AT 1 Performance Management A Workshop for Wilkes University Supervisors.

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Performance Management

A Workshop for Wilkes University

Supervisors

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Background

Wilkes University Compensation Program

Four-year implementation plan Year 2 calls for the review and

redesign of the performance appraisal process

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Project Structure

Project Team

Bill Behm – Development & Alumni RelationsJohn Burke – Finance & Support OperationsAddy Malatesta – Student AffairsMelanie Mickelson – Enrollment & MarketingMike Speziale – Academic AffairsJosephine Panganiban – Human Resources

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Project Methodology

Internal Data Gathering+

External Benchmarking ___________________

= Performance Management Program that is a fit for Wilkes

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Highlights of Findings

Characteristics of the program: A full-year cycle rather than a once-a-year event Goals integrated vertically and horizontally High employee involvement throughout the process Performance expectations defined as both what you

do and how you do it Goals and outcomes reviewed for relevance

throughout the year On-going feedback and coaching are critical to the

success of the program Performance evaluation compares what was

accomplished to what was agreed to be accomplished

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Highlights of Findings

Multi-source feedback, feedback from a variety of relevant sources in addition to the supervisor’s

Categories instead of numerical ratings Just-in-time and focused training for all employees

on the process, skills, and tools to effectively manage the program

Learning and professional development as part of performance management

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Benefits of PerformanceManagement: Table Exercise

Brainstorm:A list of the benefits of performance management. Include benefits for:•Supervisor•Employee•UniversityTime: 5 minutes

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Objectives of Performance Management

Stimulate more dynamic and collaborative goal-setting throughout the University

Ensure alignment of individual goals with department goals and University strategic initiatives

Reinforce behaviors that support achievement of University strategic initiatives

Enhance communication between supervisors and employees

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Managing

Appraising

Planning

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Overview – Planning Performance

Planning Phase- President, Provost and Vice-Presidents

communicate the University and division goals to the Deans, Department heads, and other direct reports

- Deans, Department heads, direct reports develop department or unit goals that are linked to the division goals

- Department or unit goals are communicated to employees

- Employees and their supervisors draft performance expectations that are linked to the department or unit goals

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Overview – Managing Performance

Managing Phase- Day to day, the manager or supervisor observes,

coaches, and reinforces performance- The manager and the employee initiates informal

discussions throughout the year- The manager schedules and conducts the mid-

year feedback session with the employee.

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Overview – Appraising Performance

Appraising Phase- The University, division, department and unit –

level performance is appraised- Individual performance is appraised.- The manager schedules the end-of- year meeting- The manager prepares; the employee prepares- The manager and employee compares the actual

performance to the planned expectations in the meeting

- The manager completes the performance management worksheet

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Workshop Objectives

Learn background on the development of the new Performance Management program

Understand the three phases of the Performance Management program

Build key skills for Planning Performance Using the Core Communication Skills

Developing Planned Outcomes

Identifying Competencies

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Guidelines for Working Together

Share your ideas, questions and relevant experiences

Actively listen to the input of others

Observe confidentiality and trust Have fun learning together

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Planning

Performance

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Planning Phase

Employees and supervisors collaborate to draft individual goals (Planned Outcomes) that are linked to department goals.

Steps: Communicate University and

department goals to employees.

Develop individual goals that are linked to key University and department goals.

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Performance Management:A Collaborative Approach

If employees are prepared, they’ll be able to participate in setting their own goals.

The supervisor will offer guidance and facilitate discussion.

Research shows that involving employees in setting their own goals is among the most motivating approaches supervisors can take.

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Planning Phase

What are the skills you need to plan performance?

Core communication skills


Identifying Competencies to support Planned Outcomes

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Core Communication Skills

Reinforceself-esteem

Listen and checkyour understanding

Askquestions 3

2

1

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Core Communication Skills

Reinforceself-esteem

Listen and checkyour understanding

Ask questions

Use encouraging

verbal &

nonverbal behaviors

Use listening,

paraphrasing &summarizing techniques

Use questions

to generate input and

ideas

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Ask Questions

Encourage the employee to talk.

You may have to “prime the pump” with one or two suggestions of your own.

Stimulate thinking and input by asking good questions.

