AT 1 Performance Management A Workshop for Wilkes University Staff

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Performance Management

A Workshop for Wilkes University

Staff

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Background

Wilkes University Compensation Program

Four-year implementation plan Year 2 calls for the review and

redesign of the performance appraisal process

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Project Structure

Project Team

Bill Behm – Development & Alumni RelationsJohn Burke – Finance & Support OperationsAddy Malatesta – Student AffairsMelanie Mickelson – Enrollment & MarketingMike Speziale – Academic AffairsJosephine Panganiban – Human Resources

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Project Methodology

Internal Data Gathering+

External Benchmarking ___________________

= Performance Management Program that is a fit for Wilkes

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Highlights of Findings

Characteristics of the program: A full-year cycle rather than a once-a-year event Goals integrated vertically and horizontally High employee involvement throughout the process Performance expectations defined as both what you

do and how you do it Goals and outcomes reviewed for relevance

throughout the year On-going feedback and coaching are critical to the

success of the program Performance evaluation compares what was

accomplished to what was agreed to be accomplished

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Highlights of Findings

Multi-source feedback, feedback from a variety of relevant sources in addition to the supervisor’s

Categories instead of numerical ratings Just-in-time and focused training for all employees

on the process, skills, and tools to effectively manage the program

Learning and professional development as part of performance management

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Benefits of PerformanceManagement: Table Exercise

Brainstorm:A list of the benefits of performance management. Include benefits for:•Supervisor•Employee•UniversityTime: 5 minutes

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Objectives of Performance Management

Stimulate more dynamic and collaborative goal-setting throughout the University

Ensure alignment of individual goals with department goals and University strategic initiatives

Reinforce behaviors that support achievement of University strategic initiatives

Enhance communication between supervisors and employees

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Managing

Appraising

Planning

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Overview – Planning Performance

Planning Phase- President, Provost and Vice-Presidents

communicate the University and division goals to the Deans, Department heads, and other direct reports

- Deans, Department heads, direct reports develop department or unit goals that are linked to the division goals

- Department or unit goals are communicated to employees

- Employees and their supervisors draft performance expectations that are linked to the department or unit goals

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Overview – Managing Performance

Managing Phase- Day to day, the manager or supervisor observes,

coaches, and reinforces performance- The manager and the employee initiates informal

discussions throughout the year- The manager schedules and conducts the mid-

year feedback session with the employee.

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Overview – Appraising Performance

Appraising Phase- The University, division, department and unit –

level performance is appraised- Individual performance is appraised.- The manager schedules the end-of- year meeting- The manager prepares; the employee prepares- The manager and employee compares the actual

performance to the planned expectations in the meeting

- The manager completes the performance management worksheet

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Workshop Objectives

Learn background on the development of the new Performance Management program

Understand the three phases of the Performance Management program

Understand key skills for Planning Performance Core Communication Skills Developing Planned Outcomes Identifying Competencies

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Guidelines for Working Together

Share your ideas, questions and relevant experiences

Actively listen to the input of others

Observe confidentiality and trust Have fun learning together

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Managing

Appraising

Planning

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Planning

Performance

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Planning Phase

What are the skills you and your supervisor need to plan performance?

Core Communication Skills

Developing Planned Outcomes

Identifying Competencies to support Planned Outcomes

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Planning Phase

Employees and supervisors collaborate to draft individual goals (Planned Outcomes) that are linked to department goals.

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What to Expect

Your supervisor will use three Core Communication Skills to facilitate a dialogue between the two of you.

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Core Communication Skills

Reinforceself-esteem

Listen and checkyour understanding

Ask questions

Use encouraging

verbal &

nonverbal behaviors

Use listening,

paraphrasing &summarizing techniques

Use questions

to generate input and

ideas

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Examples of Questions You May Be Asked By Your Supervisor

“What results are we looking for (as a University or department)?”

“What are the three most important things you can do to help us achieve these results?”

“When you look at this department goal, where do you see yourself fitting in?”

