1. The Road to Success as A Faculty Member
4/24/2017
The Road to Success as A Faculty Member
New Faculty Orientation 2015
Dr. Kim Kidwell, Acting Dean
College of Agricultural, Human and Natural Resource Sciences
Professor, Dept. of Crop and Soil Sciences
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2. Levels of Learning Unconscious Competence Unconscious Incompetence
There is A Natural Cycle Inherent In Any Learning Experience. We navigate these levels of learning every time we take on something new: a new job, a new hobby, a new responsibility. Example: riding a bicycle. 
The Cycle Has 4 Stages:
Unconscious Incompetence: I don’t know that I don’t know. I am unware that something exists. This is your frame of reference before you ever got on a bike.
Conscious Incompetence: I know that I don’t know. I am aware that it exists but I don’t know how to do it (beginners mind). I have to be willing to accept that I don’t know how to do this activity if I want to learn how to do it. You have lots of bumps, bruises and skinned knees during this phase. A helmet is a good idea.
Conscious Competence: I am engaged in learning how to do it. I begin to become skillful at it. This requires practice.
Unconscious Competence: The action becomes second nature for me. I have practiced so much and become so skillful that it now engrained in me.  
People Are Most Vulnerable Between Stages 2 and 3. The question to ponder is, how do we support ourselves and others with embracing this curve, instead of making people wrong or judging them or ourselves for not being good enough when we are simply realizing what we don’t know and need to practice if we want to improve our ability?
Developing Resiliency or Success Skills: Our ability to transition from conscious incompetence to conscious competence defines our ability to succeed in a situation, and this is the point where people make a conscious choice to either give up or to rally. In the context of work environment, this is the place where we as mentors and supervisors are standing in support of our employees as they employ the skills that are needed to be successful in your culture such as communicating effectively, building trust with co-workers and clients, learning about the product line, etc. A great question to consider is whether we are consciously creating an environment where people – including ourselves – are supported in developing success skills?
Resiliency
Skills
Conscious
Competence
Conscious
Incompetence

3. In the Beginning … Program was $30,000 in debt
Most of the equipment was broken, obsolete or missing
No personnel management training
Inherited a technician that had been with the program for 28 years that did not want to work for a woman.
No budget management experience

4. Oh $#&*! Even worse … Hadn’t written a competitive grant
Never created a course
Never trained a graduate student
Couldn’t drive a tractor
Didn’t know anything about wheat
Oh $#&*!

5. Fact EVERYONE has doubts, concerns or fears
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Fact
EVERYONE has doubts, concerns or fears
at some point during the process.
Non-constructive Responses:
Imposter Syndrome
Perpetual Victim
Denial
Procrastination
Arrogance
Aggressiveness
Passiveness
Paralysis
Bad Behaviors:
Workaholic
Alcoholic
Food addict
Exercise addict
Disconnected from family and friends
Distracted
Self-consumed
Etc.
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6. Adjust to Constructive Feedback As Needed
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We Would NOT Have Hired You If We Did Not Believe that You Will Be Vital Contributors to the Success of this Institution.
We WANT You To Succeed!
We recruited you
We gave you a start up package
We will mentor you
Adjust to Constructive Feedback As Needed
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7. Essentials Component of Success: Publish Without Worrying about Perishing
Only work on projects that will generate publications
Align with productive people
Train students to be good scientific writers
For our disciplines to evolve, we must add our “piece” to the puzzle
Just Write It!

8. The Teaching Portfolio is a Major Component of Your Tenure Packet
View Teaching As More than a “Have To”
It is a sacred honor
It “counts” to students and administration
It captures the essence of “World Class. Face to Face.”
It is fueling and inspiring
The Teaching Portfolio is a
Major Component of Your Tenure Packet

9. Align Teaching and Research Efforts
Complementary
Synergistic
Simultaneous evolution facilitates “climbing”
Everything is a teaching and learning opportunity
Seek parallel opportunities

10. Invest Time In Learning How to Work Effectively with Others
The ACT of Leadership
Building a Value-Based Leadership Platform
Mindfulness
Engaging In the Moment
Conscious Communication
Adaptive Management
Transforming Complaints to Committed Action
Conflict Navigation Styles
Navigating Challenging Situations
Building Consensus
Embracing Tidal Leadership Challenges
Creating Your Leadership Playbook
Consists of 12 on-line modules, that are delivered over a 16 week period. The program is designed and paced for people who are full time employees, and it is accessible to any adult learner anywhere in the world.
“title” and “tidal” leadership: title is leadership granted to you by a title you are awarded (Ex. Dr., CEO, President) as opposed to “tidal” which reflects the essence of how you lead others based on the influence and impact you have on them.
Upcoming Cohorts:
Tidal for Women – Sept. 14th to Dec. 31st
Tidal for Working Professionals – Oct. 5th to Jan. 25th

11. Find Your Passion - It Leads to Purpose
4/24/2017
Find Your Passion - It Leads to Purpose
What matters to you? What motivates and inspires you? What do you hope to create?
Template B-curves

