KTH Salary Policy Annex 2: Systematic Individual Assessment
Policy No. 1/2006
It is vital that different personnel groups and individuals receive similar assessments using the KTH Salary Policy as a basis.
The immediate manager assesses the employee based on the relevant areas of qualification, for example performance results, personal development etc.
The following assessment levels should be applied
5 – Exceeds by a wide margin the requirements in place for the position and contributes excellent working efforts.
4 – Exceeds in several aspects the requirements in place for the position and contributes a very good level of working efforts.
3 – Fulfils the requirements in place for the position and contributes a good level of working efforts.
2 – Improvement is needed in several aspects in order to fulfil the requirements in place for the position. Performance levels also need improvement.
1 – Does not fulfil the requirements in place for the position and performance is insufficient.
The relevant head of department coordinates assessments to form underlying information on which to base individual salary increases.
Bases for assessment of managers
- leadership ability
- initiative taking
- financial responsibility
- administrative ability
- social competence/ability to create job satisfaction
- strategic competence
- ability to maintain deadlines
Bases for assessment of teachers and researchers
Teaching and research will be assessed equally from a work evaluation perspective.
Teaching positions include professor, associate professor, lecturer and assistant professor. Senior researcher, researcher and senior research engineer who operate their own research activities are also covered by these bases for assessment.
KTH is tasked to operate research, doctoral studies, first-cycle courses and study programmes, continuing professional development, to provide information on operations and to liaise with surrounding society.
The efforts of teachers and researchers are primarily evaluated taking into consideration how the individual employee’s efforts have contributed to these tasks.
The following bases for assessment are in addition to the general criteria for salary level setting of employees in the positions listed above.
PLEASE NOTE! One or several parts of the roles listed below may be involved in the assessment depending on the position, its level and job content. These will then be compiled into a general assessment.
A. The knowledge production role
Is the professor/teacher/researcher active as a researcher/research leader?
Productivity and quality to be taken into consideration for assessment.
This activity may be reported through the following:
The scope of the research by description of project, allocations and number of employees.
Publication of scientific results in international journals, in book form or at conferences.
Invitations to foreign and Swedish universities and research centres.
Patents, prototypes, seed companies which are the result of research and development work.
External assessments of quality of operations.
B. The knowledge management role
- Does the professor/teacher/researcher possess high levels of scientific competence within his/her field? Are they on the cutting edge?
This may be manifested by the following:
- Invitations to act as expert/academic opponent.
- Referee activities for scientific journals
- The arrangement of scientific conferences.
- Appointments to international scientific organisations.
- Scientific contacts inside and outside KTH.
- R&D consultations for government/non-governmental organisations and business/industry.
C. The role as academic educator/supervisor
Activities within doctoral studies to be documented as follows:
- Number of active individuals within doctoral studies who have this professor/teacher/researcher as a supervisor.
- • Number of individuals who, under the leadership of this professor/teacher/researcher have graduated with a PhD, Licentiate Degree or obtained docent competence.
- The number of completed degree theses supervised by the individual in question.
D. The information role
- Activities as provider of information via books, newspaper articles and lectures.
- Participation in government enquiries.
E. The role as representative of the subject
To be documented as follows:
- Leadership and planning of teaching.
- Participation in doctoral theses.
- Course development, development of teaching material.
- Participation in contract education and continuing professional development.
- Continuous renewal of teaching material.
F. The role as teacher
- The skill of the professor/teacher/researcher as a teacher-pedagogue.
- The scope of teaching inputs (first, second and third cycles of education).
- Pedagogical development.
- Subject development
- Educational results.
- Evaluation of teaching carried out.
- Student contacts.
- Communications ability and social competence
G. Role as manager/leader
Participate in KTH planning and development activities at school, faculty or central level including through appointments as head of school, director of studies or member of working groups or boards.