Performance Planning Training (PPT | 564KB)

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  • The principles of Performance Management have not changed (Plan – Feedback – Evaluate). Only the tools we are using have changed. The new P112 will facilitate the employee – supervisor communication process during the Monitoring/Feedback/Coaching period.
  • Use the same P112 for all staff, Classified and University Changes: There are 2 P112 documents: P112 – for all non-supervisory staff employees P112S – for all staff who supervise (write performance evaluations for) other staff. Ratings: Be sure to read the description of each of the performance ratings carefully – remember that the former “Extraordinary Contributor” rating is now called “Model Performer”, the former “Contributor” rating is now broken out into “Strong Performance” & “Developing Performance” and the former “Below Contributor” rating is now called “Unacceptable Performance”. Instead of “Dimensions” and “Performance Indicators”, the P112 now consists of “Goals” and “Competencies”. Goals are what you want the employee to focus on during the performance cycle. Competencies are behaviors, qualities and attitudes required to be successful in the job. The former “Universal Dimensions” are now “Universal Competencies” and the behaviors required to meet each of the 4 ratings are pre-defined. The Universal Competencies are pre-loaded into the P112 just as the Universal Dimensions were. In addition, there are now 2 Supervisor Competencies. There is a library of competencies on the HR website (see link above). At present there is a limited number of competencies available. If you would like to see a competency added, please contact HR so that we can develop the performance levels for that competency. For this performance cycle, consider creating a goal that covers any unavailable competency. Pre-defining the behaviors required to meet each of the 4 ratings will make ratings more consistent across the university. The pre-defined descriptions should not to be changed. Signatures There is a place for the employee to sign the performance plan but the supervisor and reviewer do not sign the plan. There are spaces for Update signatures. As you will see, this is a living document. As goals change during the performance cycle, the plan may need to be amended. When the changes are significant, the employee should re-sign. There are spaces for the employee, supervisor and reviewer to sign for the performance evaluation. As has been the case, the page with original signatures should be retained for the duration of the performance cycle and attached to the performance evaluation when it is sent to HR in October. Supervisor comments (Performance Evaluation training in the late summer/early fall will cover this in more detail):
  • Research shows that engaged employees contribute substantially more to the success of the organization than employees who are disengaged. Engagement is determined by a number of factors including the extent to which the employee understands how his/her job relates to the mission/objectives of the organization and the extent to which the employee perceives the relationship with the supervisor as positive (meaning the supervisor treats the employee fairly, provides regular feedback and is interested in the employee’s success and development)
  • The first step in having a performance planning discussion with your employee is to provide them with a copy of an up-to-date and accurate job description. There are directions on the HR website for writing a position description in People Admin. Details around specific procedures (e.g. the steps you go through in preparation for printing on a printing press) should be captured in standard operating procedures, an operating manual or a set of written instructions. They should not be included in the position description.
  • With the revised P112 that focuses on goals instead of tasks, the position description takes on a new importance. It is a summary of the job and the employee is responsible for paying attention to and accomplishing the entire job. The Performance Plan, in its new iteration, will identify particular aspects of the job for focus in the current performance cycle. Also, with a goal focus, the previous tendency to list all tasks required of the employee on the P112 must change. It is better management to establish a document of Standard Operating Procedures (SOP) that can be picked up by anyone (new employee, co-worker covering for an absent employee) and used to execute the job.
  • While the goals for a position in housekeeping (keeping a specific area clean) may be the same one year after the other, this is usually not the case for positions in bands 4 (and in some cases 3) where the goals would typically be focused on projects or initiatives that vary from one year to the next. Kirk – need to ditch the box on this slide!
  • Goals and responsibilities are results or outcomes . Remember, we are leaving behind the old P112 that identified the many tasks that the employee needed to accomplish to the new P112 that identifies particular aspects of the job for focus in the current performance cycle. You do not need to reiterate the Position Description on the P112.
