Presentation on theme: "Performance Management Training"— Presentation transcript:
1Performance Management Training New Competencies, New PerspectiveObjectiveTo introduce yourself and explain the purpose and agenda of the trainingTeaching NotesSAY: “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
2Agenda Reiterate New Emory Competencies Introduce New PM Process and Tools for FY2014The Importance of Taking Good PM NotesSummaryObjectiveTo review today’s specific agendaTeaching notesSAY: Read the slide
3BackgroundSOM 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 – ToolsNew competencies have been developed that better align with Emory’s strategy and culture-In response to 2011 EU Performance Management AuditTools have been created based on these competenciesObjectiveTo provide a background for how we have arrived at where we are today with the new PM process and toolsTeaching NotesSAY: “Here is what we have been able to achieve thus far”SAY: Read the slideSAY: The audit included interviews and focus groups with employees and managers from across the UniversitySAY: challenges found from the audit include:Little developmental feedback givenAutomation and simplicity in the process neededConsistency across the University essentialSome customization across jobs neededSAY: 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.
4Benefits and Features of New PM Approach Key FeaturesKey BenefitsStructured form and processEvaluation standards that focus on behaviorReinforces relevant behavior – for job and organizationTraining to reduce errors and facilitate developmentGreater rater consistencyMore accurate evaluationEasier to provide feedbackHelps employees develop and improveReduced evaluation timeObjectiveTo summarize the key features and benefits of good PMTeaching NotesNOTE: 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 benefitsApply today’s training to assist you with fully leveraging these featuresAdditional training is also availablePlease leverage these resources!”
5Old vs. New PM Process and Tools Old Process/ToolsNew Process/ToolsCompetencies – no definitions; some examplesDetailed definitions with examples at multiple performance levels and organization levelsWord documentOnline PeopleSoft toolNo support toolsPerformance Logs, Tables with behavior examples for each CompetencyLittle consistency across campusCore competencies apply to all of Emory. Training, definitions and examples will help improve consistency.Inconsistent feedbackBehavioral examples will help improve consistency in feedbackObjectiveTo demonstrate differences between the old and new process and tools, and how the new system is an improvement.Teaching NotesSAY: This table outlines the differences between the old and new process and toolsSAY: Read the slideSAY: We will share these features outlined on the right as we proceed throughout today’s training
6What Is a Competency?A collection of related and important knowledge, skills, and/or abilitiesAre necessary for success in a position and organizationExpressed in behavioral terms (directly observable)Help define “how” employees are expected to succeedHelp 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 NotesSAY: Read slide aboveSAY: “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, includingJob descriptionsJob interview guidesTraining programsetc.
7Example of a Competency Problem SolvingConsiders 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.ObjectiveTo provide an example of a competency that demonstrates the features mentioned in the previous slide.Teaching NotesSAY: “The above is one of the actual Emory Competencies”SAY: “Note that:this is a collection of multiple skills and/or abilitiesthese are all inter-related to a common theme: problem solvingthese are all behaviors that can be observed and documented”NOTE: these are not all inclusive – are examples
8New EU Competencies for FY2014 CORE:Building TrustDelivering ResultsCollaborationCommunicationProblem SolvingTaking InitiativeFunctional Knowledge/SkillsOPTIONAL: 1. Service to Others/Customer ServiceObjectiveTo provide a high level overview of the new Emory CompetenciesTeaching NotesSAY: “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 behaviorsNOTE: Additional Information (in case of questions):Developed over last two yearsInput provided across the UniversityAlign with strategy and culture of EmoryAre defined “behaviorally”ObservableCan document
9Behavioral Examples What they are: What they are not: Example behaviors for a given competencyWritten for a specificLevel of performanceOrganization levelWhat they are not:All encompassingA checklistA replacement for your judgmentRemember: They arenot a checklist!ObjectiveTo explain what behavioral examples are and their useTeaching NotesSAY: “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 slideDO: press spacebar again for animated reminderSAY: read green box contents
10Behavioral Examples- - Manager and Non-Manager ObjectiveTo demonstrate how the behavioral examples workTeaching notesSAY: “Note the following features -Competency title is written at top3 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 ratingSimilarly, If someone demonstrates some behaviors at 3 and some at 1, then 2 may be best ratingWill discuss more during review of rating optionsAre examples!Not all inclusiveNot a checklistNot a replacement for manager judgment”
11Behavioral Examples and Symmetry Problem SolvingNon-ManagerManager5Far ExceedsBreaks 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.4ExceedsExceeds Meets Expectations, fails to meet the standards listed for Exceptional.Exceeds Meets Expectations, fails to meet the standards listed for Exceptional.3Meets ExpectationsConsiders multiple sides of an issue. Weighs consequences before making final decision.2Needs ImprovementExceeds 1, fails to meet the standards listed for 3.1UnacceptableSeldom considers multiple sides of an issue; fails to consider consequences…Seldom breaks down problems into their parts, or examines root causes. Seldom considers consequences…ObjectiveTo explain symmetry conceptTeaching NotesSAY: “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.”
