Report on Duke University’s Professional Development Initiatives and Alignment with Sustainable Development Goals

This report analyzes professional development programs offered by Duke University’s Learning & Organization Development (L&OD) unit. The initiatives are examined through the framework of the United Nations Sustainable Development Goals (SDGs), with a particular focus on their contribution to Quality Education (SDG 4), Decent Work and Economic Growth (SDG 8), and Reduced Inequalities (SDG 10).

Case Study: Preston Roundy, Assistant Manager of Rehabilitation Services

The experience of Preston Roundy, a 2023-24 graduate of the Frontline Supervisors Program, exemplifies the direct impact of these initiatives on fostering effective leadership, a key component of SDG 8 (Decent Work and Economic Growth).

• Initially challenged by his transition into a management role in 2021, Mr. Roundy reported feeling ill-equipped for leadership responsibilities.
• Through program participation, he developed critical management competencies, including effective communication, staff advocacy, and goal setting.
• This targeted training provided the “scaffolding” necessary to grow into an effective manager, subsequently increasing his team size from 13 to 29 individuals. This demonstrates the program’s success in cultivating leadership that promotes productive and well-managed work environments.

Analysis of L&OD Professional Development Academy Programs

Duke Human Resources offers two key programs designed to foster career growth and leadership skills among its staff, directly contributing to several SDGs.

Frontline Supervisors Program

This 10-month program is designed for first-time managers at Duke, providing foundational leadership training.

Program Components:

1. Monthly in-person sessions from October 2025 to June 2026.
2. A comprehensive 360-degree assessment to analyze management styles.
3. Individualized coaching from program instructors.
4. Mentorship pairings with senior Duke leaders.
5. Team-based case study analysis on relevant leadership topics.

Alignment with Sustainable Development Goals:

• SDG 4 (Quality Education): The program provides accessible, high-quality lifelong learning opportunities for employees entering management roles, ensuring they have the education needed for their new responsibilities.
• SDG 8 (Decent Work and Economic Growth): By developing competent and empathetic managers, the program promotes the creation of decent work environments. Effective leadership fosters higher productivity, employee well-being, and sustainable team growth, as seen in the case of Veronica Mills, who learned to manage conflict and coach team members effectively.

Foundational Skills Program

This year-long program provides professional growth opportunities specifically for non-administrative employees in service-level roles (levels 1-5, B1, and B2).

Program Components:

1. In-person coaching and instruction.
2. Training in interpersonal communication and customer service.
3. Development of administrative skills, including proficiency in Microsoft Word, Outlook, and Excel.
4. Mentorship to help participants apply new skills for career advancement.

Alignment with Sustainable Development Goals:

• SDG 4 (Quality Education): It delivers essential vocational and technical skills training to a segment of the workforce that may not typically have access to such opportunities, promoting inclusive and equitable lifelong learning.
• SDG 8 (Decent Work and Economic Growth): The program equips staff with transferable skills, enhancing their capacity to take on expanded roles or new positions, thereby promoting full and productive employment and career progression.
• SDG 10 (Reduced Inequalities): This initiative directly targets and empowers service-level staff, providing a clear pathway for professional development and upward mobility. By investing in this workforce segment, the program actively works to reduce inequalities within the organization.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

SDG 4: Quality Education

• The article focuses on professional development and learning opportunities provided by Duke University’s Learning & Organization Development (L&OD). Programs like the “Frontline Supervisors Program” and the “Foundational Skills Program” are forms of adult education and vocational training aimed at enhancing employee skills, which directly aligns with ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

SDG 8: Decent Work and Economic Growth

• By equipping employees with leadership, management, and technical skills, the programs aim to improve job performance, productivity, and career advancement. The “Frontline Supervisors Program” helps create more effective managers, which contributes to better and more secure working environments. The “Foundational Skills Program” helps employees “grow in their roles or explore new opportunities.” This supports the goal of achieving full and productive employment and decent work.

SDG 10: Reduced Inequalities

• The “Foundational Skills Program” specifically targets “non-administrative employees” and “facilities and service level staff working in non-administrative roles categorized as levels 1-5, B1 and B2.” By providing these employees with access to training in communication, customer service, and administrative skills, the program aims to reduce inequalities of opportunity within the organization and promote the social and economic inclusion of all staff members.

2. What specific targets under those SDGs can be identified based on the article’s content?

SDG 4: Quality Education

1. Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • The article describes professional development programs offered by Duke University for its staff. These programs, such as the “Frontline Supervisors Program” and “Foundational Skills Program,” represent a form of quality vocational and professional training provided within a university setting, accessible to its employees.
2. Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
   • The programs are explicitly designed to teach relevant skills for employment. The “Foundational Skills Program” provides instruction in “interpersonal communication, customer service and administrative skills” and essential tools like “Microsoft Word, Outlook and Excel.” The “Frontline Supervisors Program” teaches “strategies for building and leading teams,” conflict management, and coaching, which are critical vocational skills for managers.

SDG 8: Decent Work and Economic Growth

1. Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men… and equal pay for work of equal value.
   • The programs support this target by enhancing employee skills to make them more productive and effective in their roles. Preston Roundy notes that tracking productivity was a challenge he overcame, and Veronica Mills learned to “coach and encourage team members to build their professional skills,” both of which contribute to a more productive workforce and the principles of decent work.
2. Target 8.8: Protect labour rights and promote safe and secure working environments for all workers…
   • Effective management is key to a secure working environment. The “Frontline Supervisors Program” helps managers learn to handle “tough conversations,” “manage conflicts,” and “advocate for his staff.” These skills contribute directly to creating a more supportive, stable, and secure work environment for their teams.

SDG 10: Reduced Inequalities

1. Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation, policies and action in this regard.
   • The article highlights that the “Foundational Skills Program” is specifically for “facilities and service level staff working in non-administrative roles.” This is a targeted policy and action by the organization to provide learning opportunities that “might not be typically found in some areas of our organization,” thereby ensuring more equal opportunities for career growth for employees in these roles.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

For SDG 4, Target 4.4

• Mentioned Indicator: Proportion of adults with information and communications technology (ICT) skills. The article explicitly states that the “Foundational Skills Program” provides experience with “essential tools such as Microsoft Word, Outlook and Excel.” The number of participants who complete this training is a direct measure of this indicator.
• Implied Indicator: Number of adult participants in formal and non-formal education and training. The article mentions the “2023-24 class” and the upcoming “fourth edition” of the Frontline Supervisors Program, implying that the number of participants and graduates is tracked annually.

For SDG 8, Target 8.5

• Implied Indicator: Improvement in employee productivity. Preston Roundy’s initial difficulty with “tracking productivity” and his subsequent growth imply that productivity is a key metric for managerial effectiveness that the program addresses.
• Implied Indicator: Rate of career advancement. The article states a goal of the Foundational Skills program is to help participants “expand their role, take on more responsibilities, become a team lead or learn a new skill.” Tracking the number of participants who are promoted or take on expanded roles post-program would serve as an indicator of success. Preston Roundy’s team growing from 13 to 29 people after the program could be seen as an example of career progression.

For SDG 10, Target 10.3

• Implied Indicator: Proportion of staff from specific job categories participating in professional development. The article specifies that the Foundational Skills Program is for “facilities and service level staff working in non-administrative roles categorized as levels 1-5, B1 and B2.” The number of nominations and participants from this group is a direct measure of the effort to provide equal opportunity.

4. Table of SDGs, Targets, and Indicators

Source: today.duke.edu