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Performance Management

Performance Management

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Performance Management

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  1. A Workshop for Wilkes University Supervisors Performance Management

  2. Background • Wilkes University Compensation Program • Four-year implementation plan • Year 2 calls for the review and redesign of the performance appraisal process

  3. Project Structure • Project Team Bill Behm – Development & Alumni Relations John Burke – Finance & Support Operations Addy Malatesta – Student Affairs Melanie Mickelson – Enrollment & Marketing Mike Speziale – Academic Affairs Josephine Panganiban – Human Resources

  4. Project Methodology Internal Data Gathering + External Benchmarking ___________________ = Performance Management Program that is a fit for Wilkes

  5. Highlights of Findings Characteristics of the program: • A full-year cycle rather than a once-a-year event • Goals integrated vertically and horizontally • High employee involvement throughout the process • Performance expectations defined as both what you do and how you do it • Goals and outcomes reviewed for relevance throughout the year • On-going feedback and coaching are critical to the success of the program • Performance evaluation compares what was accomplished to what was agreed to be accomplished

  6. Highlights of Findings • Multi-source feedback, feedback from a variety of relevant sources in addition to the supervisor’s • Categories instead of numerical ratings • Just-in-time and focused training for all employees on the process, skills, and tools to effectively manage the program • Learning and professional development as part of performance management

  7. Brainstorm: • A list of the benefits of performance management. Include benefits for: • Supervisor • Employee • University • Time: 5 minutes Benefits of PerformanceManagement: Table Exercise

  8. Objectives of Performance Management • Stimulate more dynamic and collaborative goal-setting throughout the University • Ensure alignment of individual goals with department goals and University strategic initiatives • Reinforce behaviors that support achievement of University strategic initiatives • Enhance communication between supervisors and employees

  9. Performance Management Appraising Planning Managing

  10. Overview – Planning Performance • Planning Phase • President, Provost and Vice-Presidents communicate the University and division goals to the Deans, Department heads, and other direct reports • Deans, Department heads, direct reports develop department or unit goals that are linked to the division goals • Department or unit goals are communicated to employees • Employees and their supervisors draft performance expectations that are linked to the department or unit goals

  11. Overview – Managing Performance • Managing Phase • Day to day, the manager or supervisor observes, coaches, and reinforces performance • The manager and the employee initiates informal discussions throughout the year • The manager schedules and conducts the mid-year feedback session with the employee.

  12. Overview – Appraising Performance • Appraising Phase • The University, division, department and unit – level performance is appraised • Individual performance is appraised. • The manager schedules the end-of- year meeting • The manager prepares; the employee prepares • The manager and employee compares the actual performance to the planned expectations in the meeting • The manager completes the performance management worksheet

  13. Workshop Objectives • Learn background on the development of the new Performance Management program • Understand the three phases of the Performance Management program • Build key skills for Planning Performance • Using the Core Communication Skills • Developing Planned Outcomes • Identifying Competencies

  14. Guidelines for Working Together • Share your ideas, questions and relevant experiences • Actively listen to the input of others • Observe confidentiality and trust • Have fun learning together

  15. Planning Performance

  16. Planning Phase • Employees and supervisors collaborate to draft individual goals (Planned Outcomes) that are linked to department goals. • Steps: • Communicate University and department goals to employees. • Develop individual goals that are linked to key University and department goals.

  17. If employees are prepared, they’ll be able to participate in setting their own goals. The supervisor will offer guidance and facilitate discussion. Research shows that involving employees in setting their own goals is among the most motivating approaches supervisors can take. Performance Management:A Collaborative Approach

  18. Planning Phase • What are the skills you need to plan performance? • Core communication skills • Developing Planned Outcomes • Identifying Competencies to support Planned Outcomes

  19. Core Communication Skills Ask questions Reinforce self-esteem 1 3 2 Listen and check your understanding

  20. Core Communication Skills Use questions to generate input and ideas Use encouraging verbal & nonverbal behaviors Ask questions Reinforce self-esteem Listen and check your understanding Use listening, paraphrasing & summarizing techniques

  21. Ask Questions • Encourage the employee to talk. • You may have to “prime the pump” with one or two suggestions of your own. • Stimulate thinking and input by asking good questions.

  22. Ask Questions - Examples • “What results are we looking for (as a University or department)?” • “What are the three most important things you can do to help us achieve these results?” • “When you look at this goal, where do you see yourself fitting in?” • “How can you develop your unique contribution?”

  23. Discuss: What other questions can you ask to obtain the employee’s input and ideas? Time: 5 minutes Ask Questions: Table Exercise

  24. Ask Questions: More Tips • Ask open-ended questions that elicit more than a “yes” or “no” answer. • “What else could you do?” • Limit your use of close-ended questions. • “Do you want to do this?” • Avoid leading questions. • “Don’t you think you should…?” • Avoid questions that put the person on the defensive. • “Why did you suggest that goal?”

