Performance Management Presented to Management Development Academy Julianna

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Performance Management Presented to Management Development Academy Julianna D. Mosier, Vice Chancellor, Human Resources

Performance Management Presented to Management Development Academy Julianna D. Mosier, Vice Chancellor, Human Resources Samerah Campbell Director of Human Resources January 24, 2019

Learning Objectives 1. 2. 3. 4. 5. Understand the performance management cycle Understand the

Learning Objectives 1. 2. 3. 4. 5. Understand the performance management cycle Understand the importance/multipurposes of performance evaluations Learn how to conduct a performance evaluation Challenges Best practices

Performance Management Why do managers not give accurate/detailed evaluations?

Performance Management Why do managers not give accurate/detailed evaluations?

Performance Management Too busy Time consuming - “I need to do my real job”

Performance Management Too busy Time consuming - “I need to do my real job” Uncomfortable criticizing another person Want to be liked Don’t want to hurt employee’s feelings Avoid confrontation

Performance Management Fear of grievances, complaints, lawsuits, or the “union coming after me” Insufficient

Performance Management Fear of grievances, complaints, lawsuits, or the “union coming after me” Insufficient documentation Doesn’t understand employee’s job “Magical thinking” – somehow employee will improve with time without coaching or counseling Do not want to appear unsupportive

Performance Management A cycle which embodies the following concepts: § § § § Review

Performance Management A cycle which embodies the following concepts: § § § § Review job description/duties Ensure employee trained to perform essential duties Set goals and objectives with employees Provide continual feedback Isolate performance problems and provide coaching and training as needed Evaluate and measure an employee’s performance progress Recognize and reinforce positive performance Set goals and objective for next period

Performance Management Cycle Review job description and duties Ensure employee trained to perform essential

Performance Management Cycle Review job description and duties Ensure employee trained to perform essential duties Set goals and objectives Recognize & reinforce positive performance Evaluate & measure performance progress Provide continual feedback Isolate performance issues, provide coaching/ training

Performance Management Cycle Immediate, timely feedback § An on-going evaluation approach will reduce, if

Performance Management Cycle Immediate, timely feedback § An on-going evaluation approach will reduce, if not eliminate, negative aspects of the annual appraisal § Positive outcomes of on going review compared to annual review include: § Avoid surprises § Encourage two way dialogue vs. one way monologue § Enhance morale § Balance manager’s workload

Performance Management Cycle § § Positive outcomes of on-going review compared to annual review

Performance Management Cycle § § Positive outcomes of on-going review compared to annual review (Cont’d): § Manager viewed as on-going evaluator, coach § Identify and solve problems sooner Performance management cycle also applies to faculty evaluations even though it’s a longer cycle

Importance of Performance Evaluations Communication § § § tool Critical tool for supervisors, managers

Importance of Performance Evaluations Communication § § § tool Critical tool for supervisors, managers and peer evaluators to ensure regular, constructive feedback to employees Should be utilized to give honest, clear, relevant, and meaningful feedback If properly done, § Recognizes good performance; and § Identifies specific performance deficiencies

Importance of Performance Evaluations Recruitment/Advancement Tool § Develop faculty and staff to support students

Importance of Performance Evaluations Recruitment/Advancement Tool § Develop faculty and staff to support students and programs § Assessment tool during hiring process and for promotional opportunities

Importance of Performance Evaluations Legal § § tool Serve as the District’s official record

Importance of Performance Evaluations Legal § § tool Serve as the District’s official record of the employee’s work performance. Support disciplinary actions Serve as important evidence in legal proceedings Help defend grievances and other legal claims

Preparing Effective Evaluation Identify § § objective criteria Job duties Performance standards Goals and

Preparing Effective Evaluation Identify § § objective criteria Job duties Performance standards Goals and objectives from prior evaluation Professional obligations Review Evaluation timeline required steps in process § Review frequency §

Preparing Effective Evaluation Know job requirements § Duties and responsibilities including professional activities §

Preparing Effective Evaluation Know job requirements § Duties and responsibilities including professional activities § Is there a certain quantity of work required? If so, how much? § Are there deadlines to meet or productivity levels to be maintained? § How accurately or thoroughly must the work be done? § Must certain methods or procedures be followed? § What decorum or demeanor is necessary? § How well must the employee be able to get along with others?

Preparing Effective Evaluation Document the facts/gather feedback § Review supervisor notes, emails, given to

Preparing Effective Evaluation Document the facts/gather feedback § Review supervisor notes, emails, given to employee throughout rating period § Counseling/disciplinary documents in evaluation period § Review performance against objective criteria § Review previous goals from last evaluation § Solicit feedback from staff § Review training completed § Employee self-evaluation or brag sheet § Review student evaluations and other classroom records § Review course objectives and student progress

Preparing Effective Evaluation Prepare written evaluation § For each rating criteria, (from evaluation template

Preparing Effective Evaluation Prepare written evaluation § For each rating criteria, (from evaluation template or respective CBA) specify dates, times, etc. § Use objective standards and apply them fairly § Be accurate and consistent § Set goals and objectives with due dates

Preparing Effective Evaluation Objectively weaknesses § § § § assess both strengths and Compare

Preparing Effective Evaluation Objectively weaknesses § § § § assess both strengths and Compare performance to job duties/performance standards Knowledge of subject matter, awareness of current developments and research in field Effectiveness of teaching methods Maintenance of classroom records Commend good and exceptional performance Be honest and tactfully communicate performance weaknesses/deficiencies Offer coaching/training

