Productivity And Performance Management For Academia

Productivity and Performance Management for Academia

K.V. Subramanian University of Agricultural Sciences, Bangalore

01/20/10

1

Our Focus Today 

Our focus today 2-5



Some key words /concepts 6



Relevance of Productivity and performance Management in academia 7-12



Productivity and performance Management-Basics 13-15

01/20/10

2

Our Focus Today… 

Elements of performance 16-17



Benefits of productivity and performance management 18-25



Foundation for Performance management in academia 26-41



Institutional goal setting 42-49



Competencies for Institutional Effectiveness 50-54

01/20/10

3

Our Focus Today…

Industry - Academia analogy 55 Measuring

performance

and

productivity

in

academia 56-59  Monitoring performance 60-61  Why Measurement fails 62-63  Concept of Balanced Score Card – BSC 64-65

01/20/10

4

Our Focus Today

 Performance Appraisal system in academia 66-69

 Think about this – Conclusions 70-74 Reading material 75

01/20/10

5

Some Key words / concepts Changing scenario Multidisciplinary / redefining boundary of disciplines Collaboration Performance management basics, benefits of PM Holistic /systems approach 7S framework Organisational alignment Focus on goals and results Education – industry analogy Measurement and monitoring of performance Balanced Score Card Performance Appraisal in academia Incentives Discussion – points to ponder 01/20/10

6

Relevance of Productivity and Performance Management in Academia  Productivity, performance of higher education sector and reforms – topic of the day  Concerns of low value derived from resources deployed and huge untapped potential  Value in terms of quantum of output, quality / employability , benchmarking with world class institutions 01/20/10

7

Relevance of Productivity and Performance Management in Academia  Productivity measured in terms of no. of graduates/PGs/PhDs produced, research output, quality, publications, quality of the products (acceptance in industry, R&D, academia), 

Measures that can transform liabilities (population) into assets

01/20/10

8

Relevance of Productivity and Performance Management in Academia  Emerging paradigms of teaching

and learning,

redefining discipline boundaries, collaborative working – ag. economics, ag. engg., mgmt., medicine, medical elec., biotech,..  Opportunity from barriers broken by policy changes, to operate beyond the borders – eg. leading institutions such as the IIMs 01/20/10

9

Relevance of Productivity and Performance Management in Academia  Threat - competition for students, funds, research grants, employers seeking candidates from competitors  Expectations and demands to align with the best in class globally, to be in the league

01/20/10

10

Relevance of Productivity and Performance Management in Academia

Practices followed (eg.cmm in IT, GAAP)- criteria for funding, benefits, opportunity, recognition and ranking by stakeholders (Healthcare, IT sectors) Opportunity to lead change and redefine rules of the game (eg. IT sector outsourcing, medical tourism)

01/20/10

11

Relevance of Productivity and Performance Management in Academia

Are we keeping with the times, moving forward or being pushed back?

01/20/10

12

Productivity and performance Management –Basics Performance management focuses on – 

Performance of Institution’s specific entities – departments, academic, extension, admn., individuals..



Processes - academics, course development, evaluation, R&D, budgeting, financial management etc

01/20/10

13

Productivity and performance Management –Basics 

Programs-

implementing

new

policies,

procedures, schemes, delivery of intended services to a community etc 

Service offers- Effective transfer of knowledge to the learning community

01/20/10

14

Productivity and performance Management –Basics



Projects - collaborative working of projects involving various agencies and individuals



Finally,

on

the

entire

institution

in

the

institutional space

01/20/10

15

Elements of performance 

Financial stability – Especially short-term survival, often ignored as an area of importance during capacity building ?



Program quality - This refers to UG/PG/ Research and others academic programs. Outcome of these programs in the end-user space forms part of program impact

01/20/10

16

Elements of performance



Institutional growth - attracting resources from various funding agencies. Growth in numbers

(UG/PG

grads.)

alone

not

an

indicator of performance 

Institutional stability - Transfer of knowledge to the learning community, creating value.. is consistently evaluated – Long term survival of the institution

01/20/10

17

Benefits of productivity and performance management 

Focuses on Result - Helps the institution and individual focus on expected results – rewards for results not inputs,SLAs in IT and

services,

evidence based payments in health care 

Creates accountability – Creates individual / collective accountability, to "put a stake in the ground“, compels collaboration & team work.