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Ask Questions - Examples

“What results are we looking for (as a University or department)?”

“What are the three most important things you can do to help us achieve these results?”

“When you look at this goal, where do you see yourself fitting in?”

“How can you develop your unique contribution?”

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Ask Questions: Table Exercise

Discuss:What other questions can you ask to obtain the employee’s input and ideas?

Time: 5 minutes

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Ask Questions: More Tips

Ask open-ended questions that elicit more than a “yes” or “no” answer. “What else could you do?”

Limit your use of close-ended questions. “Do you want to do this?”

Avoid leading questions. “Don’t you think you should…?”

Avoid questions that put the person on the defensive. “Why did you suggest that goal?”

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Listen & Check Your Understanding

Listen… Listen…

Listen…

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Listening Tips

Don’t allow outside interruptions or distractions.

Face the employee and maintain good eye contact.

Focus on the employee. Make a conscious effort to tune in.

Allow the employee time to respond. Avoid interrupting except to clarify

and encourage.

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Listening Tips

Be open to what the employee has to say. Give him/her an opportunity to present his or her ideas.

Overcome personal prejudgments and distractions.

Listen for ideas, not just for facts. Control your emotional reactions.

Resist the urge to be defensive.

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Check Your Understanding

Question: During conversations with your employees:

How does the employee know that his/her ideas have been heard and understood?

How do you check for understanding (yours and theirs)?

?

?

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Check Your Understanding - Examples

Paraphrasing often begins with the following phrases: “What I am hearing you say is…” “So, if I understand correctly, you are

saying…” “The points you are making are…”

Paraphrases can also be asked, like a close-ended question: “Am I right in understanding that you

believe...?”

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Check your Understanding - Examples

Summarizing “So, we have discussed the following

three areas…” “The main points of our discussion appear

to be…” “The agreements we reached include the

following…” “Let’s capture the main themes so far

before we move on…” “Let me see if I understand everything so

far. You’ve said…”

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Listen & Check Your Understanding: Partner Exercise

Find a partner; decide who will be Partner A and Partner B.

Partner A will talk about a goal (work or personal) that he or she achieved.

Partner B will employ the techniques of Listen & Check Your Understanding.

Time: 3 minutes Reverse roles and repeat.

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Reinforce Self-Esteem: Table Exercise

Discuss:During the goal discussion, what can you do to reinforce the employee’s self-esteem?

Time: 5 minutes

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Reinforce Self-Esteem: Tips

Start the employee thinking about how his or her responsibilities, actions and behaviors support the department’s goals.

Identify aspects of the employee’s work that already support departmental goals.

Show interest in what the employee has to say; use encouraging verbal and nonverbal behaviors.

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Encouraging Verbal and Nonverbal Behaviors

Use nonverbal cues to establish rapport: Eye contact Nodding and smiling as appropriate Open body language

Tell the employee you’re interested in what he or she has to say: “I know you’ve been thinking about this and I’m interested in your ideas.”

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Encouraging Verbal and Nonverbal Behaviors

Use phrases to encourage the employee: “I see,” “I understand,” “Tell me more,” “This is great information for me.”

Allow the employee time to respond.

Avoid interrupting.

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Core Communication Skills:Self-Assessment

Working collaboratively to set goals means asking questions to help employees develop ideas, listening carefully to their responses, checking your understanding, and reinforcing their self-esteem.

Review the techniques listed on the handout and circle those you’d like to make a conscious effort to improve. Think of this as your personal action plan.

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GOAL!

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Linking Individual Outcomes to

Strategic Initiatives

Department

Goals

Individual

Outcomes

University

Strategic

Initiatives

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Wilkes UniversityStrategic Initiatives

I. Develop a balanced blend of exceptional academic programs in the undergraduate and post-baccalaureate sectors, focusing on the sciences and the professions to increase Wilkes’ competitive advantage and expand its reach beyond Northeast Pennsylvania.

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II. Develop an exceptional support environment. Focus Wilkes’ support activities on providing world-class services to students, faculty, staff and alumni. For key programs, the standard will be to meet or exceed the performance of Wilkes’ most successful competitors.

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III. Develop substantial financial and institutional strength to support Wilkes growth and agility by 2010.

