performance management of b school
TRANSCRIPT
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TERM PROJECTON
PMS AT IIM RAIPUR
Submitted by-
Group 3
Jasleen (13PGP021)
Naureen (13PGP034)
Madhusmita (13PGP089)
Kratika (13PGP121)
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VISION
To be among the top 10 b-schools in the Asian region by 2020
MISSION
To attain thought leadership Through Erudite Fusion of Eastern Wisdom with the
Western processes for Knowledge creation
To strive for Holistic development of individual, institutions and the society at large
To strive for harmonious co-existence with the society and the environment.
PROBLEM STATEMENT
How to measure the performance of faculties who are handling multiple subjects
v/s performance of the faculties handling less than 2 subjects.
To develop performance metrics for teaching
How to measure performance of the visiting faculties
Student feedback system fails to achieve its objective due to its improper timing
and implementation
For faculties taking more than one subject , aggregate feedback process
compromises for the negative feedback as it is mitigated by positive feedback
Inconsistency of feedback results: PGP students give subpar feedback for a
faculty but he/she receives a good feedback from participants of other
programs for the same course by same faculty and the results are averaged out
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PERFORMANCE EVALUATION
REVISED KPA AND KPIS
HOW WEIGHTAGE WAS DECIDED ?
We referred a research paper How universities evaluate faculty performance: A survey
of department heads by John A. Centra
Department heads from 134 institutions were asked to indicate the weight they give to
various criteria for evaluation.
KEY FINDINGS
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FOR PROFESSIONAL COURSES
Classroom teaching is very crucial for professional courses and hence should be
given high weightage
No of publications dont hold much relevance in quantitative terms.
Quality of publications is also given relatively less importance compared to other
streams. However we decided to give high weightage since MBA is case based
Activity in professional societies should be given low importance
Campus committee work is given relatively good importance Personality factors should also be given high importance
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What Constitutes Service to the College Community?
Faculty members are encouraged to engage in more than the minimum requirements
for service to the
College community and are encouraged to represent Converse College in the larger
world through service to the broader community. However, faculty should not over
emphasize service to the college at the expense of teaching and professional activity,
nor should faculty be unduly burdened with service work that impairs their ability to
meet the minimal expectations of teaching and scholarship.
The activities that do typically constitute service to the College community include:
Governance and Administration
Participating in faculty and departmental meetings
Advising and counseling of students
Committee membership (including chairing committees) Acting as faculty advisor to student organizations
Attending Admissions functions
Co-curricular Activity and Student Life
Sponsoring speakers or other public events that enrich the intellectual life of the
campus
Participating in formal college ceremonies
Speaking to community groups or serving community groups as a recognized
representative of the College and thereby enhancing the public image of the
college
Hosting informal student gatherings, such as dinners
Attendance at student activities
Normal Expectations for All Faculty Members
Serve on at least one Converse College committee, attend committee
meetings, and participate actively in the work of committees (with the exception
of faculty in their first year of service)
Participate in at least one Admissions function over the course of the academic
year
Participate in departmental and faculty meetings
Participate in formal college ceremonies
Be available for departmental, service and committee work throughout the
week
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KRA KPI Measures Weightages
Teaching
and student
guidance
Introduction of new
areas of evaluation
and support it withQualitative measures
of feedback , instead
of having likert scale
CCTV survellience
teams evaluation Formal feedback
from students and
self
Chairperson
evaluation
Areas of evaluation that
can be introduced
PRODUCTIVETEACHING
TECHNIQUES
- demonstartes
effective planning
skills
- implements the
lesson plan effectively
- communicates
effectively with
students
- provides student withevaluative feedback
- displays a
thorough knowledge
of curriculum and
subject area
- provides opportunity
for individual
difference
STUDENT ACHIEVEMENT
- Demonstrates
evidence of students
academic growth
ORGANIZED ,
STRUCTURED CLASS
MANAGEMENT
- Demonstrates
evidence of personal
organization
POSITIVE
INTERPERSONALRELATIONSHIP
- Demonstrates
effective interpersonal
relationship
EMPLOYEE
RESPONSIBILITIES
40%
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- Demonstrates
effective employee
relationships
- Supports institutess
policies, regulations
and programmes
Average Score
should be minimum
7/10
Take informal
feedbacks from the
students.
