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2013-2014 Sponsored by Staff Advisory Council and OUSL HR PERFORMANCE MANAGEMENT INFORMATION FOR STAFF.

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Presentation on theme: "2013-2014 Sponsored by Staff Advisory Council and OUSL HR PERFORMANCE MANAGEMENT INFORMATION FOR STAFF."— Presentation transcript:

1 2013-2014 Sponsored by Staff Advisory Council and OUSL HR PERFORMANCE MANAGEMENT INFORMATION FOR STAFF

2  Why manage performance?  Steps/Process  Timeline  What is your role?  Goal setting  Self-evaluation  Preparing for your review  Keys to a successful discussion  Ratings  Merit values  Take aways  Resources OVERVIEW OF SESSION

3  Performance management is a continuous cycle of communication, between the supervisor and employee, focused on helping the employee achieve his or her best workplace results. It requires thoughtful planning, ongoing communication, coaching, feedback, development, documentation and commitment to follow through on basic elements of good management  Align effort and behavior with unit, college and university strategic plans and values.  Plan for the future.  Optimize available staffing.  Clarify expectations between supervisors and staff.  Set goals and support development.  Evaluate performance fairly and consistently across unit.  Provide verbal and written recognition and reward with new projects and other professional development.  Enhance the quality of the unit, college and university. Excellence to Eminence! WHY MANAGE PERFORMANCE

4 Step 1: Planning & Goal Setting Step 2: Mid- Year Check-In Step 3: Mid- Year Check-In Step 4: Performance Review PERFORMANCE MANAGEMENT STEPS Clear performance objectives should be established and communicated and align with unit, university goals and institutional values. The opportunity to provide documented coaching and feedback; to note what's working, what's not and how to adjust behaviors moving forward for success. This is the culminating communication for the entire performance cycle, focusing on areas of achievement, areas for improvement, and goals for the future. Ongoing two-way communication

5 Due Date Step 1: Planning & Goal Setting09/15/2013 Step 2: Mid-Year Check-In12/16/2013 Step 3: Mid-Year Check-In03/03/2014 Step 4: Performance Review07/01/2014 TIMELINE

6  Take responsibility for your own continuous improvement and development.  Be co-accountable for the performance management process and an active contributor.  Review and Reflect:  What are the priorities for this year?  What is my departments focus? What is OSULs focus? How does my particular unit support the goals and mission statements of OSU and OSUL?  How will this affect your performance goals?  Ask questions to seek clarification.  Ask for feedback.  Share obstacles or needs to meet expectations. WHAT IS YOUR ROLE

7  2 types of goals  Performance goals  job-oriented and describe something employees have to produce (tangible outputs) to make the organizational goal come true.  Professional development goals  focus on learning and development and help you achieve your performance and career objectives. They fill the “gap” that may exist between your current skills and abilities and the skills and abilities that will allow you to achieve your performance and career objectives. GOALS

8  Elements of an effectively written goal:  Answers the following: Who, What, Why, When, Where, and How.  Make it SMART (Specific, Measurable, Action-oriented, Realistic, and Timely)  Need help?  Talk with your supervisor about the goals for your team, department, unit, and the university. Discuss and identify how your work supports those goals – every role, even though it may seem small, contributes to success. They can also help you write goals that are SMART so that you can evaluate your achievements throughout the year and share insights into potential challenges, as well as alternative opportunities. GOAL SETTING TIPS  Things to Consider:  How will this goal add value to your department?  Does it align with university values and the libraries strategic plan?  Reflect on your personal goals and aspirations:  What are your personal career aspirations?  What interests you most about your work?  What are you areas of strength and where are your opportunities for development?

9  Improve quality of service offered by weekend student assistants by reducing process errors by 5% by June 2014  Attend Microsoft Excel 2007/2010 Training by June 2014.  Coach overnight team to reduce Thesis scanning errors by 4% by December 2013  Create a patron satisfaction survey with 10 questions and make available by December 30, 2013. Compile and distribute results to circulation supervisors by May 30, 2014 with 2 suggestions on strategies to increase customer satisfaction.  Reduce the number of departmental backlogs by cataloging at least 25 backlog items per week.  Improve workflow to 10 days or less for processing incoming new books by December 2013.  Attend training on original cataloging techniques by November 2013.  Begin producing original cataloging records by December 2013 and by March 2014 produce all original cataloging records for X materials. EXAMPLE GOALS

10  Set aside time and write away from distraction.  Consider the full year (the good, the bad & the ugly).  Review the performance plan, mid-year check-ins, and results.  Include written examples to clarify and illustrate your points.  Quantify them whenever possible. Think results, not just activities.  Avoid using “always” and “never.”  Write a draft and review it before submitting. TIPS FOR WRITING A SELF EVALUATION

11  Gather any documentation regarding your performance that you’ve collected throughout the year.  Review any feedback from others (customers, peers, etc.).  Review your job description, performance plan, mid-year check-ins, and your results.  Objectively review strengths and weaknesses, candidly admitting when things went wrong.  Write down any questions that you want to ask your supervisor.  Be prepared to talk about your performance – what you do well; how you could improve, what you would like to learn or add. PREPARING FOR YOUR REVIEW

