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The paper tells about the current job structure and existing system of administration for faculties and tries to anlayze what should be the ideal goals & objectives of an educational institution or a business school and how to align the job description and role profile of faculties with those goals.
The paper tells about the current job structure and existing system of administration for faculties and tries to anlayze what should be the ideal goals & objectives of an educational institution or a business school and how to align the job description and role profile of faculties with those goals.
The paper tells about the current job structure and existing system of administration for faculties and tries to anlayze what should be the ideal goals & objectives of an educational institution or a business school and how to align the job description and role profile of faculties with those goals.
Institute of Business Administration, University of Dhaka
June 22, 2014 Submitted to: Homayara Latifa Ahmed Course Instructor: Performance Appraisal Submitted by: Jishan Mahmud Roll-40, Ahona Azad Choyti Roll-59, Syed Muhit Rahman Roll-83, Nazmus Saadat Roll-115 Batch-19 BBA Program
Term paper on Performance Management for Faculties at IBA
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Table of Contents Current Situation at IBA ............................................................................................................................... 4 Overall Problems ...................................................................................................................................... 4 Reporting Relationships ........................................................................................................................... 4 Problems in IBA about Performance and Initiative taking ..................................................................... 4 Observable behavior and actual legitimate power: .............................................................................. 4 Performance Culture: ............................................................................................................................ 5 Promotion of the faculty members ......................................................................................................... 5 Performance reviewing committee ......................................................................................................... 5 Within IBA: ............................................................................................................................................ 5 Outside IBA: .......................................................................................................................................... 5 Goal of IBA .................................................................................................................................................... 5 Objectives of IBA .......................................................................................................................................... 5 Stakeholders of IBA ...................................................................................................................................... 6 Job Description for Teachers as Course Instructors .................................................................................... 6 Role Profile for Teachers .............................................................................................................................. 6 Stakeholder-wise KPAs and KPIs for a Faculty ............................................................................................ 7 For course driven areas ............................................................................................................................ 7 For administrative area ............................................................................................................................ 7 Other Areas .............................................................................................................................................. 8 Sample Appraisal Format for the position of IBA Faculty ........................................................................... 8 1st part:..................................................................................................................................................... 8 Interpretation and brief discussion of the ratings .................................................................................. 9 Avoidance of Biases.................................................................................................................................. 9 2nd Part .................................................................................................................................................. 10 Interpretation and brief discussion of the ratings ................................................................................ 10 Avoidance of Biases................................................................................................................................ 10 Performance Management framework for the position of IBA Faculty .................................................. 11 Performance measurement ................................................................................................................... 11 Self-evaluation mechanism ........................................................................................................................ 11 Factors Affecting Performance .................................................................................................................. 11 Administrative and Organizational Biases and How to avoid them ......................................................... 12 Short term actions .................................................................................................................................. 12
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Long Term actions .................................................................................................................................. 12 Coaching and Mentoring ............................................................................................................................ 13 Dyadic Relationship Development: ....................................................................................................... 13 Team Orientation Development ................................................................................................................ 13 Training ....................................................................................................................................................... 13 Periodical review & Adjustments .............................................................................................................. 13 For course driven Performance: ............................................................................................................. 13 For Administrative and other performance: ........................................................................................... 14 Monitoring .............................................................................................................................................. 