GUIDE FOR COMPLETION OF UNIVERSITY PERFORMANCE FORM

GUIDE FOR COMPLETION OF UNIVERSITY PERFORMANCE FORM The annual performance management exercise is to evaluate the performance and achievements of academic staff. This exercise normally operates within the fourth quarter of each calendar year and applies to all confirmed full-time academic staff. The Performance Planning and Review process measures the achievement of staff in the areas of,, Administration and Professional Development. Academic workload planning is part of Performance Planning and is undertaken by the staff member at the beginning of the performance management exercise, through consultation and mutual agreement with the Appraiser. PERFORMANCE PLANNING The proportion of workload in each area may vary, depending on the academic career track, level of appointment and specified involvement of an academic staff member in research or administrative work. The indicative workload weightages according to career stream and appointment level are as follows: TEACHING STREAM Senior Principal Professorial Assistant (%) 65 65 60 50 45 (%) 5 5 5 10 10 Administration (%) 5 5 10 15 20 Professional Development (%) 5 5 5 5 5 Flexible (%) 20 20 20 20 20 TEACHING & RESEARCH STREAM Lecturer Senior Lecturer Associate Professor Professor (%) 50 45 35 30 (%) 20 20 25 25 Administration (%) 5 10 15 20 Professional Development (%) 5 5 5 5 Flexible (%) 20 20 20 20 RESEARCH STREAM Senior Associate Professor Assistant (%) 5 5 5 10 10 (%) 65 65 60 50 45 Administration (%) 5 5 10 15 20 Professional Development (%) 5 5 5 5 5 Flexible (%) 20 20 20 20 20 Professor In consultation with the Appraiser, the staff member distributes maximum percentage weightages across,, and Administration sections in the performance form, using the guidelines above. The guidelines are intended to reflect differences in the focus of work between the three career streams. The "flexible" portion may be distributed between of,, and Administration sections to reflect the focus of the staff member s individual contributions. The weightage for Professional Development is fixed at 5% and the combined maxima for of,, and Administration sections should total 100%. 1

Individual core activities within each area are then selected and allocated sub-weightages. The subweightage of important core activities may be pre-determined by the Appraiser and applied consistently across the Department (for example, a Head of Department may determine that the sub-weightage of A. Workload for the Department is fixed at 30%). Planned activities are determined for each selected core activity, and these form the basis of the Performance Review process. Planned activities are specific and measureable goals for which staff will be held accountable. WORKLOAD PLANNING The weightage determined for the performance management process will be used to guide the allocation of workload. This is recorded on the Workload template. workload is calculated based on the following information: Subject code and name of subjects taught Credit value of subjects Level of subjects, whether Diploma, Bachelor or Masters Semester in which the subjects are taught Number of students (forecast) Duration of teaching/supervision per semester Lecture, tutorial, laboratory and other contact hours Number of repeated sessions for tutorial, laboratory or other non-lecture contacts Supervision of undergraduate students (for final year projects or internships) Workload planning for research is done by considering the following: Projects or grants currently held by the staff member Plans for research output, advanced scholarship or research exploitation initiatives Plans for research student supervision or examination Workload planning for administration is done by considering the following: Undertaking the following roles: - Head of Department/Centre/Operations - Programme committee chair/coordinator Plans for development of new programmes and/or new subjects CORE ACTIVITIES The following notes are intended to guide the staff member in completion of Part II of the MFE form. They explain the core activities in,, Administration and Professional Development. TEACHING A. Workload The workload for a staff may range from 15 to 30 points per year. Based on the workload weightage allocated for, a recommended total teaching workload points is allocated. Staff will be allocated teaching duties based on this recommendation. During the performance review, the workload template will be completed with the actual information available. Performance for this section is assessed by comparing achieved workload with planned workload. 2

