1 PERFORMANCE MANAGEMENT Penn State ITS Goals for

1 PERFORMANCE MANAGEMENT Penn State ITS

Goals for Today 2 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 3 New Employees Retirements Recruitment Departures Career/ Succession te a lim ity On-Boarding y si st tab ilit en un cy Leadership and Manageme nt Appropriate behavior Performance Management C on co ers C Planning Ac Div Learning/ Development

What is Performance Management? 4 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

Performance Management and Competencies 5 Examples Characteristics The “What” Job Duties Performance Standards Results focused Action-Oriented The “How” Competencies Core Unit-Specific Job-Specific ITS Community Principles Behaviorally Focused Development Oriented Emphasize organization values and/or individual abilities

The Performance Management Cycle 6 rt a t S re He Assessm ent Planning Feedback

Outline 7 Overview of Performance Management The Performance Management Cycle I. Planning Duties, tasks, and performance standards Setting development goals Session 1 II. Feedback & Coaching Observing and documenting behavior Ongoing feedback Mid-year discussions III. Assessment Writing performance reviews Performance level definitions/guidelines Conducting performance discussions Session 2

Performance Management Timeline 8

I: Planning 9 Assessm ent Planning Feedback • Define Job Duties • Set Performance Standards • Set development goals • Establish resources needed • Identify supports & barriers • Use tools provided to discuss and document plans

I. Planning: Overview Asse ss Plan Feedbac k 10 Planning includes 2 major activities: � Define Job Duties � Define Performance Standards associated with each duty Planning is Collaborative Result = Job Responsibilities Worksheet (JRW)

Job Responsibilities Worksheet (JRW) Asse ss Plan Feedbac k 11 Confirm or Update % of Time, New Duty, and Essential Functions columns Enter Responsibiliti es in the “Duties” section of the JRW Enter Performan ce Standards for each Duty (Optional, recommende d): Identify which Competency is related to the Duty

Define Job Duties Asse ss Plan Feedbac k 12 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

Performance Standards Asse ss Plan Feedbac k 13 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

Creating “SMART” Performance Standards Asse ss 14 Specific A focused, concise, concrete statement that tells what needs to be accomplished (Who, what, where, why? ) Measurable Establish concrete criteria for measuring progress, and define the level of acceptable performance Attainable Results. Oriented Time-Framed Plan Feedbac k Expected results are within the authority, skill, and knowledge level of the employee; resources are available Goals should measure outcomes, not activities Grounded within a timeframe - Set target dates for achieving expected outcomes 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.

Example Performance Standards 15 Asse ss Plan Feedbac k 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

Development Action Plan Asse ss Plan Feedbac k 16 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

Development Action Plan Asse ss Plan Feedbac k 17 What SHOULD be in Development Action Plans… 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 What should NOT be in Development Action Plans…. 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

Professional Development Model 18

JRW and the Development Action Plan Asse ss 19 Plan Feedbac k 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

II. Feedback rt a t S re He 20 Asse ss Plan Feedbac k • Document and discuss observed behavior • Discuss results to date • Provide effective feedback • Review and refine objectives • Remove barriers to

Mid-Year Discussion Asse ss Plan Feedba ck 21 Schedule a meeting � Prepare for the mid-cycle status review � � Goals achieved, goals remaining Ask for specific examples Present your perspective Discuss expectations � � � Reviewer should gather feedback materials, documented observations Bring your own examples/documentation Discuss performance to date � Time, Location Supervisor’s expectations Your expectations; possible roadblocks Update JRW if necessary Complete the discussion � � Complete documentation Commit to follow up

Guidelines for documenting performance observations 22 Asse ss Plan Feedba ck 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

23 Assessment How does this relate to the SRDP? Assessm ent Planning Feedback

Rating Scale Asse ss Plan Feedba ck 24 Significantly Exceeds Expectations � Employee performs assigned responsibilities consistently well throughout the review period. Partially Meets Expectations � Employee performs assigned responsibilities in a manner that often exceeds communicated standards Meets Expectations � Employee performs assigned responsibilities in a consistently superior manner 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

Questions/Discussion 25 Asses s Plan Feedbac k