All Supervisors Meeting
2014-15
Performance Review
Process and Enhancements
April 15, 2015
April 15, 2015
Agenda
Key process outcomes
Connections to the individual development planning
process
Department “summaries”/plan
Ithaca College “core competencies”
Introducing ratings:
– For core competencies
– Overall ratings
– Links to available rewards:
• Full general
• Additional
Questions?
Connections to previous
All Supervisor Meetings
Policies/practices/training are an integral aspect
of a High Performing Organization (Fall 2013).
High performing organizations (Spring 2014):
– Definitions and language
– Actions
– Outcomes
Focus on employee development (Fall 2014):
– Ithaca College competencies: the “Blue Sheet”
– Individual development planning as a
tool/process for development
Connections (Spring 2014):
Ithaca College as a High Performing Organization
We expect and recognize innovative/creative thinking,
stretch goals/targets, and impact players.
In high performing cultures, employees are expected to
be engaged, accountable, and committed to acquiring
leading edge knowledge, delivering exceptional services
and meeting new challenges head on.
We will look to continuously improve and measure our
effectiveness.
We aspire to be a learning organization with a culture
where attention to the learning process is as important
as the learning and learning initiatives must be linked to
organizational goals.
Our supervisors are key to leading this strategic and
focused transformation.
Connections (Fall 2014):
Leadership at Ithaca College
Everyone who works at IC is invited into leadership as defined here.
Having leaders with these traits advances IC as a high performing
organization.
Those who take this perspective will tend to be given professional
development opportunities.
Effective leadership at IC means:
– Understanding & appreciating the mission, values, history, and
challenges – passion in the mission creates a transformative
educational experience.
– Understanding the market and how IC is perceived as compared to our
competitors.
– Demonstrating the courage to make the right decisions for the right
reasons.
– Holding self and others accountable – identifying potential in people
and processes, and taking responsibility for actualizing that potential.
– Understanding strategic partnerships across the college that
strengthen individual and institutional performance.
Connections (Fall 2014):
Ithaca College workforce analysis
Analysis is an extension of the Huron Education review and
subsequent campus community reactions/input to the
summary report.
The analysis is reviewing all areas and all staff positions:
– Positions that are currently filled with incumbents
– Positions that are currently being searched
– Positions that are open – but are not currently being
searched
– Temporary positions
The goal is to be able to assess all POSITIONS and build a
workforce plan for all areas.
The importance of the position is NOT an assessment of the
performance of the individual holding that position.
Connections (Fall 2014):
Individual development planning
Competencies are:
– The skills I need
– The knowledge/information I need
– The attributes/behaviors I need to display/model
Key questions:
– What do I need to learn more about – develop to
be “better”?
– How does this help the College meet its needs?
– What steps will I take to achieve this goal?
– What resources/support will I need meet this plan?
– What will “success” look like – specifically/results?
– Target completion date?
Connections:
Individual development planning (Fall 2014 cont.)
IDPs are already a part of the IC performance review process:
– “Areas for Growth, Development, Improvement”
The idea is to be more “INTENTIONAL” and “PLANNED” about
conversations with our direct reports.
IDPs can be short or more detailed.
The key steps:
– The conversation with the individual
– Looking for connections to IC outcomes
– Looking for connections to individual growth goals
– Making a commitment for the time and resources to meet
the IDP
– Having an overall area/department annual plan
Connections:
IDP outcomes for Spring 2015
Develop a plan to manage the IDP process in your area:
– The plan should identify how an IDP conversation is included as
part of the 2014-15 performance review process.
– All supervisors who review “next level up” should make sure
there are plans identified in the development “box”.
– Identify the barriers to an overall plan for your department/area:
Meet with Talent Management staff in HR during spring 2015 to go
through the plan:
– Identify resource gaps
– College to look for commonality for development
– College wide plans and approach compiled and rolled up for
2015-16 for resource allocation
The goal of the annual
performance review conversation
is to positively impact
the employee’s performance,
their motivation,
and their
commitment to excellence.
Goals of the Review Process
•
•
•
•
Learn from the past to improve the future
Reflect on the year’s accomplishments
Clarify performance expectations
Identify how the supervisor can support
the employee
6 Steps to Successful
Performance Reviews
1.
2.
3.
4.
5.
6.
Preparation
Assessment
Reviewing documents
Appropriate setting
Deliver it clearly
Encouragement
Online Performance Review:
Core Competencies
Adaptable
Collaborative
Communicate Effectively
Demonstrate Leadership
Engage in the Organization
Exhibit Professional Integrity and Ethics
Inclusive
Respectful
Responsive
Results Driven
Sustainable
Take Initiative
Value Personal and Professional Development
Adaptable
• Flexible, open and receptive to new ideas and
approaches.
• Readily adapts to changing priorities, situations
and demands.
• Easily adapt plans, goals, actions, or priorities in
response to unpredictable or unexpected events,
pressures, situations, and job demands.
• Effortlessly shift gears and change direction
when working on multiple projects or issues.
Collaborative
• Builds positive relationships, involves others as
appropriate and is willing to learn from others.
• Welcomes questions, new information and
feedback.
• Recognizes the importance of how personal
behaviors and emotions impact others.
