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EFFECTIVE PERFORMANCE MANAGEMENT AT NORTHEASTERN UNIVERSITY
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EFFECTIVE PERFORMANCE MANAGEMENT AT NORTHEASTERN UNIVERSITY

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  • LET’S BRIEFLY REVIEW THE AGENDA SO WE KNOW WHERE WE’RE HEADED TODAY INTRODUCTION – OUR GOALS FOR THE SESSION, FIND OUT WHAT YOUR GOALS ARE, WHY YOU CAME PM CYCLE – DISCUSS EACH PHASE OF THE PERFORMANCE MANAGEMENT CYCLE IN MORE DETAIL GROUP ACTIVITY – WE’VE PLANNED AN EXERCISE AROUND HOW TO GIVE FEEDBACK QUESTION & ANSWER – TIME AT THE END FOR QUESTIONS, BUT WE’LL BE HAPPY TO TAKE QUESTIONS DURING THE PRESENTATION, SO DON’T HESITATE TO ASK! DILBERT - Finally, we thought you should see an example of what Performance Management is NOT! ALSO DURING PRESENTATION MAIN THEME OF TRAINING
  • PM IS ALL ABOUT: IMPROVING EE PERFORMANCE TO IMPROVE ORGANIZATION PERFORMANCE BY IMPROVING COMMUNICATIONS B/T MGRS AND EES SETTING FUTURE GOALS USING EE’S SKILLS AND DEVELOPING NEW ONES If you’ve ever been through performance management training before, you’ve probably seen goals like these. The one you probably haven’t seen is “link individual employee behavior with the Unit Plans and University Aspiration” as that is unique to Northeastern. In fact, linking individual goals to business goals isn’t unique, but it is relatively new to Northeastern. BUT FIRST, ARE YOU FAMILIAR WITH THE UNIVERSITY ASPIRATION? ARE YOU FAMILIAR WITH YOUR AREA UNIT PLAN? PROBABLY SEEN BEFORE CONTEXT FOR GOAL-SETTING NU-SPECIFIC ONGOING – THAT WORD AGAIN! FAMILIAR WITH ASPIRATION? FAMILIAR WITH UNIT PLAN?
  • MANY DIFFERENT WAYS TO LOOK AT DIFFERENT PARTS OF PERFORMANCE MANAGEMENT HERE AT NORTHEASTERN, WE HAVE DEVELOPED THE FOLLOWING MODEL: CAN SAY IT HAS A BEGINNING , MIDDLE , AND END , BUT CAN JUMP IN ANY TIME SO, WE WILL GO OUT OF ORDER AND START WITH PHASE 3 SINCE FOR ADMIN/PROF, PHASE 3 AND 1 ARE SHOULD BE HAPPENING RIGHT NOW WILL GO INTO EACH PHASE IN DETAIL TALK ABOUT WHAT NEEDS TO HAPPEN IN EACH PHASE TIPS ON HOW TO ACTUALLY DO IT
  • TOGETHER, ALL ASPECTS OF PM CAN SEEM DAUNTING ESP IF YOU ARE A NEW MANAGER ESP IF YOU HAVE A LOT OF DIRECT REPORTS YOU AS A MANAGER ARE NOT ALONE IN THIS PROCESS SHARED ACCOUNTABILITIES THROUGHOUT THE PROCESS KEY RELATIONSHIP IS BETWEEN MANAGER AND EE KEY SUPPORT GIVEN BY HRM AND AREA LEADERSHIP WITHIN HRM , MOST OF RESP IS WITH COMPENSATION AND EE RELATIONS DEPARTMENTS COMP EE REL
  • Can anyone give me an example of either good or bad feedback/coaching they’ve experienced in the past? What made it good/bad? If bad, what would you have preferred? “ Doing annual appraisals is like dieting only on your birthday and wondering why you’re not losing weight.” Anne Saunier, Sibson (consulting firm) The more opportunities you provide to create interaction, the better. Another important point for this phase is “document, document , document” – keep track of the things that happen throughout the year – good & bad – so you don’t have to remember it all at the end.