12Performance Levels and Definitions 5. Far Exceeds ExpectationsSuperior performance that regularly exceeds job requirements… reserved for truly outstanding performance throughout the review period.4. Exceeds ExpectationsStrong performance that consistently meets and frequently exceeds job requirements.1. UnacceptableInadequate performance that is frequently below job requirements and clearly problematic.3. Meets ExpectationsCapable, satisfactory performance that consistently meets and occasionally exceeds job requirements.2. Needs ImprovementGenerally adequate performance but needs some improvement in order to consistently meet job requirements.FivePerformanceLevelsObjectiveTo review each point on the rating scaleTeaching NotesFar Exceeds is only for truly special performance and may not be possible every yearA 3 is not a “c”In FY14 SOM will begin to develop “Rater Reliability” teams to ensure that ratings are not inflated
13What is “Meeting Expectations?” Rating ScaleWhat 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.ObjectiveTo reinforce the fact that a 3-Meets Expectations is not a “bad” or “average” or “C” rating!Teaching NotesSAY: “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 slideDO: press the spacebar again for an animated reminderSAY: Read the green boxRemember: A “3” is not a C!!!
14Exercise- - 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.ObjectiveTo immerse participants in what each rating point represents with real world examplesTeaching NotesDO: Break class back into same 4 groupsSAY: Read the slideDO: Write down patterns from the group – on a flipchartTIME: 10 minutes max!
15Performance Log Simple, helpful tool Keep on your desktop 3 column table-Date-Notes-CompetencyMakes mid and end of year evaluation much easier-Cut and paste!ObjectiveTo explain and share features of the Performance Log, and promote its use!Teaching NotesSAY: “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”
16People Soft- - Online form PeopleSoft application-Under development by University HRDesigned to be as simple as possible!Evaluations-Self & ManagerObjectiveTo inform participants that a PeopleSoft application is under developmentTeaching NotesSAY: “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 ExpectationsOnline link to behavioral examples for Unacceptable and Far ExceedsSpace to provide notes for each ratingDrop down box for rating”SAY: ”Additional features include:Will calculate an average score across competencies, for considerationFinal overall score determined by managerNo weighting at this time, but the final score is still up to the manager”SAY: “More information will be released once it is finished”
17Importance of Taking Good Notes Top reasons performance appraisal is dreaded:paperworktimeObjectiveTo emphasize how notes help PM be “less painful”Teaching NotesSAY: “Many managers dread performance appraisal – it can be a painful process”SAY: read slideTaking notes throughout the year makes process much less painfulvs. 2 weeks before appraisals are due
18About notes Why notes throughout the year? Are closer in time to actual eventReduce the tendency to develop a general impression of the employeeProvide detailed documentation, making it easier to evaluate at end of year.Your performance log makes this much easier!ObjectiveContinue to emphasize how notes help PM be “less painful”Teaching NotesSAY: “Taking notes throughout the year is a PM “best practice.” Here’s why:”SAY: read slideSAY: Taking notes in this fashion makes your job much easier, especially with the use of your Performance Log”
19Notes 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 behaviorsInclusive – understand the complete situation you are observing (i.e. context)Real-time oriented – focus on what you are seeing today, right nowFAIR!ObjectiveTo teach participants how to make FAIR observations and notesTeaching NotesSAY: “When making observations and documenting them, remember FAIR”SAY: read slide
20Effective vs. Ineffective Notes JudgmentsEffective NotesBehaviors“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”ObjectiveTo provide examples of poor and good notesTeaching NotesDO: Press the spacebar to reveal each ineffective note, and then effective noteSAY: Read each example as displayedSAY: What are some of the key differences between the left and right columns?NOTE: possible answers - effective notes are…ObservableProvide detailsNot 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”
21Behaviors vs. Judgments ARE THESE BEHAVIORS OR JUDGMENTS?Behavior? Judgment?Completed budget ahead of scheduleXMaintains a positive, “Can do” attitude at all timesXDid not respond to previous three sXObjectiveTo provide an exercise for discerning behaviors from judgments (as a part of good note taking)Teaching NotesDO: 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 minuteIs not a team playerXAttended all team meetings this quarterX
22PM Resources Behavioral Examples Rating Scale Automated form - PeopleSoftPerformance Log-Key tool for increasing manager effectiveness around assessing performance!People Soft tool will include a self-evaluation formMid-Year and End-of-Year review-Managers encouraged to check in with staff at mid yearObjectiveRecap new resources that are being provided to support manager’s via the PM processTeaching NotesSAY: As a reminder, there are many additional features, tools and processes, to help you manage the performance of your teamSAY: “These include… read the slide”
23SummaryPerformance Management is a continuous process, not a one-time eventPerformance is multi-dimensional, and few are “outstanding” on everythingFocus on behavior, take good notes, and stay objectiveThe behavioral examples are not a checklist!A 3 is not a “C”!Additional Resources are available on SOM Staff Development Website at: med.emory.edu/staffObjectiveTo summarize key points in today’s presentationTeaching NotesDO: Read the slide
24Questions?ObjectiveTo provide participants one last opportunity for questionsTeaching NotesSAY: “Do you have any other questions?”