System Office
Performance Management
Human Resources
Fall 2015
Purpose of This Meeting
• The importance of performance reviews
• Performance management process and supervisor’s role
• Discuss key elements and responsibilities
• Review of timeline
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USNH Talent Management
Performance Management is one component of the overall
USNH Talent Management philosophy.
Performance
Management
Process
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A High Performance Organization
USNH has a formal process for monitoring employee progress, providing constructive
feedback, and evaluating performance that links performance to compensation,
development, and recognition. The supervisor:
•
Aligns employee goals with department or institutional strategic goals and
objectives
•
Conducts a thorough assessment and delivers honest, objective and balanced
feedback
•
Provides appropriate and effective employee development goals
•
Assesses employee performance ratings relative to their peers
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Performance Management Process
Goal Setting
Employee
Mid-Year
Check In
Development
Coaching,
Feedback,
Recognition
Compensation
Changes
Self
Assessment
Performance
Review
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Performance Management - Guiding Principles
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2
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• Performance management is an ongoing process of setting
expectations, executing plans and evaluating results.
• Expectations should be explicit and mutually understood.
• The work environment should encourage work commitment.
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• How work gets accomplished is as important as what gets
accomplished.
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• Regular, honest feedback increases understanding and
positive performance.
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Performance Management – Roles & Responsibilities
Supervisors
Employees
•
Plan and manage staff performance.
•
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Communicate department and institutional
goals to staff. Guide staff expectations to
align with broader organizational goals.
Understand how performance expectations
align with department and institutional
goals, and participate actively in setting
expectations.
•
Foster a work environment that encourages
active staff participation and feedback.
•
Be open to feedback related to performance
to improve performance and/or continue
meeting expectations.
•
Provide regular, clear, constructive feedback.
•
•
Monitor performance throughout the year to
support the formal evaluation.
Monitor performance compared to
expectations. Seek advice and guidance as
needed from supervisor.
•
Devote the time and effort needed
throughout the year to schedule and
evaluate performance.
•
Complete the annual Self-Assessment and
participate actively in the performance
evaluation process.
•
Help guide and coach staff in their
professional development.
•
Be open and honest about professional
growth, development plans and interests.
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Performance Management – Feedback Cycle
•
Feedback is an essential component
of a performance culture
– Most beneficial if ongoing and
frequent
– Intended to support staff
performance and development
– Both positive and constructive
situations
– Continuous feedback ensures
transparency
•
The Feedback Cycle provides a
framework for evaluating and
delivering feedback effectively
Feedback Cycle
Expectations
Outcomes
Observations
Appraisals
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Core Competencies
For all employees:






Professional/Technical Knowledge
Stewardship
Problem Solving/Decision Making
Communication
Quality Improvement/Customer Service
Work Relationships/Teamwork
For those with supervisory responsibilities:
 Managing People
 Leadership
 Strategic Planning and Organizing
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Performance Ratings
Performance Review Ratings
Consistently Exceeds
Expectations
Frequently Exceeds
Expectations
Fully Meets Expectations
Core Standard for
System Office staff;
represents a
competent,
successful and
engaged contributor
Partially Meets Expectations
Does Not Meet Expectations
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Performance Review Rating Descriptions
Consistently
Exceeds
Expectations
An employee whose work is characterized by:
• sustaining exemplary performance throughout the rating period;
• providing excellent service in support of the mission of the organization;
• consistently exceeding and sometimes far exceeding the criteria of the job responsibilities;
• consistently demonstrating initiative for the benefit of the Institution and Department;
• demonstrating full mastery of knowledge, skills and abilities, required work, and basic competencies.
Frequently Exceeds
Expectations
An employee whose work is characterized by:
• consistently high level of accomplishment;
• often exceeding performance expectations;
• providing significant service in support of the mission of the organization;
• independently demonstrating highly proficient knowledge, skills, and abilities, required work and behavioral
competencies.
Fully Meets
Expectations
An employee whose work is characterized by;
• achieving results at a level that generally meet and may at times exceed performance targets;
• providing commendable support to the contributions of the organization;
• demonstrating fully proficient knowledge, skills and abilities, required work, and behavioral competencies;
with only a few areas in need of some improvement.
Partially Meets
Expectations
An employee whose work:
• requires substantive improvement to fully meet the performance targets;
• provides basic support to the mission of the organization;
• is at the beginner or developmental stage of demonstrable knowledge, skills and abilities;
• exhibits inadequate behavioral competencies;
• requires guidance and training to improve performance.
