Performance Management Process (PMP) A comprehensive approach to managing effective performance

Training Agenda and Objectives Overview Goal-Setting Assessing Performance Delivering Feedback Creating an Individual Development Plan Talent Discussion Close  

Effective Performance Management A comprehensive process maximizing engagement, development, and performance of all employees in the employment lifecycle by: Proactively focusing on employee development, talent and succession management Aligning employee work to department goals and objectives (line of sight), defining and communicating performance expectations regularly Linking performance to compensation, recognition, and rewards Remaining flexible, efficient, measurable, fair, and transparent

Components of Cornell’s PMP Planning Establish unit strategy & goals Align goals of employee & unit Determine performance level criteria Coaching Coaching Assessment On-going feedback Annual PD Talent Discussion (Criteria) Career Development Create Individual Development Plan (IDP) Utilize rotations and on-campus and off-campus training Talent Discussion (Development) University Mission Unit Values and Goals Department Goals Individual Goals Coaching Recognition Correlate SIP and performance Correlate promotions and bonuses Utilize low-cost, no-cost ideas Coaching

PMP Tools: Performance Dialogue (PD) Individual Goal Alignment worksheet Individual Development Plan (IDP) PMP Instruction Sheet Supervisor e-mail requesting feedback Performance Dialogue Definitions page Rating Scale and Definitions form Performance Level Matrix (Skills for Success) Talent Management Matrix

Components of Cornell’s PMP Planning Establish unit strategy & goals Align goals of employee & unit Determine performance level criteria Coaching Coaching Assessment On-going feedback Annual PD Talent Discussion (Criteria) Career Development Create Individual Development Plan (IDP) Utilize rotations and on-campus and off-campus training Talent Discussion (Development) University Mission Unit Values and Goals Department Goals Individual Goals Coaching Recognition Correlate SIP and performance Correlate promotions and bonuses Utilize low-cost, no-cost ideas Coaching

Developing Goals SMART Goal Model Specific Measureable Accountable Planning Developing Goals SMART Goal Model Specific Measureable Accountable Realistic Time-bound

Planning Goal Template FY10 Goal 2.5 One university Performance Management Process (PMP) where all administration staff are using the same processes, tools, and language. Objective Finish revisions to the first pilot Performance Management Process (PMP) and roll out the PMP model, performance management tool, and training to a larger campus audience. Accountable Kathy Burkgren Actions/ Tactics Develop a PMP timeline by Nov 1, 2009 to deliver PM: Redesign tools and process based on input from pilot groups by 11.30.09 Present and get input at HR Council by 1.10.09 Determine dates HR Directors desire to deliver training to units For those rolling out the process in spring 2010, train groups by Feb 15 Deliverable February ‘10: Three units rolling out new PMP are trained in how to use the new forms, align goals, assess performance, give feedback, write IDP’s, and develop an understanding of talent discussions. December ‘10: Majority of Administrative staff trained

Planning Goal Template FY10 Goal Coordination Support for University OD/OE Initiatives Objective Enable OD/OE team to deliver services to campus in a timely and seamless manner Accountable Administrative Assistant Actions/ Tactics Calendars are accurate Meetings scheduled in a timely manner, within 24 – 48 hours Demonstration of confidentiality Staff’s expectations are met in terms of meeting setup and coordination Maintain office supplies and equipment Deliverable Calendars include travel time and are not double booked Meeting coordination is set up within 24-48 hours Confidentiality is never breached Equipment is in working order (printers/copiers have ink) and supplies are stocked

Goal Alignment Activity Planning Goal Alignment Activity Develop one of your own work goals Make sure it follows the SMART goal model Tie the goal back to department and unit goals Share your goal with a partner

Components of Cornell’s PMP Planning Establish unit strategy & goals Align goals of employee & unit Determine performance level criteria Coaching Coaching Assessment On-going feedback Annual PD Career Development Create Individual Development Plan (IDP) Utilize rotations and on-campus and off-campus training Talent Discussion (Development) University Mission Unit Values and Goals Department Goals Individual Goals Coaching Recognition Correlate SIP and performance Correlate promotions and bonuses Utilize low-cost, no-cost ideas Coaching

Criteria for Performance Ratings Assessment Criteria for Performance Ratings 1 Fails to Achieve Expectations Does not fulfill position requirements. Performance improvement plan must be developed and monitored; or termination must be initiated. 2 Needs Improvement Fails to meet one or more of the significant position requirements. Requires improvements in areas noted. Performance improvement plan must be developed and monitored. 3 Fully Achieves Expectations Reliably performs position duties and responsibilities. Fulfills position requirements, established goals and expectations. Solid performance results in valuable contributions to unit goals. 4 Frequently Exceeds Expectations Performs beyond expectations in a majority of position duties and responsibilities. Proactively meets and predominantly exceeds position expectations – making a significant contribution to the overall achievement of unit/department goals. 5 Consistently Surpasses Expectations Works consistently at a superior level in most aspects of position; consistently exceed goals and expectations. Makes an exceptional or unique contribution to the unit/department.

