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 2

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 3

Your Role  Assist 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 4

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’ 5

6 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 7

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 8

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 9

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? 10

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. 11