Performance ManagementAdministrators’ Association

Pilot Program 2015-2016

Performance Management Overview1

2

3

4

Agenda

Core Competencies

Effective Performance Evaluation Meetings

Closing

Performance Management Overview

1

The purpose of the appraisal is to set, track, evaluate and documentperformance based on the previous year’s goals, relevant competencies, and to give direction to improve performance.

This pilot evaluation system will be re-evaluated after two full years of usage.

Purpose

Administrators’ Association Handbook, Chapter 14

Goal Setting

Evaluation Meeting

Appraisal Process

Understanding the Process

The process consists of three key components in order to effectively carry out Performance

Evaluations…

Administrators’ Association Handbook, Chapter 14

Goal Setting

Evaluation Meeting

Set two to five goals

Support the mission, vision, initiatives

Be challenging and attainable

Have specific, explicit measures

Have objectives that can be achieved within the assessment cycle

Identify resources needed

Manager/Supervisor and employee agree on goals

Appraisal Process

Understanding the Process

Administrators’ Association Handbook, Chapter 14

Goal Setting

Evaluation Meeting

Complete a

self

assessment

Appraisal Process

Understanding the Process

Manager/supervisor

completes the

appraisal for each

employee

Create a

professional

enhancement plan

Provide regular and ongoing feedback through the year

Periodic check-ins to monitor progress of goals

Administrators’ Association Handbook, Chapter 14

Goal Setting

Evaluation Meeting

Appraisal Process

Understanding the Process

Evaluations must be

signed by immediate

supervisor and the

supervisor’s

manager prior to

meeting with the

employee

Supervisor and

employee meet

to review

evaluation

Employee signs

evaluation and

attaches comments

as needed

Administrators’ Association Handbook, Chapter 14

Goal Cascade Process

1. District goals are published on website

2. Senior leaders create aligned departmental goals

3. Managers create aligned department or team goals

4. Individuals create goals aligned with the department or team

GCCCD Goals

Department Goals

Manager/Supervisor Goals

Individual Goals

Website for GCCCD Strategic Planhttp://www.gcccd.edu/about-us-area/documents/strategic-plans/gcccd-strategic-plan-2010-2016.pdf

SMART Goals

Define the goal

Record metrics and activities

required to complete this goal

Define how you will track results

Define key dependencies

Define

timeframe for

completion

Specific

• What, why, and how

Measurable

• Criteria or metrics

• How will I know this goal is met?

Attainable

• Agreement of key stakeholders

• Necessary skills and resources available

Relevant

• Meaningful and significant to your role and to the company

Time-Bound

• Clear deadlines for completion

• How long will it take?

Goal Example

Outcome is clear?

Goal is measurable?

Timeframe for completion included?

Method for tracking is understood?

Key dependencies are identified?

Checklist for a well written goal:

Improve customer satisfaction

To improve customer satisfaction and reduce operating costs, the custodial department will work through the college processes to identify a new paper dispenser and get approval to move forward with purchase and installation within Fiscal Year 2014/15

Not-So-SMART Goal

SMART Goal

Professional/Personal Enhancement Plan

Objective/Competency: Improve time management skills in order to manage daily tasks, meet deadlines and arrive to work/meetings on time.

Developmental Activities: 1. Begin each day by prioritizing my to-do list 2. Dedicate time to answer emails and questions from the staff 3.Set realistic deadlines

Support Needed: Manager, Staff

Tracking Method: Timely work product, timely work arrival

Anticipated Date of Completion: Within 60 days

Example 1

Example 2Objective/Competency: Become proficient inMicrosoft Excel

Developmental Activities: Attend a workshop/course either online or in a classroom setting

Support Needed: Manager, approval of costs

Tracking Method: Completion of course Anticipated Date of Completion: By the end of the fall semester

+ Business priorities changed

+ A change in available resources

+ Customer expectations have changed

+ The team has changed

+ Goal completion—Once a goal is completed and a team member has the capacity to add new goals

– In order to avoid having a difficult conversation

– The employee did not calibrate time/resources accurately

– Just because additional goals are added for others in the department—review an individual goal and re-prioritize as needed

How/When Do You Update Goals?

