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Performance Development and Review: From Big Picture to Individual Reflection and Action.

This article explores the process of developing performance objectives for enhancing student engagement and learning outcomes. It provides examples of macro-level goals, meso-level targets, and micro-level objectives, emphasizing alignment between organizational drivers, initiatives, and individual reflections and actions.

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Performance Development and Review: From Big Picture to Individual Reflection and Action.

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  1. Performance Development and Review: From Big Picture to Individual Reflection and Action. Ian Solomonides Centre for Professional Development How can we get from central drivers and initiatives to manageable actions and targets?

  2. Developing Performance Objectives… Example focusing on Learning and Teaching and Research. Example of CPD planning. Where do we start; where do performance plans come from? Organisational Restructure and Curriculum Renewal. Macquarie@50; Learning and Teaching Plan. ‘Enhanced student engagement, experience and learning outcomes.’ Where are we going? When do we want to get there? How will we know we have got there? What resources do we need? There needs to be alignment between the elements above.

  3. Example… Macro Level Goal: ‘Enhanced student engagement, experience and learning outcomes.’ Meso Level Targets: Where are we going – what is the sub-goal or target? When do we want to get there – what time frame or phases? How will we know we have got there – what does success look like? What resources do we need – time, things, development, money? Micro Level Objectives: What will or can I do….?

  4. Macquarie@50 Statements related to student engagement: ‘Devise and implement a teaching excellence plan…’ ‘Align course profile with student demand.’ ‘Improve campus life.’ ‘Excel in teaching and learning.’ ‘Attract and retain the best quality students…’ ‘…tie students to Macquarie.’

  5. Learning and Teaching Plan • ‘Fostering Student Engagement with the University and the Community, and Graduate Capability.’ (Goal 3) • ‘Devise a process to improve student engagement and satisfaction.’ (Goal 1:3) • ‘Incorporate in University and Faculty plans measures which recognise and encourage student-centred learning.’ (Goal 1:3) • Curriculum alignment; • relevance; • influences on student learning; • student capabilities; • assessment; • research case studies in teaching; • appropriate technologies • etc.

  6. CPD (LTC) Operations

  7. Macquaire@50, Learning & Teaching Plan Enhanced Student Engagement, Experience and Outcomes Curriculum Renewal Program Effective Policies & Processes to Encourage & Enable Student Engagement Student Engagement Philosophy, Principles, Context & Practice Document Student Engagement & Transition Project Quality Assurance & Enhancement Questions Principles of Engagement & Transition Performance Actions & Development Plans

  8. ‘In what ways is discipline and pedagogic research informing the curriculum or teaching practice?’ What development or assistance do I need to meet this objective? What will I do to enhance the teaching-research nexus? How will I know when I have completed the objective? What will I do to achieve that objective?

  9. STUDENTS AS PARTICIPANTS Research-tutored Curriculum emphasises learning and students writing and discussing papers or essays Research-based Curriculum emphasises students undertaking inquiry-based learning EMPHASISES RESEARCHPROCESSES & PROBLEMS EMPHASISES RESEARCH CONTENT Research-led Curriculum is structured around teaching subject and research content Research-oriented Curriculum emphasises teachingprocesses of knowledgeconstruction STUDENTS AS AUDIENCE Healey, M (2005) Linking research and teaching

  10. Conclusion PDR plans based in the context of University and thereafter Faculty and Department objectives as a starting point. Also needs to take into account aspirations and personal needs. Working from strategies and objectives ensures some balance between collective action and individual activity.

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