14 Adjustments: ........................................................................................................................................... 14 Appendix A .................................................................................................................................................. 15 Balanced Scorecard .................................................................................................................................... 15 Financial Perspective .............................................................................................................................. 15 Stakeholder perspective ........................................................................................................................ 16 Internal process ...................................................................................................................................... 17 Learning and growth perspective .......................................................................................................... 18 Appendix B .................................................................................................................................................. 19 3rd Part of Performance Appraisal Format: .......................................................................................... 19 Appendix C .................................................................................................................................................. 20 Self-Evaluation Format ............................................................................................................................... 20
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Current Situation at IBA Overall Problems At present there is no job description for the faculty members at IBA. Only class has to be taken as per administrative instruction. And also there is no structured performance appraisal system for the faculty members. But the main problem is there is no clear job description and it is based on comprehension and each persons understanding. Junior faculties usually get extra pressure.HR faculties get extra pressure due to paucity of teachers. There is no structured coaching and mentoring system. Program Chair can only look over the administrative activity like no. of classes, their proper completion etc. by the faculty. He cant look over the quality of teacher. Because teachers here are supposed to directly report to VC. There is no mechanism for periodical review. Reporting Relationships Board of Governor comprises of industry representative, dean and faculty from other depts., IBA director, and faculty representative from IBA. Board approves finally everything. There are two internal committee: Academic committee (AC) Coordination & Development committee (C&D) C&D deals with all financial roles and members are from one third of senior faculties right now.In academic council all are members. Faculties only do report to VC but within IBA and they are accountable to Director. Director only looks over administrative functions. Program chair is not designated by university, it is created by Director. AC determines the roles and responsibilities for a faculty. It is a team of all teachers much like holacracy. AC decision is binding. Exam committee is set by AC. They are given responsibility of setting questions, conducting viva, result publication etc. It is changed year to year. C&D elects BBA chairperson when tenure is completed, chairperson cant give enough time. There is no direct supervision. For the sake of one to one relationship no one talks about the negative. Everybody just ride it out the 2 year period. A faculty whether is performing well or not is reported to C&D through director or chairperson. Problems in IBA about Performance and Initiative taking Observable behavior and actual legitimate power: Other than students no one is observing the behavior of the faculties in the class room. And there is no actual legitimate power of faculty members. There is no one to measure knowledge of the faculty members, to observe whether faculties are participating in conferences or pursuing higher studies. These things in performance mechanism have gone into the administration building of University and not within the boundaries of IBA. Observable behavior is not present and there is no mechanism to measure it. No initiative is taken until needed. Faculties do not have adequate legitimate power so they do not feel the urge to move things forward. Faculties are doing research work and writing articles only in the year
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of promotion not in every year. Actually when there is job opening then only review is coming. No annual review is done. Performance Culture: In AC only bad activities are highlighted. It is mainly criticism centric. There is no appreciation for good work. Theres no incentive or acknowledgement. So, faculties do not feel any need to be proactive to take initiative. But why they are still at IBA? Because they feel this is the job they belong to and also because of the motivation for teaching brilliant minds. Promotion of the faculty members This decision is taken by the DU body. When position at IBA is empty, faculties apply C&D compares year of service, degree, articles & where published and does comparative analysis. This then goes to registrar building VC and Pro VC and the board takes interview. Promotion depends on opening. If there is no opening but no. of years, degrees and publication criteria are fulfilled then you can apply that is called restructuring. In Promotion one thing to be noted number of service years is not proportional to teaching ability. IBA currently is not looking at the right parameters. Performance reviewing committee Within IBA: Senior Faculties Outside IBA: Pro VC, FBS faculty, Dean of Economics department, Director of IBA is a nonvoting member. Goal of IBA To assist in developing the intellectual and social condition of the people of the country and the nation through the creation, translation, and dissemination of knowledge with an emphasis on quality programs of teaching, research, and service. Objectives of IBA To be in the list of the top business schools of the Asian region and subsequently in the global arena too through outstanding educational service. To Retain and recruit outstanding faculty and staff for enhancing the teaching, research and service mission of the University. To enhance the University's learning environment to attract and retain excellent students. To develop pioneering forms of coursework curriculum and research training, based on true intellectual joint ventures between IBA and other international universities, through exchange offer program. To maintain and develop links with the industry and varied organizations providing appropriate opportunities for graduates, including further study. To collaborate with the Dhaka University, academic departments, colleges and relevant organizations in activities designed to further the aims of the Service. To help students and graduates understand and develop the necessary skills to equip them for whatever career path they choose through student counseling and internship programs.
