1. Performance Development
Program Overview
While no single conversation is guaranteed to change the trajectory of a career, an organization, a relationship or a life – any single conversation can. ~ Susan Scott

2. Today’s session will help you to:
Understand the changes which have led to a revamped Performance and Development Cycle.
Understand your role and responsibilities related to the steps of the transition process for the Performance and Development Cycle (PDC).
Understand the timelines for the PDC and how it relates to the launch of the new online tool to support the PDC at UOIT.
Identify opportunities for your future growth and development.

3. What got us here…
Industry changes in performance management best practice:
Decrease in the practice of annual reviews.
Removal of rating scales.
Shift towards continuous coaching, feedback and dialogue.
Continual and collaborative approach to performance development.
UOIT specific changes:
Feedback from focus groups and survey.
Job Evaluation process – elimination of A/T and P/M categories.
The above is a list of industry trends which have informed some of the changes associated with our performance and development. At UOIT, we have not incorporated all of these changes, but are considering them as we revamp our program.

4. What we learned…
Annual review was referred to as a “report card” with the focus on “performance review” rather than “performance development”.
Timeline driven.
Administratively intense for managers and employees.
Ambiguity with terminology.
Rating scale was interpreted and applied inconsistently.
Lack of accountability.
Skill gap in the areas of coaching/feedback/confrontation.
People were fearful, defensive and confused about the performance management program and therefore not positively engaged.

5. What is Performance Development?
A process of setting expectations, aligning goals, assessing results, and focusing on staff development through ongoing conversations between managers and their direct report(s).
Setting Expectations
The process of discussing what is expected from and employee in terms of job roles and responsibilities.
Goals and Objectives
Desired results each employee aims to achieve, determined based on conversations between managers and employees.
Goal Alignment
Process of ensuring individual goals support the achievement of department goals and department goals support the achievement of university goals.
Assessment
Review of role and goals, and the determination of the level of successful achievement.
Performance Calibration
Managers discuss rating scale to ensure rating are applied consistently across the university.
Feedback and Development
Focus of the conversations between supervisors and employees in determining strengths and how to grow and develop.
Performance development is not just a once-a-year conversation. It impacts staff over their entire career at UOIT.

6. What are we not talking about?
Performance development 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.
Address probation.
These processes exist separately and, if we need to engage in any of them, we may need to pause the PDC while we access other resources and tools as appropriate.
NOTE: should any of these situations arise during the normal PDC process please connect with your HR Partner without delay. Early identification of issues and actions is very important and your HRP can help determine the appropriate next steps.

7. Employee Outcomes Engagement Performance - Self-awareness
-Self-confidence
- Trust
- Resiliency
- Appreciation
- Recognition
Performance
- Clear expectations
- Goals
- Understanding of role
- Commitment
- Constructive feedback
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

8. Manager Outcomes Results Relationship - Engagement
- Strong relationships
- Trust and understanding
- Resiliency
Results
- Engagement
- Clear, open communication
- Strong team
- High retention
Likewise, the PDC program recognizes two components of manager 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 supervisors 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,
Clear, open lines of communication

9. Vision…
UOIT strives to be an organization in which managers have meaningful, constructive, regular conversations with their employees that positively impact performance, productivity and development.
We want Performance Conversations that Matter and a plan that will be an ongoing, forward-looking, collaborative process in which managers develop employees considering the university’s values and strategy.
Dialogue will focus on individual goals for performance, competency development*, learning and career progression.
*competency development is the next stage of our program development.

10. Objectives: Develop an online tool to track performance.
Establish a performance culture which supports ongoing, future- focused dialogue and feedback, and is focused on “performance development” rather than “performance review”.
Provide support for managers and staff to ensure they are equipped to engage in meaningful coaching/feedback/confrontation conversations about performance and development.
Increase employee engagement and performance.

11. What are we doing…
Revamping performance management program for administrative staff in Levels 1-13.
Using a new platform – Cornerstone on Demand (CSOD).
Running first round with pilot group.
Goal Setting (September 2018)
Changing the Performance and Development Cycle timelines
Launch with Goal Setting to all full-time continuing administrative staff (April 2019).
PILOT – Student Life, Advancement, Faculty of Science, Learning and Innovation, IT and HR

12. TRANSITION Timeline: 2018-19 Performance and Development Cycle
STEP 1:
Goal Setting
Conversations
July
STEP 2:
Check-In #1
October
Check-In #2
December
STEP 3:
Annual Performance Development Conversations
March
Beth

