All Supervisors Meeting Performance Review Process and Enhancements April 15, 2015 April 15, 2015

Agenda Key process outcomes Connections to the individual development planning process Department “summaries”/plan Ithaca College “core competencies” Introducing ratings: – For core competencies – Overall ratings – Links to available rewards: Full general Additional Questions?

Connections to previous All Supervisor Meetings Policies/practices/training are an integral aspect of a High Performing Organization (Fall 2013). High performing organizations (Spring 2014): – Definitions and language – Actions – Outcomes Focus on employee development (Fall 2014): – Ithaca College competencies: the “Blue Sheet” – Individual development planning as a tool/process for development

Connections (Spring 2014): Ithaca College as a High Performing Organization We expect and recognize innovative/creative thinking, stretch goals/targets, and impact players. In high performing cultures, employees are expected to be engaged, accountable, and committed to acquiring leading edge knowledge, delivering exceptional services and meeting new challenges head on. We will look to continuously improve and measure our effectiveness. We aspire to be a learning organization with a culture where attention to the learning process is as important as the learning and learning initiatives must be linked to organizational goals. Our supervisors are key to leading this strategic and focused transformation.

Connections (Fall 2014): Leadership at Ithaca College Everyone who works at IC is invited into leadership as defined here. Having leaders with these traits advances IC as a high performing organization. Those who take this perspective will tend to be given professional development opportunities. Effective leadership at IC means: – Understanding & appreciating the mission, values, history, and challenges – passion in the mission creates a transformative educational experience. – Understanding the market and how IC is perceived as compared to our competitors. – Demonstrating the courage to make the right decisions for the right reasons. – Holding self and others accountable – identifying potential in people and processes, and taking responsibility for actualizing that potential. – Understanding strategic partnerships across the college that strengthen individual and institutional performance.

Connections (Fall 2014): Ithaca College workforce analysis Analysis is an extension of the Huron Education review and subsequent campus community reactions/input to the summary report. The analysis is reviewing all areas and all staff positions: – Positions that are currently filled with incumbents – Positions that are currently being searched – Positions that are open – but are not currently being searched – Temporary positions The goal is to be able to assess all POSITIONS and build a workforce plan for all areas. The importance of the position is NOT an assessment of the performance of the individual holding that position.

Connections (Fall 2014): Individual development planning Competencies are: – The skills I need – The knowledge/information I need – The attributes/behaviors I need to display/model Key questions: – What do I need to learn more about – develop to be “better”? – How does this help the College meet its needs? – What steps will I take to achieve this goal? – What resources/support will I need meet this plan? – What will “success” look like – specifically/results? – Target completion date?

Connections: Individual development planning (Fall 2014 cont.) IDPs are already a part of the IC performance review process: – “Areas for Growth, Development, Improvement” The idea is to be more “INTENTIONAL” and “PLANNED” about conversations with our direct reports. IDPs can be short or more detailed. The key steps: – The conversation with the individual – Looking for connections to IC outcomes – Looking for connections to individual growth goals – Making a commitment for the time and resources to meet the IDP – Having an overall area/department annual plan

Connections: IDP outcomes for Spring 2015 Develop a plan to manage the IDP process in your area: – The plan should identify how an IDP conversation is included as part of the performance review process. – All supervisors who review “next level up” should make sure there are plans identified in the development “box”. – Identify the barriers to an overall plan for your department/area: Meet with Talent Management staff in HR during spring 2015 to go through the plan: – Identify resource gaps – College to look for commonality for development – College wide plans and approach compiled and rolled up for for resource allocation

The goal of the annual performance review conversation is to positively impact the employee’s performance, their motivation, and their commitment to excellence.

Goals of the Review Process Learn from the past to improve the future Reflect on the year’s accomplishments Clarify performance expectations Identify how the supervisor can support the employee

6 Steps to Successful Performance Reviews 1.Preparation 2.Assessment 3.Reviewing documents 4.Appropriate setting 5.Deliver it clearly 6.Encouragement

Online Performance Review: Core Competencies Adaptable Collaborative Communicate Effectively Demonstrate Leadership Engage in the Organization Exhibit Professional Integrity and Ethics Inclusive Respectful Responsive Results Driven Sustainable Take Initiative Value Personal and Professional Development

Adaptable Flexible, open and receptive to new ideas and approaches. Readily adapts to changing priorities, situations and demands. Easily adapt plans, goals, actions, or priorities in response to unpredictable or unexpected events, pressures, situations, and job demands. Effortlessly shift gears and change direction when working on multiple projects or issues.

