Performance Management - DSA Staff

Report
Starting with
Performance
Management
and
Ending with
Feedback
Greg A. Beecher &
Leslie Hubble,
Division of Student Affairs
Performance
Management
Understanding the “Nuts and Bolts”
What is Performance
Management?
Competency
Model
Leadership
Development
Team Audit
Recognition
Goal Setting
Performance
Management
Performance
Appraisal
Behavioral
Norm
Coaching
Performance
Improvement
Process
360*
Feedback
Performance Planning

“Planning" refers to setting performance expectations and
goals for individuals to channel their efforts toward
achieving departmental and/or organizational objectives.

It also includes the measures, or “metrics,” that will be used
to determine whether expectations and goals are met.

Effective performance planning requires clear
communication of performance standards, goals and
objectives. Involving employees in the planning process
helps them to better understand their goals and
responsibilities as they relate to the success of the
organization.

Performance planning is fundamental to effective
management.
Why do performance
planning?







Contributes to the success of the
department/college/organization
Helps employees understand the importance of their job
and how it relates to the broader organizational objectives
Builds the partnership between the supervisor & the
employee
Sets the stage for success…
Identifies what the employee must do to be successful,
including development activities
Identifies what supervisor must do to help employee be
successful
Simplifies performance evaluation by creating a shared
understanding of performance expectations....no "surprises"
Classic Performance
Management
1.
2.
3.
4.
5.
6.
Write position description.
Write a performance plan.
Write a performance evaluation.
Write goals for performance
improvement.
Update performance plan.
Return to Step 3 and Repeat.
SMARTER Goals
1. Specific
2. Measurable
3. Acceptable
4. Realistic
5. Timely
6. Extending capabilities
7. Rewarding
Creating Goals with Metrics
Example: Goal setting –
Metrics for “Strong” Rating
Competencies

Universal




Job specific


Teamwork
Safety
Diversity Commitment
Behaviors that contribute to an employee’s
success in the job. Choose up to 5 competencies
that are most relevant to the job.
Supervisor Competencies

Two universal required competencies for any
person with supervisory responsibility who writes
and conducts performance evaluations
Career Development
 Supervisor’s




Provide continuous feedback to employee
Make training available
Provide adequate resources
Address programmatic or process
inefficiencies
 Employee’s



Responsibility
Responsibility
Attend trainings
Identify needed resources
Maintain dialog with supervisor
Tools for Performance Planning




Instructions for preparing Online Performance
Plan
Instructions for Writing a Position Description
Instructions for Completing the Performance
Plan (Form P112 & P112S)
Anyone who starts on or after July 25th will
need a performance plan for cycle.
VT Performance Management Website:
http://www.hr.vt.edu/compensation/perfmgt/in
dex.html

Tips and Tricks for
Planning/Evaluation Process
 Undertake
performance planning in
PARTNERSHIP with the employee
 Your role in the meeting with the
employee is to guide the discussion, NOT
control the discussion
 The employee should end up doing most
of the talking, since s/he is likely to know
the job and his/her needs best
Performance Evaluation Ratings
Rating Definitions for Goals/Responsibilities
Model Performance
Strong Performance
Developing Performance
Unacceptable
Performance
May partially meet
Performance is well below
performance expectations
Good, solid performance.
an acceptable level in this
Outstanding Performance
but needs improvement.
Fully meets expectations
area. Steps to improve
that considerably and
Steps to improve
and may, on occasion,
performance in this area
consistently exceeds
performance in this area
exceed expectations in
must be clearly detailed in
expectations.
must be clearly detailed in
this area.
the Career Development
the Career Development
Plan section.
Plan section.
NOTE: A P141 (Acknowledgement of Extraordinary Contribution), is no longer
needed for an overall rating of Model Performance. However, a P142
(Notice of Improvement Needed/Unsatisfactory Performance) is needed for
an overall rating of Unacceptable Performance.
Performance
Planning/Evaluation Tool
1.
Access via Hokie Team

2.
3.
4.
https://banweb.banner.vt.edu/ssb/prod/twbk
wbis.P_WWWLogin
Click on Hokie Team
Click on Performance Planning and
Evaluation Tool
Click on Performance Evaluation Menu
Online Performance
Plan/Evaluation Tool
Performance Plan
Statuses















No plan exists
Employee editing
Supervisor created plan
Employee complete
Copied from previous year
Copied from employee
New version created
Supervisor editing
Employee reviewing
Supervisor approved
Reviewer reviewing
Reviewer approved
Employee approved
Employee reviewed and approved a
paper copy
Employee refused to sign a paper copy
Performance
Evaluation Statuses













