MAXIMIZING PERFORMANCE Making a Difference

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MAXIMIZING PERFORMANCEMaking a Difference
ACHIEVING GREATNESS

• University Human Resources
• Anne Matoy
• Brenda Ganders
• Christa Louthan
• Jamie Armstrong

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LABOR COSTS
57
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LABOR COSTS
65
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OSU MAXIMIZINGPERFORMANCE SYSTEM
PERFORMANCE MANAGEMENT
PERFORMANCE REVIEW
TALENT DEVELOPMENT
SUPPORTIVE WORK ENVIRONMENT
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MAXIMIZING PERFORMANCE TOOLKIT

• Resources, guides, checklists to help
  supervisors manage
• Web accessibility
• Assistance from HR
• Empower employees and supervisors to be
  successful
• System in Progress -- Feedback Wanted

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OSU MAXIMIZINGPERFORMANCE SYSTEM
SUPPORTIVE WORK ENVIRONMENT
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WHAT EMPLOYEES WANT

• Know what is expected
• Know how to do the job
• Receive feedback to improve
• Appropriate consequences rewards

TO DO A GOOD JOB
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EMPLOYEE RESPONSIBILITY

• PERFORMANCE

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SUPERVISOR

• Provide leadership, guidance, direction
• Select qualified workers
• Communicate expectations
• Provide feedback
• Utilize appropriate consequences and rewards

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FOUNDATION FOR SUCCESS

• Employee is RESPONSIBLE to achieve results
• Supervisor provides ACCOUNTABILITY with RESPECT

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WORK

• Importance of work
• Consistent alignment
• Values in the workplace
• Trained and challenged

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THE IMPORTANCE OF WORK

• Focus on the value of the work
• How the result makes a difference to people
• All work is worthwhile

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OSU SYSTEM STRATEGIC PLAN
Vision Statement
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ALIGNMENT WITH GOALS

• Vision, mission, goals, objectives provide
  framework for success
• In order to create empowerment, there must be
  alignment

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OSU SYSTEM STRATEGIC PLAN
Mission Statement
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HOW WORK IS DONE

• Values are a constant in an environment of change
• Values become real only when you demonstrate them
  in the way you act and the way you insist others
  behave

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OSU SYSTEM STRATEGIC PLAN

• Core Values

Excellence We seek excellence in all our
endeavors, and we are committed to continuous
improvement. Integrity We are committed to the
principles of truth and honesty, and we will be
equitable, ethical, and professional. Service
We believe that serving others is a noble and
worthy endeavor. Intellectual Freedom We
believe in ethical and scholarly questioning in
an environment that respects the rights of all to
freely pursue knowledge. Diversity We respect
others and value diversity of opinion, freedom of
expression, and other ethnic and cultural
backgrounds. Stewardship of Resources We are
dedicated to the efficient and effective use of
resources. We accept the responsibility of the
publics trust and are accountable for our
actions.
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FOCUS ON RESULTS

• Responsible people want to know the results
  expected, not the activities that may (or may
  not) achieve those results
• Supervisors communicate the goals and the
  boundaries
• Employees achieve results

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ABLE TO PERFORM

• Employee must have the skills
• And want to be stretched
• Employees want to learn
• And want to be challenged
• Underchallenge is demeaning

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• SUPERVISOR IS THE EMPLOYEES LINK TO THE
  ORGANIZATION

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CONTINUED COMMUNICATIONS

• Two-way
• Listen and Observe
• Give information to achieve goals
• Monitor own success
• Provide continual feedback

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Recognize Good Performance
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LEARNING THEORY

• Positive consequences increase likelihood of
  repetition of behavior
• Negative consequences decrease likelihood of
  repetition of behavior
• Nonexistence consequences decrease likelihood of
  repetition of behavior

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SAD STATISTICS

• 65 employees received no praise or recognition
  in workplace Gallup Organization Poll
• 79 people who leave their jobs cite a lack of
  appreciation as the key reason SHRM

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RECOGNITION REMINDERS

• Do it often
• Direct to specific individual
• Timely
• Tailor to individual
• Make it proportionate to contribution
• THINK SMALL