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Based upon these goals we have constructed a Balanced Scorecard [ See Appendix A]
Stakeholders of IBA The stakeholders of IBA are current students and alumni, the industry, university and the government. The current students want IBA to provide quality education, the alumni want that IBA maintains its glory and reputation so that they can keep their heads up, the industry wants IBA to keep up with the market developments and thereby provide a steady supply of efficient and proactive business executives, the university and the government wants that IBA follows and complies to all relevant rules and regulations. There are conflicts of interests among these diversified stakeholders. There are conflict of interests among Board of Governor members. But one thing will remain most important in the overall development process which is the role of faculties Job Description for Teachers as Course Instructors 1. Knowledge accumulation and enriching the depth through continuous research, workshop and other self-development activities. 2. Developing course contents through quarterly sitting with seniors and others to keep it up-to-date. Also ensuring sharing of knowledge with industrial people through guest lecturer session. 3. Comprehending the knowledge to students by relating discrete facts and summarizing ideas. 4. Administering an interactive session for students by creating problem solving situations and team working abilities. 5. Developing proper evaluation mechanism for students by aligning course design with IBAs curricula. Feedback to students should be done in regular interval for aiding their learning facilities. 6. Being up-to-date and on time with classes, exams, reviews, etc. Role Profile for Teachers Affiliation with industry people and student alumni working in different organization has to be maintained as a role for Development activity 1. Role in student selection committee for admission and thus performing task of preparing question, screening the process, taking interviews and evaluating students and publishing result. 2. Role in the Investigation committee when assigned by AC for finding facts and drawing fair remarks. 3. Role as a student counselor guiding students facing varied problems or assisting them in their job understanding and real life complications.
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4. Grooming junior teachers while working as a team, by the process of mentoring and coaching.
Stakeholder-wise KPAs and KPIs for a Faculty For course driven areas Stakeholder KPA KPI
Students Professional knowledge Subject content, pedagogical knowledge, relevant learning experience Planning Developing course content, evaluation criteria, time frame of course completion etc. Instructional delivery Providing appropriate content for developing skills through team-work, presentation and conveying research based tasks for active practical learning along with comprehendible class lectures Assessment of learning Providing timely and constructive continuous feedback Professionalism and communication Clear communication for understanding course topics, Conducting interactive session with industry people as guest lecturers. For administrative area Stakeholders KPA KPI
Administrative Committee Faculty development Quantity and quality of research, publication, articles, etc Industrial Relations
Conducts seminars in different companies about different practices in the current business area To contact and bring industry personalities to IBA to have their views Role in admission and student selection Preparing up-to-date questions Screening students and evaluating them on
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changing requirement basis
Other Areas Stakeholders KPA KPI
Faculty/co-workers
Team orientation No. of faculty meeting with the faculties from same discipline No. of faculties covering up the classes for other faculties absence No. of cross functional meetings like meetings of faculties from different disciplines Mutual understanding and cooperation No. of routine clashes among the faculties No. of makeup classes taken successfully without hampering other faculties classes
Organization Leadership No. of faculty meetings headed by the faculty No. of proposals made by faculty undertaken by the organization No. of proactive meetings arranged by the faculty with peers and senior faculties Punctuality To take classes in time To take exams on time To submit results on time
Sample Appraisal Format for the position of IBA Faculty There will be 3 parts of appraisal for a faculty. One will be done by his/her students, the second part will be done by the colleagues that is the peer review and the third part will be done by the administrative authority. Colleagues will measure mainly the competencies of the faculties. KPIs will be measured by the students and the administrative authority. 1st part: Rater: Students Performance Against KPIs: KPIs 1 2 3 4 5 Level of Student understanding of facultys teaching
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Level of orientation of course content by the faculty (i.e does he/she teach haphazardly or in a sequence)
Level of Interactive Participation in class
Quality of Feedback Frequency of Feedback
