CAROL KOO PERFORMANCE NEEDS ANALYSIS 1

Performance Needs Analysis

by Carol Koo

A. INTRODUCTORY MATERIAL
Brief summary of the context of project/ context leading to the problem
The Director of the Centre for Faculty Development in LaFortune University requested a series
of online lessons as part of a year-long orientation program for new non-tenured faculty. More
specifically, the project consisted of developing a 30-minute lesson that provides tips for
interacting with students in university courses. The purpose of this program was to help new
non-tenured faculty transition into university teaching in order to reduce the high-turnover rates
in these positions due to not feeling prepared for the job. Despite receiving training on how to
interact with students in university courses, the new non-tenured faculty are not using the
strategies that they were taught to make their lectures more interactive, and instead use
traditional methods of lecturing in their courses. As such, a performance needs analysis was
conducted to identify the causes of this performance problem.
It is important to note that since LaFortune university is a fictional university, some of the
information presented in this report will be based on Concordia university’s information.
Brief explanation of how data was collected

The data was collected primarily through documentation. More specifically, the data was
collected through peer-reviewed articles that were accessed through educational databases,
namely PsycInfo and ERIC. Other online sources also include university blogs and handouts that
provided tips for facilitating interactive lectures. The guides and handouts provided on
Concordia University’s Centre for Teaching and Learning (CTL) website were also examined.
However, most of the resources provided on the CTL website are available only through Cspace,
an intranet exclusively for Concordia’s faculty and staff. As such, those resources could not be
accessed.
Given more time, more data would have been collected through interviews with current faculty
and students. Interviews would have been conducted with current faculty in order to learn about
their teaching styles and the strategies they use to make to make their classes interactive and
engaging. Interviews would have also been conducted with students in order to learn about the
types of lectures they have experienced, which ones they have preferred and why, as well as their
attitudes towards interactive lecturing.

B. ABOUT THE PROBLEM

1. Restate the request
In response to the high-turnover rate of new non-tenured faculty due to not feeling prepared for
the job, “…the Director of the Centre [for Faculty Development] has decided to develop a
special year-long orientation program. The heart of it is a series of brief, 30-minute online
lessons that faculty take throughout the year.” In particular, the program consisted of a 30-minute
CAROL KOO PERFORMANCE NEEDS ANALYSIS 2

lesson that provided tips for interacting with learners in university courses. While some of the
new faculty have teaching experience in continuing education and in corporate training, most of
them do not have experience with university teaching so the training program was designed to
prepare them for university teaching.
Despite receiving training for making their classes more interactive, the new non-tenured faculty
are not using the strategies they were taught to make their classes more interactive and instead
use traditional methods of lecturing instead.
2. State the business need

The business need underlying the request is to contain expenses as the training program is meant
to reduce the high turnover rate of non-tenured track faculty. By providing new faculty with
better training, they are more likely to remain in their teaching positions, thus containing the
costs of having to re-hire new faculty.
3. Describe current and ideal performance
Current performance
• As a narrative:
Professor Lindell is a new non-tenured faculty in the department of History at LaFortune
University who is currently teaching 2 courses: World History and Classical History. Due
to the number of courses he has to teach, he has recently hired some Teaching Assistants
(TAs) to assist him with some of his teaching responsibilities, such as answering
students’ questions about course material and grading assignments. His TAs are all
graduate students within the History Department so he has confidence that they will be
able to help him answer some of his students’ questions.
Since teaching history consists mostly of presenting historical facts, Professor Lindell
usually prepares PowerPoint slides for his lectures. His slides are usually very detailed
and even contain additional information in the notes section that he and his students can
refer to. In order to avoid confusing his students with the material(?), Professor Lindell
only talks about what is presented on the slides and reads the content aloud nearly word
for word.
Although he usually ends the class 5 minutes earlier, when he manages to cover all of the
course material, he concludes his class sessions by asking his students whether they have
any questions about the material presented. When he is met with silence most of the time,
he bids the students farewell and leaves when most of the students have left the
classroom.
Furthermore, when he receives a large volume of emails, he forwards them to his TAs in
case he does not have the time to answer all of the students’ questions. He usually
receives a large volume of emails during the midterms’ and finals period, which is a
crucial time for students as they prepare for their exams.
CAROL KOO PERFORMANCE NEEDS ANALYSIS 3

