Management Performance


Published on

Published in: Business, Technology
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Welcome to our session on the System’s new Management Performance & Reward Program. [Introduce yourself.]
  • During this portion of the training, we’ll examine these items. We’ll spend a fair amount of time on the performance and reward philosophy. As you’ll see, a great deal of effort was expended by many people to make this philosophy real for our System, and the philosophy is what drives the entire program.
  • You may be familiar with this process. It reflects and outlines the implementation of the System’s change initiative. The Convergence Report focused on where we are now. The Integrated Action Plan focused on where we want to be as a System. It all led to the development of Performance and Outcome Plans—plans that focused at the University level on “how we get there.”
  • The key point to this Program is ALIGNMENT. Our strategy must align with our culture, and our performance and recognition programs must be aligned with and support the System’s strategy—our “Imperatives for the Future.” If this happens, the System’s ability to achieve its desired results is greatly enhanced. We want the goals and objectives of all managers to be aligned with the strategy as well.
  • So, here’s why the new Program was developed. We want to ensure employee’s performance measures are linked to System and University goals. That helps us achieve alignment, and we’ll all be “pulling our oars” in the same direction, propelling the System and Universities forward at a faster rate. We want people to have clear, measurable, and accountable goals so they truly understand what they need to achieve and can take pride in the achievement of those goals. A big word today will be “behavior.” In addition to results, we also want to focus on the behavior that was exhibited by an individual to achieve those results. We want to define a common set of behavioral expectations for all managers in the System.
  • As we’ll see later, many of these reasons for the development of a new program speak to issues noted during the data collection portion of the Program development process. Note an important word in the last bullet. It’s the word “consistent.” One of our major reasons for developing the program, and a major reason why we’re spending the time and energy to introduce it to managers across the System, is that we want to have a CONSISTENT way to measure and reward performance throughout the System.
  • Here’s a schematic showing the process used to develop the new Program. We began by looking at current practices, the strategy, and our culture. We then formulated a list of questions and used various methods to collect data. We examined organizational data we had, spoke with senior leadership and management employees, and looked at current performance and reward theories and best practices. This was a very comprehensive process, and we received input from many people. For example, we held focus groups on five campuses and used campus-based work group teams to develop ideas. What emerged was our Performance and Reward Philosophy — something that was approved by our Board of Governors.
  • Now, let’s examine that philosophy, because it’s the driver for the entire Program. And, in many cases, this philosophy is aspirational , meaning that we don’t suggest this program will immediately cover each of these points. Over time, we expect to move closer and closer to achieving the points in this philosophy. But all organizations face challenges in the implementation of a philosophy. [Read the philosophy, emphasizing key words.]
  • [Read the philosophy, emphasizing key words.]
  • [Read the philosophy, emphasizing key words.]
  • [Read the philosophy, emphasizing key words.] The Board of Governors was particularly insistent upon the second point here—they want every manager to hear a clear, consistent message about the Program.
  • That mechanism to cross that body of water is our Performance & Reward Program, which “lifts us up” and helps us get where we need to be. And just as a bridge has many parts to it that all work together, so does our Performance and Reward Program.
  • There are three major components of the Program. Job classification —which establishes the foundation of the program Pay delivery —which provides appropriate/competitive performance rewards Performance management —which measures performance to drive performance excellence and implement pay-for-performance We’ll take a look at each of these areas, focusing briefly on job classification and pay delivery. But we’ll spend most of our time today on performance management.
  • In determining a job’s relative value, we look at a job’s content from three perspectives. The know-how necessary to perform the job. The amount of problem-solving ability required to do the job well. The impact the job has on the overall success of the organization and the person’s accountability for delivering that success.
  • Here’s what we did in the area of classification review, because during our data collection we found that: Parity with/across campuses was a concern. Re-classification was viewed as a key way to reward high performers. Benchmark jobs were viewed as outdated. There were concerns that the number of people/budgets drive evaluations. So here’s what we did.
  • Let’s look at these in a little more detail. Here are the levels of contribution set against examples of titles for each levels, as well as grades. [Read through the levels, noting titles that can appear at that level and grades that correspond to the level.]
