Champlain College
Performance Management
2013/2014
Training Session for Managers
1
Objectives



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
Reflect, Review and Plan
Engage Managers and Employees
Professional Development
Connection to the 2020 Plan
Transition to Workday Technology
2
Manager’s Role
• How can you make this process be:
–
–
–
–
–
Engaging
Developmentally focused
Positive
Enjoyable
Rich with learning
• How do you want to connect with your employees?
• What do you want your employees to say about
you after this process?
• Where do you want to ask your for employees
input?
3
Champlain Aligned
Champlain College
Mission and Vision
2020 Strategic Plan
Institutional Priorities
Divisional Strategies and Priorities
Department Goals
Individual Employee Goals
Individual Performance and
Development Planning
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Components of Performance Management
PLANNING – GOAL SETTING
PROFESSIONAL
DEVELOPMENT
PERFORMANCE
FEEDBACK
PERFORMANCE EVALUTION
5
2013/2014 Cycle
What’s Changing?
What’s NOT Changing?
• Slight modifications –
elimination of redundancies
• Workday Technology
• Functional Process
• General Timeline
• Ongoing coaching and
feedback employees
• Staff competencies
• Professional Development
• Excite, Engage, Empower
• Expectations of managers
• Time it will take
6
Why Workday?
• Aligns to broader institutional talent goals
– High performance
– Development
•
•
•
•
Access to review goals and review throughout year
Roll up to institutional goals
Reporting and analytics
Ability to identify, target and deliver to professional
development needs
7
Timeline
June-August
2013
•Goals
established for
2013/2014
January 2014
•Mid-year
performance
discussions
March
•Manager &
Employee
Training
sessions
March/April
•SelfEvaluations
Completed
May/June
•Performance
Review
Discussions
held
June
•Compensation
Planning
4/11
5/9
6/13
Employees
submit selfevaluations
Evaluations
due to next
level Mgmt.
Performance
meetings
completed
Promotion
Recommend
ations
8
Timeline
Dates
Actions
March 10 - 21
• Employee and Manager training
March 14th
• Workday Performance Management launched
March 21st
• Managers request from employees their written
self-evaluations
• Managers schedule performance evaluation
meetings
March 24 – April 11
• Employees submit self-evaluations to managers
• Managers may hold pre-evaluation meetings with
employees where desired
9
Dates
Actions
April 14 - May 9
• Managers draft employee performance
evaluations
• Managers submit evaluation to next level of
management for review and/or discussion
• Manager’s submit to next level management
and VP’s new job descriptions for prospective
promotions
• NOTE: Evaluation are due to next level of
management by May 9th
May 12 - 16
Next level of management reviews evaluation and
provides managers feedback
May 19 - June 13
Managers hold performance evaluation meetings
with employees
June 13th
NOTE: All performance evaluation meetings
must be completed by June 13
June 13th
Completed Performance Evaluations must be
fully approved and through the Workday
10
process by June 13th
Performance Evaluation Tool
Performance
Goals
Job
Responsibilities
Competency
Development
Needs
Excite,
Engage,
Empower
Additional
Performance
Evaluation
Comments
Overall
Summary
• Functional Process
• Workday Technology
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Performance Evaluation Tool
Performance Goals
• Established last summer
• 4 – 7 Goals
• SMART goals “Establishing SMART Goals”
• Specific
• Measurable
• Achievable
• Realistic
• Time Bound
• Include UFO’s
12
Performance Evaluation Tool
Overall Rating – Scale
• Far Exceeds Expectations: Performance that is consistently superior and far
exceeds job standards and goals.
• Exceeds Expectations: Performance that often exceeds job standards. These
individuals perform at a level noticeably above what is expected.
• Successfully Meets Expectations: Performance that consistently meets and
sometimes exceeds job standards. These are individuals who make valued
contributions to the success of the institution at the level that is expected.
• Partially Meets Expectations: Performance that partially meets but occasionally is
below acceptable job standards. These individuals perform inconsistently and need
to improve.
• Fails to Meet Expectations: Performance that consistently does not meet job
standards over the rating period.
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Performance Evaluation Tool
Job Responsibilities
• Summary of current job responsibilities
• Not a “task list”
• Section is rated
14
Performance Evaluation Tool
Staff competencies
•
•
•
•
•
•
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Achievement Orientation
Adaptability
Client Focus
Continuous Learning
Critical Thinking
Diversity & Intercultural Understanding
Teamwork &Inclusion
• Comments – Observations, clarification, examples
• Tool – Staff Competencies Development Workbook
• Competencies will not be rated
15
Performance Evaluation Tool
Development Needs
•
•
•
•
Reflection on past year
Has the need been completed?
Ongoing?
Time well spent here will pay off in spades
• Purposeful development plans
• Monitoring, coaching and supporting along the way
• Regular check-ins
16
Performance Evaluation Tool
Excite, Engage, Empower
•
•
•
•
What would excite you?
How do you like to be engaged?
What will make you feel empowered?
Opportunity for employees to provide feedback to your manager,
your department or the institution
• Review the employee’s last self-evaluation… what did they say?
17
Performance Evaluation Tool
Additional Performance Review Comments
•
•
•
•
•
Feedback received from colleagues, stakeholders, vendors
Catch-all
Summation
Thank you and appreciation
Closure
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Performance Evaluation Tool
Overall rating
• Consistency between “written” and “verbal” words
• Does the rating match the writing?
• Is there alignment between the manager and the employee? Is
it close? If not, why?
• Performance rating calibration
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Performance Evaluation Tool
Overall Rating – Scale
• Far Exceeds Expectations: Performance that is consistently superior and far