• As a hierarchical list of tasks:

o Main Task 1: New non-tenured faculty use traditional lecturing
▪ Reads directly from the PowerPoint slides during the lectures
▪ Uses most of the class time for lectures
o Main Task 2: Ask students superficial questions
▪ Leave final minutes of class sessions either to allow the students to leave
early or ask questions
▪ Asks the students whether they have any questions about the course
material
Ideal performance
• Job 1: New non-tenured faculty facilitate interactive sessions/lectures
• As a narrative
Professor Ellis is a new non-tenured faculty in the department of Education at LaFortune
University. Professor Ellis is currently teaching 2 sections of an undergraduate course known
as Teaching English as Second Language Pedagogy, where there are approximately 30
students in each of the classes.
At the beginning of the semester, Professor Ellis asks her students to write their name on a
piece of paper and to fold it into a nameplate because she wants to make an effort to learn
their names. When she asks her students a question, she also asks for the student’s name
when she calls on them and then thanks them using their name when they answer. Despite
the large number of students she has to teach (60 students in total with both sections
combined), Professor Ellis makes her classes interactive and engaging through her class
discussions. She usually organizes the lectures in a way that leaves a good amount of time for
group discussions. She has also explained early on to her students what she expects from
them in class discussions so that they come prepared. Before beginning class discussions, she
also provides reminders on how the class discussions are conducted during the first few
classes. As the students become more familiar with how class discussions are conducted,
Professor Ellis stops providing instructions.
• As a hierarchical list of task:
New Faculty (Main Performers)
o Main Task 1: Identify students’ characteristics and needs
▪ Ask students to identify themselves briefly
▪ Ask students to provide information about their program, year of study, and
questions that they may about the course on a small sheet of paper
CAROL KOO PERFORMANCE NEEDS ANALYSIS 4

o Main Task 2: Create a plan for class activities

▪ Identify classroom management issues that may interfere with the
implementation of interactive activities
▪ Determine where to include class activities in the lecture
▪ Identify the purpose of the class activities
▪ Provide time for class activities/discussion
o Main Task 3: Create a “supportive” environment that supports class activities
(Supportive: Encourages students to interact with one another in a safe manner)
▪ Set clear expectations for the class activities
▪ Communicate those expectations early in the semester
o Main Task 4: Divide the class into groups for class activities
▪ Determine the physical layout of the classroom
▪ Determine the strategy to use in dividing the class into groups
o Main Task 5: Maintain students’ attention through active learning strategies
▪ Break lecture into smaller segments
▪ Ask students questions frequently
o Main Task 6: Practice communicating effectively with students
▪ Use active listening techniques
▪ Repeat the students’ statements through paraphrasing
Current Faculty
o Main Task 1: Participate in discussions with colleagues
▪ Discuss teaching practices and experiences
▪ Share teaching tips and practices
o Main Task 2: Provide guidance to new faculty
▪ Direct new faculty to appropriate resources
▪ Provide feedback to new faculty
Students
o Main Task 1: Prepare for class discussions
▪ Read the assigned material for the class session
CAROL KOO PERFORMANCE NEEDS ANALYSIS 5

▪ Take note of key points in the readings

▪ Prepare a list of questions for the class session
o Main Task 2: Provide feedback to new faculty
▪ Provide detailed comments
▪ Identify areas for improvements
4. Describe performers
Demographics
As stated in the needs assessment, most of the new non-tenured faculty have no experience in
teaching in a university setting. However, some of them have a teaching background either in
corporate training or in continuing education. Some of them may also a Bachelor’s degree, a
Master’s degree, and perhaps even a PhD in the field that they are teaching, because teaching at a
Canadian university usually requires these educational qualifications (“University jobs in
Canada”, 2017). Based on data from Statistics Canada’s University and College Academic Staff
System Survey (UCASSS), it is possible that the new faculty are between the ages of 30 to 65+
years old (Shen, 2017). However, it is important to note that this information is based on data
collected about full-time faculty from 1970-2016/17 (Samson & Shen, 2018; Shen, 2017). The
data for 2016-2017 was used as a reference because it was the most recent.
Through character sketches of 3 representative performers of each group
• New non-tenured faculty
o Low motivation: Professor Tully is a 43-year-old new non-tenured professor in
the department of Mathematics and Statistics at LaFortune University. She is
currently teaching Introduction to Statistics, and since it is quite straightforward,
she uses a traditional method of lecturing. As such, she does not know how to
make her classes more interactive, but she also does not intend to change her
teaching strategy because she finds that it works best for her. However, she does
try to make sure that her students understand the material by asking her students
whether they need any material to be clarified from time-to-time during her class
lectures.
o Average motivation: Professor Poulos is a 40-year-old new non-tenured
professor in the Department of Linguistics at LaFortune University. Before
becoming a university professor, he was a teacher working in continuing
education at a vocational school. As he is still new to teaching at a university
setting, he is currently assigned to teach one course, namely Introduction to
Linguistics. He is actually still a little bit nervous about teaching in a university
setting as the classes are a lot larger compared to the classes he has taught in
continuing education. As a result, aside from lecturing, he does not know how to
make the course more interactive and engaging because he finds it will be
CAROL KOO PERFORMANCE NEEDS ANALYSIS 6

