otago

Industrial Reform in the University Sector: The New Zealand Experience

- A Case Study of the University of Otago

Emeritus Professor Phil Meade

18 May 2004

The New Zealand Experience

Industrial Conciliation and Arbitration Act 1894

Employment Contracts Act 1991

Employment Relations Act 2000


Formerly the Blackball Hilton


1894-1991

1988: Significant change in employment terms and conditions in New Zealand universities

1 Removal of academic salary setting from the Higher Salaries Commission

2 The Vice-Chancellor became the employer of all University staff


1894-1991

Consequences

Immediate tension set up between the Vice-Chancellor and staff


The Employment Contracts Act 1991 (ECA)

1 Removed the protected position enjoyed by unions

2 Allowed individual staff to choose own representation

3 Extended personal grievance rights to all New Zealand workers


Consequences

1 New legislation - no elements of compulsion to either bargain or settle

2 Period of ECA saw little industrial action

3 Union movements’ numbers plummeted




Consequences - Continued

4 Agreed terms between an employee and his/her employer were paramount

5 An employment contract like any other commercial contract


The Employment Relations Act 2000 (ERA)

1 Reintroduced the monopoly rights of unions to bargain on behalf of their members

2 Only unions can now negotiate Collective Employment Agreements (CEA)


The Employment Relations Act 2000 (ERA)

Consequences

1 Change of mindset amongst union movement and members

2 Now far more industrial action around CEA bargaining

3 Staff salary expectations raised by Government without provision of resources for universities to respond


The University of Otago Experience

1 Positive working relationships with unions on all matters except the question of pay rates

2 Both University and staff favour higher pay rates but University is not funded to do so

3 Unions are putting pressure on the Government via the Employer


The University of Otago Experience - Continued

4 Under ECA the University sought to enhance institutional autonomy by promoting Enterprise Collective Bargaining as opposed to National Collective Bargaining

5 Under ERA Unions are turning to Multi-Employer Collective Agreements

6 The University is seeking to retain institutional autonomy - a stance that is causing friction


Case Studies: Implementing Industrial Relations Reform at the University of Otago

1995-2004 working with Association of University Staff (AUS) to develop HR policies:

• confirmation

• development

• review

• promotion

Case Study 1Working with the AUS to Develop HR Policies

Confirmation of Appointment Process

• Upon appointment, the HoD and staff member establish appropriate performance objectives and standards for teaching, research and service

• These are signed off by the Assistant Vice-Chancellor and the Deputy Vice-Chancellor (Academic) (DVCA)

• The normal confirmation period is 5 years

• A staff member’s progress is audited on an annual basis


Scholarship Development Process

• A working group which included the DVCA, Director of Human Resources and AUS officials has developed a systematic approach to scholarship development for staff

• The process provides an opportunity for reflection on past achievements and clarification of future direction


Assessment of Professorial Performance

• The performance of all professorial staff is evaluated biennially

• The process commences with either a self evaluation or a peer evaluation

• Following an interview between the professor and HoD, the HoD undertakes an assessment of the professor’s performance


Assessment of Professorial Performance - Continued

• The Assistant Vice-Chancellor makes an overall evaluation and may add additional comment

• The professor then signs the form and may comment

• The Vice-Chancellor determines the outcome

Case Study 4

Working with AUS to Develop HR Policies

Academic Promotion

• In 1995 DVCA, Director of Human Resources and two AUS officials formed a working party to develop a criterion-referenced promotion process

• Ground rules agreed:– Of the three arms for promotion, teaching,

research and service the first two were considered to be of equal status

– high competence in teaching cannot compensate for low competence in research and vice-versa

Schedule 5 - Promotion to Associate Professor

5.1 General Criteria - candidates shall be required to show evidence of sustained outstanding competence in two or more of the three main functions of academic staff …

5.2 Specific Criteria

Case Study 4 Working with AUS to Develop HR Policies

Case Study 4Working with AUS to Develop HR Policies

Schedule 5 - Promotion to Associate Professor - Continued

5.2.1 Sustained outstanding competence in teaching

The Vice-Chancellor will look for outstanding ability to inspire high academic endeavour and for original thought with respect to teaching and will take into account achievements in one or more of:

a sustained record of fostering the full development of individual student talent;

b leadership in teaching and course design terms; ...


Promotion to Associate Professor

Staffing Advisory Committee

• DVCA is Chair

• Two members of AUS “sit in” as observers

• AUS members provide written feedback


AUS Feedback

Equity of process: “the process of promotions was adhered to rigorously. The SAC members were very considerate as to their role and took it seriously. Overall we thought the process was transparent, rigorous and fair.”

Comments from HoD: “the quality of supporting statements from HoDs were highly variable. It is important that the HoD states whether and why the candidate has met the criteria because the categorisation of performance is closely scrutinised by the SAC.”

Case Study 4Working with AUS to Develop HR Policies

AUS Feedback - Continued

Comment on DVCA: “we would like to acknowledge and appreciate that the DVCA, as Chair, actively encouraged our involvement and provided ample opportunity for us to give feedback during the meetings.”

Comment on the Otago Teaching Profile (OTP): “while the OTP takes a considerable amount of time for staff members to develop, it is clear that it has contributed to a more informed and balanced assessment of overall teaching performance.”


AUS Feedback - Continued

The basis for assessing performance: “the service category continues to be the area in which it is most difficult to effectively assess the level of performance. The very generality of what counts as “service” as well as the lack of a common benchmark against which to judge “ordinary” as opposed to “outstanding” service meant that SAC struggled on several occasions to reach agreement on a candidate’s ranking.”

The New Zealand Experience - Lessons for Australia

Current Industrial Relations Climate in New Zealand

• An employment law environment based around “good faith” principles

• Assumes rational negotiation will arrive at sound solutions

• Provision in the ERA for employment relations education leave

• Allows individuals opportunity to pursue a personal grievance

The New Zealand Experience - Lessons for Australia

University of Otago Relationship with Unions

• Fairly positive working relationships with trade unions on all matters, except pay rates

• Most success in development and administration of HR policies

• AUS consistently professional and conscientious

• Over past decade unions have worked successfully with the University community and together have sustained a highly professional relationship

industrial reform - the new zealand experience emeritus professor phil meade deputy vice- chancellor...

Documents

new zealand universities

new zealand workers

university of otago

university of otago

eca slide

employer slide

new legislation

friction slide