1. PERFORMANCE MANAGEMENT Penn State ITS 1

2. Goals for Today 2  Advise employees of recent manager training on performance management  Update employees on specific content and how it affects them.  Acquaint employees with terms and concepts that management will use.  Reinforce idea of partnership between employee and direct supervisor.  Provide opportunity for discussion.

3. Talent Management Model RecruitmentOn-Boarding Learning/ Development Performance Management Career/ Succession Planning New Employees Retirements Departures Leadership and Management 3 Accountability Consistency Appropriate behavior

4. What is Performance Management?  Performance Management is an ongoing communication process that involves both the manager and the staff member to:  Identify and describe the job responsibilities and relating them to the mission and goals of the organization  Develop realistic performance standards  Discuss feedback about performance  Document examples of positive and negative performance  Plan professional development opportunities to sustain and improve staff performance 4

5. Performance Management and Competencies 5 The “What” The “How”  Job Duties  Performance Standards  Results focused  Action-Oriented  Competencies  Core  Unit-Specific  Job-Specific  ITS Community Principles  Behaviorally Focused  Development Oriented  Emphasize organization values and/or individual abilities ExamplesCharacteristics

6. Planning Feedback Assessment The Performance Management Cycle Start Here 6

7. Outline 7 Overview of Performance Management The Performance Management Cycle II.Feedback & Coaching Observing and documenting behavior Ongoing feedback Mid-year discussions I.Planning Duties, tasks, and performance standards Setting development goals III.Assessment Writing performance reviews Performance level definitions/guidelines Conducting performance discussions Session 1 Session 2

8. Performance Management Timeline 8

9. I: Planning 9 Planning Feedback Assessment Define Job Duties Set Performance Standards Set development goals Establish resources needed Identify supports & barriers Use tools provided to discuss and document plans

10. I. Planning: Overview  Planning includes 2 major activities:  Define Job Duties  Define Performance Standards associated with each duty  Planning is Collaborative  Result = Job Responsibilities Worksheet (JRW) 10

11. Job Responsibilities Worksheet (JRW) Enter Responsibilities in the “Duties” section of the JRW Confirm or Update % of Time, New Duty, and Essential Functions columns 11 Enter Performance Standards for each Duty (Optional, recommended): Identify which Competency is related to the Duty

12. Define Job Duties  A job duty is a specific work segment composed of several tasks that are performed by an individual  Guidelines:  Use duties from job profiles as appropriate  Describe each major area of responsibility  Elaborate on duties to explain the context  Ensure the staff member understands the impact  Each job should currently have a JRW with the Duties section completed 12

13. Performance Standards  A Performance Standard reflects results that are expected when a job duty is performed satisfactorily.  Standards are:  Based on the position, not the individual  Observable, specific indicators of success  Meaningful, reasonable, and attainable  Describe "fully satisfactory" performance once trained  Expressed in terms of Quantity, Quality, Timeliness, Cost, Safety, or Outcomes  “Exceedable” – employees should know that they can exceed expectations 13

14. Creating “SMART” Performance Standards  Examples:  Implement update of on-line graduate application program by October 1, 2006  Reconcile Budget & Expense statements within a week of receipt from Finance Office (ongoing).  Reduce telephone expenses by 15% within the first half of the fiscal year.  Design and implement use of spreadsheet by (date) to track loan of departmental audiovisual resources. Specific A focused, concise, concrete statement that tells what needs to be accomplished (Who, what, where, why?) Measurable Establish concrete criteria for measuring progress, and define the level of acceptable performance Attainable Expected results are within the authority, skill, and knowledge level of the employee; resources are available Results-Oriented Goals should measure outcomes, not activities Time-Framed Grounded within a timeframe - Set target dates for achieving expected outcomes 14

15. Example Performance Standards  Provide support to user groups and/or committees and participate in communication/outreach efforts  Standard 1: Create a bi-weekly blog post related to web 2.0 technology use in teaching, posted by noon every other Thursday on the ITS blog (Start date: Sept 17, 2009)  Standard 2 : Attend all scheduled ABC committee meetings; Provide status updates to supervisor within 24 hours regarding this office’s involvement in committee activities  Standard 3: Submit proposals to present at industry conferences; After presenting, submit trip reports via ITS blog within 24 hours of return 15

16. Development Action Plan 16  The Development Action Plan focuses on areas employees want to develop in order to grow in their jobs or advance their careers.  Some areas to consider:  Performance outcomes  Development areas  Career planning  University/Department/Unit plans, goals, and direction

17. Development Action Plan  Skills not currently possessed (or requiring improvement) needed for current role  Possible future assignments outside the scope of current job  Skills needed for anticipated or desired future role  Specific steps to be taken to gain skills/experience:  Training classes, seminars, etc  Activities  Mentor relationships  Actions to be taken by employee  Possible barriers to achievement  Current job responsibilities that staff already has skills to execute  Generic statements without associated actions (i.e. “Improve communication skills” without courses, practice, activities)  Activities not related to university/unit goals or needs  Activities not related to professional development 17 What SHOULD be in Development Action Plans… What should NOT be in Development Action Plans….

18. Professional Development Model 18

19. JRW and the Development Action Plan  How do the JRW and Development Action Plan work together?  JRW includes duties and corresponding performance standards currently assigned to the employee  Development Action Plan consists of: Improvements that need to be made to fully achieve existing duties (potentially related to a competency) Developmental assignments that require additional knowledge, skills, and/or behaviors Skills that supervisor or staff expect will be needed for future activities, or as preparation for an anticipated future role  The JRW is a “living document” – review throughout the year 19

20. Plan Feedback Assess Document and discuss observed behavior Discuss results to date Provide effective feedback Review and refine objectives Remove barriers to achievement II. Feedback Start Here 20

21. Mid-Year Discussion  Schedule a meeting  Time, Location  Prepare for the mid-cycle status review  Reviewer should gather feedback materials, documented observations  Bring your own examples/documentation  Discuss performance to date  Goals achieved, goals remaining  Ask for specific examples  Present your perspective  Discuss expectations  Supervisor’s expectations  Your expectations; possible roadblocks  Update JRW if necessary  Complete the discussion  Complete documentation  Commit to follow up 21 Plan Feedback Assess

22. Guidelines for documenting performance observations  Document behavior relevant to competencies, responsibilities – both Positive and Areas for Improvement  Describe specific, observable behaviors  Avoid assumptions; follow up to get facts  What? When? Why? Where? Who?  Use the CARE method:  C ircumstances  A ction observed  R esults of action observed  E xpectation or standard 22

23. How does this relate to the SRDP? Assessment 23 Planning Feedback Assessment

24. Rating Scale  Significantly Exceeds Expectations  Employee performs assigned responsibilities in a consistently superior manner  Exceeds Expectations  Employee performs assigned responsibilities in a manner that often exceeds communicated standards  Meets Expectations  Employee performs assigned responsibilities consistently well throughout the review period.  Partially Meets Expectations  Employee performs satisfactorily in some aspects of his/her assigned responsibilities but not in others.  Does Not Meet Expectations  Employee performs assigned responsibilities in an unsatisfactory manner, has not responded to constructive feedback, or has not improved performance. 24

25. Questions/Discussion 25