difficult to facilitate class discussions in a larger class with many students.

Professor Poulos also find traditional lecturing to be the “safest” option in
making sure that the students learn the material. However, he would like to learn
how to incorporate the interactive lecturing strategies he has learned in the
training program in order to make his classes more interactive and engaging,
especially in large classes like his.
o High motivation: Professor Bauer is a 37-year-old new non-tenured professor in
the Department of Marketing at LaFortune University. Before accepting his
teaching position at the university, he was working as a sales trainer in a large-
scale tech company that sells electronics. He is currently teaching an
undergraduate level course for students majoring in Marketing called Consumer
Behavior, a topic which he is passionate about as it relates to his former job as a
corporate sales trainer. As such, he likes to incorporate case studies and other
activities in his lectures to get his students to engage with the course material.
However, he would like to change things up a little bit in his classes because he is
running out of ideas for case studies. He enjoys making his classes more
interactive and engaging, and feels that he would benefit from incorporating the
strategies he has learned in the training program for making his classes more
interactive.
• Current faculty
o Low motivation: Professor Gimple is a 56-year-old tenured professor in the
department of Classics at LaFortune University. He has been teaching
undergraduate courses such as Greek Mythology and Greek Literature for 23
years at the university. He uses a very traditional style of lecturing in all of his
past and current courses and does not provide PowerPoint slides to his students, a
point that he emphasizes to his students early on in the semester. Professor
Gimple explains that his reason for not doing so is because he does not want his
students to become dependent on the PowerPoint slides and to copy what is
written on it word for word. He wants his students to pay attention to what he is
saying as opposed to copying the material on the PowerPoint slides. He also does
not want his students to get distracted by the visuals and lose track of what he is
saying in class. Most importantly, Professor Gimple wants his students to get
used to taking detailed notes, which he thinks will help them throughout their
college studies. He finds that his teaching style has worked for him throughout
his 23 years of teaching and thus does not see the need to change it. When some
of the new faculty come to him for advice on how to improve their teaching, he
simply tells them to lecture.
o Average motivation: Professor Lambert is a 42-year-old professor in the
department of Political Science at LaFortune University. He has been teaching at
LaFortune University for 10 years. He is currently teaching two undergraduate
CAROL KOO PERFORMANCE NEEDS ANALYSIS 7

