Performance and Professional Growth Systems Non-Instructional Staff For use by Supervisors, Managers, Directors, Principals, and Superintendents Who Supervise

Performance and

Professional Growth Systems

Non-Instructional Staff For use by

Supervisors, Managers, Directors, Principals, and Superintendents Who Supervise Non-Instructional Employees

(both salaried and hourly)

2 Training Objectives:

Present an overview of the Performance Management model. Explain the reasons for new non-instructional performance

evaluation systems. Describe the three systems and which employees fall under

which. Discuss the key elements

Common to all three systems. Included in leadership and non-bargaining support systems

only. Included in leadership and non-bargaining support systems,

and optional for bargaining support. Provide an online demonstration of support resources and

forms. Questions & Answers.

3

Rewards & Recognition

Organizational Effectiveness Assessment

Individual Performance Evaluation

Staffing Techniques

Individual Professio

nalGrowth

Succession Planning

Compensation

Management

PERFORMANCEMANAGEMEN

T

PERFORMANCE MANAGEMENT MODEL

4 Why change systems?

To better align evaluation systems with BPS’ operational values to support employee movement toward achieving the district’s mission and vision.

To ensure greater consistency of evaluation systems measuring the performance of support staff with systems in place to measure instructional performance.

To provide enhanced tools to facilitate the professional growth of support employees.

5 What are the new systems?

Non-Instructional Leadership Performance & Professional Growth System

Non-Bargaining Support Staff Performance & Professional Growth System

Bargaining Support Staff Performance & Professional Growth System

6 Who is evaluated by which system?Non-Instructional

LeadershipNon-Bargaining Support Staff

Bargaining Support Staff

Any district employee in a leadership role who is not

evaluated by the instructional evaluation

systems.

Any district employee who is an individual contributor and

not evaluated by the instructional evaluation

systems.

Any district employee who is represented by the IUPAT

Local 1010 collective bargaining unit.

“Leadership” is defined as anyone who completes and

delivers employee evaluations and who is

responsible for discipline.

“Individual contributor” is defined as not being in a leadership role and not

represented by a collective bargaining unit.

Includes Core 1010, Professional/Technical Salaried and Hourly, Physical/Occupational

Therapy Assistant (POTA).

Associate Superintendent Finance, Cafeteria Manager,

Transportation Director, SACC Coordinator

School Secretary, Technology Associate, Systems Analyst,

Budgeting Coordinator, Administrative Assistant

Bus Driver, Custodian, Bookkeeper, Secretary, Media

Assistant, Instructional Assistant, Electrician

7 Performance and Professional Growth Systems Cycle

Step 3

Step 1

Step 2

Key Participants:Employee and

Direct Supervisor

Ongoing Throughout Cycle

Completed by end of September

Completed by end of January

Completed by early May

Mid-Year Conference: Review Expectations

and Adjust

8 Key elements included in all three systems:

Job Dimensions (the “How” of performance)

What are they? Which Job Dimensions are shared by all three

systems? Custom Job Dimensions for the Leadership

System Custom Job Dimensions for the Support Staff

Systems

Self-Evaluation

9

What are Job Dimensions?

They are how employees go about doing their jobs.

They are the skills and abilities required to effectively complete job responsibilities and deliverables.

They include key competencies, including personality traits and attitudes such as ambition, attention to detail, and interpersonal skills that are held to be essential to performance of a job.

Key elements included in all three systems

10 Job Dimensions Common to All Three Systems

CommunicationsUnderstanding all modes of communications, including written, verbal, non-verbal,

and listening skills. Effective use in individual and group situations, and the ability to adjust the message to meet audience needs.

JudgmentThe act or process of forming an opinion or making a decision after careful thought.

Involves data gathering; consideration of alternatives; the use of logical assumptions; and cognizance of the potential outcomes of the opinion or decision

given organizational values, resulting in decisions that are objective and wise.

Customer ServiceProactively develop customer relationships by making efforts to listen to and

understand both internal and external customers. Anticipate and provide solutions to their needs. Give high priority to customer satisfaction.

TeamworkWorking effectively with team and work groups or those outside formal lines of

authority to accomplish organizational goals; taking actions that respect the needs and contributions of others; contributing to and accepting consensus; subordinating

own objectives to that of the team.

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Custom Job Dimensions for the Leadership System

Leadership

Work effectively using appropriate interpersonal styles and methods to inspire and guide individuals (direct reports, peers, and superiors) toward goal achievement. Modify behaviors to accommodate tasks, situations, and individuals. Create and

achieve a desired future vision by influencing organizational values, individual and group goals, and systems.

