Plant the SEEDS for your College’s Future Competency-Based Performance Management ... · Plant the SEEDS for your College’s Future Using a Competency-Based Performance Management

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������Plant the SEEDS for your College’s Future Using a Competency-Based Performance Management System������

Presented by Alexa Bazley & Kaye Waugh

A-B Tech background

•  Location: Asheville, North Carolina

•  Employees: 1,086 •  Full-Time Faculty/Staff: 435 •  Part-time Faculty/Staff: 651

•  Total Students: 26,548 •  Curriculum enrolled students: 11,308 •  Continuing Education students: 15,240

• Number of curriculum programs: 64

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Competency-Based Employee Performance Management System

•  Systematic, intentional, and strategic

• Collaborative effort

• Connects Human Resources with institutional performance

•  Improves our employee performance

•  Improves institutional effectiveness

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What is a Competency-Based Employee Performance Management System?

Flashback to the past

•  Perfunctory

• Disjointed

• No strategic alignment

• No reporting capabilities

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SEEDS Then…

• Questions for interview committees were generic •  Job description and vacancy was the only criteria • No strategic alignment with College

competencies, Mission, Vision, or Values.

Selection of employees

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SEEDS Then…

• No guide to set expectations for employees • Coaching forms for addressing underperformance

with employees were too vague and not useful •  Professional development provided for

underperforming employees was generic

setting Expectations

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SEEDS Then…

• On Paper • Binary scale (“Meets Expectations” or “Needs

Improvement”) •  Evaluation criteria was basic (example:

Dependability, Efficiency, Judgment) • Work-related competencies were not addressed • No reporting capabilities

Performance Evaluations

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SEEDS Then…

• No clear criteria for what qualified as professional development

•  Scheduled offerings based on best guess

•  Professional Development Plans were only 1-on-1 between employees and their supervisor

professional Development

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SEEDS Then…

• No alignment of employee competency requirements with strategic plan objectives

• Alignment of professional development to support the achievement of the strategic objectives did not exist

Strategic plan

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How did we get there?

Then Now

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•  Executive Leadership Team had the vision

• Cross-divisional Task Force created

•  Sub-Committees to focus on key areas

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• Developed competencies: •  5 Standards of Conduct & Expectations of Employment •  9 Core Competencies •  5 categories of Role-Based Competencies:

•  Faculty (6) •  Faculty Chair (7) •  Supervisors (5) •  Managers (5) •  Executive Leadership Team (5)

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• Drafted revised performance evaluations content •  Likert rating scale •  Career planning

• Revised Performance Improvement Plan

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• Task Force concluded • HR/OD division continued development •  Professional development aligned with

competencies

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•  Selected and implemented online software to support the performance evaluation •  Implemented first revised performance evaluations

campus-wide: •  Competency-­‐based  performance  evalua?on  •  Employees  set  and  tracked  professional  development  goals  and  work  objec?ves  

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• Developed competency-based interview questions

•  Implemented new hire performance evaluations in the new system (at 6-month and 11-month)

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• Held focus groups to evaluate new performance evaluation process

•  Identified improvements to the process including: •  Renamed Likert rating scale options

•  Revised competency descriptions

•  Reduced number and length of competencies

•  Simplified the evaluation process

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• Online software reports enabled leadership to analyze College-wide and Division-specific competency performance

• Developed division/department-specific professional development plans to include customized training

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•  Strategically targeted professional development to support the underperforming competencies

•  Implemented improvements to the evaluation forms and process

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•  Pilot alignment of professional development with key strategic plan objectives

•  Pilot a rubric system for candidate selection for interviews

•  Selected and in the process of implementing a new learning management system to support professional development

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Present Day

• Competency-based Performance Management System

•  Improved professional development effectiveness

•  Improved competency performance

•  Increases in employee engagement in professional development

• Correlation of HR objectives with institutional performance

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SEEDS Now…

Selection of employees • Competency-based

interview questions guide selection committees

•  Piloting a rubric system for candidate selection

Impact & Results • Anecdotal feedback

indicates interview questions are more challenging and targeted to the competencies

• Collecting data to review impact on turnover

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SEEDS Now… setting Expectations •  Competencies outline

expectations for new hires •  Performance Improvement

Plans address specific employee challenges

•  Underperforming employees engage in professional development to improve

Impact & Results •  Reduction in contract

non-renewals

• More engagement from supervisors in coaching employees

• More ownership from underperforming employees in their professional development

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SEEDS Now… performance Evaluation • Competency-based

performance ratings on a Likert Scale

•  Employees set and track PD goals and work objectives

•  Employee career aspirations are identified and supported

Impact & Results •  Identify and address

underperforming competencies

•  Reporting identified rater tendencies

•  Strategic plan ownership across the College

•  Anecdotally a more meaningful process

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• Goal: Identified “process improvement” as underperforming area • Action Taken: Increased

PD targeted to the topic (offered 34 trainings) •  Impact: Increased

performance of competency by 7.2% in one year

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3.11

3.33

3

3.05

3.1

3.15

3.2

3.25

3.3

3.35

2011/2012 2012/2013

Process Improvement Competency

performance Evaluation example SEEDS Now…

SEEDS Now… professional Development •  All professional

development offerings aligned with competencies

Impact & Results •  High demand for targeted

department PD plans and customized trainings.