B. Student Evaluation The score achieved is derived from the Student Evaluation of section of the Student Evaluation of Subjects and survey conducted at the end of every semester, which carries a maximum score of 100. It is expected that the average score across all subjects taught will be 70 and the rating as follows: Average student evaluation score (X) 0.00 X < 52.50 52.50 X < 70.00 70.00 X < 73.50 73.50 X < 87.50 87.50 X 100.00 Rating Unsatisfactory Inconsistent Achieves Exceeds Outstanding C. HOD Evaluation Head of Departments conduct at least one lecture observation and this is recorded in the Lecture Observation and Appraisal Form (LOAF). The final score (maximum of 100) from LOAF is entered into this section. The average score across all subjects observed will be rated as follows: Average LOAF score (ί) 0.00 ί < 50.00 50.00 ί < 60.00 60.00 ί < 70.00 70.00 ί < 80.00 80.00 ί 100.00 Rating Unsatisfactory Inconsistent Achieves Exceeds Outstanding D. Innovation This section records the nature of innovative approaches to teaching and the semester in which they were introduced. Examples of such innovations are: Development of blended learning components within subjects to support the University s MOOCs initiative Development of course sites on elearn Development of materials with interactive content Development of teaching and learning tools such as tables of specifications templates, item analysis worksheets, question banks, etc. E. Leadership & recognition in This section records the staff member s contributions to the improvement of teaching beyond the classroom. Examples include: The receipt of awards Appointments as external examiner Sharing of best practices in teaching and learning Mentoring roles are also evidence of leadership RESEARCH A. Publication Output This section records research output produced in the year of review. The extent of achievement is determined not just on the quantity, but also on the quality of the research output. The type of output and its impact factor, where relevant, should be stated. The following types of output, which contribute to MyRA statistics, are preferred: Citation-indexed journals (including refereed proceedings) Non-citation-indexed journals 3

Number of books (4 chapters 1 book) Any publication that has created an impact on government, society or national policy (examples are articles in newsletters or magazines, significant technical reports for government agencies) Other publications may be in the form of technical reports, concept papers, conference poster presentations or conference proceedings. Submission of papers or manuscripts for publication is only acceptable as planned activities for early career researchers only. The Office may be consulted for further clarification. B. Projects & Grants This section records the plans for achievement of new grants, the details of all grants held as well as on-going research projects. The following types of grants, which contribute to MyRA statistics, are preferred: Grants from government agencies Internationally- funded grants Privately- funded grants Details of achievement of project or grant funding indicating: Source of funding Amount of funding Duration of the project or grant Role of staff, whether as principal investigator, or collaborator Sources of funding other than those mentioned above should also be recorded (for example: Internal grant.) Submission of applications for grants is only acceptable as planned activities for early career researchers only. C. Student Supervision/Examination This section records the number of postgraduate students supervised as well as those examined, whether from Sun-U or other institutions. The following types of supervision, which contribute to MyRA statistics, are preferred: PhD students graduated Masters (by ) students graduated student supervision or examination in the following categories is also accepted: PhD students enrolled Masters (by ) students enrolled Masters by (Mixed mode) students graduated Masters by (Mixed mode) students enrolled D. Advanced Scholarship It is expected that scholarship activities are undertaken to keep abreast of and to contribute to current development of the staff member s own field of expertise. Examples of such activities are: Subjects refined Textbooks/handbooks/manuals/online resources produced that are available for use by others Creative outputs Publication in journals for the scholarship of teaching and learning (need not necessarily be a primary research article) 4