courses namely International Relations and Canadian Politics. Like Professor

Gimple, he teaches using the traditional format as teaching politics is quite
straightforward. He is aware that if he makes his class more engaging and
interacting, the students might pay more attention to his lectures instead of
nodding off. When he notices that his students are beginning to doze off during
the lecture, that is when he decides to switch things up a little by asking the class
to discuss a question in groups. He usually has these questions prepared in
advance as a way of ensuring that he maintains his students’ attention when they
begin to lose interest in his lectures. When some of the new faculty come to him
for guidance, he usually brushes them off and tells them to do whatever works
best for them. However, he does advise them to pay attention to whether their
students appear tired or bored during the lecture as it may be a sign that they are
beginning to lose attention.
o High motivation: Professor Liu is a 35-year-old professor in the department of
Geography, Planning, and Environment at LaFortune University. She has been
teaching at LaFortune University for 3 years, though she did serve as a teaching
assistant (TA) for a few semesters when she was a graduate student. She is
currently teaching World Geography, an introductory course for undergraduate
students. Although she is passionate about the subject she is teaching, she is
aware that perhaps not many of her students will find her course interesting. As
such, Professor Liu hopes to share her passion for World Geography with her
students through her teaching. She tries to make her classes more interactive and
more engaging by connecting some of the material to real life examples and
showing video clips and documentaries. However, she wants to find other
different ways of making her classes more interactive. When interacting with
some of the new faculty who sometimes come to her for teaching advice, she
confesses that she herself also experiences a little bit of difficulty in making her
classes more interactive. Despite her own difficulties, she still tries her best to
provide teaching advice to new faculty as she was in a similar position of being
lost when she was new to university teaching. She often shares with them some
of the strategies she has tried that has worked for her, such as relating the course
material to real life examples and showing video clips and documentaries.
• Students
o Low motivation: Pamela is a 19-year-old undergraduate student in the
Department of Sociology at LaFortune University. She is currently taking a
course called Research Methods, which consists of a combination of course
lectures, class discussions, and lab sessions. Pamela actually prefers the course
lectures over the lab sessions as she does not find the professor nor the TAs to be
very helpful in providing assistance during the lab sessions. She also does not
enjoy the class discussions very much because she does not understand how they
are relevant to the course. She is also used to the traditional lecture format and is
CAROL KOO PERFORMANCE NEEDS ANALYSIS 8

thus not comfortable with class discussions. Even though participation in class
discussions counts for 5% of her overall grade, she would rather not participate in
these discussions because she is not comfortable with sharing her responses and
opinions.
o Average motivation: Charlotte is an 18-year-old undergraduate student majoring
in Anthropology at LaFortune University. In her Prehistoric Anthropology class,
her professor tends to use an interactive style of lecturing as he incorporates
discussion questions within his course lectures. Despite having done the required
reading and being ahead in class readings, when it comes to class discussions, she
usually freezes and is too shy to contribute. She knows the answer to the question
but does not feel comfortable sharing her questions aloud in front of the entire
class out of fear of embarrassing herself. She only answers the questions when
she is certain that her answer is correct but even so she tends to stutter, much to
her embarrassment. However, since 5% of her grade is for participating in class
discussions, Charlotte tries her best to overcome her shyness and to contribute
more often.
o High motivation: Steven is a 32-year-old undergraduate student who has decided
to go back to school to pursue another degree at LaFortune University because of
his passion for education. He is currently majoring in Early Elementary and
Childhood Education (ECEE) because he hopes to change careers and become an
educator at an elementary school. He is currently taking a course called
Philosophy of Education, where the class sometimes consists of small and large
group discussions but is delivered as a lecture most of the time. In fact, while
most of his classmates do not seem to enjoy the discussion segments of the
course, he happens to enjoy them much more than the course lectures, which he
finds to be a little repetitive and boring at times. He is actually very active during
class discussions and usually has a lot to contribute. He enjoys these class
discussions because he usually has a lot of questions to ask and likes to hear his
classmates’ opinions about the readings. He also finds that the class discussions
help him remember the material better. He would actually prefer it if the
Professor had provided more time for class discussions or at least tried to make
the lectures more engaging and interactive.
5. Describe context
The new non-tenured faculty are currently teaching undergraduate students at LaFortune
University. As they are still new to university teaching, they are primarily teaching in face-to-
face classrooms. As such, they are likely to be teaching larger classes, which may in turn result
in fewer interactions between students and faculty (Bates, 2015a). Due to senior faculty teaching
less and focusing mainly on graduate students, traditional lecturing methods are used to teach
larger classes at the undergraduate level (Bates, 2015b).
6. Describe constraints
CAROL KOO PERFORMANCE NEEDS ANALYSIS 9

• As mentioned in the previous section, new non-tenured faculty may have to teach larger
classes as class sizes increase (Bates, 2015a). As such, class size is a constraint as new
faculty have no control over the number of students they will be teaching.
• In relation to the class size, another constraint may be the sense of anonymity that the
students may experience in larger classes (“Managing the large enrollment course”, n.d.;
Savage, 2017)
• The physical layout of a classroom may also be a constraint as classes may take place in
large lecture halls that have “stadium seating with fold down desktops or tables bolted to
the floor” (University of South Florida, n.d., p. 1). The desk and seat placement within a
classroom may thus make it difficult for new non-tenured faculty to facilitate interactive
sessions.
• The subject matter being taught may make it difficult to incorporate interactive strategies
in the classroom (Strauss, 2017). Traditional lectures may work best for material that
needs to be transmitted as is (Carliner, 2015).

