Web viewTLMU Strategic Plan 2015 - 2018Page 4. TLMU Strategic Plan June 2015 – May 2018Page 11. THE PNG UNIVERSITY OF TECHNOLOGY. ... (External Audit

THE PNG UNIVERSITY OF TECHNOLOGY

TEACHING AND LEARNING METHODS UNIT

STRATEGIC PLAN

June 2015 – June 2020

Eduardo S. Banzon and Dora Kialo

TLMU Strategic Plan 2015 - 2018 Page 1

TABLE OF CONTENTS

PAGE

INTRODUCTION.........................................................................................................3

1.0 TLMU VISION, MISSION and GOALS............................................................4

2.0 TEACHING AND LEARNING PLAN................................................................5

2.1 Introduction..........................................................................................5

2.2 Principles of Teaching and Learning.................................................6

2.3 Quality Teaching and Learning..........................................................7

2.4 Effective Teaching and Learning.......................................................7

2.5 Effective Teachers...............................................................................9

2.6 Policy Guidelines to Teaching and Learning....................................9

3.0 Operational Phases of the Teaching and Learning...................................10

4.0 Teaching and Learning Strategies and KPIs..............................................11

5.0 TRAINING PLAN............................................................................................13

5.1 Goals...................................................................................................13

5.2 Objectives...........................................................................................14

5.2.1 Valuing Performance.........................................................................14

5.2.2 Performance Appraisal Workshop...................................................14

5.2.3 Leadership in Valuing Performance.................................................15

5.2.4 Performance Framework – A four-phased process........................16

5.2.5 Processes for managing unsatisfactory performance...................16

6.0 Training Plan Strategies and KPIs..............................................................17

ATTACHMENTS.......................................................................................................21


INTRODUCTION

The Teaching and Learning Methods Unit (TLMU) is the resource facility and integral implementing arm of the university as it directly impacts teaching and learning. It is dedicated to the University of Technology’s vision “to be the leading innovative, entrepreneurial and student-centred University, contributing to a knowledge-based society in Papua New Guinea and the Pacific.” TLMU contributes to this by ensuring a high standard of teaching among the faculty and work to promote teaching and learning as a scholarly activity.

In ensuring a high standard of teaching among the academic staff, TLMU continues to develop, streamline and implement policies and procedures for continuous improvement on teaching and learning through workshops facilitated by TLMU and experienced academic personnel who are experts and authorities in their respective fields of specialization and the paperwork associated with lecture plans, department timetable, teaching allocations, publication of continuous assessments, performance alerts and student evaluations.

TLMU likewise oversees in providing a sustainable in-house training program for all university employees on a non-commercial basis. Based on training needs analysis, it organizes and conducts one- and two-day course training in computer competencies, soft skills and technical courses for academic, support and technical staff to improve, upgrade and enhance knowledge and skills.

The Teaching, Learning and Training Plan has been framed and adopted based on the university vision, mission, strategies, performance indicators and action plans which become specific actions as they cascade through organizational levels such as TLMU. The plan is integrated or linked among levels of strategy formulation to ensure it responds to defined issues and results in commitments to action.

Since all levels of planning should fit together coherently, the TLMU Teaching, Learning and Training Plan requires shared partnership and commitment between and among the university stakeholders/players – the Academic Departments, Career Development Office and TLMU with guidance, advice and counsel from the Vice Chancellor, Senior Executive Management Team, the Academic Board and the Vice Chancellor’s Committee.


1.0 TLMU VISION, MISSION AND GOALS

VISION

Embrace the culture of academic excellence in higher education by promoting continuous improvement and innovation in teaching, learning and training.

A vision gives shape and direction to the organization’s future. It helps to set the goals of the organization, shows where it wants to go and what it will be like when it gets there.

MISSION

Pursue dynamic and transformative educational experiences, opportunities and strategies that support life-long learning

Mission is synonymous with purpose. It represents the fundamental reason for the organization’s existence. Mission may have military, religious or political overtones but it also suggests a reflective process. An organization may never get to its ultimate mission or purpose but it will achieve many visions along the way.

