CIT 2008 Employee Performance Review


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CIT 2008 Employee Performance Review

  1. 1. CIT 2008 Employee Performance Review Overview
  2. 2. Agenda <ul><li>New this year </li></ul><ul><li>The Performance Evaluation Process </li></ul><ul><ul><li>Feedback from others </li></ul></ul><ul><ul><li>Providing Feedback </li></ul></ul><ul><ul><li>Self-evaluations </li></ul></ul><ul><ul><li>Rebuttals </li></ul></ul><ul><ul><li>Next steps </li></ul></ul><ul><li>Q&A </li></ul>
  3. 3. New This Year <ul><li>Leading Cornell Results </li></ul><ul><li>Change in CIT philosophy </li></ul>
  4. 4. New This Year: CIT Study <ul><li>Leading Cornell Program - Performance Review Process Project. </li></ul><ul><li>CIT study - team interviewed and surveyed 23 CIT employees including staff and supervisors. </li></ul><ul><li>Good news - the CIT process had many parts cited as “best practice” - which are now part of the pilot across campus. </li></ul>
  5. 5. New This Year: Leading Cornell Recommends <ul><li>Talent Review Process - demystify and train supervisors. </li></ul><ul><li>Clearer examples of rating criteria. </li></ul><ul><li>Level the playing field between managers in terms of employee advocation. </li></ul><ul><li>Clarify a path to success (how to get a higher rating). </li></ul><ul><li>Make performance management a true year round effort. </li></ul>
  6. 6. Talent Review Process <ul><li>The purpose of talent review is twofold:   </li></ul><ul><li>To calibrate the performance evaluations across CIT. </li></ul><ul><li>To identify outstanding individuals on whom we need to focus leadership development opportunities. </li></ul><ul><li>Polley clarified this in her email on 11/11/08. </li></ul>
  7. 7. Talent Review Process <ul><li>Talent review was begun 4 years ago to for directors to talk about WHY they were provisionally considering a rating of &quot;exceeds expectations&quot; or &quot;meets expectations&quot; etc.. for individuals.  Other directors listened, and thought about whether the REASONS being used in each case were similar to the reasons they were using. </li></ul>
  8. 8. Myths to Debunk <ul><li>Myth 1: Due to funding limitations, we can only allocate a certain number of 4’s & 5’s. </li></ul><ul><li>Truth: Our funding is not at all related to the number of 4’s and 5’s we give out. We believe people should get the rating that represents their performance for the year. We do not have any arbitrary caps on ratings at all. </li></ul>
  9. 9. Myths to Debunk Myth 2: Performance ratings are determined during the talent review meetings - even before the evaluation is written. Truth: The talent review does NOT set final ratings because the review process is incomplete at talent review time and because the conversation at talent review is not as well informed of specifics as is the direct supervisor and director.  The point is not about the rating of an individual but development of a common set of criteria that divisions will use.
  10. 10. Clearer Rating Criteria <ul><li>Result of the Talent Review meeting is a set of rating criteria, refined more with each iteration. </li></ul><ul><li>This is meant as a tool for supervisors to use to determine and explain overall ratings. </li></ul><ul><li>Program Contributions set for the year and Position Descriptions are used as a reference point. </li></ul>
  11. 11. How Ratings are Determined <ul><li>Remember, there are two key aspects of “meeting expectations” to consider. What is accomplished and how it was accomplished. Both are important. </li></ul><ul><ul><li>Results </li></ul></ul><ul><ul><li>Integrity </li></ul></ul><ul><ul><li>Community </li></ul></ul><ul><ul><li>Innovation </li></ul></ul><ul><ul><li>Respect </li></ul></ul>
  12. 12. How Ratings are Determined <ul><li>Feedback from others (suggest people to your supervisor). </li></ul><ul><li>E-mails, value cards or other feedback received throughout the year. </li></ul><ul><li>Supervisor’s own files/observations. </li></ul><ul><li>Your self-evaluation. </li></ul>
  13. 13. How Ratings are Determined <ul><li>Data collected compared against your position description and program contributions. </li></ul><ul><li>The “how” as well as the “what”. </li></ul><ul><li>Were you instrumental in helping others to achieve their results? How? </li></ul><ul><li>Review of rating criteria behaviors to see which ones align with all the data collected. Specific examples should be presented. </li></ul>
  14. 14. An Example <ul><li>Employee A </li></ul><ul><li>Deliverable: Represent Unit on CIT Cross Divisional Team </li></ul><ul><li>Result: Participated </li></ul><ul><li>Rating: 3 </li></ul><ul><li>Behaviors: </li></ul><ul><li>Attended all meetings </li></ul><ul><li>Shared info about meetings with work group. </li></ul><ul><li>Employee B </li></ul><ul><li>Deliverable: Represent Unit on CIT Cross Divisional Team </li></ul><ul><li>Result: Participated </li></ul><ul><li>Rating: 4 </li></ul><ul><li>Behaviors: </li></ul><ul><li>Attended all meetings and volunteered to create/ maintain Confluence site for team. </li></ul><ul><li>Provided updates to entire unit at unit “town meeting”. </li></ul><ul><li>Helped to write and present team updates at CIT Town Meeting. </li></ul><ul><li>Asked others in unit for input on discussion areas to bring feedback to meetings. </li></ul>
  15. 15. Expectations… <ul><li>Cornell’s expectations for CIT keep changing - the bar is continually rising. </li></ul><ul><li>We are expected to do more with less - working smarter. </li></ul><ul><li>Likewise, our bar is rising for “meeting expectations” each year. </li></ul><ul><li>Employees who are not making these changes will not meet expectations over time. </li></ul>
