2. Temple University’s Performance Development System Plan Develop Excel

3. PDS Supervisory Training Goals By the end of the session, participants will be able to: describe the Performance Development System and their role in the process describe the Performance Development System and their role in the process complete Part 1 of the Action Plan/Self-Assessment Worksheet for themselves complete Part 1 of the Action Plan/Self-Assessment Worksheet for themselves complete the Planning sections of the Performance Development Plan (PDP) for each of their staff members complete the Planning sections of the Performance Development Plan (PDP) for each of their staff members conduct a Planning Meeting conduct a Planning Meeting

4. What is Performance Development? a structured on-going process for communicating about performance and helping people achieve excellence in their jobs. a structured on-going process for communicating about performance and helping people achieve excellence in their jobs. involves goals setting, development planning, feedback, coaching, and evaluation. involves goals setting, development planning, feedback, coaching, and evaluation.

5. What is Performance Development? more than the traditional, annual, end of the year performance appraisal/evaluation. more than the traditional, annual, end of the year performance appraisal/evaluation. supervisors and employees actively engage in performance management throughout the year. supervisors and employees actively engage in performance management throughout the year.

6. Why is Performance Development Important? Key reasons : Drive a cultural change toward a learning environment Drive a cultural change toward a learning environment Raise skills Raise skills Increase productivity through continual feedback Increase productivity through continual feedback Clarify job expectations/performance standards Clarify job expectations/performance standards Develop competencies Develop competencies Link pay to performance Link pay to performance Support strategic alignment Support strategic alignment

7. Strategic Alignment Model Temple University Vision-Mission Goals Plans Competencies Performance Outcomes University Colleges/Schools/Depts. Vision-Mission Goals Plans Competencies Performance Outcomes Employees Position Descriptions Goals/Projects Competencies Performance Outcomes Strategic Alignment Line of Sight

8. Temple University’s Performance Development System Covers ALL employees excluding Faculty n Merit pay initially only applicable to non- bargaining employees n Highly participative process designed uniquely for Temple to foster consistency and to promote a learning environment n Includes a series of on-going activities and the use of an electronic form

9. Temple University’s Performance Development System Includes: Action Plan/Assessment worksheet – completed by all employees Action Plan/Assessment worksheet – completed by all employees Performance Development Plan (PDP)- c ompleted by supervisor Performance Development Plan (PDP)- c ompleted by supervisor Part 1-Position Responsibilities section Part 1-Position Responsibilities section Part 11-Goals/Project section Part 11-Goals/Project section Part 111- Competencies section Part 111- Competencies section Final Rating/Signatures/Final Comments section Final Rating/Signatures/Final Comments section

10. Performance Development System Accuracy Consistency Fairness July-Sept. 2003 August 2003-June 2004 May-June 2004 July 2004

11. Key Responsibilities of Human Resources Department Design and implement a user-friendly comprehensive Performance Development System Design and implement a user-friendly comprehensive Performance Development System Communicate its purpose and processes to supervisors and employees Communicate its purpose and processes to supervisors and employees Monitor PDS implementation, revise and update system as feedback emerges Monitor PDS implementation, revise and update system as feedback emerges Provide on-going coaching, counseling, training and developmental activities for staff and supervisors Provide on-going coaching, counseling, training and developmental activities for staff and supervisors Mediate disputes and resolve complaints Mediate disputes and resolve complaints Generate reports Generate reports

12. Key Responsibilities of Supervisors Explain the PDS and ensure that employees understand its purpose and the process Explain the PDS and ensure that employees understand its purpose and the process Set a positive tone for open communication with employees throughout the process Set a positive tone for open communication with employees throughout the process Work with employees to clarify expectations and standards, set goals, identify competencies to be developed, and formulate a development plan Work with employees to clarify expectations and standards, set goals, identify competencies to be developed, and formulate a development plan Establish and adjust priorities and review progress toward goals Establish and adjust priorities and review progress toward goals

13. Key Responsibilities of Supervisors Coach employees and give ongoing feedback-both positive and developmental Coach employees and give ongoing feedback-both positive and developmental Encourage and acknowledge exceptional performance Encourage and acknowledge exceptional performance Assess and rate performance, provide suggestions for further development and guide appropriate corrective action Assess and rate performance, provide suggestions for further development and guide appropriate corrective action

14. Key Responsibilities of Employees Recognize PDS as a positive process designed to enhance effectiveness, support competency development, link recognition and rewards with performance and insure that job expectations and outcomes are met. Recognize PDS as a positive process designed to enhance effectiveness, support competency development, link recognition and rewards with performance and insure that job expectations and outcomes are met. Be open to feedback and show a willingness to improve Be open to feedback and show a willingness to improve Use the Performance Development Plan as a developmental and communication tool. Use the Performance Development Plan as a developmental and communication tool.