C. STATE THE REQUIREMENTS

7. Objectives
Business objective

Given the success of the intervention, the business need underlying the request is to contain
expenses by reducing the high turnover rate of new non-tenured track faculty by 10%. By
addressing the performance problem, new non-tenured faculty are more likely to remain in their
teaching positions, thus containing the costs of having to re-hire new faculty.
Performance objectives
New faculty
o Main Objective 1: At the beginning of the semester, identify students’ characteristics
and needs as much as possible
▪ Given the size of the class and the amount of time, ask students to identify
themselves briefly as much as possible
▪ Given the amount of time, ask students to provide information about their
program, year of study, and questions that they may about the course on a
small sheet of paper before the end of the first class
o Main Objective 2: Before the beginning of the semester, create a plan for class
activities before the start of each class session
CAROL KOO PERFORMANCE NEEDS ANALYSIS 10

▪ Given early access to the classroom, identify classroom management issues

that may interfere with the implementation of interactive activities before he
first day of class
▪ Given 1 week in advance, determine where to include class activities in the
lecture before the beginning of each class session
▪ Given 1 week in advance, identify the purpose of the class activities before the
beginning of each class session
▪ Given 1 week in advance, provide time for class activities before the
beginning of each class session
o Main Objective 3: Given knowledge of the physical layout, create a “supportive”
environment that supports class activities before the beginning of class activities
▪ Given the first class, set clear expectations for the class activities at the
beginning of the semester
▪ Given the first class, Communicate those expectations early in the semester
o Main Objective 4: Given knowledge of the physical layout, divide the class into
groups for class activities before the beginning of class activities
▪ Given early access to the classroom, determine the physical layout of the
classroom before the beginning of class
▪ Given the physical layout of the classroom, determine the strategy to use in
dividing the class into groups before the beginning of the class activities
o Main Objective 5: Given the students’ state, maintain students’ attention through
active learning strategies during the class session (State: wakefulness, attentiveness)
▪ Given the length of the lecture, break lecture into smaller segments during the
class session
▪ Given the students’ state, ask students questions frequently during the class
session
o Main Objective 6: Practice communicating effectively with students
▪ Given the opportunity, use active listening techniques as often as possible
▪ Given the opportunity, repeat the students’ statements through paraphrasing as
much as possible
Other environmental objectives to address
Current Faculty
o Main Objective 1: Given the opportunity to interact with other colleagues,
participate in discussions with colleagues as often as possible
CAROL KOO PERFORMANCE NEEDS ANALYSIS 11

▪ Given the opportunity to interact with other colleagues, discuss teaching

practices and experiences when possible
▪ Given the opportunity to interact with other colleagues, share teaching tips
and practices when possible
o Main Objective 2: Given the opportunity to interact with other colleagues, provide
guidance to new faculty when possible
▪ Given the opportunity to interact with other colleagues, direct new faculty to
appropriate resources when possible
▪ Given the opportunity to interact with other colleagues, provide feedback to
new faculty when possible
Students
o Main Objective 1: Given the new faculty’s instructions, prepare for class discussions
before the beginning of each class session
▪ Given the new faculty’s instructions, read the assigned material for the class
session before the beginning of each class session
▪ Given the new faculty’s instructions, take note of key points in the readings
during the reading
▪ Given the new faculty’s instructions, prepare a list of questions for the class
session before the beginning of each class session
o Main Objective 2: Given the opportunity to evaluate the new faculty, provide
feedback to new faculty when possible
▪ Given the opportunity to evaluate new faculty, provide detailed comments as
best as possible
▪ Given the opportunity to evaluate new faculty, identify areas for
improvements as best as possible
CAROL KOO PERFORMANCE NEEDS ANALYSIS 12

