1. Performance and Development Cycle
Student Affairs
Performance and Development Cycle
Together, we transform students’ lives.

2. Why are we doing this?
Student Affairs staff are an incredibly important resource for UVic students
The 360o survey conducted in the division in 2014 told us that we need to do a better job recognizing and developing STUA employees
An effective performance and development process will build consistent focus on key initiatives throughout our organization
Staff of Student Affairs are an incredibly important resource for UVic students. We heard from staff in the 360 survey that we need to do a better job recognizing and developing STUA employees. An effective performance and development process will help us to build a consistent focus on key initiatives throughout our Division.

3. What do we want to achieve?
Alignment of institution, division, department and individual goals
Ease and consistency of process
Employee engagement, growth and enhanced performance
Strengthened relationships between employees and supervisors for a more cohesive, high-performing Student Affairs team
Attainment of our divisional vision statement
Through consultation with the Student Affairs Council and review of the responses to the 360 survey, the Performance and Development Steering Committee has identified 5 key goals for the program.
Alignment of institution, division, department and individual goals
Ease and consistency of process
Employee engagement, growth and enhanced performance
Strengthened relationships between employees and supervisors for a more cohesive, high-performing Student Affairs team
Attainment of the vision statement (shown on next slide)

4. we transform students’ lives.
Together,
we transform students’ lives.
The primary goal of the program is to link our combined efforts back to our shared vision: Together, we transform students’ lives.

5. we transform students’ lives.
Employee Outcomes
Engagement
Performance
Self-awareness
Self-confidence
Trust
Resiliency
Appreciation
Recognition
Clear expectations
Goals
Clear understanding of roles/responsibility
Commitment
Constructive feedback
Together,
we transform students’ lives.
The PDC program recognizes two components of employee outcomes. Both components are important and must be balanced to realize employee performance goals.
Engagement
Employee engagement is critical to performance and development and is the first step to achieving performance outcomes
Engagement outcomes include: self-awareness, self-confidence, trust, resiliency, appreciation and recognition
These outcomes are the first component of effective performance and development and must be in place to achieve performance outcomes
Performance
Will not be effective without engagement
Performance outcomes include: clear expectations, goals, understanding of roles and responsibilities, commitment to the process and constructive feedback

6. we transform students’ lives.
Supervisor Outcomes
Relationships
Results
Strengthened relationships
Trust and understanding
Resiliency
Engagement
Clear, open communication
Strengthened teams
High retention
Stronger Student Affairs Division
Together,
we transform students’ lives.
Supervisor outcomes also fall into two main categories
Relationships
Relationships with employees are integral to positive performance outcomes. Strong relationships make performance conversations easier and more meaningful. The good news is that regular performance conversations strengthen relationships, so it is a positively re-enforcing cycle.
Improved relationships lead to more trust and mutual understanding between employees and supervisors, and better results
Results
Focusing on results will be less effective without strong relationships. When supervisor have trust and credibility, employees will feel more confident and committed to performance and development.
Performance outcomes include: employee and supervisor engagement, shared commitment, strengthened teams, higher employee retention, and a stronger Student Affairs Division
Clear, open lines of communication

7. What do we want this process to be?
Regular
Scheduled, organized, efficient
Cyclical, ongoing conversations
Easy and transparent process
Respectful
Developmental, constructive, learning-focused
Reciprocal, meaningful, 2-way conversations
Relationship-driven
Rewarding
Clear development path, specific performance goals
Better connection to role, STUA and UVic
Increased trust, recognition and appreciation
Consultation with Student Affairs staff and Council in 2015 and 2016 identified that the process for performance and development needs to be:
Regular:
This means that is will be scheduled, organized and efficient
Cyclical, with ongoing conversations
Easy and transparent
Respectful:
The process also needs to be developmental, constructive and learning-focused
Include reciprocal, meaningful, 2-way conversations
And be driven be the relationship between employee and supervisor
Rewarding:
With a clear path for employee development and specific performance goals
Resulting in a better connection for each employee with their role, the division, and the university
Leading to increased trust, recognition, and appreciation, both for employees and supervisors

