Presented by: Carmen D’Agostino and Dan Gutwein CPOD “If you don’t set goals, you can’t regret not reaching them.” Yogi Berra

By the end of today’s class, you will have  received important date information  heard how changes may impact goal approval  discussed why goals matter, and where they originate;  explored differences between key responsibilities and goals, and heard about SMART goals;  practiced writing and rating goals.

 A goal is a statement about a desired outcome with one or more specific objectives that define in precise terms what is to be accomplished within a designated time frame.

Goals matter because they  create personal alignment and engagement  identify critical success factors of the job  mobilize individual and organizational energy  focus on highest priority responsibilities  increase the probability of success  generate increases in productivity An approved goal plan is used to create the evaluation form. Goals are 1/3 of your evaluation

P lanning E xecution A ssessment R eview What Key Responsibilities Goals & Outcomes How Competencies Behaviors Skills Performance Factors Managers: provide feedback and coaching provide developmental experiences & opportunities reinforce effective behavior Maintain records Gather data Prepare for evaluation & ratings

A key responsibility  is a major, on-going responsibility of a position  is clearly defined and detailed in the position description  describe what the person in that position is responsible for regularly producing or providing—the outcomes or deliverables  remains relatively stable over time A goal  is a major project and activity that focus beyond the existing job responsibilities  is a statement about a desired outcome, with one or more specific objectives, that defines precisely what is to be accomplished within a specific time frame  may change as needed to meet emerging priorities and department needs  requires ample time to complete

 Performance Goals  Performance goals relate to the employee’s role within the department and the key responsibilities of the position i.e. problem-solving, innovation, implementing an improvement.  Developmental Goals  Developmental goals may relate to building new skills, experience, or improving behavioral competencies.  Special Projects/Assignments  Special projects/assignments are designed to achieve a departmental plan and/or support the College’s mission.

Remember: goals are reachable when  the staff member is able to do the work, and has the tools, resources, and access required to get the work done.  expectations are well-defined.  goals are reasonable.  managers are prepared to offer guidance and coaching.

Focus on continuous Improvement Improve the quality of service, increase efficiency or effectiveness if a process, and/or reduce costs or resources Be Innovative Develop new skills or experience such as mentoring or training others. Participate in Institutional initiatives Contribute to institutional and/or departmental initiatives and projects, for example: committee member Untapped knowledge Take advantage of skills or knowledge that aren’t normally utilized in the standard duties of a position, for example: editing skills, interpreting skills

Business goal: Board of Trustees President MC 2020 Division goal: Senior Vice President and Vice President Deconstructs MC 2020 Aligns and develops a strategic plan and goals Department goal: Unit Administrator Deconstructs the SVP and VP’s Strategic Plan Aligns and develops a strategic plan and goals Team goal: Supervisor aligns with goals of the unit administrator Aligns and adds goals considered important Individual goal: Staff member aligns with goals of the supervisor Adds goals J. Wormack & N. Porter K. Walker C. D’Agostino D. Gutwein Team Dr. Pollard

S pecific—who, what Goals should specifically define what the staff member is expected to do or deliver. M easurable Goals should include numeric or descriptive measures that define quantity, quality, cost, or timeliness. A chievable Goals should be within the staff member’s control and influence. R elevant and R ealistic Goals should be instrumental to the mission of the department and ultimately the College. T ime-bound Goals should identify a definite target date for completion and/or frequencies for specific action steps that are important for achieving the goal. Goals should describe accomplishments, not activities

 Improve the New Employee Supervisor Checklist  Update and reformat the New Employee Supervisor Checklist; submit for approval by December 15, 2014, and begin sending to new supervisors by January 2,  Send Welcome Letters to all new MC staff members  Produce and distribute personalized welcome letters, error free, to all new MC staff members by the first of each month. Worksheet

 Write one goal using the SMART formula  Share your written goal with a partner who will provide feedback  Re-write the goal, if necessary

Presented by: Carmen D’Agostino CPOD X “If you don’t set goals, you can’t regret not reaching them.” Yogi Berra