  • We all set goals in our lives. Think about some examples of goals you may have set in your life: Let’s say you want to lose weight. What is the goal (outcome/result)? Answer – a weight or a size. Would this be a better goal if you specified a time frame? Let’s say you want to buy a house but do not have the money for a down payment. What is a goal you could set? Accumulate $X. You want to send your kids to college… Go on vacation… $$, place to stay, way to get there…
  • Be sure to establish metrics that define “Strong Performance’. Most of our employees are strong performers and if everyone works at this level we will be successful. When we set goal in our lives, we usually know what “success” in accomplishing that goal will look like: Weight goal with time frame: Metrics = Could be intermediate weight goals; Cook low fat meals X times per week; Exercise 30 minutes daily; $$ for down payment/college (with time frame): Metrics = Save $X per month or year; work Y hours/week overtime; take lunch from home 3x/week; bring coffee from home… Vacation: $$(same as above); place to stay (check web, make reservations); way to get there (schedule maintenance on car) Let’s say Mary and John need to buy a new car. They have a discussion about their old car, the fact that they need a new one and decide that John can go buy the new car. John has a great time shopping for the car and comes home thoroughly pleased with a new convertible Mazda Miata. Mary takes one look and reminds John that they have 3 kids and a dog. Mary and John established a clear goal (new car) but did not establish the metrics (cost, size, gas mileage requirements, etc.).
  • If you were to share only the goal with the employee would they know what success looks like? Remember – metrics are written to define “Strong Performance”. What would “Model Performance” look like? Would completing all training earlier that November 30 th be “Model Performance”? Would a rating of 3.5 on the evaluations be “Model”? What about a rating of 4.5? We will discuss this point in more detail later, but it is not possible to decide at the time the performance plan is written exactly what defines any performance other than “Strong”. We noted earlier that performance management involves establishing and maintaining a relationship – done through communication. Also, we noted that the new P112 facilitates the communication process. In this example, what if it is not possible to complete all training by the deadline of November 30 th ? In discussion between the employee and the supervisor, the metric (date) can be changed if the reasons that the employee is not able to meet that deadline are reasonable. If, however, the reason the employee will not meet the deadline is inactivity, lack of focus on the employee’s part or some other situation over which the employee has control, there clearly needs to be a discussion with the employee about whatever employee behavior is preventing success.
  • Note that the metrics include discussions with the manager. If the manager tries to define expectations ahead of time by listing every possible variation and every activity necessary to earn a “Strong Performance” rating they will run out of room! There are too many scenarios for them to possibly list each activity for each time the employee is working on something related to the goal. The expectations need to be defined broadly with enough flexibility to allow for different situations.
  • Note that the metrics, in red, are not outcomes but describe tasks to be done. Move to the next slide for a better way to write these metrics.
  • Now, the metrics describe outcomes. Here is an example of using Standard Operating Procedures instead of listing all the tasks that go into a job. Wearing personal protective equipment is an all or nothing metric – either it is worn at all times or it is not. We will discuss on slide #30 how to integrate Competencies with Goals to establish “Model Performance”.
  • This slide provides a differentiation between a task, a responsibility and a goal.
  • SMART is an HR-speak acronym used to describe some of the characteristics of clear, well written goals and metrics. Pay particular attention to Attainable and Realistic/Relevant. These require that the goal be something that the employee has the knowledge, skills, ability and resources to accomplish. While it is a good practice to set a “stretch goal” for an employee (one that he/she may need some training to achieve), it is important to be sure the training is made available to the employee. If something changes during the performance cycle (budget cuts eliminate the possibility that the employee can attend training for example), the goal should be revised.
  • Neither of the metrics on this slide meets the SMART test (see previous slide). How can they be changed so that they are SMART? E.G. Attends scheduled performance management review meetings, prepares for meetings as directed and participates as appropriate E.G. Pays all invoices per VT “Prompt Pay” standards. NOTE – “Prompt Pay” is VT standard for processing invoices.