“How can you develop your unique contribution?”

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Responding to Questions: Table Exercise

Discuss:How will you respond when your supervisor asks you for your input and ideas?

Time: 5 minutes

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Your Response

How to prepare to respond: Ask your manager for a copy of the goals of

the department.

Review your job description.

Start thinking about your actions and tasks that already support the department’s goals.

Identify additional actions and behaviors that will support the department’s goals.

Think about your customers and their needs.

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The Benefit of Two-Way Communication

One-Way, Two-WayA Communication Experiment

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Listening

Listen… Listen…

Listen…

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Listening Tips

Don’t allow outside interruptions or distractions.

Face your supervisor and maintain good eye contact.

Focus on your supervisor. Make a conscious effort to tune in.

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Listening Tips

Be open to what your supervisor has to say.

Overcome personal prejudgments and distractions.

Listen for ideas, not just for facts. Control your emotional reactions.

Resist the urge to be defensive.

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Developing Planned Outcomes

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GOAL!

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Linking Individual Planned

Outcomes to Strategic Initiatives

Department

Goals

Individual

Outcomes

University

Strategic

Initiatives

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Wilkes UniversityStrategic Initiatives

I. Develop a balanced blend of exceptional academic programs in the undergraduate and post-baccalaureate sectors, focusing on the sciences and the professions to increase Wilkes’ competitive advantage and expand its reach beyond Northeast Pennsylvania.

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II. Develop an exceptional support environment. Focus Wilkes’ support activities on providing world-class services to students, faculty, staff and alumni. For key programs, the standard will be to meet or exceed the performance of Wilkes’ most successful competitors.

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III. Develop substantial financial and institutional strength to support Wilkes growth and agility by 2010.

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Linking Planned Outcomes to Strategic Initiatives: Part 1

Working alone, answer the two questions on the worksheet.

Time: 8 minutes

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Example

Activity, Action or Behavior

Department Must

Accomplish:

Increase student satisfaction



Increase knowledge of department-wide policies and procedures to be able to resolve student issues and questions.

Cross-train another staff member to be able to cover job responsibilities during absences.

Improve ability to investigate student inquiries so that they are referred to the appropriate staff member.

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Linking Planned Outcomes to Strategic Initiatives: Part 2

With a partner, take turns sharing your responses on the worksheet.Identify at least two ideas that you could discuss with your supervisor.Time: 10 minutes

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Turning Ideas into Planned Outcomes: Be SMART

S = SpecificM = MeasurableA = AttainableR = RelevantT = Time-Bound

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Specific

Being specific means detailed, particular or focused. A goal is specific when everyone knows exactly what is to be achieved and accomplished. Being specific means spelling out the details of the goal.

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Specific - Example

“Increase productivity” is too general. “Increase the applications processors’

productivity” is more specific because it narrows the scope of the desired outcome.

“Increase the applicant letter output of the applications processors” is the most specific. It specifies a desired outcome.

Specifying the expected outcome is the first step toward creating a SMART goal.

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Measurable

Each goal must have a method of measurement that indicates when the goal is reached.

Words like “better,” “more accurately,” or “precisely” don’t provide the quantifiable measurement necessary to determine goal achievement.

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Measurable - Example

“Increase the applicant letter output of the application processors” is a specific statement but to make it measurable we can add “to 40 completed letters per day.”

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Attainable

Attainable goals are possible and achievable.

“Increase the applicant letter output of the application processors to 40 completed letters per day,” is possible and achievable if the current level of output is 30 letters per day.

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Relevant

When developing goals, ask the following questions: Is the goal relevant to University

and department priorities? What will be gained if the goal is

achieved? Are these the outcomes we want

or need?

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Time-Bound

Time-bound means that the goal is regulated by time.

Time constraints encourage action to get tasks completed.

Example: “Increase the applicant letter output of the application processors to 40 completed letters per day by April 30, 2006.”

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Tip: Make Goals Action-Oriented

Action-oriented goals tell us what is to be done to reach the goal.

