Performance Management at University of Portland 1 Course

Performance Management at University of Portland 1

Course Objectives • Provide an overview of Performance Management at UP • Understand Managers’ Performance Management Roles and Responsibilities • Tips for Effective Performance Management 2

Key Components of Performance Management • On-going/timely Feedback • Annual Performance Reviews • Performance Improvement Plans 3

On-Going Feedback • Most powerful and useful form of performance management • Enables “Just-in-Time” feedback • Helps to create a safe and honest communications environment • Allows employee time to improve if there are performance issues • Avoids “You never told me” discussions 4

On-Going Feedback-When Do It? • Just-in-Time, For Example: ü The employee delivers and outstanding project or piece of work ü The employee fails to deliver on a project or piece of work ü When you detect that performance is declining or as reinforcement when performance is improving ü During regularly scheduled 1: 1 meetings (you should be holding regularly scheduled 1: 1’s with your employees!) • You achieve better outcomes when feedback is provided on a “just-in-time basis! 5

On-Going Feedback-Tips for providing feedback: • Here is a model for providing timely and constructive feedback: ü Always focus on the behaviors, not the person! ü Describe the action that was taken or not taken ü Describe the impact of the action and/or behaviors ü Engage the employee in discussion of alternative actions or behaviors that will achieve the desired outcomes ü Confirm/document the understanding (e. g. f/u email) 6

On-Going Feedback-Tips for providing feedback • “Safety” must be established and maintained in order to have honest and effective performance management conversations ü Understand what you really want from performance related discussions ü Use facts and observations when involved in performance related discussions ü Understand employee’s perspective ü Look for signs that a conversation is deteriorating and use techniques to return it to a safe place ü Seek mutual purpose with the employee 7

Annual Performance Review • Purpose of Annual Review ü Summarizes employees’ accomplishments, contributions, areas for development ü Assign overall performance rating for the year ü Career Development – Set goals, expectations for coming year ü Helps to influence compensation decisions 8

Annual Performance Timeline • April-May: Employees complete Self-Evaluation • May: Managers draft appraisals and reviews with his/her organization’s officer, revise as necessary • June: Managers hold 1: 1 meetings with staff to deliver the evaluation • June: Evaluations submitted to HR for scanning into employee electronic files and tracking in Banner • June: Salary letters for July distribution Note: Some staff offices have an accelerated schedule & start in January 9

Annual Performance-Data To Consider • There are some tools that you can use as you prepare your annual review documentation ü Job Description and Annual Goals ü Manager’s Direct Experience, Observations and knowledge of employee’s performance ü Manager’s “Drop File” Ø Meeting notes/summaries, compliments and concerns from customers, previous annual reviews, other performance documents ü Employee Self-Evaluation Form ü Performance/Contribution against agreed upon expectations ü Email folders that house important communications on deadlines, work product, etc. ü Project tracking tools that enable a “look back” on staff performance 10

Annual Performance-Writing the Review • Have employee complete self-evaluation • Use the self-evaluation to help inform what you write in the annual performance evaluation form ü The self-evaluation will help you gauge how much you and the employee are on the “same page” • Be specific, for example: ü Examples of accomplishments ü Measurable improvements ü Customer accolades or complaints ü Documented performance coaching or disciplinary action 11

Annual Performance-Writing the Review • Write in a manner such that a third-party can read the review and come away with a solid picture of how the employee has performed • Avoid superfluous language and unnecessary adjectives • Carefully review the performance rating definitions and select the level that most accurately reflects the employee’s performance and contributions during the review period • Present your annual performance review(s) to your manager for approval, makes edits as appropriate 12

Annual Performance-Pitfalls to Avoid! • “Recent Event Effect”- Allowing recent performance events to drive the overall evaluation • Halos and Horns: too much focus on one aspect of performance (either good or bad) • Hero or Villain: rating everyone above average to avoid conflict or rating everyone low because no one can meet your standards • Hollow Criticism: sandwiching negative comments between positive ones without constructive advice on how to improve 13

Annual Performance-Pitfalls to Avoid! • Gut Feeling: making subjective comments without any supporting evidence or trends – seek data and multiple opinions • Length of Service Trap: research suggests that longertenured employees actually perform worse than eager new ones, but we often rate on ‘dedication’ • Legal Issues: avoid rating lower for protected absences or complaints, and do not include discussion of those issues in your commentary – See HR for Coaching 14

5 Point Rating Scale Defined • Outstanding (Work with HR) – Reserved for exceptional performance in all areas of the job • Exceeding Expectations – Employee is going above and beyond on a consistent basis in many areas of the job • Successful/Meeting Expectations – The employee is successfully meeting all requirements of the position. • Below Expectations (Work with HR) – A signal that performance improvements are needed in some areas. • Improvement Required (Work with HR) – Employee is likely already on a Performance Improvement Plan and his/her job is in jeopardy. 15

Performance Ratings Definitions Poor Performance (1 -2%) Or As Needed Not meeting the requirements of the job; significant guidance and oversight required Requirements of the job are not being consistently met Overall performance at bottom of peer group Developing Performance (3 -5%) Or As Needed Performance meets some of the expectations of the role Requires additional guidance and oversight in some areas Overall performance and impact lower than most of peer group Solid Performance (55 -60%) Meets performance expectations of the role Normal and consistent trajectory of performance and contributions Overall performance is representative of the majority of others in peer group Strong Performance (20 -25%) Consistently meets and often exceeds performance expectations Goes above and beyond either when asked or by own initiative with positive impact on the department Overall performance and contributions are above the majority of others in peer group Exceptional Performance (5 -10%) 16 Consistently exceeds performance expectations for role Goes above and beyond based on own initiative with consistent and significant positive impact on the department Leadership and contributions consistently exceed others in peer group

