Empirical Research
Academic Leadership on Faculty Performance
Reviewed By Stefanos Gialamas
Volume 6 - Issue 1
Apr 22, 2008 - 9:38:36 AM

Abstract:

One of the challenges academic leaders encounter is conducting on time a comprehensive faculty performance evaluation. There are two fundamental rudiments for addressing this challenge (1) having a PROMPT ( precise relevant organized, measurable, pragmatic, within time lines) yearly faculty accountability planning and (2) preparing in advance for the impending deadline by having faculty submit end of year performance self evaluations .

Constraints on time, lack of proper prioritization, and leader’s lack of comfort with confrontation or feedback can also contribute to the end of the year rush to complete the “paperwork” of an appraisal without the proper focus, effort and time needed to complete a true appraisal of a faculty member’s performance.

The challenge might also exacerbated for academic leaders who are seeking solid and sound arguments to justify requests for budget increases, especially if the requested increase is for payments to support activities in the areas of personal and professional growth and development of the faculty. After all, educational leaders are expected to and should be judged on their ability to maximize organizational performance, mission effectiveness and most of all student performance, stratification, retention, and career opportunities.

In this article, we will provide a comprehensive approach for a yearly faculty performance evaluation report which includes the following components: (1) establishing a Yearly Faculty Performance Evaluation Plan (FPEP); (2) conducting a mid-year faculty self progress report; (3) creating a mid-year faculty progress evaluation report; (4) making a mid-year adjustment of the performance evaluation plan; (5) creating an end of the year faculty self-evaluation report; (6) conducting an end of the year faculty performance evaluation report.

In addition, we will share strategies that faculty could adopt in helping them to focus on accomplishing their goals and to prepare an effective performance evaluation report. Furthermore, we will share strategies that department chairs could adopt to guide faculty to more successfully accomplish their goals and in preparing their performance evaluation report. In adopting such approaches, the department chair will benefit by better understanding the strength and limitations of the department resources. Furthermore, he or she will be able to understand faculty needs and strengths and thus better involve faculty in accomplishment of the mission and the goals of the department.