8. What are we not talking about?
This program is not intended to replace any of the following processes:
Investigations of misconduct or disciplinary issues
Performance improvement/management processes or letters of expectation
Accommodation for illness or disability
Attendance management
Probation
It is important to note that when we are talking about the Student Affairs Performance and Development Cycle, we are not talking about:
Investigations of misconduct or disciplinary issues
Performance Improvement processes or Letters of Expectation
Accommodations for illness or disability
Attendance management
Probation
These processes exist separately and, if we need to engage in any of them, the PDC may be put on hold while we access other resources and tools as appropriate.

9. Performance and Development Cycle Model
STEP 1: Looking Forward Conversations
STEP 2: Performance and Development Conversations
STEP 3: Looking Back and Looking Forward
Performance and Development Cycle Model
Coaching, feedback and recognition incorporated throughout
Annual, cyclical and ongoing process
Departments can rotate based on schedules and annual calendars
Aligned with university, division, department and individual goals, vision and values
Shifting the focus from forms to conversations
Short, easy to use forms at each stage
Training tools and resources offered at each stage for both employees and supervisors
Together, we transform students’ lives.
The Performance and Development Cycle breaks down the annual performance development process into three steps:
Looking Forward Conversations – The process starts off with planning to establish clear expectations, a common understanding of how the role contributes to the big picture, and to set goals and objectives.
Performance and Development Conversations – these are regular check-in conversations that are scheduled throughout the year and incorporate feedback and coaching
Looking Back and Looking Forward Conversations – this is where successes are celebrated and any issues or obstacles identified for the next performance cycle. These conversations should summarize conversations that have already taken place throughout the year. No Surprises!!
Coaching, feedback and recognition are incorporated throughout the Cycle
The focus is on conversations and new, easier to use forms are meant to support these conversations
The Cycle is annual and ongoing and units and departments will be able to shift the Cycle based on schedules and annual calendars
Training tools and resources will be available to both employees and supervisors at each stage as well
Feedback
Coaching

10. Regular … Respectful … Rewarding
STEP 1: Looking Forward Conversations
STEP 2: Performance and Development Conversations
STEP 3: Looking Back and Looking Forward
STEP 1: Looking Forward Conversations
Annual
Outcomes focused
Connect to the big picture
Based on employee strengths
Aligned with vision, values and department goals
Puts employee and supervisor on the same page at the beginning of the performance and development cycle
Together, we transform students’ lives.
Looking Forward Conversations will be the start of each annual Performance and Development Cycle and they put the employee and supervisor on the same page at the beginning of the Cycle
These initial conversations set the tone and lay the foundation for future conversations:
Annual – supported by a short form that guides the conversation and helps ensure expectations are clear
Outcomes focused
Connect to the big picture
Based on employee strengths
Aligned with vision, values and department goals
Feedback
Coaching
Regular … Respectful … Rewarding

11. Regular … Respectful … Rewarding
STEP 1: Looking Forward Conversations
STEP 2: Performance and Development Conversations
STEP 3: Looking Back and Looking Forward
STEP 2: Performance and Development Conversations
Ongoing throughout the year
Regular and scheduled
Reciprocal (2-way conversations)
Authentic
Together, we transform students’ lives.
Step 2 in the annual Performance and Development Cycle is a series of check-in conversations to support the employee in the plan developed during the Step 1 check-in.
Step 2 check-ins take place year-round as formal and informal, reciprocal, authentic conversations.
Step 2 check-ins will be regular and scheduled in advance, and will include goal support, feedback and coaching.
The frequency and number of Step 2 check-ins during this stage is up to each team.
Informal documentation to summarize the conversations will help at the end of the PDC when completing step 3 forms.
Feedback
Coaching
Regular … Respectful … Rewarding