01/20/10

18

Benefits of productivity and performance management 

Depersonalizes issues - Supervisors focus on behaviors / results, rather than personalities



Validates

expectations

-In

today's

age

of

high

expectations when academia are striving to transform themselves and society, having measurable results can verify whether grand visions are realistic or not

01/20/10

19

Benefits of productivity and performance management  Helps ensure equitable treatment (of employees) as appraisals are based on results  Optimizes institutional functioning - Performance in the academia is closely aligned to goals and results  Cultivates a change in perspective - from activities to results

01/20/10

20

Benefits of productivity and performance management 

Performance reviews – Reviews focus on contributions to the institutional goals, e.g., appraisal forms include the question "What contributions are made to institutional goal and how?”

01/20/10

21

Benefits of productivity and performance management •

Supports communication among various groups – faculty, students, admin. external stake holders

•

Cultivates a systems perspective - Focus on the relationships and exchanges among subsystems – depts., processes, teams and other stake holders

01/20/10

22

Benefits of productivity and performance management

•

Creating the right focus - analysis on results helps to correct several myths, e.g., "learning means results", "job satisfaction produces productivity”, shift from training dept. to learning and development centre in industry

01/20/10

23

Benefits of productivity and performance management



Creates measurable value for Commitments, resources, comparisons, direction and planning

01/20/10

24

Benefits of productivity and performance management 

Redirects attention from bottom-up approaches (e.g., doing job descriptions, performance reviews, etc., first and then "rolling up" results to the top of the organization) to top-down approaches (e.g., ensuring all subsystem goals and results are aligned first with the organization's overall goals and results).

01/20/10

25

Foundations for Performance management



All institutional stake holders must have clarity in vision, mission, objectives/ goals, strategies, implementation strategy, expectations, parameters, measures, analysis, gaps, feedback, communication, correction

01/20/10

26

01/20/10

27

Principles of systems approach

01/20/10

28

Principles of systems approach

01/20/10

29

Cathedral builder or a stone cutter?

01/20/10

30

Communication distortion

01/20/10

31

Foundations for Performance management



Effective

implementation

needs

clearly

defined objectives disaggregated into targets, action plans, R&R, monitoring, feedback, review, action

01/20/10

32

Foundations for Performance management 

Recognition of the 7S framework view of organizations: Strategy, structure, systems, style, staff, skills, shared values



Orchestrated play of all the elements of the 7S framework alone leads to achieving organizational objectives

01/20/10

33

7s framework It's all very well devising a strategy, but you have to be able to implement it if it's to do any good.

7SF

first

appeared

in

"The

Art

Of

Japanese Management" by Richard Pascale and Anthony

Athos

in

1981. Looking

at

how

Japanese industry had been so successful, Tom Peters

and Robert Waterman were exploring

what made a company excellent.

01/20/10

34

7s framework

The Seven S model was born at a meeting of the four authors in 1978. It went on to appear in "In Search of Excellence" by Peters and Waterman, and was taken up as a basic tool by the global management consultancy McKinsey: it's sometimes known as the McKinsey 7S model. 01/20/10

35

7s framework



Managers,

they

said,

need

to

account of all seven of the factors to

take be

sure of successful implementation of a strategy - large or small.

They're all

interdependent, so if you fail to pay proper attention to one of them, it can bring the others crashing down around you. 01/20/10

36

7s framework The relative

importance of each factor will vary

over time, and you can't always tell how that's changing. Like a lot of these models, there's a good dose of common sense in here, but the 7S Framework is useful way of checking that you've covered all the bases.

01/20/10

37

7s framework

MODELS 7S Framework - The Seven Factors are StrategyA set of actions that you start with and must maintain StructureHow people and tasks / work are organised SystemsAll the processes and information flows that link the organisation together 01/20/10

38

7s framework StyleHow managers behave StaffHow you develop managers (current and future) SuperLonger-term vision, and all that values ordinatestuff, that shapes the destiny of the orgn. Goals SkillsDominant attributes or capabilities that exist in the organisation 01/20/10

39

7s framework of organisations

01/20/10

40

7s framework – systems view of performance management

01/20/10

41

Institutional goal setting

 Establishing a vision  Vision: Defines the desired or intended future state of an organization or enterprise in terms of its fundamental objective and/or strategic direction. Vision is a long term view

01/20/10

42

Institutional goal setting

 Establishing a Mission - Defines the fundamental purpose of an organization or an enterprise, why it exists and what it does to achieve its Vision  Establishing a Goal / Objective - Used interchangeably - are specific, time bound statements of intended future results 01/20/10

43

Institutional goal setting  Institutional goals - established as a result of strategic planning.  Performance management translates goals to results in terms of quantity, quality, timeliness or cost.  Results are the primary products or services desired from the focus of the PM process 01/20/10

44

Institutional Goal Setting  Specify desired results for the domain (dept./section..) -- as guidance, focus on results needed by other domains (e.g., to internal or external customers)

01/20/10

45

Institutional goal setting



The faculty’s results are turning out X no. of students - "goal setting", when the focus of the PM is on employees.