  • Here are some of the findings of our data collection efforts in the area of pay delivery: Employees perceived that System is competitive at lower grades and below market at higher grades. Perceptions differed across urban/rural locations. Benefits were viewed as competitive at all locations. We’re challenged for special skill areas (e.g., IT) and nationally competitive positions. Management was often viewed as “second in line” behind unions for pay increases. And here’s what we believe the new program will offer in response.
  • And here are some of the tools for pay delivery. We found we didn’t have enough “tools” for pay delivery in the past. Specifically, people told us: There was little or no perceived linkage between performance and compensation levels. “ Excellence” and “mediocrity” were rewarded equally. There was inconsistent administration within/across campuses. The current time lag between Annual Service Adjustment and Merit increases diluted the overall impact. There was perceived lack of communication regarding process and outcomes. Note that everything goes into ONE pool at one time during the year — no more Annual Service Adjustment separate from merit increases. Administrative guidelines are being developed to better explain the rules for the special performance award.
  • This is also in response to data collection findings: There was a perceived lack of consistent definitions of performance criteria. The objective-setting process received mixed review — from “good” to “I don’t have objectives.” People said that the current process didn’t capture team performance, special projects, etc. Note again the notion of alignment of System, University, and individual goals.
  • Here’s what it does. Note that this provides advantages to EVERYONE, and to the organization as a whole.
  • As we think about the notion of alignment, we need to line up the University’s Performance and Outcomes Plan with the performance of individuals — specifically their individual results and individual competencies. If these components are aligned, the result can be enhanced University Performance Success.
  • There are four major steps in the performance management process. They’re indicated here. The idea here is that, by applying all four tasks, performance excellence can be achieved. These steps require the full and ongoing attention of every manager.
  • This schematic shows the four steps in a different light. Let’s take each one of these steps and talk about it in more detail.
  • I should mention at the outset that these steps can be found in the instructions section of a resource called the Competency Dictionary. A summary of some of them can also be found on the first page of a Performance Appraisal Form. We’ll be looking at both of these tools in a little while. [Go through each of the steps outlined on this slide.] Note how goals cascade down through the organization.
  • [Go through each of the steps outlined on this slide.] Please note how BOTH the management employee and supervisor have a responsibility for making this second step work. The supervisor needs to coach, but the management employee needs to point out problems and ask for help.
  • [Go through each of the steps outlined on this slide.] Note that the reviewing process begins with the management employee providing information on results to the supervisor. The supervisor then completes the evaluation and meets with the employee to discuss and finalize the appraisal.
  • [Go through each of the steps outlined on this slide.]
  • Here are the roles ALL managers should take, regardless of whether or not they have other managers reporting to them. The note at the bottom is especially important—there is joint accountability for getting the performance management process accomplished. In the end, YOU are the one most responsible for your career.
  • Here’s what we’ll examine during this segment. Some of these terms may not mean a lot to you right now. They will in a few minutes.
  • Under the new Program, we don’t just focus on WHAT someone is supposed to accomplish. We believe that we will get the best performance outcomes when we focus WHAT is to be done and HOW it is to be done. We call this the “performance equation.”
  • Here’s how we USE this performance equation. Under the new Performance & Reward Program, we look at RESULTS and COMPETENCIES. Results focus on WHAT is accomplished. Competencies focus on HOW those results are achieved. And, in each major area, there are CORE areas of focus and JOB SPECIFIC areas of focus.
  • In the area of “what” goals, we’ll be looking for each management employee to develop five to eight objectives for the performance cycle. Some of these objectives will be in the areas of Core Performance and others will be Job Specific. Let’s examine these concepts in more detail.
  • There are three “pillars” we looked at for overall success—financial performance, quality and value, and operational efficiency and improvement. There are kinds of “core performance areas.” Three areas indicated by the top boxes are our translation of areas to focus on in the course of setting goals.
  • Here are the three Core Performance Areas adopted by the System and examples of the types of measures that could be used in each area.
  • We’ve been talking a great deal about the idea of “cascading” goals and objectives. Note how this schematic illustrates the process. The State System’s strategy cascades down to the Universities. They develop Plans that then cascade down to departments, work units, and individuals. The measures at each level reflect this cascading effect, but are tied together by the three Core Performance Results Measures.
  • The management employee and supervisor may decide to have additional goals in up to five additional areas. These are called Job Specific goals and should be driven by Division or Department goals.