  • Remember – goals & responsibilities are outcomes or results. To the extent possible, metrics should be outcomes, too.
  • Example – if a sales person sells $1,000,000 but alienates all the customers, the goal may have been met but it was met in a way that precludes repeat business, has the employee succeeded or failed? Or, if an employee sells only $500,000 and misses the goal but develops relationships that will lead to success in the coming year, has the employee succeeded or failed?
  • See library of competencies on the HR website (slide #5)
  • DO NOT change Universal Competencies! Create a goal or metric if necessary to add Teamwork, Safety or Diversity performance requirements. For example: Departmental SOP for Personal Protective equipment (helmet, goggles, gloves) is followed at all times. Maintains refresher training as required by EHSS.
  • Again, in looking at whether the employee has met the expectations, look at how they were/were not met. Has the employee used some competency to enhance performance? If so, this information should be explained in the Supervisors Summary section of the P112. This is the section where the supervisor will make the argument that the employee’s overall performance is Model, Strong, Developing or Unacceptable. It is important for the supervisor to document their reasons assigning a particular rating to their employee. In many cases, the supervisor will not be making the final decision on the rating. It will be the Reviewer or possibly someone even higher up in the senior management area. They will need this information for all the employees in their area to support the ratings that they want to assign – e.g., who is a model performer, who is strong, etc. If they have the information they need in the performance plan they will not have to go back to the employee’s immediate supervisor to understand the reasons for the rating. This will save time and effort on the part of the final decision makers and is more likely to result the supervisor’s recommendation for a rating being followed.
  • Career development is not optional! This is how we make sure employees have the knowledge and skills required to meet our expectations. In addition, and of critical importance, it is how we make sure that employees acquire knowledge and skills they need to advance in their careers. Few employees want to do the same job for 30 years. In particular, younger generations expect to change jobs every 2 – 3 years. Career development is one way we have of making sure our good employees remain at VT (even if they may not remain in the same department). Cultivating our employees is a significant supervisory responsibility.
  • Discussion point: For new employees, may need to explain the P112 and how it is used.
  • Conversations about performance, including discussion of the performance plan, should take high priority for supervisors. Do not allow yourself to be interrupted or distracted during your meeting with the employee. Remember – employee engagement depends in part on your relationship with the employee. Devoting time to this discussion demonstrates to the employee that he/she and his/her success are important to you.
  • This is a living document. Change it as necessary to keep it current. Tracking progress frequently will make the performance evaluation process a cinch!
  • P141 is no longer required to support a “Model Performance” rating for University staff but continues to be required to support a “Model Performance” rating for Classified staff. P142 or a written notice is required to support a rating of “Unacceptable Performance” for both University and Classified staff.
  • Performance Planning Training (PPT | 564KB)

    1. 1. Performance Planning For Performance Cycle 10/08-10/09 October 2008
    2. 2. Today’s Objectives <ul><li>Summary of HR Restructuring Initiative </li></ul><ul><li>Overview of the ALL NEW P112 (PPE) </li></ul><ul><li>Performance Planning Is Critical!!! </li></ul><ul><li>The Position Description </li></ul><ul><li>Completing the P112 (PPE) </li></ul><ul><ul><li>Performance Goals and/or Responsibilities </li></ul></ul><ul><ul><li>Competencies </li></ul></ul><ul><ul><li>Career Development </li></ul></ul><ul><li>Meeting with the Employee to Review the Plan </li></ul>