Assessment Example Performance Rating 1 2 3 4 5 Comments: Isabella is a stellar employee. Coworkers look to her as an expert and great team player. She is always willing to help others. Isabella looks for new ways to do things and has great ideas about how to make things more effective and efficient. She consistently goes above and beyond what is expected of her. Isabella’s supervisor thinks she has great potential. Comments: Isabella is a stellar employee. Coworkers look to her as an expert and great team player. She is always willing to help others. Isabella looks for new ways to do things and has great ideas about how to make things more effective and efficient. She consistently goes above and beyond what is expected of her. Isabella’s supervisor thinks she has great potential.

Assessment Example Performance Rating 1 2 3 4 5 Comments: Mark sometimes misses deadlines and deliverables he is asked to do. Mark and his supervisor often need to review his SPD and performance improvement plan to set clear goals. Mark’s performance is looking up and he is trying really hard. He is beginning to reach out to more people to work more collaboratively and effectively. He is dedicated to improving his performance, but still has work to do. Comments: Mark sometimes misses deadlines and deliverables he is asked to do. Mark and his supervisor often need to review his SPD and performance improvement plan to set clear goals. Mark’s performance is looking up and he is trying really hard. He is beginning to reach out to more people to work more collaboratively and effectively. He is dedicated to improving his performance, but still has work to do.

Generalizations vs. Behaviors Assessment Example Generalizations vs. Behaviors Attitude. Jose 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. Jose 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.

Assessment Activity Complete your PD: Rate yourself on all categories of the PD using: 1) Performance Level Matrix 2) Talent Management Matrix Note at least one thing you want to improve Assessment

Delivering Feedback Conducting a Performance Dialogue Meeting What’s in it for you? Modeling Activity Assessment

Components of Cornell’s PMP Planning Establish unit strategy & goals Align goals of employee & unit Determine performance level criteria Coaching Coaching Assessment On-going feedback Annual PD Career Development Individual Development Plan (IDP) Rotations, training, internships Talent Discussions University Mission Unit Values and Goals Department Goals Individual Goals Coaching Recognition Pay for performance Utilize low-cost, no-cost ideas Coaching

The Role of Talent Discussions to Recognition and Career Development Develop staff Utilize low-cost, no-cost ideas Recognition

Components of Cornell’s PMP Planning Establish unit strategy & goals Align goals of employee & unit Determine performance level criteria Coaching Coaching Assessment On-going feedback Annual PD Career Development Individual Development Plan Rotations, training, internships, stretch opportunities, committees, etc. Talent Discussions University Mission Unit Values and Goals Department Goals Individual Goals Coaching Recognition Correlate SIP and performance Correlate promotions and bonuses Utilize low-cost, no-cost ideas Coaching

Career Development and the role of the Individual Development Plan (IDP) Use your PD to help you determine what to include in your IDP When you return from any training, have a conversation with your supervisor about what you learned Ask your supervisor to help you develop a way to measure the effects of the training Career Development

Individual Development Plan (IDP) Activity Complete your own IDP Career Development

Career Development and Recognition Talent Discussion What it is? Why have talent discussions? Career Development and Recognition

Talent Management Matrix May be new in the job. May be in the wrong job/wrong manager. Action: Give time for development or needs intervention. Valued talent, capacity for advancement after further potential has been realized. Action: Look for opportunities for growth and new experiences. Capacity for immediate advancement. Potential for senior succession. Action: Look for opportunities to promote. Give top level assignments. Partner with executives. Reward and recognize. May be new in job or organization. May have lost pace with the changes in the organization. Action: Continue orientation. Give time for development. Challenge with clear expectations. Steady and dependable performers, but capable of more. May not understand changes in the organization. Action: Challenge, allow opportunities for growth and new experiences. Capacity for immediate, one level advancement. Consider best track – Individual contributor, project manager, or general manager. Action: Look for opportunities to expand role and challenge, reward and recognize. Engage in decision making. Has reached job potential and is underperforming. Action: Manage performance, set clear improvement plan, or exit organization. Steady and dependable and have reached career potential. Action: Engage, challenge, focus and motivate. Excellent performer; has reached career potential. Action: Engage in training others. Challenge, reward and recognize. Potential 1 2 3 4 5 Performance