  • When you set goals, be sure they are SMART goals. It’s the management employee’s job to write goals that are SMART goals, and it’s the supervisor’s job to evaluate the goals against SMART criteria. Some folks find it handy to have the five components of SMART goals nearby while they are developing or evaluating goals.
  • Here’s a look at the first tool to use—the Management Performance Appraisal and Development Form. [Go quickly over each area of the form. Note the use of “P” for preparation and “E” for evaluation.]
  • Just as we had five to eight performance goals, we’re also going to observe five to eight BEHAVIORS as part of the performance management process. These will involve observing the demonstration of five CORE COMPETENCIE and up to three additional JOB SPECIFIC COMPETENCIES. Let’s examine this in more detail.
  • Here’s an excellent definition of what a competency is. David McClelland was a pioneer in the area of behavior measurement and formerly worked for the Hay Group. We used the Hay Group as a consultant in the area of competencies for the System.
  • We know that top performers simply do thing differently. Look at this chart on the competency of “initiative.” We note that those who are outstanding performers almost always score higher in terms of taking initiative on a more frequent basis and in taking on initiative in more complex situations.
  • After examining a whole host of areas for competencies, the System chose five competencies as CORE competencies. This means we expect ALL managers to demonstrate these competencies during the performance cycle. HOW those competencies are demonstrated, of course, can vary by individual situation and level in the organization.
  • Here’s a definition of this Core Competency, as well as examples of how it might be demonstrated.
  • Here’s a definition of this Core Competency, as well as examples of how it might be demonstrated.
  • Here’s a definition of this Core Competency, as well as examples of how it might be demonstrated.
  • Here’s a definition of this Core Competency, as well as examples of how it might be demonstrated.
  • Here’s a definition of this Core Competency, as well as examples of how it might be demonstrated.
  • In addition to the Core Competencies, there are Job-Specific Competencies that a management employee and supervisor can choose to observe over the performance cycle. Here is a listing of these additional competencies. A description of each of them is also included in the Competency Dictionary. Note how some of these competencies may be more critical for those in supervisory or leadership roles.
  • We’ll begin by taking a look at the second tool, the Competency Dictionary. [Take them through the Dictionary.] Here are some things to keep in mind. Competencies are demonstrated by superior performers They are cumulative Management employees don’t need to reach the highest level on each competency The goal: Reach, at minimum, the required level of behavior for one’s level of management responsibility Now, let’s use the Dictionary.
  • The last page of the Performance Appraisal Form has a section for individual development plans. Here, there could be developmental plans identified for results-based goals as well as competencies. The idea is to go through the planning process and see where there might be developmental needs. Then, identify the needs and the training and educational activities that might help fill those needs. During the evaluation phase, how well the developmental needs were addressed and met can be discussed and evaluated.
  • As we’ve seen before, there’s a new rating scale. Going to this new rating scale really represents a “raising of the bar.” You’ll note that a “2” rating includes being both “at” and “above” expectations. As you can see here, we expect that around 20% to 30% of our people will achieve a “3” rating, and so on. These are actually close to the percentages we see now, but they’re only a guideline — not a requirement or a formula to be applied. Why 3 ratings, vs. 5 in the former system: 1) the driver is the differentiation for significant accomplishments. The significantly exceeds group should be distinguished better through both the performance management process and pay delivery. 2) the System generally only used 3 of the 5 in the former evaluation system. 3) the System wanted to set the mid-bar at higher than satisfactory – effectively raising the bar. 4) the top rating becomes more elite – providing for a better differentiation. 5) effort was made to make the evaluation process simpler, easier to administer 6) With the bar being raised – below expectations performers could well be performers who in the past were rated as satisfactory - getting the job done. Again, this is a raising the bar component. The process requires managers to better communicate and differentiate performance throughout the performance management process, vs. providing a rating scale that is used to provide the differentiation.
  • Here’s some important information about the overall performance rating.
  • Here’s an important point to keep in mind. It speaks to how we’re going to use both results and competencies in this first year of the program. Basically, you’ll use RESULTS to determine the overall rating, and simply use the competencies to modify that rating as appropriate. We do this because of the fact that the first year is a shorter year and the fact that competencies are new to our organization as a performance management tool.