12  Make sure you are given ample time:  To read the evaluation before discussing it and for the discussion.  Prepare for feedback:  Be open to hearing critical feedback and stay curious. Even if you do not agree, at least be curious about the feedback and ask questions to understand the points being made.  Remember Feedback is necessary for you to be successful.  Don’t take feedback personally. The intent is to help you grow and improve.  Let the feedback settle before you respond.  Take the opportunity to ask questions for clarity.  Provide specific examples to clarify and illustrate your thoughts.  Ask to meet again about the evaluation if you feel the need.  Seek regular communication thereafter. KEYS TO A SUCCESSFUL DISCUSSION

13 RATINGS 0 - Did Not Meet ExpectationsFell short of required performance and improvement is required. 1 - Occasionally Did Not Meet ExpectationsMet some job expectations, however fell short of required performance. 2 - Fully Met ExpectationsDemonstrated an on-going pattern of performance that fulfilled the job expectations. 3 - Often Exceeded ExpectationsDemonstrated performance that had a significant impact on the unit or the Libraries. 4 - Consistently Exceeded ExpectationsReserved for recognition of specific, exceptional, “above and beyond” performance in the particular year under review, and not to recognize high-level performance that is generally consistent from year to year. It’s the achievement of eminence.  So what’s the difference between a 3 and a 4?  It’s not black and white and involves some level of subjectivity.  It’s not a one or two time thing, it’s consistently exceeding on the what and living the values every day.  Ask yourself have you…  fully met and often exceeded all regular work expectations  volunteered for a committee?  taken the lead on a unit project or committee sponsored project?  volunteered to help with work/projects outside your regular discipline and/or unit?  had significant impact on the unit and/or Libraries as a whole?  Ask your supervisor what behaviors and duties you can exhibit that will help you achieve top performance.

14  What is it?  The annual process of determining salary increases, processing those changes and notifying faculty and staff.  How is the merit pool determined?  The merit pool aggregate is set by central administration. This past year a 2% aggregate was set.  How is the merit distributed?  The university does not administer step, across-the-board, longevity, cost- of-living, or other similar types of increases.  At OSUL we exhaust all available funds and increases are tied directly to performance ratings.  The aggregate percent of increase for faculty, unclassified, and classified staff must remain separate and there can be no more than a.25% difference between each.  For every employee receiving more than the aggregate another employee must receive less than the aggregate. ANNUAL MERIT COMPENSATION PROCESS

15 SAMPLE AMCP SPREADSHEET

16 2013Aggregate 2% A&P Key CCS Key Faculty Key Rating% % % 0000< 30 101031.25% 21.20%21.30%3.51.75% 32.25%3 4 43.75%4 4.53.00% 53.75% 2012Aggregate 3% A&P Key CCS Key Faculty Key Rating% % % 0000< 30 101032.00% 2 22.25%3.52.50% 33.00%33.25%43.00% 45.00%45.25%4.53.50% 55.00% 2011Aggregate 2% A&P Key CCS Key Faculty Key Rating% % % 0000< 30 11.10%11.30%31.10% 22.10%22.30%3.51.60% 34.00%3 42.10% 4.52.60% 54.00% 2010Aggregate 2% A&P Key CCS Key Faculty Key Rating% % % 0000< 30 11.10%11.42%31.10% 22.10%22.40%3.51.60% 33.40%3 42.10% 4.52.60% 53.40% 4 YEAR SNAPSHOT

17  Performance management focuses on communication, goal setting and continuous improvement.  It is important to build a good working relationship with your supervisor.  Meet/Talk regularly.  Ask for clarification when needed.  Keep your supervisor informed so they are not blindsided.  Performance management is not an event – it is a 365 day cycle.  Even successful employees need both positive and constructive feedback to grow and improve. Be open to hearing critical feedback and stay curious. TAKE AWAYS…

18  OSUL Forms and Resources  https://portal.lib.ohio-state.edu/intranet/display/Performanc https://portal.lib.ohio-state.edu/intranet/display/Performanc  Resources from OHR  Preparing for your Review  http://hr.osu.edu/hrpubs/pm/PreparingYourReview.pdf http://hr.osu.edu/hrpubs/pm/PreparingYourReview.pdf  Receiving Feedback  http://hr.osu.edu/hrpubs/pm/ReceivingFeedback.pdf http://hr.osu.edu/hrpubs/pm/ReceivingFeedback.pdf  Feedforward: http://hr.osu.edu/hrpubs/pm/AskingFeedback.pdfhttp://hr.osu.edu/hrpubs/pm/AskingFeedback.pdf  Preparing for Performance Planning  http://hr.osu.edu/hrpubs/pm/PlanningConversation.pdf http://hr.osu.edu/hrpubs/pm/PlanningConversation.pdf  Goal Setting  http://hr.osu.edu/hrpubs/pm/GoalSetting.pdf http://hr.osu.edu/hrpubs/pm/GoalSetting.pdf  Sample Individual Development Plan: http://hr.osu.edu/hrpubs/pm/FAQs.pdfhttp://hr.osu.edu/hrpubs/pm/FAQs.pdf  Frequently Asked Questions  http://hr.osu.edu/hrpubs/pm/FAQs.pdf http://hr.osu.edu/hrpubs/pm/FAQs.pdf FORMS AND RESOURCES

19 QUESTIONS?


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