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Linking Planned Outcomes to Strategic Initiatives: Table Exercise

At your table, discuss the two questions on the handout. Record your responses and be prepared to share.

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Example

Activity, Action or Behavior

Department Must

Accomplish:

Increase student satisfaction



Increase knowledge of department-wide policies and procedures to be able to resolve student issues and questions.

Cross-train staff members to be able to cover job responsibilities during absences.

Improve ability to investigate student inquiries so that they are referred to the appropriate staff member.

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Other Sources of Planned Outcomes Customer Expectations Job Description Special Projects or

Assignments

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Focus on Outcomes, Not Activities

Outcomes = Results

Activities = Inputs by which we achieve results

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SMART Goals

S = SpecificM = MeasurableA = AttainableR = RelevantT = Time-Bound

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Specific

Being specific means detailed, particular or focused. A goal is specific when everyone knows exactly what is to be achieved and accomplished. Being specific means spelling out the details of the goal.

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Specific - Example

“Increase productivity” is too general. “Increase the applications processors’

productivity” is more specific because it narrows the scope of the desired outcome.

“Increase the applicant letter output of the applications processors” is the most specific. It specifies a desired outcome.

Specifying the expected outcome is the first step toward creating a SMART goal.

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Measurable

Measurable goals are quantifiable and provide a standard of comparison. Each goal must have a method of measurement that indicates when the goal is reached.

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Measurable

Words like doing it “better,” “more accurately,” or even “precisely” do not provide the quantifiable measurement necessary to determine goal achievement.

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Measurable - Example

“Increase the applicant letter output of the application processors” is a specific statement but to make it measurable we can add “to 40 completed letters per day.”

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Remember

Measurable means you can differentiate among varying levels of achievement.

The more measurable the goal, the less likely there will be any disagreements about the outcome.

By writing a specific and measurable goal, everyone understands the expectation and a determination can be made as to whether or not the goal was actually achieved.

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Attainable

Attainable goals are achievable and possible.

In order to feel motivated about completing a goal, employees must feel that the goal is achievable.

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Attainable - Example

“Increase the applicant letter output of the application processors to 40 completed letters per day,” is possible and achievable if the current level of output is 30 letters per day. If the current output is only four letters per day, the goal would most likely be unattainable.

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Relevant

When developing goals, ask the following questions: Is the goal relevant to University

and department priorities? What will be gained if the goal is

achieved? Are these the outcomes we want

or need?

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Time-Bound

Time-bound means that the goal is regulated by time.

Time constraints encourage action to get tasks completed.

Example: “Increase the applicant letter output of the application processors to 40 completed letters per day by April 30, 2006.”

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Tip: Make Goals Action-Oriented

Action-oriented means that the goal indicates an activity, a performance, an operation, or something that produces results.

Action-oriented goals tell us what is to be done to reach the goal.

The action is indicated by use of an action verb.

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Action Verbs

Action verbs describe the type of activity to be performed. For example:

Evaluate Investigate IncreaseInform Improve CreateDirect Reduce

Coordinate

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Quiz: SMART or Not-So-SMART Goals?

1. Increase the number of checks processed from 200 to 300 per month with minimal errors.

2. Be more responsive to internal customers by returning emails and phone calls within 24 hours.

3. Decrease office expenses by reducing supplies ordered.

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Writing Planned Outcomes:Individual Exercise

Using the job description supplied, create one Planned Outcome.

Make sure it is SMART.

Record the Planned Outcome on the Performance Management Worksheet.

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Example

Individual Outcome

Department Goal

Increase student satisfaction rating to 90% in one year

Individual Outcome

Individual Outcome

Increase Jo’s knowledge of department-wide policies and procedures to be able to personally resolve 50% of student issues by 7/1/06.

By 1/15/06, train at least one other staff member to cover Jo’s job responsibilities in her absence.

By 5/1/06,improve Jo’s ability to investigate student inquiries so that 90% of the time they are referred to the appropriate staff member.

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Avoid These Pitfalls When Developing Planned Outcomes

The Planned Outcome is too vague or broad. Result: The employee may not understand what is expected.

The Planned Outcome can’t be measured. Result: You and the employee may be unable to track progress.

The Planned Outcome is set without the employee’s input. Result: The employee may lack commitment to the Planned Outcome.