• Understands strategic partnerships across the
College and cultivates connections that
strengthen individual and institutional
performance.
Communicate Effectively
• Able to express thoughts clearly and respectfully.
• Demonstrates effective listening skills, and
competently gives and received feedback.
• Expresses relevant information appropriately to
individuals or groups taking into account the
audience and the nature of the information.
• Effectively answers questions others or
communicates an inability to do so and suggests
other sources of answers.
• Notices nonverbal cues and responds
appropriately.
Demonstrate Leadership
• Self-motivated and able to build trust
and inspire others to work toward a
common objective.
• Earns and retains the respect of others.
Creates an environment where
everyone feels valued.
• Acknowledges the support and
contribution of others.
Engage in the Organization
• Understands and appreciates IC’s mission,
student-centered values, history and challenges.
• Believes passionately that IC can create a
transformative educational experience through its
mission.
• Understands the market in which IC operates and
our value in comparison to our competitors.
• Actively participates as a member of the campus
community and understands the value of their role
as part of the educational experience of our
students.
Exhibit Professional Integrity and Ethics
• Demonstrates courage to make the right decisions
for the right reasons.
• Observes high standards of business and personal
ethics in the conduct of duties and responsibilities
to the College.
• Practices honesty and integrity in fulfilling
responsibilities.
• Complies with all applicable federal and state laws
and regulations as well as policies of the College
and raises questions or concerns regarding
violations.
Inclusive
• Promotes a welcoming, inclusive environment for all
by interacting effectively and showing respect for
differences in backgrounds, lifestyles, and viewpoints,
including but not limited to race, culture, nationality,
ethnicity, religion, ideas beliefs, geographic origin,
class sexual orientation, gender, gender identity and
expression, disability, and age.
• Culturally competent and aware of one’s own cultural
identity and views about difference, and the ability to
learn and build on varying cultural and community
norms.
Respectful
• Self-aware.
• Skilled in perceiving, understanding, and managing
emotions and feelings.
• Recognizes emotions and how they affect
behavior.
• Exhibits emotional intelligence.
• Able to control impulsive feelings and behaviors
and manage emotions in healthy ways.
• Understands the emotions, needs, and concerns of
other people.
• Develops and maintains good relationships.
Inspires and influences others.
• Works well in a team.
Approachable and Accessible to others
• Approachable and accessible to others.
• Reaches out to be helpful in a timely and
responsive manner.
• Strives to satisfy internal and external customers
and follows up with individuals to ensure
satisfaction.
• Is diplomatic, respectful, courteous, and
welcoming.
• Identifies potential in people and processes and
takes responsibility for actualizing that potential.
Results Driven
• Identifies goals aligned with their unit and the College’s
strategic direction and achieves results.
• Focuses on desired results, and sets and achieves
challenging goals.
• Develops standards against which to measure behavior and
performance.
• Measures performance against results. Takes risks, faces
fears, and demonstrates a strong sense of urgency about
achieving goals.
• Persists in the face of significant difficulties to achieve goals.
• Strives to meet expectations of others.
Sustainable
• Exercises sound and ethical judgment when
acting on behalf of the College with respect to
the management of natural, human and
financial resources.
• Uses equipment, processes, and systems that
minimize impact on natural, human and
financial resources.
• Strives to minimize waste through reuse and
recycling, improve efficiency, and reduce
resource use.
Take Initiative
• Anticipates needs, engage in problem solving, generates
ideas for improvement, and takes action without prompting
or waiting for explicit instructions.
• Demonstrates a commitment to effective job performance
by taking action on one’s own and following through to get
the job done.
• Provides suggestions and/or takes actions that result in
improved work processes, communications, or task
performance.
• Takes initiative to seek out new work challenges, influence
events, or originate action.
Value Personal and
Professional Development
• Demonstrates a commitment to self-development
and improvement of knowledge and skills.
• Seeks feedback from multiple sources about how
to improve and develop.
• Modifies behavior based on feedback or selfanalysis of past mistakes.
• Identifies when it is necessary to acquire new
knowledge and skills.
• Supports the needs of employees seeking personal
and professional development.
Supervisory Core Competencies
Individual/Self Skill Development
– Advanced Writing Skills
– Decision Making
– Ensuring Compliance with
– IC Policy & State/Federal
Regulations
Organizational Skill Development
– Change and transition
– Communications and
information sharing
– Translating College’s goals into
individual/team goals
Team/Group Skill Development
– Building Trust
– Coaching
– Delegating
– Diversity & Inclusion
– Developing Employees
– Leading Meetings
– Managing Talent
– Managing Performance
– Understanding & Leading
– Teams/Groups
– Understanding Motivation
– Rewards & Recognition
Online Performance Review
• Rating Scale:
 Improvement needed
 Opportunity for development
 Meets expectations
 Meets and exceeds expectations
 Consistently exceeds expectations
• Opportunity to rate each individual core competency.
• Opportunity to provide an overall rating for the
performance review period.
• “Meets expectations” = Full general in the Annual
Review process.
What’s Next?
 The Self-Assessment is complete.
The Performance Review is complete.
Work the Individual Development Plans
(IDP) with your group.
Questions?