System Office Performance Management Human Resources Fall 2016

Purpose of this Review The importance of performance reviews Performance management process and supervisor’s role Key elements and responsibilities Review of timeline 1

USNH Talent Management Performance Management is one component of the overall USNH Talent Management philosophy. Performance Management Process 2

A High Performance Organization USNH has a formal process for monitoring employee progress, providing constructive feedback, and evaluating performance that links performance to compensation, development, and recognition. The supervisor: Aligns employee goals with department or institutional strategic goals and objectives Conducts a thorough assessment and delivers honest, objective and balanced feedback Provides appropriate and effective employee development goals Assesses employee performance ratings relative to their peers 3

Performance Management Process Goal Setting Mid-Year Check In Self Assessment Performance Review Compensation Changes Employee Development Coaching, Feedback, Recognition 4

Performance Management - Guiding Principles 1 Performance management is an ongoing process of setting expectations, executing plans and evaluating results. 2 Expectations should be explicit and mutually understood. 3 The work environment should encourage work commitment. 4 How work gets accomplished is as important as what gets accomplished. 5 Regular, honest feedback increases understanding and positive performance. 5

Performance Management – Roles & Responsibilities Supervisors Plan and manage staff performance. Communicate department and institutional goals to staff. Guide staff expectations to align with broader organizational goals. Foster a work environment that encourages active staff participation and feedback. Provide regular, clear, constructive feedback. Monitor performance throughout the year to support the formal evaluation. Devote the time and effort needed throughout the year to schedule and evaluate performance. Help guide and coach staff in their professional development. Employees Understand how performance expectations align with department and institutional goals, and participate actively in setting expectations. Be open to feedback related to performance to improve performance and/or continue meeting expectations. Monitor performance compared to expectations. Seek advice and guidance as needed from supervisor. Complete the annual Self-Assessment and participate actively in the performance evaluation process. Be open and honest about professional growth, development plans and interests. 6

Performance Management – Feedback Cycle Feedback is an essential component of a performance culture Most beneficial if ongoing and frequent Intended to support staff performance and development Both positive and constructive situations Continuous feedback ensures transparency The Feedback Cycle provides a framework for evaluating and delivering feedback effectively Expectations Observations Appraisals Outcomes 7

Core Competencies For all employees: Professional/Technical Knowledge Stewardship Problem Solving/Decision Making Communication Quality Improvement/Customer Service Work Relationships/Teamwork For those with supervisory responsibilities: Managing People Leadership Strategic Planning and Organizing 8

Performance Review Ratings Performance Ratings Frequently Exceeds Expectations Core Standard for System Office staff; represents a competent, successful and engaged contributor Fully Meets Expectations Partially Meets Expectations Does Not Meet Expectations 9

Performance Review Rating Descriptions Frequently Exceeds Expectations An employee whose work is characterized by: • 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. Fully Meets Expectations An 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. Partially Meets Expectations An 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. Does not Meet Expectations • fails to meet the criteria of the job function; • falls short of performance targets; • provides inadequate support to the mission, vision or strategic objectives; • performs below the beginner or developmental stage of demonstrable knowledge, skills and abilities; required work and behavioral competencies. 10

Performance Management Process - Timeline USNH Performance Management Cycle Timeline The USNH performance management process operates within a calendar year timeframe. The specific components of this process and the associated dates are shown below. Dec, 2016 Jan, 2017 May June July Oct Nov Dec   Step 1: Executive Team determines their 2017 departmental goals; forward to HR and Supervisors. Step 2: Supervisors review departmental goals and create their own goals by mid-December; forward to HR. HR will attach and distribute with employee goal forms. Step 3: Employees finalize goals for upcoming year. Step 4: Review goals with supervisor. Step 5: Submit final goals to HR by the end of January. Step 6: Supervisor schedules Staff Mid-Year Check-In. Step 7: Employee completes Mid-Year Assessment and submits to Supervisor. Step 8: Supervisor and staff meet for Mid-Year Check-in to discuss job and review and/or or update goals. Step 9: Employee completes Self-Assessment. Step 10: Supervisor reviews self-assessment, prepares evaluation, and assigns rating. Step 11: Employee meetings, performance reviews completed and submitted to HR by December 15th. HR prepares performance report for Chancellor and Executive Team. Data used to inform salary increase process. 11

Performance Management Process Goal Setting Drives ongoing need to support department and institution and ensure highest levels of customer service, efficiencies, and improvements Provides clarity and structure on individual, team and department priorities and effectiveness Fosters ongoing communication between manager and employee Encourages performance improvements and strategies Follows S.M.A.R.T. method 12

Creating Smart Goals – A Formula Action verb Results “by” Measurement “by” Timeframe 13

Key Information Who is eligible for a performance review? All staff hired by October 1, 2016 or earlier. Reviews for staff hired after October 1st are done at the supervisor’s discretion. Where do I find the forms? Performance evaluation forms and materials are located on the System Office web site: www.usnh.edu/hr/SystemOfficeHR/performance-management-form-resources.html When are the forms due? Completed performance evaluation forms are due by December 16, 2016; next evaluation period goals are due January 31, 2017. Where do I send them? Forms are submitted to Susan Poole in Human Resources. 14

Appendix - Setting Smart Goals Specific: Goal objectives should address the five “Ws:” who, what, when, where, and why. Make sure the goal specifies what needs to be done with a timeframe for completion. Use action verbs such as create, design, develop, implement, produce, etc. Measurable: Goal objectives should include numeric or descriptive measures that define quantity, quality, cost, etc. How will you and your staff member know when the goal has been successfully met? Focus on elements such as observable actions, quantity, quality, cycle time, efficiency, and/or flexibility to measure outcomes. 15

Appendix - Setting Smart Goals Achievable: Goal objectives should be within the staff member’s control and influence; a goal may be a stretch but still feasible. Is the goal achievable with the available resources? Is the goal achievable within the timeframe originally outlined? Consider authority or control, influence, resources, and work environment support to meet the goal. Relevant/Realistic: Goals should be instrumental to the mission of the department (and ultimately, the institution). Why is the goal important? How will the goal help the department achieve its objectives? Develop goals that relate to the staff member’s key accountabilities or link with departmental goals that align with the institutional agenda. Time-bound: Goal objectives should identify a definite target date for completion and/or frequencies for specific action steps that are important for achieving the goal. How often should the staff member work on this assignment? By when should this goal be accomplished? Incorporate specific dates, calendar milestones, or timeframes that are relative to the achievement of another result (i.e., dependencies and linkages to other projects). 16