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ACTIVE and PASSIVERECOGNITIONS

• Recognitions are affirmations that people and
  what they do matter, and that they are making a
  valuable contribution toward the mission
• Passive recognitions are such things as stepping
  aside and letting a team member go forward with a
  project, without exercising control or offering
  advice

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CHEER PROGRESS

• Dont wait until the game is over
• Measurement (score) shared generates excitement
• Dont focus on problems and the guilty party
• Look for those responsible for things done right
  and celebrate

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• Be Committed to Differentiate Performance

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What is fair?
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CA H IS IMPORTANT

• OSU STAFF PAY
• BASED ON JOB RESPONSIBILITIES
• Market Based
• Internal Comparison
• Value Added
• Budget Driven

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HIRING RANGES(BEGINNING PAY IN JOB)

• MARKET BASED
• Median of market studies is maximum for beginning
  pay
• HIRING RANGE MINIMUM(MAY BE LOWERED)
• Budget Driven
• Internal Comparison
• HIRING RANGE MAXIMUM(MAY BE RAISED)
• Value Added

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• WEB DEVELOPER
• Recommended Hiring Range
• Monthly 3,285 to 3,780
• Annual 39,420 to 45,360
• Note Hiring range was established with a
  maximum set equal to the stated weighted average
  for CUPA-HR 2004-05 Midlevel Survey Web
  Developer (392) Southwestern Geographic Region.
  The minimum of the hiring range was set at
  approximately 15
• below the established maximum.
• External Market
• CUPA-HR 2004-05 Midlevel Survey Web Developer
  (392) Southwestern Geographic Region
• Weighted Average 45,347 yr.
• Low Simple Average 45,528
• High Simple Average 48,554 yr.
• Number of Incumbents 119 (53 Institutions)
• CUPA-HR 2004-05 Midlevel Survey Web Developer
  (392) Big 12
• Median 37,576 yr.
• Average 40,770 yr.
• Minimum 34,195 yr.
• Maximum 46,686 yr.

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INITIAL PAY WITHIN RANGE BASED ON QUALIFICATIONS
IN EXCESS OF MINIMUM
Number of years of experience
Education
Certifications
Type of work experience
Professional Involvement
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OSU STAFF PAY INCREASES

• (Annual) Merit Program
• Demonstrated Proficiency (5)
• Career Development Plan Promotions
• Incentive Plan Payments
• Promotion to Another Position (within hiring
  range)
• Equity Review Adjustments (jobs or department)
• Exception

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CAREER DEVELOPMENT PLANS

• Specifies how to advance
• Qualifications, skills, length of service
• Indicate new salary possibilities
• Subject to budget and need
• Most beneficial when more experience and skills
  result in increased results

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INCENTIVE PLANS

• Can be individualized
• Certification Programs
• Ambassador
• Leadership Development
• HRStar
• Professional Certification
• Educational Attainment

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OSU MAXIMIZINGPERFORMANCE SYSTEM
PERFORMANCE MANAGEMENT
SUPPORTIVE WORK ENVIRONMENT
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PERFORMANCE MANAGEMENT

• Employee is RESPONSIBLE for performance
• Supervisor provides ACCOUNTABILITY with RESPECT

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REASONABLE EXPECTATIONSOF EMPLOYEES

• Come to work every day on time
• Dress appropriately with good grooming
• Listen and follow directions
• Concentrate on work
• Manage time
• Recognize problems find solutions
• Maintain safe work

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REASONABLE EXPECTATIONSOF EMPLOYEES (continued)

• Be honest dependable
• Be cooperative
• Be positive
• Be courteous/considerate team member
• Be continuous learner

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OSU PERFORMANCE ISSUES

• Does not meet quantity or quality standards
• Willful violation of work rules
• Inappropriate work behavior

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CORRECTIVE ACTION

• What corrective action will bring
• performance in line with the goal?
• Formal Corrective Action Plan
• Performance Improvement Plan

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LEGAL GUIDELINES

• Did employee understand correct action?
• Did employee know it was important?
• Was required action reasonably related to
  business?
• Is there evidence employee committed act?
• Is corrective action reasonable and consistent?

