Performance Management Program for Non-Aligned Staff and Administration Human Resources June 2017

2. Performance Management Program forNon-Aligned Staff and Administration Human Resources June 2017

3. Discuss the importance of performance review Define the steps in the performance review process Learn how to set and manage goals Discuss performance evaluation and assessment Learn how to give meaningful feedback and how to conduct the meeting Discuss handling poor performers/performance and Learn How to Navigate the Online Performance Review Process Today’s Objectives

5. Why Do It? Because: • Good, effective performance management is a key element in the morale and retention of our best people • The performance review is a tool to help managers maximize the performance of their employees • Feedback mechanism • Formal codification of employee performance for a specified time period • Subject to administrative and legal challenge

6. The Online Performance Review Form • Employee • Supervisor • Approver • Overall rating of performance • Ratings based on accomplishments • Competencies • Performance review meeting and discussion • New online form can be found on the NJIT Pipeline at Faculty/Staff Services/Online Services/Nonaligned Performance Review

7. How the Process Should Work • Clear expectations and performance goals established last year for FY17 • Regular status updates and feedback • Annual feedback meeting • Review skills, accomplishments, areas for improvement, plan of action (goals) • Performance and individual development goal setting for FY18

8. Performance Management Cycle

9. Performance Review Process • Focuses on creating and maintaining a dialogue between supervisor and employee • Establishes and defines specific competencies for successful behavior • Emphasizes performance monitoring and on-going communications and performance feedback • Evaluates and rates performance against expectations • Requires end-of-year performance review and discussion session

10. Roles and Responsibilities • The employee • The supervisor • The “approver”

11. The Process

13. Add additional sections to accommodate your goals and accomplishments

14. Confirmation of Submission

15. Email Alert Dear Annie Crawford,Lauren Rubitz has completed the non-aligned performance review self-evaluation. Please log in to the performance review system and complete the supervisor's sections of the performance review and submit it to your manager (the approver) for agreement and sign off. Thank You.Robert Lazer, Ph.D.Director, Organization Performance Excellence

16. Supervisor Sign-In

17. Review Status

18. Supervisor Input on Goals and Accomplishments

19. Supervisor Input on Goals and Accomplishments

20. Competencies and Ratings

23. Returning a Self-Evaluation to Employee Dear Lauren Rubitz,Annie Crawford has returned your performance review for revision. Please log in to the performance review system and revise the review based upon your supervisor's comments, which are noted in your review. Once you have completed your revisions resubmit to the supervisor. Thank You.Robert Lazer, Ph.D.Director, Organization Performance Excellence Dear Annie Crawford,Lauren Rubitz has resubmitted the non-aligned performance review self-evaluation. Please log in to the performance review system and complete the supervisor's sections of the performance review and submit it to your manager (the approver) for agreement and sign off. Thank You.Robert Lazer, Ph.D.Director, Organization Performance Excellence

24. Competencies • University Competencies • Accountability • Communications • Manages and develops staff (as appropriate) • Service Focus • Respectful • Teamwork and Collaboration • Departmental Competencies • Knowledge, skills, and behaviors needed for success • Minimum: three (3) • NCAA • As appropriate to the position

25. Rating Definitions • (EE) Exceeded Expectations: Employee exceeded all or most performance expectations and his/her goals. Employee successfully incorporated all core or management competencies in his/her job performance, often performing significantly beyond expectations. Employee contributed significantly to the broader goals of their department/function and/or NJIT. • (ME) Met Expectations: Employee consistently and fully met performance expectations and achieved his/her goals. Employee successfully incorporated all core or management competencies into his/her job performance. Employee contributed to the broader goals of their department/function and/or NJIT University. • (DE) Did Not Meet Expectations: Employee did not achieve any or most of his/her performance goals, performance expectations, and/or did not incorporate core or management competencies into his/her job performance.

