Performance Appraisal 16/17

Performance Appraisal 16/17
INSTRUCTOR NOTE: This is the introduction section. The next 4 slides should take 5 mins. The purpose of these slides is to tie back to the previous class and introduce what we are covering today. SAY: Some may wonder why we are here in training again. The surveys we did last year, indicated that you did not have enough training for managers or employees to complete performance appraisals and discuss performance We are here today to discuss best practice approaches in creating healthy, positive and high performing work environment. The Goal of all of these trainings is to create a consistent approach and common language across UCOP. The better we get at performance management, the clearer it is for all employees to understand what is expected. This ultimately results in employees, departments, divisions and UCOP as a while to reach our goals. Performance Management is an ongoing process not an annual event. Performance Appraisal 16/17 UCPress Training

Rules of Engagement To ensure open, respectful dialog and maximum participation it is important to set and agree on our Ground Rules. Confidentiality Hear from everyone Listen to understand Keep an Open Mind Step outside to use electronics The role of the facilitator Participant role – How you benefit INSTRUCTOR NOTE: Review ground rules slide ASK: Can you agree to live with these rules for this class? SAY: The role of facilitator is to keep things moving, facilitate discussion, help to create a positive learning environment and assist you to find answers to questions you may have.

Goal Setting Session pg3
In the Goal Setting session, you will: Receive an overview and timeline of the performance process Review the process to develop a SMART goal Discuss the updated UCOP Ratings and their definitions Review the process of applying ratings to goals and competencies Preview the navigation of the Halogen System We will not be discussing: Merit Process In today’s session, you will: Receive an overview timeline of the performance process Understand the process to develop a SMART Goal Create broad and understandable goals Learn to navigate the Halogen system

Important Dates for 2016 - 2017 Process pg4
June 19 Halogen Opens for Employee Self-Appraisal July 7 Employee Self-Appraisal Due July 10 Managers begin writing employee appraisals July 31 Managers complete employee appraisals August 24 Managers begin to deliver appraisal to employees Sept 15 Managers close out process in Halogen INSTRUCTOR NOTE: <read off the slide> Highlight important dates. SAY: SAY: Your division leaders, JJ Lerma, Compensation Manager, and your HRBP will be discussing the Merit process with managers during division/department meetings that we will be scheduling in May and June These sessions will provide more guidance on the merit process.

Performance Management Model
INSTRUCTOR NOTE: The next two slides are quick talking points and should take 2 mins

Performance Management Model pg5
INSTRUCTOR NOTE: THIS SLIDE IS ANIMATED CLICK 1 Stops first on coach CLICK 2 Stops second on Evaluate results SAY: This is a review slide tying back to the goal setting training where we were showing where we are today in the performance model. This training focuses on the evaluating results phase of the process. As a reminder from our goal setting training in Fall, performance Management is an ongoing process not a one-time annual event.

Making Goals that Matter

Job Responsibilities and Goals pg6
Job responsibilities are the established, recurring duties and job requirements for your position. Goals are set to describe your top priorities, such as new initiatives and projects for the coming year. Goals may also be related to enhancing your performance in key areas of your job. Common types of goals are to: Increase something (satisfaction, retention, effectiveness, knowledge) Make something (documents, reports, presentations) Improve something (processes, results, relationships, skills) Reduce something (risk, expenses, waste) Save something (time, money, space, energy)

SMART Goals + Job Responsibilities + Competencies
Job Responsibilities and SMART Goals are the What you do. Competencies are the How you do it. Job Responsibilities

University of California Mission UCOP Mission, Vision and Goals
Goal Alignment pg7 Individual Goals Department Goals University of California Mission UCOP Mission, Vision and Goals Division Goals G O A L S RESUL TS Before we get there its important to prepare your team for Goal alignment. To ensure goals are aligned to the organization discuss: UC Vision, Mission, and Goals Education, Research Public Service UCOP - Office of the President helps give shape to a vision for the university, managing the activities that are central to UC's public mission and essential to the idea of one university. This discussion allows you to: See how your work contributes to the bigger mission Be more engaged and satisfied with your job Gain a sense of ownership and significance Develop a sense of urgency Increased productivity

Build common understanding of what defines success
Strategy: “Become more customer care focused” Team’s interpretation Manager’s vision Customer care focus: Comfort Team designed new, comfortable waiting area with beverages, etc. Customer care focus: Time and efficiency: What he meant: Design the admin process to run “like a hotel-check in” SMART goals create clear communication and mutual understanding

S M A R T Specific Measurable Achievable Relevant Time-Bound
What is a SMART Goal? pg8 S M A R T Specific Measurable Achievable Relevant Time-Bound Lets tie the way adults learn to the SAMRT criteria Ensuring that your goals meet the SMART criteria will save you time and effort and minimize miscommunication. If any part of the criteria is not clear to both the employee and the manager, it will lead to confusion on the desired outcome of the goal.

