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Performance Management Training

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Presentation on theme: "Performance Management Training"— Presentation transcript:

1 Performance Management Training
New Competencies, New Perspective Objective To introduce yourself and explain the purpose and agenda of the training Teaching Notes SAY: “Welcome to today’s training on Performance Management” SAY: “Let me share with you our objectives and agenda for today” NOTE: only 2 slides in this section. TIME: 5 minutes or less

2 Agenda Reiterate New Emory Competencies
Introduce New PM Process and Tools for FY2014 The Importance of Taking Good PM Notes Summary Objective To review today’s specific agenda Teaching notes SAY: Read the slide

3 Background SOM launched training in May-July of 2013 that reinforced the essential importance of PM to our core mission. -FY2012 SOM PM Compliance was ~ 60% -FY2013 SOM PM Compliance improved to 87.5% Today’s training expands on the original SOM training and introduces new University-wide improvements for FY2014 -Competencies – Process – Tools New competencies have been developed that better align with Emory’s strategy and culture -In response to 2011 EU Performance Management Audit Tools have been created based on these competencies Objective To provide a background for how we have arrived at where we are today with the new PM process and tools Teaching Notes SAY: “Here is what we have been able to achieve thus far” SAY: Read the slide SAY: The audit included interviews and focus groups with employees and managers from across the University SAY: challenges found from the audit include: Little developmental feedback given Automation and simplicity in the process needed Consistency across the University essential Some customization across jobs needed SAY: The competencies were created by a large, University wide committee spanning multiple departments and organizations. SAY: The competencies have also been reviewed and approved by Senior Leadership of the University.

4 Benefits and Features of New PM Approach
Key Features Key Benefits Structured form and process Evaluation standards that focus on behavior Reinforces relevant behavior – for job and organization Training to reduce errors and facilitate development Greater rater consistency More accurate evaluation Easier to provide feedback Helps employees develop and improve Reduced evaluation time Objective To summarize the key features and benefits of good PM Teaching Notes NOTE: The bullets in each column do not correspond across rows. Just read all the contents of each column. In other words, go down, not across. SAY: “A recent report from SHRM reveals that the key features of a good PM process include…” Read bullets under “Key Features” SAY: “And the key benefits of a good PM process include…” Read bullets under “Key Benefits” SAY: “Emory’s new process provides these features and benefits Apply today’s training to assist you with fully leveraging these features Additional training is also available Please leverage these resources!”

5 Old vs. New PM Process and Tools
Old Process/Tools New Process/Tools Competencies – no definitions; some examples Detailed definitions with examples at multiple performance levels and organization levels Word document Online PeopleSoft tool No support tools Performance Logs, Tables with behavior examples for each Competency Little consistency across campus Core competencies apply to all of Emory. Training, definitions and examples will help improve consistency. Inconsistent feedback Behavioral examples will help improve consistency in feedback Objective To demonstrate differences between the old and new process and tools, and how the new system is an improvement. Teaching Notes SAY: This table outlines the differences between the old and new process and tools SAY: Read the slide SAY: We will share these features outlined on the right as we proceed throughout today’s training

6 What Is a Competency? A collection of related and important knowledge, skills, and/or abilities Are necessary for success in a position and organization Expressed in behavioral terms (directly observable) Help define “how” employees are expected to succeed Help demonstrate that performance is “multi- dimensional” Objective: To explain what a competency is – is often mis-understood. Is not the same as “being competent.” Teaching Notes SAY: Read slide above SAY: “Competencies define “how” employees are expected to succeed. SAY: “Competencies are important for many reasons, and are used for a variety of tools and processes besides performance management, including Job descriptions Job interview guides Training programs etc.

7 Example of a Competency
Problem Solving Considers multiple sides of an issue. Makes informed decisions. Recognizes issues and determines actions needed. Not discouraged by ambiguity. Open to new ideas. Adjusts approach to achieve results. Objective To provide an example of a competency that demonstrates the features mentioned in the previous slide. Teaching Notes SAY: “The above is one of the actual Emory Competencies” SAY: “Note that: this is a collection of multiple skills and/or abilities these are all inter-related to a common theme: problem solving these are all behaviors that can be observed and documented” NOTE: these are not all inclusive – are examples

8 New EU Competencies for FY2014
CORE: Building Trust Delivering Results Collaboration Communication Problem Solving Taking Initiative Functional Knowledge/Skills OPTIONAL: 1. Service to Others/Customer Service Objective To provide a high level overview of the new Emory Competencies Teaching Notes SAY: “These are the new Emory Competencies that apply to all of Emory University” SAY: “The seven on the left side of the screen will be used for ALL Emory positions” SAY: “The one on the right is optional, depending on whether a position has ‘customers’ or others that they serve. Check with HR to ensure it makes sense to include Service to Others/Customer Service in an employee’s evaluation” DO: refer participants to the new competencies (in appendix of participant guide) – definitions and example behaviors NOTE: Additional Information (in case of questions): Developed over last two years Input provided across the University Align with strategy and culture of Emory Are defined “behaviorally” Observable Can document