GOALS

Provide a student-centred learning environment Foster a holistic human development of university personnel Enhance competence, efficiency and effectiveness in the workplace Achieve professional, academic, administrative and technical

competence both in local and global settings Offer appropriate, relevant and sustained in-house training based on

Gap and Training Needs Analyses

Every vision needs realizable goals. Goals represent what people commit themselves to do within a timeframe – in six months, a year or longer.


2.0 TEACHING AND LEARNING PLAN

2.1 Introduction

2.1.1 Purpose

The Teaching and Learning Plan aims to provide all academic staff of The PNG University of Technology and its amalgamated colleges implementing guidelines in the teaching and learning processes and procedures as articulated in the University’s vision and mission of “being a student-centred university to develop and offer teaching, research and outreach activities of high quality.”

2.1.2 Overarching Guidelines

Core values

In pursuit of its objectives, the University abides by the following values:

1. High ethical standards

2. Professionalism

3. Excellence

4. Innovation and initiative

5. Pride and passion

TLMU Strategic Plan June 2015 – May 2018Page 5

Vision and Mission ofThe PNG University of Technology

University Strategic Plan2015 -

Support Staff Academic Staff

Teaching and Learning Plan Training Plan

Vision

The Papua New Guinea University of Technology will be the leading innovative, entrepreneurial, and student-centred University, contributing to a knowledge based society in Papua New Guinea and the South Pacific.

Mission

Our mission as a university is to develop and offer teaching, research and outreach activities of high quality. Our specific mission is to stimulate critical evaluation of scientific and technological knowledge

2.2 Principles of Teaching and Learning

The Teaching and Learning Model

Teacher

Curriculum Student

Environment

The principles of teaching and learning are linked in a pyramid of students, teachers, curriculum and environment. Embedded in all curriculum programs are the core values of the university, comprehensive oral and written communication skills, appropriate use of information and communication technologies, student-centred teaching and learning strategies, and research-oriented course programs. Physical infrastructure provides availability of quality resource learning centres, Internet connectivity and social amenities for the holistic development of students.

The following teaching and learning principles will provide for the university the Teaching and Learning Plan:

Documenting academic programs, learning experiences and resources to support quality teaching and learning practices

Preparing academic programs that meet institutional and industrial accreditation requirements

Monitoring and evaluating teaching and learning processes and outcomes for quality assurance

Designing course units based on academic and research experience Integrating research methods as provided in the course program in classroom

teaching and learning Preparing and involving students to undertake research papers and projects


Providing quality infrastructure and resource learning centres, Internet connectivity and social amenities for the holistic development of the students

Mapping the conceptualization, implementation and progression of the Teaching and Learning processes and procedures

2.3 Quality Teaching and Learning

2.3.1 Quality teaching and learning emphasizes relevant academic programs reviewed every three years to meet the changing needs and demands of society

2.3.2 Quality teaching and learning provides life-long learning experiences that embrace the various learning domains

2.3.3 Quality teaching and learning prepares students for a future of competitive and productive life as a professional in the industrial, government or academic environment

2.3.4 Quality teaching and learning utilizes a range of educational pedagogies and strategies

2.3.5 Quality teaching and learning requires teachers who are innovative and creative in engaging students to varied learning experiences.

2.3.6 Quality teaching and learning demands highly qualified and motivated professionals who are committed to further excel in their field through continuous improvement, research pursuit and participation in regular professional collaborations, developments and programs

2.3.7 Quality teaching and learning provides a learning environment responsive to student needs and support services.

2.3.8 Quality teaching and learning engages students in various academic and co-curricular activities, including community engagement and industry training.

2.3.9 Quality teaching and learning offers opportunities of learning through virtual classroom environment and modes of delivery other than F2F.

2.3.10 Quality teaching and learning establishes policy guidelines on admission and retention

2.4 Effective Teaching and Learning

Effective teaching leads to effective learning. However, it is not easy to specify or identify what particular approaches and techniques will produce the desired result. There is no straightforward formula, nor a single way of helping people to learn. Students learn in a variety of contexts, from a variety of styles and in a variety of learning environments.


