Presentation on theme: "COLLEGE OF WILLIAM & MARY/VIMS"— Presentation transcript:
1 COLLEGE OF WILLIAM & MARY/VIMS PERFORMANCE PLANNING & EVALUATION POLICY for Professional & professional Faculty Informational Session
2 Training Objectives The Purpose of Performance Management Performance Management CycleRoles & ResponsibilitiesMethods of AssessmentUnderstanding the Ratings
3 Training Objectives (cont.) Conducting the Performance Review MeetingAppeal ProcessBest Practices and Common Pitfalls in Assessing Performance
4 The Purpose of the Policy Designed to establish a system for:aligning performance goals with University strategic goals;setting performance & career development goals & objectives;monitoring employee progress, providing constructive feedback, & evaluating performance.
5 Aligning Goals College’s Strategic Objectives Unit’s Strategic ObjectivesEmployee’s Annual GoalsEmployee’s Development GoalsAn effective performance management process will tie the overall strategic objectives to individual employee performance and development goals. As depicted in this graphic you can see how those strategic objectives are translated to unit goals as well as the individual contributor.
6 Example of Goal Alignment College: Explain and promote W&M through a more effective communications strategyUnit: Develop an integrated communications strategy consistent with W&M BrandingEmployee: Ensure all communication meets W&M Branding standardsDevelopment: Increase knowledge of W&M branding strategiesIt is one of key College’s objectives to explain and promote W&M through a more effective communications structure and strategy (also known as Challenge #6).In the Departmental level this means to develop an integrated, appropriate communications capability through targeted actions. Preserve, promote, and enhance unique College’s brand using specific departmental means.Facilities: appearance of buildings and grounds.Swem Library: representation of W&M history, and achievements at library collection, including readily available online collection.IT: providing secure and reliable technologies that will help to promote the college.Development: reach out to individuals and organizations to promote W&M as one of the top colleges in the country.
7 Expected Outcomes Development of a common performance culture; Individual, team and organizational effectiveness;Alignment of individual performance with College’s and Unit’s strategic objectives;Fostering on-going feedback and competency development;
8 Expected Outcomes (cont.) Set forth roles, responsibilities and performance standards;Lay out assessment criteria;Provide information for:Compensation decisionsRewards & RecognitionDevelopment PlanCorrective Actions
9 The Essence of Performance Management Performance management is a communication tool that enables employees to know exactly where they stand and what they need to focus on to improve their own performance and to grow within the organization.
10 Stages of Performance Cycle Phase IPlanningPhase IIIEvaluationPhase IIMonitoring
11 Roles and Responsibilities Phase IPlanningRoles and ResponsibilitiesSupervisorSeeks input from employee regarding annual performance & professional development goalsCommunicates & documents employee’s performance plan and method of evaluationReviews position description for accuracyMeets with employee to discuss and finalizeEmployeeCollaborates with supervisor to develop annual performance and professional development goalCollaborates with supervisor to ensure accuracy of position descriptionClarifies expectations & understands how objectives will be ratedPlanning means setting performance expectations and goals for groups and individuals to channel their efforts toward achieving organizational objectives. Getting employees involved in the planning process will help them understand the goals of the organization, what needs to be done, why it needs to be done, and how well it should be done.
12 Starting Point Employee Position Description A document that contains info about the position, core responsibilities, required qualifications, etc.Conversation about performance expectations and specific goals should start with reviewing employee’s core responsibilities as they are listed in the position description. If needed, supervisor may revise and/or clarify duties in the PD. In this case employee needs to notified and a copy of revised sent to HR.Specific annual goals does not need to listed in the position description.
13 Selecting Method of Assessment Phase IPlanningSelecting Method of AssessmentIn order to accommodate various types of professional/professional faculty positions, the policy provides supervisors latitude in selecting the method of performance planning, evaluation and documentation most appropriate for a position. The supervisor informs the employee at the beginning of the cycle the primary method that will be used for evaluating the employee’s performance.Under the new policy, supervisors can select the method of performance planning and evaluation that provides the best fit to the specific types of positions in this category (professionals and professional faculty). We will give you examples of the most commonly used methods.