  • Here’s the timeline for rollout. Note that this first year is a shortened year — this normally will be a 12-month cycle. Also note that we’ll all need to set goals in October and November.
  • So, here are the next steps.
  • Thanks for your time and attention!
  • Management Performance

    1. 1. Management Performance & Reward Program State System of Higher Education
    2. 2. In this section... <ul><li>Why the Program was developed </li></ul><ul><li>How it supports the performance and reward philosophy </li></ul><ul><li>What the Program is </li></ul><ul><li>What it can do for System managers </li></ul>
    3. 3. Integrated Action Plan Where do we want to be? Convergence Report Where are we now? Performance and Outcomes Plans How we will get there? Performance Results Management Performance Assessment – Merit Salary Presidential Leadership Assessment – Merit Salary and Contract Extensions Systemic Change Initiative Implementation
    4. 4. Background: the project’s purpose System’s Desired Results System Strategy Rewards & Recognition/ Performance Management Work Culture How we think and act to support the strategy Alignment
    5. 5. Why the Program was developed <ul><li>Link employee performance measures to System/University goals </li></ul><ul><li>Establish clear, measurable, and accountable performance goals </li></ul><ul><li>Define a common set of behavioral expectations to drive performance excellence </li></ul>
    6. 6. Why the program was developed ( cont’d ) <ul><li>Provide competitive compensation that accurately reflects value of position </li></ul><ul><li>Reward superior performance </li></ul><ul><li>Support System’s performance and reward philosophy </li></ul><ul><li>Provide a consistent process for measuring and rewarding performance </li></ul>
    7. 7. The development process Questions Data Collection Data Synthesis Board of Governors’ Review Performance & Reward Philosophy Sources - Organizational Data - Sr. Leadership - Employees - Theory/ Best Practice Methods - Interviews - Focus Groups - Survey Tools - Campus-based Work Group Teams Current Practice Work Culture Strategy
    8. 8. The System’s performance and reward philosophy (as adopted by the Board of Governors) <ul><li>Refocus the performance assessment as a management process designed to achieve System goals, drive necessary organizational change, and directly link each System’s managers objectives to System/University goals </li></ul><ul><li>Establish clear and measurable performance goals and objectives against which accountability will be established and performance assessments will be conducted </li></ul>
    9. 9. The System’s performance and reward philosophy (cont’d) (as adopted by the Board of Governors) <ul><li>Define a common set of behavioral expectations that are linked to System values and support the achievement of System/University goals and objectives </li></ul><ul><li>Attract, retain, and motivate high quality management employees who along with faculty and staff are critical to the overall achievement of the System’s Mission, Vision, and Goals </li></ul>
    10. 10. The System’s performance and reward philosophy (cont’d) (as adopted by the Board of Governors) <ul><li>Provide compensation levels that accurately reflect the relative value of positions within the System </li></ul><ul><li>Provide externally competitive compensation relative to appropriate national and regional labor markets </li></ul>
    11. 11. The System’s performance and reward philosophy (cont’d) (as adopted by the Board of Governors) <ul><li>Reward superior individual and/or team performance measured by organizational results, the demonstration of desired behaviors, and the achievement of personal/team goals </li></ul><ul><li>Be clearly and consistently communicated to all management employees </li></ul><ul><li>Be administered through a common framework with flexibility for local administration </li></ul>
    12. 12. Crossing the bridge... Where we are Where we need to be Launching Program Training Management Performance Excellence Performance and Reward Program
    13. 13. Three program components Performance Management Job Classification Pay Delivery
    14. 14. Classifying jobs-three factors Relative Value Know How Problem Solving Impact/ Accountability Job Content
    15. 15. <ul><li>Classification review results </li></ul><ul><li>Expanded grade levels to match breadth of work within the System </li></ul><ul><li>Revised classification categories to better distinguish types of work performed </li></ul><ul><li>Ensured job categories reflect levels of contribution to the System </li></ul>
    16. 16. The new Grade Structure
    17. 17. <ul><li>Pay delivery results </li></ul><ul><li>Internally consistent and externally competitive compensation structure </li></ul><ul><li>Salary increases based on performance </li></ul><ul><li>The ability to better recognize superior performance </li></ul><ul><li>The ability to better achieve parity </li></ul>