The action is indicated by use of an action verb, such as:

Evaluate Investigate IncreaseInformImprove CreateDirect Reduce Coordinate

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Quiz: SMART or Not-So-SMART Goals?

1. Increase the number of checks processed from 200 to 300 per month with minimal errors.

2. Be more responsive to internal customers by returning emails and phone calls within 24 hours.

3. Decrease office expenses by reducing supplies ordered.

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Example

Individual Outcome

Department Goal

Increase student satisfaction rating to 90% in one year

Individual Outcome

Individual Outcome

Increase knowledge of department-wide policies and procedures to be able to personally resolve 50% of student issues by 7/1/06.

By 1/15/06, train at least one other staff member to cover job responsibilities during absences.

By 5/1/06,improve ability to investigate student inquiries so that 90% of the time they are referred to the appropriate staff member.

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Remember

Identification of Planned Outcomes is most effective when it is a collaborative effort between your and your supervisor.

The typical employee will have 3 to 5 Planned Outcomes.

Planned Outcomes are not etched in stone.

Good Planned Outcomes: support a department goal;

are outcome-based;

are SMART.

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Tracking Sources

Tracking sources = Measures What will be used to determine if

the Planned Outcome was achieved?

Examples: Number of work orders

processed Number of letters generated

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Identifying Competencies

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Competencies

Baseline Requirements General Competencies Leadership Competencies Behavioral Indicators

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The Competency Dictionary

Is a resource for supervisors and employees

Provides detailed definitions for behaviors that are important for the University.

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Behavioral Indicators

Each Competency has a definition and a set of behavioral skills called Behavioral Indicators.

The Behavioral Indicators are observable behaviors that individuals employ when they are demonstrating a particular competency.

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Behavioral Indicators - Example

When a person is demonstrating Initiative, others will observe the individual seeking information from many different sources before deciding on an approach.

Observing a behavior means you can see or hear a person exhibiting that behavior.

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Baseline Requirements

These are Competencies that are expected of all employees at the University; they are: Reliability Integrity Accountability Flexibility Diversity Basic Computing Skills Interpersonal Relationships

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Baseline Requirements

During the Planning Performance meeting, your supervisor will discuss the Baseline Requirements with you.

You and the supervisor will confirm that they were discussed by initialing where indicated at the top of the Part 2 of the Performance Management Worksheet.

Your supervisor will add any relevant comments on your performance of the Baseline Requirements.

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General and Leadership Competencies

Your and your supervisor together will choose three to five competencies from the list and record them in Part 2 of the Performance Management Worksheet.

It is important to choose the three to five competencies that will help you achieve your Planned Outcomes.

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General and Leadership Competencies

All competencies are important, but some are more likely than others to be more relevant to your particular job or Planned Outcomes for the year.

Employees in supervisory roles must select at least two goals from the list of Leadership Competencies – Coaching and Delegation are strongly recommended.

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Selecting Behavioral Indicators

Once the Competencies are selected, you and your supervisor will agree on three Behavioral Indicators in each Competency that will be performance expectations.

These Behavioral Indicators will be recorded in Part 2 of the Performance Management Worksheet.

When recording Behavioral Indicators on the worksheet, don’t copy them verbatim. Customize them to be relevant to your job and Planned Outcomes.

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Selecting Behavioral Indicators

For example, a Behavioral Indicator for Attention to Detail is: “Provides accurate, consistent

numbers on all paperwork.” For an employee in Facilities, you

might customize this to read: “Provides accurate, consistent

information on all work orders.”

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Question

How would you edit the Behavioral Indicators under Attention to Detail to make them more relevant to your job and department?

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Tracking Sources

Tracking sources = Measures Who or what is the tracking

source? How will the behavior be measured?

Examples: Obtaining feedback from others Observation

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Managing

Appraising

Planning

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Wrap Up

Questions? Workshop Evaluation

Documents

AT 1 Performance Management A Workshop for Wilkes University Staff