Be better prepared to assess and manage faculty performance challenges.
Learn how you can support and manage faculty who exhibit performance issues. This practically-focused training will help you determine the challenges your faculty face, implement interventions to mitigate potential issues, and avoid management pitfalls. Specifically, you will learn how to:
- Develop performance metrics for faculty evaluation
- Set clear performance expectations for your faculty
- Differentiate among various performance problems and their causes
- Determine strategies for mitigating performance issues
This event is facilitated by four leaders who represent both academic and legal backgrounds.
100% of attendees have told us that they will personally use the information from this conference in their future work.
Pre-Conference Workshop: Evaluating Faculty Performance as a Department Chair
This workshop will help department chairs sharpen their faculty evaluation skills. You will leave this workshop with an understanding of useful processes that can be applied to your own campus context.
Bring Your Team and Get a Discount
Deans, department chairs, faculty developers, and faculty who serve on evaluation committees or in other leadership roles in campus-shared governance should attend. Whether your institution is public, private, union or non-union, or tenure or non-tenure, this conference will help you tend to your unique issues.
When you register two people from your institution a third can attend for 50% off!
Pre-conference Workshop: Evaluating Faculty Performance as a Department Chair
Department chairs rarely receive the training they need to effectively evaluate faculty performance. This workshop will help department chairs sharpen their faculty evaluation skills. You will leave this workshop with useful processes that can be successfully applied to your own campus context. This workshop will draw on:
- Criteria for good policy and practice in faculty evaluation
- An evaluation process that clarifies functions and meets stakeholder needs
- Basic rules for gathering, analyzing, and using evaluation data
- Guidelines for effectively blending evaluation with professional development
Part One: Evaluating Faculty Performance Within Your Institutional Context
Faculty contribution is important to the achievement of every institution’s mission of teaching, research, and service. Performance evaluation and development processes are intended to assist faculty and supervisors in setting goals, engaging in professional development activities, and measuring and rewarding success. In this opening session, we will address how to develop and use performance metrics for your faculty evaluation needs. We’ll discuss the following:
- Quick summative evaluation
- The sharing of performance issues across your institutions
- The definition of performance expectations
- Accountability measures imposed by external entities—state and national contexts
- Appropriate measures of faculty performance
- How performance measures interface with “accountability measures” being handed down by presidents, board of trustees, and legislatures
One kind of performance issue is not the same as another, and there are serious risks of misdiagnosis. This session will use a case-based approach to drive home this idea. We will address and identify serious behavioral or character issues that are performance independent. We will look closely at the following:
- Identifying disruptive behaviors and tactics for stopping them
- Identifying performance issue(s)
- Documenting performance problems
You will use this time to look at your own institutional context and discuss the root causes of performance problems. We will discuss diagnostics and evidence of a problem, as well as “red flags” to watch out for, including:
- Emerging disabilities
- Disciplinary issues
- Lack of “collegiality”
- Age and other non-problems
Part Two: Diagnosing Performance Issues
This discussion will draw on the potential performance problems in the previous session and introduce new ones. We will provide you with a formula to use in setting performance expectations. This formula will assist you in identifying exactly where the performance issue lies. Problems may include:
- Failure to articulate clear performance standards/expectations
- Lack of consistency when articulating performance standards
- Failure to enforce the standards
- Inability to meet the standards without intervention and support
- Lack of motivation to meet standards and no consequences for failing to meet standards
Part Three: Identifying and Implementing Appropriate Interventions
Providing support and intervention is crucial to resolving faculty performance issues. Whether or not you provide support or intervention depends on several factors, including:
- Whether law or policy compels you
- The resources available to you
- The nature and severity of the problem
- Likely efficacy of the intervention
We’ll use this time to investigate the factors above and come up with a working plan for your institutional needs.
Breakout Session One – Supporting Non-Tenured/Junior/Contractual FacultyBreakout Session Two – Supporting Post-Tenure—Mid-Career and Late-Career Faculty
Part Four: If Support Fails or Is Unwarranted, What Now?