Does not Meet
Expectations
An employee whose work:
• fails to meet the criteria of the job function;
• falls short of performance targets;
• provides inadequate support to the mission, vision or strategic objectives;
• performs below the beginner or developmental stage of demonstrable knowledge, skills and abilities;
required work and behavioral competencies.
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Performance Management Process - Timeline
USNH Performance Management Cycle Timeline
The USNH performance management process operates within a calendar year timeframe. The specific components of this process and the
associated dates are shown below:
Jan
Feb
March
April
May
June
July
Aug
Sept
Oct
Nov
Dec
Step 5: Prepare
goals for
upcoming year
Step 6: Review
goals with
supervisor
Supervisor
schedules
Staff
Mid-Year
Check-In.
Supervisor and
staff meet for
Mid-Year Check-in
to discuss job and
review and/or
update goals.
Step 7: Submit
final goals to
HR by January
31st
Step 1: HR provides
performance
management training
for supervisors and/or
staff.
Step 2: Employee
completes SelfAssessment.
Step 3: Manager reviews
self-assessment,
prepares evaluation, and
assigns rating.
Step 4: Performance
reviews, employee
meetings and
development plans
completed and
submitted to HR by
December 18th.
HR prepares
performance report for
Chancellor and Executive
Team. Data used to
inform salary increase
process.
*Reminder: Submit original, signed Goals to Human Resources – Susan Poole
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Performance Management Process
Goal Setting
• Drives ongoing need to support department and institution and
ensure highest levels of customer service, efficiencies, and
improvements
• Provides clarity and structure on individual, team and
department priorities and effectiveness
• Fosters ongoing communication between manager and
employee
• Encourages performance improvements and strategies
• Follows S.M.A.R.T. method
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Creating Smart Goals – A Formula
Action verb
Results
“by”
Measurement
“by”
Timeframe
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Performance Management Process
• Key elements of performance review:
 Engaged and planned conversation
 Part I - Job success factors
 Key responsibilities
 Core competencies
 Part II - Evaluation period goals
 Overall rating (Based on Parts I & II)
 Development plans
 Signatures
 Part III Next Evaluation Period
 Goals for upcoming CY
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Key Information
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Who is eligible for a performance review?
– All staff hired by October 1, 2015 or earlier. Reviews for staff hired after
October 1st are done at the supervisor’s discretion.
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Where do I find the forms? Performance evaluation forms and materials are
located on the System Office web site:
www.usnh.edu/hr/SystemOfficeHR/performance-management-form-resorces.html
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When are the forms due? Completed performance evaluation forms are due by
December 18, 2015; next evaluation period goals are due January 31, 2016. Goal
forms are due by January 31, 2016.
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Where do I send them? Forms are submitted to Susan Poole in Human Resources.
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OTHER QUESTIONS?
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Appendix - Setting Smart Goals
Specific: Goal objectives should address the five “Ws:” who, what, when, where,
and why. Make sure the goal specifies what needs to be done with a timeframe
for completion. Use action verbs such as create, design, develop, implement,
produce, etc.
Measurable: Goal objectives should include numeric or descriptive measures
that define quantity, quality, cost, etc. How will you and your staff member know
when the goal has been successfully met? Focus on elements such as observable
actions, quantity, quality, cycle time, efficiency, and/or flexibility to measure
outcomes.
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Appendix - Setting Smart Goals
Achievable: Goal objectives should be within the staff member’s control and influence; a
goal may be a stretch but still feasible. Is the goal achievable with the available resources?
Is the goal achievable within the timeframe originally outlined? Consider authority or
control, influence, resources, and work environment support to meet the goal.
Relevant/Realistic: Goals should be instrumental to the mission of the department (and
ultimately, the institution). Why is the goal important? How will the goal help the
department achieve its objectives? Develop goals that relate to the staff member’s key
accountabilities or link with departmental goals that align with the institutional agenda.
Time-bound: Goal objectives should identify a definite target date for completion and/or
frequencies for specific action steps that are important for achieving the goal. How often
should the staff member work on this assignment? By when should this goal be
accomplished? Incorporate specific dates, calendar milestones, or timeframes that are
relative to the achievement of another result (i.e., dependencies and linkages to other
projects).
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