New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Continuing Professional Development
The most important ingredient needed for an educational organization to succeed is excellent performances of its faculty members. With that ingredient in place, everything else, such as, development of infrastructure, collaboration with industry and social organizations, and other universities as well as quality intake of students can progress rapidly.
We hypothesized that performance of a faculty depends on their being inspired which in turn depends on having clarity of their individual goals and alignment between individual and organizational goals. Some faculty members are inherently inspired, have clarity and proper alignment of the goals and perform very well. The administration has to just ensure that they are allowed to function smoothly. The number of such inspired faculty is usually small, though. The rest of faculty member’s performance has to be brought to the required levels. They would not have really thought about and chiseled out their goals or sought their alignment with the organizational goals. Such faculty members require facilitation for goal-setting for which we decided to use a movie. We screened a popular Indian movie called “Lakshya” (meaning “target or goal”) to all the faculty members at a university campus housing three different schools and having ninety-four faculty members. The movie emphasizes the importance of setting goals. We then asked faculty members to reflect on their goals and after a couple of days administered a google survey that sought their goals. We found out that out of eighty-eight faculty members who were present for the movie screening, forty-five did not have clarity of their goals, one didn’t want to disclose the goal and three had self-oriented goals such as obtaining a higher degree. The rest thirty-nine did have clarity of the goals and they were aligned with the organizational goals.
A year after the above exercise, we evaluated the performance of faculty members based on peer ratings and correlated it with their goal clarity. We chose peer rating as it takes into account all the aspects – teaching, research and service - of faculty member’s performance. We found that the performance of faculty members who had clarity was significantly better (p value 0.0002) than the rest. We need to iterate this experiment in different settings to validate the findings. We also need to catalyze the goal-setting through other means such as special counseling sessions and assess its impact on goal clarity and performance. It may be worthwhile to use 360 degrees feedback to evaluate faculty performance.
Waychal, P. K. (2016, June), Examining the Effect of Goal Clarity on Faculty Performance Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26797
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