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Duke Performance Management Overview Spring 2005 U N I V E R S I T Y PAY & PERFORMANCE PROGRAM.

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Presentation on theme: "Duke Performance Management Overview Spring 2005 U N I V E R S I T Y PAY & PERFORMANCE PROGRAM."— Presentation transcript:

1 Duke Performance Management Overview Spring 2005 U N I V E R S I T Y PAY & PERFORMANCE PROGRAM

2 1 What is Pay & Performance? Two-Part Program  New performance management approach  New compensation structure  Today’s meeting will focus primarily on the new process for performance management

3 2 Why Pay & Performance? Current State  Inconsistent processes for performance management and pay decisions  No process for performance management in some areas  Pay increases perceived by many as an annual pay adjustment rather than a reward for performance  Many managers do not have clear guidance or necessary resources for performance management  Staff members desire greater support for professional development

4 3 Why Pay & Performance? Future State  Common foundation and consistent process for performance management  Consistent and fair process for pay decisions  Pay increases linked to performance  Flexibility for units to expand on common foundation  Expectations for individual performance and opportunities for professional development defined

5 4 Performance Evaluation and Planning (PEP) Form The new PEP form has two sections on two pages with expandable text sections.  Section One: Evaluation of Past Year  Section Two: Planning for Coming Year

6 5 Section II: Planning for the Coming Year Section II: Goals for the Coming Year

7 6 Planning for the Coming Year

8 7 Setting Goals for the Coming Year This section lists the category of goals for the individual and a description of the goal and measures or targets.  Goals may be activities to complete that are outside the regular job responsibilities (i.e. complete a special project)  Goals may also be specific measurable targets (i.e., achieve a percentage reduction in budget, or improve quality by a certain amount)

9 8 Identifying Areas for Development Identifies the skill or behavior improvement areas and individual needs to perform in their current job or prepare for a future job. The development plan:  Is established and agreed upon by manager and employee at the end of the performance year.  Describes the development need and how the individual will develop (i.e., through training, special assignment, coaching, practice, etc.).

10 9 Let’s Look at an Example – Staff Specialist

11 10 One More Example – Financial Management Analyst

12 11 Section I: Evaluating the Past Year Section I: Evaluating the Past Year

13 12 Evaluating the Past Year

14 13 Evaluating Levels of Performance  Duke is committed to linking the opportunity for annual pay increases to performance  Performance evaluations will serve as the means to create this important link  By differentiating performance, more of available budget dollars for pay will used to reward those whose performance contributes to our overall success.

15 14 Defining Levels of Performance Needs Improvement (NI)Successful (S)Exceptional (E)  Individuals who are new in the learning curve and have not mastered key job responsibilities  Inconsistently demonstrates or may be learning the required role knowledge and does not yet fully perform all requirements and duties  Work is regularly incomplete and/or does not meet the minimal standards for quantity or quality; often misses deadlines  Takes little to no initiative, even with prompting  Requires more than the expected level of supervision due to lower quality work or level of learning required to complete role successfully  Inconsistent interactions with peers and/or management  Individuals who regularly meet and sometimes exceed expectations and role requirements  Meets goals set for the year  Possesses full depth and breadth of role knowledge  Perceived by peers, managers, students and other customers as collaborative, skilled and reliable  Consistently interacts effectively with peers and/or management  Individuals who significantly and consistently exceed expectations and role requirements  Exceeds goals set for the year  Demonstrates exceptional depth and breadth of role knowledge, highly recognized by others within the University community  Demonstrates role model behavior for other supervisors/staff members to emulate

16 15 Evaluation of Job Responsibilities Responsibilities are based on what is included in the job description and other duties as assigned.  The evaluation is based on the extent to which the employee satisfactorily performed the regular duties of the job.

17 16 Evaluation of Individual Goals Individual goals should be based on, and linked to, the needs and direction of the department.  Goals are established and agreed upon by manager and employee at the beginning of the performance year and should be expressed as measurable actions and results.  The evaluation is based on the level of achievement of goals.

18 17 Evaluation of Behaviors Behaviors describe the “how” – how someone acted in performing responsibilities and achieving goals. Behaviors:  Measure and focus on how the work gets done, not just what gets done.  Includes, but not limited to, the behaviors listed in the Duke Behavior Guidelines.

19 18 Evaluation of Behaviors, cont. Guiding Behaviors for All Staff Members Customer Focus – Understand the needs and wants of Duke’s customers in order to provide accurate, complete and timely service Teamwork – Work cooperatively with others to achieve organizational and team goals Creative Problem-Solving – Create new and valuable ideas and use these ideas to solve problems and develop improved processes and methods Continuous Learning – Show a commitment to continuous learning and improvement of self, others, and Duke practices Diversity – Take full advantage of the rich backgrounds and abilities of all by recognizing and valuing differences, seeking inclusiveness, and considering and honoring differing points of view

20 19 Evaluation of Behaviors, cont. Additional Guiding Behaviors for Those Who Supervise Staff Members  Strategic Communication – Help develop a common vision by providing clear direction and priorities, clarifying roles and responsibilities, and promoting mutual understanding through effective communication  Performance Management – Take the time to effectively plan and evaluate performance, provide feedback, recognition and coaching, and develop employees to be their personal best at Duke

21 20 Manager’s Overall Evaluation Provides an overall evaluation of how an individual performed based on the results of his/her role responsibilities, individual goals and behaviors. The overall evaluation should be:  Supported by the appropriate documentation or comments  Reviewed with the employee after approval of the manager’s manager

22 21 Self-Assessment  Required for all managers  Optional for staff members (used before PEP completed)  Some of the advantages of a self-evaluation include:  Allows for self-reflection on job performance during year  Creates opportunity for dialogue about similarities and differences between manager evaluation and self-assessment  Provides time for manager to respond to the staff member’s self-evaluation

23 22 The PEP Annual Calendar Process and Calendar The following are the key steps in the annual performance calendar: Identify and set goals and role responsibilities Establish professional development action plan Managers conduct mid-year check-ins with staff Salary guidelines developed JulyJune Pay decisions communicated Administration develops salary planning budget Evaluations completed, ratings submitted for review by senior administration

24 23 Next Steps  Work with supervisor to set goals for next fiscal year.  Review new compensation structure portion of Pay & Performance Program in fall 2005.

25 24 Thank You Questions?


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