360 DEGREE FEEDBACK: FACULTY PERSPECTIVE

Abstract

The 360-degree feedback system has emerged as a suitable and valuable tool for solving many snags and biases related to other traditional assessment instruments, where validity and reliability have been traditionally questioned. The 360-degree feedback system is based on the hypothesis that the assessment must be carried out from multiple evaluations of various stakeholders that include several dimensions of employees work from varied perspectives. In this sense, the results of the evaluation would benefit from greater objectivity, reliability and validity. In the management education context, it was always a need for faculty to have a robust system of evaluation to identify their contribution of work. Generally, Management institutes have evaluation surveys filled in by students and these are usually the only tool administered for evaluating faculty performance. The outcome of this type of evaluation could have a significant bias as only one set of stakeholders participates in the assessment. It is important to understand that Faculty of management education not only contributes towards teaching but also towards research publications, consultancy and service to institution. On understanding the requirements, there is a need to implement a 360-degree feedback system, which addresses the gaps in evaluating faculty contribution. AICTE has made an attempt to introduce 360 degree feedback mechanism for faculty and laid down some parameters. The process comprises of creating a data framework that maps Faculty, Students and Subjects and this data gets captured through an online mechanism. Further, the system has also proposed to disburse rewards on real time basis. Keeping these developments in background, the aim of this paper is to understand the perception of faculty members on the parameters of 360-degree feedback mechanism as recommended by AICTE