Specific Measurable Achievable Relevant Time-Bound
What is a SMART Goal? Specific Measurable Achievable Relevant Time-Bound Who is involved? What do I want to accomplish? Clear and unambiguous What will be accomplished? With whom? Express in positive light “complete with accuracy” vs “don’t make any mistakes

Measurable Specific Achievable Relevant Time-Bound
What is a SMART Goal? Specific Measurable Achievable Relevant Time-Bound Quality, Quantity, Cost, Trackable progress - Success How will we know when it is accomplished? How will we measure it? Raw data – tasks completed or students served Alternatives: percentage, average Measure your output

Achievable Specific Measurable Relevant Time-Bound
What is a SMART Goal? Specific Measurable Achievable Relevant Time-Bound How will you make this goal happen? Challenging within reason Can it be accomplished? Does it provide a challenge? What factors are there that limit your control over the outcome? There are consequences to: Unachievable goals Non challenging goals

Relevant Specific Measurable Achievable Time-Bound
What is a SMART Goal? Specific Measurable Achievable Relevant Time-Bound Worthwhile, fits long term plans How does it support the department/division goals? Does it mean something to the employee? Does it relate to my job? Does it relate to the core competencies?

Time-Bound Specific Measurable Achievable Relevant
What is a SMART Goal? Specific Measurable Achievable Relevant Time-Bound Dates or elapsed time When does it need to be accomplished? What are the checkpoints that help measure progress? Checkpoints Milestones Can be used to adjust process Without deadlines, goals tend to be overtaken by the day to day crises that inevitable happen

The Basic Goal pg9 Your manager says:
“We are spending a lot of time showing people what to do and I want you to work on figuring out a way to get the staff to understand how to use our services better” You create the Goal: I am going to create a desk reference to help the staff at UCOP better understand our services. Brainstorm – Understanding a SMART Goal (10 mins) Think about the following Goal. Is it SMART? Let’s test that by answering the questions and making it broad

Making a Goal SMART pg9 Your Goal:
I am going to create a desk reference to help the staff at UCOP better understand our services. How is this Specific? How can It be Measured? How can this be Achieved? How is this Relevant? Is this Time-bound? I will write a client desk reference of how to access the 30 major services (steps and screenshots) provided by my department I will measure my progress by detailing 2 processes per week, leaving enough time for review, and uploading to be completed in 6 months. I will list out and group the processes, assign a review lead for each group, set up a step process guide structure, I will create and test the first drafts and have a process lead review each group of steps. Increase my department knowledge and as a result our team can meet its goal of providing consistent high-level customer service. This ties to the competencies of Collaboration, principles of community, innovation. Job mastery, problem solving and client service focus. I will have this created in 6 months Brainstorm – Understanding a SMART Goal (10 mins) Think about the following Goal. Is it SMART? Let’s test that by answering the questions and making it broad

Understanding a SMART Goal
Your Goal: I am going to create a desk reference to help the staff at UCOP better understand our services. SMART GOAL: In order to increase my knowledge of my department’s procedures and help spotlight our focus on client service, I will write a client desk reference of how to access the 30 major services provided by my department by detailing two procedures per week (steps and screenshots). I will list out and group the processes, assign a review lead for each group, set up a step process guide structure, I will create and test the first drafts and have a process lead review each group of steps. The desk reference will be completed, reviewed and published on the local intranet in 6 months. Brainstorm – Understanding a SMART Goal (10 mins) Think about the following Goal. Is it SMART? Let’s test that by answering the questions and making it broad

Discuss a SMART Goal pg10 Is your goal SMART? How is it Specific?
How can it be Measured? How can it be Achieved? How is it Relevant? Is it Time-bound? Does it tie into the department goals? Division goals? Small Group Exercise (10 mins) At your Table, you will be taking the assigned Goal. Refer to the assigned. You will share your results with the large group. Is your goal SMART? Answer the Questions to make it more broad Full Group Debrief & Discussion (10 mins) Spokespeople briefly share with large group the 5 area of the SMART Goal By making SMART Goals more Broad, they begin to outline the steps and clarify what need to be done. This exercise can be used as you begin to refine your Goals

Performance Appraisal
SAY: The objective of this section is to ensure managers and employees have a common understanding of the definition of each of the UCOP ratings SAY: In this next section we will discuss the ratings and help you become familiar with the revised language Revising language and making each rating more clear was suggested in both surveys and focus groups KEY Talking Point: Consistent application of ratings across UCOP ensures all team members have a consistent and common understanding of the ratings and can clearly see what success looks like. This will ensure we are evaluating performance consistently. As employees move between managers and/or departments we will have a consistent approach to evaluating performance.

Steps of the Performance Process pg11
This is QUICK talking point SAY: There are 3 steps in completing a performance appraisal INSTRUCTOR NOTE: <paraphrase> 1. Prepare: Whether writing your own self-appraisal or an appraisal for another person, take time to gather supporting material of accomplishments and progress. You will want specifics to support the appraisal and the ratings. 2. Write: Use what you prepared to clearly illustrate each section of the appraisal. Use specific examples to clarify the merit of the rating. Be clear. 3. Discuss – After the employee self-appraisal and manager review are completed, discuss the results and revisit expectations for the next year and discuss new and in-progress goals. Reminder that Performance discussions should not be scheduled or delivered until the CEO and PEO reviews are completed. A communication will be sent to notify managers to begin administering the performance reviews. . SAY: The More preparation you put into and appraisal before you write it the more complete and thorough you will be able to tell the story about the employee’s performance Today we are focuses on the preparation of your review, in order to discuss with your manager. And we will also preview the Halogen form where you will write the appraisal

Ratings SAY: The objective of this section is to ensure managers and employees have a common understanding of the definition of each of the UCOP ratings SAY: In this next section we will discuss the ratings and help you become familiar with the revised language Revising language and making each rating more clear was suggested in both surveys and focus groups KEY Talking Point: Consistent application of ratings across UCOP ensures all team members have a consistent and common understanding of the ratings and can clearly see what success looks like. This will ensure we are evaluating performance consistently. As employees move between managers and/or departments we will have a consistent approach to evaluating performance.