14 Methods of Assessment Examples Phase IPlanningSupervisory evaluations: top-down performance evaluation conducted by a direct supervisorPeer-to-peer: performance evaluation conducted by a colleague in an equal position level and typically in the same functional area360° Assessment: provides a more holistic view of the employee's performance by attaining feedback from the employee, subordinates, superiors and peersSelf–evaluation: completed by employee and usually complimented by supervisor’s evaluation on the same factors
15 Setting GoalsPhase IPlanningPerformance plans must be established within 30 days of the new performance year.For new employees hired before March 1st plans must be established within 30 days of the hire date and will cover the remainder of the current performance year.The regulatory requirements for planning employees' performance include establishing the goals and standards of their performance appraisal plans. Performance goals and standards should be SMART.For new employees hired after March 1st plans must be established within 30 days of the hire date and will cover from the hire date through the next performance year.
17 Performance Planning Model Phase IPlanningPerformance Planning ModelGET THE WORK DONE!ACHIEVE RESULTSWhat you doHow you do itAnnual GoalsDuties/ResponsibilitiesSpecial ProjectsJob KnowledgeLeadership SkillsProblem SolvingRelationship BuildingCommunicationOrganizational CitizenshipEMPLOYEE CAREER DEVELOPMENT
18 Roles and Responsibilities Phase IIMonitoringSupervisorMonitors employee performance during performance year & communicates with employee on a regular basis about performanceConducts at least one interim discussion and documents discussionAddresses instances of poor performance in a timely mannerAssists employees whose performance has been identified as needing improvementEmployeeManages own performance to achieve goals & communicates with supervisor circumstances that may affect goal achievementSeeks performance feedback from supervisor and internal/external customersAddresses aspects of performance identified as needing improvementMonitoring means consistently measuring performance against established goals and measuring competencies against the developed performance standards. Regulatory requirements for monitoring performance include conducting progress reviews with employees where their performance is compared against their goals and standards.Monitoring also means providing ongoing feedback to employees and work groups on their progress toward reaching their goals. By monitoring continually, unacceptable performance can be identified at any time during the appraisal period and assistance provided to address such performance rather than wait until the end of the period when summary rating levels are assigned.In an effective organization, employee developmental needs are evaluated and addressed. Developing in this instance means increasing the capacity to perform through training, giving assignments that introduce new skills or higher levels of responsibility, improving work processes, or other methods. Providing employees with training and developmental opportunities encourages good performance, strengthens job-related skills and competencies, and helps employees keep up with changes in the workplace, such as the introduction of new technology.Employee performance plans should be flexible so that they can be adjusted for changing program objectives and work requirements. Additionally, during monitoring of work deficiencies in performance become evident and can be addressed by an adjustment to the original plan.
19 Employee Involvement Phase II Monitoring Encourage open and ongoing communication and collaboration between supervisors and employeesEmployees are more likely to consider the system as being fair if they have involvement and understand the process.Employees are more likely to demonstrate genuine commitment to goals and performance.Performance evaluation is most effective when employees are actively involved in open discussion about their own performance. Involving the employee in the performance evaluation process will make it a meaningful, worthwhile experience for you, the employee, and the organization because employees:- there is open and ongoing communication between management and employees- are more likely to consider the system as being fair if they have involvement and understand the process, and- are more likely to demonstrate genuine commitment to goals and performance.
20 Performance Documentation Phase IIMonitoringPerformance DocumentationBoth Employee and Supervisor are encouraged to maintain documentation in support of performance evaluation.SupervisorSupervisor’s FileA confidential file for each employee containing any notes, Memos, work samples, interim evaluation, previous employee evaluations, disciplinary actions, etc.Employee“Me” FileA confidential file containing any notes, Memos, work samples, etc.
21 Roles and Responsibilities Phase IIIEvaluationSupervisorProvides employees opportunity for self-assessmentPrepares annual performance evaluations and documents significant performance issuesConducts meetings with employees individually to discuss evaluations and development needsProvides chosen performance evaluation documentation for review and approval by the reviewerEmployeeProvides a self assessment to supervisorParticipates in performance discussionsAddresses aspects of performance identified as needing improvementEvaluating performance means assessing employee against the goals and standards in an employee's performance plan and assigning a summary rating of record. The rating of record is assigned according to procedures included in the organization's appraisal program. It is based on work performed during an entire appraisal period. The rating of record has a bearing on various other personnel actions, such as granting within-grade pay increases and determining additional career opportunities, retention credit, etc.
