Enhancing University Staff Performance During Digital Change: The Role of In-Service Training and Leadership Support in Victoria

Universities face ongoing challenges in supporting staff to adapt to rapid Digital Change, often through in-service training. However, there is limited clarity about which types of in-service training are most effective in this context. This paper adopts a review-based approach and synthesizes existing research on in-service training, leadership support, and staff performance in higher education. The reviewed literature suggests that task-based, on-the-job training is more effective when supported by active leadership, clear guidance, and appropriate workplace conditions. The review also indicates that limited time, high workload, and weak workplace culture can constrain the transfer of training into daily practice. Based on this synthesis, the paper develops a conceptual framework that links training type, leadership support, and workplace conditions to staff performance during Digital Change. The paper concludes with practical implications for university leaders and HR teams. Although this study focuses on Victorian universities, it draws on international literature to identify common patterns and inform a conceptual framework applicable to the Victorian higher education context.