Goals should be "SMART“ - specific, measurable, acceptable, realistic and time-bound



Ensure

the

domain's

desired

results

directly

contribute to the organization's results

01/20/10

46

Institutional goal setting 

Aligning results with organizational goals - unique aspect of performance management process - do the employee's results directly contribute to the results of the organization?



What are organizational goals? How are these achieved? For eg. do the no. of graduates directly contribute to the desired position of the university? How?

01/20/10

47

Institutional goal setting  Is there anything else the operator could do, more productive for this goal? Should a job analysis be done to verify efficiency?  Weight, or prioritize, the domain's desired results 80% of faculty time to be spent on teaching b)10% on research c)10% on Quality improvement

01/20/10

48

Institutional goal setting  Identify first-level measures to evaluate if and how well the domain's desired results were achieved  Measures provide information to evaluate accomplishment of results - specified in terms of quantity, quality, timeliness or cost.  You can control only what you can measure

01/20/10

49

Competencies for institutional effectiveness  Adaptive competency - ability to maintain focus on the external environment meeting the needs of institutional stake holders.  Adaptive capacity is cultivated through attention to assessments, collaborating and networking, and planning

01/20/10

50

Competencies for institutional effectiveness  Leadership competency - ability to set direction for the university and its resources, guide activities to follow that direction.  Leadership capacity cultivated through attention to envisioning, establishing goals, directing, motivating, making decisions and solving problems 01/20/10

51

Competencies for institutional effectiveness  Management competency - ability to ensure effective and efficient use of resources in the organization.  Accomplished through careful development and coordination of resources, including people (time, expertise), money and facilities

01/20/10

52

Competencies for institutional effectiveness

 Technical competency - ability to design academic programs and its deliverables to effectively and efficiently deliver to the students and meet the end user needs

01/20/10

53

Competencies for institutional effectiveness

 Generative competency - ability of the university to positively change its external environment.  Exercised by engaging in activities to inform, educate and persuade policy makers, and other stakeholders

01/20/10

54

Industry - Academia - analogy  Inputs – raw graduates (raw material)  Process– academic inputs (material processing)  Output–

trained

competent

graduates

(finished

product)

–

graduates akin to capital goods/ machinery which in turn make final goods / services for consumption  Consumer – the employer (industry, govt., R&D institutions, academia), consumer of the product

01/20/10

55

Measuring performance and productivity  Productivity - expressed as partial measures, multifactor measures, and total measures  More easily measured in manufacturing

than

in academia  People are the most valuable resources and education

and

training

are

the

basic

foundation for raising productivity levels 01/20/10

56

Measuring performance and productivity

 Productivity Gap (or capacity gap) is the difference between what a university can do and what is actually done  Low motivation and not working up to potential, leads to usually large productivity gap

01/20/10

57

Measuring performance and productivity  Desirable to estimate potential to determine productivity gaps, how large they are and find ways to close them  Need to add value and contribute to the overall productivity of individual, a work group, an organization, and the economy.

01/20/10

58

Measuring performance and productivity  EVA (economic value added) used for incentivizing employees for performance, to drive productivity  Factors structure,

influencing systems,

productivity practices,

-

institutional

culture,

support

infrastructure, incentives and motivation, professional expectations and compulsion, coordinated (team) work

01/20/10

59

Monitoring Performance



Monitoring - key to achieving goals, accomplishing mission and realizing vision



Performance measures in industry - economic value (other physical measures) of outputs



Industry measures performance at micro / granular level, ensure alignment with higher level objectives and aggregated (rolled up) as org. level performance

01/20/10

60

Monitoring performance



Organizational level performance rolled up at national level as national level productivity (GDP)



In academics, need appropriate measures as the value of outputs are not monetized, but are knowledge assets whose value realised over time