    18. 18. Pay delivery tools <ul><li>Merit increase pool —performance-based awards driven by achievement of goals and core competencies </li></ul><ul><li>Special performance awards —performance-based awards for superior individual or team contribution </li></ul><ul><li>One-time parity adjustment —recognize performance and achieve parity between positions </li></ul>
    19. 19. <ul><li>Performance management results </li></ul><ul><li>Management process to link System/University and employee performance goals </li></ul><ul><li>Measure performance based on System/University goals, individual results, and competencies </li></ul>
    20. 20. What performance management does for managers... <ul><li>Promotes two-way communication and participation </li></ul><ul><li>Provides a mechanism for determining and establishing goals critical to the organization </li></ul><ul><li>Focuses on desired results and the processes to achieve them </li></ul><ul><li>Emphasizes individual contribution to success and establishes rewards for superior performance </li></ul><ul><li>Helps identify employee development needs </li></ul><ul><li>Promotes individual and organizational success </li></ul>
    21. 21. Supporting the performance and reward philosophy <ul><li>The Performance and Reward Program is critical to supporting the System’s philosophy, while providing a collaborative and accountable process that integrates individual success and the Performance and Outcomes Plan of the University. </li></ul>University Performance and Outcomes Plan Individual Results Individual Competencies University Performance Success
    22. 22. The performance management steps <ul><li>I. PLANNING </li></ul><ul><li>Link to System/University Strategic Plans/Goals </li></ul><ul><li>Establish Performance Expectations & Development Plan </li></ul><ul><li>Gain Commitment </li></ul><ul><li>III. REVIEWING </li></ul><ul><li>Compare Actual </li></ul><ul><li>To Expected </li></ul><ul><li>II. COACHING </li></ul><ul><li>Track </li></ul><ul><li>Coach </li></ul><ul><li>Reinforce </li></ul><ul><li>IV. REWARDING </li></ul><ul><li>Link Performance </li></ul><ul><li>To Compensation </li></ul><ul><li>Recognize Superior </li></ul><ul><li>Performance </li></ul>Pursuing Performance Excellence
    23. 23. The Performance Management Process I. Planning II. Coaching III. Reviewing IV. Rewarding
    24. 24. The performance management steps Planning <ul><li>Executive/Strategic Leadership reviews System/University goals and works with Division/Department Managers to set goals </li></ul><ul><li>Division/Department Managers communicate goals </li></ul><ul><li>Management employee develops drafts of individual goals and expected results </li></ul><ul><li>Supervisor and management employee participate in planning discussion: </li></ul><ul><ul><li>agree on goals and expected results </li></ul></ul><ul><ul><li>discuss competencies applicable to job </li></ul></ul><ul><ul><li>establish expected behavioral levels </li></ul></ul><ul><ul><li>discuss developmental opportunities </li></ul></ul><ul><ul><li>discuss meaning of ratings </li></ul></ul>I. Planning
    25. 25. The performance management steps Coaching <ul><li>Supervisor tracks individual/team performance and reinforces/coaches </li></ul><ul><li>Management employee tracks individual/team performance </li></ul><ul><li>Management employee asks for feedback </li></ul><ul><li>Management employee tells supervisor about any successes/barriers to success </li></ul><ul><li>Management employee and supervisor assess ongoing relevance of goals/make modifications </li></ul><ul><li>Supervisor or management employee initiates interim review meetings </li></ul>II. Coaching
    26. 26. The performance management steps Reviewing <ul><li>Management employee provides information on actual results to Supervisor </li></ul><ul><li>Supervisor completes Actual Results column, assigning ratings and providing comments </li></ul><ul><li>Supervisor completes Competencies sections and assigns ratings </li></ul><ul><li>Supervisor completes the Accomplishment section of Development Plan </li></ul><ul><li>Supervisor completes Overall Performance Summary and assigns Overall Performance Rating </li></ul><ul><li>Supervisor shares draft form with reviewing officer </li></ul><ul><li>Management employee and supervisor meet to discuss and finalize performance appraisal </li></ul>III. Reviewing
    27. 27. The performance management steps Rewarding <ul><li>Throughout the year, supervisor uses non-cash recognition to reward/reinforce performance </li></ul><ul><li>Supervisor uses pay guidelines to provide input regarding merit increases based on performance results </li></ul><ul><li>Leadership recognizes employee performance with merit increase </li></ul><ul><li>Leadership recognizes management employees/teams for Special Performance Awards </li></ul>IV. Rewarding
    28. 28. The roles of all managers <ul><li>Take an active role in the process </li></ul><ul><li>Support the process throughout the rating period </li></ul><ul><li>Set realistic, appropriate goals aligned with the University strategy </li></ul><ul><li>Measure results objectively </li></ul><ul><li>Identify needs and resources for employee development </li></ul>The management employee and supervisor take joint accountability for the performance management process.