exceeds job standards and goals.
• Exceeds Expectations: Performance that often exceeds job standards. These
individuals perform at a level noticeably above what is expected.
• Successfully Meets Expectations: Performance that consistently meets and
sometimes exceeds job standards. These are individuals who make valued
contributions to the success of the institution at the level that is expected.
• Partially Meets Expectations: Performance that partially meets but occasionally
is below acceptable job standards. These individuals perform inconsistently and
need to improve.
• Fails to Meet Expectations: Performance that consistently does not meet job
standards over the rating period.
20
Performance Evaluation Tool
Summary
• Review the summary of your full Performance Review for 2013/2014
• Submit to your manager via Workday
• No changes can be made by employee after submitted
21
Promotions
•
•
•
•
•
Significant changes in job responsibilities
Increased level of responsibilities vs. increased volume of work
Restructure resulting in a new position
Manager write new job descriptions
Submits to Human Resources by May 9th
– Position evaluated
• Promotions approved by June 17th
• Manager communicates to employee once approved
• Salary increase, where applicable July 1st
22
Upcoming Trainings
Manager Training
• Managers Round Table, March 11 10:00-12:00 Lakeside 101/102
• March 14, 10:00-11:30 Lakeside 101/102
• March 17, 8:30-10:00 Aiken Morgan Room
Employee Training
•
•
•
•
March 14, 3:30-4:30 Hauke 203
March 17, 2:00-3:00 Aiken Morgan Room
March 18, 1:30-2:30 Lakeside 101/102
March 19, 8:30-9:30 Lakeside 101/102
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24
Employee
completes
SelfEvaluation
Manager
approves
Employee
SelfEvaluation
Manager
completes
Manager
Evaluation
on
Employee
Manager’s
Manager
approves
Manager
Evaluation
Manager
provides
Manager
Review
Comments
CAUTION: This step will release the
evaluation to employee. Please only do so
when you are ready.
Employee
provides
final
Employee
Review
Comments
All within
Workday
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Technology
•
•
•
•
Google Chrome or Firefox is recommended
Spell Check
Limited mobile capability
Saving
All within
Workday
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Resources
•
•
•
•
•
•
Employee’s self-evaluation
Staff Competency Development Workbook
Your manager
Human Resources & Organizational Development
Last performance review form
Instructions within Workday via Canvas
27
?
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Tips:
• Use “not applicable” as a status if goal is
not rated.
• May select more than one category.
• UFO’s? Add as an additional goal and
indicate they were unplanned.
• Not applicable vs Not Started
• Next year’s goals will be a separate
process
29
Tips:
• Summarize your job responsibilities in
one section (do not use the (+) button
multiple times).
30
Tips:
• Review this section to verify you
have commented on each
competency.
31
Tips:
• You will not use the “Add Existing” box.
• Relates To gives the option of linking to a staff competency.
• Use the (+) button to add a new item.
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Additional Performance Evaluation Comments:
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Tips:
• The Overall rating is based
on the ratings from the
Performance Goals and Job
Description
• Can override default
• You will receive an error if
rating is empty
35
Tips:
• You may exit at anytime and it will save and
resume where you left off.
• Once submitted no changes can be made.
• You can print the review before submitting.
When you are complete your self-evaluation you will need to
click the green submit button. You will not be able to make
any changes after you submit.
• When manager approves – they are
acknowledging receipt – does not mean they
agree with every piece.
36
SMART Goal Setting
S
Specific
M
Measureable
A
Achievable
R
Relevant
T
Time Bound
SMART goals allows leaders to:
•
•
•
•
•
Maintain clarity of what it is they wish to achieve
Monitor their progress on an ongoing basis
Allocate resources in support of reaching a goal
Plan an employee’s progress towards reaching goals
Redirect or refocus an employee’s energy back towards a goal when necessary
SMART goals allows employees to:
•
•
•
•
•
Understand what is expected of them
Monitor their own performance against the goals
Empower them to achieve results
Be clear on the criteria for evaluation
Know what the target for solid performance looks like, so that they can hit it
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• Goal Setting for next year
• Joint process – manager
& employee
– Agreement
– Alignment
• Ongoing and adjusting
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Self-Evaluation
• New tool: Workday
– Manager
– Self-Assessment
• Signature page
• Tone
– Personalize
– First person
• Advance review
LIBRARIAN PERFORMANCE EVALUATION – 2012/2013
This gives you and your manager an opportunity to participate in your performance
evaluation process by
documenting the many ways you have contributed to departmental goals and/or goals of Champlain College.
Please use this form to describe your job performance and s hare the form with your supervisor before the
performance meeting.
NOTE: Managers will use this same form whenevaluating employee performance.
EmployeeName:
Title:
Department:
Manager’s Name:
Date of Meeting:
Signatures:
Upon completing the evaluation, the manager should sign below and submit the form to the ir next level
manager for review, approval and signature.
You should sign below upon the completion of your
performance meeting.
Manager:
Date:
Next Level Manager:
Date:
Employee:
Date:
(The signatures confirm you and your manager’s reading, understanding and discussion of the
performance evaluation and donot necessarily mean agreement with ratings and comments.)
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I. Performance Evaluation for 2012/2013
Both you and your manager complete this section at the end of the evaluation cycle.
Rating Scale: Please evaluate each goal and the overall performance rating using the following scale.