  16. 16. Performance Management All Year <ul><li>Good performance management means providing feedback all year - so there are no surprises at performance evaluation time. </li></ul><ul><li>Feedback should be timely - as close to the event as possible is most effective. </li></ul><ul><li>At review time, the only “new news” should be new information your supervisor received through the feedback gathering process. </li></ul>
  17. 17. Building on Strengths <ul><li>New approach - focus on making the process more positive </li></ul><ul><li>The business case for strengths. </li></ul>
  18. 18. Areas for Development <ul><li>Traditionally we have focused on writing areas we have seen “below expectation” performance. </li></ul><ul><li>In cases where an employee has a “weakness” that does or may impact their overall performance, those areas need to be pointed out so the employee can be successful. </li></ul>
  19. 19. Areas for Development <ul><li>When an employee is fully meeting expectations - focus development on building strengths. For employees with performance issues, focus on developing around strengths too. </li></ul><ul><li>Work together to create more opportunities for you to play to your strengths in your day to day work, where possible. </li></ul>
  20. 20. Identifying Strengths <ul><li>You are the best at identifying your own strengths. </li></ul><ul><li>Strengths are activities that make a person feel strong. </li></ul>
  21. 21. Identifying Strengths - SIGNs <ul><li>S = Success. (When you do it, you feel effective) </li></ul><ul><li>I = Instinct. (Before you do it, you actively look forward to it) </li></ul><ul><li>G = Growth. (While doing it, you feel inquisitive and focused) </li></ul><ul><li>N = Needs. (After you’ve done it, you feel fulfilled and authentic) </li></ul>
  22. 22. The Process <ul><li>CIT-All request for feedback (Polley sent 11/11/08). </li></ul><ul><li>SRM Talent Review Meeting. </li></ul><ul><li>Self-evaluation. </li></ul><ul><li>Write the first draft evaluation. </li></ul><ul><li>Supervisor reviews with his/her manager. </li></ul><ul><li>Discussion. </li></ul><ul><li>If no revisions – sign; if revisions – revise and sign </li></ul><ul><li>Discuss any job-related development next steps. </li></ul>
  23. 23. Employee Self Evaluations <ul><li>Another piece of information for the final review. </li></ul><ul><li>Remember, your supervisor may not have seen everything you have done all year. This is an opportunity to make sure he/she has the full picture. </li></ul>
  24. 24. Providing Feedback <ul><li>Provide examples . The more specific these examples are the better. The best examples include: </li></ul><ul><li>Who was involved </li></ul><ul><li>What was expected </li></ul><ul><li>What was accomplished (or not) </li></ul><ul><li>What was the impact (or not) </li></ul><ul><li>How it was accomplished </li></ul><ul><li>Supporting feedback from others </li></ul>
  25. 25. Generalizations vs. Behaviors <ul><li>Attitude. Joe has a positive attitude. Others really enjoy working with him. He always accepts new assignments –even things that are not included on his job description. He is a real pleasure to have on my team. </li></ul><ul><li>Joe always demonstrates a positive attitude – which makes others want to work with him. Recently he and a few other members of the team were assigned to the office move project – which was one of many assignments he willing accepted this year. He came to every meeting, was willing to take and distribute minutes for the rest of the team and personally walked around the new floor plan to every member of the team to discuss their needs in the new space. Not only was he integral in creating the new plan, but he really helped to convert others from being extremely negative about the move to being very supportive because of his upbeat nature, and keen listening skills. This is just one of several examples I could mention. </li></ul>
  26. 26. The Discussion <ul><li>Be prepared with examples. </li></ul><ul><li>Be open - remember there are different perspectives. </li></ul><ul><li>Ask your supervisor for any support you need. </li></ul><ul><li>Strengths - have some ideas ready. </li></ul>
  27. 27. Rebuttals <ul><li>Every employee has the right to write a rebuttal to the evaluation – which will become part of the employee’s permanent file. An employee can: </li></ul><ul><li>Provide the rebuttal back to his/her supervisor before signing the final evaluation – for further discussion. </li></ul><ul><li>Send the rebuttal directly to HR for inclusion in the file. We do look at all rebuttals. </li></ul>
  28. 28. Next Steps <ul><li>Final evaluation signed – one for supervisor, one for you and the original is sent to HR for the employee file by no later than January 31, 2009. </li></ul><ul><li>Partner with your supervisor on areas of strength and talk about ways to focus on growing those areas. </li></ul><ul><li>Any questions, talk to HR. </li></ul>
  29. 29. SIP <ul><li>Feb/March - CU Compensation sends proposed SIP percentage/guidelines </li></ul><ul><li>March/April - CIT determines proposed $$ share for each unit - based on % of salaries. </li></ul><ul><li>Base SIP is set for all CIT “3”’s and units allocate their share across their people. </li></ul><ul><li>Proposed allocations/budget is submitted to OHR & Finance in April </li></ul><ul><li>Late May/Early June – Board of Trustees review budget </li></ul><ul><li>Mid-June – communicate SIP Awards </li></ul><ul><li>July 1 st – SIP increases go into effect </li></ul>