    29. 29. In this section... <ul><li>Using the performance equation </li></ul><ul><li>Core Performance Results </li></ul><ul><li>Job Specific Performance Results </li></ul><ul><li>System Core Competencies </li></ul><ul><li>Job Specific Competencies </li></ul><ul><li>Designing Developmental Plans </li></ul><ul><li>Setting performance expectations </li></ul>
    30. 30. The performance equation “ What” Work Is Done “ How” the Work is Done x = Performance Outcomes
    31. 31. Using the performance equation RESULTS Job-Specific Competencies Core Performance Results Job-Specific Performance Results Core Competencies COMPETENCIES WHAT HOW
    32. 32. RESULTS ( 5-8 objectives) Core Performance Results Job-Specific Performance Results WHAT
    33. 33. Core performance areas Customers and Stakeholders Health of the University Continuous Improvement Financial Health Quality and Value Operational Efficiency and Improvement <ul><li>A goal in each area </li></ul><ul><li>Driven by System/University goals </li></ul>WHAT
    34. 34. Core performance areas <ul><li>Health of the University </li></ul><ul><ul><li>Revenues, productivity, costs, asset utilization, budgetary flexibility, financial audits </li></ul></ul><ul><li>Customers and Stakeholders </li></ul><ul><ul><li>Market share, retention, enrollment quality, student diversity, student and alumni satisfaction, stakeholder surveys </li></ul></ul><ul><li>Continuous Improvement </li></ul><ul><ul><li>Core processes, organization learning and growth, program review, accreditations </li></ul></ul>WHAT
    35. 35. “Cascading” goals and objectives Results reflect the mission, vision, and goals of the University/ System. State System University CI Health of the University Customers/ Stakeholders Other University Objective Department Objective Work Unit Objective Individual Objective Department Results Individual Results Work Unit Results Performance Results Measures
    36. 36. Job specific performance areas <ul><li>A goal in up to five additional areas </li></ul><ul><li>Driven by Division/Department goals </li></ul>WHAT
    37. 37. Setting goals <ul><li>Goals should be as SMART as possible: </li></ul>S M A R T pecific easurable ttainable elevant ime-Based WHAT
    38. 38. Tools to use Management Performance Appraisal and Development Form
    39. 39. HOW Job-Specific Competencies Core Competencies COMPETENCIES (5-8 behaviors) HOW
    40. 40. Measuring behavior “ A competency is an underlying characteristic of an individual that causes or predicts effective and/or superior performance in a job or situation.” David C. McClelland, Ph.D. HOW
    41. 41. Top performers do things differently 5 4 3 2 1 0 -1 Initiative Average Performer Outstanding Performer Never Always Frequency Behavioral Level Complexity HOW
    42. 42. Core competencies Target Culture All Participants Using limited resources effectively Encouraging teamwork Maximizing customer satisfaction Delivering reliably on commitments to customers Being flexible and adaptive in thinking and approach Continuously improving operations Treating employees fairly and consistently Rewarding superior performance Providing employees with resources to satisfy customers Attracting top talent Demonstrating understanding of the customer’s point of view Capitalizing on creativity and innovation <ul><li>Continuous improvement </li></ul><ul><li>Customer service orientation </li></ul><ul><li>Valuing diversity </li></ul><ul><li>Teamwork and collaboration </li></ul><ul><li>Results orientation </li></ul>HOW
    43. 43. Continuous improvement <ul><li>Examples: </li></ul><ul><li>Recognizing the need for a new approach and looking at doing it differently to be more effective </li></ul><ul><li>Thinking “outside the box” to find new solutions </li></ul>Taking a new or unique approach to how work is done and striving to continuously improve processes and quality. HOW
    44. 44. Customer service orientation <ul><li>Examples: </li></ul><ul><li>Matching customers’ needs to available resources </li></ul><ul><li>Correcting problems promptly and undefensively </li></ul>Focusing one’s efforts on discovering and meeting the customer’s needs. (Customers can include associates, peers, colleagues, students, community members, faculty, etc.) HOW
