1

PERFORMANCE MANAGEMENT

Penn State ITS

2

Goals for Today

Advise employees of recent manager training on performance management

Update employees on specific content and how it affects them.

Acquaint employees with terms and concepts that management will use.

Reinforce idea of partnership between employee and direct supervisor.

Provide opportunity for discussion.  

Talent Management Model

Recruitment

On-Boarding

Learning/Developmen

t

Performance

Management

Career/SuccessionPlanning

New Employees

RetirementsDepartures

Leadership and

Management

Climat

e

Diversity

3

Accountability Consis

tenc

y

Appropriate behavior

4

What is Performance Management?

Performance Management is an ongoing communication process that involves both the manager and the staff member to: Identify and describe the job responsibilities and

relating them to the mission and goals of the organization

Develop realistic performance standards Discuss feedback about performance Document examples of positive and negative

performance Plan professional development opportunities to

sustain and improve staff performance

5

Performance Management and Competencies

The “What”

The “What”

The “How”

The “How”

Job Duties Performance

Standards

Results focused Action-Oriented

Competencies Core Unit-Specific Job-Specific ITS Community

Principles

Behaviorally Focused Development Oriented Emphasize organization

values and/or individual abilities

Examples Characteristics

6

Planning

Feedback

Assessment

The Performance Management Cycle

Start

Here

7

Outline

Overview of Performance Management

The Performance Management Cycle

II. Feedback & CoachingObserving and documenting behavior

Ongoing feedbackMid-year discussions

I. PlanningDuties, tasks, and performance standards

Setting development goals

III. AssessmentWriting performance reviews

Performance level definitions/guidelinesConducting performance discussions

Session 1

Session 2

8

Performance Management Timeline

9

I: Planning

Planning

Feedback

Assessment

•Define Job Duties•Set Performance Standards

•Set development goals

•Establish resources needed

•Identify supports & barriers

•Use tools provided to discuss and document plans

10

I. Planning: Overview

Planning includes 2 major activities: Define Job Duties Define Performance Standards

associated with each duty Planning is Collaborative Result = Job Responsibilities Worksheet

(JRW)

Plan

Feedback

Assess

11

Job Responsibilities Worksheet (JRW)

Enter Responsibilities in the “Duties”

section of the JRW

Confirm or Update % of Time,

New Duty, and

Essential Functions columns

Plan

Feedback

Assess

Enter Performa

nce Standards for each

Duty

(Optional, recommended): Identify

which Competency is related to the Duty

12

Define Job Duties

A job duty is a specific work segment composed of several tasks that are performed by an individual

Guidelines: Use duties from job profiles as appropriate Describe each major area of responsibility Elaborate on duties to explain the context Ensure the staff member understands the

impact Each job should currently have a JRW with

the Duties section completed

Plan

Feedback

Assess

13

Performance Standards

A Performance Standard reflects results that are expected when a job duty is performed satisfactorily.

Standards are: Based on the position, not the individual Observable, specific indicators of success Meaningful, reasonable, and attainable Describe "fully satisfactory" performance once

trained Expressed in terms of Quantity, Quality, Timeliness,

Cost, Safety, or Outcomes “Exceedable” – employees should know that they can

exceed expectations

Plan

Feedback

Assess

14

Creating “SMART”Performance Standards

Examples: Implement update of on-line graduate application program by October 1, 2006 Reconcile Budget & Expense statements within a week of receipt from Finance

Office (ongoing). Reduce telephone expenses by 15% within the first half of the fiscal year. Design and implement use of spreadsheet by (date) to track loan of

departmental audiovisual resources.

SpecificA focused, concise, concrete statement

that tells what needs to be accomplished (Who, what, where, why?)