16 department heads requested PD plans to-date 95 department-specific trainings have been requested to-date

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SEEDS Now… professional Development •  Targeted professional

development plans developed for departments/divisions

•  Tailored trainings offered in departments/divisions based on unique needs to support their faculty/staff

Impact & Results •  Increase in employee

satisfaction of individual workshops

•  Increase in attendance of PD

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280 260

520

0

200

400

600

Number of workshops

2010/2011 (pre-implementation)

2013/2014 (to date)

2013/2014 (projection)

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professional Development example number of workshops

SEEDS Now…

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1804 2252

4504

0

1000

2000

3000

4000

5000

Confirmed Attendance

2010/2011 (pre-implementation)

2013/2014 (to date)

2013/2014 (projection)

professional Development example confirmed attendance

SEEDS Now…

SEEDS Now… Strategic planning NEW •  Evaluating strategic plan

objectives to determine competencies needed

•  Targeting training to build skills in key competency areas to support achievement of strategic objectives

Impact & Results •  Correlations between

increased PD and improving performance on strategic plan objectives

•  Identified areas needing targeted training to achieve strategic plan objectives

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SEEDS Now…

• Goal: Increase in College’s employee and student representation of racial/ethnic minority demographics to match our service area. • Action being taken: Professional development has

increased from 2012/2013 to 2013/2014 (to-date) by 70%. •  Impact to-date: Almost met or surpassed goals.

Strategic planning example

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SEEDS Now…

Strategic planning example

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164

279

558

0

100

200

300

400

500

600

2012-13 2013-14 (to date)

2013-14 (projection)

Inclusiveness Workshops

SEEDS Now…

0

2

4

6

8

10

12

14

16

2011-12 2012-13 2013-14

Percentage of Racial/Ethnic Minority Representation of Full-Time Employees and Students

FT Exempt Staff

FT Non-Exempt Staff

FT Faculty

Curriculum Students

Strategic planning example

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SEEDS Now…

Goal: Expand College’s business and industry services outreach. Status: Departments have exceeded goals on establishing relationships. Yet not met goals on services/training offered. Action being taken: Targeted training on “Networking & Partnering” competency needs to focus on finalizing the services to be delivered.

Strategic Planning example

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Lessons learned…

•  Process took more time than anticipated •  Competency development •  Software implementation

•  Focus groups necessary for feedback, identify issues, buy-in. Examples: •  Initial competencies too long, too many •  Evaluation process too complex

•  Likert rating scale labels unclear

• Additional resources needed in HR/OD to support ongoing administration 37  

• Assessing competency needs to meet Strategic Plan objectives and aligning professional development

…to increase skills in key competencies to attain strategic objectives

•  Implement a rubric system for candidate selection based on the competencies

…to reduce rater error for screening committees

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•  Analyze results from 6-month New Hire Performance Evaluations and 11-month New Hire Performance Evaluations

…to assess effectiveness of new hire training and onboarding

•  Aligning competencies with the career planning section of performance evaluation

…to support employees needing targeted professional development to help them attain their career aspirations

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Recognition

• Campus-wide communications

•  Presented “Integrating HR-OD using Competencies and the Performance Enhancement Process” at NCCCS Conference in Raleigh, NC on Oct 8, 2012

•  “Innovation of the Year Award 2012-2013” from League for Innovation in the Community College

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Should you consider replication?

•  Are your HR staff strategic partners with the leadership and the Board of Trustees? •  Are you able to run reports on employee performance at

every level (employee, department, division, college-wide)? •  Do you know how equipped your employees are to reach

the strategic plan objectives set by your institution? •  Do your underperforming employees have the resources

and direction needed to improve? •  Is the performance of your faculty/staff aligned with

targeted professional development?

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Leadership considerations before replication •  Assess the costs/benefits between the program in which you

aspire versus the program in which your institution needs and is capable of sustaining. Consider overall return-on-investment.

•  Determine which components of the performance management system can be adopted and when.

•  What financial resources are available to purchase and administer a software for performance evaluations and for learning management?

•  Consider the best approach to the initiative based on your institution’s culture.

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Plant the SEEDS

•  Integrates and aligns hiring, employee expectations, evaluation, professional development and strategic plan goal attainment •  Enables intentional improvements of performance in

targeted competencies areas •  Supports the faculty and staff in reaching higher

performance •  Improves institutional effectiveness

A Competency-Based Performance Management System:

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Plant the SEEDS ������ A-B Tech is enthusiastic about sharing best practices, samples, advice, and support. Contact us to positively impact your future.

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