    45. 45. Valuing diversity <ul><li>Examples: </li></ul><ul><li>Appreciating and looking for ways to gain new knowledge of other groups </li></ul><ul><li>Respecting the practices of other individuals or groups </li></ul>The ability to understand and respect the practices, customs and norms of other individuals, groups and cultures. Includes the ability to respect and value different points of view. HOW
    46. 46. Teamwork and collaboration <ul><li>Examples: </li></ul><ul><li>Supporting team decisions and doing your share of the work </li></ul><ul><li>Valuing the input and expertise of others </li></ul>The intention to work cooperatively with others, to be part of a team, to work together, as opposed to working separately or competitively. (“Team” is defined as any task- or process-oriented group of individuals.) HOW
    47. 47. Results orientation <ul><li>Examples: </li></ul><ul><li>Keeping track of and measuring outcomes </li></ul><ul><li>Setting out to achieve increased standards </li></ul>A concern for holding yourself and others accountable for achieving results or for surpassing a standard of excellence. HOW
    48. 48. Job Specific Competencies <ul><li>Analytical thinking* </li></ul><ul><li>Change leadership** </li></ul><ul><li>Conceptual thinking </li></ul><ul><li>Developing self and others* </li></ul><ul><li>Flexibility/adaptability </li></ul><ul><li>Impact and influence* </li></ul><ul><li>Initiative* </li></ul><ul><li>Interpersonal understanding </li></ul><ul><li>Organization awareness </li></ul><ul><li>Relationship building </li></ul><ul><li>Self-confidence </li></ul><ul><li>Strategic orientation** </li></ul><ul><li>System thinking** </li></ul><ul><li>Team leadership* </li></ul>* May be more critical for supervisory roles ** May be more critical for Strategic Leadership level positions Additional behaviors that drive effective performance: HOW HOW
    49. 49. Tools to use The Competency Dictionary HOW
    50. 50. Development Plan <ul><li>During preparation phase, development plan goals are identified: </li></ul><ul><ul><li>Results-based goals </li></ul></ul><ul><ul><li>Competency-based goals </li></ul></ul><ul><ul><li>Training and education needs </li></ul></ul><ul><li>During evaluation phase, accomplishments are noted </li></ul>
    51. 51. Rating Scale <ul><li>3  Significantly Exceeds Expectations </li></ul><ul><li>2  At or Above Expectations </li></ul><ul><li>1  Below Expectations </li></ul>“ Raising the Bar”
    52. 52. The overall performance rating <ul><li>Reflects relative importance of goals </li></ul><ul><li>Not necessarily a mathematical average </li></ul><ul><li>Can be a fraction </li></ul><ul><li>Universities should ensure consistent application </li></ul><ul><li>Should be indicated by individual ratings and the importance (weight) of ratings in different performance areas </li></ul>
    53. 53. The overall performance rating In the first year of the Program, RESULTS should be the basis for the overall rating, though it may be adjusted — upward or downward — by how well competencies are demonstrated.
    54. 54. Here’s the timeline 2000-2001 Sep/Mid-Nov: Training Jan/Feb: Mid-year review June: Performance review 2000 2001 Oct/Nov: Set Goals
    55. 55. Next steps <ul><li>Complete University training by mid-November </li></ul><ul><ul><li>Use System-wide training assistance to help facilitate a consistent message </li></ul></ul><ul><li>Have managers complete the goal setting process, i.e. the development of individual/team goals </li></ul><ul><li>Have managers complete the preparation portion of the Management Performance Appraisal and Development Form </li></ul><ul><li>Submit suggestions for improvement (process, forms) through your University Human Resources Director </li></ul><ul><li>Implementation team to mentor fellow managers needing assistance regarding the Program </li></ul><ul><li>Stay focused on the ongoing process and its requirements </li></ul>
    56. 56. Pursuing Performance Excellence