UCLA Student Affairs Performance Management Program (PMP)

1. UCLA Student Affairs Performance Management Program (PMP)

2. What is Performance Management? • Process of ongoing performance assessment between a supervisor and an employee • Opportunity for dialogue about successful performance and areas for performance improvement • Done throughout the year and leads to a fair and consistent annual performance review • Includes verbal and written feedback

3. What are the goals of PMP? • Develop a shared understanding between supervisor and employee of duties and basis for annual performance review • Enhance and encourage employee growth • Enhance communication between supervisor and employee • Encourage development of employee’s skills, knowledge and abilities • Assist with determination of salary increases and/or personnel actions

4. Why is Student Affairs doing this? • Enhance staff professional development • Foster a culture of high achievement • Reward and recognize excellence • Retain and recruit the best and the brightest employees • Applies to all employees in the Student Affairs organization including executive management

5. What does this mean to me? • Your supervisor and you will be reviewing your job and your performance on a regular basis. • You will receive clarity of what is expected of you at work. • You will receive clarity of how your ongoing performance ties to the annual performance review.

6. Performance Categories Each employee will be evaluated within a five level structure. • Exemplary/Exceptional Performance • Consistent High Achiever/Successful Performance • Consistent Good Performance • Performance Needs Improvement • Unsuccessful Performance

7. Exemplary/Exceptional • Significantly, and consistently exceed expectation(s) and job description requirement(s) by producing a high quality and quantity of work. • Undertake additional job functions/duties, through their own initiative, that further the goals of and make significant contributions to the department, division, and organization. • Be dependable, highly reliable and follow through on all provided or otherwise undertaken assignments and be effective in a variety of settings including one on one communication, writing skills, correspondence, and public situations. • Demonstrate exceptional in-depth knowledge of their job functions/duties and be highly recognized by others within the University community or within their area of expertise as an authority in their area of work.

8. Exemplary/Exceptionalcont’d • Exhibit model behavior that exemplifies the values and qualities of the organization and that is worthy of emulation by supervisors/staff members. • Skillfully and in a highly reliable manner handle multiple and varied types of tasks with competing priorities. • Skillfully resolve conflict in the midst of differing opinions by creatively developing a compromise within competing interests. • Exhibit teamwork or is a team player in varied settings and influence others to work collaboratively to bring about a positive impact while furthering the goals of the department, division and organization.

9. Consistent High Achiever • Routinely meet and exceed expectations and role requirements by producing high quality of work on a consistent basis. • Possess full knowledge of their job functions/duties, as well as, other related aspects of the department, division, and organization, with the ability to explain and articulate such aspects clearly to others. • Be dependable, highly reliable and follow through on all assignments. • Be recognized by peers, managers, students and other customers/personnel as collaborative, skilled, and reliable.

10. Consistent High Achiever cont’d • In representing the department, division or organization, effectively interact with peers, managers, colleagues, other University staff, students, parents, and the public. • Consistently exhibit model behavior that exemplifies the values and qualities of the organization. • Exhibit teamwork or is a team player in varied settings without prompting and can work collaboratively with others. • Demonstrate the ability to take on progressive responsibility with a high level of success.

11. Consistent Good • Competently perform job functions/duties on a day to day basis and regularly meet expectations and job description requirements with some tasks performed beyond expectations. • Possess full knowledge of their job functions/duties. • Be perceived by peers, students and other customers as collaborative,skilled and dependable. • Regularly interact effectively with peers, managers and other University staff, public, parents, and students. • Exhibit teamwork or is a team player in varied settings and collaborates well with others.

12. Needs Improvement • Rarely complete their assignments/tasks in a competent manner, even with clarification or time extensions. • Ineffectively perform their job functions/duties or responsibilities. • Demonstrate lack of initiative. • Require a high level of supervision due to low performance or skill level. • Consistently engage in ineffective and less than positive interactions with peers, colleagues, management, students or members of the University community.

13. Unsuccessful • Consistently fail to competently complete their assignments/tasks and consistently fail to produce quality work product. • Consistently fail to meet expectations and job description requirements and rarely perform beyond expectations. • Work at a level of minimum standards with inconsistent productivity. • Fail to possess full knowledge of their job functions/duties compared to their peers. • Be perceived by peers and managers as non-collaborative and not being a team player. • Ineffectively interact with peers, managers, other University staff, students, parents, or the public. • Take little or no initiative, even with prompting.

14. Performance Expectations • Performance is based on behavior at work. • Performance is observable & measurable.

15. Questions • Does an employee have to achieve every statement listed in a performance category? Yes. • What if I had an off year or a mitigating circumstance? Your performance will be evaluated based on actual, observable behavior in that year. • Might my rating vary from year to year? Yes, depends on the observable behavior and performance.

16. What’s next? • Review job description and responsibilities for clarity. • Review any expectations and work rules (standards, internal policies, written guidelines, etc.) for clarity. • Review any corrective feedback and recognition given so far.

17. Annual Review • Performance Year – July 1 through June 30. • Performance Review done in July for the prior year. • Written review based on consistent SA form.

18. Performance Elements • Work Competencies – the things you do in the job. There are standard categories that will be applied to your job description. • Work Ethics – has do to with how you manage yourself at work. • Work Relationships – how you work with others • Management/Supervisory – Assesses those who supervise other FTE.

19. Work Competencies • Communication Skills • Job Knowledge • Technology Skills • Problem Solving • Productivity/Work Quality • Innovation

20. Work Ethics Competencies • Dependability • Self Management • Flexibility • Organizational Contribution

21. Work Relationship Competencies • Interpersonal Relations • Teamwork • Customer Focus

22. Management/Supervisory Competencies • Leadership • Resource Management • Fostering Organizational Culture • Performance Management • Staff Development

23. Questions • Do I get to choose in my performance review rating? No. The rating is the supervisor’s discretion. However, you do get to provide input and comments on your review. • What if my job is different than others? The performance elements are broad enough to be applied to any of our jobs. • Is this new model approved for all classifications? Yes, including represented titles. • My job is a contract appointment, does this apply to me? Performance management does apply, the annual review, does not.

24. Merit Raises • Merit raises will continue to be tied to the annual performance review. • How the performance review ratings are tied to the merit allocations is TBD. • Some type of base-building merit increase, if funded, will be allocated to Consistent Good, Consistent High, and Exemplary Performance • No raise will go to Unsuccessful Performance

25. Questions • How will this new program impact my merit raise? Merit raises, if funded, are tied to performance reviews. • What about recent across the board allocations (cost of living)? Recent across the board allocations have not been cost of living increases. They were merit funds allocated in such a manner as determined by SA management due to lack of funding.

26. Questions from You