Interpretation and brief discussion of the ratings 1. Level of student understanding of facultys teaching mean how much the student can comprehend the topics taught by the faculty that is the clarity in delivery of the lecture by the faculty. A rating of 1 meaning on an average the student can comprehend 0-20% of the topics covered, 2 means 20%-40%, 3 means 40%-60%, 4 means 60%-80% and 5 means 80%-100%. 2. Level of orientation of course content measures whether the students are aware of the course direction the teacher is showing them through that is whether he/she is organized and has a sequence in teaching or is it just haphazard. A rating of 1 means most haphazard indicating the faculty do not have a clue about how to teach the course, 2 meaning Haphazard indicating the faculty has a clue but does not fails to organize the topics properly, 3 meaning average sequencing, 4 means good sequencing indicating faculty have a clue and designed the course in a way congenial to students and 5 means very good sequencing and the students feel it very easy to get into the rhythm of the course. 3. Level of Interactive Participation measures the active engagement the faculty has initiated throughout the classes. It includes presentations, class participation, and industry interviews etc. 1 means very limited 2 means limited 3 means average 4 means good deal of activities and 5 means extensive amount of activities. 4. Quality of feedback means whether the feedback provided by the faculty was helpful or not. 1 means Not at all. 2 means a little, 3 means average that is faculty has identified only the flaws in the students 4 means helpful that is faculty has helped the students identifying their strengths besides their weaknesses 5. means extraordinarily helpful that is the faculty has gone on to not only identify the areas of strength and weaknesses but also guided them with areas of probable solution. Frequency of feedback means the number of feedbacks provided. 1 means only once throughout the course 2 means 2-3 feedbacks, 3 means 4-5 feedbacks, 4 means,6-8 feedbacks and 5 means more than 8 feedbacks. Avoidance of Biases The student may rate the teacher in a biased way because they fear the teacher might be able to recognize the handwriting. Thats why when these appraisal forms will be distributed, the relevant teacher will not be present in the class.
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The students overall performance in other subjects/courses will also be considered regarding the rating because he/she can rate a teacher extremely bad in level of understanding and in level of orientation although the teacher might actually be good in those areas.
2nd Part Rater: Colleagues. Performance against Competencies: Competencies 1 2 3 4 5 Team Orientation Leadership Mutual Understanding and Cooperation
Interpretation and brief discussion of the ratings 1. Team orientation measures the ability of the faculty to work in a team and contribute to it through discharging his/her responsibilities properly. 1 means more individualistic 2 mean little team orientation 3 means average 4 means enthusiastic and 5 means the faculty loves to work in a team. 2. Leadership measures the competency of the faculty to lead in difficult situations like in meetings of academic committee and C & D committee regarding different matters. 1 means very poor indicating the faculty remains mostly silent 2 means the faculty speaks up but has very little influence 3 means average 4 means the faculty provides strong arguments and actively participates 5 means the faculty is an absolute leadership material; everyone just loves to follow him. 3. Mutual understanding and cooperation measures the level of relationship with other individuals. 1 mean the faculty is reclusive and weaker ties with other faculties, 2 means a little bit reclusive, 3 means average, 4 means the faculty has strong bonds with other faculties and help them from time to time. 5 means the faculty is favorite among the other faculties as he/she has strong mutual understanding with them. Avoidance of Biases Colleagues may be biased due to different in-group out-group problems and related issues. For fair reflection of competencies, the faculties will be allowed to work in different cross functional groups so besides the in-groups other faculties can also get to learn about the competencies and can rate the faculty fairly. The part 3: Rating by administrative authority of the appraisal format is provided in Appendix B. The biases associated with the administrative authority will be addressed later in this report
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Performance Management framework for the position of IBA Faculty Performance measurement The objective of performance measurement should not be criticism as exist in the current system The goals of the performance management and appraisal should be 3: Primary goal: Feedback on faculty performance Secondary goal: Grooming (that is how that faculty is guided through career progression) Tertiary goal: Providing rewards and incentives Self-evaluation mechanism Self-evaluation is a significant factor for developing any proper appraisal format. The faculty through this mechanism can note down the critical incidents he faced throughout the year and record it separately. He/she will then discuss them with the coaches and mentor about where he/she had done well and where he/she could do well. This self-reflection and discussion with mentor will help shaping his/her career. A sample self-appraisal format is enclosed in the Appendix C Factors Affecting Performance Analysis of factors affecting the overall effectiveness of the organization shows that the factors can be divided into three tiers of supervisor & Subordinates, cross-functional and organizational categories, each having own facilitating and inhibiting factors. These are briefly described below: Supervisor-Subordinate Facilitating factors: a. No immediate supervisor. There is flexibility in class schedule arrangement. b. Extremely capable students (subordinates) are being screened and selected through rigorous admission process.
