The document outlines the evaluation and performance criteria for a professor teaching an undergraduate lecture class, focusing solely on teaching functions. It details key job tasks, assigns priority weights, and establishes measures for satisfactory performance across three primary tasks: preparing lectures, providing examinations, and leading discussions. Additionally, it defines the varying levels of performance from unsatisfactory to exceptional, for each task based on specific measurable behaviors and results.

1. Min Jeong Lee
Exercise #4
25 October 2016
 Performance for a professor teaching an undergraduate lecture class
 Professors generally evaluated on teaching, research, and service
 Limit yourself to the teaching functions of the professor
State job contribution to the achievement of the university’s goals (reason for the job's
existence? What does this job produce that helps Rutgers realize the goals of the strategic plan?)
Educate students in their specific field of study
Guide students to achieve their academic goals
Let students explore career options in the future
State key job tasks (up to 10)
Assign weights, or priorities, to each task. Remember that they must total 100% (assign
percentage weights to each task’s priorities. Estimating to the nearest 5% or 10% is sufficient.
The purpose of the priority statements is to help you communicate to the professor how they
should be focusing their efforts)
TASK PRIORITIES (%)
1) Prepare lectures to cover topics for students 25%
in understandable form
2) Lead discussions to share knowledge and 20%
opinions on the topic
3) Give and evaluate assignments to observe 15%
if students are heading in the correct direction
4) Provide examinations to see if students learned 25%
the covered topics
5) Answer students’ questions / provide office hours 15%
to help students understand course material
Specify a key result or behavior for the most important task (for the most important task you
have listed provide one result or behavior which provides you with a good measure of
performance on the task. We will concentrate on just three tasks. Result is the product of job
incumbent behaviors. When possible, performance is measured in terms of desired results. When

2. results are not measurable in a meaningful way, behaviors are evaluated on the assumption that
appropriate behaviors lead to desired results. Results measures are preferred if they are (a)
relevant to the task and (b) measurable. Behaviors are useful primarily for filling in when
relevant results are not available or cannot be measured)
TASK RESULT / BEHAVIOR (three tasks)
1) Prepare lectures  organized Powerpoint slides and constant questions given in class
2) Provide examinations  students score well
3) Lead discussions  professor questions students and learn about their opinions
Specify what it would take for the professor to be Unsatisfactory, Fails to Meet Standards,
Meets Standards, Generally Exceeds Standards, and Exceptional, for the each of the task
result or behavior
TASK RESULT / BEHAVIOR 1:
UNSATISFACTORY: professor fails to prepare Powerpoint slides for lecture
FAILS TO MEET STANDARDS: professor prepares Powerpoint slides, but does not describe
contents on slides clearly (missing headers, typos, difficult to read)
MEETS STANDARDS: professor prepares Powerpoint slides with clear information and
describes bullet by bullet
GENERALLY EXCEEDS STANDARDS: professor prepares Powerpoint slides with clear
information, describes bullet by bullet, and provides real-life examples of course content
EXCEPTIONAL: professor prepares Powerpoint slides with clear information, describes bullet
by bullet, provides real-life examples of course content, and makes sure students understand
course material through constant iClicker / PollEverywhere questions during lecture
TASK RESULT / BEHAVIOR 2:
UNSATISFACTORY: more than half of the students in class score below 60%
FAILS TO MEET STANDARDS: more than half of the students in class score between 60%-
80%
MEETS STANDARDS: more than half of the students in class score between 80%-90%
GENERALLY EXCEEDS STANDARDS: more than half of the students in class score
between 90%-100%

3. EXCEPTIONAL: more than half of the students in class score 100%
TASK RESULT / BEHAVIOR 3:
UNSATISFACTORY: professor does not initiate discussion
FAILS TO MEET STANDARDS: professor initiates discussion through questions, but gives
unclear feedbacks
MEETS STANDARDS: professor initiates discussion through questions and gives specific
feedbacks such as encouraging on which parts the students can improve
GENERALLY EXCEEDS STANDARDS: professor initiates discussion through questions,
gives specific feedbacks such as encouraging on which parts the students can improve, and
provides more questions for students to think about on their own
EXCEPTIONAL: professor initiates discussion through questions, gives specific feedbacks
such as encouraging on which parts the students can improve, provides more questions for
students to discuss among each other, and makes them present answers / opinions in class so the
whole class can be introduced to knowledge / opinions