    3. 3. HR Restructuring Summary <ul><ul><li>Feedback from focus groups, survey and the EAC and design teams indicates: </li></ul></ul><ul><ul><ul><li>Employees want to know what’s expected of them </li></ul></ul></ul><ul><ul><ul><li>Employees want Managers to be trained </li></ul></ul></ul><ul><ul><li>The resolutions resulted in the following: </li></ul></ul><ul><ul><ul><li>4 vs. 3 Performance Ratings </li></ul></ul></ul><ul><ul><ul><ul><li>Model, Strong, Developing & Unacceptable </li></ul></ul></ul></ul><ul><ul><ul><li>Simpler performance management tool </li></ul></ul></ul><ul><ul><ul><li>Link between salary and Performance Rating </li></ul></ul></ul>
    4. 4. HR Restructuring Initiative (cont) <ul><li>These Initiatives required that we revisit our approach to Performance Management </li></ul><ul><li>The tool we use for Performance planning and performance evaluation has changed </li></ul><ul><li>Today is all about Performance Planning </li></ul>Planning Monitoring Feedback Coaching Evaluation October November October
    5. 5. The New P112 <ul><li>A brief overview of each part of the new P112 – Performance Plan and Evaluation </li></ul><ul><li>We will go into detail on each section in the following slides. </li></ul><ul><li>The new P112 can be found at the following link in VT HR website: </li></ul><ul><ul><li>www.hr.vt.edu </li></ul></ul><ul><ul><li>Go to Quick Links, click on the “Employees” tab, then click on “Performance Management” under the Compensation heading </li></ul></ul>
    6. 6. Why Do a Performance Plan? <ul><li>Contributes to the success of the department/college/organization </li></ul><ul><li>Helps employees understand the importance of their job to the broader organizational objectives. </li></ul><ul><li>Builds the partnership between the supervisor & the employee </li></ul><ul><li>Sets the stage for success… </li></ul><ul><ul><li>Identifies what the employee must do to be successful, including development activities </li></ul></ul><ul><ul><li>Identifies what supervisor must do to help employee be successful </li></ul></ul><ul><li>Simplifies performance evaluation </li></ul>
    7. 7. Setting Goals for Success Organization objectives cascaded Behaviors and actions aligned Senior Management – Strategic Plan Middle Management Supervisors/Professionals Employees
    8. 8. Performance Planning is… <ul><li>The first step in the overall process of “Performance Management” </li></ul><ul><li>Part of the partnership with the employee </li></ul><ul><li>The foundation for any performance management system </li></ul><ul><li>An absolutely essential process </li></ul><ul><li>A process that should be completed within 30 days* of hiring or most recent evaluation </li></ul><ul><li>All of the Above </li></ul>
    9. 9. Who Does Performance Planning ? <ul><li>Reviewer and Supervisor take the lead in creating the Performance Plan and both should agree on the final plan before it is shared with the employee </li></ul><ul><li>Employee who has been in the job any length of time should be consulted and have input into the P112 </li></ul>
    10. 10. Position Description First! <ul><li>The first step in completing the Performance Plan is to review the Position Description to ensure it is up to date and accurate. </li></ul><ul><li>Job Description Writing 101 </li></ul><ul><ul><li>A task is the simplest/most basic element in the job; </li></ul></ul><ul><ul><li>Job duties are a summary of related tasks; </li></ul></ul><ul><ul><li>Job responsibilities are a summary of related job duties. </li></ul></ul><ul><li>A job can typically be described using 3-5 responsibilities . Each responsibility should be no more than 2-3 sentences. </li></ul>
    11. 11. How is the Position Description used? <ul><li>Establish/change/update a position </li></ul><ul><li>Fill a vacancy - recruiting </li></ul><ul><li>Classification </li></ul><ul><li>To identify legal requirements for the position </li></ul><ul><ul><li>(i.e. FLSA; CDL; Criminal History Check; Medical exam; driver’s license) </li></ul></ul><ul><li>AND as a basis for the Performance Plan </li></ul><ul><ul><li>Working from “Job Duties” in People Admin (formerly “Core Responsibilities”) </li></ul></ul>