• Employee goals for past
year
• Commentary – results
achieved
• Priority levels
• Rating scale
Exemplary: Performance that is consistently superior and far exceeds job standards and goals.
Successfully Meets Expectations: Performance that consistently meets and sometimes exceeds job standards.
These are individuals who make valued contributions to the success of the institution at the level that is
expected.
Needs Improvement: Performance that consistently does not meet job standards over the rating period.
Priority Scale: Please evaluate each goal using the following scale.



High: The goal is top priority with elevated significance to complete.
Medium: The goal is of normal priority and importance.
Low: The goal is less of a priority (nice to have vs. need to have)
Results Against Goals
These are the goals that were established at the beginning of the evaluation cycle, typically at the start of the fiscal
year. In the “Results Achieved” column be specific in terms of what results were achieved. Indicate the priority level
for the goal and establish a rating using the rating scale provided.
Goal
Results Achieved
Priority
Rating
1.
2.
3.
4.
5.
6.
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• Development Plan
• E3 – Personal
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Performance Feedback
• Monitor Results
• Provide Frequent Feedback - .”Coaches don’t put off
discussing the game with players”:
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–
–
–
Immediate
Specific
Useful
Relevant
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Giving Feedback
•
•
•
Upfront
Tacit
Avoidance
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Giving Positive Feedback
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Focuses on your commitment to excellence
It sends a powerful motivational message to the “strugglers”
It’s the best way to create and maintain a learning
environment
It keeps the stars from leaving to seek a manager who
appreciates them
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Praise is . . .
specific and tangible . . .
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

“What I liked about what you did was . . .”
“I noticed that when you talked to the manager, you . . .”
“I want to acknowledge that you finished the job ahead of
schedule.”
“From my perspective, it seemed that you headed off a
possible confrontation with Jack by taking some extra time to
listen to him.”
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. . . not vague and generalized
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“Great job.”
“Way to go.”
“Thanks for busting your butt on this project.”
“You’re a good team player.”
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Constructive Feedback
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Let them know what you’re going to let them know
Don’t build a big logistical case before dropping the bomb
Remember, you’re “ahead of the curve”
Allow time and a “container” for emotional reactions
We can only hope to change outcomes, not the personalities of
others in the workplace
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Performance Feedback
80/20
Rule
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Data to Consider
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Pre-Evaluation Meeting
Employee Self-Evaluation
Use of available Tools (i.e. – forms, reports, data, surveys,
previous notes)
Your manager’s feedback
Other supervisor/manager’s feedback
Your direct observations
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Data Gathering

Observable:
Actions, words, gestures
“example” – “I see you smile every time you greet a customer at the
reception area”.