Research
and
Publication
Measuring the
intellectual capital
(either in the form of
books, case studies,
journals)
Invitation by national
and international
institutes for
conducting guest
lectures and training
programmes
Publish atleast 2
white papers with
atleast one of them
in an international
journal
Number of guest
lectures taken in
national institutes
Number of guest
lectures taken in
international
institutes
Number of caseswritten
Status and quality of
work till date(in case
of ongoing research
work)
30%
Executive
Education
Program and
Consulting
Number of off-
campus programs
conducted
Testimonials and
Feedback from theprogram attendees
Overall Performance
feedback of the
program attendees
from their bosses in
the organization
The feedback form would
include measurement of
following aspects:
Program
coordination Achievement of
program objectives
Ability to bring
about Conceptual
clarity
communication skills
Problem solving
20%
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capability
Ability to deliver
effectively
Application oriented
teaching
Ability to bring a fitbetween the
concept and the
practical
implacability of that
concept in their
industry
Minimum score of 8 on 10
on the performance
feedback form
Administrativ
e
Responsibilti
es
International/national
summits organized
Head of various clubs
and committees
Head of the various
programmes
Extra contributions
made beyond the
scope of duty
As the heads of various
clubs and committees:
o No. of activities
organized
o Participation of
students
o Scope of the
activities
(local/state-
level)
As the head of the
various programmes:
o
Perceived effortrequired
o
Significant
contributions
made
o Workload
handled
Extra contributions
would be based on
peer review
10%
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REVISED STUDENT EVALUATION FORM
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EVALUATION OF OTHER DUTIES
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FACULTY SELF EVALUATION FORM
The Self-Assessment process allows faculty members to reflect upon their effectiveness
inaccomplishing their current job requirements and the responsibilities of their position.Faculty is asked to assess their performance and growth in each self-assessment
category, identifying areas where they are successful and areas where they are in
need of improvement and in need of advisement and further in-service training. If the
self-assessment rating of certain aspects in each category are rated need of
improvement or unsatisfactory, identify these areas and explain the difficulties.
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BALANCED SCORECARD
1. Stakeholder/Customer Perceptive
GOALS MEASURES
1.
StudentsAttract high-quality ethically diverse
students
Development high-quality students
2) Employee-Satisfaction with graduates
3) Faculty satisfaction and quality
4) Alumni satisfaction
5) Community Public-Enhance
relationships with community, improve
public image
Average SAT, GMAT, GREHigh school QPA
Market share of student enrollment
Geographic draw area
% minority enrollment
Students portfolios
Employer survey rating graduates
effectiveness
Perception surveys
Support of programs and initiatives
Participation in decision-making
Encouragement for research, attendanceof
conferences
Office space and computer availability
% full time, % doctorally qualified
Level of faculty publications / conference
-
attendance / presentations
Student perception of faculty quality
Student / teacher ration
% of budget devoted to faculty
development
Increased assistance with placement
Level of alumni giving
Number of alumni attending special
events
Employer surveys
Outreach programs to community
Community perception of faculty and staff
Internships / co-op programs
Advisory committees
New articles featuring school and / or
faculty
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2.
Internal Business Perspective
GOALS MEASURES
Teaching and learning excellence
Curriculum / program excellence
Quality and currency of faculty
Efficiency and effectiveness of services
Evaluation by external reviewers and
employersPeer review
Students satisfaction with teaching quality
Grade point standards
Quality and technological level of
computer labs
and libraries
Presentation capabilities
Degree of deployment of technology in
learning
Experience
Degree to which curriculum is up-to-date
with
educational, business, and commercial
trends
Reviews by advisory boards
Periodic review of each program
Faculty credentials, development plans,
appraisals
Contacts with business and industry
Utilization rate of multimedia in classrooms
Degree cycle time
Teaching load policy management
% of students completing program in 4years
Analysis of use of space
Student satisfaction
Placement services and opportunities
Availability of internships / co-ops
Allocation and use of equipment and
supplies
3. Innovation and Learning Perspective
GOALS MEASURES
Teaching and learning innovation and
faculty
development
Number of innovations incorporated into
classroom
Level of equipment
Quality of instruction / advising /
mentoring
Number of ongoing instructional
development
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Quality of facilities
Specific strategic decision
implementation: decentralization
of campuses
programs
Number of new initiatives / courses /
programs
Formally approved curriculum changes
Seminars presented
Expenditures for teaching enhancementNumber and quality of faculty publications
/
presentations
Attendance at conferences
Honors and awards received by faculty
Innovation versus competitors
Adequacy of classrooms, equipment,
computers,
library resources
% of budget for improved facilities
Time required to service, replace, allocate
Time required to service, replace, allocateReports of implementation of
decentralization
efforts for sites
Evaluation of strategic planning results
4. Financial Perspective
Goals Measures
Fund raising
Revenues from operations
Human capital investment
Financial management-Budgeting
Total funds raised
Alumni / business funds generated
Size / growth of endowment
Number of donors
Growth rate of annual fund
Number and amounts of grants and
contracts received
Level of unrestricted funding
Tuition revenue growth
Non-tuition revenue as % of annual
budget % of funds from tuition that stay
internally
Contribution analysis
Class size, student / faculty ratioFaculty turnover rate
Salaries relative to peer group
Dollars / faculty
Program for release time and sabbaticals
Balanced budgets and increased budgets
Funds totally accountable
Efficiency and effectiveness of budget
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allocations spent
Effectiveness of monitoring supplies and
Equipment
Number of dollars for each revenue
generating activity
Cost per credit hour production relativeto benchmark