8. Cause Analysis (Chevalier Model)

Information Resources Incentives

1. Although this question is 1. Based on Concordia’s 1. Using Concordia as a
important, the answer Cspace, new faculty may model, new faculty may
could not be found. have access to materials, be nominated for
However, current and tools, and resources on an different teaching
new faculty can receive intranet for faculty and awards (Faure, 2018)
feedback for their staff (“Centre for
2. Opportunities for
performance through teaching and learning”,
advancement may
teaching evaluations n.d.; “Resources”, n.d.)
include the opportunity
completed by students
2. New faculty may have to be on the tenure track
(Dawson, 2009)
access current faculty (“How to become a
2. Although this question is through Cspace college professor”, n.d.)
important, it is unknown (“Cspace”, n.d.). They
Environment

whether there are clear may also have access to

and relevant guidelines experts through
that describe interactive workshops offered by the
lecturing. CTL (“Centre for
teaching and learning”,
3. Traditional lectures are
n.d.).
commonly used in
universities (Bates, 3. New faculty not provided
2015a, 2015b). enough time to prepare
interactive sessions
(Bates, 2015a; University
of South Florida, n.d.;
Miller, McNear, & Metz,
2013)
4. Large and noisy
classrooms (Bates,
2015a; Major, n.d.)
Environment — Information:
1. The answer to the first two parts of the question cannot be found due to the limited
amount of sources consulted in the PNA.
2. Like the previous question, the answer also cannot be found due to the limited amount of
sources consulted in the PNA.
3. Traditional lectures are commonly used in universities because they can be delivered to
larger classes (Bates, 2015a) and because faculty in post-secondary settings are not
CAROL KOO PERFORMANCE NEEDS ANALYSIS 13

familiar with other models of teaching (Bates, 2015b). They are not familiar with other
models of teaching because they are hired based on research or work experience, and not
on teaching experience so they may not understand how students learn (Bates, 2015b).
Environment – Resources:
3. New faculty are not provided enough time to prepare interactive sessions because of their
increased workload, which is in turn caused by the increase in class sizes (Bates, 2015a).
Furthermore, they may not have time due to their research responsibilities (Bates, 2015a;
“How to become a college professor”, n.d.).
4. Large and noisy classrooms can make it difficult to facilitate interactive lectures because
of the larger class sizes (Bates, 2015a, 2015c).
Knowledge/Skills Capacity Motives
1. New faculty may not 1. New faculty may be 1. Although this question is
have experience with afraid (Steinert & Snell, important, the answer
interactive lecturing. 1999) and reluctant to do cannot be found.
something different
2. Although this question is 2. New faculty may not
(Bates, 2015b).
important, the answer want to work as hard,
Individual

cannot be found. 2. Although this question is but may want to work

important, the answer more smartly instead.
cannot be found. (Bates, 2015a).
3. Faculty may be hired
based on research
experience or work
experience (Bates,
2015b)

Individual – Knowledge/Skills:
1. New faculty may not have experience with interactive lecturing, especially at the
university level where they may have to teach larger classes (Bates, 2015a). But, as
mentioned earlier in the PNA, some the new faculty have experience teaching in
continuing education or corporate training.
Individual – Capacity:
1. New faculty may be afraid of using interactive lecturing as they may be afraid of not
being able to control the classroom, not being able to cover all of the content, and not
being able to answer students’ questions (Steinert & Snell, 1999). They may also be
reluctant to use interactive lecturing because they may feel that traditional lecturing
enhances their status as an expert and may find it personally satisfying to talk without
being interrupted (Bates, 2015b).
CAROL KOO PERFORMANCE NEEDS ANALYSIS 14

Individual – Motives:
1. New faculty may not want to work as hard, but work smartly instead, because of their
increasing teaching load as a result of the increase in class size (Bates, 2015a). Because
of the increase in class size, new faculty may be more likely to use traditional lecturing as
it is an efficient way of delivering large amounts of information to a large group of
students (Macdonald et al., n.d).
9. Summative evaluation instruments
• Engagement: Given that forums can be posted on the university’s intranet for faculty
and staff, a poll will be posted to ask faculty whether they have used interactive lecturing
strategies in their teaching and will be asked to select either a “yes” or a “no” response to
the question. The responses will be displayed as a bar graph once they have selected their
response. To measure engagement, the total number of ‘yes’ and ‘no’ responses posted to
the poll question will be counted. Another way of measuring engagement is to post a
question on a forum on the university’s intranet asking faculty how they make their
classes interactive. The number of posts that are posted in response to this question will
be counted and will be used to measure engagement as well.
• Individual performance: In order to measure the individual performance of new non-
tenured faculty, students will be asked to evaluate the performance of the new non-
tenured faculty through a survey (refer to Appendix B for a sample of the survey). The
questions asked on the survey will correspond the performance objectives.
• Organizational performance: In order to keep track of the number of new non-tenured
faculty who remain in their teaching positions, a list of the faculty for each department
will be kept and examined with regard to the number of faculty.
CAROL KOO PERFORMANCE NEEDS ANALYSIS 15