  25. Listen & Check Your Understanding • Listen… Listen… Listen… 

  26. Listening Tips • Don’t allow outside interruptions or distractions. • Face the employee and maintain good eye contact. • Focus on the employee. Make a conscious effort to tune in. • Allow the employee time to respond. • Avoid interrupting except to clarify and encourage.

  27. Listening Tips • Be open to what the employee has to say. Give him/her an opportunity to present his or her ideas. • Overcome personal prejudgments and distractions. • Listen for ideas, not just for facts. • Control your emotional reactions. Resist the urge to be defensive.

  28. Check Your Understanding • Question: During conversations with your employees: • How does the employee know that his/her ideas have been heard and understood? How do you check for understanding (yours and theirs)? ? ?

  29. Check Your Understanding - Examples • Paraphrasing often begins with the following phrases: • “What I am hearing you say is…” • “So, if I understand correctly, you are saying…” • “The points you are making are…” • Paraphrases can also be asked, like a close-ended question: • “Am I right in understanding that you believe...?”

  30. Check your Understanding - Examples Summarizing • “So, we have discussed the following three areas…” • “The main points of our discussion appear to be…” • “The agreements we reached include the following…” • “Let’s capture the main themes so far before we move on…” • “Let me see if I understand everything so far. You’ve said…”

  31. Listen & Check Your Understanding: Partner Exercise • Find a partner; decide who will be Partner A and Partner B. • Partner A will talk about a goal (work or personal) that he or she achieved. • Partner B will employ the techniques of Listen & Check Your Understanding. • Time: 3 minutes • Reverse roles and repeat.

  32. Discuss: During the goal discussion, what can you do to reinforce the employee’s self-esteem? Time: 5 minutes Reinforce Self-Esteem: Table Exercise

  33. Reinforce Self-Esteem: Tips • Start the employee thinking about how his or her responsibilities, actions and behaviors support the department’s goals. • Identify aspects of the employee’s work that already support departmental goals. • Show interest in what the employee has to say; use encouraging verbal and nonverbal behaviors.

  34. Encouraging Verbal and Nonverbal Behaviors • Use nonverbal cues to establish rapport: • Eye contact • Nodding and smiling as appropriate • Open body language • Tell the employee you’re interested in what he or she has to say: “I know you’ve been thinking about this and I’m interested in your ideas.”

  35. Encouraging Verbal and Nonverbal Behaviors • Use phrases to encourage the employee: “I see,” “I understand,” “Tell me more,” “This is great information for me.” • Allow the employee time to respond. • Avoid interrupting.

  36. Core Communication Skills:Self-Assessment • Working collaboratively to set goals means asking questions to help employees develop ideas, listening carefully to their responses, checking your understanding, and reinforcing their self-esteem. • Review the techniques listed on the handout and circle those you’d like to make a conscious effort to improve. Think of this as your personal action plan.

  37. Developing Planned Outcomes

  38. GOAL!

  39. Department Goals Individual Outcomes Linking Individual Outcomes to Strategic Initiatives University Strategic Initiatives

  40. Wilkes UniversityStrategic Initiatives I. Develop a balanced blend of exceptional academic programs in the undergraduate and post-baccalaureate sectors, focusing on the sciences and the professions to increase Wilkes’ competitive advantage and expand its reach beyond Northeast Pennsylvania.

  41. Wilkes UniversityStrategic Initiatives II. Develop an exceptional support environment. Focus Wilkes’ support activities on providing world-class services to students, faculty, staff and alumni. For key programs, the standard will be to meet or exceed the performance of Wilkes’ most successful competitors.

  42. Wilkes UniversityStrategic Initiatives III. Develop substantial financial and institutional strength to support Wilkes growth and agility by 2010.

  43. Linking Planned Outcomes to Strategic Initiatives: Table Exercise At your table, discuss the two questions on the handout. Record your responses and be prepared to share.

  44. Department Must Accomplish: Activity, Action or Behavior Activity, Action or Behavior Activity, Action or Behavior Increase student satisfaction Example Increase knowledge of department-wide policies and procedures to be able to resolve student issues and questions. Cross-train staff members to be able to cover job responsibilities during absences. Improve ability to investigate student inquiries so that they are referred to the appropriate staff member.

  45. Performance Management • Other Sources of Planned Outcomes • Customer Expectations • Job Description • Special Projects or Assignments

  46. Focus on Outcomes, Not Activities • Outcomes = Results • Activities = Inputs by which we achieve results

  47. SMART Goals S = Specific M = Measurable A = Attainable R = Relevant T = Time-Bound

  48. Specific • Being specific means detailed, particular or focused. A goal is specific when everyone knows exactly what is to be achieved and accomplished. Being specific means spelling out the details of the goal.

  49. Specific - Example • “Increase productivity” is too general. • “Increase the applications processors’ productivity” is more specific because it narrows the scope of the desired outcome. • “Increase the applicant letter output of the applications processors” is the most specific. It specifies a desired outcome. • Specifying the expected outcome is the first step toward creating a SMART goal.

  50. Measurable • Measurable goals are quantifiable and provide a standard of comparison. Each goal must have a method of measurement that indicates when the goal is reached.