Cross-functional Facilitating factors: a. Outstanding professional and knowledgeable colleagues leading to high quality knowledge development and sharing through collaboration of work at times. Inhibiting factors: Absence of coaching or mentoring through team oriented work leading to individualistic silo- basting Organizational
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Facilitating factors: a. Flexibility and independence is enjoyed by the faculties due to the current policy structure. b. Recent password provision by Dhaka University authority has aided in information search and convenience. Inhibiting factors: a. When faculties are required to work as functional specialist there is no team. b. Infrastructural shortcoming is rampant due to poor access to library which is basically a result of process problem and thus access to information is limited. c. Lack of teaching material due to inadequate information sharing policy d. Hierarchical culture leading to organizational politics and biases. Administrative and Organizational Biases and How to avoid them Biases mainly occur during career progression process through organizational politics. IBA having a hierarchical culture results in high office politics. The AC committee and C& D committee members have biases towards certain faculties which affect them during different office decisions and promotional aspects. Also the junior teachers are sometimes more pressurized by work due to organizational politics. Moreover, during selection in student admission committee and investigation committee AC members biases for certain faculties take place. Also one-to-one bias occurs as during any discrepancy or complaints the faculty has to report to the director or assigned member of AC committee. The whole IBA reviewing culture is also subject to great biases as there is no appreciation of good work; only the bad works are highlighted by C&D committees. Further, biases from review board (senior faculty, pro vice chancellor, and director as non-voting member) also occurs during promotional and other administrative affairs. These biases can be avoided by doing following things: Short term actions 1. Assigning faculties in different cross-functional groups so that in-groups cant get enough time to strengthen their power 2. Rotating the decision making authority in C&D and academic committee from time to time 3. Ensuring equal participation in different outside course administrative activities. 4. Reducing the disparity in recruitment exam and admission exam fees for the faculties as much as possible 5. Periodical review in order to prevent recency errors, Halo errors, similarity error etc. biases Long Term actions 1. Ensuring a minimum representation of the junior faculties in C & D. 2. Reduce the influence of C & D over academic committee. 3. Increasing the accountability of C & D to AC 4. Reduce the conflicts of interest by bringing about change in the constitution of Board of Governors.
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Coaching and Mentoring Dyadic Relationship Development: As there is no immediate supervisor, there is no dyadic relationship among the faculties. If 4-5 functionality teams are formed the senior or second senior most faculty (depending on their availability) can be mentor for the rest of the team. Because in this job there is no direct supervisor so there cant be a coach but there can be a monitor. Mentors will give the faculties following things: i. Direction in Career progression ii. Support in their hard time iii. Monitor their performance iv. Reinforce their brilliant achievement
Team Orientation Development As faculties will get seniority through their career progression, leadership skills and team orientation will prove to be beneficial for the organization; because these senior faculties will then guide the future junior faculties about how to develop themselves and move forward along with IBA. Currently all that faculties focus is just themselves. They focus on individual development, write articles, publish in journals, attends conference and pursue higher degree and when an opening comes they apply for it. There is no sort of team orientation there and even if it is then it is just limited to in-groups only. Culture of Mutual understanding and cooperation needs to be developed through forming cross functional groups and then these teams can be tagged with bonuses and incentives for performing as a team. Faculties will then know about their role in a team, share experiences among themselves and will contribute in developing the weaker team members, publish more articles jointly over cross functional areas. This will enhance both their knowledge and expertise an organization will grow as a learning organization. Training Currently faculties are not given any classroom orientation. The newly recruited faculties face difficulties in adjusting with the IBA environment. This can be solved through accreditation and exchange programs. Faculties abroad will provide training and conduct workshop sharing their views, ideas and experiences. IBA teachers will participate in those training sessions. Besides, through the assessment of faculty performance by the administrative authority as well as through self-assessment and mentor recommendations the training need areas (TNA) will be Identified and necessary training sessions will be arranged for the relevant faculties. In this way through self-assessment, coaching and mentoring and training the primary and secondary objectives of Performance management Feedback and Grooming will be achieved. Periodical review & Adjustments For course driven Performance: It can be done semi-annually because there are two semesters in a year.
