Building the Performance Culture

Introduction: Reflections from the Dean University Context

» Transparent and defensible process.» Evidence based» Academic leadership & expectations

Clarifying the expectations How do staff come to know about, understand and ‘buy into’ these?

Group Directions» Building the performance culture» Insert other group directions here

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Aims of Workshop

To support the University’s commitment to annual staff reviews as an essential element of career development, the maintenance of academic standards and the advancement of the University’s strategic objectives

To focus on the role and responsibility of academic supervisors» Your role & responsibility» Givens» Debrief of previous assessments» Expectations» Hot spots/concerns

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Your RoleAssist in the achievement of University Strategic Objectives

Ensure annual reviews are taking place in a timely way

Mentor and advise staff regarding clear pathways to advancement

Evaluate staff member’s performance against their previously set objectives and the position classification standard for the level of appointment

Make an assessment against the evidence and promote a culture of performance and achievement

Discuss work profiles and enable staff to focus on areas of excellence

Seek feedback from other sources if indication of unsatisfactory performance and consult with HRM

Act on constructive feedback from the staff member

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Givens All staff due for performance review will participate in the process

Everyone must perform at a satisfactory level in each of the three areas

Performance is measured by the evidence

Someone with a teaching focussed workload should be engaging in scholarly work

Everyone who teaches must be able to demonstrate ‘effectiveness as a teacher’

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Group Reflection of performance against the evidence

So, what are the expectations.....in Learning & Teaching

University Goal» To provide an excellent educational experience to attract and retain

students who, regardless of their background, will succeed at university and become graduates of influence

Group Priorities» Brief of group priorities here

Group Expectations of individual staff» Outline expectation here - based on level» Outline expectation here – based on level

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So, what are the expectations.....in Research University Goals

» To continuously improve our research performance and, through our research, deliver social dividends. Through increased

research income number and quality of research publications number of higher degree research commencements and completions

Group Priorities» Brief of group priorities here

Group Expectations of individual staff» Outline expectation here - based on level» Outline expectation here – based on level

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So, what are the expectations.....in Service

University Expectation» All staff will make a contribution to institutional planning and governance

and be engaged in service to the relevant profession and/or academic discipline and make relevant contribution to the wider community

Group Priorities» Brief of group priorities here

Group Expectations of individual staff» Outline expectation here - based on level» Outline expectation here – based on level

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Scenarios:

What advice could you provide to a staff member who has had low SET & SEC scores and what other evidence could you draw on to assess teaching performance?

What feedback and advice could you provide to a high performing Level B staff member with a view to sustaining or improving this level of performance?

A staff member has not had any research outcomes/publications in the previous year. What strategies can you recommend to assist the staff member to improve research performance?

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Scenarios:

A staff member has not had any research outcomes/publications in the last 3 years, however continues to submit at least 2 C1 articles each year. What is your approach to this review?

A staff member on a balanced profile has consistently exceeded expectations in teaching performance and just scraping by in the other two areas. How would you approach a conversation regarding suitability for a teaching focussed profile, but you know that the staff member would be resistant to this change.

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