    12. 12. What Are the Steps to Create a Performance Plan? <ul><li>Identify key goals/responsibilities and define your expectations </li></ul><ul><li>Select appropriate competencies for the position </li></ul><ul><li>Meet with the employee to get their input </li></ul><ul><li>Establish career development plan </li></ul><ul><li>Review the plan with the reviewer </li></ul><ul><li>Meet with employee to review the final plan and obtain their signature </li></ul>
    13. 13. PD to PPE - Creating Performance Goals <ul><li>Using the updated PD, define 1 – 4 key goals. </li></ul><ul><li>Think of the Goals section as what the employee needs to accomplish to be successful in their job </li></ul><ul><li>The goals are where you want the primary focus to be – this does not mean the employee can ignore the rest of their job! </li></ul><ul><li>If you cannot define specific goals and desired results, then identify 1 – 4 key “job responsibilities”. (e.g. often the case for jobs in bands 1 & 2) </li></ul>
    14. 14. Setting Goals <ul><li>If you can answer, “yes” to the following questions then you have written a quality goal. </li></ul><ul><ul><li>Do I know the timeframe and/or quantity? </li></ul></ul><ul><ul><li>Does the goal state the intended result or outcome? </li></ul></ul>
    15. 15. Creating Performance Metrics <ul><li>For each goal, you need to define 1- 3 metrics that define what is expected to earn a strong performance rating </li></ul><ul><li>It is difficult if not impossible for an employee to be successful if they do not know their manager’s expectations </li></ul><ul><li>These metrics are how you and the employee will measure success </li></ul>
    16. 16. Example: Goals/Job Responsibilities This is the Goal The metrics should define the manager’s expectations/ desired outcomes– what does strong performance look like? Performance Goal and/or Job Responsibility Results & Accomplishments Rating <ul><li>Train managers on the new performance planning process with emphasis on goals & metrics: </li></ul><ul><li>Complete all training no later than November 30, 2008. </li></ul><ul><li>The overall average rating on participant evaluations is a 3 out of 5. </li></ul><ul><li>(Indicates that, overall, participants have a basic understanding of the performance planning process and how to write goals). </li></ul>Model Performance Strong Performance Developing Performance Unacceptable Performance
    17. 17. Example: Web Designer This is the Goal The metrics should define the manager’s expectations/ desired outcomes– what does strong performance look like? Performance Goal and/or Job Responsibility Results & Accomplishments Rating <ul><li>Update the departmental website to meet revised communication goals and format: </li></ul><ul><li>Deadlines established in the operating procedures are adhered to. </li></ul><ul><li>Submissions are prioritized to ensure time sensitive and or critical communications are published in the appropriate order as agreed to with manager. </li></ul><ul><li>User needs are captured and the information is used to enhance the website as per discussion with manager. </li></ul>Model Performance Strong Performance Developing Performance Unacceptable Performance
    18. 18. Example: Facilities Services Assistant This is the Goal The metrics should describe the desired outcome or result. Do these metrics accomplish that? Performance Goal and/or Job Responsibility Results & Accomplishments Rating <ul><li>Ensure safety and security for assigned work area: </li></ul><ul><li>By 7:00 am daily, conduct a walkthrough of the area. Record results of walkthrough on daily inspection checklist. </li></ul><ul><li>Place completed daily inspection checklist in inspection log by shift’s end. </li></ul>Model Performance Strong Performance Developing Performance Unacceptable Performance
    19. 19. Example: Facilities Services Assistant This is the Goal The metrics should define the manager’s expectations/ desired outcome – what does strong performance look like? Performance Goal and/or Job Responsibility Results & Accomplishments Rating <ul><li>Ensure safety and security for assigned work area: </li></ul><ul><li>All exits and utility areas meet the requirements described in the SOP (assuming SOP defines timeframes). </li></ul><ul><li>Appropriate Personal Protective Equipment (PPE) is used at all times. </li></ul><ul><li>Report all job-related injury or illness immediately to supervisor or other member of management. </li></ul>Model Performance Strong Performance Developing Performance Unacceptable Performance
