From mandate to co-create: leading the development of inclusive performance evaluation criteria

• Date: 24 July 2024
• Pages: 88-102
• DOI: https://doi.org/10.1108/EDI-01-2024-0013
• Published date: 24 July 2024
• Author: Jessi L. Smith,Sylvia Mendez,Jennifer Poe,Camille Johnson,Dale K. Willson,Elizabeth A. Daniels,Heather Song,Emily Skop

From mandate to co-create: leading

the development of inclusive

performance evaluation criteria

Jessi L. Smith

Department of Psychology and Office of Research,

University of Colorado Colorado Springs, Colorado Springs, Colorado, USA

Sylvia Mendez

Department of Leadership, Research, and Foundations,

University of Colorado Colorado Springs, Colorado Springs, Colorado, USA

Jennifer Poe

Office of Research, University of Colorado Colorado Springs,

Colorado Springs, Colorado, USA

Camille Johnson

Letters Arts and Social Science Dean’s Office, Cal Poly Pomona, Pomona,

California, USA

Dale K. Willson

Department of Leadership, Research, and Foundations,

University of Colorado Colorado Springs, Colorado Springs, Colorado, USA

Elizabeth A. Daniels

University of the West of England, Bristol, UK

Heather Song

Department of Electrical and Computer Engineering,

University of Colorado Colorado Springs, Colorado Springs, Colorado, USA, and

Emily Skop

Department of Geography and Environmental Studies,

University of Colorado Colorado Springs, Colorado Springs, Colorado, USA

Abstract

Purpose –Annual performance evaluations of faculty are a routine, yet essential, task in higher education.

Creating (or revising) performance criteria presents an opportunity for leaders to work with their teams to co-

create evaluation metrics that broaden participation and minimise inequity. The purpose of this study was to

support organisational leaders in developing equitable performance criteria.

EDI

43,9

88

© Jessi L. Smith, Sylvia Mendez, Jennifer Poe, Camille Johnson, Dale K. Willson, Elizabeth A. Daniels,

Heather Song and Emily Skop. Published by Emerald Publishing Limited. This article is published

under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute,

translate and create derivative works of this article (for both commercial and non-commercial purposes),

subject to full attribution to the original publication and authors. The full terms of this licence may be

seen at http://creativecommons.org/licences/by/4.0/legalcode

The project reported here was funded by the National Science Foundation (No. 2117351). Any

opinions, findings and conclusions or recommendations expressed in this manuscript are those of the

authors and do not necessarily reflect the views of the National Science Foundation. We are grateful to

the West Virginia ADVANCE team for their collaboration and coaching and to Dr Kelly McNear for her

feedback on a previous version.

The current issue and full text archive of this journal is available on Emerald Insight at:

https://www.emerald.com/insight/2040-7149.htm

Received 14 February 2024

Revised 16 April 2024

18 June 2024

Accepted 19 June 2024

Equality, Diversity and Inclusion:

An International Journal

Vol. 43 No. 9, 2024

pp. 88-102

Emerald Publishing Limited

2040-7149

DOI 10.1108/EDI-01-2024-0013