登录查看更多内容

What are the best practices for addressing underperforming faculty members?

由人工智能和领英社区提供技术支持

Underperforming faculty members can pose a challenge for higher education institutions, especially when it comes to maintaining academic quality, student satisfaction, and institutional reputation. However, addressing underperformance is not a simple or straightforward task, as it involves multiple factors, such as personal circumstances, professional development, performance expectations, and feedback mechanisms. In this article, we will explore some of the best practices for dealing with underperforming faculty members in a respectful, constructive, and effective way.

此文章中的业界达人

由社区从 4 条内容中精选。了解更多

Adrian Jorge Cruciani

Jefe de Departamento de Medicina Interna Clinica Cuidad de la Vida Hospital Universitario Obra social del Personal…
Shoroq Fandi

20+ Experience | Director | Advisor | Consultant | Strategic Partnerships | Education | Higher Education | Doctoral…

1 Identify the causes of underperformance

The first step in addressing underperformance is to identify the possible causes behind it. Underperformance can stem from various sources, such as lack of motivation, skills, or resources, personal or family issues, health problems, burnout, or dissatisfaction with the work environment. By understanding the root causes of underperformance, you can tailor your approach and offer appropriate support and guidance to the faculty member.

添加您的观点

Adrian Jorge Cruciani

Jefe de Departamento de Medicina Interna Clinica Cuidad de la Vida Hospital Universitario Obra social del Personal Grafico-UAI
举报内容
El bajo rendimiento en las prácticas sobre todo en los estudiantes de medicina está condicionado muchas veces por la falta de personalización del profesor hacia el estudiante en cuanto a la supervisión y fiscalización de las mismas con ausencia de correcciones ante errores cometidos… a esta mejora se debe apuntar…

已翻译

赞
Alicia Alvarez, PhD

Director of Clinical and Research Services at UTCCB
举报内容
In my experience there are some strategies such as review performance metrics, collect feedback from students, colleagues, department heads, and other stakeholders, assess workload and expectations, assess the availability of resources and support, examine institutional culture, evaluate faculty development needs, assess work-life balance, explore personal circumstances, consider motivation and engagement, gather additional data as needed, and involve relevant stakeholders. However, it's essential to approach this process with empathy, fairness, and a commitment to supporting the success of faculty members.

已翻译

赞

2 Communicate clearly and respectfully

The second step in addressing underperformance is to communicate clearly and respectfully with the faculty member. This means setting realistic and measurable performance goals, providing regular and constructive feedback, and listening to their concerns and perspectives. Communication should be based on mutual trust and respect, and avoid any judgmental, accusatory, or hostile tone. Communication should also be documented and transparent, and follow the institutional policies and procedures.

添加您的观点

Ricardo Elías Mauricio Chamorro

--
举报内容
At the university where I work, we also had these kinds of problems. We help teachers improve their performance and become a valuable asset to the institution. With a group of colleagues we addressed the problematic situation: We identified poor performance: We collected critical evidence from these activities carried out in the classroom. We analyze the root cause, talking to the teachers privately to understand their problem. We use open communication and support for "problem" teachers. We draw on ongoing support, provide training, updating, and resources. We recognized the improvements, to keep the motivation of the teachers high.

已翻译

赞

3 Provide opportunities for professional development

The third step in addressing underperformance is to provide opportunities for professional development to the faculty member. Professional development can help improve the faculty member's skills, knowledge, and confidence, as well as enhance their engagement and motivation. Professional development can include formal training, mentoring, coaching, peer observation, or collaboration. Professional development should be aligned with the faculty member's needs, interests, and goals, and be supported by adequate resources and recognition.

添加您的观点

4 Implement a performance improvement plan

The fourth step in addressing underperformance is to implement a performance improvement plan (PIP) for the faculty member. A PIP is a formal document that outlines the specific performance issues, the expected outcomes, the actions to be taken, the timeline, and the evaluation criteria. A PIP should be developed in consultation with the faculty member, and reviewed and updated regularly. A PIP should also include the consequences of failing to meet the performance standards, such as probation, suspension, or termination.

添加您的观点

5 Monitor and evaluate progress

The fifth step in addressing underperformance is to monitor and evaluate the progress of the faculty member. This means tracking and measuring the performance indicators, collecting and analyzing data, and providing feedback and recognition. Monitoring and evaluation should be done consistently and fairly, and involve both qualitative and quantitative methods. Monitoring and evaluation should also be used to identify any barriers or challenges that may hinder the performance improvement, and to adjust the plan accordingly.

添加您的观点

6 Seek external assistance if needed

The sixth step in addressing underperformance is to seek external assistance if needed. Sometimes, underperformance may be beyond the scope or capacity of the individual or the institution, and may require the intervention of a third party, such as a mediator, a counselor, a legal advisor, or a disciplinary committee. Seeking external assistance should be done in accordance with the institutional policies and procedures, and with the consent and involvement of the faculty member.

添加您的观点

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

添加您的观点

Shoroq Fandi

20+ Experience | Director | Advisor | Consultant | Strategic Partnerships | Education | Higher Education | Doctoral Candidate
举报内容
It's also crucial to recognize the diverse backgrounds and teaching philosophies that faculty bring to the table, ensuring that strategies for improvement are inclusive and equitable. Consider the role of mentorship and peer support in providing a constructive environment for faculty development. I notice many institutions lack what it means to foster a culture of open dialogue and continuous improvement. This can encourage faculty to engage more deeply with their roles and responsibilities.

已翻译

赞

Higher Education

+ 关注

给文章评分

我们借助人工智能创建了此文章。您认为这篇文章怎么样？

很棒不太好

举报此文章

查看全部

What are the best practices for addressing underperforming faculty members?

1

2

3

4

5

6

7

1 Identify the causes of underperformance

2 Communicate clearly and respectfully

3 Provide opportunities for professional development

4 Implement a performance improvement plan

5 Monitor and evaluate progress

6 Seek external assistance if needed

7 Here’s what else to consider

Higher Education

给文章评分

感谢您的反馈

更多Higher Education相关文章

更多相关阅读内容

What are the best practices for addressing underperforming faculty members?

1

2

3

4

5

6

7

1 Identify the causes of underperformance

2 Communicate clearly and respectfully

3 Provide opportunities for professional development

4 Implement a performance improvement plan

5 Monitor and evaluate progress

6 Seek external assistance if needed

7 Here’s what else to consider

Higher Education

给文章评分

感谢您的反馈

查看其他技能