New Academic Administrators orientation 2014

1. New Academic Administrators orientation 2014 Thursday August 21, 2014

2. AGENDA

3. Duties of Academic Administrators Associate Provost (Policies, Procedures & Equity), Lydia White

4. Difficult SituationsScenarios for discussion General Counsel, Line Thibault Dean of Arts, Chris Manfredi

5. You are the recently appointed Chair of a Department and you have come to the conclusion that several tenured professors in your department are not performing adequately. One in particular has a poor record of teaching, in terms of quantity, quality and student satisfaction. There have been very few publications in the last 7 years, and he has not supervised graduate students in 4 years. He applied for a few grants at the urging of your predecessor, but did not succeed in getting the funds. He has been a member of Senate for the last 2 years. He received no merit increase for 3 years in a row, but did get a minimal one last year. The professor acknowledges that he had difficult conversations concerning his performance with your predecessor, but the file contains very little documentation concerning the matter. Scenario 1

6. Questions to ask yourself: • What policies or regulations may apply to this situation? • What measures can you take to deal with this situation? What options are available to you? • Is there a threshold for acceptable performance, and what is it? • What process should you follow to ensure that the professor understands the seriousness of the situation?

7. You are informed by Paul, a graduate student in the laboratory of Professor Blondeau, that a research assistant, Ahmed, is harassing women (staff and students) working in the lab. Professor Blondeau is currently on sabbatical leave; he is conducting research in a remote area and is not regularly in contact with his lab. Professor Thomas is officially in charge during Professor Blondeau’s leave. Paul has alerted him to the problem. Paul believes Ahmed is suffering from stress related behavioral problems, or perhaps some form of mental illness. Prof. Thomas held a meeting of the males working in the lab and told them that they should be alert and make sure they intervene if any females are at risk. Paul and his colleagues have done everything they can to help Ahmed, but they are concerned about the wellbeing of the women working in the lab, particularly when they are alone with him. They also sought the help of the person in charge of HR in the Faculty who has suggested that the women who feel harassed should file complaints of harassment under the University policy and indicated there is little more she can do. None of them are willing to do it. Paul thinks they are concerned for their safety if they do this. Ahmed is becoming more and more agitated. Scenario 2a

8. Questions to ask yourself: • What is your role in this? • How can you help, and who can help you? • What measures can you take to alleviate the situation?

9. A few days after you started to look into the matter, and discovered that Ahmed has had episodes of behavioral problems in the past when he was working in another lab, he leaves a strange and slightly threatening message on your voice mail, apparently at 2:30 in the morning. Minutes after you listen to the message he shows up at your office, demanding to see you right away. He is agitated and distraught, and you hear him speaking in an urgent way to the administrative staff. As you approach, you see that he is carrying a large bag. Scenario 2b

10. Questions to ask yourself: • How do you deal with this situation, what do you do, and in what order?

11. Difficult ConversationsPanel Discussion Moderated by Associate Provost (Policies, Procedures & Equity), Lydia White Dean of Arts, Chris Manfredi Chair, Department of Medicine, Jim Martin Chair, Department of Mining & Materials Engineering, Stephen Yue Vilma Campbell, Director & Senior Policy Advisor

12. CoffeeBreak

13. New Academic Administrators Orientation 2014Budgeting for Your Unit Ghyslaine McClure Associate Provost, Budget & Resources Real Del Degan Interim Director, Office of the Budget August 21, 2014

14. Content: • The “Big” Picture • How can academic units impact University revenue? • How is the University budget built? • How are academic units involved in the budget process?

15. The Big Picture: Total Operating Revenues estimated at $768.8M for FY2015

16. The Big Picture: Total Operating Expenses estimated at $775.8M for FY2015 $’000

17. The Big Picture: Deficit Outlook

18. Using the revenue and expenditure parameters to build a budget:

19. How can Academic Units impact University revenues? • Enrolment changes • Research • Indirect costs of research • CRC / CFI allocation calculations • Endowments / Gifts • Specific grants / contracts / community service

20. Enrolment Changes: • All tuition, 75% of the provincial grant, and a significant portion of the sale of goods and services are a direct function of the University’s enrolments • Provincial Grant: • The more teachingisdone, the greater the provincial grant: • For the most part, the provincial grantdepends on enrolmentvariations (studentcredits) converted to full-time equivalents (FTEs), and weighted by leveland discipline (Weightedstudentunits – WSUs) • There are as well about 2 dozenspecificenvelopesdedicated for variouspriorities • Tuition: • For the most part tuition is regulated by the Gov’t: University keeps a portion of the Quebec tuition for all students – the remainder is recuperated by the Ministry • Also have deregulated and self-funded fees

21. How are academic units involved in the budget process? • For the most part the budget process at the University level is done at a Faculty-level and not directly with academic departments (i.e. each Faculty can adopt its own specific budget process). • Agreements: • Reached with each Faculty stating priority investments, targets, and proposed new initiatives. • Span multiple years and all 4 fund types • Involves performance measures • It is up to the Faculties (not the Provost Office) to prioritize requests from their units

22. Budget allocations: What can an academic unit expect? • Allocations are to a Faculty and not directly to an academic department (i.e. the Faculty can adopt its own specific budget allocation rules). • At the Faculty level the budget is based on the previous year’s budget +/- allocations for the new year. Some of the allocations provided: • Academic Renewal • Salary Policy • Benefits • Enrolment Driven Allocation • Indirect Research Cost Allocation • CFI LOF envelope (for wet lab areas) • CRC allocation • Graduate Student Support (through GPSO) • Funding for specific initiatives (priority pool envelopes)

23. Academic Renewal • Establish a target complement for each Faculty • Funding of salary needs by central of all tenure track (TT) staff in Faculties along with a number of related allocations: • Start-ups • Endowed chair contributions • Spousal hires • Salary award incentive contribution • Contribution to recruitment costs • Moving expenses (including immigration fees) • French courses • Claw back of salaries from units when TT staff depart. • http://www.mcgill.ca/provost/files/provost/academic_renewal__hr-budget_feed_1-oct-2012.pdf

24. Managing the Budget and year-end results: • The Deans have statutory responsibility over the budgets of their Faculty • Doesn’t mean that the Chairs don’t have a role • When a Faculty has expenses greater than its revenues / budget allocations, the negative result is carried forward to the subsequent year. • For unrestricted operating funds, when a Faculty has revenues / budget allocations greater than its expenses, the balance is put in a reserve for the Faculty. With permission from the Provost, the Faculty can tap into this reserve.

25. Questions / discussion

26. Roadmap for Recruitment Associate Provost (Budget & Resources), Ghyslaine McClure

27. Tenure-track Recruitment Process (Summary)http://www.mcgill.ca/apo/deans-and-chairs-guide/recruitment-appointment-flow-chart-tenure-stream/

28. Academic Leadership Forum 2014-2015