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PERFORMANCE MANAGEMENT
Penn State ITS
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Goals for Today
Advise employees of recent manager training on performance management
Update employees on specific content and how it affects them.
Acquaint employees with terms and concepts that management will use.
Reinforce idea of partnership between employee and direct supervisor.
Provide opportunity for discussion.
Talent Management Model
Recruitment
On-Boarding
Learning/Developmen
t
Performance
Management
Career/SuccessionPlanning
New Employees
RetirementsDepartures
Leadership and
Management
Climat
e
Diversity
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Accountability Consis
tenc
y
Appropriate behavior
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What is Performance Management?
Performance Management is an ongoing communication process that involves both the manager and the staff member to: Identify and describe the job responsibilities and
relating them to the mission and goals of the organization
Develop realistic performance standards Discuss feedback about performance Document examples of positive and negative
performance Plan professional development opportunities to
sustain and improve staff performance
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Performance Management and Competencies
The “What”
The “What”
The “How”
The “How”
Job Duties Performance
Standards
Results focused Action-Oriented
Competencies Core Unit-Specific Job-Specific ITS Community
Principles
Behaviorally Focused Development Oriented Emphasize organization
values and/or individual abilities
Examples Characteristics
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Planning
Feedback
Assessment
The Performance Management Cycle
Start
Here
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Outline
Overview of Performance Management
The Performance Management Cycle
II. Feedback & CoachingObserving and documenting behavior
Ongoing feedbackMid-year discussions
I. PlanningDuties, tasks, and performance standards
Setting development goals
III. AssessmentWriting performance reviews
Performance level definitions/guidelinesConducting performance discussions
Session 1
Session 2
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Performance Management Timeline
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I: Planning
Planning
Feedback
Assessment
•Define Job Duties•Set Performance Standards
•Set development goals
•Establish resources needed
•Identify supports & barriers
•Use tools provided to discuss and document plans
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I. Planning: Overview
Planning includes 2 major activities: Define Job Duties Define Performance Standards
associated with each duty Planning is Collaborative Result = Job Responsibilities Worksheet
(JRW)
Plan
Feedback
Assess
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Job Responsibilities Worksheet (JRW)
Enter Responsibilities in the “Duties”
section of the JRW
Confirm or Update % of Time,
New Duty, and
Essential Functions columns
Plan
Feedback
Assess
Enter Performa
nce Standards for each
Duty
(Optional, recommended): Identify
which Competency is related to the Duty
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Define Job Duties
A job duty is a specific work segment composed of several tasks that are performed by an individual
Guidelines: Use duties from job profiles as appropriate Describe each major area of responsibility Elaborate on duties to explain the context Ensure the staff member understands the
impact Each job should currently have a JRW with
the Duties section completed
Plan
Feedback
Assess
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Performance Standards
A Performance Standard reflects results that are expected when a job duty is performed satisfactorily.
Standards are: Based on the position, not the individual Observable, specific indicators of success Meaningful, reasonable, and attainable Describe "fully satisfactory" performance once
trained Expressed in terms of Quantity, Quality, Timeliness,
Cost, Safety, or Outcomes “Exceedable” – employees should know that they can
exceed expectations
Plan
Feedback
Assess
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Creating “SMART”Performance Standards
Examples: Implement update of on-line graduate application program by October 1, 2006 Reconcile Budget & Expense statements within a week of receipt from Finance
Office (ongoing). Reduce telephone expenses by 15% within the first half of the fiscal year. Design and implement use of spreadsheet by (date) to track loan of
departmental audiovisual resources.
SpecificA focused, concise, concrete statement
that tells what needs to be accomplished (Who, what, where, why?)