Revised Ratings and Definitions pg12
Below are the refined UCOP Ratings and Definiations Rating Revised Rating Definitions Outstanding Exceeds Expectations Successfully Meets Expectations Development Needed/ New and Learning Does not meet Expectations Exceptional outcomes generated responding to unforeseen or changing circumstances; Consistently highest level of performance impact. Very high level of contribution; Consistently performs above and beyond all defined expectations. Strong, solid achievement of performance expectations, and at times possibly exceeding expectations. High level of contribution. Development Needed: Performance expectations partially met; moderate level of contribution; Some critical goals completed; achievement below expectations. Improvement needed in the position. New in position: developing appropriately; performance was good given time in the position. INSTRUCTOR NOTE: The exercise is the introduction to the ratings – This will make the class read the definitions in order to complete the exercise. SAY: This is an INDIVIDUAL exercise to familiarize yourself with the revised rating definitions MATCH, by drawing a line from the rating TITLE on the left to the Rating DEFINTION on the right You will have 2 minutes INSTRUCTOR NOTE: the SLIDE REVEAL starts with successfully meets – exceeds – outstanding – development needed – Does not meet SAY: Development needed or new and learning has two connotations associated with it: New and Learning means: A rising development needed/new and learning rating means you’re learning and progressing in a new role/position or expanded responsibilities (6-9 months)and that you are well on your way to successfully meets. You are still learning about your role and responsibilities and your learning trend is positive toward meets expectations. You have an opportunity for consideration of a merit increase. Development needed means: A declining development needed/new and learning rating means on-going, continuous performance decline when an employee has been in the role. This rating means that there are behaviors which need immediate attention and the employee needs to focus on reversing this trend. The employee will not be eligible for merit until the next performance cycle and performance has improved to successfully meet expectations. Performed significantly below defined expectations; did not achieve organizational results. Immediate improvement action required.

Defining Words pg13 In your group discuss the ratings definitions
In the column to the right, list out the defining words of each definitions Rating Rating Definitions Defining Words Outstanding Exceptional outcomes generated responding to unforeseen or changing circumstances; Consistently highest level of performance impact. Exceeds Expectations Very high level of contribution; Consistently performs above and beyond all defined expectations. Successfully Meets Expectations Strong, solid achievement of performance expectations, and at times possibly exceeding expectations. High level of contribution. Development Needed/ New and Learning Performance expectations partially met; moderate level of contribution; Some critical goals completed; achievement below expectations. Improvement needed in the position. New in position, developing appropriately; performance was good given time in the position. Does not meet expectations Performed significantly below defined expectations; did not achieve organizational results. Immediate improvement action required. Exceptional outcomes Unforeseen or changing Consistently highest level Consistently above and beyond all expectations Very high level Strong, solid achievement At times exceeding High Level Partially met - Some critical goals completed Below expectations - Improvement needed New in position; Developing appropriately Performance was good; Given time in the position SAY: The Foundation of all ratings is the Successfully meets expectation rating. Successfully meets expectations rating means that an employee did a really good job. They not only met their goals but how they meet their goals demonstrated a good command of the key competencies in a way that positively contributed to getting their work completed. SAY: HERE is an analogy to think about ratings: If successfully meets expectations is the X Exceeds expectations would be the X +Y Outstanding would be the X + Y + unexpected event Development needed would be the X – 1 GROUP EXERCISE: SAY: With that in mind, at your table, you have the defining words for successfully meets expectations. Your task as a group is top list out the defining words for Exceeds and outstanding – looking at how each is distinct as well as building off the other And then work back words from successfully meets to development needed/new and learning and does not meet LARGE GROUP DEBRIEF: ASK: What defining words did you all list for each rating definition? INSTRUCTOR NOTE: Start with Successfully meets as the anchor Note how each builds from the other to Outstanding. Then work backwards from successfully meets to does not meet. Significantly below defined expectations Immediate improvement Action required

Rating Goals SAY: The objective of this section is to help all employees consistently apply UCOP ratings to their individual goals.

Ratings Group Discussion Why is it important to consistently apply ratings to goals and competencies? SAY: Why is it important to consistently apply ratings to goals and competencies? Possible Answers Build confidence that performance is being rated consistently across the organization Have a common understanding of performance ratings KEY Talking Point: Ratings from year to year are not absolute. A rating one year does not guarantee the same rating for the next year. Ratings are influenced by several factors and can change yearly based on: organizational needs and priorities changing; an employee’s job responsibilities or scope may change as well as changes regarding how an employee performs against the goals for that year.

Ratings pg14 Consider the following SMART Goal
By November 15, a written recommendation on best-practice communication approaches—based on an analysis of a minimum of 150 focus group interviews on manager/ employee communication patterns—will be delivered to the manager for sign-off. Review the SMART goal above Read the outcomes for each rating below Start with Successfully meets expectations and then look at the others Discuss what differentiates each rating from the one next to it and make notes in the right column Report out to the larger group SAY: This next activity focuses on being able to differentiate each rating for the one next to it. SAY: Take 5 minutes at your tables to discuss what differentiates each rating from the one next to it and make notes in the right column. INSTRUCTOR NOTE: Assign each table a rating - Divide the development needed rating into two tables- one table discuss development needed and the other discusses new and learning aspects of this rating.