Effective teaching and learning

Aligns with the university vision, mission and core values Focuses on program and learning outcomes for students Enriches student learning through student-centred approaches and e-

Learning modalities Engages students to actively participate in the learning process Recognizes student diversity in character and needs Provides feedback from students about the effectiveness of teaching and

learning strategies used in the classroom Links students with the latest research and scholarly pursuits Draws global insights and perspectives as applied in the local socio-cultural

contexts of students Exposes students to industry demands and complexities through on-the-job

training and career related experiences Prepares students to community engagements and outreach activities Produces students equipped with the following graduate attributes:

Intellectual skills which enable graduates a sound comprehensive knowledge of his field of specialization acquired through the learning domains – cognitive, comprehension, application, analysis, synthesis and evaluation. The graduate is able to solve problems, make decisions and exercise good judgment in complex organizational or workplace situations.

Technical and functional skills which consist of general skills as well as skills specific to his profession. This includes numeracy and IT proficiency, decision modeling, reporting and compliance with professional, legislative and regulatory requirements.

Personal skills refer to the attitudes and behaviors of professionals. It includes self-management, self-learning, the ability to anticipate and adapt to change and meet work deadlines.

Interpersonal and communication skills enable a full-pledged professional to work with others for the common good of the organization, receive and transmit information, form reasoned judgments and make decisions effectively. This includes the ability to work with others and to withstand and resolve conflicts, team work, adapt and interact with cultural, social and intellectual diversity and written and spoken communication effectiveness,

Organizational and management skills mean participation in management roles, especially decision making, with broad national awareness in a global outlook. These skills include strategic planning, management of people and resources and decision making, the ability to organize and delegate tasks to motivate and to develop people, leadership and professional judgment and discernment.


Ethical skills provide graduates with the highest standards of honesty, integrity and morality. The graduate demonstrates and follows professional ethics especially in an environment where influence peddling is sometimes to be the order of the day.

2.5 Effective teachers Engage students in active learning Create intellectually ambitious tasks Use a variety of teaching strategies Assess student learning continuously and adapt teaching to student

needs Create effective scaffolds and support to learning Provide clear standards, constant feedback and opportunities for

revising work Develop and effectively manage a collaborative classroom in which all

students have membership

2.6 Policy guidelines to Teaching and Learning

A range of policies and processes is put in place designed to promote excellence in teaching and learning. This includes:

2.6.1 Appointment of highly qualified staff with no less than a Master’s degree 2.6.2 Staff professional development programs and research activities2.6.3 Teaching performance appraisal by academic departments based on the

following performance indicators: Student Evaluation of Teaching and Learning Professional responsibility Leadership responsibility Research and community /commitment/engagement Resource facilitator of course training and workshops on innovative

developments in teaching and learning2.6.4 Academic workload or teaching allocation2.6.5 Research preparation, presentation and engagement 2.6.6 Revision of course programs and preparation of program specification

documents2.6.7 Analysis and/or interpretation of student evaluation of teaching2.6.8 Compliance and submission of work related documents upon commencement

of teaching such as Lesson Plans, Subject files, etc.2.6.9 Induction program organized by the Human Resource Department2.6.10 Academic enrichment program in teaching and learning for staff who lack

teaching qualification, leading to a Post Graduate Certificate in Higher Education Teaching and Learning designed to enhance teaching skills


2.6.11 University incentives through grants for teaching and learning development, research publication support and awards and prizes for outstanding and exemplary staff for their contributions that foster University pride and passion for excellence

2.6.12 Mentoring and coaching of junior academic staff

3. Operational Phases of Teaching & Learning Plan, June 2015 – June 2020

June 2015 June 2016 June 2018 December 2020 International Standards _____________________________________________________________

Revision Completion

Progression Intervention Point (External Audit) Implementation Conceptualization

_____________________________________________________________

4. Teaching and Learning Strategies and Key Performance Indicators

Objectives Strategies KPI Target Goals/Stretch

Goals

Person/department responsible

1. Quality graduates

Set of graduate attributes identified

Graduate attributes to be endorsed by Academic Board

November 2015/June 2015

Academic Departments

Graduate attributes dovetailed with course programs

Course programs embrace graduate attributes


Academic DepartmentsUndergraduate Courses CommitteeQuality Assurance Team

e-Learning/On-line opportunities

Data on student access to ICT facilities and other support services


ICTSLibrary Academic Departments

Industry and career related experience and/or On-the-job training

MOA/MOU with private and State enterprises

November 2015/September 2015


Original, authentic research papers and projects

University policy on plagiarism and academic sanctions


Academic DepartmentsAcademic Board

Data on student evaluation of

Evaluation exercise across

June 2015 and on-going



teaching all subjects taught by lecturers

Analysis and interpretation of student evaluation of teaching and action taken

See attachment

PVC AcademicTLMU

2. Quality academic programs

Inclusion of the DHERST National Qualification Framework (NQF)