MeasurableEstablish concrete criteria for measuring

progress, and define the level of acceptable performance

AttainableExpected results are within the authority, skill,

and knowledge level of the employee; resources are available

Results-Oriented

Goals should measure outcomes, not activities

Time-Framed Grounded within a timeframe - Set target dates for achieving expected outcomes

Plan

Feedback

Assess

15

Example Performance Standards

Provide support to user groups and/or committees and participate in communication/outreach efforts Standard 1: Create a bi-weekly blog post related to

web 2.0 technology use in teaching, posted by noon every other Thursday on the ITS blog (Start date: Sept 17, 2009)

Standard 2 : Attend all scheduled ABC committee meetings; Provide status updates to supervisor within 24 hours regarding this office’s involvement in committee activities

Standard 3: Submit proposals to present at industry conferences; After presenting, submit trip reports via ITS blog within 24 hours of return

Plan

Feedback

Assess

16

Development Action Plan

The Development Action Plan focuses on areas employees want to develop in order to grow in their jobs or advance their careers.

Some areas to consider: Performance outcomes Development areas Career planning University/Department/Unit plans, goals,

and direction

Plan

Feedback

Assess

17

Development Action Plan

Skills not currently possessed (or requiring improvement) needed for current role

Possible future assignments outside the scope of current job

Skills needed for anticipated or desired future role

Specific steps to be taken to gain skills/experience: Training classes, seminars, etc Activities Mentor relationships Actions to be taken by employee

Possible barriers to achievement

Current job responsibilities that staff already has skills to execute

Generic statements without associated actions (i.e. “Improve communication skills” without courses, practice, activities)

Activities not related to university/unit goals or needs

Activities not related to professional development

What SHOULD be in Development Action Plans…

What should NOT be in Development Action Plans….

Plan

Feedback

Assess

18

Professional Development Model

Professional Development Model

Adapted from the Center for Creative Leadership, Development Dimensions International, and ConocoPhillips

Challenging Work Experiences

70%

• Developmental assignments

• Internships

• Cross-disciplinary projects

Apply and Master

Individualized

Feedback 20%

• Coaching

• Mentoring

• 360-degree feedback

Reflect and Adapt

Formal Professional Development

10%

• Workshops

• Conferences

• Credit courses

Acquire

19

JRW and the Development Action Plan

How do the JRW and Development Action Plan work together? JRW includes duties and corresponding performance

standards currently assigned to the employee Development Action Plan consists of:

Improvements that need to be made to fully achieve existing duties (potentially related to a competency)

Developmental assignments that require additional knowledge, skills, and/or behaviors

Skills that supervisor or staff expect will be needed for future activities, or as preparation for an anticipated future role

The JRW is a “living document” – review throughout the year

Plan

Feedback

Assess

Plan

Feedback

Assess

•Document and discuss observed behavior

•Discuss results to date

•Provide effective feedback

•Review and refine objectives

•Remove barriers to achievement

II. FeedbackStart

Here20

Mid-Year Discussion

Schedule a meeting Time, Location

Prepare for the mid-cycle status review Reviewer should gather feedback materials, documented observations Bring your own examples/documentation

Discuss performance to date Goals achieved, goals remaining Ask for specific examples Present your perspective

Discuss expectations Supervisor’s expectations Your expectations; possible roadblocks Update JRW if necessary

Complete the discussion Complete documentation Commit to follow up

21

Plan

Feedback

Assess

Guidelines for documenting performance observations

Document behavior relevant to competencies, responsibilities – both Positive and Areas for Improvement

Describe specific, observable behaviors Avoid assumptions; follow up to get facts What? When? Why? Where? Who? Use the CARE method:

Circumstances Action observed Results of action observed Expectation or standard

22

Plan

Feedback

Assess

23

How does this relate to the SRDP?

Assessment

Planning

Feedback

Assessment

24

Rating Scale

Significantly Exceeds Expectations Employee performs assigned responsibilities in a

consistently superior manner Exceeds Expectations

Employee performs assigned responsibilities in a manner that often exceeds communicated standards

Meets Expectations Employee performs assigned responsibilities consistently

well throughout the review period. Partially Meets Expectations

Employee performs satisfactorily in some aspects of his/her assigned responsibilities but not in others.

Does Not Meet Expectations Employee performs assigned responsibilities in an

unsatisfactory manner, has not responded to constructive feedback, or has not improved performance.

Plan

Feedback

Assess

25

Questions/Discussion Plan

Feedback

Assess