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For Administrative and other performance: It can be done periodically like monthly, 3 months, 6 months or annually. But activities related to developing a congenial relationship with industry and accreditation should be reviewed on milestone basis. Monitoring The class representatives and administrative assistant will let IBA know about the facultys performance regarding punctuality, Student learning capacity, performance improvement. The coworkers will monitor and let IBA know about the team orientation and coordination skills as well as leadership.The I & U Alliance (Industry and university alliance) division of IBA will let IBA know about the faculties endeavor in developing him/herself and as well as in building industrial relations Adjustments: After 3-4 years, doing the trend analysis, frequent areas of problem regarding the performance appraisal format as well as performance management should be identified and adjusted accordingly.
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Appendix A Balanced Scorecard
The balanced scorecard (BSC) is a strategy performance management tool - a semi-standard structured report, supported by design methods and automation tools, that can be used by managers to keep track of the execution of activities by the staff within their control and to monitor the consequences arising from these actions.
(2GC Active Management, 2012) Financial Perspective
The financial perspective contains the tangible outcomes in traditional financial terms. Table 1 is an overview of the financial perspectives goals and measurements.
Financial Perspective Financial Objective Type Goal Measures
Revenue from operations Increased research grants Volume and number of research grants received Increased student fees ___ % of contribution cost Increase teaching productivity Student/faculty ratio
Financial management
To be financially sound Balanced budgets Cover all essential requirements Market growth
Value propositions are created to meet the needs of each stakeholder. These value propositions are those that hold the greatest value to each stakeholder and represent outcomes of the Universities internal processes. Satisfactory realization of the value propositions translate into financial outcomes outlined in the financial perspective. Table 2 is an overview of the stakeholder perspectives goals and measurements.
Stakeholder Metrics Stakeholders Goal Measures
Students
Attract high-quality students No. and quality of students Persistence rate Applications to programs And ___% admitted Develop high quality students Quality of teaching and advising Batch wise mean CGPA Graduate high quality students Starting salaries Quality and no. of on- campus recruiters Internship programs. Student satisfaction Ease in getting good job Student evaluations of faculty/ courses
Faculty
Faculty satisfaction Effectiveness of orientation and inculcation process for new faculty Availability of well-defined personnel policies and procedures available to faculty Office space and computer availability University Service to the University Adequacy of participation in campus-wide activities
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Table 2- Stakeholder perspective
Internal process
The internal process perspective describes the critical internal processes that drive the stakeholder satisfaction and the universities financial outcomes. Internal business processes deliver the value proposition to stakeholders and drive the financial effectiveness. Table 3 illustrates this perspectives strategic themes (critical internal processes), goals, and measurements.
Internal Business Process Strategic Theme Goal Measures Teaching/ Learning excellence Teaching Excellence Student satisfaction Employer satisfaction Teaching awards Course evaluations Peer and outside reviews Excellence in developing learning and learning skills Grade point standards Pass rates on professional exams Opportunities for writing and oral presentations Assessments by course Curriculum/ program excellence and innovation Curriculum excellence and innovation No. of new courses developed Degree to which curriculum is up-to-date with educational, business, and commercial trends Program internationalization Periodic review of each program on a rolling schedule Quality and currency of faculty
Quality faculty Faculty credentials Faculty appraisals Endowed chairs Faculty development plans Currency of faculty and classroom material/ experiences Contacts with business and industry Utilization rate of multimedia in classroom Table 3 - Internal process
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Learning and growth perspective
The learning and growth perspective identifies the sets of skills and processes that drive the university to continuously improve its critical internal processes. The learning and growth areas that feed into internal processes subsequently drive stakeholder satisfaction and ultimately financial outcomes. Table 4 is an overview of this perspectives goals and measurements.