  • Some of you have seen this before – this is a way to remember what those good characteristics are.
  • TOPIC BY ITSELF COULD TAKE UP AN ENTIRE DAY , BUT WE WON’T GO INTO THAT MUCH DETAIL MORE SPECIFICS IN GUIDEBOOK, BUT THESE ARE STILL ONLY GUIDELINES FOR PERSONALIZED CONSULTING AND ADVISING SEE YOUR HRM CONSULTANT REMEMBER THE ROLES SLIDE – YOU ARE NOT ALONE IN THIS; WE ASK YOU TO ASK US (HRM) IF YOU’RE NOT SURE ABOUT SOMETHING EASIER SAID THAN DONE – NOT SIMPLE 6-STEP PROCESS REMEMBER RESOURCES: GUIDEBOOK HRM CONSULTANT
  • MAY SEEM LIKE A TALL ORDER THESE OUTCOMES RELY HEAVILY ON SUCCESS OF WORK DONE IN PHASES 1 & 2 WHAT IT ISN’T NOT TO SOLVE ALL OF THE PROBLEMS WITHIN THE MEETING WHERE POSSIBLE, NOT TO NECESSARILY SOLVE PROBLEMS FOR THE EMPLOYEE, BUT TRY TO HELP THEM FIND THEIR OWN SOLUTIONS, PROBLEM-SOLVE OBVIOUSLY, NOT INTENDED TO BE AN ADVERSARIAL CONFRONTATION, WITH “SIDES” AND “WINNING OR LOSING”, BUT CONTINUATION OF A PARTNERSHIP TOWARDS COMMON GOAL KEY TO ACHIEVING ALL OF THESE IS SUCCESS OF PHASE I & II MAY SEEM LIKE A TALL ORDER RELY ON WORK OF PHASE 1 & 2
  • KEY IS PREPARATION KEEP DOCUMENTATION ON ALL KINDS OF PERFORMANCE , NOT JUST GOOD OR BAD SET UP YOUR OWN FILE OF STICKY NOTES, E-MAILS, WRITE DOWN COMMENTS FROM OTHER PEOPLE AS YOU HEAR THEM MULTIPLE SOURCES OF INPUT MENTION APPENDIX B – FOR THE EMPLOYEE GIVE WRITTEN APPRAISAL TO EMPLOYEE TO READ FIRST? WHY? ASK FOR INPUT FROM EMPLOYEE BEFORE WRITING? ASK FOR INPUT FROM OTHER PEOPLE BEFORE WRITING – PEERS, CUSTOMERS, ETC. INPUT FROM OTHER PEOPLE MAKES IT A LOT EASIER TO WRITE; GIVES YOU A STARTING POINT APPENDIX B FOR EE KEY IS PREPARATION HINTS TO AVOID ERRORS HOW DO YOU DO THINGS AND WHY? HOW MANY PEOPLE . . .
  • IF YOU’VE DONE PERFORMANCE APPRAISALS IN THE PAST, PROBABLY HAVE YOUR OWN WAY OF CONDUCTING MEETINGS THIS IS A SAMPLE IF YOU’RE NOT SURE WHERE TO START Notes on 1: Outline what will happen during the discussion, topics, order, etc to set the employee at ease Encourage employee involvement; continue to solicit Notes on 2-4: May help to come up with 3-4 key messages that you want to get across; examples under each, phrases 3 is Manager’s assessment; 4 is problem-solving, not blame-placing Notes on 5: - is the 30,000 foot “big picture” view If perf issues, does the ee understand the implications Notes on 6: Action plan – for immediate corrective action, if necessary, otherwise loops back to the planning of Phase I Shift in focus: looking back vs. looking ahead Can also be a separate meeting to discuss specifics ONE KEY THING TO REMEMBER IS . . . (NO SURPRISES) PROBABLY HAVE OWN WAY OF CONDUCTING MTGS IS A SAMPLE IF DON’T KNOW WHERE TO START KEY TO SUCCESS OF MTG IS NO SURPRISES!
