Performance Management

1. A Workshop for Wilkes University Staff Performance Management

2. Background • Wilkes University Compensation Program • Four-year implementation plan • Year 2 calls for the review and redesign of the performance appraisal process

3. Project Structure • Project Team Bill Behm – Development & Alumni Relations John Burke – Finance & Support Operations Addy Malatesta – Student Affairs Melanie Mickelson – Enrollment & Marketing Mike Speziale – Academic Affairs Josephine Panganiban – Human Resources

4. Project Methodology Internal Data Gathering + External Benchmarking ___________________ = Performance Management Program that is a fit for Wilkes

5. Highlights of Findings Characteristics of the program: • A full-year cycle rather than a once-a-year event • Goals integrated vertically and horizontally • High employee involvement throughout the process • Performance expectations defined as both what you do and how you do it • Goals and outcomes reviewed for relevance throughout the year • On-going feedback and coaching are critical to the success of the program • Performance evaluation compares what was accomplished to what was agreed to be accomplished

6. Highlights of Findings • Multi-source feedback, feedback from a variety of relevant sources in addition to the supervisor’s • Categories instead of numerical ratings • Just-in-time and focused training for all employees on the process, skills, and tools to effectively manage the program • Learning and professional development as part of performance management

7. Brainstorm: • A list of the benefits of performance management. Include benefits for: • Supervisor • Employee • University • Time: 5 minutes Benefits of PerformanceManagement: Table Exercise

8. Objectives of Performance Management • Stimulate more dynamic and collaborative goal-setting throughout the University • Ensure alignment of individual goals with department goals and University strategic initiatives • Reinforce behaviors that support achievement of University strategic initiatives • Enhance communication between supervisors and employees

9. Performance Management Appraising Planning Managing

10. Overview – Planning Performance • Planning Phase • President, Provost and Vice-Presidents communicate the University and division goals to the Deans, Department heads, and other direct reports • Deans, Department heads, direct reports develop department or unit goals that are linked to the division goals • Department or unit goals are communicated to employees • Employees and their supervisors draft performance expectations that are linked to the department or unit goals

11. Overview – Managing Performance • Managing Phase • Day to day, the manager or supervisor observes, coaches, and reinforces performance • The manager and the employee initiates informal discussions throughout the year • The manager schedules and conducts the mid-year feedback session with the employee.

12. Overview – Appraising Performance • Appraising Phase • The University, division, department and unit – level performance is appraised • Individual performance is appraised. • The manager schedules the end-of- year meeting • The manager prepares; the employee prepares • The manager and employee compares the actual performance to the planned expectations in the meeting • The manager completes the performance management worksheet

13. Workshop Objectives • Learn background on the development of the new Performance Management program • Understand the three phases of the Performance Management program • Understand key skills for Planning Performance • Core Communication Skills • Developing Planned Outcomes • Identifying Competencies

14. Guidelines for Working Together • Share your ideas, questions and relevant experiences • Actively listen to the input of others • Observe confidentiality and trust • Have fun learning together

15. Performance Management Appraising Planning Managing

16. Planning Performance

17. Planning Phase • What are the skills you and your supervisor need to plan performance? • Core Communication Skills • Developing Planned Outcomes • Identifying Competencies to support Planned Outcomes

18. Planning Phase • Employees and supervisors collaborate to draft individual goals (Planned Outcomes) that are linked to department goals.

19. What to Expect • Your supervisor will use three Core Communication Skills to facilitate a dialogue between the two of you.

20. Core Communication Skills Use questions to generate input and ideas Use encouraging verbal & nonverbal behaviors Ask questions Reinforce self-esteem Listen and check your understanding Use listening, paraphrasing & summarizing techniques

21. Examples of Questions You May Be Asked By Your Supervisor • “What results are we looking for (as a University or department)?” • “What are the three most important things you can do to help us achieve these results?” • “When you look at this department goal, where do you see yourself fitting in?” • “How can you develop your unique contribution?”

22. Discuss: How will you respond when your supervisor asks you for your input and ideas? Time: 5 minutes Responding to Questions: Table Exercise

23. Your Response • How to prepare to respond: • Ask your manager for a copy of the goals of the department. • Review your job description. • Start thinking about your actions and tasks that already support the department’s goals. • Identify additional actions and behaviors that will support the department’s goals. • Think about your customers and their needs.

24. The Benefit of Two-Way Communication One-Way, Two-Way A Communication Experiment

25. Listening • Listen… Listen… Listen… 

26. Listening Tips • Don’t allow outside interruptions or distractions. • Face your supervisor and maintain good eye contact. • Focus on your supervisor. Make a conscious effort to tune in.