12. Mechanics of the Feedback Process

13. Annual Review Conducted yearly for all faculty by the chair
Assesses performance during the last calendar year (0 to 5 scale)
>3.0 meets or >4.0 exceeds expectations
< 3.0 does not meet expectations
You may respond to your review
Used to determine raises
Included in the tenure packet

14. T&P Guidelines University Requirements College Requirements
Department/School Requirements
What Works: Department > College > University What Doesn’t Work: Department < College < University
Review the University, College and Department/School Guidelines
Before Charting Your Tenure Course. Know the Process Throughout.
Productivity is based on job responsibilities.
If not specified, assume 40% Teaching, 40% Research, 20% Service

15. Resources Faculty Manual – University web page
Provost’s Instructions for Tenure and Promotion – Provost’s web page
College website
Departmental website

16. Tenure Mentoring Process
Mentoring Committee
1 or 2 meetings per year
Write an annual progress towards tenure report:
Based on cumulative performance
Senior faculty participate
Results must be discussed with you
Identify other mentors to support you

17. Third Year Review (Spring of 3rd Year)
4/24/2017
Third Year Review (Spring of 3rd Year)
Similar to Tenure Process – No External Letters
Packets are reviewed by senior faculty, chair, dean and provost.
Possible Results:
Progress Satisfactory
Some Improvement Required
Substantial Improvement Required
Unsatisfactory: usually leads to non-renewal
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18. Tenure and Promotion Process*
Packets: Developed in the spring at the end of year 5 CV
Teaching Portfolio (5 pages)
Context Statement (2 pages)
Exhibits
External reviews (4 or 5; early summer)
Department Review (late summer; regional campus included when appropriate)
Senior Faculty review packet and external letters. Recommend whether to grant or deny tenure.
Chair makes a recommendation and summarizes the case.
*Exact procedures vary by college and department

19. Productively Scenarios 45% of Hires Drop Out Before Tenure
4/24/2017
Productively Scenarios
Crash: steady decline in productivity over time
Flat line: consistent minimal level of productivity
Blip: minimal productivity with one excellent year
Expanding: steady increase in productivity over time
95% Who Apply Get Tenure
45% of Hires Drop Out Before Tenure
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20. College Review (October)
The Dean’s Advisory Committee makes a recommendation.
The Regional Campus Chancellor is consulted when appropriate.
The Dean makes a recommendation and interprets the case for those outside of the college.
A recommendation that is inconsistent with the department must be explained.

21. The Provost’s Review November – January
The Provost’s Advisory Committee makes a recommendation
Can disagree with the prior decisions, but rarely does.
Complete packet with all recommendations goes to the Provost for final decision. Confers with the President.

22. If Tenure and/or Promotion is Granted
The candidate receives a letter and a 10% raise effective in the fall.
The candidate is recognized at the Celebration of Excellence Banquet at Showcase.

23. If Tenure is Denied
Resign within 90 days with no record of the denial and (usually) one more year at WSU.
Appeal to the Faculty Status Committee (FSC) within 30 days.
Inadequate consideration
Violations of academic freedom
Substantial procedural irregularities
Merits of the case cannot be appealed

24. Tenure Myth
Tenure is a right. I will receive tenure if I do a reasonable job.
Tenure is a long-term commitment for the University.
The University expects better than average performance over time.

25. Tenure Myth Only research and grant funding count.
Performance in teaching, scholarship, and service all count too.
The exact factors and their weights vary by department and appointment.

26. Tenure Myth A majority “vote” leads to tenure.
4/24/2017
Tenure Myth
A majority “vote” leads to tenure.
Tenure is based on many factors (e.g., external letters, summaries of chair and dean).
Faculty recommendations are advisory only.
Compelling recommendations carry more weight.
Not all faculty member’s recommendations are considered equally.
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27. Tenure Myth
If one faculty member “votes” against me, I won’t get tenure.
Negative recommendations may not be decisive.
Many successful faculty members receive some negative comments.

28. Tenure Myth
If you’re well liked, you’ll receive tenure; if not, you won’t.
Academics tolerate eccentric behavior.
Tenure will not be granted if your behavior interferes with the functioning of your unit.
Faculty members who are well-liked may have more support from colleagues.

29. Tenure Myth I’ll get tenure if I have X number of papers.
Teaching and service count
Quality counts
Level of contribution counts
Other factors contribute to scholarship (e.g. grant funding)

30. Frequently Asked Questions
Can excellence in one area mitigate lesser performance in another area?
Perhaps depending on the circumstances, but no tenure-track faculty member can omit one of the essential areas: teaching, scholarship, and service.

31. Is early promotion and/or tenure permitted?
Performance must be exceptional, not just meet the standards
Only with the Provost’s prior approval

32. Can the tenure clock be stopped?
Yes
by giving birth (up to 2 years)
by serious illness
by family emergency
by taking leave without pay
All requests must be made to the Provost by September 1

33. Other of Faculty Support Policies
Modified Duties
Reasonable Accommodation
Partner Accommodation
Professional Leaves
Sittercity
Phased Retirement
faculty.wsu.edu

34. 4/24/2017
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