26. Email Alert Dear Kay Clarke-Turner,Annie Crawford has completed Lauren Rubitz's performance review. Please log in to the Performance Management System and review and approve the performance review. If you do not agree with the performance review please return it to Annie Crawfordfor revision. Once you approve the performance review, the comments and ratings will be open to the employee to read in advance of the performance review and feedback meeting with their manager. Thank You.Robert Lazer, Ph.D.Director, Organization Performance Excellence

27. Rating Guidelines Rate results, not the person Rate the current performance year only Rate present performance, not potential Rate performance, not salary level or compensation Rate the employee’s work as a whole Make thoughtful decisions, give yourself time to think Beware of managerial “guilt”

28. Approver Sign-in

29. Approver Sign-off

30. Approval Confirmation and Warning

31. Email Alert-Employee Dear Lauren Rubitz,Your performance review has been completed and approved. At this time, you may log in to the performance review system and read supervisory comments and ratings.Annie Crawford will be in contact shortly to schedule a performance review and feedback meeting.After the performance review discussion with your supervisor, please electronically sign your review, indicate your agreement/disagreement with the review, and submit it to Human Resources. This completes the review process.Thank You.Robert Lazer, Ph.D.Director, Organization Performance Excellence

32. Email Alert-Supervisor Dear Annie Crawford,Kay Clarke-Turner has approved Lauren Rubitz's performance review. Please schedule your performance review and feedback meeting with the employee.The employees review is open for him/her to read prior to the feedback meeting.After discussing the performance review with the employee, the employee electronically signs the review and submits the performance review to Human Resources. This completes the review processThank You.Robert Lazer, Ph.D.Director, Organization Performance Excellence

33. Employee Submits to HR

34. Employee Submits to HR-Disagrees

35. Ways to Reduce Bias • Have clear goals and performance expectations • Have regular feedback meetings • Base ratings on results and behaviors • Have consistent standards for those being evaluated

36. Potential Issues When There Is… • No written performance plan • No documentation of poor performance • Little or no discussion of expectations • Meeting focuses on “putting out fires” • Little or no ongoing feedback on performance • Short, perfunctory annual meeting focusing on merit pay

37. Performance Review Feedback Meeting • Prepare for the discussion and consider two or three core points for discussion • Start with purpose of the meeting then set an agenda • Share your core points • Create an environment of open dialogue • Communicate overall rating • Allow for employee comments • Begin with some positives • Move through the agenda as a discussion • Provide detailed feedback on, and examples of, the employee’s results against goals, and the impact on performance of job-related skills, knowledge, and behavior.

38. Giving Feedback: Caution • Can be a highly emotional meeting • Stay calm: emotion fuels emotion • Be respectful • Discuss an employee’s actions as much as possible • Proceed slowly • Do not threaten • Offer guidance and support for corrective action

39. Poor Performers: What to Do? • It is your job to address the problem and develop a: • Detailed performance plan • Shortened review cycle • Clear, mutually determined remediation plan • Separate review and feedback, and… • Check to ensure that the employee had: • Clear directions • Needed resources • Appropriate training • Ongoing feedback

40. Writing Performance Goals and Individual Development Plans

41. Definition • A goal is, “a statement that describes an action or task with a measurableend result and timeframe for completion.”

42. Benefits to Goal Setting • Focuses your time and energy on actions that make a difference • Helps you decide between conflicting priorities • Ensures meaningful contributions • Ensures actions are aligned with the 2020 Vision

43. Setting SMART Goals

44. Establishing Performance Expectations • Align with Strategic Plan • Clarify department goals • Focus on what is really important • Establish and gain mutual understanding of performance expectations and competencies • Establish accountability and measures for results

45. Setting Performance Expectations Alignment Clarity 2020 Vision Division Goals Department Goals Individual Goals

46. Guidelines for Setting SMART Goals What: define expectations in action-oriented terms How: identify key behavioral expectations Who: who is accountable When: milestones and deadlines To what extent: what does success look like

47. Not “SMART” • Decrease time to process report • Simplify xyz form • Improve communications with other schools/divisions • Improve response time • Train Banner users

48. Examples • Increase enrollment selectively and strategically, for the Fall 2017 academic semester, increase the number of enrolled international undergraduate students by 10% over the Fall 2016 semester. I will establish an advisory committee with representation from each school and the Provost’s office to develop and implement an outreach campaign to identify and communicate with potential international student applicant pools, by October 2016. • Enhancing the professional development of staff, in collaboration with and assistance from UIS, develop and deliver training to all non-supervisory staff in the use of the Banner student module, reducing input errors by 85% as measured by a FY17 month over month comparison. Training will be completed by the end of the March 2017.

49. Individual Development Plan (IDP) Goals • Focus on what can be done to increase effectiveness • Highlight areas for professional growth, including new skill or knowledge • Look to strengthen areas of current strength (making the strong, stronger) • IDP goals are not performance goals, but are based on the competencies your position requires for success.

50. Development Strategies • On the job • Coaching • Special assignments • Presentations to group • Cross-training in department • Temporary assignment in another department • Observation of “role model” • Courses, seminars, workshops • Professional group membership • Independent study/reading