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Academic Faculty Evaluation Workshop

Academic Faculty Evaluation Workshop. November 7, 2005. The evaluation and merit process provides the means for improving and building a strong reputation for quality within each department, college, and division of the university. Workshop Agenda. Policies What’s New / What’s the Same

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Academic Faculty Evaluation Workshop

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  1. Academic Faculty Evaluation Workshop November 7, 2005

  2. The evaluation and merit process provides the means for improving and building a strong reputation for quality within each department, college, and division of the university.

  3. Workshop Agenda • Policies • What’s New / What’s the Same • What information is Available • Timeline (Due Dates) • General Guidelines • Avoiding Legal Situations • Key Points To Remember PANEL DISCUSSION

  4. Current Policies / Plan for Future • Board of Regents Handbook • Title 4, Chapter 3, Section 4, Part II of the NSHE Code. • University Administrative Manual • University Bylaws • Board of Regents Handbook, Title 5, Chapter 7, Part III, Chapter 3, 37-41 February 2006: Formulation of Evaluation Task Force

  5. Overview of Current Policies • All faculty members should receive an annual evaluation and have a current role statement. • All completed evaluations need to be discussed and signed by employees. • One of four evaluation ratings (Excellent, Commendable, Unsatisfactory, Satisfactory) needs to be noted on the evaluation. • Faculty who have received a promotion between July 1, 2005 through June 30, 2006 are ineligible for July 1, 2006 merit. • Those hired after September 1, 2005 are ineligible for merit. Evaluation is still required.

  6. What’s New? • Timeline: All signed evaluations are due into the Provost office (academic) or VP’s office (admin) by March 1. • Each college/division should establish an internal timeline to meet the March 1, 2006 due date. • General Guidelines, FAQs and other materials on the evaluation process are available on the HR web-site, www.unr.edu/hr click “Employee Management Program” • Workshops will be held November 7& 9 and Q & A sessions will be held December 5 & 8. • Workshops will be video taped and can be viewed on the HR web-site at www.unr.edu/hr. (Posted by Nov. 16th) • Questions can be submitted by e-mail to unr-hrcustomer@unr.edu.

  7. What’s the Same? • Conduct discussions with employees before evaluations go up the chain and after it has been returned to the chair if any changes are made. • Merit Steps: Commendable (1,2); Excellent (3,4) and Extraordinary (6). • Faculty can appeal evaluation and/or merit through their supervisor or through the Faculty Senate Office; must be requested within 15 days of receiving the evaluation or notice of merit award. Timelines are enforced. • *Faculty can get questions answered through e-mail from November 16th through April 1, 2006 by writing to unr-hrcustomer@unr.edu. • COLA – July 1, 2006: 4 % legislative proposed amount.

  8. What Information is Available on the Web: www.unr.edu/hr ? (by Nov. 10th) Click “Employee Performance Management” • Timeline • General Guidelines Evaluation Process • Process Flowchart • Policies • Evaluation Form • Role Statement Explanation • FAQs • Workshop Video • General Guidelines – Promotion & Tenure

  9. Timeline “Due Dates”: • March 1, 2006: COMPLETION OF EVALUATION PROCESS - Final signed evaluation forms, conflict of interest form (academic) and merit step recommendations due to Provost or VP • March 15, 2006: Evaluation ratings and merit data sheets to Planning, Budget & Analysis • April 1, 2006: Merit step amounts determined. Campus-wide announcement • April 15, 2006: Supervisor notifies employee of merit amount • April 15, 2006:  Provost/VP submit completed evaluations to Faculty HR Office • July 1, 2006: Merit/COLA Effective Date 

  10. HR Website: www.unr.edu/vpaf/hr/employeeperformance

  11. General Guidelines The information is intended to be used as a guide for administering the evaluation process.Thank you to all who contributed! • Changing Culture • Importance of Role Statements • Administering the Evaluation • Roles in the Evaluation & Merit Process • General Comments • General Guidelines regarding Promotion & Tenure

  12. Changing Culture • Faculty evaluations should align with the strategic mission of the department. The issues of quantity and quality are relative to the department overall. • Individuals are expected to do good work. Merit is for great work. • Merit recognizes excellence in performance; it is not to be used to resolve equity concerns or as an adjustment for cost of living. • Constructive feedback is expected. • There is a direct connection between evaluation ratings and merit steps. • Leaders in this university are challenged to make tough decisions and to discriminate among different levels of performance. When chairs/deans make difficult, but appropriate decisions, the provost and deans will support these decisions.

  13. Importance of Role Statements • Each faculty member should have an annual role statement including any cross-department or college responsibilities. • Role statements are not a check list; e.g., a “laundry list” of activities. Connection between individual goals and department/college goals is essential. • Everyone in the department or program must contribute to the established programmatic goals of the department. • Achieving listed goals on the role statement does not guarantee meritorious performance; goals provide a baseline for measurement of overall performance. • One key part of the role statement is the weightings that indicate the percent of effort in each category of teaching, research, and service.

  14. Importance of Role Statement Continue... • Statement should be clear about the department or program expectations of a faculty member’s teaching load. • Instruction is a given for state funded faculty. • The language in the role statement addressing research and service needs to be concise. • Statement should be changed when a faculty member’s role in a department or program changes; e.g. a major change in role due to a major change in assignment, sabbatical, leave and/or, grant-buy outs.

  15. Administering the Evaluation • Evaluation must be justified, fair, honest, and consistent between faculty. Evaluations should not be inflated. • Chair’s narrative should support one of the four ratings in evaluation and among the merit steps within the “Commendable” and “Excellent” ratings. • “Satisfactory” rating does not mean performance is unacceptable. “Satisfactory” means that one has done their job. • Faculty on sabbatical or professional development leave are merit eligible. • The provost does not make decisions on individual evaluations except for faculty who directly report to him. • The evaluation for faculty serving in more that one department should be completed in collaboration.

  16. Merit • There should be a rational and known process for allocating merit; the process must be fair to all. • There should be consistency in the criteria used; for example, articles in press versus articles published. • The dollar value of the merit step is determined by dividing the total amount of dollars available for merit by the total number of merit steps.

  17. Performance Ratings: • Excellent: Met the requirements for “Commendable”: Significantly surpasses expectations in teaching, research and service. • Examples are: National publications, major research achievement, national recognition, made exceptional contributions • Commendable: Met the requirements for “Satisfactory”: Successfully met, and in some areas, significantly exceeded established goals and objectives. • Achieved high levels of achievements and competence in the areas of teaching, research and service. • Satisfactory: Met the established goals and objectives for the evaluation period; in a few instances, may have missed some and exceeded others but, on balance performs competently. • Unsatisfactory: Did not meet established goals and objectives for the evaluation period; has not performed competently or consistently.

  18. Avoid Legal Situations / Minimize Grievances • Evaluation ratings must be job-related. Be prepared to provide examples. • Be able to defend rating. • Not providing evaluations in a timely manner can cause legal challenges just as inaccurate evaluations will. • Evaluations must be discussed openly with faculty and when appropriate, counseling or corrective guidance offered.

  19. Key Points To Remember • Meet with your faculty: Don’t have faculty “chasing for answers” • Maintain a clear and consistent process: Don’t change the rules now. • The main concern people have is the fairness of the process and the accuracy of the determinants of their performance. • Remember the “intent” of the merit allocation. • Start now, meet timelines! March 1, 2006

  20. Panel Discussion Faculty Member, Chair Personnel Committee, Chair, Dean

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