Management Skills

Coordinate the efforts of people to accomplish goals and objectives using available resources efficiently and effectively. Includes planning, organizing, staffing,

directing, and controlling an organization or initiative to accomplish goals. Also includes the deployment of human, financial, and technological resources.


12

Custom Job Dimensions for the Non-Bargaining and Bargaining Support Staff Systems

Technical Skills/Work Habits

Possessing the knowledge and skills necessary to accomplish the purpose and objectives of an assignment. Demonstrating the approach to completing tasks that ensures quality and productivity in one’s work. Caring enough about an organization to give it your all.

Initiative

Assessing and initiating things independently. The power or opportunity to act or take charge before others do. Possessing the confidence to do something proactive,

needed, important, or urgent without prompting from others.


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Job Dimensions Guidebook Tools

List of Key Elements

Description of Behavioral Evidence

Skill Enhancers

Professional Growth Activities


14

Rubrics for Measuring Job Dimensions’ Performance

Highly Effective EffectiveNeeds

Improvement/Developing*

Unsatisfactory

Consistently exceeds expectations in the key elements and behavioral evidence of this job dimension.

Demonstrates strong performance in most key elements and behavioral evidence of this job dimension.

Performs to minimum expectations in several of the key elements and behavioral evidence of this job dimension.

Fails to meet the minimum performance requirements in most key elements and behavioral evidence of this job dimension.

*Is Developing in the first year in position.


15

Employee Self-Evaluation


Employee has the opportunity to provide feedback for his/her evaluation.

Uses the same Evaluation Form, selecting Self-Evaluation from the drop-down menu.

For each Job Dimension, employee selects rating which best describes his/her performance.

Employee should add comments whenever possible to support his/her self rating.

16 Key Elements Included in Leadership andNon-Bargaining Support Systems:

Professional Growth Plan

Objectives (the “What” of performance) What are they? Developing SMART Objectives tied to

specific job dimensions

17

Individual Professional Growth Plans

• Activities and training plans important in assisting employees in achieving the “What” of the job as well as the “How.”

• Improves personal performance and ensures individual development.

• Should be developed when establishing objectives and discussing job dimensions.

• Helps employees eliminate or reduce mistakes and identify personal style issues for improvement.

• Should focus on improving knowledge and skills that will increase the likelihood of success.

Key elements included in Leadership and Non-Bargaining Support Systems

18

Objectives: What are They?

High-level list of three to four key areas for focus in accomplishing objectives.

Not a list of all tasks. At least one objective is directly tied to student

achievement.


19

Developing SMART Objectives


Specific —What exactly are we going to do for whom?

Measurable —Is it quantifiable and can we measure it?

Achievable —Can it be done in the proposed time frame withthe resources and support available?

Relevant —Will this objective have an effect on thedesired goal or strategy?

Time bound —By when will this objective be accomplished?

20 Key Elements Included in Leadership andNon-Bargaining Support Systems, and

Optional for Bargaining Support

Mid-Year Conference Meeting

Associate Feedback (optional)

21Mid-Year Conference Meeting –

Review Expectations and Adjust

• Meeting held in the January time frame.

• Verify that established objectives remain appropriate, adjust any objectives if circumstances have changed, listen to the employee about any frustrations and concerns in achieving objectives, and offer to help remove constraints to success.

• Give employee feedback on the “How” of the job—the Job Dimensions.

• Helps ensure there are no surprises at annual performance appraisal time.

Key elements included in Leadership and Non-Bargaining Support Systems, and optional for Bargaining Support

22

Associate Feedback


Invaluable in providing a balanced view of how employees perform in the Job Dimensions while working with associates.

Can be peers, subordinates, superiors, and internal and external customers.

Request should be as simple as possible.

Recommended but not required.

23

The point is not to associate individual comments to individual associates but to identify patterns in the employee’s performance of Job Dimensions that can help the supervisor praise the employee as well as identify areas needing improvement.

The employee should provide associates’ names, and the supervisor should add to the list.

Associate Feedback


24 Pulling It All Together – The Annual Performance Appraisal

• Occurs in the May time frame.

• Use the same online form used to establish Objectives and Professional Growth Plans (if applicable).

• Utilize Self-Evaluation and Associate Feedback, if applicable, to write the evaluation, as well as supervisor notes and observations.

• Schedule sufficient time and privacy to deliver the evaluation’s contents.

• Review objectives and results; plan focus areas for following years.

25

Questions?

Documents

Performance and Professional Growth Systems Non-Instructional Staff For use by Supervisors, Managers, Directors, Principals, and Superintendents Who Supervise