Annual Review-Classroom Exercise • Each table will recommend overall performance ratings for the individuals in the two scenarios: ü Read the annual performance scenarios that follow ü Discuss at your tables ü Assign an overall performance rating using the ratings scale that will projected on the screen ü Be prepared to discuss the basis for your recommendations with the group Ø Did you have enough information? Ø What additional information did you need? 17

Employee #1 -Wally Pilot is the face of and inspiration for our dynamic NCAA Division 1 teams. He is responsible for accompanying teams to all events, increasing crowd enthusiasm, and posing for photo ops. This year, Wally: 1) Traveled to 16 cities and 3 foreign countries for events this year 2) Increased crowd participation by 15%, above his goal of 10% 3) Attended 256 photo opportunities with Alumni, up from 180 last year. 4) Increased number of “Friends” on Facebook by 25% over the prior year Wally takes pride in his role. He watches video of his performances to ensure he is consistently exceeding crowd expectation. He has a friendly and approachable demeanor and receives many compliments from parents about his interaction with children at the games. Wally is consistently late in submitting his time cards and you have spoken to him about this. Wally is frequently late to work on non-game days. Wally also has body odor that is noticeable when he is out of uniform. Some of his fellow employees have complained this makes it difficult to work around him. 18

Example #2 – Spike Bulldog Spike the Bulldog is the mascot for our NCAA Division 1 teams. He is responsible for accompanying teams to all events, increasing crowd enthusiasm, and posing for photo opportunities. Spike must improve his attendance at games and continue to work on timeliness. He received a written warning after being found asleep on the bus during two away games in March. He also arrived late to 6 games in January and was put on an Improvement Plan earlier in the year. He failed to reach any of his appearance goals this year. Spike needs to work on being more approachable to children for photo opportunities. Photo ops were down by over 20% this season. Parents have reported that Spike has been too aggressive with smaller children, causing them to cry or hide from him. Spike interacts well with his fellow employees and took the initiative to organize a department day of community service. He also helped Public Safety apprehend a burglar during the annual Bulldog Days celebration. 19

Annual Performance-The Meeting • Schedule in advance • Provide the annual performance review to your employee(s) at least one day before your meeting to discuss the review • Hold meeting in a private place • Ensure there are no interruptions • Allow ample time for the meeting • Set a positive and welcoming tone 20

Annual Performance-The Meeting • Outline an agenda for the meeting • Use active listening, hear what the employee has to say or what their questions are • During a difficult message, stick to “Just the Facts: ü Follow the order of the evaluation document ü Don’t get emotional ü Allow the employee to make a case, and if they have ample evidence, consider adjusting the review • If the staff member becomes angry or upset, stop the meeting and resume the next day if you cannot refocus the individual 21

Keys to Delivering the Message • Don’t blame others for the message and don’t deliver it unless you have bought into it. ü “I only rated you this way because my manager told me to. ” • Treat the employee with respect and professionalism. • No Surprises! ü Major performance concerns should have been addressed prior to delivery of the annual evaluation. • Come prepared with Examples • Engage in Active Listening 22

Annual Review Checklist ü Allow employee to provide written response to evaluation if asked ü Be willing to change evaluation rating or language if facts dictate (after considering new information) ü Provide a copy of the final version to the employee ü Provide HR with a copy of the final version ü Keep a copy for your files 23

Probationary Period Evaluations • Newly hired staff are subject to a 90 day probationary period. Positions in Physical Plant and Public Safety may have a longer probationary period. • Managers should review job description and set expectations upon start date. If concerns arise, Managers should engage with the employee to provide notice of concern and opportunity for improvement. (Document it!) • A performance review should be completed at the end of the probationary period to assess progress. A copy of the review should be sent to HR for the employee’s personnel file. • Consult with HR if there is a concern that the employee will not pass the probationary period. 24

HR is Here For You! • Being a manager is a challenging role, but it is critical to make time for providing recognition and discussing concerns. • HR is here as a partner to advise and assist you, so please reach out to us! ü Meeting to discuss issues and plan of action ü Coaching on how to deliver the appropriate message ü Providing exempt/non-exempt testing for positions ü Preparing compensation analysis 25

Performance Improvement Plan (PIP) • PIPs do not replace managers’ responsibilities for providing timely, honest and ongoing informal and formal performance feedback! • PIPs are used to provide a clear, measurable written road map of expectations and deliverables when other methods have failed to produce necessary improvement in an employee’s performance • Generally used as the tool of last resort! 26

Performance Improvement Plan (PIP) • PIPs should: ü Clearly indicate the area of performance or competency that is not meeting expectations ü Describe the observed behaviors the employee is exhibiting that are not meeting expectations. Be Specific! ü Articulate the required/desired behaviors ü Describe the measures (outcomes) by which performance against the PIP will evaluated ü Set a schedule for providing employee with feedback on their progress/performance against the PIP (stick to your commitment to provide feedback!) ü Set time frame for PIP, sustained improvement, consequences for insufficient improvement 27

Performance Improvement Plan (PIP) • KISS (Keep It Simple, Stupid)* ü Use job description and position leveling criteria to isolate/identify areas for improvement ü No more than three areas for improvement in PIP ü Employee needs to show sustained improvement in areas identified in PIP ü PIP needs to have an articulated timeframe for improvement and should not be open-ended ü Manager may choose to: Ø Extend PIP timeframe Ø End PIP early if employee not making necessary progress *E. B. White and William Strunk, The Elements of Style, 1920 28

Performance Management at the University of Portland QUESTIONS? 29

Performance Management at University of Portland 30