15. Employee completes Self-Assessment, Part I PDP Planning Phase

16. Action Plan/Self Assessment Worksheet Part I designed to give each employee the opportunity to plan for the coming year and to prepare for developing goals with his/her supervisor designed to give each employee the opportunity to plan for the coming year and to prepare for developing goals with his/her supervisor completed prior to meeting with supervisor to discuss job responsibilities, goals/ objectives/projects, and competencies for the fiscal year completed prior to meeting with supervisor to discuss job responsibilities, goals/ objectives/projects, and competencies for the fiscal year

17. Action Plan/Self Assessment Worksheet 1. My goals/objectives/ responsibilities/projects for the coming year are: 1. My goals/objectives/ responsibilities/projects for the coming year are: Insert S.M.A.R.T. Goal(s) here.

18. S.M.A.R.T. Goals* S.M.A.R.T. is an acronym for: Specific Specific Measurable Measurable Action-Planned Action-Planned Realistic Realistic Time-Framed Adapted from Ken Blanchard Management Corp., Leadership and the One Minute Manager, 1985

19. S.M.A.R.T. Goals Specific What needs to be done? What results do you want?

20. S.M.A.R.T. Goals Measurable How will you know whether the goal has been met? How will you know whether the goal has been met? How will you measure your success? E.g quantity, quality, timeliness, accuracy, customer satisfaction, etc.

21. S.M.A.R.T. Goals Action-Planned How will you achieve your goals? What steps will you take and in what order? Will you need assistance or additional resources?

22. S.M.A.R.T. Goals Realistic Does your goal represent something you are both willing and able to attain? Does your goal represent something you are both willing and able to attain? Have you set your goal high enough so that it provides challenge and yet is it attainable with effort and sincere desire? Have you set your goal high enough so that it provides challenge and yet is it attainable with effort and sincere desire?

23. S.M.A.R.T. Goals Time-Framed Does your goal have a specific time frame? Establishing a specific time frame for your goal will establish the time limits for your action-plan and assist you as you evaluate your success.

24. Not So S.M.A.R.T. Goal I think I ’ ll put together something really soon that will help us keep up with all the written customer comments we receive.

25. 1. My goals/responsibilities/ 1. My goals/responsibilities/ projects for the coming year are: projects for the coming year are: By 6/1/04, I will develop an electronic system for recording, organizing and generating reports on all departmental customer service comments received FY 03-04.

26. Action Plan/Self Assessment Worksheet 2. The 2-3 competencies, I need to achieve my goals/responsibilities/ projects are:

27. Performance Development System

28. Competencies the essential values, skills and capabilities needed to drive and achieve Temple University’s mission and vision (linked to job classification accountabilities) the essential values, skills and capabilities needed to drive and achieve Temple University’s mission and vision (linked to job classification accountabilities) they link the individual to the institution and connect core values, skills, and abilities to actual or desired job performance. they link the individual to the institution and connect core values, skills, and abilities to actual or desired job performance.

29. 10 Core Competencies Essential for All Temple Employees Accountability Clear Communication Client/Customer Service Orientation DependabilityEfficiencyInitiative Interpersonal Skills Problem Solving/Decision Making Respect and Valuing Diversity Teamwork and Collaboration

30. 13 Role-Related Competencies Appropriate For Some Positions Analytical Thinking Change Leadership Continuous Improvement Orientation Creativity & Innovation Developing Others/Supervision Developing Self Ethics Leadership Organization/Planning Resilience & Adaptability Resource Management Technical/Professional Skills Quality Assurance/Attention to Detail

31. Action Plan/Self Assessment Worksheet 2. The 2-3 competencies, I need to achieve my goals/responsibilities/ projects are: Client-Customer Service Orientation (University-wide for FY 2003-04) Technical/Professional Skills