Successfully Meets Expectations Does not meet expectations
By November 15, a written recommendation on best-practice communication approaches—based on an analysis of a minimum of 150 focus group interviews on manager/ employee communication patterns—will be delivered to the manager for sign-off. Rating Rating Definitions Notes Outstanding A written recommendation includes detailed action and project plans which have a significant impact regarding how managers communicate with their staff members; serves as a model for UCOP regarding management practices; recommendations acted upon by senior leadership; additionally, analysis shows how the recommendations can reduce employee relations cases and provide potential cost savings; is delivered on time if not earlier than the deadline and is based on the analysis of a significantly larger number of UCOP employees and managers interviewed; Additionally, senior leaders were interviewed. The recommendation needs minimal, if any, edits. Exceeds Expectations A written recommendation, which is well written, goes well beyond the original by providing clear analysis that outlines a detailed action plan and guide for managers to increase staff engagement utilizing identified communication approaches and practices for staff at UCOP; additionally, provides a training outline and workbook for managers; is delivered on time based on more UCOP employees and managers interviewed than originally requested. The recommendation needs few, if any, edits. Successfully Meets Expectations A written recommendation is delivered on time and is based on the clear analysis of the agreed upon amount of UCOP employees and managers interviewed. Analysis of the data was very good and was consistent with the original request; actionable information was gleaned from the recommendation and it needs few, if any, edits. Development Needed/ New and Learning A written recommendation is delivered on time yet further revisions were required after the due date. Analysis was based on fewer interviews than requested and both employees and managers were interviewed. The recommendation can produce actionable results but will require a thorough edit to do so. Does not meet expectations A written recommendation is delivered after the due date and is based on the analysis of significantly fewer staff members interviewed; no managers interviewed. The recommendation needs a thorough edit with substantial rewriting and was not aligned to the original request and provides no actionable results Model for UCOP management practices Senior leader actionable items Reduced ER cases/cost savings Project plan Additional analysis and recommendations Larger interview group holistically represents UCOP Clear analysis with detailed action plan Guide for manager to increase engagement Provides training outline and workbook Additional interviews On time Agreed upon amount of interviews Good analysis Actionable information Few edits Large Group Debrief- INSTRUCTORS NOTE: Start with Successfully meets expectation- reveal what we have developed- SAY: Here are what we think achieves this goal. What do others think? ASK: What did the other tables (previous slide you assigned ratings to each table) come up with for how that particular rating was achieved? Ask the Exceeds group to respond, then Outstanding, Development Needed/New and learning, and Does not meet KEY Talking Point: SAY: Anchoring the actual rating in the rating definition will help provide clarity, consistency and common application of the ratings. Revisions required after due date Fewer Interviews Requires edit for actionable results Delivered after due date Significantly fewer interviews-No Managers Needs edit Not aligned to original request

Rating Competencies SAY: The objective of this section is to help all employees understand the UCOP Competencies and apply ratings to each. Key Talking Point: The next section is about developing a common understanding of our competencies as well as a consistent way of rating them. As with the rating discussions, having a shared understanding of competencies assists all staff in seeing we are working to create a common understanding and language to consistently apply ratings across UCOP. Competencies also define key behaviors which assist in the ability to recruit, select, develop, reward, and promote.

UC Press Competencies pg15 Additional Manager Competency pg16
Communication Expresses ideas and information in a clear and accurate manner in different situations, verbally and in writing, to meet department and organizational objectives. Establishes communication that is both proactive and responsive. Demonstrates skill in listening to, influencing and interacting with others, and seeks perspectives from others to ensure inclusiveness and understanding. Where applicable, makes effective formal presentations. Innovation, Creativity, and Change Inspires and develops creative and innovative approaches to addressing challenges and problems. Proactively seeks to determine whether activities and processes add value to the work of the department and/or organization. Supports change initiatives by defining measureable outcomes, energizing others at all levels and ensuring continued commitment when faced with new initiatives. Job Mastery and Learning Ability Demonstrates technical competence, job knowledge and industry understanding when completing job duties; able to link job responsibilities to larger organizational vision and priorities. Demonstrates responsibility for own career path and continuous learning, striving to upgrade depth and breadth of skill set and experience Interpersonal Skills and Teamwork Builds productive and collaborative relationships with coworkers at all levels internally and externally to successfully achieve goals. Works collaboratively on projects/activities by enhancing and contributing to group efforts and demonstrates effective conflict resolution skills. Identifies and responds to the needs of internal and external customers, resolving problems promptly and effectively. Judgement, Problem Solving, Decision Making Identifies problems, conducts appropriate analysis and involves others in seeking solutions. Responds quickly to new challenges. Demonstrates critical thinking and ability to understand connections between issues and to resolve conflict between competing goals. Acts with integrity and transparency in decision-making. Self-Management, Work Quality and Productivity Sets own priorities, plans work effectively and demonstrates execution of goals and objectives. Completes work on schedule demonstrating high standards; produces the appropriate volume of work. Utilizes resources available to maximum efficiency. INSTRUCTOR NOTE: This is an Introduction or a refresher or the competencies SAY: After completing surveys and focus groups of the performance process form 2016, many employees noted that the descriptions of the competencies were unclear and sometimes redundant. The competencies have not changed. However, to add more clarity the descriptions and behavioral examples have been re-written. SAY: Take two minutes and familiarize yourself with the competency definitions and behaviors. KEY Talking Points: Competencies apply to how we accomplish our goals and how we do our jobs. The behaviors listed for each competency are examples. They are not a required checklist. This list is meant as a reference guide. It is not an exhaustive list of examples. It is a point of reference. Competencies define and describe the expectation of how (the essential behaviors) employees to complete their work.. Each behavior or skill that makes up a competency can be demonstrated at different levels of proficiency across many situationJob descriptions and goals more clearly describe the job duties and responsibilities. Competencies are rated on how an employee achieves his/her goals as well as how well his/her daily job responsibilities are performed. INSTRUCTORS NOTE: For this next example, BP’s to give a personal example of how you use this competency. SAY: For example in competency of communication and collaboration in my job (BP’s give a real example from their job) I need to take these actions that demonstrate communication and collaboration to complete a goal that I have. Additional Manager Competency pg16 Staff Management and Organizational Leadership Maximizes departmental and organizational results and individual effectiveness through delegation and management of resources. Fosters an environment of high performance, individual growth and professional development, providing effective coaching and clear, timely performance feedback. Recruits, mentors and retains a talented and diverse team. Works effectively across departments, manages all resources efficiently and effectively, and models organizational values and behaviors.

