Why Performance Management?Performance is different from activitiesKey performance areas (KPAs) give direction to

managers and enable them to achieve higher results

Review of past performance and learning from the same

Identification of organizational, functional and individual goals

Evolving an action plan indicating what needs to be done by whom, how and when

IMPORTANCE

LOW HIGH

URGENCY

LOW

HIGH

KPAs(20% ActivitiesLead to 80%Results)

EMERGENCY

ACTIVTY TRAP

FIREFIGHTING

Teaching

Research

ServiceAdvising

Mentoring

Different Functions of A Faculty Member

Performance enhancement

Competency development, learning climate and performance management

People and people processes Educational leaders, Faculty and Staff

Operational ProcessesCurriculum, content and

instruction Consultancy Research and doctoral education

ProductsEmployability Org. productivity Intellectual Capital

Performance Management: Historical Perspective Traditionally, universities followed the confidential annual

report system, followed by the governments Fixed amount of increase (annual increment) in salary

was/is guaranteed Salary was not competitive. Promotions were infrequent.

Promotion was more a function of one’s network than merit Inbreeding and old boy network, based on caste and

kinship were prevalent affecting PMS and career development. Allegation of corruption in appointment and promotion at least in affiliated colleges cannot be rejected

Hence, performance was more a matter of conscientiousness. Non-performers were hardly punished

Performance in the 21st Century 6th Pay Commission recommended competitive

compensation for faculty Performance standards were also set by the

University Grants Commission Performance is categorised in three categories:

teaching, extension and research IIMs, IITs and other institutions also evolved their

performance measurement management system However, there is nebulous relationship between

performance and rewards in most institutions, except in some management institutions

Need for Modern PMS Most faculty are unclear about the expectations of their institutions

from them. As a result, they are ambiguous and uncertain about their roles

Higher expectations lead to higher expectations The way to transform performance is to clarify expectations and to use

appropriate rewards and punishments Individual performance has to be aligned with the strategic objectives

of an institution Measurement of performance reduces subjective evaluation and

results in specific feedback Faculty, like other individuals, like to maximise their gains Academic job has high intrinsic value. However, extrinsic rewards can

further increase performance Higher pay and rewards must be contingent upon higher performance Poor performance must be censured and punished to discourage poor

performance among faculty

Why Institutions Lack in PMS? Traditional orientation still dominates Educational leaders do not have right

aptitude and attitude towards modern PMS Professional talent managers are required to

facilitate modern PMS Lack of use of IT for PMS Lack of integration of performance, Learning,

counselling and rewards Lack of performance-based culture

Steps in PMS1. Setting of strategic objectives of an institution2. Breaking down strategic objectives at academic unit

and individual level3. Identification of performance fields (STAR-M) and

faculty competency model4. Quantification of performance dimensions5. Setting of performance standards6. Performance planning at academic unit and

individual levels7. Discussion between individual faculty and

educational administrators on performance targets and support requirements

Steps in PMS (Contd...)8. Mid-year monitoring of achievement of performance

targets9. Enabling and empowering of faculty throughout the

year10. End-year performance evaluation by a peer

committee11. Performance trend analysis for an individual faculty12. Comparison of performance by different faculty13. Final overall (performance and competency)

evaluation by the educational administrator14. Decision about rewards 15.Development of individual development plan

Common Anxiety About Performance ManagementIt is just a formalityIt does not work in my organisationMy superior is not objectiveMy performance cannot be measuredI am interdependent. Hence I cannot be

responsible for my resultsRewards are not based on performanceIt will not help in self-development

Standards of KPAsNumeric

Course load, papers, patents, working papers, extension work, etc.

DeadlineResearch projects, development of programmes and

courses, submission of assessed work, etc.Negative

Complaints against faculty, Grievance about assessment, Absenteeism, Lower faculty ratings, etc.

Discussion With the Superior About KPAs

Submit your performance appraisal format to the superior

Do your homework wellAppreciate superior’s priorities and concernsBe ready for give and takeTry to find common threads

CompetenciesThese are the capabilities that people bring to the

jobThey refer to ability, skill and knowledgeThey are derived on the basis of exemplary

performersThere are different levels of a competencyA competency can be evaluated on the basis of

observation of behaviour and critical incidents

Biases in Competency EvaluationStereotype and prejudiceHalo effectHorn effectLeniencyStrictnessCentral tendencyRecency effectSpillover effect