13. PDC Transition Cycle for 2018-19
STEP 1
“Goal setting conversation” - Recommended timing: June to August 2018
Discuss how the job contributes to the “bigger picture” and contributes to the success of the department and university.
Staff member meets with manager to discuss expectations and set 3 to 5 goals for the PDC.
Staff member captures the agreed upon goals in the goal setting worksheet.
Schedule “check-in” meetings.
STEP 2
“Check-in conversation” - Recommended timing: October 2018 and December 2018
Staff member and manager meet to provide feedback, discuss progress, and modify goals as needed to ensure they are still relevant and meeting unit objectives.
Two check-ins are recommended throughout the cycle.
Staff member captures discussions on check-in conversations worksheet.
STEP 3
“Annual performance and development conversation” - Recommended timing: February to March 2019
Staff member completes sections 1, 2 and 3 of the form.
Staff member and manager meet to discuss outcomes and achievements to date, and overall rating of their performance.
Coaching questions are provided as a guide for dialogue and manager records discussion notes as appropriate.
Staff member and manager begin to discuss next year’s goals and development opportunities.
STEP 1:
These initial conversations will set the tone and lay the foundation for future conversations.
They should be:
• Outcomes-focused
• Based on employee strengths
• Connected to the big picture of the university, faculty, department and unit (i.e., aligned with vision, values and goals)
This conversation is intended to help employees and supervisors get on the same page at the beginning of each cycle.
STEP 2:
Conversations in this stage will take place throughout the cycle in the form of regular check-ins. The frequency is at least two per cycle and meetings should be scheduled in advance.
These conversations will include:
• Feedback: a two-way conversation about what is going well, recent achievements, observations, and any concerns
• Coaching: provide support and guidance using active listening and appreciative questions
• Recognition: celebrate and acknowledge progress and success
STEP 3:
These conversations should:
• Refer to previous Step 2 conversations
• Ask: what is going well and how can it be better?
• Summarize successes
• Identify strengths and key contributions
• Identify issues, barriers or obstacles that may need attention from the employee or supervisor in the next PDC
• Allow for 2-way feedback
• Create a record to inform future conversations
• Link to Step 1 of the next Performance Development Cycle – begin the discussion about future goals

14. Supervisor Responsibilities
Schedule a Goal Setting Conversation meeting.
Review key documents to inform your dialogue.
Questions to consider for discussion:
How can you in your role contribute to the success of the department/faculty and the university?
What do you love about your job? What are your strengths? How can you align your strengths with the goals you set this year?
Which skills would you most like to develop? What goals could be set to support this development?
Establish 3 to 5 goals to be accomplished within the next Performance and Development Cycle.
Identify and Professional Development plan to support goal attainment and career development.
Schedule your STEP 2: Check-in meetings.
These initial conversations will set the tone and lay the foundation for future conversations.
They should be:
• Outcomes-focused
• Based on employee strengths
• Connected to the big picture of the university, faculty, department and unit (i.e., aligned with vision, values and goals)
They’re intended to help employees and supervisors get on the same page at the beginning of each cycle
Review the following -
Job description
The university, faculty, department goals
Vision and values
Past performance and development documentation
Previous learning plans

15. Staff Member Responsibilities
Consider how your role contributes to the “bigger picture”.
Review key documents.
Consider what projects, programs etc. you may wish to support over the next year.
Draft some rough goals for discussion with your manager, considering how these goals align with the department/faculty goals.
Research and inquire about professional development opportunities for which you may have interest participating in.

16. Specific Measurable Achievable Relevant Time-Bound
SMART Goals
Specific Measurable Achievable Relevant Time-Bound
Statements of meaningful results you are working to accomplish.
Designed in a way to foster clear and mutual understanding of what constitutes expected levels of performance and successful professional development.

17. Types of Goals Work or Project Related These goals relate to the job.
Generally involve what work is to be done, how it will be done, and/or how it may change and when.
Generally goals about updating processes, improving student/client services, resolving issues etc.
Personal or Career Development
These goals relate to the person.
Generally include improving interpersonal and/or leadership skills, taking courses, or working toward a career goal.
Engagement
The goals relate to connecting with the organization and/or broader community.
These may include building partnerships with other departments/faculties, learning more about the university, or volunteering or engaging with current UOIT initiatives.
Examples of engagement goals –
- Expand my network by attending university events or other cross department activity and connecting with at least 3 new people by X .
Champion an initiative by becoming an ambassador for it to the department by , so I that develop leadership skills.
Volunteer to participate on a university committee or working group and connect with at least 3 people by , so that I contribute to engagement activities.
Reach out to discover a particular student initiative and engage with it (e.g. provide feedback/donate resources/participate in their activities) in order to make a connection with the student community.
Send a “thank you” note to ____ people per month to encourage connection.
Create an engagement opportunity in the department by coordinating a team activity (e.g. board game afternoon/breakfast/scavenger hunt) by __ in order to strengthen relationships within the office.

18. Coming Soon… New online process - Cornerstone on Demand (CSOD)
This online system is designed to gain efficiencies, in our Performance and Development process and record keeping.
Some of the new benefits:
Agile, online tool which is easier to use.
Imbedded training to support PDC process.
Reminders to keep you and your staff on track and help support meaningful conversations.
One stop shop for performance development discussions.

19. NEW Timeline: 2019- 20 Performance and Development Cycle
STEP 1:
Goal Setting Conversations
April
STEP 2:
Check-In #1
July
Check-In #2
Dec
STEP 3:
Annual Performance Development Conversations
March
Beth

20. Potential challenges…
Anticipated Resistance:
Adoption of the new online tool.
Change in mindset to see the value of regular coaching and feedback.
Mitigation Tactics:
Ensure users and managers understand the “why?”
Awareness for the user- friendliness of the new tool.
Increase knowledge of the tool with early use of the tool prior to launch.
Align transition program with content in CSOD.
Provide support sessions before/after launch to troubleshoot.
A – Awareness
D – Desire
K – Knowledge
A – Ability
R - Reinforcement

21. Cornerstone (CSOD) CSOD is accessed from UOIT Website
Direct navigation
Cheri

22. Welcome Page Landing page for CSOD
Links to internal and external support materials
Simplifies moving around in the tool
Cheri

23. Beth

24. Thank You!
Questions?