The diagram below shows when it’s appropriate and when it’s not appropriate to adjust goals.

Use regular check-ins to assess and discuss whether or not goals need to change

Group Exercise

Practice writing a S.M.A.R.T. goal

Five Steps to Completing a Great Self Appraisal

Share what you’ve Learned.What have you learned in the past year? Identify the ways in which you have enhanced your skills; describe the new skills you’vemastered. Describe how you've applied these new skills to your job and how they support the goals of your organization.

2

Share your Challenges.Be candid about your challenges in the year. What skills need improvement? What is keeping you from taking it to the next level? Describe how you overcame them or the steps you will take in the year ahead to address them.

3

Be Honest.Think hard about how you choose to rate for yourself. Your manager will want examples that support your ratings. Be prepared to provide examples of successes and challenges.

4

Take time to do it well. Do not rush your self-appraisal. Take the time needed to do it justice (schedule time for it in your calendar). Make sure that you spell-and grammar-check your documents. Don’t attempt to complete it in one go.

5

Share your Successes. Review feedback received, projects you’ve completed and initiatives you’ve launched. If you haven’t done so in the past, start tracking your performance. It will make your next self-appraisal that much easier to complete.

1

• Consistently exceeds all objectives and demonstrates total masteryExceptional

• Fully meets and frequently exceeds all expectations of the objective/competencyAchiever

• Fully meets expectationsSolid Performer

• Meets some but not all expectations of the objectives/competencyContributor

• Fails to meet objectives/competencyImprovement Needed

Definitions for Performance Level Degrees

Overall performance and progress on the prior year’s goals and competences are evaluated based on the following ratings

Core Competencies2

Core Competencies

Core Competencies

Leadership and

Supervision

Communication and

Collaboration

Planning and Organization

Decision Making

Professional Knowledge

and Expertise

Impact on Students

Leadership and Supervision

Providing clear direction to team members, having the courage to take on difficult and complex assignments, having creativity, having inspiration to motivate others, and follow-through and delivery on commitments.

Rating Examples

Exceptional • Anticipates potential roadblocks to solutions and removes barriers

Achiever• Recognizes each person’s uniqueness and capitalizes on their talents and

skill sets

Solid Performer • Builds trust with staff through regular, open and honest communication

Contributor • Recognizes the need to celebrate or share successes of his/her team

Improvement Needed

• Fails to set and monitor goals, targets and milestones

Communication and Collaboration

Rating Examples

Exceptional • Conveys complex ideas in a logical sequence that others can understand

Achiever• Asks well-thought-out and well-prepared questions to ensure complete

understanding

Solid Performer • Asks for feedback to ensure understanding

Contributor• At times, has difficulty distinguishing clearly between macro issues and

micro details

Improvement Needed

• Avoids having difficult/critical conversations when subordinates fail to meet expectations

Measures the nature of person-to-person relationships with peers, students, community members, employers and employees that are required in this role. Communicates (both verbal and written) in clear and concise manner.

Planning and Organization

Rating Examples

Exceptional• Consistently sets and exceeds goals and objectives and maximizes

resources

Achiever • Develops practical alternatives to various “what if” scenario’s

Solid Performer • Plans, organizes, and completes tasks in an acceptable time frame

Contributor • At times, tends to over-commit time resulting in missed deadlines

Improvement Needed

• Consistently fails to plan and follow through on daily job tasks

Develops achievable objectives and goals. Sets logical and effective courses of action making efficient use of all resources.

Decision Making

Rating Examples

Exceptional • Constantly remains an impartial and objective evaluator of facts

Achiever • Is able to outline the pros and cons of alternative courses of action

Solid Performer • Knows which problems requires immediate solutions and which can wait

Contributor • At times, makes decisions without weighing all of the facts and consequences

Improvement Needed

• Avoids confrontation and delays (or defers) decisions that could upset others

Analyzes situations and data and makes appropriate decisions. Exercises foresight and demonstrates flexibility and resourcefulness.