No evaluation exists
Employee editing self evaluation
Supervisor created evaluation
Employee self evaluation complete
Supervisor editing
Evaluation sent to reviewer
Evaluation sent to budget authority
Budget authority approves
Senior management approved
Supervisor released to employee
Employee approved
Employee reviewed and approved
a paper copy
Employee refused to sign a copy
DSA Recognition Leave
DSA has a recognition program that allows for 2 days of leave
when employee either receives an overall “Excellent” rating
as an AP Faculty employee or an overall “Model” rating as a
staff employee. Evaluations need to be completed by
designated deadline.


AP Faculty evaluations are due by 7/31/2013. Please
forward a listing of all of your ratings for AP Faculty to Leslie
Hubble at [email protected] after evaluation is complete. All
AP Faculty evaluations are kept in departmental file.
University deadline for Staff evaluations is 10/15/2013.
Review DSA schedule for individual department deadline.
Report for all staff evaluations will be pulled in October by
Leslie Hubble to determine eligibility for recognition leave.
FEEDBACK
Using the “Nuts and Bolts” to Construct Performance
Management that Works
So, First … Answer These
Questions
 The
biggest problem with being a
manager is to get your people to
biggest problem with being an
employee is to get my manager to
understand
.
 The
.
10 Dimensions of The
Feedback Instrument
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Have a plan.
Be specific.
Focus on behaviors.
Time and place.
Balanced feedback.
Relevant feedback.
Effective techniques.
Effective style.
Describe feelings.
Listening skills.
Dimensions #1 & 2
 Have

a plan.
Give your
feedback some
preparatory
thought and then
deliver it with clear
examples and
have a solution in
mind.
 Be

specific.
Know what
actually
happened and
then use clear,
understandable
examples without
having to guess.
Dimensions #3 & 4
 Focus
on
behaviors.

Effective feedback
doesn’t deal with
personalities,
attitudes, or labels.
 Time

and place.
This deals with how
soon the feedback
is given and
where.
Dimensions #5 & 6
 Balanced
feedback.

This refers to the
balance between
giving supportive
versus corrective
feedback.
 Relevant
feedback.

When giving
feedback, we
shouldn’t lose our
cool or overreact.
Dimensions #7 & 8
 Effective
techniques.

These include such
things as getting to
the point, using
eye contact, and
focusing on one
major issue.
 Effective

style.
This refers to
creating a
personal
approach of
delivering
feedback.
Dimensions #9 & 10
 Describe

feelings.
Our feelings are
important and
they can be
powerful and have
impact when
coupled with a
feedback
message.
 Listening

skills.
This consists of
encouraging the
other person to
express his or her
opinions and then
really hearing
what is said.
The Feedback Bucket
What can fill a
feedback bucket?
What can empty a
feedback bucket?
Four types-of-feedback
model.
Supportive Feedback
Corrective Feedback
• Behavior Repetition
• Behavior Change
Feedback
Bucket
Abusive Feedback
Insignificant Feedback
• Contempt
• Minimum Response
Clues to empty-bucket
behaviors
 Low
production/performance.
 Can’t get along with others.
 Demonstrates low initiative.
 Body language signals.
Methods to plug holes in a
bucket.
1.
2.
3.
4.
5.
Develop emotional maturity.
Give quality feedback.
Offer praise/recognition.
Celebrate achievements.
Delegate decision making.
Developing respect and trust.
Communication =
Understanding =
Respect =
Trust
Changing Behavior
Traditional methods
to change behavior.
Five steps to correct
behavior.
 Telling
1.
 Selling
2.
 Threatening
3.
4.
5.
Try supportive feedback
first.
Use carefully guided
questions.
State that improvement is
needed.
Use appropriate
discipline.
Draw a line in the sand.
Using assertive statements to
correct behavior.
1.
2.
3.
4.
5.
Describe the specific behavior.
Describe the consequences of the
behavior.
Describe how you feel about the
behavior.
Describe why you feel that way.
Describe what you need changed.
Performance Feedback
It’s an ongoing constructive process.
Resources
 GOAL/QPC
Competitive Advantage
Consultants., Inc. (2001)
 Virginia Tech Human Resources
 www.managementhelp.org
 Tell Me How I’m Doing by Richard L.
Williams (2005, AMACOM)
Questions and Comments

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