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Performance Management Information for Staff

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Presentation on theme: "Performance Management Information for Staff"— Presentation transcript:

1 Performance Management Information for Staff
Sponsored by Staff Advisory Council and OUSL HR 1: Diversity Exercise Lesson – Diversity is not a sometimes issue that only needs to be addressed sometimes. Diversity is an always issue that needs to be cultivated, supported and reinforced. By recognizing people’s similarities and differences, we can become better employees and stronger leaders. Just as a good roadmap is critical for a successful journey, a shared understanding of what constitutes performance is essential for individual and organizational success. We understand there are questions surrounding the Performance Management process, the ratings system and associated merit increase and this information session was created to help answer those questions and create a shared understanding. We won’t be talking specifics, but generalities. If you have a question about your specific situation please see us after or seek guidance from your supervisor. Before we begin, what burning questions do you have that you want to make sure we answer?

2 Overview of Session 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

3 Why Manage Performance
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! Performance is influenced by a number of factors – from goals, feedback, and consequences, to resources and the role of management. Regular conversations around performance make the different expectations transparent and manageable, and establish a foundation for ongoing collaboration. As Libraries aspires to emerge as a strong, unified voice leading Ohio State from excellence to eminence, every individual staff member is an integral part of this aspiration and we need employee’s to have the opportunity to achieve their best.

4 Performance Management Steps
Step 1: Planning & Goal Setting Step 2: Mid-Year Check-In Step 3: Mid-Year Check-In Step 4: Performance Review This is the culminating communication for the entire performance cycle, focusing on areas of achievement, areas for improvement, and goals for the future. Clear performance objectives should be established and communicated and align with unit, university goals and institutional values. Ongoing two-way communication Bring up Step 1 – guides how the job is accomplished and how the results will be evalutated Establish major position responsibilities expectations Create at least 3 SMART performance related goals Create 2 SMART developmental goals Tie them to OSUL strategic themes Note the desired results Bring up Step 2/3 Check in for performance goals and professional development goals, determining any obstacles, additional resources needed, and progress Provide verbal and written recognition of accomplishments to date Adjust plans as necessary Consider what is needed to further support the employee Bring up Step 4 The rating areas represent the major position responsibilities “the what”, the university values “the how” and the goals that were established at the beginning of the review period. So it’s not just what you do but how you do it. There should be no surprises come final review time due to continued open dialogue throughout the year and through the mid-year check ins. 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.

5 Timeline Due Date Step 1: Planning & Goal Setting 09/15/2013
Step 2: Mid-Year Check-In 12/16/2013 Step 3: Mid-Year Check-In 03/03/2014 Step 4: Performance Review 07/01/2014 Would it be helpful and could we get to the point where the Performance Review and Planning/Goals Setting session occur at the same time?

6 What is your Role 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. Your supervisor should be able to help translate the strategy into their workday.

7 Goals 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.

8 Goal Setting Tips Diversity Excellence Collaboration Integrity
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? Diversity Excellence Collaboration Integrity Openness /Trust Leadership Change/Innovation Simplicity Compassion/Empathy 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. Who is going to be involved? What am I going to do? Why is it important? When do I want this task completed? How will I know when this goal has been achieved? How am I going to do this task? If there is a disconnect, talk through ways to make a stronger connection. If one can’t be made, plan a conversation with your supervisor about how to create better alignment.

9 Example Goals 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, 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.

10 Tips for Writing a Self Evaluation
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.

11 Preparing for your review
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.

12 Keys to a Successful Discussion
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. It can be second nature to mentally shut down when someone begins talking about your flaws, but it is important to keep your mind open to what is said. Most of the time when you listen to the criticism and take it seriously, you can learn about weak spots you may have and even how to improve them. Listening to your critics is an important step to improving Analyze the criticism. Is it something you have heard before? Did you know this was one of your weak spots? Ask others what they think (but don’t put others in an ackward position) Have they noticed that you need help in this area as well? Whatever you need help with won't improve overnight.

13 Ratings So what’s the difference between a 3 and a 4?
0 - Did Not Meet Expectations Fell short of required performance and improvement is required. 1 - Occasionally Did Not Meet Expectations Met some job expectations, however fell short of required performance. 2 - Fully Met Expectations Demonstrated an on-going pattern of performance that fulfilled the job expectations. 3 - Often Exceeded Expectations Demonstrated performance that had a significant impact on the unit or the Libraries. 4 - Consistently Exceeded Expectations Reserved 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. How is a 4 determined? – Only 10% can receive a 4 rating. Employee’s are nominated by their supervisors to receive the rating and submitted to their AD for consideration. Those the AD concurs with are put forth at a calibration meeting amongst all the AD’s and a lively discussion concerning achievements and impact are reviewed. We understand that some jobs are more singularly focused and/or don’t always easily lend themselves to impact across the organization. But we’ve seen individuals in those roles make an impact, some of the work we’ve seen that may be considered above and beyond include – Volunteering to develop and lead training efforts, spending down time witling away at backlog or helping out other colleagues, volunteering to develop other language skills to fill a need, taking a critical look at the current workflow and making suggestions that impact efficiency and/or service levels, cross training with other partnering units so that when extra help is needed the person can step in. Pull up Step 4 Individual Ranking vs. Overall Ranking – It’s not an average; some criteria may carry greater weight.

14 Annual Merit Compensation Process
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. When determining the % increase for each rating we have to consider and account for a number of factors: the number of employees per rating, are we recognizing higher performance appropriately, are we being fairly consistent with the increases given for the same ratings across classifications.

15 SAMPLE AMCP Spreadsheet

16 4 year snapshot 2013 Aggregate 2% 2012 Aggregate 3% 2011 2010
A&P Key CCS Key Faculty Key Rating % < 3 1 3 1.25% 2 1.20% 1.30% 3.5 1.75% 2.25% 4 3.75% 4.5 3.00% 5 2012 Aggregate 3% 2.00% 2.50% 3.25% 5.00% 5.25% 3.50% 2011 1.10% 2.10% 2.30% 1.60% 4.00% 2.60% 2010 1.42% 2.40% 3.40% 4 year snapshot Remember we have to consider and account for a number of factors: the number of employees per rating, are we recognizing higher performance appropriately, are we being fairly consistent with the increases given for the same ratings across classifications. We’ve done a good job of being fairly consistent but to repeat % by rankings exactly the same way just because the aggregate is the same would be extremely unlikely.

17 Take aways… 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. There should be no surprises come final review time due to continued open dialogue throughout the year and through the mid-year check ins.

18 Forms and Resources OSUL Forms and Resources Resources from OHR
https://portal.lib.ohio-state.edu/intranet/display/Performanc Resources from OHR Preparing for your Review Receiving Feedback Feedforward: Preparing for Performance Planning Goal Setting Sample Individual Development Plan: Frequently Asked Questions

19 Questions? Question for staff – Currently the self evaluation asks for you to rate your performance, what are your thoughts about doing away with the rating and just asking for documentation/feedback?


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