01/20/10

61

Why Measuring Fails  Creating Measures Before Gaining Consensus on Strategic Imperatives, (Results and Upstream Drivers)  Failure to sufficiently Involve Those Who Will Use the Measures in its Development  Insufficient Behavioral Commitment to the Process by Top administration

01/20/10

62

Why Measuring Fails  Failure to Recognize Strategic Score-carding as a Continuing Process - BSC  Measures That Are Not Strategic, Balanced, or Easily Implemented  Failure to Link Measures to All Stakeholders  Failure to Sustain Momentum in Implementing the Measures 01/20/10

63

Concept of Balanced Score Card - BSC

 An excellent normalizing tool to assess how in a balanced manner the institution will be able to meet multi stakeholder expectations  Encompasses the mission, vision, core values, critical success factors, objectives, performance measures, targets and improvement actions.

01/20/10

64

Concept of Balanced Score Card - BSC

 Attaches performance achievement values for various dimensions of performance and arrives at an index using weight-ages for each of the dimensions

01/20/10

65

Performance Appraisal system in academia  Design of PA system (performance review) documentation of expected results, standards of performance, measure of progress toward achieving results, how well achieved, (examples indicating achievement

), suggestions to improve performance and

how those suggestions can be followed

01/20/10

66

Translation of BSC for performance management Nature of task

Position Weight

Level

Score

Prof./Asst age (W) achieved (S)=W*L .Prof..

(L)

no. of courses taught PhDs turned out no. of graduates turned out / passed no. of Research works undertaken and research papers published No. of seminars conducted and participants attended consultancy work undertaken (nos. and value) books published new courses floated project works guided administrative Works taken up such as placement ?? extension works taken up ?? new products commercialized formal feedback from students, clients of research projects, seminar participants, publication reviews, employers of students, formal peer feedback.

01/20/10 01/20/10

67 67

Performance Appraisal system in academia  PA to be carried out at regular intervals during performance tracking  Reward for meeting desired standards recognition

or

compensation

-

letter

– of

recognition, promotion  Group

vs.

individual

incentives

–

collaboration, cooperation, teamwork needs…. 01/20/10

68

Performance Appraisal system in academia  For performance not meeting standards, develop or update and implement a performance development plan to address gap  Plan to convey how the conclusion on inadequate performance was made, actions to be taken, by whom when, when performance will be reviewed again and how

01/20/10

69

Think About This! 1.

Management - seeking answers to what, why, who, when, what if, so what, how to arrive at a coherent view of the situation, plan for the future, ensuring integration and to meet stated mission, objectives, goals

2.

Is there a definition of vision, mission, objectives / goals, strategies, action plans, targets, R&R, tasks / WBS, output definition, output Measurement ….from university to individual faculty

01/20/10

70

Think About This - Conclusions 

Is there clear alignment of vision, mission,.. how this is done (operational level), is it known to faculty, ACR/ open appraisal?

 What are the R&R (work load) for academics teaching, research, consultancy, training, academic admin., extension, placement, industry liaison….

01/20/10

71

Think About This - Conclusions  Internal

practices/

processes,

IT

application,

career track for teaching staff, MBO  Agreement on what is academic productivity, measures, weight-ages, monitoring mechanism, data

collection,

analysis,

inferences

and

sharing…… continuous review of the system based on shifts in the environment 01/20/10

72

Think About This - Conclusions  How do you measure one’s output (credit) in each:

Minimum

contribution

expected,

maximum allowed, how does it link to job description,

performance

linked

incentives,

revenue sharing for research/ consultancy,  Perceived constraints? Any SWOT done?

01/20/10

73

Think About This - Conclusions

University revenue / expenditure pattern, funding, GoK expectation on performance, any MOU, any compliances for accreditation / ranking, students placement, accountability, external peer review, student/industry/ training prog. participant / stakeholder feedback

01/20/10

74

Reading material / links

www.staceybarr.com/facilitators/articles.html Http://www.managementhelp.org/perf_mng/measure/htm http:/management.energy.gov/documents/BalancedScorecardPerfAndMe th.pdf http://www.managementhelp.org/perf_mng/question.htm http://www.ap- institute.com/Balanced%20scorecard.html Heart of the Enterprise – Stafford Beer Brain of the firm – Stafford Beer Societal Systems – John Warfield

01/20/10

75

Thank You !

A trip of thousand miles but begins with a single step ! - Chinese Proverb

01/20/10

76