Competencies at Work pg17
Consider the following scenarios with two employees: Does either of the employees exhibit behaviors that may indicate proficiency (or lack of) in a certain competency? Pat is achieving all assigned goals, managing time well, excelling at getting work done and finding new ways to get the work done and yet others around, don’t want to work together because of how they are treated and the way Pat goes about getting the work done. Pat’s manager is constantly getting complaints that Pat demeans and belittles people, and is only looking out for Pat’s own interests Jamie works closely with all of the customers and peers and has developed relationships with all of them. They can come to Jamie whenever they have a concern. Jamie partners with them in the process of making decisions and keeps them up to date with the timely status updates of their deliverables. However, Jamie has a hard time getting all the assigned work done because of managing priorities. INSTRUCTOR NOTE: Divide class in either tables or pairs Assign each group either Bob or Olivia SAY: Please read the assigned scenario. In this situation Identify the competencies that Bob or Olivia are demonstrating or not! Take 3 minutes to discuss SAY: Our goal is to facilitate a common understanding across UCOP of the competency definitions. DEBRIEF: Different groups may see different competencies Individuals may interpret answers based on how they get their job done or on their expectations for getting their jobs done

- - - Pat Jamie Why explain
Pat is achieving all assigned goals, managing time well, excelling at getting work done and finding new ways to get the work done and yet others around, don’t want to work together because of how they are treated and the way Pat goes about getting the work done. Pat’s manager is constantly getting complaints that Pat demeans and belittles people, and is only looking out for Pat’s own interests. Competency Pat Jamie Why explain Communication Innovation, Creativity, and Change Job Mastery and Learning Ability Interpersonal Skills, Teamwork Judgement, Problem Solving, Decision Making Self-Management, work Quality and Productivity -  - INSTRUCTOR NOTE: This is an INDIVIDUAL ACTIVITY SAY: Take 2 minutes to read the scenario about Bob and how he is applying various competencies. Then place and x next to the competency he is doing well at and a – next to the competency he is either not demonstrating or needs to develop further. Do the same for Olivia. SAY: After you have done that, briefly explain why you thought they are either demonstrating that competency or need further development on it. INSTRUCTOR NOTE: employees may see other competencies that apply in this scenario. Employees bring how they do their job to their evaluation Many answers could be right Stick to these examples as clear illustrations

- - Pat Jamie Why explain
Jamie works closely with all of the customers and peers and has developed relationships with all of them. They can come to Jamie whenever they have a concern. Jamie partners with them in the process of making decisions and keeps them up to date with the timely status updates of their deliverables. However, Jamie has a hard time getting all the assigned work done because of managing priorities. Competency Pat Jamie Why explain Communication Innovation, Creativity, and Change Job Mastery and Learning Ability Interpersonal Skills, Teamwork Judgement, Problem Solving, Decision Making Self-Management, work Quality and productivity  INSTRUCTOR NOTE: This is an INDIVIDUAL ACTIVITY SAY: Take 2 minutes to read the scenario about Olivia and how she is applying various competencies. Then place an x next to the competency he is doing well at and a –next to the competency she is either not demonstrating or needs to develop further. SAY: After you have done that, briefly explain why you thought she is either demonstrating that competency or need further development on it. INSTRUCTOR NOTE: employees may see other competencies that apply in this scenario. Employees bring how they do their job to their evaluation Many answers could be right Stick to these examples as clear illustrations - -