What if intervention and support do not work? What are the necessary steps you could take? We have identified five courses of action:
- Developmental plans
- Reprimand and discipline 101
- Faculty rights and responsibilities
- When and how to discipline
- Just say “no!”—putting a stop to destructive behaviors
We will work through the first three steps during this session. The final two steps will be covered on Wednesday.
A continuation from day two, in this session we will outline the final courses of action to take if intervention and support do not work; these two steps are:
- When and how to discipline
- Just say “no!”—putting a stop to destructive behaviors
The obstacles and challenges for faculty development are formidable. Faculty time constraints and competing time demands of learning about and implementing good teaching practices and producing research are difficult to resolve. We will discuss these key issues and provide steps to remedy them. You will also have the chance to test out some of these ideas:
- Weak or inconsistent evaluation practices
- Metrics, performance standards
- Changing culture
- Combating a culture of mediocrity
- Faculty workload issues
- Combating divisiveness and competitiveness and fostering collegiality
- Effective remediation
Jeffrey L. Buller
Jeffrey L. Buller currently serves as dean of the Harriet L. Wilkes Honors College of Florida Atlantic University, having previously served for more than thirty years in administrative positions at Loras College, Georgia Southern University, and Mary Baldwin College. On July 1, 2016, he will transition to becoming the institution’s first executive director of a newly created Center for Leadership and Professional Development.
Dr. Buller has authored numerous books focused on academic leadership. More recently, he has been active as a consultant to the Ministry of Education in Saudi Arabia, where he is assisting with the creation of a kingdom-wide Academic Leadership Center. Along with Robert E. Cipriano, Dr. Buller is a senior partner in ATLAS: Academic Training, Leadership, & Assessment Services, through which he has presented numerous training workshops on change leadership in higher education all over the world.
In her current position, Dr. Faust serves as a consultant to offices and programs across the University of Wisconsin, assisting with a variety of projects ranging from improving department culture and climate to strategic planning. She has extensive experience in faculty affairs administration including labor relations and grievance handling, faculty policy, faculty and department chair training and development, and faculty personnel management. As a long-time faculty member and a department chair prior to becoming an academic administrator, Dr. Faust understands the unique context that academic departments present as well as the value of tenure and the longevity and stability of the academic “workforce.”
She has presented workshops and seminars to faculty members, department chairs, and academic administrators from institutions across the U.S., on topics from “Handling Complaints 101: What Every Department Chair Needs to Know to Survive” to “Dealing with Difficult Colleagues.” At a former institution, she founded the Academic Leadership Institute, which provided new and aspiring faculty, staff, and administrators with the tools needed to both manage and lead others.
Jeanne A.K. Hey, Ph.D.
Previously, Jeanne served as the Director of International Studies and Professor of Political Science at Miami University, in Oxford, Ohio. A Phi Beta Kappa graduate of Bucknell University, she earned a PhD in political science from The Ohio State University. Her research and teaching expertise are in the areas of comparative foreign policy, small states, Latin American politics, European foreign policy and pedagogy in international studies. She has extensive international experience, having conducted research and taught university courses in Latin America, the Caribbean, Asia and Europe. She has published four books and numerous articles on foreign policy, developing regions, and international studies pedagogy.
Dr. Hey is an alumna of the HERS Leadership Institute for women in academia, held at Wellesley College. She is also a past fellow in the Pew Faculty Fellowship in International Affairs at Harvard's Kennedy School of Government, where she was trained in applying the case method of college teaching in global affairs. She has developed and facilitated workshops and presentations on a variety of issues in management and leadership, including for the Council on Colleges of Arts and Sciences. She serves on the Board of Trustees at Thornton Academy, in Saco, ME.
Purchase the conference binder, which includes all presentation slides, worksheets, action plans, and additional resources.
Note: Conference attendees do not need to purchase materials separately.
Questions About the Event?
Director, Program Development, Academic Impressions