32. Action Plan/Self Assessment Worksheet 3. The following training and professional development activities* will help me to obtain my goals and increase my competencies during the next year: Workshops on: Beyond Hello and A Smile: Customer Service/Telephone Tips Access and Excel training *Linked to a partial list of TU resources

33. Client/Customer Service Orientation Competency T U Resources H R Programs: H R Programs:  Strategic Leadership for Quality Service  Managing for Service Excellence  Beyond Hello: Tips for Stellar Service and Terrific Telephone Skills  Was It Something I Said?: Communication Certificate Course  Working with People Certificate Course

34. Client/Customer Service Orientation Competency T U Resources Client/Customer Service Orientation Competency T U Resources H R Programs c ont. : H R Programs c ont. : Out Front: Managing the Front Desk Out Front: Managing the Front Desk Stress Without Distress Stress Without Distress TUCC Business Agenda: Great Customer Service: What to Say and How to Say It Great Customer Service: What to Say and How to Say It TU Ambler and Ft. Washington: Certificate in Customer Service Certificate in Customer Service

35. PDP Planning Phase Supervisor and employee meet to discuss position responsibilities, goals/projects, and competencies for the FY What happens next?

36. Tips for a Successful Planning Meeting  Be prepared-  Think through job responsibilities, FY goals/projects, competencies and developmental needs thoroughly.  Be able to discuss specific aspects of the work in detail.  Research developmental opportunities and activities of interest.

37. Tips for a Successful Planning Meeting  Keep a professional attitude.  Be a clear and thoughtful communicator.  Understand that the process may be uncomfortable for both of you.  Be open to constructive feedback.  Recognize the supervisor’s responsibility/authority.

38. PDP Planning Phase Supervisor completes PDP’s Part 1- Responsibilities, Part 2- Goals/Projects and Part 3- Competencies

39. Sample PDP Plan for Administrative Specialist Position

40. Part I – Position Responsibilities Essential Functions Screens incoming calls and correspondence and responds independently when possible, composes and prepares confidential correspondence, reports, and other complex documents, prepares and reviews letters, forms and specialized reports and schedules meetings. Screens incoming calls and correspondence and responds independently when possible, composes and prepares confidential correspondence, reports, and other complex documents, prepares and reviews letters, forms and specialized reports and schedules meetings. (excerpted from semi-generic position description)

41. Part II – Goals/Projects: Part II – Goals/Projects: 1. To develop a computer-based system for recording customer service comments by 6/1/04. 2. Clean all project files according to office policy and purge all unnecessary documents by 9/1/03.

42. Part III – Competency Development In addition to the University-wide competency, select 1-2 additional competencies to address this fiscal year. 1. Client/Customer Service Orientation 2. Technical/Professional Skills 3. Organizing and Planning

43. Developmental Activities Examples: training, coaching, counseling, mentoring, credit/non-credit classes, conference, scholarly/ professional contributions, special projects, etc. 1. Attend HR workshop entitled: Beyond Hello and a Smile: Quality Customer Service and Telephone Tips 2. Attend Computer Services Access and Excel training 3. Attend HR workshops- Organizing With Style and Task and Project Management

44. Supervisor provides employee with a copy of the PDP and maintains an electronic version so that progress notes and examples of noteworthy behaviors can be maintained for use in determining the employee’s final rating.

45. PDP Managing Phase  Staff member performs job responsibilities, completes projects, develops competencies and solicits feedback.  Supervisor provides periodic feedback, encourages employee professional development; monitors development plan; engages in coaching, counseling, and mentoring; addresses performance problems, and disciplines when warranted.  Records progress notes on form.

46. Progress Notes/Examples Part 1: Position Responsibilities Section 10/1/03 I. M. Goode consistently meets expectations when completing routine work. Demonstrates time management problems when given special projects. Becomes anxious and stressed with multitasking. Recommended H.R. “Managing The Time of Your Life” training program. 2/14/04 Enhanced time and stress management skills observed- will continue to provide feedback when warranted.

47. Progress Notes/Examples Part II – Goals/Projects: 1/12/04 Goode consulted with another University department’s Administrative Specialist for advice in re. the customer service database project. Project proceeding well.