pg18 Consider the following situation:
Alex is an administrative assistant supporting the director of a large department. Alex reports directly to the Director but supports the entire department. For the competency of Collaboration and Communication lets look at some outcomes Alex might achieve at each rating Rating Rating Definitions Outcome Expected Outstanding Exceptional outcomes generated responding to unforeseen or changing circumstances; Consistently highest level of performance impact. Exceeds Expectations Very high level of contribution; Consistently performs above and beyond all defined expectations. Successfully Meets Expectations Strong, solid achievement of performance expectations, and at times possibly exceeding expectations. High level of contribution. Keeps director and staff up to date with calendars, events and relevant information. Maintains relationships with department stakeholders; keeps them apprised of relevant information. Responds promptly to and voic ; researches needed information when necessary. Works with director and staff to understand their needs and look for ways to be supportive. Collaborates with other admins to align schedules, combine events and reduce unneeded meetings. Development Needed/ New and Learning Performance expectations partially met; moderate level of contribution; Some critical goals completed; achievement below expectations. Improvement needed in the position. New in position, developing appropriately; performance was good given time in the position. Does not meet expectations Performed significantly below defined expectations; did not achieve organizational results. Immediate improvement action required. During unexpected and prolonged leave for a senior manager’s executive assistant during major crisis lasting 8 months; quickly able to assess, respond to and coordinate challenging communications, schedules during a highly sensitive and publicized issue; her professional, measured response allowed their new manager to fully engage in the crisis; provided exceptional service to campus partners involved. Researches communication style preferences of her directors key stakeholders and aligns correspondence; she consistently and proactively up-dates director on trends from other administrative assistants ensuring her director has critical information. Engages peers on communication trends and issues to develop recommendations for improvements. SAY: This activity is designed to develop a consistent approach to applying our rating definitions to competencies. SAY: For the purpose of this activity, Maria has successfully met the expectations of this competency by the outcomes we have outlined. KEY TALKING POINT- SAY: However, if Maria had a different position, her expected outcomes would be different and related to that position. Outcomes are relative to the position and the competency. ACTIVITY: SAY: Your task is to underline the outcomes we have given you in the left column that support the rating definition in the right column. For example, what are the expected outcomes Maria would need to exceed expectations? Look at the outcomes using the “exceeds” rating definition and then underline the outcomes that match the rating definition based on the outcomes we have provided you in the right column. PROCESS NOTE on TIMING: If you have time, have each table discuss and underline the remainder of the outcomes. If you are short on time, assign tables just one rating. For example, two tables take Exceeds, 2 tables take Outstanding and so on. LARGE GROUP DEBRIEF ASK: Let’s take Exceeds expectations, what are the key outcomes you underlined for that rating? Why? Include those here PROCESS NOTE: Do the same for each rating definition. Key Points: 1. The outcomes of competencies are relative to the position and the work. 2. Competencies apply to how the work is accomplished. (Please do not say All competencies do not apply to all goals – there is not an N/A option) 3. Use the rating definitions as anchors or guideposts when rating competencies. Written communication includes some factual and grammatical errors; maintains departmental calendars however, at times overbooks director. She has yet to learn the key stakeholders her director interacts with; has missed key opportunities for her director. Maria has not established her peer support network. Written work is consistently filled with errors. Waits to the last minute to inform her director of critical issues which impacts the department. Director utilizes others in department to complete her work to draft s and create presentation. Unwilling to network with other administrative assistants.

Manager Competencies pg16
Turn back to page 17 in your workbook At your tables discuss the manager competency How do you work this into your daily work lives? What are best practices? Additional Manager Competencies Staff Management and Organizational Leadership Maximizes departmental and organizational results and individual effectiveness through delegation and management of resources. Fosters an environment of high performance, individual growth and professional development, providing effective coaching and clear, timely performance feedback. Recruits, mentors and retains a talented and diverse team. Works effectively across departments, manages all resources efficiently and effectively, and models organizational values and behaviors.

Managing Performance

Feedback pg19 Future oriented conversations redirect or reinforce situations Specific Action Result of that Action Foundation is set to Coach SAY: As we previously discussed in our last class: Feedback is evaluative – information about the past to influence the future Coaching goes a step further is future oriented conversations to redirect or reinforce situations When the feedback is clear, the coaching can be more productive. INSTRUCTOR NOTE: CLICK Previously we discussed RAR Rapport – Assess – Reframe to coach an employee forward When providing feedback is important to clearly address both The specific action Result of that action To make coaching most effective it is important that the feedback is clear, so there is no doubt to what you are attempting to redirect of reinforce. SAY: Using feedback and coaching together: Addresses poor performance and assists in performance improvement Reinforces appropriate behavior Reinforces performance planning and achievement of goals Builds skills and independence Helps employees know their contributions are recognized and acknowledged

Feedback Basics pg20 Consider the following feedback situations:
Re work the situation to outline the specific action you want to redirect or reinforce Note the result the action has on you or others Feedback Situation A After a staff meeting, a manager tells the employee who made the presentation. “I was not happy with the presentation.” “You need to make some improvements to that” The manager turns and walks out of the office; The employee wonders what was wrong with the presentation. Feedback Situation B After a presentation in a staff meeting, an employee received praise from a supervisor. “You’re doing a great job,” she’s told. “Keep up the good work.” As the employee leaves the supervisor’s office, she wonders, “What exactly am I doing well? I want to keep doing it, but I’m not sure what ‘it’ is.” SAY: Let’s try this one more time. Here are 2 feedback situations. The manager has given some feedback to the employee. The feedback is not clear and the employee does not know how to move forward. INSTRUCTORS NOTE: Divide Tables 1 – 3 – 5; you will take on situation A; Tables you will take on situation B. SAY: At your tables, your task is to: Re work the situation to outline the specific action(s) you want to redirect or reinforce Note the result the action(s) has on you or others How will this set up the RAR You will have 4 minutes to work through this at your table

to redirect or reinforce to redirect or reinforce
Feedback Example pg20 Feedback Situation A After a staff meeting a manager tells the employee who made the presentation, “I was not happy with the presentation. You need to make some improvements to that” The manager turns and walks out of the office. The employee wonders what was wrong with the presentation. Type Feedback Example Specific Action to redirect or reinforce Your presentation was not clear and strayed off topic. The slides and handouts had many errors. Result of Action on you or others The rest of the team was disengaged as there was not much relevant information they could use. Action Plan: to redirect or reinforce behavior, what is the plan to move forward? Type Feedback Example Specific Action to redirect or reinforce Result of Action on you or others Action Plan: to redirect or reinforce behavior, what is the plan to move forward? Debrief of SITUATION A SAY: Let’s look at this example. <Read example on the top part of the slide> SAY: This situation was about negative feedback that you would like to redirect ASK the large group: How would you re-work the feedback that was given? ASK: How does that change the RAR (coaching) you will provide INSTRUCTORS NOTE: CLICK reveals the bottom portion of the slide SAY: Here is one example of a way to be more specific RAR