    20. 20. Task, Responsibility or Goal? <ul><li>A goal – implement new technology to allow for mail sorting to occur before 9:00AM. </li></ul><ul><li>A responsibility – ensure that mail is sorted by department mail code and distributed to the appropriate mail carrier. </li></ul><ul><li>A task – check off each department mail code on the master checklist when all mail for that department has been sorted. </li></ul>
    21. 21. Defining Goals & Metrics: The SMART test <ul><li>S pecific – clear and focused </li></ul><ul><li>M easurable – actions/behaviors that can be measured, observed, documented, tracked </li></ul><ul><li>A ttainable – achievable, reasonable </li></ul><ul><li>R ealistic/ R elevant – within the employee’s control & abilities, resources available </li></ul><ul><li>T imely – establish time frames, turnaround/processing times, deadlines </li></ul>
    22. 22. Make The Metrics SMART <ul><li>Goal: Achieve a basic understanding of overall department operations. </li></ul><ul><ul><li>Metric: - Attends departmental meetings </li></ul></ul><ul><li>Goal: Manage fiscal matters for the department to meet standards for best practice. </li></ul><ul><ul><li>Metric: - Pays all bills </li></ul></ul>
    23. 23. Group Exercise <ul><li>Developing Goals and Metrics: </li></ul><ul><li>Using a job in your area, define one goal for this performance review period. </li></ul><ul><li>Define at least one metric for the goal. Metrics should include an action, someone or something acted upon, time frame for completion and a desired outcome that is measurable/observable. </li></ul><ul><li>Use the SMART test to check your work. </li></ul><ul><li>Be prepared to share an example with the larger group. </li></ul>
    24. 24. Individual Exercise <ul><li>Spend 10 minutes to define one goal/responsibility for your own job and then define one metric for this goal. </li></ul><ul><li>Remember – OUTCOMES!!! </li></ul>
    25. 25. Competencies <ul><li>Definition: </li></ul><ul><ul><li>A competency is defined as a behavior, attribute or skill that is a predictor of personal success </li></ul></ul><ul><li>Think of the Competency section as how the employee needs to perform their job to be successful </li></ul><ul><li>Remember - the Goals define what the primary focus should be for the performance review period. </li></ul>
    26. 26. Competencies at VT <ul><li>Universal </li></ul><ul><ul><li>Teamwork </li></ul></ul><ul><ul><li>Safety </li></ul></ul><ul><ul><li>Diversity Commitment </li></ul></ul><ul><li>Job specific </li></ul><ul><ul><li>Behaviors that contribute to an employee’s success in the job. Choose up to 5 competencies that are most relevant to the job. </li></ul></ul><ul><li>Supervisor Competencies </li></ul><ul><ul><li>Two universal required competencies for any person with supervisory responsibility who writes and conducts performance evaluations </li></ul></ul>
    27. 27. Universal Competency Diversity Commitment Model Performance Demonstrates leadership in diversity-related activities. Appropriately confronts or corrects negative behavior or comments of others based upon characteristics such as age, color, disability, gender, group identity, sexual orientation or veteran status. Assists members of underrepresented groups to be successful. Strong Performance Takes advantage of diversity-related trainings or other activities, and takes opportunities to increase awareness and understanding of diversity. Always respectful to others. Developing Performance Generally demonstrates good-faith efforts to be respectful, but occasionally makes statements about people based on characteristics such as age, color, disability, gender, group identity, sexual orientation or veteran status, or causes a person to be disadvantaged based on any of these characteristics. Unacceptable Performance Makes negative comments about characteristics such as age, color, disability, gender, group identity, sexual orientation or veteran status, or treats people disrespectfully on the basis of any of these characteristics.