12. Regular … Respectful … Rewarding
STEP 1: Looking Forward Conversations
STEP 2: Performance and Development Conversations
STEP 3: Looking Back and Looking Forward
STEP 3: Looking Back and Looking Forward Conversations
What is going well?
How can it be better?
Simple forms to summarize the Performance and Development Cycle
Sets the stage for the next cycle
Together, we transform students’ lives.
Step 3 of the annual Performance and Development Cycle are Looking Back and Looking Forward Conversations. These conversations will focus on what went well during the year, and what can go even better. Forms are most important at this stage to document the work that has been done and the feedback given by both employee and supervisor.
Celebrate successes and identify employee strengths and key contributions
Identify issues, barriers or obstacles that need to be addressed by employee or supervisor in the next performance and development cycle
Opportunity for 2-way feedback
This step sets the stage for the next performance development cycle, and will help set new expectations, goals and objectives.
Regular … Respectful … Rewarding

13. Performance and Development Steering Committee established
Timeline
Spring 2014
STUA 360 Survey
Fall 2014
Performance and Development Steering Committee established
January 2015
Model Development
Developed with input from the 360 results and Steering Committee. Presented to Council on January 28.
This process of developing a new performance and development program for the division began in spring 2014 following the Student Affairs 360 review from which the Steering Committee was established. By fall 2014, development of the PDC was underway with assistance from university HR.

14. Timeline Spring/ Summer 2015 Fall 2015 – Spring 2016 August 2015
Program Development
Presentation of model to units Forms/tools/resources developed
August 2015
Council Training Sessions
Half day training sessions for STUA Council. Draft forms, tools and resources in place. Initial program assessment.
Fall 2015 – Spring 2016
PEA Staff Pilot Program
The PDC program model was first presented to the departments and units of Student Affairs in spring Council received a preview of the training, tools and resources for staff in summer 2015 and in fall a small pilot program was launched to test the PDC program with PEA staff in the division.

15. Timeline Spring/ Summer 2017 Summer 2016 Fall 2016
Assessment of PEA Pilot Program
Fall 2016
CUPE 951 Pilot Program Development
Assessment and redevelopment of tools and resources. Training program design for CUPE 951 supervisors.
Spring/ Summer 2017
CUPE 951 Pilot Program
Embedding of PDC for PEA staff and launch of pilot for CUPE 951
The PEA pilot program ran from fall 2015 through to late spring Following assessment, a few changes and updates were made and the PDC program is now an embedded expectation for all PEA staff in the division. Now the PDC is ready for launch to a wider staff group – CUPE 951 staff. Other CUPE staff groups are currently in the process of updating job descriptions before performances and development conversations can begin.

16. Next Steps
Introduction of the program to all 951 staff in the division
Training supervisors of CUPE 951 staff
CUPE 951 Pilot program February - June 2017
Step 1 conversations
Step 2 conversations
Assessment of CUPE 951 pilot program in summer 2017
Permanent PDC program for all CUPE 951 staff
Once the PDC program has been introduced to 951 staff in the division, the next step will be training all supervisors of 951 staff in the division. Following supervisor training, the pilot program for CUPE 951 staff will begin in early spring and will run until June 2017, followed by an assessment in summer CUPE 951 staff will have an opportunity to provide feedback on the pilot program during the assessment that will help to guide the structure of the final program. The ultimate goal of this pilot program is that it leads to a permanent program, similar to the one now embedded for PEA staff in the division.

17. Take-Aways
This process has been shaped through staff feedback in the 360, by STUA Council, and by the PEA pilot program
The PDC changes the expectations around how leaders participate in, engage in, and support performance development across the division
The PDC is designed to shift the focus from forms to conversations
The PDC does not replace existing processes such and probation and performance management
There will be training and support for both staff and supervisors to have these conversations and make the process of recording them easier
Training and forms have been piloted with PEA staff and are now being piloted with CUPE 951 staff
Review key messages on slide
Request staff feedback
What are you thinking?
Do you have any questions?
This process is still in development and staff feedback is valued and important