Performance Management of B SCHOOL

8/10/2019 Performance Management of B SCHOOL

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TERM PROJECTON

PMS AT IIM RAIPUR

Submitted by-

Group 3

Jasleen (13PGP021)

Naureen (13PGP034)

Madhusmita (13PGP089)

Kratika (13PGP121)


2/15

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


3/15

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


5/15

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


6/15

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%


7/15

- 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


10/15

EVALUATION OF OTHER DUTIES


11/15

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.


12/15

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


13/15

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


15/15

allocations spent

Effectiveness of monitoring supplies and

Equipment

Number of dollars for each revenue

generating activity

Cost per credit hour production relativeto benchmark

Documents

Performance Management of B SCHOOL