Advanced scholarship may be defined broadly as the critical reinterpretation, application and transfer of existing knowledge. This involves being at the forefront of an academic discipline or area of professional practice. This section describes activities undertaken that contribute to improvement of higher education understandings and practices and demonstrate how these have enhanced the student learning experience. Staff may also describe involvement and collaboration in / Pedagogy/ Education projects with other faculties or other institutions, and the results achieved. Examples of such activities are: Authorship or contribution to, or review of, postgraduate text books Service to national bodies in Higher Education (e.g. MQA, MoE) or to a relevant discipline-related body invitation as keynote speaker at international conferences, in recognition of staff expertise in his/her discipline area Leading discipline-related workshops/educational symposia E. Professional Output (Creative Works) The University recognises creative works as professional outputs. Such outputs must be made openly available, for example in an exhibition or public performance. This section records all professional output produced in the following areas: Performances Films Compositions (musical or others) Illustrations/Artwork/Web-based work Culinary art Details of works that have been exhibited or that have received recognition and awards should include the level of recognition received, whether at University, National or International level. Participation in competitions should also be recorded. F. Exploitation This section records plans for exploitation of research towards income generation. The following categories which contribute to MyRA statistics are preferred: Patents granted Patents filed New products licensed for commercialization New technology know-how/ licensing Intellectual property rights/ Copyrights/ Trademarks Original scholarly works which are refereed and published are accepted. Other works may include Technical reports. Information of expected income to be generated is to be provided, where available. G. Leadership and Recognition in Recognition of leadership in research is evidenced by one or more of the following: Prizes or awards received Invitation to undertake reviewing or editorial role Invitation as keynote speaker at international conferences Leadership role in research collaboration with external institutions Participation in international and national research-related activities Mentoring of early career researchers 5

ADMINISTRATION A. Contribution to the University This section records involvement in Departmental, School and University activities such as: Participation in curriculum review Contribution to the development of new programmes or new subjects Membership of committees Participation in marketing related activities Acting as a trainer for University training programmes B. Contribution to Community and Society This section records contributions toward community engagement, such as: Delivery of seminars and workshops for the public Involvement in community service Active involvement in external committees Participation in conference or workshop organizing committees C. Leadership in Administration and Management Leadership in administration and management is generally indicated by leadership in national and international committees, professional bodies or projects. The following may be recorded in this section: Programme leadership and subject leadership activities such as undertaking coordinating roles within the Department or School Championing University initiatives, such as OnBrand, elearn, etc Participation in national policy development forums Establishment of linkages with industry and international institutions Leadership role in professional bodies and external committees Serving as consultant for commercial companies or industry PROFESSIONAL DEVELOPMENT A. Short Training Courses/Seminars/Workshops/Conference Participation The University expects, in compliance with MQA, that all staff should undertake at least five (5) days of training per year. This section records all training beneficial for the personal and professional development of staff, including the number of days fulfilled. B. Pursuit of New Academic/Professional Qualifications Professional qualifications should be relevant to the staff member s area of focus/discipline. Staff pursuing doctoral studies may allocate up to 80% weightage to this section. Achievement is measured against agreed milestones and timelines determined. C. Professional Body Membership It is expected that all academic staff should be a member of at least one professional body. 6

PERFORMANCE REVIEW During performance review, the Appraisee records details of achievement in the relevant sections. The Appraiser assesses the achievements and contributions against planned activities, and confirms the performance score, guided by the table below. Achievement level Outstanding Exceeds Achieves Inconsistent Unsatisfactory Evaluation Performance levels and accomplishments far exceed normal expectations. This category is reserved for the employee who truly stands out and clearly and consistently demonstrates exceptional accomplishments in terms of quality and quantity of work that is easily recognized as truly exceptional by others. Performance frequently exceeds job requirements. Accomplishments are regularly above expected levels. Performance is sustained and uniformly high with thorough and on time results. Performance clearly and fully meets all the requirements of the position in terms of quality and quantity of work. It is described as good, solid performance. Minor deviations may occur, the overall level of performance meets or slightly exceeds all position requirements. Performance is noticeably less than expected. Usually performs to and meets job requirements, however the need for further development and improvement is clearly recognized. Performance must improve significantly within a reasonable period of time if the individual is to remain in this position. Document log: Date Nature Description Section/Page 20 Sept 2013 New Document approved for use 14 Feb 2015 Revision Elaborate sub-weightage allocation Revision of student evaluation scores from 5 point scale to 100% scale. 14 Feb 2017 Revision Update of guide document in light of changes to Academic Workload document migration to online platform SAP SuccessFactors Page 2 Section A2 Achievement level Indicators renamed. Obsolete 7