Presentation on theme: "Performance Management Training New Competencies, New Perspective."— Presentation transcript:
Performance Management Training New Competencies, New Perspective
Agenda Reiterate New Emory Competencies Introduce New PM Process and Tools for FY2014 The Importance of Taking Good PM Notes Summary
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
Benefits and Features of New PM Approach 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 Key FeaturesKey Benefits
Old vs. New PM Process and Tools Old Process/ToolsNew Process/Tools Competencies – no definitions; some examples Detailed definitions with examples at multiple performance levels and organization levels Word documentOnline PeopleSoft tool No support toolsPerformance Logs, Tables with behavior examples for each Competency Little 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 feedback
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”
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.
CORE: 1.Building Trust 2.Delivering Results 3.Collaboration 4.Communication 5.Problem Solving 6.Taking Initiative 7.Functional Knowledge/Skills OPTIONAL: 1. Service to Others/Customer Service New EU Competencies for FY2014
Behavioral Examples What they are: 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!
Behavioral Examples- - Manager and Non-Manager
Behavioral Examples and Symmetry Problem Solving Non-ManagerManager 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. 3 Meets Expectations Considers multiple sides of an issue. Weighs consequences before making final decision. Breaks down problems into fundamental parts. Identifies root causes and addresses problems in ways that lead to innovative solutions. 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…
FivePerformanceLevels 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. Performance Levels and Definitions
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. Remember: A “3” is not a C!!!
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.
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!
People Soft- - Online form PeopleSoft application -Under development by University HR Designed to be as simple as possible! Evaluations -Self & Manager
Importance of Taking Good Notes Top reasons performance appraisal is dreaded: paperwork time Taking notes throughout the year makes process much less painful vs. 2 weeks before appraisals are due
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!
Notes are your observations Observation requires that you be: F act-based - focus on behavior/results and do not yet evaluate! A ware – notice the obvious and subtle behaviors I nclusive – understand the complete situation you are observing (i.e. context) R eal-time oriented – focus on what you are seeing today, right now FAIR!
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” “Provided solid analysis” “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” Effective vs. Ineffective Notes
Behaviors vs. Judgments Behavior? Judgment? ARE THESE BEHAVIORS OR JUDGMENTS? X X X X X Attended all team meetings this quarter Is not a team player Maintains a positive, “Can do” attitude at all times Did not respond to previous three s Completed budget ahead of schedule
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
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: med.emory.edu/staff