27. Listening Tips • Be open to what your supervisor has to say. • Overcome personal prejudgments and distractions. • Listen for ideas, not just for facts. • Control your emotional reactions. Resist the urge to be defensive.

28. Developing Planned Outcomes

29. GOAL!

30. Department Goals Individual Outcomes Linking Individual Planned Outcomes to Strategic Initiatives University Strategic Initiatives

31. Wilkes UniversityStrategic Initiatives I. Develop a balanced blend of exceptional academic programs in the undergraduate and post-baccalaureate sectors, focusing on the sciences and the professions to increase Wilkes’ competitive advantage and expand its reach beyond Northeast Pennsylvania.

32. Wilkes UniversityStrategic Initiatives II. Develop an exceptional support environment. Focus Wilkes’ support activities on providing world-class services to students, faculty, staff and alumni. For key programs, the standard will be to meet or exceed the performance of Wilkes’ most successful competitors.

33. Wilkes UniversityStrategic Initiatives III. Develop substantial financial and institutional strength to support Wilkes growth and agility by 2010.

34. Linking Planned Outcomes to Strategic Initiatives: Part 1 • Working alone, answer the two questions on the worksheet. • Time: 8 minutes

35. Department Must Accomplish: Activity, Action or Behavior Activity, Action or Behavior Activity, Action or Behavior Increase student satisfaction Example Increase knowledge of department-wide policies and procedures to be able to resolve student issues and questions. Cross-train another staff member to be able to cover job responsibilities during absences. Improve ability to investigate student inquiries so that they are referred to the appropriate staff member.

36. Linking Planned Outcomes to Strategic Initiatives: Part 2 With a partner, take turns sharing your responses on the worksheet. Identify at least two ideas that you could discuss with your supervisor. Time: 10 minutes

37. Turning Ideas into Planned Outcomes: Be SMART S = Specific M = Measurable A = Attainable R = Relevant T = Time-Bound

38. Specific • Being specific means detailed, particular or focused. A goal is specific when everyone knows exactly what is to be achieved and accomplished. Being specific means spelling out the details of the goal.

39. Specific - Example • “Increase productivity” is too general. • “Increase the applications processors’ productivity” is more specific because it narrows the scope of the desired outcome. • “Increase the applicant letter output of the applications processors” is the most specific. It specifies a desired outcome. • Specifying the expected outcome is the first step toward creating a SMART goal.

40. Measurable • Each goal must have a method of measurement that indicates when the goal is reached. • Words like “better,” “more accurately,” or “precisely” don’t provide the quantifiable measurement necessary to determine goal achievement.

41. Measurable - Example • “Increase the applicant letter output of the application processors” is a specific statement but to make it measurable we can add “to 40 completed letters per day.”

42. Attainable • Attainable goals are possible and achievable. • “Increase the applicant letter output of the application processors to 40 completed letters per day,” is possible and achievable if the current level of output is 30 letters per day.

43. Relevant • When developing goals, ask the following questions: • Is the goal relevant to University and department priorities? • What will be gained if the goal is achieved? • Are these the outcomes we want or need?

44. Time-Bound • Time-bound means that the goal is regulated by time. • Time constraints encourage action to get tasks completed. • Example: “Increase the applicant letter output of the application processors to 40 completed letters per day by April 30, 2006.”

45. Tip: Make Goals Action-Oriented • Action-oriented goals tell us what is to be done to reach the goal. • The action is indicated by use of an action verb, such as: Evaluate Investigate Increase Inform Improve Create Direct Reduce Coordinate

46. Quiz: SMART or Not-So-SMART Goals? • Increase the number of checks processed from 200 to 300 per month with minimal errors. • Be more responsive to internal customers by returning emails and phone calls within 24 hours. • Decrease office expenses by reducing supplies ordered.

47. Department Goal Individual Outcome Individual Outcome Individual Outcome Increase student satisfaction rating to 90% in one year Example Increase knowledge of department-wide policies and procedures to be able to personally resolve 50% of student issues by 7/1/06. By 1/15/06, train at least one other staff member to cover job responsibilities during absences. By 5/1/06,improve ability to investigate student inquiries so that 90% of the time they are referred to the appropriate staff member.

48. Remember • Identification of Planned Outcomes is most effective when it is a collaborative effort between your and your supervisor. • The typical employee will have 3 to 5 Planned Outcomes. • Planned Outcomes are not etched in stone. • Good Planned Outcomes: • support a department goal; • are outcome-based; • are SMART.

49. Tracking Sources • Tracking sources = Measures • What will be used to determine if the Planned Outcome was achieved? • Examples: • Number of work orders processed • Number of letters generated

50. Identifying Competencies