    28. 28. Job Specific Competency Analytical Skills & Problem Solving Analytical Skills and Problem Solving is understanding a situation, issue, problem, etc., by breaking it into smaller pieces, or tracing the implications of a situation in a step-by-step way. Analytical Skills and Problem Solving includes organizing the parts of a problem, situation, etc., in a systematic way; making systematic comparisons of different features or aspects; setting priorities on a rational basis; and identifying time sequences, causal relationships, or if-then relationships. Model Strong Developing Unacceptable Displays creativity in seeking solutions to problems and in making decisions. Is able to integrate new ideas with current approaches. Effectively identifies potential problems before they arise and acts on problems in the early stages. Once solved, problems do not arise again and solutions do not create new problems. Makes good decisions with limited but accurate information while working within schedule. Approaches problem solving in a systematic manner. Identifies all resources available for help and involves peers and subordinates as necessary. Assures proper documentation and follows up to ensure problem does not reoccur. Decisions are well thought out and made in a timely and logical manner Is transitioning in the area of problem solving and decision making. Has come to understand the need for a more comprehensive approach to reaching solutions and recommending outcomes or taking action. At times, decisions are hastily made without fully considering the possible consequences. Problem solving efforts are erratic and often not totally effective. Tends to work alone on problems, not soliciting the input of peers or subordinates. The same or similar problems seem to reoccur on a regular basis.
    29. 29. Supervisor Competency People Development - How effectively does the employee recognize the need for, plan and achieve professional development of subordinate employees? Model Strong Developing Unacceptable Has acquired the reputation of a “people developer” as reflected by the competence and versatility of staff. Results of development efforts are clearly observable and measurable. Usually more than one staff member is capable of filling in during supervisor’s absence. Devises and applies unique and challenging means for employees to learn new skills and to demonstrate acquired ones. Advice on development issues is sought by peers. Can identify specific strengths and weakness of each subordinate. Manages work load so that subordinates are given the opportunity to improve in required areas. Constructs and continually updates a comprehensive development plan for each subordinate. Understands the concept of and applies constructive discipline where warranted. Is coming to learn the importance of people development in supervision. Efforts are becoming more concentrated on seeking out developmental opportunities for subordinate personnel. Performance in this area may be characterized as transitioning from individual achiever to management of the activities and actions of others. Subordinate development plans are inadequately constructed and are normally seen as an afterthought, characterized only by superficial efforts on the part of the supervisor. Subordinate staff may complain of the lack of opportunity to expand their purview as it relates to their job.
    30. 30. Connecting the “ what ” and the “ how ” <ul><li>One of the metrics for Mary is to wear Personal Protective Equipment </li></ul><ul><li>So the metric is an either/or – it is difficult to define Model performance </li></ul><ul><li>However, Mary took the initiative to encourage others to wear their Personal Protective Equipment </li></ul><ul><li>How does this connect the what and the how? </li></ul>
    31. 31. Career Development Plan <ul><li>Supervisor’s Responsibility </li></ul><ul><ul><li>Provide continuous feedback to employee </li></ul></ul><ul><ul><li>Make training available </li></ul></ul><ul><ul><li>Provide adequate resources </li></ul></ul><ul><ul><li>Address programmatic or process inefficiencies </li></ul></ul><ul><li>Employee’s Responsibility </li></ul><ul><ul><li>Attend trainings </li></ul></ul><ul><ul><li>Identify needed resources </li></ul></ul><ul><ul><li>Maintain dialog with supervisor </li></ul></ul>
    32. 32. Is the Performance Plan Complete? <ul><li>Have you collaborated with the employee and agreed that the Goals/Metrics/Competencies are reasonable and clear? </li></ul><ul><li>Have you addressed anything that might get in the way of success or that is needed for employee growth ( career development plan)? </li></ul><ul><li>Have you met with the Reviewer to ensure your employee’s goals are aligned with the overall unit goals? </li></ul>
