performance improvement plan2005_100
TRANSCRIPT
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DEVELOPING A PERFORMANCE
IMPROVEMENT PLAN
Tenure Review CommitteeHandbook Supplement
Article IX Tenure (section 4b)
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TENURE REVIEW COMMITTEE
Evaluations shall place primary importance on facultyseffectiveness in his/her position.
(see the Probationary Academic Employee Performance
Report)
If the probationers performance is unsatisfactory, thecommittee will give the probationer written suggestions
of improvement.
Each tenure review committee shallconduct an evaluation of each full-time
probationary employee each quarterduring the regular academic year.
http://ccsi.spokane.cc.wa.us/forms/District/ccs1641.pdfhttp://ccsi.spokane.cc.wa.us/forms/District/ccs1641.pdfhttp://ccsi.spokane.cc.wa.us/forms/District/ccs1641.pdfhttp://ccsi.spokane.cc.wa.us/forms/District/ccs1641.pdf -
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A PERFORMANCE
IMPROVEMENT PLAN
Outlines concerns that a tenure review committeehas with the probationary faculty members recentperformance;
Shows a willingness to help correct these
deficiencies and clearly explains the consequences ifthe performance does not improve;
Is always required when the evaluation contains anevaluation of R, or Steps for ImprovementRequired in any category.
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PERFORMANCE IMPROVEMENT
PLAN
Why?
What has happened?
What must be done?
What assistance is available?
How long?
What are the consequences?
The following questions must be addressed in anImprovement Plan:
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WHY?After the committee has
documented the performanceissues in the quarterly evaluation
report the Improvement Planshould summarize the issues of
concern and why the facultymember is receiving the plan.
A general statement is sufficient something like thefollowing.
Your performance has steadily deteriorated over the last sixmonths in the areas or This improvement plan is
established as a corrective attempt to turn around this declinein your performance.
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WHAT HAS HAPPENEND?
List the facts (names, dates, places, etc.) thathave lead to the unacceptable performance andthe need for improvement.
If the specifics have been previouslydocumented in the evaluation report, referencethose sections of the evaluation.
Be specific and factual in the language.
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WHAT MUST BE
DONE?Establish specific, measurable objectives and
timelines for determining progress.
Tell the faculty member what must be done to meetcollege standards.
Specify what needs to be done to improve individualperformance.
Think of a list of answers to the question, What canthe facul ty member do in order to meet the job
standard?
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WHAT ASSISTANCE IS AVAILABLE?
Some common forms of the assistance are:
a. Training publications and books;
b. Visiting other locations to observe the work of
others;c. Mentoring by faculty;
d. Attending relevant training programs;
e. Trained personnel to work with and assist thefaculty member (i.e. curriculum development
specialist).
Identify resource material or assistance from the
committee, a fellow faculty member, or a specialist inthe area where improvement is needed.
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WHAT ARE THE
CONSEQUENCES?
The faculty member must know in advance theconsequences of failing to meet the college standards.
If you do not co rrect the performance def ic ienc ies setfor th in this p lan and in the evaluation repo rt , thetenu re rev iew comm it tee wi l l recommend denial of
tenure.
In order to avoid the claim, Nobody told me that I would
be denied tenure,try using a phrase such as. . .
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CONSEQUENCES (Continued)
The goal is to notify the faculty memberof the ultimate consequences if the
identified performance issues are notaddressed.
Attitude and participation in these effortsshould also be documented insubsequent quarterly reports.
Formalize the document by providing the facultymember with a copy and having him/her sign the
original which you will retain.
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PERFORMANCE IMPROVEMENT PLAN
Questions? Need more information?
Please contact:
Human Resource OfficeCommunity Col leges
of Spokane
Email: [email protected]
To receive credit for having viewed this training
click the check mark.
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