Integration of NQF in academic programs

See excerpts on NQF



Program Specification Document in curriculum review or design integrating research therein

Program Specification Document



Periodic review of academic programs involving peers or external academics

Identifying and listing of external academics or peers and their credentials

June 2016/November 2015


Develop Graduate Learning Outcomes (GLOs) and Degree Learning Outcomes (DLOs)

Graduate Learning Outcomes and Degree Learning Outcomes to be endorsed by the Academic Board



Provide Professional Staff Development Program to enhance teaching and learning

Number of staff in PG Certificate in Higher Education Teaching and Learning

Number of staff studying or training


PVC AcademicAcademic DepartmentsCurriculum Development Office


overseas 3. Quality teaching and learning

Conduct staff training and workshops on strategies and key concepts on teaching and learning

Four to five workshops on teaching and learning every semester

See TLMU Teaching and Learning portfolio (soft copies)


TLMU

Invite internal and external academics and peers specialized in best practices in teaching and learning

One or two external academics and peers to give workshop or seminar on T and L

November 2015/June 2015 and on-going

Department AcademicsExternal Academics or peersTLMU

Recognize excellence in teaching and provide guidelines or criteria

Teaching award or certificate

Guidelines or criteria to be put in place

November 2016/ November 2015

Vice ChancellorSEMTPVC Academic Academic Board

Publish research papers or programs written or presented by academics and students

Compendium of research publications and conference papers, copies provided to academic departments and the University library

At least two research or conference papers annually or one publication from every academic staff

November, 2015 and on-going

PVC AcademicResearch CommitteeUndergraduate Courses Committee

Establish linkages and forge MOAs/MOUs with national, regional and international

Number of MOAs/MOUs with national, regional and international


PVC AcademicAcademic Departments


institutions to involve academics on program design and implementation

institutions

Prepare a Gap Analysis and Training Needs Analysis on Teaching and Learning for Academics

Gap Analysis and Training Needs Analysis templates

See attachment on Templates on Gap Analysis, Training Needs Analysis and Soft Skills Course Training


TLMUAcademic Departments

References:

UPNG Open College Quality Assurance PolicyThe University of Greenwich Learning and Teaching StrategyThe PNG University of Technology DODL Quality Assurance FrameworkDivine Word University Learning and Teaching Plan A Handbook for Teaching and Learning by Heather Fry et alUniversity of Technology DODL Strategic Plan 2016 – 2020 Handouts on Strategy and KPI by Ralph Vossenberg of De Greef, Vossenberg and Partners Australia

5.0 TRAINING PLAN

5.1 Goals

5.1.1 Foster a holistic in-house training culture for the non-academic personnel5.1.2 Embrace a culture of trust and respect for each other and value diversity5.1.3 Provide training to support personnel to raise their level of interaction with

academic and administrative staff and enhance efficiency in the workplace5.1.4 Circulate a schedule of training programs internally and invite applications5.1.5 Enhance competence, efficiency and effectiveness in the workplace5.1.6 Foster productive partnerships and collaborative engagements with academic

and non-academic departments, amalgamated colleges, community and industry by developing and delivering student-centre teaching, learning and training methods

5.1.7 Provide leadership and accountability in teaching and learning innovation in achieving life-long learning, organizational efficiency and effectiveness locally and globally

5.1.8 Create work and learning environments through appropriate and sustained in-house training based on Gap and Training Analyses


5.2 Objectives

5.2.1 Provide appropriate training programs and workshops for staff development through Valuing Performance

Valuing Performance which includes all departmental employees, from senior executives to new recruits, recognizes that the needs and approaches of different employees vary depending on their particular work contexts.