to redirect or reinforce to redirect or reinforce
Feedback Example pg20 Feedback Situation B After a presentation in a staff meeting, an employee received praise from a supervisor. “You’re doing a great job,” she’s told. “Keep up the good work.” As the employee leaves the supervisor’s office, she wonders, “What exactly am I doing well? I want to keep doing it, but I’m not sure what ‘it’ is.” Type Feedback Example Specific Action to redirect or reinforce Result of Action on you or others Action Plan: to redirect or reinforce behavior, what is the plan to move forward? Type Feedback Example Specific Action to redirect or reinforce Your presentation was clear and well put together. The slides and the handout were very informative. Result of Action on you or others The rest of the team was highly engaged and this gave them actionable items they can use immediately. Action Plan: to redirect or reinforce behavior, what is the plan to move forward? Debrief of SITUATION B SAY: Let’s look at this example. <Read example on the top part of the slide> SAY: This situation was about positive feedback that you would like to redirect ASK: How did you re-work the feedback that was given ASK: How does that change the RAR (coaching) you will provide? INSTRUCTORS NOTE: CLICK reveals the bottom portion of the slide SAY: Here is an example of a way to be more specific

Typical Responses to Feedback pg21
Negative Feedback or Redirection It is tempting to make excuses whenever we receive negative feedback or redirection. But, if you focus on the explanations, you won’t really hear what the person is trying to say. You must put aside defensive attitude and focus on the details that can help you change. Positive Feedback or Reinforcement When you receive positive feedback or reinforcement, make sure and ask questions about the details of what you did so you can ensure that you do it again! Get the details about which aspects of your behavior or performance that had a positive impact. SAY: Here are two best practice approaches to responding to feedback. We will also be discussing this in the employee training. ASK: What is our typical reaction to receiving negative feedback? SAY: When we receive feedback we typically begin to formulate a response. Negative Feedback or Redirection it is typical to get defensive and make excuses. You must put aside defensive attitude and focus on the details that can help you change. Be objective and provide specific examples ASK: How about when we receive general positive feedback? Positive Feedback or Reinforcement – it is typical to accept this without question. But this can be a problem if you are not clear what it is you did that made the impact.

Best Practices for Receiving Feedback pg21
You’ll get the most from feedback, reinforcement and redirection, if you attempt the following: Listen and learn in all feedback situations. Ask for more details, and make sure you understand those details. Paraphrase or repeating in different words to clarify understanding. Never leave a feedback discussion without agreed upon course of action. Feedback can be re-visited later if you are not prepared to respond in the moment. SAY: We have a couple best practice ideas for receiving feedback. You will get the most from receiving feedback regarding both redirection and reinforcement if you employ a few best practices. ASK large group: What might those be? INSTRUCTOR NOTE: CLICK to reveal the 4 bullet points – if they don’t suggest these here are the best practices. Listen and learn in all feedback situations. Ask for more details, and make sure you understand those details. Paraphrase or repeating in different words to clarify understanding. Never leave a feedback discussion without agreed upon course of action.

Preparing the Feedback pg22
By November 15, a written recommendation on best-practice communication approaches—based on an analysis of a minimum of 150 focus group interviews on manager/ employee communication patterns—will be delivered to the manager for sign-off. Where do the manager and the employee agree on the outcomes? Where do the manager and the employee disagree on the outcomes? What could be done to prevent any gaps in the future? Rating Performance Appraisal Comments Employee rates Successfully Meets Expectations A written recommendation is delivered on time and is based on the clear analysis of the agreed upon amount of UCOP employees and managers interviewed. Analysis of the data was very good and was consistent with the original request; actionable information was gleaned from the recommendation and it needs few, if any, edits. Manager rates Development Needed A written recommendation is delivered on time yet further revisions were required after the due date. Analysis was based on fewer interviews than requested and very few managers were interviewed. The recommendation can produce actionable results after more managers are interviewed but will require a thorough edit to do so. SAY: Lets refer back to a goal we worked on previously In the performance appraisal, the employee rates themselves a successfully meets expectations The manager rated the employee development needed SAY: A gap exists between the way each rated this goal. INSTRUCTORS NOTE: INDIVIDUAL EXERCISE Take 5 minutes to note Where do the manager and the employee agree on the outcomes? Where do the manager and the employee disagree on the outcomes? What could be done to prevent any gaps in the future? Large Group discussion ASK: What did they agree on? Where do they disagree? What could be the causes of the disagreement? Were the expectations clear? Were their check ins?

Overall Rating of Goals, Competencies and Performance
SAY: So far we have individually rated goals and competencies. The objective of this next section is to create a common practice and understanding to develop overall ratings for goals, competencies and overall performance.

