On October 23rd, 2014, we updated our
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Libraries Performance Management System (LPMS)
This session will review the concepts of the LPMS. You will learn how to determine job responsibilities,
identify expectations, give and receive constructive feedback, and learn how the LPMS fits within the
performance appraisal process in the Libraries.
At the end of this training session, you will be able to:
♦ Describe how LPMS can assist supervisors and employees in the performance management process
♦ Identify the 6 elements of the LPMS
♦ Describe the overall goals of the LPMS
♦ Identify and define the 4 Strategic Directions of the Libraries
♦ Define your current job responsibilities
♦ Identify and define the 8 performance competencies
♦ Establish 3 or 4 performance competencies to work on next year
♦ Document progress towards meeting expectations
♦ Document all training/education that you receive through the Training Plan
♦ Identify and define the 5 performance ratings
♦ Identify areas in the performance appraisal time period in which the employee has met or exceeded
expectations or needs to improve
♦ List specific examples that support the overall rating
♦ List specific areas in which the supervisor can assist the employee to improve performance as it relates
to organizational needs
History of LPMS
In 1996, the university administration mandated that each department would develop some typ of performance
evaluation for the Administrative/Professional (AP) staff, who prior to this time, did not have a formal written
evaluation process. The original LPMS committee was charged to develop a system for the AP Staff. The
intention that the same goals and a similar format would set the groundwork for a future Clerical/Service and
Faculty performance management systems. The CS-LPMS, prepared in 1999-2000, offers many of the same
components of the AP-LPMS. Similar components include use of the strategic directions to guide the employee
and supervisors in developing employee expectations, performance competencies, performance planning,
performance coaching, and performance rating definitions.
The Performance Management Process Model
The above model illustrates the "big-picture” of the Performance Management Process. Step 1 begins with the
strategic directions and the values of the Libraries. These are the foundations for the entire LPMS process. The
successful achievement of these directions is the responsibility of each and every library staff member. The
competencies reflect how you do a job. Performance management planning to reach those competencies and
performance coaching discussions between the employee and the supervisor are the next main part of the
process. During these phases there should be staff development occurs. This includes taking classes, reading
job-related literature, or even networking with other colleagues. At the end of the cycle there is a summary of
performance completed by the supervisor and a performance rating assigned to the employee. Finally, there is
an opportunity for the employee to give the supervisor feedback, which in the above model is represented as a
review of organizational performance.
Six Elements of the LPMS
♦ Definition of roles and responsibilities of both employees and supervisors in the process
♦ Identifying job responsibilities and their relationship to the Libraries strategic plan, directions, and
♦ Performance planning, setting of expectations, competencies to be emphasized, and desired outcomes
♦ Performance coaching and feedback
♦ Staff training and development
♦ Final performance summary
Overall Goals of the LPMS
♦ Develop knowledge and skills to fulfill the Libraries mission.
♦ Ensure that the Libraries retain the necessary staff and skills needed to provide appropriate service to the
♦ Measure achievement
♦ Foster a cooperative performance appraisal process through employee and supervisor communication
♦ Arrive at a clearly stated set of job expectations, competencies, and desired outcomes.
Employee and Supervisor Roles and Responsibilities
♦ Encourage scheduling of the planning session
♦ Come prepared to discuss your personal goals/interests and ideas that can help the department meet its
♦ Work together with the supervisor to agree upon goals, expectations, competencies to be emphasized,
and to establish priorities
♦ Initiate the coaching session
♦ Meet with supervisor to get feedback
♦ Inform supervisor of any unforeseen obstacles that may delay goal achievement
♦ Identify major accomplishments
♦ Identify major challenges
♦ Complete the Performance Summary
♦ Schedule the planning session
♦ Communicate/translate the strategic plan, competencies, organizational/departmental
o expectations to the employee
♦ Facilitate common understanding and agreement of the employee’s goals and expectations. Establish
priorities and create realistic expectations
♦ Identify how the employee can impact/help achieve the goals
♦ Discuss organizational needs
♦ Establish expectations
♦ Provide opportunities for employee improvement
♦ Initiate the coaching session
♦ Review organizational changes
♦ Seek feedback from multiple sources
♦ Identify resource changes
♦ Provide suggestions/mentoring
♦ Identify employee’s major accomplishments in relationship to organizational, or departmental
♦ Identify employee’s major challenges
♦ Send the completed Performance Summary to the Personnel Office. Provide a copy to employee.
Strategic Directions - http://www.lib.purdue.edu/plan2004
The following is a brief interpretation of the Libraries Strategic Directions. The full text can be found at
1. Learning Library
Ability to locate, retrieve, evaluate and apply information
2. Scholarly Communication
Acquisition, organization, management of information in a
variety of formats
3. User-centered Services
Access and delivery of information
Physical and fiscal
Performance Management Competencies
♦ Continuous Improvement
♦ Cross-Functional Perspective
♦ Self-Development/Continuous Learning
♦ Service Orientation
♦ Work Standards
LPMS Web site for both AP and CS employees
*You’ll be prompted with a login. Use your Windows NT login to access this page.
When we are talking about the job responsibilities worksheet, think about that high school newspaper job you
once had. Do you remember what questions you needed to answer? The same will apply here. Think about
your job and how it fits within these BEFORE you fill out the worksheet.