    33. 33. At the End of the Planning Process the Employee Should Know… <ul><li>Responsibilities and Goals </li></ul><ul><li>Expected Completion Dates </li></ul><ul><li>What level of performance is expected </li></ul><ul><li>Criteria to be used to review and evaluate performance – metrics/success indicators </li></ul><ul><li>What development activities are expected </li></ul><ul><li>That the Supervisor is invested in and willing to assist the employee to be successful </li></ul><ul><li>How individual job responsibilities and goals relate to the goals of the work unit and the university </li></ul><ul><ul><li>Not written on the plan, but should be discussed in the meeting with the employee. </li></ul></ul>
    34. 34. At the End of the Planning Process the Supervisor Should Have… <ul><li>An understanding of the employee’s day-to-day responsibilities </li></ul><ul><li>A plan/approach for how he/she will observe and document employee’s work results </li></ul><ul><li>An understanding of what the supervisor needs to do to help the employee be successful, including support for employee career development </li></ul><ul><li>Confidence that both supervisor and employee have a SHARED understanding of the job and performance expectations </li></ul>
    35. 35. Time to Meet with the Employee <ul><li>Scheduled, private time </li></ul><ul><li>Show the employee the finished plan </li></ul><ul><li>Invite discussion – comment, questions, concerns </li></ul><ul><ul><li>If the employee has significant input that has not been considered in developing the plan, it may be necessary to “go back to the drawing board”, discuss the situation with the reviewer, revise the plan, and then meet again to get the employee’s signature. </li></ul></ul><ul><li>Obtain employee’s signature </li></ul>
    36. 36. Performance Plan Review Meetings Optimize Success by… <ul><li>Providing an opportunity to promote the partnership with the employee </li></ul><ul><li>Providing an opportunity to identify and develop a plan to address resource and employee development needs </li></ul><ul><li>Creating a clear & mutual understanding of what is expected of the employee and the supervisor during the performance cycle. </li></ul>
    37. 37. Process Overview
    38. 38. Now What? <ul><li>Department keeps the original of the Performance Plan & Evaluation form (P112), including the signature page with employee’s signature. </li></ul><ul><ul><li>The signature page will be detached and submitted with the completed evaluation at the end of the cycle. </li></ul></ul><ul><ul><li>HR Forms </li></ul></ul><ul><li>Employee gets a copy of the Performance Plan. </li></ul>
    39. 39. Follow-Up <ul><li>A properly completed P112 makes the performance evaluation process much easier. </li></ul><ul><li>It is important to communicate with employee throughout the year. </li></ul><ul><li>See if what you expected to occur is tracking with the way you mapped it out in the plan. </li></ul><ul><li>Key goals/responsibilities can change during the year. As this occurs, be prepared to update the P112 including employee signature . </li></ul>
    40. 40. Performance Management/Coaching <ul><li>Continuous process of monitoring employee performance, providing ongoing feedback, identifying problems, developing solutions with employee. </li></ul><ul><li>Frequent positive feedback (verbal, written) </li></ul><ul><li>P141 – Acknowledgement of Extraordinary Contribution </li></ul><ul><li>Counseling Memo </li></ul><ul><li>P142 – Notice of Improvement Needed </li></ul><ul><li>Written Notices </li></ul>
    41. 41. Tips and Tricks <ul><li>Undertake performance planning in PARTNERSHIP with the employee </li></ul><ul><li>Your role in the meeting with the employee is to guide the discussion, NOT control the discussion </li></ul><ul><li>The employee should end up doing most of the talking, since s/he is likely to know the job and his/her needs best </li></ul>
    42. 42. More Tips <ul><li>Make sure you discuss what YOU will do to help the employee succeed </li></ul><ul><li>Even if it feels like the planning process is overly time consuming, consider it a wise business decision and a good investment </li></ul>
    43. 43. Summary <ul><li>By planning properly, you are more likely to </li></ul><ul><li>increase employee satisfaction and the overall </li></ul><ul><li>productivity of your work unit while reducing the </li></ul><ul><li>amount of time you spend during the year </li></ul><ul><li>dealing with Performance concerns. </li></ul>
    44. 44. Resources and Links <ul><li>PPE: Performance Plan & Evaluation </li></ul><ul><li>HR Forms </li></ul><ul><li>University Policies – Virginia Tech http://www.policies.vt.edu/index.php </li></ul><ul><li>Classified & University Staff Employee Handbook http://www.hr.vt.edu/files/file_hr_emp_handbook.doc </li></ul>

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