Nacada 2009 Workshop
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The document discusses performance evaluations for academic advisors. It outlines key factors that should be evaluated, including setting and achieving goals, knowledge of work, quality of work, and interpersonal skills. The evaluation process should involve supervisors reviewing job duties, discussing reviews with employees, and ensuring documentation and timeliness. The overall goal is to improve competence within the advising department through a quality improvement model of planning, implementing, monitoring progress, and reviewing.
Nacada 2009 Workshop
- 1. Performance Evaluation for Professional Advisors One of the hardest pieces of the academic advisement puzzle to fit is performance evaluation
- 2. Performance Evaluation for Professional Advisors Performance evaluation is a necessary and beneficial process, which provides annual feedback to staff members about job effectiveness and career guidance. The performance review is intended to be a fair and balanced assessment of an employee’s performance
- 3. Effective evaluation of staff is more than rewarding success. It entails using effective evaluation tools and appraisal techniques to assess not only the individual in question but also provide an assessment of the department as a whole. As with an advisor, director, or a whole department, key factors in any review is the ability to Set Goals, Implement Goals, Monitor Progress, and review and discuss performance.
- 4. In meeting with your staff member you should be able to record the following; Accomplishments Service and relationships Dependability Adaptability and flexibility And decision making or problem solving
- 5. Important elements of performance reviews 1. Supervisor reviews the employee’s job duties for evaluation Supervisor and employee discuss the performance review 3. Timeliness 4. Documentation
- 6. Areas to be evaluated 1. Knowledge of work 2. Quantity of work 3. Quality of work 4. Initiative 5. Dependability/Responsibility 6. Quality of Interpersonal Relationships 7. Attendance 8. Punctuality 9. Supervisory Ability
- 7. Phase 1: Set Goals Phase 2: Implement Goals Phase 3: Monitor Progress Phase 4: Review and Discussion
- 8. Student: It is not my fault I was misadvised. What are you going to do about it? Director: This is now an opportunity for a manager to become a coach and to embrace negative advisor performances as an integrated whole to understanding overall advisement productivity. BUT WHAT HAPPENS WHEN THINGS GO WRONG ?
- 9. Remember that competence is holistic An advisor’s most important task is college advising; when mistakes are made, mangers are faced with a complexity of issues: ranging from clear communication of negative performance behavior, to trust, to correcting mistakes, and to setting appropriate goals. But remember the following . THE KEY IS TO IMPROVE ALL AROUND COMPETENCE IN THE DEPARTMENT
- 10. Successful Advising Teach Master Evaluate Re-teach Implement Evaluate
- 11. ADVISORS NEED TO KNOW THE EXACT DUTIES AND RESPONSIBILITIES THEY WILL BE ASSESSED UPON. THEY HAVE TO HAVE A QUALITY CONTROL MODEL
- 12. Plan Do Reflect Act
- 13. The quality improvement model will have us ask our advisors to effectively plan, do, reflect, and act as precursors to any advising performance they endorse. They understand that they will be appraised accordingly upon this model. Act
- 14. A Case Study Case study Mistakes made Open discussion Review
- 15. Errors in Making Performance Appraisals 1. The isolated incident 2. The Halo Effect 3. The cluster tendency 4. Rating the job and Not the individual 5. Length of Service Bias 6. Personality Conflicts
- 16. However, a greater foundation is required Have the following foundations for academic advising been established in your department? Clarification of the meaning and purpose of academic advising as it relates to the true mission & goal of the department. Provisions of incentives, recognition, and rewards for effective academic advising. Recruitment and selection of academic advisors . Orientation, training, and professional development of academic advisors.
- 17. Ideas for Improvement Consider the entire appraisal period 2. Rate each indicator independently In a group of people in similar titles, performance is likely to be spread over most performance categories. 4. Consider how an individual is performing in relation to what is expected. 5. Recognize that some people many never achieve top ratings, regardless of length of service.
- 18. What do you think? What can be changed/improved? What can you implement? Ultimately, it is your responsibility. It’s your department.