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10+ Teacher evaluation forms. (n.d.). Retrieved from
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Bates, A. W. (2015a). 1.5 The impact of expansion on teaching methods. In Teaching in a
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on-teaching-methods/
Bates, A. W. (2015b). 3.3 Transmissive lectures: Learning by listening. In Teaching in a Digital
Age (Chapter 3). Retrieved from https://opentextbc.ca/teachinginadigitalage/chapter/4-2-
transmissive-lectures/
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Faure, E. (2018). Dean's awards for excellence-Call for nominations-2017-2018. Retrieved from
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How to become a college professor. (n.d.). Retrieved from
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CAROL KOO PERFORMANCE NEEDS ANALYSIS 16

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CAROL KOO PERFORMANCE NEEDS ANALYSIS 17

Appendix A
Information Resources Incentives
1. Are the roles and 1. What materials, tools, 1. What financial and
performance and/or resources are non-financial
expectations of new available to help new incentives present?
faculty clearly defined? faculty facilitate How are new faculty
Are the roles and interactive sessions? rewarded for
performance of current How can new faculty facilitating interactive
faculty clearly defined? refer to existing sessions or for their
How are new and current materials, tools, and/or teaching in general?
faculty receiving resources?
feedback? 2. What is the quality of
2. Do new faculty have the work environment?
2. Are there clear and access to experts who Are there opportunities
relevant guidelines that can guide them in for advancement? Are
Environment

describe interactive facilitating interactive career development

lecturing and the types of sessions? opportunities present?
active learning Do new faculty believe
strategies? 3. Are new faculty
that they have an
provided with enough
opportunity to
3. What is the culture of the time to prepare
succeed?
work environment? How interactive sessions?
does the culture of the
work environment 4. What are the physical
influence the adoption of and factors of the work
interactive lecturing? environment that affect
performance? What are
the psychological
factors (such as support
for teachers) that affect
performance?
CAROL KOO PERFORMANCE NEEDS ANALYSIS 18

Knowledge/Skills Capacity Motives

1. Do the new faculty have 1. What are the personal
the necessary
knowledge, experience,
and skills facilitate
interactive lecturing?
2. Do new faculty have the
skills that are appropriate
for the work
Individual
1. Are the new faculty’s
characteristics of the motivations aligned
new faculty that may with the work
affect the likelihood environment?
that they will
incorporate interactive 2. What are the values
lecturing into their that new faculty hold
teaching? that may affect the
likelihood that they

environment? 2. Do they have the will incorporate

communication skills, interactive lecturing
the cultural sensitivity, into their teaching?
empathy, inclusiveness,
and open-mindedness
needed to facilitate
interactive sessions?
3. How are the new
faculty recruited? Are
they a good match with
the realities of the work
situation?
CAROL KOO PERFORMANCE NEEDS ANALYSIS 19

Appendix B
Evaluation of Instructor’s Performance
*Notes: The survey below is adapted from 10+ Teacher Evaluation forms
(https://www.template.net/business/forms/teacher-evaluation-form/)
Choose a number that best describes the following statements:
1. The instructor has demonstrated a level of preparation in terms of incorporating class
activities into their lectures (Examples of class activities: small or large group
discussions):

1 2 3 4 5
Strongly Disagree Somewhat Agree Strongly Agree

2. The instructor creates a supportive environment that encourages students to interact with
one another in a safe manner during class activities:

1 2 3 4 5
Strongly Disagree Somewhat Agree Strongly Agree

3. The instructor sets clear expectations for the class activities:

1 2 3 4 5
Strongly Disagree Somewhat Agree Strongly Agree

4. The instructor demonstrates strategies for breaking the class into groups for class
activities:

1 2 3 4 5
Strongly Disagree Somewhat Agree Strongly Agree

5. The instructor demonstrates strategies to maintain students’ attention:

CAROL KOO PERFORMANCE NEEDS ANALYSIS 20

1 2 3 4 5
Strongly Disagree Somewhat Agree Strongly Agree

6. In a few lines, describe how the instructor makes the class more interactive:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________