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"Increasing Employee Productivity - University Performance ...


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"Increasing Employee Productivity - University Performance ...

  1. 1. Increasing Employee Productivity – Case Western Reserve University Performance Management Process
  2. 2. Agenda <ul><li>Understand the performance management process. </li></ul><ul><li>Review the common errors and best practices in performance management. </li></ul><ul><li>Learn about the Case Western Reserve University Performance Management Process. </li></ul><ul><li>How to prepare for a Performance Review. </li></ul><ul><li>Effective Communication Strategies. </li></ul>
  3. 3. What is Performance Management? <ul><li>Performance management is a continuous, interactive process that assists employees in doing their jobs, assists departments/schools in achieving their goals, and assists the University in fulfilling its mission. </li></ul>
  4. 4. Performance Management Process <ul><li>Goal Setting and Planning </li></ul><ul><li>Coaching and Feedback </li></ul><ul><li>Observing and Documenting </li></ul><ul><li>Ongoing Recognition </li></ul><ul><li>Annual Performance Review </li></ul><ul><li>6. Career Planning </li></ul>
  5. 5. Why the supervisor and employee benefit <ul><li>The employee knows exactly where he or she stands in relation to achieving goals and reaching performance milestones that contribute to career development, promotions, etc. </li></ul><ul><li>The manager gains insights into the motivations of the people working for him or her through the required conversations. </li></ul><ul><li>The organization retains motivated employees who understand their role and the roles of others in contributing to the overall success of the organization. </li></ul><ul><li>Identify performance difficulties early on, before they grow into larger problems. </li></ul><ul><li>Improves relationships between managers and employees by creating a climate of trust. </li></ul>
  6. 6. Common Problems/Errors in Performance Evaluations <ul><li>Inadequately defined standards of performance </li></ul><ul><li>Insufficient/unclear performance documentation </li></ul><ul><li>Avoidance - Supervisor does not do the evaluation </li></ul><ul><li>Comments included from someone for whom the employee does not perform work </li></ul><ul><li>Inadequate time allotment for the discussion </li></ul><ul><li>Late/untimely </li></ul><ul><li>Not discussed with employee </li></ul><ul><li>Left in envelope on employee’s desk </li></ul>
  7. 7. Common Problems/Errors in Performance Evaluations (cont.) <ul><li>Too much talking by supervisor </li></ul><ul><li>Lack of follow-up plan </li></ul><ul><li>Lack of interpersonal interview skills of supervisor </li></ul><ul><li>Comments based on hearsay </li></ul><ul><li>Comments regarding personality/attitude </li></ul><ul><li>Comments regarding personal issues </li></ul><ul><li>Accumulation of hostility </li></ul><ul><li>Discuss trivial issues </li></ul><ul><li>Documenting accommodations </li></ul>
  8. 8. Common Practices Annual – One time event Focus on Person Retrospective Reviews Correct Past Performance Short Term Largely about Deficiencies Vague Conclusions Filling out Forms One-way communication
  9. 9. Best Practices Ongoing Clear Objectives Continual Feedback Focus on Behavior Develop Future Performance Incremental Progress Complete Process Two-way communication Discuss strengths & weaknesses
  10. 10. Performance Criteria <ul><li>S pecific, clear and understandable </li></ul><ul><li>M easurable, verifiable and result-oriented </li></ul><ul><li>A ttainable, yet sufficiently challenging </li></ul><ul><li>R elevant to the mission of the department and/or organization. </li></ul><ul><li>T ime-bound with a schedule and specific milestones. </li></ul>
  11. 11. <ul><li>Case Western Reserve University </li></ul><ul><li>Performance Management Process </li></ul>
  12. 12. Purpose of the performance management outlines: <ul><li>To link the work of the employee to the work of the group and the department </li></ul><ul><li>To set objectives so that expectations are clear </li></ul><ul><li>To review the objectives mid-year for updates, to identify any assistance needed, and to give recognition </li></ul><ul><li>To reinforce positive work habits and ethics </li></ul><ul><li>To offer the employee information regarding professional development </li></ul>
  13. 13. Orientation Period Reviews <ul><li>New Hires: </li></ul><ul><li>Supervisors will prepare a written evaluation and discuss the new employee's performance and job expectations 45 days after employment and at the end of the orientation period (90 days). </li></ul><ul><li>Internal Transfers: </li></ul><ul><li>Supervisors will prepare a written evaluation and discuss the transferred employee's performance and job expectations 30 days, 60 days and 90 days after entry into the position. </li></ul><ul><li>Orientation Review form: </li></ul><ul><li> </li></ul>