Valuing Performance is a commitment to:

Create a dynamic culture of performance development to build an innovative and creative workforce to ensure skills acquired are widely understood, of high quality and transferable between and within sections

Provide timely, consistent, contextualised and phased induction training for new academics, employees and for those appointed to new positions either through transfer or promotion

Foster an environment where employees have regular, quality and focused dialogues about their work expectations, performance, capability development and career aspirations and goals

Support employees to undertake professional development that builds their capabilities to enable them to perform at their best and grow in that role, or move on to other challenging but rewarding responsibilities

Encourage employees at all levels to adopt leadership qualities and behaviour and recognize individual contributions to work achievements

Embed a reflective and supportive training culture that prioritises continuous improvement in workforce capability and service delivery

5.2.2 Undertake performance appraisal training workshops with experienced

appraisers or trainers

TLMU considers a workplace culture in which employees understand how their work contribute to departmental achievements, take ownership of their own performance, feel valued and are provided with opportunities and resources to grow as professionals in their various fields.

A workplace culture includes:

Supportive induction processes for new employees and those new to a position or department

Interaction among colleagues and team leaders and members formally and informally

Training for staff’s understanding of and contribution and commitment to the vision, mission, and core values of the University

Recognition of contributions made by each staff to achieve team and University vision, mission, values and goals

Respect for and use of diversity and diverse opinions Challenges that enable staff to innovate through training Opportunities for career planning and capability development


Talent and succession management Model behaviour expected of team members Regular mentoring and coaching

5.2.3 Leadership in Valuing Performance

Leadership is demonstrated at all levels of the organization. Employees are responsible for developing and maintaining a supportive work culture. By encouraging their team to use all their talents and skills, communicating a compelling vision of shared goals and modelling open, honest and respectful communication, leaders find that benefits flow to the team and the organization.

Team leaders who make the time to get to know their team members understand the:

strengths employees bring to the team preferences employees bring to their work, e.g. works best alone, with a

colleague or in groups motivations of the members of a team recognition of support or development opportunities needed value of challenging or stretching the team or an individual importance of acknowledging achievements, big or small, in a timely,

equitable way development of interpersonal skills and relationships within and between

teams realization that engaged employees are more productive, more innovative and

more likely to stay with the organization provision for opportunities to grow and develop for the members have a

positive impact on performance management focus on workforce planning that future deliverables are achieved depending

on the capabilities of team members workplace where supportive atmosphere resides and nurtures employees’

potentials and untapped talents level of staff engagement is related to how they see themselves contributing

to the success of the University and departmental strategies designed to improve outcomes for the academic community

5.2.4 Performance Framework – A four-phased process


to provide department process for developing the performance of staff articulated in the Valuing Performance provisions

to help create a positive and supportive workplace where employees feel motivated, committed to the goals of the team and organization and find innovative ways to deliver quality services

to foster holistic human resource development of the University to value staff performance by building a supportive workplace through training to undertake Valuing Performance through Gap Analysis and Training Needs

Analysis to engage employees in Performance Management Evaluation

5.2.5 Processes for managing unsatisfactory performance

In the event that an employee’s performance is unsatisfactory, they will be asked to engage in a managing unsatisfactory performance process. The department has a number of procedures for managing unsatisfactory performance, each relevant to a particular employee group:


Managing Unsatisfactory Performance procedure (excluding academics and SEMs)

Managing Unsatisfactory Performance — HRM with TLMU Managing Unsatisfactory Performance — lecturers, heads of departments and

deputy HODs with TLMU assistance

These procedures aim to improve unsatisfactory performance where possible. For assistance, contact Workforce Relations in the Human Resources Department.

By engendering a supportive, innovative workplace culture, the Developing Performance process helps to ensure issues that may have led to employees engaging in a managing unsatisfactory performance process will be addressed before this becomes necessary.

Our university personnel are our most valued resource. Through this policy, the TLMU aims to ensure that every employee understands the value they bring to their workplace.

6.0 TRAINING PLAN STRATEGIES AND KEY PERFORMANCE INDICATORS

Strategies Action Performance Indicators

Strengths and weaknesses

Clarify expectations and work focus

Work in collaboration with staff through training facilitation.Discuss the key work priorities of their college, departments/section/unit and team for the next five years.Ensure staffs understand the requirements and expectations of their roles. Identify the tasks staff will undertake to contribute to the University Vision and Mission.