  • THERE ARE GOOD SURPRISES . . . AND THERE ARE BAD SURPRISES! WHEN COACHING AND FEEDBACK ON PERFORMANCE HAPPEN THROUGHOUT THE YEAR, THERE IS AMPLE TIME FOR THE EE TO RESPOND AND ADJUST HIS/HER PERFORMANCE. GENERALLY SHOULDN’T TELL THEM (BIG THINGS) THEY HAVEN’T HEARD BEFORE; CAN GO INTO MORE DETAIL, GIVE NEW EXAMPLES
  • CONSISTS OF THE FORMAL REVIEW OR APPRAISAL IS WHAT MOST PEOPLE THINK OF WHEN THEY HEAR THE TERM “PERFORMANCE MANAGEMENT” EACH PART IS EQUALLY IMPORTANT IS NOT JUST THE WRITTEN EVALUATION, AND NOT JUST THE MEETING OR CONVERSATION NOTE ON THE SUMMARY RATING AT NU, IS NOT A MATHEMATICAL AVERAGE, BUT A SUBJECTIVE EVALUATION OF OVERALL PERFORMANCE – USE YOUR JUDGMENT NOTE ON RATING AND MERIT INCREASE AT NU, IS NO AUTOMATIC CORRELATION BETWEEN PERFORMANCE RATING AND MERIT INCREASE MAY BE CONFUSING BECAUSE THERE IS FOR OFFICE SUPPORT EES, BUT NOT ADMIN/PROF EMPLOYEES CAN’T STAND ALONE 1 2
  • ALL MATERIALS ARE FOLDER; SOME ARE AT BACK OF GUIDEBOOK ALL EXCEPT GUIDEBOOK AVAILABLE FOR DOWNLOAD FROM HRM WEB SITE ; CALL ME IF YOU WANT ELECTRONIC VERSION OF IT GOAL PLANNING FORM IS OPTIONAL ; CAN SIMPLY LIST GOALS ON A SHEET OF PAPER IS A TOOL IF YOU CHOOSE TO USE IT DON’T NEED TO SEND IT IN ALL IN FOLDER ALL ON WEB EXCEPT GUIDELINES
  • (FRIDAY) 5 MINUTE BREAK? HAND OVER TO SUSAN WITHHOLD MGR INCREASES IF MISSING

Transcript

  • 1. EFFECTIVE PERFORMANCE MANAGEMENT AT NORTHEASTERN UNIVERSITY presented by   Susan Batutis, Compensation Manager, HRM Lidia Rosado, Sr Compensation Analyst, HRM
  • 2. Training Agenda
      • Introduction
      • Performance Management Cycle
        • Performance Planning
        • Ongoing Coaching and Feedback
        • Performance Review
      • Questions & Answers
  • 3.
      • To create and foster an ongoing, two-way communication process
      • To clarify expectations between the manager and the employee
      • To assist employees in reaching personal and professional goals through skill development
      • To link individual employee behavior with the Unit plans and University Aspiration, placing actions within the context of the University mission
    Goals of Performance Management
  • 4.