  14. 14. <ul><li>Secretarial/Clerical, Research Assistant I, Technician, Maintenance and Service Staff </li></ul><ul><li> </li></ul><ul><li>2. Professional Staff </li></ul><ul><li> </li></ul><ul><li>Managers and Supervisors </li></ul><ul><li> </li></ul><ul><li>Salary Review Addendum </li></ul><ul><li> </li></ul>Case Performance Management Outlines
  15. 15. The performance management forms have: <ul><li>Value statement </li></ul><ul><li>Objective/Goal statement </li></ul><ul><li>Performance Competencies </li></ul><ul><li>Mid-Year Progress Notes </li></ul><ul><li>End of Year Rating Scale </li></ul><ul><li>End of Year Performance Rating </li></ul><ul><li>Separate Salary Review </li></ul><ul><li>Planning and Evaluation Guidelines </li></ul>
  16. 16. Beginning of the rating period: <ul><li>Meet with the employee to plan performance objectives for the year (if they are new hires, start the process after 90 day orientation period). </li></ul><ul><li>Discuss and update the job description (if necessary). </li></ul><ul><li>Establish objectives/goals. They can be specific to department goals or to the job description. </li></ul><ul><li>Discuss accomplishments that are critical to success during the next rating period. </li></ul><ul><li>Enter objectives in Section I. </li></ul><ul><li>Discuss Section II and establish understanding of competency expectations. </li></ul><ul><li>Sign and date the form. </li></ul>
  17. 17. During the rating period – Mid-year: <ul><li>Confirm or change objectives and assess unexpected factors that might affect accomplishment of original objectives. </li></ul><ul><li>Review adequacy of competencies. </li></ul><ul><li>Discuss how the objectives are met and job responsibilities are carried out in their position. </li></ul><ul><li>Evaluate the results achieved and overall effectiveness. </li></ul><ul><li>Discuss progress on achievement of objectives. </li></ul><ul><li>Evaluate each competency/level of success and effectiveness. </li></ul><ul><li>Evaluator and employee should date and sign form. </li></ul>
  18. 18. End of rating period: <ul><li>Evaluate the results achieved and overall effectiveness. </li></ul><ul><li>Discuss and establish if objectives were met, the level of success, and effectiveness. </li></ul><ul><li>Evaluate each competency/level of success, and effectiveness. </li></ul><ul><li>Evaluator completes Section III/Summary performance rating. </li></ul><ul><li>Evaluator and employee should date and sign the review. </li></ul><ul><li>Complete salary review, Section IV (must be approved prior to discussing with employee) . </li></ul>
  19. 19. Preparing for the Performance Discussion <ul><li>Formulate positive goals </li></ul><ul><li>Identify what is needed to improve performance (only state the facts) </li></ul><ul><li>Concentrate on the causes of the performance issues, not the symptoms </li></ul><ul><ul><li>a. Does the employee know if performance is not satisfactory? </li></ul></ul><ul><ul><li>b. Does the employee understand what he/she is supposed to do and when? </li></ul></ul><ul><ul><li>c. Are there any obstacles that are beyond the employee’s control? </li></ul></ul>
  20. 20. Preparing for the Performance Discussion (cont.) <ul><li>If you need to document new issues for the first time in an annual review, acknowledge it: “I recognize that this has not been formally addressed, but I feel it is necessary to bring this to your attention so that. . .” </li></ul><ul><li>Make certain the review matches reality. Courts/arbitrators take a dim view of disciplinary terminations matched against glowing performance reviews. </li></ul><ul><li>If there are concerns around performance, document them accurately in the review. You may need to use Corrective Action in addition to the review so the employee is put on notice that failure to improve may result in further corrective action up to and including termination. </li></ul>
  21. 21. Preparing for the Performance Discussion (cont.) <ul><li>Suggestions for Positive/Reinforcing Remarks: </li></ul><ul><ul><li>Regularly asks for immediate feedback to ensure understanding </li></ul></ul><ul><ul><li>Works well with clients as well as team/staff members </li></ul></ul><ul><ul><li>Asks well-thought out and well-prepared questions </li></ul></ul><ul><ul><li>Welcomes new ideas </li></ul></ul><ul><ul><li>Is not afraid to say I’ll check and get back to you (and does follow up) </li></ul></ul><ul><ul><li>Assumes new responsibilities when given the opportunity </li></ul></ul><ul><ul><li>Technically proficient </li></ul></ul>
