Organization in focus: Institute of Business Administration, University of

Dhaka
Job focus: Faculty

Overarching Goals of the Performance Management

Process
The purpose of the performance management process would be to achieve the
following goals:
1. promote teacher development;
2. provide meaningful appraisals of teachers performance that encourage
professional learning and growth;
3. identify opportunities for additional support where required

1. Key Performance Areas

The teaching evaluation will be based only on teaching activities during the current
evaluation year. Performance expectations of classroom teaching effectiveness
will be the same for all faculty members, irrespective of their assigned workload
tracks. Although the evaluation of the teaching component of a faculty member's
workload will be based primarily on classroom performance, faculty members will
be expected to perform teaching-related activities such as development of new
courses and/or development of innovative teaching methods.
Teaching Performance Criteria:

Developing course content that is at the leading edge

Demonstrating innovation in course design/delivery
Maintaining course pedagogy at the leading edge
Maintaining content, materials, pedagogy appropriate to the level of the
course
Preparing new courses
Revising previously-taught courses significantly
Holding sufficient office hours and meeting all professional obligations to
students
Grading rigorously
Using higher-order learning activities in courses, e.g., Essay exams, Individual
projects/cases, Writing and/or speaking assignments, Overseeing student
projects with company sponsors, Assignments requiring computer skills,
Assignments requiring quantitative analyses, Developing a guest speaker
series
Providing timely and quality feedback to students
Using technology to enhance course delivery
Publishing teaching-related manuscripts/textbooks/cases
Supervising independent studies/directed research

Achieving positive evaluations/feedback from students

Participating in the preparation, publication, measurement, and achievement
of assessment-related learning outcomes
Maintaining a high rate of student presence in assigned classes
Participating in PhD student training (dissertation chair, committee member,
mentor, etc.)

Key competencies
Commitment to Students and Student Learning
Members [of the Ontario College of Teachers] are dedicated in their care and
commitment to students. They treat students equitably and with respect and are
sensitive to factors that influence individual student learning. Members facilitate the
development of students as contributing citizens of Canadian society.

Professional Knowledge
Members strive to be current in their professional knowledge and recognize its
relationship to practice. They understand and reflect on student development,
learning theory, pedagogy, curriculum, ethics, educational research, and related
policies and legislation to inform professional judgement in practice.

Professional Practice
Members apply professional knowledge and experience to promote student
learning. They use appropriate pedagogy, assessment and evaluation, resources,
and technology in planning for and responding to the needs of individual students
and learning communities. Members refine their professional practice through
ongoing inquiry, dialogue, and reflection.

Leadership in Learning Communities

Members promote and participate in the creation of collaborative, safe, and
supportive learning communities. They recognize their shared responsibilities and
their leadership roles in order to facilitate student success. Members maintain and
uphold the principles of the ethical standards in these learning communities.

Ongoing Professional Learning

Members recognize that a commitment to ongoing professional learning is integral
to effective practice and to student learning. Professional practice and self-directed
learning are informed by experience, research, collaboration, and knowledge.

Performance Management System

Appraisal System
The Faculty Appraisal System is a six-fold process including the following elements:
1
2

KPI and Competency based assessment

Self Assessment

3
4
5
6

Student assessment
Assesmnet of working conditions (inhibiting and facilitative factors)
Reassessment of Position Description
Feedback mechanism: Faculty Development program (FDP)

Framework

Time Frame
Performance appraisals should be completed upon the following occasions:
a)
b)
c)
d)
e)

After the initial probationary period.

On or about each anniversary date of employment;
When the faculty member is transferred or promoted to a new position;
When the faculty member is assigned to a new supervisor;
At the time of the faculty member is to be termination, if a disciplinary or
termination report is not prepared; and
f) Whenever deemed appropriate by the University administration.