System Office Performance Management Human Resources Fall 2015

Purpose of This Meeting The importance of performance reviews Performance management process and supervisor’s role Discuss 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 Feedback Cycle 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 Consistently Exceeds Expectations Frequently Exceeds Expectations Fully Meets Expectations Partially Meets Expectations Does Not Meet Expectations Core Standard for System Office staff; represents a competent, successful and engaged contributor 9

Performance Review Rating Descriptions Consistently Exceeds Expectations An employee whose work is characterized by: sustaining exemplary performance throughout the rating period; providing excellent service in support of the mission of the organization; consistently exceeding and sometimes far exceeding the criteria of the job responsibilities; consistently demonstrating initiative for the benefit of the Institution and Department; demonstrating full mastery of knowledge, skills and abilities, required work, and basic competencies. 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 An employee whose work: 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: JanFebMarchAprilMayJuneJulyAugSeptOctNovDec Step 5: Prepare goals for upcoming year Step 6: Review goals with supervisor Step 7: Submit final goals to HR by January 31st Supervisor schedules Staff Mid-Year Check-In. Supervisor and staff meet for Mid-Year Check-in to discuss job and review and/or update goals. Step 1: HR provides performance management training for supervisors and/or staff. Step 2: Employee completes Self- Assessment. Step 3: Manager reviews self-assessment, prepares evaluation, and assigns rating. Step 4: Performance reviews, employee meetings and development plans completed and submitted to HR by December 18 th. HR prepares performance report for Chancellor and Executive Team. Data used to inform salary increase process. *Reminder: Submit original, signed Goals to Human Resources – Susan Poole 11

Performance Management Process 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 Goal Setting 12

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

Performance Management Process Key elements of performance review: Engaged and planned conversation Part I - Job success factors Key responsibilities Core competencies Part II - Evaluation period goals Overall rating (Based on Parts I & II) Development plans Signatures Part III Next Evaluation Period Goals for upcoming CY 14

Key Information Who is eligible for a performance review? – All staff hired by October 1, 2015 or earlier. Reviews for staff hired after October 1 st 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: When are the forms due? Completed performance evaluation forms are due by December 18, 2015; next evaluation period goals are due January 31, Goal forms are due by January 31, Where do I send them? Forms are submitted to Susan Poole in Human Resources. 15

OTHER QUESTIONS? 16

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. 17

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). 18