Professional Knowledge and Expertise

Rating Examples

Exceptional • Actively keeps abreast of trends and changes in his/her field

Achiever • Has a deep understanding of customers’ expectations

Solid Performer • Demonstrates thorough knowledge of key responsibilities

Contributor• Shows more confidence and depends less on specific instructions from

supervisor/manager

Improvement Needed

• Demonstrates a lack of knowledge and skills required for their role

Demonstrates the knowledge and skills required in the role to be effective. Knowledge and skills can be attained through formal education or technical training, experience, on-the-job-training, or any other effective source.

Impact on Students/Student Learning Outcomes

Rating Examples

Exceptional • Superior knowledge on SLO development and analysis

Achiever • Ability to advise others on constructing effective SLOs

Solid Performer • Ensures all faculty have a well designed, meaningful SLOs on syllabus

Contributor • Has limited exposure and training in SLO’s and is not able to provide guidance

Improvement Needed

• SLO’s are not fully developed

Identify the degree of role impact on students that facilitates effective educational processes. (If applicable) Describe your/the employee’s involvement in the assessment of student learning outcomes and the use of those assessment results to improve student learning and success.

Core Competency Group Exercise

Group Exercise

Effective Performance Evaluation Meetings3

• Dedicate uninterrupted time to complete the appraisals for each employee

• Sit down in a quiet place when you are in a neutral mood to reflect on the employee’s performance over the past year

• Review the employee’s self assessment carefully

• Do not use the employees self review as your review. Write your own review and use the employee’s review as a basis for discussion

• Each employee should have their own individual review. Managers should not write the same comments for all of his/her employees

Preparing for the Review as a Manager

Remember the “BITs” – Behavior, Impact, & Tomorrow

BEHAVIOR IMPACT TOMORROW

Describe with

specifics

“I’ve noticed that you…”

“I heard you…”

“You really demonstrated…”

Explain what was

done well/not well

“You consistently…”

“We were able…”

“That helped/cost…”

Describe how it

should be done

going forward

“Please continue to…”

“Next time…”

“Keep…”

“How…”

Conducting the Review as a Manager

Halo Error – Appraiser giving favorable ratings to all job duties based on impressive performance in just one job function

Horn Error – Downgrading an employee across all performance dimensions exclusively because of poor performance on one dimension

First Impression Error – Developing a negative or positive opinion of an employee early in the review period and allowing that to influence all later perceptions of performance

Recency Error – Allowing performance at the end of the review period to play too large a role in determining an employee’s ratings for the entire period

Clone Error – Giving better ratings to employees who are like the rater in behavior and/or personality

Common performance rating errors include, but are not limited to:

Common Rating Errors

Action Timing

Evaluation Period July 2014 – June 2015

Employees completes Self Assessment and Goals May 1 – June 30

• Manager completes evaluations;• Next Level Manager reviews and signs;• Performance discussions are conducted with

employees

July 1 – Sept 30

Performance Appraisals submitted to HR October 1

Key Dates

Probationary Evaluations for Supervisor/Managers

3 months 6 months 9 months >12 months

Identify and finalize goals

for the upcoming year

• Employee completes Self-

Assessment

• Supervisor rates

performance for full year

• Supervisor’s manager

reviews and signs

• Employee/Manager meet to

discuss

• Send completed review to

HR

Ongoing Coaching and Feedback Throughout

the Year

Review goals. Employee

completes Self

Assessment. Manager

completes Performance

Appraisal and delivers to

Employee

Review goals. Employee

completes Self

Assessment. Manager

completes Performance

Appraisal and delivers to

Employee

Newly hired supervisors and managers serve a twelve (12) month probationary period. Progress evaluations for probationary classified supervisors and managers shall be submitted by the end of the third (3rd), sixth (6th), and ninth (9th) month from the date of appointment to the position. Goals for the upcoming year will be identified during the third (3rd) month evaluation meeting.

1. Human Resources will send out a reminder

2. Attend the Performance Evaluation and Goal Setting Workshop (optional)

Next Steps

May 22, 2015

Friday

Time: 9:30am – 11:30am

Location: Grossmont College

Bldg 34, Room 172

June 18, 2015

Thursday

Time: 9:00am – 11:00am

Location: Cuyamaca College

I-104

Performance Evaluation and Goal Setting Workshops