Focus on identifying the capabilities staffs need to undertake each of these tasks, and provide in-house training and support professional development they require.

This is an opportunity for employees to explore their career aspirations, whether in relation to their current role or career progression, and set appropriate goals for the next five years.

Reach an agreement

Encourage appropriate oral or written agreements. A written performance agreement ensures that both parties have an accurate record of the goals and development options decided on during the conversation.

Employees reflect on the discussions and reach an agreement with team leaders around key work tasks, development and career goals.

Given the support or development employees need to build their work capabilities for improved efficiency and effectiveness.

Training Provide training both formal and informal. Alter agreements if need arises as team and personal priorities change, and develop new capabilities that may require review.

Perform on-going support, including coaching and feedback

Provide and receive positive and constructive feedback on work related practice and performance through


Employees provide regular updates on key work tasks and developing performance.

training and staff development.

Review progress and recognize achievement

Empower HODs & Managers to appraise/recognize high performing employees to achieve their goals. E.g. (ARD) special duties/other related duties/responsibilities, commendation at team meetings, nomination for departmental or external awards, recommend for further studies or a simple certificate or email of appreciation.

Focus on employee capabilities development as a result of completing key work tasks.Undertake development opportunities and achieve development and career goals.Team leaders consider using the processes in the Managing Unsatisfactory Performance Policy until the employee’s performance improves.

Review course appropriately every five years. Struggling staff to achieve work outcomes, and shows no sign of improvement after appropriate support and training have been provided.

Redundancy? Training courses development by CDO or TLMU?

Review by CDO or TLMU? Vague instruction in LNSDC Training policy

Partnership To provide quality training for capacity building, committed to valuing the performance of our staff.

To harness and maintain quality training in collaboration with departments’ and CDO’s Gap and Training Needs Analyses.

Employees display Best Practice that ensures elements in the student-centred teaching and learning environment.

Act in concert to facilitate the nurturing of the University’s desired outcomes of the strategic plan

Mentoring and Training

Training To build a supportive workplace culture through quality training, Gap Analysis (GA)and Training Needs Analysis (TNA)

To programme required training in the use of IT to develop confidence and competence in the use of IT skills required for

Acquisition and appreciation of the values of a broad range of training as general knowledge of skills appropriate to the modern age organizational practice as an end in

Track progress and identify issues to take corrective/proactive action in managing course training.


efficient support in teaching and learning to achieve the University’s vision and mission

To increase and provide an effective mode of course training delivery mechanism and encourage e-learning.

itself as well as a vehicle for efficiency and effectiveness.

See attachment on Templates on Gap Analysis, Training Needs Analysis and Soft Skills Course Training

Leadership Clarify employee expectations, capabilities and work focus through training provision, empower career aspirations, efficiency and effectiveness.

Provide implicit and explicit training

Develop and instil habit of best practice with a sense of purpose, responsibility and commitment to the support of University academic activities.

TLMU, CDO and LNSDC work in isolation.

Ethical behaviour

Manage key work tasks. Engage our employees in meaningful Performance Management Evaluation trainingProvide training to empower HRM personnel to be responsible for the capabilities required to support professional development to develop employee capabilities so they can complete key work tasks and work towards their career goals and perform an ongoing support, including coaching and feedback.

Training courses are consistent implicitly & explicitly well established with TLMU and the University’s strategic plans.

Embrace culture of academic excellence in higher education by promoting continuous improvement in innovative, teaching, Learning and training.

Trainers engagement program

To provide guidance and facilitate training to support student-centred teaching and learning as best practice.

Employees integrate prior skills and apply acquired skills to daily work life.

Analysis To support quality assurance efforts by providing training feedback to and from departments of trainees.

Exchange of feedback between TLMU and departments

Give feedback to departments through surveys of the perceptions of course participants to


develop generic capabilities identified for further training.

Guidelines To compute data analysis as guidelines for good practice in our training course which are included as common constructs across desired training outcomes.