Behavioral:
Can be changed or corrected with instruction or self-discipline
Gradient comparisons between unacceptable and outstanding can
be made
BE aware of things you can’t change!
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Documentation




The act of “writing and communicating” a summary of all
previous conversations
If someone else reads the review…. Can they understand it?
Sets the stage for the next review periods goals
Links pay for performance
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“The Discussion”

Be prepared
–
–

Time and Place
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Help the employee feel at ease
Give balanced feedback
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Choose a quiet, private spot with as few interruptions as possible
Create a positive environment
–

Know the objectives and goals of the meeting
Practice
Both positive and negative, but start with the positive
Focus on the job, not the person
Allow the employee to provide feedback
–
Open dialogue – 2 way discussion
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“The Discussion”

Conducting the review
–
–
–
When discussing areas for improvement, discuss methods and
objectives for improving.
Establish formal goals. Explain how these goals are tied to the
institution’s objectives and overall mission
Discuss possibilities for advancement, the employee's
aspirations and professional development necessary to be a
candidate for such future positions.
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“The Discussion”

Conclusion:
–
–
–
–
Summarize and review the important points of the discussion.
Restate any action steps that have been recommended and
provide a time frame for completion
Make sure employee reviews the appraisal and encourage
comments.
Have employee sign it to acknowledge that he or she has read it
(does not signify agreement with the content).
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Dealing with Difficult
Employee/Performance Issues
The Old Dilemma: “Avoid or Confront”
–
–
–
Avoidance usually sends an unclear message, makes things
worse over time, and keeps anyone from learning.
Confrontation only leads to misunderstanding, bad feelings, and
poor outcomes.
Management needs to adopt a philosophy that, if delivered
properly, all performance reviews are good; some are simply
harder to conduct.
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Job performance problems

Pinpoint
–

Specific, observable effects
Frequency and severity of
behaviors
Analyze
–
–
Challenge
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Track
–
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Ask for specific changes
Provide resources
Evaluate
–
Don’t forget to both follow-up
and reward
AFTER pinpointing and
tracking, not before
Clarity? Constraints?
Relationships?
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Communication Starters
•
•
•
•
•
•
“I . . .”
“I’m curious about . . .”
“Could you help me understand . . .”
“I was wondering . . .”
“There’s something I need to discuss with you . . .”
“I know this may be difficult, however . . .”
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Staying “Open”
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Ask for the other’s perceptions
Listen well (we’re talking REALLY well!)
Clarify assumptions
Find common ground
Note strong differences not as right or wrong, but as
opportunities
What can you learn?
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Be clear about Performance
Problems

Differentiate between:
–
Thoughts and feelings
 “I think you’re a jerk.”
 “I feel we should order more staples.”
–
Information and opinions
 “Your record shows you have a bad attitude.”
 “I believe that your responsibilities are changing.”
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Performance Problems

Link prior conversations and/or warnings into performance
review:
–
–
Improvement
Continued Issues
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How to Respond to Employees
Emotions
The Role of Emotion:


Almost always present in some form
Essential for good problem-solving
Be Proactive




Anticipate the Reaction
Focus on Controlling Your Reaction
Ignoring - anger, cynicism, isolation
Employee deserves to be:
– Respected
– Treated professionally
– Allowed to have emotion
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Emotional Reactions



Crying
– Acknowledge emotion, express empathy, return to central
theme, take brief timeout if needed
Withdrawal
– Use open ended questions, reframe, be comfortable with
silence, check assumptions
Anger
– Allow some venting, set limits if necessary, separate
thoughts from feelings
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Dealing with Your Own
Emotions During a Review
Those “Pesky” Feelings:





Accept that they are normal and natural
Can leak or burst into the conversation if not “managed”
Unexpressed feelings make it difficult to listen
Use the urge to blame or withdraw as a clue
Don’t “take the bait” of negative feelings
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Timeliness/Prioritizing

As a supervisor, you owe it to yourself, your employee and
the manager to conduct the review on time
–
–
–