48. Progress Notes/Examples Part III A– Competency Development Attended HR workshop entitled: Beyond Hello and a Smile: Quality Customer Service and Telephone Tips on 10/15/03. Partnered I.M. Goode with co-worker to develop co-worker’s service skills and to develop Goode’s ability to coach Completed Microsoft Office Certificate Program on 2/3/04 Attended Organizing With Style workshop on 3/6/04 and Task and Project Management workshop on 5/15/04

49. Support for Supervisors During the Managing Phase HR Programs and Services From July 2003 - April 2004 One-on-One, Unit and Departmental Coaching, Counseling, Advising and Training One-on-One, Unit and Departmental Coaching, Counseling, Advising and Training Workshops: Workshops: Supervisory Development Program Supervisory Development Program Competency-Based Performance Management Competency-Based Performance Management Managing for Customer Service Excellence Managing for Customer Service Excellence Giving Constructive Feedback Using Emotional Intelligence Giving Constructive Feedback Using Emotional Intelligence

50. HR Support for Supervisors During the Managing Phase From July 2003 - April 2004 HR Programs and Services Managing Team Performance Managing Team Performance Legal Side of Management Legal Side of Management Disciplining Union and Non-union Employees Disciplining Union and Non-union Employees Conflict Resolution Conflict Resolution Influence & Negotiation Skills Influence & Negotiation Skills Change Management Change Management

51. PDP Appraising Phase Employee completes Self-Assessment, Part II

52. Self Assessment Part ll Part II gives staff member an opportunity to self- assess as preparation for the annual performance review meeting with supervisor. Part II gives staff member an opportunity to self- assess as preparation for the annual performance review meeting with supervisor. Completed one week prior to scheduled review. Completed one week prior to scheduled review. In the event it is not completed, staff member is asked to be prepared to discuss its content at the end-of FY review meeting. In the event it is not completed, staff member is asked to be prepared to discuss its content at the end-of FY review meeting.

53. PDP Appraising Phase  Supervisor and employee meet to discuss/review accomplishments and developmental areas identified during the FY (Review Session)  Supervisor rates employees performance on position responsibilities and essential functions, goals, projects, and competency development  Final rating is computed electronically

54. PERFORMANCE RATING CATEGORIES D-Distinguished P- Proficient S-SatisfactoryU-Unsatisfactory

55. PDP Appraising Phase  All appropriate parties review/sign PDP  Disputes and complaints are mediated  Supervisor & employee begin Planning Phase for next FY

56. Merit Pay Merit Pay Pay for Performance (July 2004) Pay for Performance (July 2004) Keyed to budget Keyed to budget No fixed increase component No fixed increase component Increases will vary based on performance, position in salary range and budget Increases will vary based on performance, position in salary range and budget In addition to the step increase In addition to the step increase

57. Recognition/Rewards Spot Bonus Program University-wide Recognition Program Incentive Programs

58. Performance Development System Accuracy Consistency Fairness July-Sept. 2003 August 2003-June 2004 May-June 2004 July 2004

59. What do I do next? Review PDS training materials. Review PDS training materials. Make sure your staff attend a PDS training program. Make sure your staff attend a PDS training program. Begin to think through standards/ expectations for the positions that report to you. Begin to think through standards/ expectations for the positions that report to you. Look for the position descriptions for non- bargaining employees on the HR web site at the end of June, 2003. Look for the position descriptions for non- bargaining employees on the HR web site at the end of June, 2003.

60. What do I do next? If needed, modify semi-generic position descriptions to fit your staffs’ specific positions. If needed, modify semi-generic position descriptions to fit your staffs’ specific positions. Locate the final version of the PDP on the forms website. Locate the final version of the PDP on the forms website. Reinforce the role your staff play in the PDS and remind your employees to review the Action Plan/Assessment Form in preparation for their Planning Meeting. Reinforce the role your staff play in the PDS and remind your employees to review the Action Plan/Assessment Form in preparation for their Planning Meeting. Begin to schedule your staff for their individual Planning Meetings. Begin to schedule your staff for their individual Planning Meetings.

61. Questions - Comments Concerns Marie Amey-Taylor (marie.amey-taylor@temple.edu) Karen Cherwony (karen.cherwony@temple.edu) marie.amey-taylor@temple.edu