9 Behavioral Examples What they are: What they are not:
Example behaviors for a given competency Written for a specific Level of performance Organization level What they are not: All encompassing A checklist A replacement for your judgment Remember: They are not a checklist! Objective To explain what behavioral examples are and their use Teaching Notes SAY: “Behavioral examples can be very helpful when evaluating someone’s performance” SAY: “They can also be misused, so let’s discuss what they are, and are not” SAY: Read content of slide DO: press spacebar again for animated reminder SAY: read green box contents

10 Behavioral Examples- - Manager and Non-Manager
Objective To demonstrate how the behavioral examples work Teaching notes SAY: “Note the following features - Competency title is written at top 3 levels of performance displayed, but 5 rating options available! If someone demonstrates some behaviors at 5 and some at 3, then 4 may be best rating Similarly, If someone demonstrates some behaviors at 3 and some at 1, then 2 may be best rating Will discuss more during review of rating options Are examples! Not all inclusive Not a checklist Not a replacement for manager judgment”

11 Behavioral Examples and Symmetry
Problem Solving Non-Manager Manager 5 Far Exceeds Breaks down problems into fundamental parts. Identifies root causes and addresses problems in ways that lead to innovative solutions. Generates innovative, elegant solutions that are aligned with the University’s mission and vision. Sees beyond the immediate solution to potential process improvements. 4 Exceeds Exceeds Meets Expectations, fails to meet the standards listed for Exceptional. Exceeds Meets Expectations, fails to meet the standards listed for Exceptional. 3 Meets Expectations Considers multiple sides of an issue. Weighs consequences before making final decision. 2 Needs Improvement Exceeds 1, fails to meet the standards listed for 3. 1 Unacceptable Seldom considers multiple sides of an issue; fails to consider consequences… Seldom breaks down problems into their parts, or examines root causes. Seldom considers consequences… Objective To explain symmetry concept Teaching Notes SAY: “Note how what is a level 5 behavior at the non-management level becomes level 3 at the manager level” SAY: “This helps people understand what is expected at the next level” SAY: “This also helps you make promotion decisions – when someone is performing exceptionally within their role, time to promote! They are meeting the expectations of the next level above them.”

12 Performance Levels and Definitions
5. Far Exceeds Expectations Superior performance that regularly exceeds job requirements… reserved for truly outstanding performance throughout the review period. 4. Exceeds Expectations Strong performance that consistently meets and frequently exceeds job requirements. 1. Unacceptable Inadequate performance that is frequently below job requirements and clearly problematic. 3. Meets Expectations Capable, satisfactory performance that consistently meets and occasionally exceeds job requirements. 2. Needs Improvement Generally adequate performance but needs some improvement in order to consistently meet job requirements. Five Performance Levels Objective To review each point on the rating scale Teaching Notes Far Exceeds is only for truly special performance and may not be possible every year A 3 is not a “c” In FY14 SOM will begin to develop “Rater Reliability” teams to ensure that ratings are not inflated

13 What is “Meeting Expectations?”
Rating Scale What is “Meeting Expectations?” The employee consistently demonstrates capable, or satisfactory, performance. Both what is produced and how it is produced meet Emory standards and expectations of the position. The employee is a dependable, competent, knowledgeable individual. This rating conveys solid, effective performance. Objective To reinforce the fact that a 3-Meets Expectations is not a “bad” or “average” or “C” rating! Teaching Notes SAY: “This is from the Overall Rating definition, which is consistent with the abridged version we just reviewed for evaluating each competency” SAY: Read the bullets on the slide DO: press the spacebar again for an animated reminder SAY: Read the green box Remember: A “3” is not a C!!!

14 Exercise- - Applying Competencies and Performance Levels
Your group will be assigned an EU Competency. Share an example of someone that demonstrated that competency. -Can be meets, exceeds or far exceeds! -No names (keep generic) Review the behavioral examples worksheet that demonstrates what “Meets” and “Far Exceeds” looks like. Use your group’s example to assign a performance rating and be prepared to explain how rating was determined. Objective To immerse participants in what each rating point represents with real world examples Teaching Notes DO: Break class back into same 4 groups SAY: Read the slide DO: Write down patterns from the group – on a flipchart TIME: 10 minutes max!

