Academic Leadership on Faculty Performance
Academic Leadership - Online Journal,
Vol. 6 No. 1 (2005): Vol-6-Issue-1-January-2005
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
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.