Menu
Home > Policies > Policy & Procedure >
Policy & Procedure
Policy Title :
Annual Performance Review Policy
Policy Number :
I. E-2
Responsible Party :
Human Resources
Effective Date :
05/12/2013
Revised Date :
_______________________

Purpose

To declare PMU guidelines with regards to PMU Employees Annual Performance Review and ensure uniform interpretation and application of this policy.

Statement :

A key element in employee development is an annual performance review.  The purpose of this annual review is:

  • To provide an employee feedback on their job performance during the past year
  • To provide guidance to an employee on the areas in which they need to  improve performance;
  • To identify training and development needs;
  • To set goals and objectives for the forthcoming year;
  • To provide a documented record of an annual performance review for use in administrative decisions, such as, contract renewal.

The performance evaluation process seeks to encourage and motivate employees to do their best while striving for fair treatment for all employees.  The annual review process is to be supplemented by an ongoing and continuous informal process of feedback by the supervisor to the employee during the course of the year.

Evaluation of Faculty

The primary purpose for evaluating faculty performance is to improve the quality of student learning. A secondary, but also essential, purpose is to provide a sound basis for making decisions about promotion, salary increases, and renewal of appointment. The faculty evaluation process described herein shall occur on an annual basis starting in the second year of employment. The process includes self-evaluation, student evaluations, and evaluation by the Chair or Associate Chair. A comprehensive faculty evaluation report will be prepared by the Chair or Associate Chair and provided to the faculty member annually, and a copy will be kept on file by the Chair. This evaluation report shall consist of (1) a summary of findings from the review of the professional portfolio (portfolio and portfolio review process described below), (2) a summary of student evaluation results, and (3) the chair’s or associate chair’s evaluation.

Criteria for Evaluation

The PMU is committed to educating the whole person, recognizing that success in the world depends not only on knowledge of a specific academic discipline, but also on a broader set of skills and abilities. Accordingly, part of the distinctive character of the PMU is its commitment to six basic learning outcomes or competencies that all students must meet in order to graduate. While all of the courses and programs of study at PMU are designed to instill and foster these competencies, it is acknowledged that students are most likely to achieve them as the result of seeing them exemplified in, and practiced by their teachers and mentors. For this reason, the focus of PMU’s faculty evaluation plan, and the basis for measuring faculty achievement, shall be the extent to which the faculty member has demonstrated mastery of the six basic competencies within the three areas of faculty achievement – teaching, scholarly and creative activity, and service. It should be noted that faculty in the Preparatory Program will focus on Teaching and on Service components.

Six Distinctive Competencies

The six designated PMU competencies address what PMU graduates will need to know, and what they must be able to do, in order to be successful in their chosen fields and to contribute to the development of their community and the Kingdom. These competencies, therefore, should be exemplified in the behavior of all faculty members. The six PMU learning outcomes are:

  • Communication: the ability to declare effectively in both English and Arabic in professional and social situations.
  • Technological Competence: the ability to use modern technologies to acquire information, declares, solve problems, and produce intended results.
  • Critical Thinking and Problem Solving: the ability to reason logically and creatively to make informed and responsible decisions and achieve intended goals.
  • Professional Competence: the ability to perform professional responsibilities effectively in both local and international contexts.
  • Teamwork: the ability to work effectively with others to accomplish tasks and achieve group goals.
  • Leadership: the ability to be informed, effective, and responsible leaders in family, community, and the Kingdom.

Three Areas of Faculty Achievement

The primary areas of responsibility to which the PMU faculty member will devote his or her efforts are:

  • Teaching: Including, but not limited to, instruction in the classroom, laboratory or other university settings; performing tasks auxiliary to teaching; advising students (for those faculty members who participate in the university’s Academic Advising Services) and maintaining office hours in accordance with university guidelines.
  • Scholarly and Creative Activity: Including, but not limited to, exploring, discovering, and creating new knowledge and possibilities for its application.
  • Service: Including, but not limited to, serving on department, college, university, and ad hoc committees; performing administrative tasks when required or requested; using professional expertise to contribute to the welfare of the local and wider communities; and providing leadership and support within one’s academic and professional discipline.

It should be noted that faculty in the Preparatory Program should concentrate on teaching and on service and will be evaluated in these areas.  Those in the regular college programs must look at all three areas.  Though certain of the six distinctive competencies may be more easily or logically demonstrated within certain of the three areas of achievement, the ideal toward which all faculty members should strive, and which should serve as the hallmark for all components of the faculty evaluation system, shall be demonstrating each of the competencies within each of the areas of achievement, as suggested by the following matrix:

Distinctive Competencies Areas of Achievement
Teaching Scholarship and Creative Activity Service
Communication      
Technological
Competence
     
Critical Thinking
and Problem Solving
     
Professional
Competence
     
Teamwork      
Leadership      

 

Self-Evaluation

Faculty self-evaluation consists of two components – the annual self-evaluation report and the professional portfolio.