Learning and Growth Perspective Learning Objective Type Goal Measures
Teaching/learning excellence and innovation
Faculty development Funds for research, travel, library, computer hardware/software Teaching assessments
Technology leadership (use, development, application) Degree to which technology is used in specific courses Expenditures on hardware/software
Quality of facilities
Adequate physical facilities Adequacy of classroom and equipment facilities for providing globally relevant management education
Table 4 - Learning and Growth Perspective
The development of the balanced scorecard is a fundamental process that enables continuous improvement and enhancement. It is better to start to improve than wait for a perfect solution before the implementation of the strategy.
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Appendix B 3rd Part of Performance Appraisal Format: Rater: Administrative Authority KPIs 1 2 3 4 5 Level of Excellence in Teaching (as measured by facultys degree and years of service)
Level of student satisfaction
Course Content Completion
Student Pass rate compared to previous year
Level of active engagement in program/administrative activities outside the class- room
Performance against Competencies: Competencies 1 2 3 4 5 Team Orientation Leadership Punctuality Level of Faculty Knowledge Faculty development (As measured by Quality and Quantity of research publications)
Communication with the students
Communication with the Industry
Innovative thinking in teaching
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Appendix C Self-Evaluation Format Areas Contents Strength Areas of Growth and development Professional Knowledge Addresses appropriate curriculum standards and integrates key content elements. Facilitates students use of higher-level thinking skills in instruction. Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real-world experiences and applications. Demonstrates accurate, deep, and currentknowledge of subject matter. Exhibits pedagogical skills relevant to the subject area(s) taught and best practice based on current research. Bases instruction on goals that reflect high expectations for all students and a clear understanding of the curriculum. Displays an understanding of the intellectual, social, emotional, and physical development of the age group.
Instructional Planning Analyzes and uses student learning data to inform planning. Develops plans that are clear, logical, sequential, and integrated across the curriculum (e.g., longterm goals, lesson plans, and syllabi). Plans instruction effectively for content mastery, pacing, and transitions. Plans for differentiated instruction. Aligns and connects lesson objectives to state and local school district curricula and standards, and student learning needs. Develops appropriate course, unit, and daily plans, and is able to adapt plans when needed.
Instructional Strategies Engages students in active learning and maintains interest. Builds upon students existing knowledge and skills. Reinforces learning goals consistently throughout the lesson.
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Uses a variety of research-based instructional strategies and resources. Effectively uses appropriate instructional technology to enhance student learning. Communicates and presents material clearly, and checks for understanding. Develops higher-order thinking through questioning and problem-solving activities. Engages students in authentic learning by providing real-life examples and interdisciplinary connections. Differentiated Instruction Differentiates the instructional content, process, product, and learnin environment to meet individual developmental needs. Provides remediation, enrichment, and acceleration to further student understanding of material. Uses flexible grouping strategies to encourage appropriate peer interaction and to accommodate learning needs/goals. Uses diagnostic, formative, and summative assessment data to inform instructional modifications for individual students. Develops critical and creative thinking by providing activities at the appropriate level of challenge for students. Demonstrates high learning expectations for all students commensurate with their developmental levels.
Assessment Strategies Aligns student assessment with the established curriculum and benchmarks. Involves students in setting learning goals and monitoring their own progress. Varies and modifies assessments to determine individual student needs and progress. Uses formal and informal assessments for diagnostic, formative, and summative purposes. Uses grading practices that report final mastery in relationship to content goals and objectives. Uses assessment techniques that are appropriate for the developmental level of students. Collaborates with others to develop common assessments, when appropriate.