Student Affairs Performance and Development Cycle Together we

Student Affairs Performance and Development Cycle Together, we transform students’ lives.

Why are we doing this? • Student Affairs staff are an incredibly important resource for UVic students • The 360 o survey conducted in the division in 2014 told us that we need to do a better job recognizing and developing STUA employees • An effective performance and development process will build consistent focus on key initiatives throughout our organization

What do we want to achieve? • Alignment of institution, division, department and individual goals • Ease and consistency of process • Employee engagement, growth and enhanced performance • Strengthened relationships between employees and supervisors for a more cohesive, high-performing Student Affairs team • Attainment of our divisional vision statement

Together, we transform students’ lives.

Employee Outcomes Engagement • • • Self-awareness Self-confidence Trust Resiliency Appreciation Recognition Performance Together, we transform students’ lives. • Clear expectations • Goals • Clear understanding of roles/responsibilit y • Commitment • Constructive feedback

Supervisor Outcomes Relationships • Strengthened relationships • Trust and understanding • Resiliency Results Together, we transform students’ lives. • Engagement • Clear, open communication • Strengthened teams • High retention • Stronger Student Affairs Division

What do we want this process to be? Regular Scheduled, organized, efficient Cyclical, ongoing conversations Easy and transparent process Respectful Developmental, constructive, learning-focused Reciprocal, meaningful, 2 -way conversations Relationshipdriven Rewarding Clear development path, specific performance goals Better connection to role, STUA and UVic Increased trust, recognition and appreciation

What are we not talking about? This program is not intended to replace any of the following processes: • Investigations of misconduct or disciplinary issues • Performance improvement/management processes or letters of expectation • Accommodation for illness or disability • Attendance management • Probation

Performance and Development Cycle Model • Coaching, feedback and recognition incorporated throughout • Annual, cyclical and ongoing process • Departments can rotate based on schedules and annual calendars • Aligned with university, division, department and individual goals, vision and values • Shifting the focus from forms to conversations • Short, easy to use forms at each stage • Training tools and resources offered at each stage for both employees and supervisors STEP 2: STEP 1: Performance and Development Conversations Looking Forward Conversations Together, we transform students’ lives. STEP 3: Looking Back and Looking Forward Fe ed ba c k Coaching

STEP 1: Looking Forward Conversations STEP 1: • • • Puts employee and supervisor on the same page at the beginning of the performance and development cycle Regular … Respectful … Rewarding STEP 2: Looking Forward Conversations Annual Outcomes focused Connect to the big picture Based on employee strengths Aligned with vision, values and department goals Performance and Development Conversations Together, we transform students’ lives. STEP 3: Looking Back and Looking Forward Fe ed ba c k Coaching

STEP 2: Performance and Development Conversations • • STEP 2: STEP 1: Ongoing throughout the year Regular and scheduled Reciprocal (2 -way conversations) Authentic Performance and Development Conversations Looking Forward Conversations Together, we transform students’ lives. STEP 3: Looking Back and Looking Forward Fe ed ba c k Regular … Respectful … Rewarding Coaching

STEP 3: Looking Back and Looking Forward Conversations • What is going well? • How can it be better? • Simple forms to summarize the Performance and Development Cycle • Sets the stage for the next cycle Regular … Respectful … Rewarding STEP 1: Looking Forward Conversations STEP 2: Performance and Development Conversations Together, we transform students’ lives. STEP 3: Looking Back and Looking Forward

Timeline January 2015 Model Development Developed with input from the 360 results and Steering Committee. Presented to Council on January 28. Spring 2014 STUA 360 Survey Fall 2014 Performance and Development Steering Committee established

Spring/ Timeline Summer 2015 Program Development Fall 2015 – Spring 2016 Presentation of model to units Forms/tools/resources developed PEA Staff Pilot Program August 2015 Council Training Sessions Half day training sessions for STUA Council. Draft forms, tools and resources in place. Initial program assessment.

Timeline Spring/ Summer 2017 Summer 2016 CUPE 951 Pilot Program Assessment of PEA Pilot Program Embedding of PDC for PEA staff and launch of pilot for CUPE 951 Fall 2016 CUPE 951 Pilot Program Development Assessment and redevelopment of tools and resources. Training program design for CUPE 951 supervisors.

Next Steps • Introduction of the program to all 951 staff in the division • Training supervisors of CUPE 951 staff • CUPE 951 Pilot program February - June 2017 • Step 1 conversations • Step 2 conversations • Assessment of CUPE 951 pilot program in summer 2017 • Permanent PDC program for all CUPE 951 staff

Take-Aways • This process has been shaped through staff feedback in the 360, by STUA Council, and by the PEA pilot program • The PDC changes the expectations around how leaders participate in, engage in, and support performance development across the division • The PDC is designed to shift the focus from forms to conversations • The PDC does not replace existing processes such and probation and performance management • There will be training and support for both staff and supervisors to have these conversations and make the process of recording them easier • Training and forms have been piloted with PEA staff and are now being piloted with CUPE 951 staff