MeasurableEstablish concrete criteria for measuring
progress, and define the level of acceptable performance
AttainableExpected results are within the authority, skill,
and knowledge level of the employee; resources are available
Results-Oriented
Goals should measure outcomes, not activities
Time-Framed Grounded within a timeframe - Set target dates for achieving expected outcomes
Plan
Feedback
Assess
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Example Performance Standards
Provide support to user groups and/or committees and participate in communication/outreach efforts Standard 1: Create a bi-weekly blog post related to
web 2.0 technology use in teaching, posted by noon every other Thursday on the ITS blog (Start date: Sept 17, 2009)
Standard 2 : Attend all scheduled ABC committee meetings; Provide status updates to supervisor within 24 hours regarding this office’s involvement in committee activities
Standard 3: Submit proposals to present at industry conferences; After presenting, submit trip reports via ITS blog within 24 hours of return
Plan
Feedback
Assess
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Development Action Plan
The Development Action Plan focuses on areas employees want to develop in order to grow in their jobs or advance their careers.
Some areas to consider: Performance outcomes Development areas Career planning University/Department/Unit plans, goals,
and direction
Plan
Feedback
Assess
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Development Action Plan
Skills not currently possessed (or requiring improvement) needed for current role
Possible future assignments outside the scope of current job
Skills needed for anticipated or desired future role
Specific steps to be taken to gain skills/experience: Training classes, seminars, etc Activities Mentor relationships Actions to be taken by employee
Possible barriers to achievement
Current job responsibilities that staff already has skills to execute
Generic statements without associated actions (i.e. “Improve communication skills” without courses, practice, activities)
Activities not related to university/unit goals or needs
Activities not related to professional development
What SHOULD be in Development Action Plans…
What should NOT be in Development Action Plans….
Plan
Feedback
Assess
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Professional Development Model
Professional Development Model
Adapted from the Center for Creative Leadership, Development Dimensions International, and ConocoPhillips
Challenging Work Experiences
70%
• Developmental assignments
• Internships
• Cross-disciplinary projects
Apply and Master
Individualized
Feedback 20%
• Coaching
• Mentoring
• 360-degree feedback
Reflect and Adapt
Formal Professional Development
10%
• Workshops
• Conferences
• Credit courses
Acquire
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JRW and the Development Action Plan
How do the JRW and Development Action Plan work together? JRW includes duties and corresponding performance
standards currently assigned to the employee Development Action Plan consists of:
Improvements that need to be made to fully achieve existing duties (potentially related to a competency)
Developmental assignments that require additional knowledge, skills, and/or behaviors
Skills that supervisor or staff expect will be needed for future activities, or as preparation for an anticipated future role
The JRW is a “living document” – review throughout the year
Plan
Feedback
Assess
Plan
Feedback
Assess
•Document and discuss observed behavior
•Discuss results to date
•Provide effective feedback
•Review and refine objectives
•Remove barriers to achievement
II. FeedbackStart
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Mid-Year Discussion
Schedule a meeting Time, Location
Prepare for the mid-cycle status review Reviewer should gather feedback materials, documented observations Bring your own examples/documentation
Discuss performance to date Goals achieved, goals remaining Ask for specific examples Present your perspective
Discuss expectations Supervisor’s expectations Your expectations; possible roadblocks Update JRW if necessary
Complete the discussion Complete documentation Commit to follow up
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Plan
Feedback
Assess
Guidelines for documenting performance observations
Document behavior relevant to competencies, responsibilities – both Positive and Areas for Improvement
Describe specific, observable behaviors Avoid assumptions; follow up to get facts What? When? Why? Where? Who? Use the CARE method:
Circumstances Action observed Results of action observed Expectation or standard
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Plan
Feedback
Assess
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How does this relate to the SRDP?
Assessment
Planning
Feedback
Assessment
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Rating Scale
Significantly Exceeds Expectations Employee performs assigned responsibilities in a
consistently superior manner Exceeds Expectations
Employee performs assigned responsibilities in a manner that often exceeds communicated standards
Meets Expectations Employee performs assigned responsibilities consistently
well throughout the review period. Partially Meets Expectations
Employee performs satisfactorily in some aspects of his/her assigned responsibilities but not in others.
Does Not Meet Expectations Employee performs assigned responsibilities in an
unsatisfactory manner, has not responded to constructive feedback, or has not improved performance.
Plan
Feedback
Assess
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Questions/Discussion Plan
Feedback
Assess