Five cycles: setting objectives, measuring performance, feedback, reward and amendments based on performance. Key performance indicators such as publications, knowledge of subject, team work, etc.
Kpi's are at the heart of performance management. In addition other task performance measures also need to be considered.
However, counterproductive work behaviors and organizational citizenship behaviors also affect performance, though they are not task related.
A comprehensive performance measurement system thus must include kpi's , ocbs and cwbs.
The KPI's should be balanced and cover all aspects of academic job to give accurate assessment of performance. Therefore there are three perspectives of performance should be included as following :
-Teaching which is usually measured by students questionnaires scale.
-Scientific research which is usually measured by number of scientific publishing at scholarly peer review journals and number of research supervision for master and doctorate students in addition to number of books authoring.
- Professional activities Iinside and outside university for community services like commites,training courses delivered or research conducted or another projects.
Teacher performance management is a ongoing continuous process for identifying, evaluating and developing the work performance so that the goals and objectives of organisation and society as a whole can be achieved. following link may be useful for your study
http://www.edb.gov.hk/attachment/en/sch-admin/sbm/sbm-forms-references/staff-appraisal-system/TPMguide.pdf
http://opus.bath.ac.uk/50935/1/Jennifer_Murphy_Final_Submitted_Thesis_June_2014.pdf
https://ac.els-cdn.com/S1877042815049617/1-s2.0-S1877042815049617-main.pdf?_tid=837adfc5-5e98-41bb-85f5-1f2d91b64bfd&acdnat=1524621480_e9bb05763553b54b12a03139633fe6f3
Theoretically and scientifically researchers always try to define KPIs as performance measures of Faculty, and learning outcomes for student effectiveness for OBE (Outcome based education). In theoretical and in scientific methods, these are educational aspirations created by the psychology and education discipline. But in practice and reality, faculty are not adapting or adopting well to these "good cause" practices as they are lacking in real knowledge of these measures, and for that matter |proxy measures" even though they are claimed to be direct measures. as such, it is imperative that these cyclical processes & practices and requirements are made part of "what and how they live the education process" OR they are committed to them "heart and soul".... if not, they will undermine the very intent of "management through measurement and by facts"......
I have attached two papers which may be useful for you.
Article Job Performance of Sri Lankan University Lecturer: An Agenda...
Article Towards a Sound Performance Appraisal System: An Agenda for Action
Hello Okoyoe
Several indicators to assess faculty staff using 5 cycle model are developed in:
1. Information Management Model for Intellectual Capital of HEIs in Oman: Theoretical Quantitative Approach and Practical Results. J. of Information and Knowledge Management, 2018, Vol. 17, No. 1, pp.1-38.
2. HEIs Quality Improvement Through Students and Academic Staff’s Perception: Data Analysis and Robustness of the Results. International Journal for Quality Research, 2017, Vol.11, No.2, pp.261-278.
3. Al-Farahidi Performative model to assess HEIs. 4th OQNHE Conference 2017, pp.1-15.
4. A Framework for Fostering the Quality of HEIs: Data Collection, Evaluation, Indication and Validation. Int. J. of Quality and Innovation, 2016, Vol.3, No.1, pp.42-66 (Inderscience).
5. Standards, benchmarks and qualitative indicators to enhance the institution’s activities and performance: Surveys and data analysis. International Journal of Knowledge-Based Organizations (IJKBO),2015, 5 (4), pp.38-62 (IGI, USA).
Regards,
Zuhair
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