Processes (P)
4P10 Collecting and Analyzing
Measures for Valuing People
In October 2004, a committee evaluated the personnel evaluation process and recommended changes to expand the process into an employee development tool. Training for all supervisors resulted in a clearly defined process and rating criteria. Goal setting and objectives were added to the process to enable recognition of employee accomplishments. The personnel evaluation process encourages employee development, helps to determine department and campus training needs, and complements pay-for-performance process goals.
The 2004 evaluation process is used as the initial benchmark for tracking the results of the personnel evaluation process. Evaluations are conducted each year (4P6).
The evaluation of faculty is a continuous process that involves the accumulation of relevant data and information that permits judgments concerning performance. Evaluation procedures are used in annual reviews, promotion and tenure decisions, and special reviews, such as the Governors’ Distinguished Professor Awards, or for professional, and sabbatical leaves.
In 2005, the Higher Education Research Institute (HERI) survey was used to determine faculty perception of the campus research environment, personal goals, job satisfaction and sources of stress (Figure 4.3).
Other measures include employee longevity and turnover rates and the Clery campus crime statistics (Figures 4.4).
Figure 4.3 HERI Faculty Perception Survey
(in percentage of faculty)
| |
Western |
ADP |
Campus
Compact |
All 4-year Institutions |
Teaching/Research Activities
|
Used scholarship to address local community needs |
60.7 |
54.4 |
46.0 |
49.7 |
Taught a service learning course in the last 2 years |
26.9 |
20.0 |
20.9 |
24.1 |
Collaborated with local community in research/teaching |
56.0 |
49.3 |
42.3 |
48.3 |
Used community service as part of coursework |
55.1 |
64.1 |
68.5 |
73.2 |
Other Professional Activities
|
Engaged in public service/professional consulting without pay in last 2 years |
71.9 |
62.3 |
56.5 |
64.1 |
Published op-ed pieces or editorials |
18.2 |
21.4 |
21.3 |
24.1 |
Advised student groups involved in service/volunteer work |
54.3 |
46.4 |
59.3 |
40.0 |
Educational Goals for Undergraduates Rated Essential |
Develop ability to think critically |
87.8 |
84.9 |
86.5 |
84.6 |
Instill in students a commitment to community service |
10.0 |
9.3 |
8.9 |
7.6 |
Prepare students for responsible citizenship |
22.2 |
22.2 |
20.8 |
18.3 |
Views on Engagement Rated Agree Strongly |
Colleges should be involved in solving social problems. |
10.2 |
16.9 |
46.0 |
16.3 |
Colleges should encourage students to be involved in community service activities. |
31.0 |
26.7 |
28.1 |
20.2 |
Colleges have a responsibility to work with their surrounding communities to address local issues. |
18.2 |
23.6 |
22.4 |
18.0 |
Including community service as part of a course is a poor use of resources. |
2.3 |
5.4 |
4.9 |
6.6 |
Institutional Priorities Rated Highest Priority |
To develop leadership ability among students |
14.6 |
13.2 |
15.0 |
9.4 |
To help students learn how to bring about change in American Society |
10.1 |
8.1 |
9.2 |
5.5 |
To provide resources for faculty to engage in community-based teaching or research |
9.2 |
9.2 |
7.9 |
6.3 |
To create and sustain partnerships with surrounding communities |
18.2 |
14.8 |
13.4 |
6.8 |
Figure 4.4 Clery Crime Statistics
(in numbers of incidents)
Crime |
2004 |
2003 |
2002 |
Burglary |
-on campus
|
61
|
47
|
61
|
Aggravated assault |
-on campus
|
7
|
2
|
6
|
-residential
|
6
|
2
|
6
|
Forcible sex |
-on campus
|
3
|
1
|
2
|
-residential
|
3
|
1
|
2
|
Vehicle theft |
-on campus
|
1
|
2
|
1
|
-residential
|
2
|
3
|
1
|
Liquor arrest |
-on campus
|
2
|
2
|
2
|
-residential
|
0
|
0
|
3
|
Drug arrest |
-on campus
|
7
|
2
|
3
|
-residential
|
4
|
0
|
3
|
|
Systems Portfolio Guide