      • End of Year Appraisal
      • Summarize critical goals and achievements
      • Establish overall rating based on performance throughout the year
    The Performance Management Cycle Performance Planning Phase I Coaching and Feedback Phase II Performance Review Phase III
      • Goal Planning
      • Clarify job requirements
      • Establish annual goals
      • Link goals to larger college or departmental goals
      • Plan professional development
      • Ongoing Coaching and Feedback
      • Confirm areas for focus
        • Provide constructive feedback
        • Documentation
  • 5. Roles in Performance Management
    • Division/Institutional Advancement
    • Communicating University/area mission and goals
    • Identifying resources for employee development
    • Assist in administration of performance management program in consultation with HRM
    • HRM
    • Providing the tools, training, and guidelines for effective design and administration of performance management and compensation programs
    • Consulting with managers and employees on the program processes or individual issues. For assistance, contact Kathy Raiz, Sr. HR Consultant (X 5385)
    • The Employee
    • Shared accountability
    • Proactively provide input
    • Continual self assessment
    • Take personal ownership for development
    • The Manager
    • Shared accountability
    • Coach and mentor
    • Clarify business direction
    • Provide resources
    • Identify obstacles
  • 6. Ongoing Coaching and Feedback - Phase II
      • Confirm areas for focus
      • Provide on-going feedback
      • Affects individual performance by encouraging (or discouraging) specific behaviors
      • Provides a context through which to guide future performance
      • Gives employees an opportunity to express their needs, concerns, expectations
      • Progress review re-focuses employee and manager efforts
      • Offers the opportunity to make modifications to job requirements/ goals given University needs
  • 7. Ongoing Coaching and Feedback – Phase II F A S T F. A. S. T. requent – provide feedback on a regular, ongoing basis ccurate – be exact; don’t exaggerate pecific – use examples; avoid general statements imely – give feedback as close to the event as possible
  • 8. Ongoing Coaching and Feedback Phase II
    • Types of feedback
      • Corrective
        • Attempts to change the specific behavior of an employee
      • Positive
        • Reinforcing performance through an active effort to praise particular actions and accomplishments
  • 9. Managing Problem Performance
      • Describe the problem in a friendly manner
      • Ask for the employee’s help in solving the problem
      • Discuss causes of the problem
      • Identify and write down possible solutions
      • Decide on a specific action each of you will take
      • Agree on a specific follow-up date
  • 10. Ongoing Coaching and Feedback Phase II
    • Communication Tips
      • Sensitivity
        • Feedback should be delivered with empathy and sensitivity.
      • Confidential
        • Feedback should be provided face to face and in private. Choose the appropriate time and location.
      • Prompt
        • Feedback should occur in a time frame close to the event or behavior under consideration.
  • 11. Performance Review
    • Before we go any further, let’s take a step back and look at your experience with Performance Reviews….
  • 12. Desired Outcomes for the Performance Review
      • Mutual understanding and agreement of performance against expectations
      • Employee’s self-esteem is supported
      • Employee feels evaluated fairly
      • Working relationship is maintained or improved
  • 13. Preparation is the Key!
      • Keep documentation throughout the year
      • Allow enough time before the review meeting to reflect on the events of the past year
      • Solicit input from colleagues with whom the employee has worked with
    • Ask the employee to review his/her own performance and documentation
  • 14. Performance Review Meeting Agenda
      • 1. Set the stage
      • 2. Review and discuss employee’s assessment
      • 3. Compare results vs. expectations
      • 4. Discuss reasons
      • 5. Summarize trends
      • 6. Plan for the upcoming year
  • 15. No Surprises!
      • Reinforces importance of coaching and feedback
      • Recognition shouldn’t be a surprise either
  • 16.
      • Consists of two parts:
        • Written document placed in employee file
        • Formal end of year meeting
      • Summarize critical goals and results achieved
      • Compare actual to expected performance
      • Establish overall summary rating
    Performance Review Phase III
  • 17. Forms and Materials Formal written evaluation of employee performance; signed original due to HRM May 1, 2006 Performance Appraisal Form Optional form to help in setting work goals; not submitted to HRM Goal Planning Form (optional) Overview of performance management cycle, administrative process notes, background and reference material Guidebook/ Training Supplement Instructions on how to fill out Performance Appraisal form Brief Guidelines Description Document
  • 18. 5/1 Evaluations Due to HRM 7/1 New Salaries Effective Key Performance Management Dates 2/10 Performance Management Training Session offered by HRM
      • As has been done in the past, managers who have not submitted performance reviews for all of their employees will have their own merit increases withheld