Performance Development and Review From Big Picture to

Performance Development and Review: From Big Picture to Individual Reflection and Action. Ian Solomonides Centre for Professional Development How can we get from central drivers and initiatives to manageable actions and targets? 1

Developing Performance Objectives… Example focusing on Learning and Teaching and Research. Example of CPD planning. Where do we start; where do performance plans come from? Organisational Restructure and Curriculum Renewal. Macquarie@50; Learning and Teaching Plan. ‘Enhanced student engagement, experience and learning outcomes. ’ Where are we going? When do we want to get there? How will we know we have got there? What resources do we need? There needs to be alignment between the elements above. 2

Example… Macro Level Goal: ‘Enhanced student engagement, experience and learning outcomes. ’ Meso Level Targets: Where are we going – what is the sub-goal or target? When do we want to get there – what time frame or phases? How will we know we have got there – what does success look like? What resources do we need – time, things, development, money? Micro Level Objectives: What will or can I do…. ? 3

Macquarie@50 Statements related to student engagement: ‘Devise and implement a teaching excellence plan…’ ‘Align course profile with student demand. ’ ‘Improve campus life. ’ ‘Excel in teaching and learning. ’ ‘Attract and retain the best quality students…’ ‘…tie students to Macquarie. ’ 4

Learning and Teaching Plan ‘Fostering Student Engagement with the University and the Community, and Graduate Capability. ’ (Goal 3) ‘Devise a process to improve student engagement and satisfaction. ’ (Goal 1: 3) ‘Incorporate in University and Faculty plans measures which recognise and encourage student-centred learning. ’ (Goal 1: 3) • Curriculum alignment; • relevance; • influences on student learning; • student capabilities; • assessment; • research case studies in teaching; • appropriate technologies • etc. 5

CPD (LTC) Operations

Macquaire@50, Learning & Teaching Plan Enhanced Student Engagement, Experience and Outcomes Effective Policies & Processes to Encourage & Enable Student Engagement Curriculum Renewal Program Student Engagement & Transition Project Principles of Engagement & Transition Student Engagement Philosophy, Principles, Context & Practice Document Quality Assurance & Enhancement Questions Performance Actions & Development Plans

‘In what ways is discipline and pedagogic research informing the curriculum or teaching practice? ’ What development or assistance do I need to meet this objective? How will I know when I have completed the objective? What will I do to enhance the teaching-research nexus? What will I do to achieve that objective?

STUDENTS AS PARTICIPANTS EMPHASISES RESEARCH CONTENT Research-tutored Curriculum emphasises learning and students writing and discussing papers or essays Research-based Curriculum emphasises students undertaking inquirybased learning Research-led Curriculum is structured around teaching subject and research content Research-oriented Curriculum emphasises teaching processes of knowledge construction EMPHASISES RESEARCH PROCESSES & PROBLEMS STUDENTS AS AUDIENCE Healey, M (2005) Linking research and teaching 9

Conclusion PDR plans based in the context of University and thereafter Faculty and Department objectives as a starting point. Also needs to take into account aspirations and personal needs. Working from strategies and objectives ensures some balance between collective action and individual activity. 10