Rating of Goals and Competencies pg23
SAY: It is now time to develop overall ratings for: all the goals all the competencies; and an overall rating of performance based on the combined overall rating of goals and competencies. SAY: This discussion is designed to develop a common understanding of how to create an overall rating. Goals are not be weighted on the appraisal form. Goals are weighted equally unless your manager or division leader determines one goal is more heavily weighted than others. SAY: Let’s start with developing an overall rating for goals. Here is an example. (Review the rating on screen) ASK: What overall rating would you give these 4 goals based on the individual ratings shown here? Large Group: Take answers from the group INSTRUCTORS NOTE: Go to the next slide to reveal what we have assigned the rating to be

Overall Rating pg23 SAY: Since the overall goal and competency ratings were successfully meets expectations, this rating is pretty straight forward. SAY: There could be a situation when you have an overall rating of successfully meets expectations for goals and a different rating for the competencies. Referring back to the ratings definitions as your anchor will help you. The ratings definitions are your guideposts in assisting you to make a fair, reasonable and consistent decision. INSTRUCTORS NOTE: Goals and competencies are weighted equally when determining an overall rating. INSTRUCTORS NOTE: Go to the next slide to reveal what we have assigned the rating to be

Halogen Employee Self Appraisal
SAY: The objective of this section is for employees have a common understanding of the appraisal form and timeline for completion of appraisal

Performance Appraisal Workflow pg24
1 Employee opens and completes self appraisal in Halogen 2 Manager reviews self appraisal and completes employee appraisal 3 Manager reviews with second level manager/divisional review 4 Manager delivers appraisal to employee via Halogen Employee – Manager discuss appraisal 5 Employee reviews appraisal and adds final comments in Halogen 6 Final manager sign off in Halogen SAY: The workflow for the performance appraisal consists of the following Goals Completed In personal pages in Halogen before opening appraisal. Employee completes self-appraisal Manager completes employee appraisal Appraisals are reviewed by second level manager and divisional review Manager discusses appraisal with employee Reminder that Performance discussions should not be scheduled or delivered until the CEO and PEO reviews are completed. A communication will be sent to notify managers to begin administering the performance reviews. Employee reviews and adds final comments Final manager sign off

Open the Self Appraisal pg25
SAY: In the My task section, you will see any current tasks such as “write appraisal” Click Status at any time to see where your appraisal is in the workflow

SAY: When the appraisal is open you will see: Form Navigator on the left side. This allows you to jump quickly to any section on the form SAVE – saves the appraisal to work on at a later time Complete and Submit – saves and sends the appraisal to you manager Full page view – hides the form navigator and expands the appraisal to full page

Manager Appraisal

Performance Appraisal Workflow pg26
1 Employee opens and completes self appraisal in Halogen 2 Manager reviews self appraisal and completes employee appraisal 3 Manager reviews with second level manager/divisional review 4 Manager delivers appraisal to employee via Halogen Employee – Manager discuss appraisal 5 Employee reviews appraisal and adds final comments in Halogen 6 Final manager sign off in Halogen SAY: The workflow for the performance appraisal consists of the following Goals Completed In personal pages in Halogen before opening appraisal. Employee completes self-appraisal Manager completes employee appraisal Appraisals are reviewed by second level manager and divisional review Manager discusses appraisal with employee Reminder that Performance discussions should not be scheduled or delivered until the CEO and PEO reviews are completed. A communication will be sent to notify managers to begin administering the performance reviews. Employee reviews and adds final comments Final manager sign off

5 Steps in Writing Appraisals for Employees pg26
Comment and rate Objective Comment and rate Competencies Overall Appraisal rating Overall Appraisal comments Goals and Future Direction SAY: The manager review mirrors the employee section and contains the same 5 steps and the employee self-appraisal Comment and rate goals Overall goal rating Comment and rate competencies Overall competency rating Overall performance appraisal rating

Manager Tasks pg27 SAY: As manager, you are also an employee. Your task window will include Your appraisal and the status of your appraisal You also have links to your employee’s appraisal. They become available to you when an employee submits it to you Status will show you the status of your direct reports appraisals The to do button will allow you to move quickly to a your employees appraisal

Manager Tasks pg28 SAY: The manager workflow window will give you access to The entire workflow and what appraisals are in each Search to find a particular employees appraisal List of all employee appraisals

Appraisal Form and Ratings
SAY: Ratings definitions as we previously discussed in class are available on the top of the form for your reference.

Step 1 – Performance Objective Ratings pg29
Say: Step 2 Overall Goal Rating Add rating Add comments

Step 2 – Competency Rating pg29
SAY: Step 4 Overall competency rating Add rating Add competency

Step 3 – Overall Performance Appraisal Rating pg30
SAY: Step 5 Overall Performance Rating Add Rating Add Comments

Step 4 – Overall Comments pg30

Step 5 – Goals and Future Direction pg31

Manager Completion Options
SAY SAVE – will allow you to return to the appraisal later COMPLETE and SUBMIT – send the appraisal to the next step in the workflow MULTIRATER – if you are approved for Multi rater this will launch the multi rater option. If you are not approved this button will open a blank window

Wrap Up

Important Dates for 2016 - 2017 Process pg4
June 19 Halogen Opens for Employee Self-Appraisal July 7 Employee Self-Appraisal Due July 10 Managers begin writing employee appraisals July 31 Managers complete employee appraisals August 24 Managers begin to deliver appraisal to employees Sept 15 Managers close out process in Halogen INSTRUCTOR NOTE: <read off the slide> Highlight important dates. SAY: SAY: Your division leaders, JJ Lerma, Compensation Manager, and your HRBP will be discussing the Merit process with managers during division/department meetings that we will be scheduling in May and June These sessions will provide more guidance on the merit process.

Thank You Questions 67

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