22 Steps of Performance Assessment Phase IIIEvaluationSteps of Performance AssessmentEmployee Self AssessmentInterim EvaluationsSupervisor’s DocumentationPerformance Evaluation
23 Evaluate Results & Competencies Phase IIIEvaluationEvaluate Results & CompetenciesResultsWhat was accomplishedCompetenciesHow the work was accomplishedPerformance to expectations Achievement of goals Business contributionJob knowledgeLeadership skillsProblem solvingRelationship buildingCommunicationOrganizational citizenship
24 Rating Scale Exceptional High Satisfactory Fair Unsatisfactory An employee whose work is characterized by:• sustaining exemplary performance throughout the rating period;• providing excellent service in support of the mission of the organization;• consistently exceeding and sometimes far exceeding the criteria of the job responsibilities;• consistently demonstrating initiative for the benefit of the College and Department;• demonstrating full mastery of knowledge, skills and abilities, required work, and basic competencies.High• consistently high level of accomplishment;• often exceeding performance expectations;• providing significant service in support of the mission of the organization;• independently demonstrating highly proficient knowledge, skills, and abilities, required work and behavioral competencies.SatisfactoryAn employee whose work is characterized by;• achieving results at a level that generally meet and may at times exceed performance targets;• providing commendable support to the contributions of the organization;• demonstrating fully proficient knowledge, skills and abilities, required work, and behavioral competencies; with only a few areas in need of some improvement.FairAn employee whose work:• requires substantive improvement to fully meet the performance targets;• provides basic support to the mission of the organization;• is at the beginner or developmental stage of demonstrable knowledge, skills and abilities;• exhibits inadequate behavioral competencies;• requires guidance and training to improve performance.Unsatisfactory(May conduct an interim performance evaluation and improvement plan (See Appointment & Terminations policy )• fails to meet the criteria of the job function;• falls short of performance targets;• provides inadequate support to the mission;• performs below the beginner or developmental stage of demonstrable knowledge, skills and abilities; required work and behavioral competencies.
26 Performance Review Meeting During the Meeting:Encourage dialogue;Be specific, use plenty of examples;Focus on the issues, not on the person;Close on a positive note and make arrangements for follow-up with next-steps.Use the meeting as an opportunity for a dialogue between supervisor and employee.Employee participation is the key to successful communication during the performance management process.Work to gain and maintain rapport throughout the evaluation meeting. Good rapport enhances clear communications.
27 Performance Review Meeting Follow up includes:A written development plan with new goals, timelines and clarified standards of performance.Additional meetings between employee and supervisor.Interim evaluations.Training to build on strengths and address the needs.Coaching and mentoring.
28 Best PracticesCommunicationCollaborationCoaching
29 Common Pitfalls Using evaluation as a corrective action tool. Leniency error: tendency to give higher ratings than warranted.Severity error: tendency to give lower ratings than warranted.Opportunity bias: give credit or fault an employee for factors beyond his/her control.“Halo” effect: generalization from one good trait.“Pitchfork” effect: generalization from one weak trait.Recency bias: give more importance to recent performance and ignoring the past.Rating the job rather than individual: applying job criticality factor.Length of service bias: credit for longevity of service or penalizing for being new.
30 Appeal ProcessEmployee should discuss issue with supervisor within 10 business days of having received the evaluation for reconsideration.Supervisor may decline to reconsider, or reconsider it and either affirm or revise the evaluation.If issue is not resolved, employee may file a written appeal with the reviewer within 10 business days of receiving the supervisor’s response.Reviewer will discuss the appeal with the employee and the supervisor. Within 10 business days of receiving the appeal the reviewer must respond in writing to the employee. The response should indicate:reviewer agrees with the supervisor’s evaluation; orsupervisor will revise the evaluation or complete a new evaluationThe reviewer’s decision is final; however employees alleging policy violations may have access to the Professional & Professional Faculty Grievance Procedure.