15 Performance Log Simple, helpful tool Keep on your desktop
3 column table -Date -Notes -Competency Makes mid and end of year evaluation much easier -Cut and paste! Objective To explain and share features of the Performance Log, and promote its use! Teaching Notes SAY: “The performance log is a very simple tool to help you collect notes on each of your employees” SAY: “It is a ms-word based table that you can keep on your computer desktop and contains space for a date, your notes, and the competency you feel it relates to.” SAY: ”By collecting notes throughout the year, the actual mid/end of year evaluations become much easier – just cut and paste from the performance log into the PeopleSoft tool!” SAY: “This tool is solely for your use and is intentionally not linked to the PeopleSoft system. You can edit, cut and paste what you want, how you want, when evaluations are due.” SAY: “We have an exercise that includes some sample Performance Logs that we will use shortly”

16 People Soft- - Online form
PeopleSoft application -Under development by University HR Designed to be as simple as possible! Evaluations -Self & Manager Objective To inform participants that a PeopleSoft application is under development Teaching Notes SAY: “For FY2014, an online form is available for providing your mid-year and end-of-year reviews” SAY: “Note the features demonstrated: Display of behaviors that define each competency at Meets Expectations Online link to behavioral examples for Unacceptable and Far Exceeds Space to provide notes for each rating Drop down box for rating” SAY: ”Additional features include: Will calculate an average score across competencies, for consideration Final overall score determined by manager No weighting at this time, but the final score is still up to the manager” SAY: “More information will be released once it is finished”

17 Importance of Taking Good Notes
Top reasons performance appraisal is dreaded: paperwork time Objective To emphasize how notes help PM be “less painful” Teaching Notes SAY: “Many managers dread performance appraisal – it can be a painful process” SAY: read slide Taking notes throughout the year makes process much less painful vs. 2 weeks before appraisals are due

18 About notes Why notes throughout the year?
Are closer in time to actual event Reduce the tendency to develop a general impression of the employee Provide detailed documentation, making it easier to evaluate at end of year. Your performance log makes this much easier! Objective Continue to emphasize how notes help PM be “less painful” Teaching Notes SAY: “Taking notes throughout the year is a PM “best practice.” Here’s why:” SAY: read slide SAY: Taking notes in this fashion makes your job much easier, especially with the use of your Performance Log”

19 Notes are your observations
Observation requires that you be: Fact-based - focus on behavior/results and do not yet evaluate! Aware – notice the obvious and subtle behaviors Inclusive – understand the complete situation you are observing (i.e. context) Real-time oriented – focus on what you are seeing today, right now FAIR! Objective To teach participants how to make FAIR observations and notes Teaching Notes SAY: “When making observations and documenting them, remember FAIR” SAY: read slide

20 Effective vs. Ineffective Notes
Judgments Effective Notes Behaviors “Provides good customer service” “Developed new protocol for regulatory compliance -- resulted in letter of praise from head of department” “Is an effective planner” “Managed TPR program from start to finish -- on budget and on time” “Works well under pressure” “Executed large-scale ERP upgrade in conjunction w/ training 250 staff. Event received many positive reviews and staff report high satisfaction” Objective To provide examples of poor and good notes Teaching Notes DO: Press the spacebar to reveal each ineffective note, and then effective note SAY: Read each example as displayed SAY: What are some of the key differences between the left and right columns? NOTE: possible answers - effective notes are… Observable Provide details Not evaluative “Analyzed and integrated pre- and post data to understand training program effectiveness and made changes that resulted in a 10% decrease in errors on the job” “Provided solid analysis”

21 Behaviors vs. Judgments
ARE THESE BEHAVIORS OR JUDGMENTS? Behavior? Judgment? Completed budget ahead of schedule X Maintains a positive, “Can do” attitude at all times X Did not respond to previous three s X Objective To provide an exercise for discerning behaviors from judgments (as a part of good note taking) Teaching Notes DO: Refer audience to blank table in participant guide; have them answer on own prior to group discussion. DO: Ask the audience if each bullet is a behavior or judgment, then reveal the answer. TIME: 1 minute Is not a team player X Attended all team meetings this quarter X

22 PM Resources Behavioral Examples Rating Scale
Automated form - PeopleSoft Performance Log -Key tool for increasing manager effectiveness around assessing performance! People Soft tool will include a self-evaluation form Mid-Year and End-of-Year review -Managers encouraged to check in with staff at mid year Objective Recap new resources that are being provided to support manager’s via the PM process Teaching Notes SAY: As a reminder, there are many additional features, tools and processes, to help you manage the performance of your team SAY: “These include… read the slide”

23 Summary Performance Management is a continuous process, not a one-time event Performance is multi-dimensional, and few are “outstanding” on everything Focus on behavior, take good notes, and stay objective The behavioral examples are not a checklist! A 3 is not a “C”! Additional Resources are available on SOM Staff Development Website at: Objective To summarize key points in today’s presentation Teaching Notes DO: Read the slide

24 Questions? Objective To provide participants one last opportunity for questions Teaching Notes SAY: “Do you have any other questions?”

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