Preparing Effective Evaluation Performance § § § Evaluation Meeting Schedule meeting with employee Set

Preparing Effective Evaluation Performance § § § Evaluation Meeting Schedule meeting with employee Set a time and place for the meeting (quiet, no interruptions) Review/compare evaluation to past evaluation Review goals, plans of improvement Allow employee to comment & ask questions If tenure track make employment recommendation

Challenges Long term employees with no evaluations Employees who have never been given areas

Challenges Long term employees with no evaluations Employees who have never been given areas of improvement Problem employees with stellar evaluations Peer evaluators too nice or don’t understand purpose Faculty who won’t submit self-evaluation or required classroom records

Challenges Tracking administrative responsibilities of faculty i. e. turning in grades on time Personal/professional

Challenges Tracking administrative responsibilities of faculty i. e. turning in grades on time Personal/professional goals not really goals Self eval not focused on achievements in rating period Peer evaluators for part-time faculty who volunteer but don’t complete Doing all of the responsibilities of their job

Best Practices Frequent § § communication Face to face meetings Documentation Brag sheet Share

Best Practices Frequent § § communication Face to face meetings Documentation Brag sheet Share complaints as they are received Constructive Feedback § Be direct, not vague § Focus on the conduct, not the person § Link the conduct to its impact including student success § Describe expectations AND a strategy to get there

Performance Evaluations Best Practices Be Direct and Concrete Vague Please just work on “being

Performance Evaluations Best Practices Be Direct and Concrete Vague Please just work on “being part of the team” Concrete Respectful, courteous behavior is required toward all staff. My expectation is that you greet your coworkers with good morning daily and notify your manager when you are leaving for the day.

Performance Evaluations Best Practices Be Direct and Concrete Vague Concrete It is against the

Performance Evaluations Best Practices Be Direct and Concrete Vague Concrete It is against the rules to be late or to not call on time when you are going to be absent. Last month, you were 15 minutes late on 12/5/18, 1 hour late on 12/12/18, and 30 minutes late on 12/19/18. You have a pattern of tardiness on Monday mornings. Additionally, you did not call in to notify me of your absence until after your shift began. Article 21 E. of the agreement between the District and CSEA requires you call no later than thirty (30) minutes before the reporting time.

Performance Evaluations Best Practices Focus on the Conduct, not the Person Vague Mary is

Performance Evaluations Best Practices Focus on the Conduct, not the Person Vague Mary is a very negative person and this affects the morale in the office. Concrete Mary would benefit from exhibiting a more professional demeanor at work, including showing more acceptance of our department’s goals and cutting down on her discussions of personal problems during work time.

Performance Evaluations Best Practices Describe expectations AND a strategy to get there Vague Concrete

Performance Evaluations Best Practices Describe expectations AND a strategy to get there Vague Concrete Take initiative to enhance As the coordinator for the program, it is expected that you the program to attract help us enhance and promote more students the program so that it remains viable and sustainable. To that end, you should attend advisory committee meetings, CTE career nights and major fairs, work w/college outreach to partner in outreach activities in business and industry, collaborate w/PIO to create and distribute new marketing materials for program by then end of Spring 2019.

What to Forget? Do not mention things that could create liability: § Example: protected

What to Forget? Do not mention things that could create liability: § Example: protected leaves, such as FMLA/CFRA leave or baby bonding time § Staying late/unreported overtime § Disabilities § Any protected categories, such as age, gender, sexual orientation, religion, etc.

What Not to Forget? Do § § § not forget critical information: Progress over

What Not to Forget? Do § § § not forget critical information: Progress over rating period Prior discipline Other facts critical to this employee, such as prior conversations about same issues Areas in which employee improved Positive attributes

Table Task A Evaluation Critique Hypothetical evaluations 10 minutes to review in groups and

Table Task A Evaluation Critique Hypothetical evaluations 10 minutes to review in groups and answer questions • Review Section A, Factor Check List • Review Sections B, C, D, E and F • Review SUMMARY EVALUATION 1. Critique each evaluation. Comment on what the manager did correctly and incorrectly. 2. What recommendations would you have regarding this evaluation? 3. What follow-up would you recommend?

Table Task B Evaluation Review & Critique Hypothetical Academic Personnel Evaluation Report - Danny

Table Task B Evaluation Review & Critique Hypothetical Academic Personnel Evaluation Report - Danny Zuko & Sandy Olson 10 minutes to review in groups and answer questions President Mc. Gee received Academic Personnel Evaluation Reports from Dr. Kenickie and Dr. Rizzo for review and input. Please review both Dr. Kenickie’s and Dr. Rizzo’s evaluations. 1. Critique each evaluation. Comment on what the manager did correctly and incorrectly. 2. What recommendations would you have regarding this evaluation? 3. What follow-up would you recommend?

Performance Management Rules, timelines and processes for completing performance evaluations SCFT (Full-time) – Article

Performance Management Rules, timelines and processes for completing performance evaluations SCFT (Full-time) – Article XIII, Evaluation of Faculty SCFT (Part-time) – Article XII, Evaluation of Faculty CSEA – Article 33, Performance Evaluations POA – Article 31, Employee Evaluations Confidential Employees – Personnel Commission Rules, Chapter 13 Classified Management - Personnel Commission Rules, Chapter 13 Academic Management – Board Policy & Administrative Regulation 7125

Any Questions?

Any Questions?