This one-of-a-kind, multifaceted system is the only nationally available tool for chairs that provides feedback, analysis, and a customized plan for professional development based on priorities determined by the chair. The IDEA Feedback System for Chairs takes into account the uniqueness of each chair and his or her department, faculty, and culture. Chair and faculty responses are collected online and analyzed by IDEA Education. The resulting Report provides analysis of strengths, areas for improvement, and recommendations for development. Customized questions are available to further assess unique departmental and personal goals.
Features of the Feedback System:
- Interactive web-based report that provides an analysis of chair strengths and areas for improvement
- Customized analysis based on the priority level assigned to each responsibility by the chair
- Report includes detailed statistical information about how faculty responded to each question, permitting an in-depth analysis of specific concerns as well as summary faculty ratings of overall effectiveness
- Includes a gap analysis allowing chairs to reflect on comparisons of their self-ratings to those of their faculty
- Offers specific recommendations for areas of improvement with direct links to developmental resources
- Report includes faculty comments to open-ended questions
- Online delivery with automatic email reminders to faculty to improve response rate
- Optional customized training offered in partnership with Jossey-Bass Department Chair Leadership Institute through the Chair Feedback and Development Program
The System includes administration of the Chair Self-Assessment and Faculty Perceptions of Chair instruments, and collection and analysis of data with recommendations compiled in a final customized report.
While the System is useful at any time for experienced chairs, ideally for newer chairs with limited experience, its administration would occur early in one’s appointment (for example at the conclusion of the second semester or beginning of the third semester) to provide formative feedback, and then again at a later date to elicit faculty feedback.