  • Annual Self-Evaluation Report Starting in the second year of employment and each year thereafter, by no later than the midpoint of the first semester, the faculty member will submit a self-evaluation report to the Chair or Associate Chair. . In this report the faculty member from the Preparatory Year will describe his or her activities and accomplishments in the areas of teaching and service during the preceding year. All other faculty members will describe activities and accomplishments in the areas of teaching, scholarly and creative activity, and service during the preceding year. All activities or accomplishments included in the report must be documented upon request by the Chair or Associate Chair. Forms may be obtained from the office of the department chair or the associate department chair. A copy of this is available in Appendix A of this policy.
  • Professional Portfolio Starting in the second year of employment and each year thereafter, by no later than the midpoint of the first semester, the faculty member will make his or her professional portfolio available to the Chair or Associate Chair and to fellow faculty members as explained in the section below entitled Portfolio Review. Each faculty member should begin creating a portfolio during the first semester of employment, and it should be continually updated and maintained. The formal contents of the portfolio should include items that document the faculty member’s professional development and achievement. The informal contents of the portfolio include anything else that the faculty member believes to be relevant and appropriate regarding his or her professional development. The contents of a typical professional portfolio are described in Appendix B of this policy.
  • Portfolio Review Starting in the second year of employment and each year thereafter, by no later than the midpoint of the first semester, the faculty member will make his or her professional portfolio available to the Chair or Associate Chair and to those fellow faculty members within their department or program whose contracts have previously been renewed at least once. Criteria for portfolio review and standardized formats for recording the results of these reviews should be developed by the faculty within each department or program in conjunction with staff from the Professional Development Center. Reports of portfolio reviews by fellow faculty members will be forwarded to the Chair or Associate Chair.
  • Student Course Evaluations Student evaluations are end-of-semester assessments of course content and instructional performance made by the students enrolled in the course. Student course evaluations will be conducted for all classes at the end of each semester. A generic course evaluation form has been developed by university faculty. When warranted, individual departments or programs will develop program-specific items to be added to the generic instrument.
    Course evaluation forms are to be filled out anonymously by students during a regular class meeting near the end of the semester. The faculty member will not be present in the classroom while students are filling out the course evaluation form. A student or another faculty member will return completed course evaluation forms to the office of the Chair or Associate Chair where they will be maintained.
    The results of the course evaluations for a faculty member’s classes are released to the faculty member after semester grades have been posted.
  • Classroom Visitations Unscheduled classroom visits will be conducted from time to time by the department chair or associate chair or one of their designees.  The form that will be used is found in Appendix D of this document.  The primary purpose of these unscheduled visits will be to document classroom performance and to provide feedback to instructors to aid with professional growth.  Reports of each visit will be held in the office of the department chair or the associate department chair.  While these classroom visits will apply primarily to the preparatory year faculty, at the discretion of the department chair or the associate, unscheduled visits may be made on all other faculty.
  • Evaluation by Chair or Associate Chair Starting in the second year of employment and each year thereafter, by no later than the end of the first semester, using information from faculty members' self-evaluation reports, student evaluations, and personal observations, the Chair or Associate Chair will respond to each faculty member's performance in the areas of teaching and service for the preparatory year teachers for the previous year.  For other faculty they will look at teaching, scholarly and creative activity and service during the preceding year. The primary aim should be to foster improvement, and activities should be suggested for improving performance in specific areas where the need is indicated.

    At the appropriate time the Chair or Associate Chair will provide feedback to the faculty member and schedule a meeting to discuss it. A faculty member who is dissatisfied with the ratings assigned by the Chair or Associate Chair must meet with the Chair or Associate Chair. Other faculty members may waive the right to this meeting if the Chair or Associate Chair also agrees.

    If a faculty member remains dissatisfied with the ratings assigned by the Chair or Associate Chair after this meeting, he or she may request a review of his or her performance by a committee of at least three faculty members in the department whose contracts have been renewed at least once. If a department has an insufficient number of such faculty members, then faculty members from other departments may serve. The faculty of each department should elect the review committee before the evaluation process begins. This committee reviews the faculty member's performance and evaluation and makes its recommendation to the Dean separate from the Chair's or Associate Chair's recommendation. A faculty member dissatisfied with the Dean's resolution of the issue may undertake formal grievance procedures.

Responsibilities

Each Vice Rector, Dean or Director is responsible for the annual performance review of the employees in their area of responsibility. The Human Resources Department is responsible for forwarding a performance evaluation form to the appropriate administrator prior to a staff employee’s annual performance review date.  The annual review of all faculty employees is initiated by the Dean concerned.
 

Discussions with Employee

Following completion of the evaluation form, the Vice Rector, Dean or Director will discuss the evaluation with the employee. In the event the employee disagrees with any part or wishes to comment, the evaluated employee will note his comments on the evaluation form.  Assistance will be available from the Human Resources Department to discuss the areas of agreement and disagreement to see if the differences might be resolved.  If not, the matter will be referred to a senior level administrator to resolve.
 

Records

Signed copies of the evaluations will be forwarded to the Human Resources Department for inclusion in the employee's personnel file. The employee will receive a copy of the evaluation from his/her Department Director before submission to the Human Resources Department.
 

Confidentiality

Evaluations are to be treated with the utmost confidentiality by all parties concerned