Consistent message
Employees anticipate it
Potential compensation impact
Tips to the process:
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–
–
–
–
Keep a work log
Manage thru a “tickler” or Outlook Task
Draft review immediately
Set clear dates for self-evaluation to be returned
Set date for review
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Top 10 Tips to Successful Evaluations
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Engage employees
Prepare – both the writing and the discussion
Review the entire period
Listen and hear
Take the time
Be factual
Avoid the “halo” and “horns” effect
Do not overrate to motivate
Create awareness – don’t avoid/ignore important messages
Follow-up
74
ENGAGEMENT PROCESS
PERFORMANCE PLANNING
SKILL
DEVELOPMENT
PERFORMANCE
FEEDBACK
PERFORMANCE EVALUTION
75
Real Situation #1
Issue: Quality of service has significantly gone downhill for this long term employee, Jane.
She has proven capabilities in the past, but the mistakes that she is making is starting to
impact customers perception of the organization. Other employees are frustrated and
you are concerned about her customer service focus.
Exercise:
1.
2.
3.
4.
5.
Assign one person as the employee, and one person as the supervisor.
Discuss what the issue(s) are that need to be discussed with the employee.
Role play the actual discussion.
Provide direct feedback to the supervisor on what would make the delivery of the
discussion more effective.
Be prepared to role play to the larger group.
76
Real Situation #2
Issue: Our 3 year employee Brad is moody. Some days he walks in chipper as anything,
other days he walks in and doesn’t say a word to anyone. He gets a lot of work done and
is viewed as very smart. Employees, and the supervisor feel like they have to walk
around on egg shells when Brad is around. He always has an opinion, and can often
sway people – sometimes not to the benefit of the institution. In previous reviews, his
interpersonal skills, communication and intimidation style has been raised. He seems to
get it after it is raised for a short period of time, then he’s back to his old behaviors.
Exercise:
1.
2.
3.
4.
5.
Assign one person as the employee, and one person as the supervisor.
Discuss what the issue(s) are that need to be discussed with the employee.
Role play the actual discussion.
Provide direct feedback to the supervisor on what would make the delivery of the
discussion more effective.
Be prepared to role play to the larger group.
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Real Situation #3
Issue: Betty is a 45 year old accountant who has been with the organization for 4
years. She has expressed concerns over her ability to continue to work at
the level of stress in the job. She thinks she is very organized and enjoys
working with the everyone. However, she continually has a difficult time in
getting to work on time. Everyone really enjoys working with Betty.
Exercise:
1.
2.
3.
4.
5.
Assign one person as the employee, and one person as the supervisor.
Discuss what the issue(s) are that need to be discussed with the employee.
Role play the actual discussion.
Provide direct feedback to the supervisor on what would make the delivery of
the discussion more effective.
Be prepared to role play to the larger group.
78
Real Situation #4
Issue: Kathi has been with the organization for 2 years. In that period of time, she has had 2
positions and 3 supervisors due to organizational changes. She has received training in
a number of areas of her job, but still seems to have some difficulty in grasping what
would be considered basic concepts. There have been times when she has dressed
inappropriately for the organization. Her newest supervisor, Jane, questions her level of
commitment to the organization and the job. She is up for her review in the next 3 weeks,
and Jane has responsibility to do it. The previous supervisor didn’t leave any notes
behind regarding Kathi’s performance or goals.
Exercise:
1.
2.
3.
4.
5.
Assign one person as the employee, and one person as the supervisor.
Discuss what the issue(s) are that need to be discussed with the employee.
Role play the actual discussion.
Provide direct feedback to the supervisor on what would make the delivery of the
discussion more effective.
Be prepared to role play to the larger group.
79
Real Situation #5
Issue: It has been brought to your attention that the brand new TV and VCR in the
conference room has been stolen. This was discovered on Tuesday morning after Labor
day weekend. There are no visible signs of a break-in, and you have reason to believe
that it is an internal job. You are aware of only one employee who worked in the office
over the weekend. Deb, the new employee who has been here for 2 months. During the
hiring process, you discovered that she had poor credit problems and already she had
asked for 2 pay advances. You suspect that she may have stolen the TV and VCR.
These suspicions have arisen by 2 other employees “planting a seed” that Deb may
have done it.
Exercise:
1.
2.
3.
4.
5.
Assign one person as the employee, and one person as the supervisor.
Discuss what the issue(s) are that need to be discussed with the employee.
Role play the actual discussion.
Provide direct feedback to the supervisor on what would make the delivery of the
discussion more effective.
Be prepared to role play to the larger group.
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Overall Process in Workday
1.
2.
3.
4.
5.
Employee completes Self-Evaluation
Manager approves Employee Self-Evaluation
Manager completes Manager Evaluation on employee
Manager’s manager approves Manager Evaluation
Manager provides Manager Review Comments (releases Manager Evaluation to
employee) – Do not complete this step until you are ready for the employee
to see the Manager Evaluation
6. Employee provides final Employee Review Comments (receipt
of Manager Evaluation)
All within
Workday
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Top 10 Tips to Successful Evaluations
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Engage employees
Prepare – both the writing and the discussion
Review the entire period
Listen and hear
Take the time needed
Be factual
Avoid the “halo” and “horns” effect
Do not overrate to motivate
Create awareness – don’t avoid/ignore important messages
Follow-up
82