Collaborative Builds positive relationships, involves others as appropriate and is willing to learn from others. Welcomes questions, new information and feedback. Recognizes the importance of how personal behaviors and emotions impact others. Understands strategic partnerships across the College and cultivates connections that strengthen individual and institutional performance.

Communicate Effectively Able to express thoughts clearly and respectfully. Demonstrates effective listening skills, and competently gives and received feedback. Expresses relevant information appropriately to individuals or groups taking into account the audience and the nature of the information. Effectively answers questions others or communicates an inability to do so and suggests other sources of answers. Notices nonverbal cues and responds appropriately.

Demonstrate Leadership Self-motivated and able to build trust and inspire others to work toward a common objective. Earns and retains the respect of others. Creates an environment where everyone feels valued. Acknowledges the support and contribution of others.

Engage in the Organization Understands and appreciates IC’s mission, student-centered values, history and challenges. Believes passionately that IC can create a transformative educational experience through its mission. Understands the market in which IC operates and our value in comparison to our competitors. Actively participates as a member of the campus community and understands the value of their role as part of the educational experience of our students.

Exhibit Professional Integrity and Ethics Demonstrates courage to make the right decisions for the right reasons. Observes high standards of business and personal ethics in the conduct of duties and responsibilities to the College. Practices honesty and integrity in fulfilling responsibilities. Complies with all applicable federal and state laws and regulations as well as policies of the College and raises questions or concerns regarding violations.

Inclusive Promotes a welcoming, inclusive environment for all by interacting effectively and showing respect for differences in backgrounds, lifestyles, and viewpoints, including but not limited to race, culture, nationality, ethnicity, religion, ideas beliefs, geographic origin, class sexual orientation, gender, gender identity and expression, disability, and age. Culturally competent and aware of one’s own cultural identity and views about difference, and the ability to learn and build on varying cultural and community norms.

Respectful Self-aware. Skilled in perceiving, understanding, and managing emotions and feelings. Recognizes emotions and how they affect behavior. Exhibits emotional intelligence. Able to control impulsive feelings and behaviors and manage emotions in healthy ways. Understands the emotions, needs, and concerns of other people. Develops and maintains good relationships. Inspires and influences others. Works well in a team.

Approachable and Accessible to others Approachable and accessible to others. Reaches out to be helpful in a timely and responsive manner. Strives to satisfy internal and external customers and follows up with individuals to ensure satisfaction. Is diplomatic, respectful, courteous, and welcoming. Identifies potential in people and processes and takes responsibility for actualizing that potential.

Results Driven Identifies goals aligned with their unit and the College’s strategic direction and achieves results. Focuses on desired results, and sets and achieves challenging goals. Develops standards against which to measure behavior and performance. Measures performance against results. Takes risks, faces fears, and demonstrates a strong sense of urgency about achieving goals. Persists in the face of significant difficulties to achieve goals. Strives to meet expectations of others.

Sustainable Exercises sound and ethical judgment when acting on behalf of the College with respect to the management of natural, human and financial resources. Uses equipment, processes, and systems that minimize impact on natural, human and financial resources. Strives to minimize waste through reuse and recycling, improve efficiency, and reduce resource use.

Take Initiative Anticipates needs, engage in problem solving, generates ideas for improvement, and takes action without prompting or waiting for explicit instructions. Demonstrates a commitment to effective job performance by taking action on one’s own and following through to get the job done. Provides suggestions and/or takes actions that result in improved work processes, communications, or task performance. Takes initiative to seek out new work challenges, influence events, or originate action.

Value Personal and Professional Development Demonstrates a commitment to self-development and improvement of knowledge and skills. Seeks feedback from multiple sources about how to improve and develop. Modifies behavior based on feedback or self- analysis of past mistakes. Identifies when it is necessary to acquire new knowledge and skills. Supports the needs of employees seeking personal and professional development.

Individual/Self Skill Development – Advanced Writing Skills – Decision Making – Ensuring Compliance with – IC Policy & State/Federal Regulations Organizational Skill Development – Change and transition – Communications and information sharing – Translating College’s goals into individual/team goals Team/Group Skill Development – Building Trust – Coaching – Delegating – Diversity & Inclusion – Developing Employees – Leading Meetings – Managing Talent – Managing Performance – Understanding & Leading – Teams/Groups – Understanding Motivation – Rewards & Recognition Supervisory Core Competencies

Online Performance Review Rating Scale:  Improvement needed  Opportunity for development  Meets expectations  Meets and exceeds expectations  Consistently exceeds expectations Opportunity to rate each individual core competency. Opportunity to provide an overall rating for the performance review period. “Meets expectations” = Full general in the Annual Review process.

What’s Next? The Self-Assessment is complete. The Performance Review is complete. Work the Individual Development Plans (IDP) with your group. Questions?