UCLA Student Affairs Performance Management Program (PMP)
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UCLA Student Affairs Performance Management Program (PMP)

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UCLA Student Affairs Performance Management Program (PMP) Presentation Transcript

  • 1. UCLA Student Affairs Performance Management Program (PMP)
  • 2. What is Performance Management?
    • Process of ongoing performance assessment between a supervisor and an employee
    • Opportunity for dialogue about successful performance and areas for performance improvement
    • Done throughout the year and leads to a fair and consistent annual performance review
    • Includes verbal and written feedback
  • 3. What are the goals of PMP?
    • Develop a shared understanding between supervisor and employee of duties and basis for annual performance review
    • Enhance and encourage employee growth
    • Enhance communication between supervisor and employee
    • Encourage development of employee’s skills, knowledge and abilities
    • Assist with determination of salary increases and/or personnel actions
  • 4. Why is Student Affairs doing this?
    • Enhance staff professional development
    • Foster a culture of high achievement
    • Reward and recognize excellence
    • Retain and recruit the best and the brightest employees
    • Applies to all employees in the Student Affairs organization including executive management
  • 5. What does this mean to me?
    • Your supervisor and you will be reviewing your job and your performance on a regular basis.
    • You will receive clarity of what is expected of you at work.
    • You will receive clarity of how your ongoing performance ties to the annual performance review.
  • 6. Performance Categories
    • Each employee will be evaluated within a five level structure.
      • Exemplary/Exceptional Performance
      • Consistent High Achiever/Successful Performance
      • Consistent Good Performance
      • Performance Needs Improvement
      • Unsuccessful Performance
  • 7. Exemplary/Exceptional
    • Significantly, and consistently exceed expectation(s) and job description requirement(s) by producing a high quality and quantity of work.
    • Undertake additional job functions/duties, through their own initiative, that further the goals of and make significant contributions to the department, division, and organization.
    • Be dependable, highly reliable and follow through on all provided or otherwise undertaken assignments and be effective in a variety of settings including one on one communication, writing skills, correspondence, and public situations.
    • Demonstrate exceptional in-depth knowledge of their job functions/duties and be highly recognized by others within the University community or within their area of expertise as an authority in their area of work.
  • 8. Exemplary/Exceptional cont’d
    • Exhibit model behavior that exemplifies the values and qualities of the organization and that is worthy of emulation by supervisors/staff members.
    • Skillfully and in a highly reliable manner handle multiple and varied types of tasks with competing priorities.
    • Skillfully resolve conflict in the midst of differing opinions by creatively developing a compromise within competing interests.
    • Exhibit teamwork or is a team player in varied settings and influence others to work collaboratively to bring about a positive impact while furthering the goals of the department, division and organization.
  • 9. Consistent High Achiever
    • Routinely meet and exceed expectations and role requirements by producing high quality of work on a consistent basis.
    • Possess full knowledge of their job functions/duties, as well as, other related aspects of the department, division, and organization, with the ability to explain and articulate such aspects clearly to others.
    • Be dependable, highly reliable and follow through on all assignments.
    • Be recognized by peers, managers, students and other customers/personnel as collaborative, skilled, and reliable.
  • 10. Consistent High Achiever cont’d
    • In representing the department, division or organization, effectively interact with peers, managers, colleagues, other University staff, students, parents, and the public.
    • Consistently exhibit model behavior that exemplifies the values and qualities of the organization.
    • Exhibit teamwork or is a team player in varied settings without prompting and can work collaboratively with others.
    • Demonstrate the ability to take on progressive responsibility with a high level of success.
  • 11. Consistent Good
    • Competently perform job functions/duties on a day to day basis and regularly meet expectations and job description requirements with some tasks performed beyond expectations.
    • Possess full knowledge of their job functions/duties.
    • Be perceived by peers, students and other customers as collaborative,skilled and dependable.
    • Regularly interact effectively with peers, managers and other University staff, public, parents, and students.
    • Exhibit teamwork or is a team player in varied settings and collaborates well with others.
  • 12. Needs Improvement
    • Rarely complete their assignments/tasks in a competent manner, even with clarification or time extensions.
    • Ineffectively perform their job functions/duties or responsibilities.
    • Demonstrate lack of initiative.
    • Require a high level of supervision due to low performance or skill level.
    • Consistently engage in ineffective and less than positive interactions with peers, colleagues, management, students or members of the University community.
  • 13. Unsuccessful
    • Consistently fail to competently complete their assignments/tasks and consistently fail to produce quality work product.
    • Consistently fail to meet expectations and job description requirements and rarely perform beyond expectations.
    • Work at a level of minimum standards with inconsistent productivity.
    • Fail to possess full knowledge of their job functions/duties compared to their peers.
    • Be perceived by peers and managers as non-collaborative and not being a team player.
    • Ineffectively interact with peers, managers, other University staff, students, parents, or the public.
    • Take little or no initiative, even with prompting.
  • 14. Performance Expectations
    • Performance is based on behavior at work.
    • Performance is observable & measurable.
  • 15. Questions
    • Does an employee have to achieve every statement listed in a performance category?
    • Yes.
    • What if I had an off year or a mitigating circumstance?
    • Your performance will be evaluated based on actual, observable behavior in that year.
    • Might my rating vary from year to year?
    • Yes, depends on the observable behavior and performance.
  • 16. What’s next?
    • Review job description and responsibilities for clarity.
    • Review any expectations and work rules (standards, internal policies, written guidelines, etc.) for clarity.
    • Review any corrective feedback and recognition given so far.
  • 17. Annual Review
    • Performance Year – July 1 through June 30.
    • Performance Review done in July for the prior year.
    • Written review based on consistent SA form.
  • 18. Performance Elements
    • Work Competencies – the things you do in the job. There are standard categories that will be applied to your job description.
    • Work Ethics – has do to with how you manage yourself at work.
    • Work Relationships – how you work with others
    • Management/Supervisory – Assesses those who supervise other FTE.
  • 19. Work Competencies
    • Communication Skills
    • Job Knowledge
    • Technology Skills
    • Problem Solving
    • Productivity/Work Quality
    • Innovation
  • 20. Work Ethics Competencies
    • Dependability
    • Self Management
    • Flexibility
    • Organizational Contribution
  • 21. Work Relationship Competencies
    • Interpersonal Relations
    • Teamwork
    • Customer Focus
  • 22. Management/Supervisory Competencies
    • Leadership
    • Resource Management
    • Fostering Organizational Culture
    • Performance Management
    • Staff Development
  • 23. Questions
    • Do I get to choose in my performance review rating?
    • No. The rating is the supervisor’s discretion. However, you do get to provide input and comments on your review.
    • What if my job is different than others?
    • The performance elements are broad enough to be applied to any of our jobs.
    • Is this new model approved for all classifications?
    • Yes, including represented titles.
    • My job is a contract appointment, does this apply to me?
    • Performance management does apply, the annual review, does not.
  • 24. Merit Raises
    • Merit raises will continue to be tied to the annual performance review.
    • How the performance review ratings are tied to the merit allocations is TBD.
    • Some type of base-building merit increase, if funded, will be allocated to Consistent Good, Consistent High, and Exemplary Performance
    • No raise will go to Unsuccessful Performance
  • 25. Questions
    • How will this new program impact my merit raise?
    • Merit raises, if funded, are tied to performance reviews.
    • What about recent across the board allocations (cost of living)?
    • Recent across the board allocations have not been cost of living increases. They were merit funds allocated in such a manner as determined by SA management due to lack of funding.
  • 26.
    • Questions from You