  22. 22. Preparing for the Performance Discussion (cont.) <ul><li>Suggestions for Remarks When Improvement Is Needed: </li></ul><ul><ul><li>Fails to provide constructive feedback </li></ul></ul><ul><ul><li>Fails to take Corrective Action when subordinate’s performance/behavior is unacceptable </li></ul></ul><ul><ul><li>Argues and uses inflammatory language with customers/team members </li></ul></ul><ul><ul><li>Has made numerous remarks that others considered offensive </li></ul></ul><ul><ul><li>Resists training </li></ul></ul><ul><ul><li>Has difficulty locating information related to job </li></ul></ul><ul><ul><li>For both positive and negative situations, describe objective behaviors and avoid using general terms such as “attitude” or “personality”. </li></ul></ul>
  23. 23. Scheduling the Discussion <ul><li>Approach the employee privately. </li></ul><ul><li>Explain the purpose of the meeting. </li></ul><ul><li>Suggest that the employee prepare for the meeting: </li></ul><ul><ul><li>Job Performance Issues </li></ul></ul><ul><ul><li>Things he/she is doing well </li></ul></ul><ul><ul><li>Personal career objectives </li></ul></ul><ul><ul><li>Challenges or concerns about the present job </li></ul></ul><ul><ul><li>Goals for improving performance and productivity </li></ul></ul>
  24. 24. What should the employee take away? <ul><li>Know how/what he/she is does relative to expectation and department goals. </li></ul><ul><li>How performance will be measured. </li></ul><ul><li>What feedback (helpful and constructive) will be given: </li></ul><ul><ul><li>How things are going on the job </li></ul></ul><ul><ul><li>Are there any challenges/performance issues? </li></ul></ul><ul><ul><li>Suggested area for improvement </li></ul></ul>
  25. 25. Communication Skills <ul><li>When managers have poor communication, skills it results in their employees: </li></ul><ul><li>Hesitating to work with them. </li></ul><ul><li>Arguing and rejecting their input and opinions. </li></ul><ul><li>Filing grievances related to performance issues. </li></ul><ul><li>Failing to keep their managers informed, avoiding talking to them. </li></ul><ul><li>Refusing to accept any responsibility. </li></ul><ul><li>That is why it is essential to communicate effectively with your employees! </li></ul>
  26. 26. Barriers to Effective Communication <ul><li>Lack of listening and understanding </li></ul><ul><li>“ Less than” communication </li></ul><ul><li>Communicating mistrust </li></ul><ul><li>Violation of conversational rules </li></ul><ul><li>Blatant generalizations and exaggerations </li></ul><ul><li>Power-based or status-based comments </li></ul><ul><li>  </li></ul>
  27. 27. Positive Communication Strategy Principles <ul><li>Help people reach their full potential – catch them doing something right! </li></ul><ul><li>We are not just our behavior – We are the person managing our behavior! </li></ul><ul><li>Goals begin behaviors – Consequences maintain behavior! </li></ul><ul><li>Take a minute – Look at the goals – See if the behavior matches the goals! </li></ul>
  28. 28. Positive Communication Strategies <ul><li>Be non-threatening, encouraging – emotionally neutral </li></ul><ul><li>Body language </li></ul><ul><li>Be direct, tactful </li></ul><ul><li>Be specific, describe behavior </li></ul><ul><li>Be considerate </li></ul><ul><li>Request and receive feedback </li></ul><ul><li>Share in the action plan </li></ul><ul><li>Confirm to ensure mutual understanding </li></ul>
  29. 29. Reminders: <ul><li>Read and become familiar with the Case Human Resources Policies and Procedures Manual. </li></ul><ul><li>Senior leadership receives a monthly list of all late reviews. </li></ul><ul><li>If the incident/performance issue is not documented and discussed with the employee, it may make it difficult to address the incident/issue as a performance issue! </li></ul>
  30. 30. Recap <ul><li>Completed an overview the performance management process. </li></ul><ul><li>Compared the common practices and best practices in performance management and the university’s process. </li></ul><ul><li>Discussed common errors in evaluation process </li></ul><ul><li>Looked at some how-tos for preparing Performance Reviews. </li></ul><ul><li>Discussed effective communication strategies. </li></ul>
  31. 31. University Performance Management Policy and Procedure Contact Employee Relations as soon as possible for guidance, support and help! Lorraine Watson 368-4503 [email_address] Carolyn Gerich 368-2458 [email_address] Kathy Willson 368-0195 [email_address] *Please refer to the policy and procedure for detailed descriptions - Performance Management, III-2.
  32. 32. Bibliography/Recommended Reading <ul><li>Robert Bacal; Manager’s Guide To Performance </li></ul><ul><li>Reviews; New York: McGraw Hill, 2004. </li></ul><ul><li>Ken Blanchard and Spencer Johnson, One Minute Manager ; New York: Morrow, 1982. </li></ul><ul><li>Bruce Bodaken and Robert Fritz, The Managerial Moment of Truth , New York: Free Press, 2006. </li></ul><ul><li>Paul Falcone; 2600 Phrases for Effective Performance Reviews ; New York: AMACOM, 2005. </li></ul><ul><li>Teresa Daniel; Managing Employee Performance ; Virginia: SHRM Online, 2009. </li></ul>