Consultation with LNSDC policy documents, industrial agreements, guidelines and resources in adopting the Developing Performance process. GA and TNA

References

Developing Performance Framework and associated toolsPNGUOT Training and Staff Development Policy and Procedures Manual- Third Edition 2008PNGOUT Report of an External Quality AssessmentDeveloping Performance: An implementation guide for schools 2010Developing Performance: An implementation guide for public servants 2010Capability frameworks and standards including:PS Capability and Leadership Framework — for all public service employees 2008Principals’ Capability and Leadership Framework — for school leaders 2006Education Queensland Professional Standards for Teachers — for school teachers 2006.DODL Strategic Plan 2016 – 2020 Public Service Commission Executive Performance and Development Framework


ATTACHMENTS

STUDENT EVALUATION OF TEACHING FORMDepartment ______________________

Student Evaluation of Teaching

Lecturer’s name: ______________________________ Subject: ___________________


Semester/Year: _______________________________ Date: ______________________

Note to students: You are requested to be objective and just in your assessment.

Grade each item between 1 and 5 per the following scale:

(1) Unsatisfactory (2) Below Average (3) Average (4) Above Average (5) Excellent

Points

1. Punctuality and attendance (comes to class regularly and on time; returns assignments, tests, quizzes, projects, practicals and CA within 7 to 10 days)

2. Classroom management (creates a good learning environment, maintains classroom discipline and regularly checks students’ attendance)

3. Professional Interaction (availability for consultations and easy to interact with)

4. Commitment to teaching (preparation, puts extra effort, endeavours to improve).

5. Teaching methodology (varies teaching strategies such as interactive teaching, student-centred learning, problem-or project-based learning; uses multi-media and e-Learning, etc.)

6. Teaching plan (follows prescribed Lesson Plan template; student access to Lesson Plan; access to electronic copies of lecture materials, at the most, a day after the lecture)

7. Subject competency (subject knowledge in relation to other subjects, ability to simplify complex materials)

8. Teaching effectiveness (communicates clearly in English)

9. Quality of presentation (optimum use of time, materials, resources, course completion, etc.).

10. Overall teaching performance

Total:

Answer the following questions with a YES or NO.

1. Would you like again to be under the teaching by your lecturer in other related courses?2. Would you recommend your lecturer to your school mates and/or friends?3. Have you become a better student and person learning valuable and life-long insights from your lecturer?

PNG DHERST program’s standards and outcomes relevant to the level

Excerpts from DHERST National Qualification Framework (NQF) of Program Outcomes for a Bachelor degree level:


7

BACHELOR DEGREE(GENERAL DEGREE)(4 -5 Years)

Acquisition of a systematic and coherent body of knowledge, the underlying principles and concepts, and the associated communication and problem-solving skills

Development of the academic skills and attributes that is necessary to undertake research, and comprehend and evaluate new information, concepts and evidence from a range of sources

A foundation for developing self-directed and lifelong learning, interpersonal and teamwork skills appropriate to employment and/or further studies in which significant literature is available

Course content is taken to a significant depth and progressively developed to a high level which provides a basis for postgraduate study and professional careers

Attachment 3Teaching and Learning Methods Unit

GAP ANALYSIS


Name ________________________________________Department/Section ____________________________Date _________________________________________

ACTUAL CURRENT SITUATIONKnowledge

Skills and Competencies

Attitude

DESIRED CURRENT SITUATIONKnowledge


Attitude

DESIRED SITUATION IN THREE YEARS TIMEKnowledge


Attitude

TRAINING NEEDS ANALYSIS QUESTIONNAIRE

I. FOR THE MANAGERS OF THE CANDIDATE TRAINEES:


Given the primary duties and responsibilities of the officers who are your subordinates, please rate the following competencies according to their degree of importance in enabling them to achieve superior performance in their current positions. Please use the following rating scale, and include your remarks, if any:

4 – Absolutely essential3 – Very important, particularly over the long-term2 – Nice to have; may give an advantage1 – Not important

Competency Rating Remarks

Creating a Mission and Vision Statement

Setting strategic goals and plans (involving several departments and with long-run impact)Setting effective operational goals/targets and plans (short-run), including scheduling and budgetingEstablishing standard operating procedures

Problem-solving & decision-making

Designing organizational structures and relationshipsAccepting authority, responsibility, and accountabilityDelegating authority and responsibility

Coordinating horizontally with other units and establishing teamwork with themCreating and maintaining teams within the unit or departmentMotivating people

Coaching, mentoring, counselling, and maintaining discipline Managing planned change and overcoming resistance to itDesigning jobs

Communicating (downward, upward, and horizontal)Setting, validating, and disseminating performance standards in terms of quality, quantity, cost, and timelinessRegularly measuring actual performance and comparing it vs. expectationsTaking corrective and preventive actions on deviations from expectations

Considering the profile of the proposed officers who are your current subordinates, which among the competencies identified above are they weakest in? Which should be their top priority areas for development, and why?