Job Responsibilities Worksheet
List everything you do. Then group the similar items together and give them a title. You should be able to
group all your tasks into 3-4 major job responsibilities.
Below is an example of a circulation clerk's main job responsibilities.
Responsibility: Train student employees in circulation functions
Strategic Direction: User-centered services
Expected Outcomes: Develop a knowledgeable student staff who can provide users with efficient and effective
service at the circulation desk with minimal direct supervision.
Competency (ies): Communication; Continuous improvement; Service orientation
Responsibility: Maintain circulating collection
Strategic Direction: User-centered services; Infrastructure
Expected Outcomes: Users will be able to located needed research materials in an orderly collection
Competency (ies): Continuous improvement; Service orientation; Initiative/judgement; Communication
Responsibility: Document delivery (monographs)
Strategic Direction: User-centered services
Expected Outcomes: Faculty and staff receive needed materials in a timely manner to ensure research efforts
Competency (ies): Service orientation; Cross-functional perspective; Communication
Performance Planning and Coaching
Performance planning and coaching are essential to your success as an employee. When considering planning
you should follow some simple rules:
♦ Be realistic
♦ Only concentrate on 3-4 competencies. Trying to achieve all eight is unrealistic
♦ Look at areas where improvement is needed, address anticipated challenges or changes in how the job is
envisioned. THINK FUTURE…..not NOW.
♦ Document what it is you and your supervisor want you to do AND how you're progressing towards that
♦ Constructive feedback is necessary
♦ Mutual agreement is advantageous for all
Filling out the Performance Coaching and Feedback Form
Below is an example of a competency being addressed. Notice that the competency is listed at the top of the
form. There is a departmental expectation for this competency (formed through discussion and mutual
agreement between the supervisor and the employee. The challenges/opportunities that achieving the
competency may bring are listed. And finally, the discussion dates and what occurred (this is last part is the
coaching aspect) are recorded.
Performance Planning and Coaching Worksheet
COMPETENCY: CROSS-FUNCTIONAL PERSPECTIVE
Departmental Expectations: Effective and cooperative interaction with many staff members in all libraries in
order to accomplish daily tasks of job, as well as more extensive maintenance projects as they occur.
Challenges/Opportunities: Establishing long distance relationships with staff; communication of processing
standards to new employees
Performance Coaching and Feedback:
6/1/00 Develop a procedures manual and short course that illustrates the steps required to
withdraw/transfer/correct monograph records. Preliminary draft by 8/1/00; first course 11/1/00
8/10/00 Reviewed procedures manual/course draft. After minor revisions manual tested in 4 libraries. First
session for new employees scheduled for 10/1/00. Sue planning to add to TS shared files.
2/1/01 Four new employees trained. Paperwork from these staff have been complete and accurate. Staff have
commented that manual is very helpful, but that since Sue put it on the TS web page, it is very easy to switch
between windows while preparing forms.
The training plan has several components. First, it provides a way to register and notify the Staff
Development/Training Coordinator of the classes that you wish to take. Second, it can be used as a tool to help
you plan for changes in your unit or job.
There are two sections to the Training Plan: The first section is the registration form for the Libraries Training
For this form you need to remember:
1. Put the correct PUL# on the form
2. Have your supervisor sign the form BEFORE sending it to Nancy Oswalt
3. MAKE SURE YOU PUT YOUR DESIRED LEARNING OUTCOMES ON THE FORM. To get the
desired learning outcome finish this sentence. I PLAN ON USING THE SKILLS TAUGHT IN THIS CLASS
The second page of the Training Plan is for classes, conferences, or other educational activities in which you've
participated OUTSIDE the Libraries Staff Development Program. These do not have a PUL# associated with
Overall Performance Summary
The Overall Performance Summary sheet is designed for the supervisor and the employee to provide feedback
on the employee's performance during last year. The information on this form should be supported by the
information found on the Performance Coaching and Feedback Worksheets. This is an opportunity for both the
employee and supervisor to participate in constructive feedback.
Answer these questions:
• What went well?
• What needs improvement?
• What were the accomplishments?
On the next page is an example of an Overall Performance Summary sheet. Go to the LPMS website to see
how this summary sheet connects with the Performance Coaching and Feedback Worksheet.
OVERALL PERFORMANCE SUMMARY
Keeping to the proposed schedule for training new staff on catalog record maintenance was especially
difficult this year due to the HSSE and Life Sciences projects. Although I had hoped to develop the
manual and course for theses record creation and maintenance for the proposed pilot libraries, I was not
able to complete it by the agreed deadline due to the increased time spent on HSSE and Life Sciences
records. I was able to do the following:
Despite the heavy workload from the HSSE and Life Sciences Libraries, Sue was able to complete the
manual and short course she developed for the new staff in the departmental and school libraries. Staff in
several libraries have commented that having this manual on the TS web site is extremely helpful.
Originally, we had planned on just having this available on shared files, but Sue was able to move this to
the web site with assistance from ITD.
Voyager 2000 also delayed work on expectation B and C, although progress is gradually being made.
O Outstanding O Exceeds Expectations O Meets Expectations O Approaches Expectations O Poor
Employee Date Supervisor Date
Department/Unit Head Date
Feedback for Supervisor Form
It is important for the supervisor to tell the employee what they did well and what needs to be improved. It is
also important for the employee give constructive feedback to help the supervisor do a better job at helping the