Improving faculty performance deficits with Performance-Based Review Cadence

Streamed Session

Brief Abstract

Observing, measuring, and coaching faculty performance is essential in managing faculty. We will consider and discuss how we can promote positive faculty performance outcomes by modifying the cadence of annual performance reviews, based on faculty performance, resulting in a more intentional approach regarding when and how we review faculty teaching.

Presenters

Extended Abstract

In online higher education, we are all looking for a silver bullet to develop and sustain high levels of faculty performance. Students benefit significantly from engaged faculty who are meeting and exceeding clear and specific teaching expectations. When faculty fail to meet expectations, though, administrators need a reliable process to help them improve quickly. So how do we get there? We know that observing, measuring, and coaching faculty performance is essential for delivering feedback to faculty, keeping them accountable, and helping them develop. While a set performance review cadence, usually annual, to observe faculty teaching is the norm, one size does not always fit all within the faculty performance management space. We will consider and discuss how we can promote positive faculty performance outcomes by modifying the cadence of annual performance reviews, based on faculty performance, resulting in a more intentional approach regarding when and how we review faculty teaching.

Our learning objectives for the session include: 1. Changing the review cadence for faculty with performance deficits to observe and measure their performance more often helps increase accountability and improve performance. 2. Success with Performance-based Review Cadence requires targeted coaching, robust resources, and the knowledge that their performance will be evaluated more frequently. 3. More frequent feedback on performance provides the opportunity for quicker development, demonstration, and measurement of improved teaching practices as well as rapport-building with faculty supervisors.