1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


II. FOR THE CANDIDATE TRAINEES:Given your primary duties and responsibilities, please rate the following competencies according to their degree of importance in enabling you to achieve superior performance in your current job. Please use the following rating scale, and include your remarks, if any:

4 – Absolutely essential3 – Very important, particularly over the long-term2 – Nice to have; may give an advantage1 – Not important

Competency Rating RemarksCreating a Mission and Vision Statement

Setting strategic goals and plans (involving several departments and with long-run impact)Setting effective operational goals/targets and plans (short-run), including scheduling and budgetingEstablishing standard operating procedures

Problem-solving & decision-making

Designing organizational structures and relationshipsAccepting authority, responsibility, and accountabilityDelegating authority and responsibility

Coordinating horizontally with other units and establishing teamwork with themCreating and maintaining teams within the unit or departmentMotivating people

Coaching, counselling, and maintaining discipline

Managing planned change and overcoming resistance to itDesigning jobs

Communicating (downward, upward, and horizontal)Setting, validating, and disseminating performance standards in terms of quality, quantity, cost, and timelinessRegularly measuring actual performance and comparing it vs. expectationsTaking corrective and preventive actions on deviations from expectations


Considering your education, skills, and experience, which among the competencies identified above, do you have greatest difficulty with? Which should be your top priority areas for self-development, and why?

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


SOFT SKILLS TRAINING SURVEY FORMPlease mark with an “X” the course(s) you would like to attend and forward the completed form to TLMU.

COURSE TRAINING Please mark X1. Administrative Support2. Anger Management3. Assertiveness and Self Confidence4. Attention Management5. Budgets and Financial Reports6. Business Ethics7. Business Etiquette8. Business Succession Planning9. Business Writing10. Change Management11. Coaching and Mentoring12. Communication Strategies13. Conflict Resolution14. Creative Problem Solving15. Customer Service16. Emotional Intelligence17. Employee Motivation18. Employee Recruitment19. Facilitation Skills20. Human Resource Management21. Interpersonal Skills22. Knowledge Management23. Leadership and Influence24. Lean Process and Six Sigma25. Measuring Results from Training26. Media and Public Relations27. Meeting Management28. Middle Manager29. Negotiation Skills30. Overcoming Sales Objections31. Performance Management32. Personal Productivity33. Presentation Skills34. Project Management35. Proposal Writing36. Public Speaking37. Safety in the Workplace38. Sales Fundamentals39. Stress Management40. Supervising Others41. Teamwork and Team Building42. Time Management43. Train the Trainer34. Workplace Diversity35. Workplace Harassment and Workplace Violence

NAME__________________________________ Department/Section__________________


Computer and Technical Skills Course Training

1. Access Basic and Advance

2. Excel Basic and Advance

3. Excel VBA

4. Fire fighting and Safety in the Workplace

5. HTML, DHTML and Java Script

6. Mat Lab Programming

7. Monitoring and Evaluation

8. PC Trouble Shooting and Housekeeping

9. Power point Basic and Advance

10. Publisher Basic and Advance

11. Refrigeration and Air Conditioning

12. SPSS

Teaching and Learning Portfolios

1. A Handbook for Teaching and Learning in Higher Education (H. Fry et al)

2. Teaching and Learning Resource Guide (W. Garland, 2011)

3. Teaching and Learning Portfolio (D. Kialo, 2014)

4. Teaching and Learning Portfolio (E. Banzon, 2012)


Documents

Web viewTLMU Strategic Plan 2015 - 2018Page 4. TLMU Strategic Plan June 2015 – May 2018Page 11. THE PNG UNIVERSITY OF TECHNOLOGY. ... (External Audit