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Avoid These Pitfalls When Developing Planned Outcomes

The Planned Outcome is unattainable. Result: The employee cannot achieve the outcome and may become demotivated.

The Planned Outcome is set with no time frame for completion. Result: The employee may be unable to prioritize and could miss important deadlines.

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Remember

Identification of Planned Outcomes is most effective when it is a collaborative effort between the employee and the supervisor.

The typical employee will have 3 to 5 Planned Outcomes.

Planned Outcomes are not etched in stone.

Good Planned Outcomes: support a department goal;

are outcome-based;

are SMART.

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Remember

Supervisors have ultimate accountability for ensuring that employees’ Planned Outcomes are appropriate and contribute to the achievement of the department’s goals.

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Tracking Sources

Tracking sources = Measures What will you use to determine if

the Planned Outcome was achieved?

Examples: Number of work orders processed Number of letters generated Observation of the staff member Others?

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Identifying Competencies

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Competencies

Baseline Requirements General Competencies Leadership Competencies Behavioral Indicators

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The Competency Dictionary

Is a resource for supervisors and staff

Provides detailed definitions for behaviors that are important for the University.

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Behavioral Indicators

Each Competency has a definition and a set of behavioral skills called Behavioral Indicators.

The Behavioral Indicators are observable behaviors that individuals employ when they are demonstrating a particular competency.

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Behavioral Indicators - Example

When a staff member is demonstrating Initiative, others will observe the individual seeking information from many different sources before deciding on an approach.

Observing a behavior means you can see or hear a person exhibiting that behavior.

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Baseline Requirements

These are Competencies that are expected of all employees at the University; they are: Reliability Integrity Accountability Flexibility Diversity Interpersonal Relationships Basic Computing Skills

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Baseline Requirements

During the Planning Performance meeting, the supervisor must discuss the Baseline Requirements with the employee.

The supervisor and the employee will confirm that they were discussed by initialing where indicated at the top of the Part 2 of the Performance Management Worksheet.

The supervisor will add comments on the employee’s performance of the Baseline Requirements.

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General and Leadership Competencies

The supervisor and employee together will choose three to five competencies from the list and record them in Part 2 of the Performance Management Worksheet.

It is important to choose the three to five competencies that will help the employee achieve his or her Planned Outcomes.

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General and Leadership Competencies

All competencies are important, but some are more likely than others to be more relevant to the particular job or Planned Outcomes for the year.

Employees in supervisory roles must select at least two goals from the list of Leadership Competencies – Coaching and Delegation are strongly recommended.

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Selecting Behavioral Indicators

Once the Competencies are selected, the supervisor and employee agree on three Behavioral Indicators in each Competency that will be performance expectations for that employee.

These Behavioral Indicators will be recorded in Part 2 of the Performance Management Worksheet.

When recording Behavioral Indicators on the worksheet, don’t copy them verbatim. Customize them to be relevant to the employee’s job and Planned Outcomes.

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Selecting Behavioral Indicators

For example, a Behavioral Indicator for Attention to Detail is: “Provides accurate, consistent

numbers on all paperwork.” For an employee in Facilities, you

might customize this to read: “Provides accurate, consistent

information on all work orders.”

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Question

How would you edit the Behavioral Indicators under Attention to Detail to make them more relevant to the employees and jobs in your department?

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Tracking Sources

Tracking sources = Measures Who or what is your tracking

source? How will you measure the behavior?

Examples: Obtaining feedback from others Observation of the staff member Others?

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Partner Exercise: Putting It All Together

Find a partner; decide who will be the supervisor and who will be the employee.

Supervisor: Use the Core Communication Skills to encourage the employee to share his/her ideas for a relevant Planned Outcome.

Employee: Share the Planned Outcome you wrote in Part 1 of the Performance Management Worksheet.

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Partner Exercise: Putting It All Together

Supervisor and Employee: Now work together to identify one Competency and three of its Behavioral Indicators that will support the employee in achieving the Planned Outcome.

Record this information in Part 2 of the Worksheet.

Time: 7 minutes

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Managing

Appraising

Planning

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Wrap Up

Questions? Workshop Evaluation

AT 1 Performance Management A Workshop for Wilkes University Supervisors.

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