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MISCONDUCT ISSUES

• Attendance and Punctuality
• Misuse of Time (loafing, sleeping)
• Safety Rules and Procedures
• Disorderly Conduct (horseplay, fighting)
• Harassment
• Failure to Cooperate (insubordination)
• Waste and Carelessness
• Dress, Tobacco, Alcohol, Drugs
• Theft, Firearms

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Accountability requires regular attention to
performance.
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IF IT ISNT COMMUNICATED TO THE EMPLOYEE,IT
DOESNT COUNT!
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INFORMAL DISCUSSIONS

• Observation
• Supervisor states what s/he saw
• Employee Response
• Wait for employee to comment on behavior
• Reminder of Expected Behavior
• Supervisor states acceptable performance
• Solution
• Supervisor asks employee how standard can be met
• AGREEMENT
• Supervisor repeats specific commitment to change

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INFORMAL CORRECTIVE ACTION SCENARIO

• Supervisor Ima, do you have a second. This
  morning at 815 I came by your desk to ask you a
  question and I was told you had not arrived for
  work yet. (wait for response)
• Ima I got almost to work and realize that Susie
  left her lunch in the car. I had to go back to
  school and drop it off.
• Supervisor I understand that mornings can be a
  challenge, but it is important that you be at
  work at 800 or your lateness disadvantages all
  of us, and especially individuals that may be
  calling the office for information.
• Ima I know getting to work on time has been a
  problem lately. Ill try harder.
• Supervisor I know you have good intentions, but
  trying does not always ensure results. I need to
  know that you will be here on time.
• Ima I will be here on time.
• Supervisor Thanks. I appreciate that you will
  be here on time.

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WHY IS AGREEMENT IMPORTANT?

• RESULTS versus ACTION
• AGREEMENT confirms accepting RESPONSIBILITY and
  COMMITMENT
• ILL TRY is just a noisier way of not doing
  something? Ken Blanchard

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IF IT ISNT WRITTEN DOWN,IT DIDNT HAPPEN!
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FORMAL ACTION PLAN

• Oral Reminder
• Written Reminder
• Decision Time

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FORMAL CORRECTIVE ACTION

• Oral Reminder
• With notes
• Written Reminder
• Given to employee
• Final Decision Time

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AVOID YO-YO ACTION

• Oral reminder remains in file for three months
• Written reminder remains in file for six months
• Decision letter remains in file for one year
• Performance problems do not remain forever!!

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PERFORMANCE PROBLEMS
?? How does performance not meet expectations ??
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DOES THE EMPLOYEE KNOW WHAT TO DO?

• Are there clear, measurable, objective standards?
• S - Specific
• M - Measurable
• A - Attainable
• R - Results-oriented
• T - Time phased

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DOES THE EMPLOYEE KNOW HOW TO DO IT?
More Training Needed? More Practice?
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DOES JOB ORGANIZATION INTERFERE WITH PERFORMANCE?

• Job Engineering
• Dual Priorities

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FORMAL ACTION APPROPRIATE

• Does the employee know what to do? YES
• Does the employee know how to do it? YES
• Is job organization compatible with performance
  expectations? YES

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COACHING PREPARATION

• Identify difference between actual and desired
  performance - FACTS
• Review details of prior conversations
• Determine why it is important that difference be
  resolved
• Identify consequences if desired performance is
  not immediate

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Performance Meeting Worksheet Date of
Discussion___________ Employee
Name________________ Completed by ______________
Date Letter to Employee___________ Questions 1-
8 to be completed prior to meeting with
employee 1. What is the desired performance? 2.
What is the observed behavior (facts)? 3. Does
the employee clearly understand the expected
behavior? Y or N Did the employee know
conduct was subject to discipline? Y or N 4.
Has the employee received adequate training? Y
or N 5. Are position responsibilities organized
to promote the expected behavior? Y or N 6.
What is the business impact of less than desired
performance? 7. What is the consequence of
failure to correct the situation? 8. Is the
action you are planning reasonably related to
seriousness of offence, employees record,
similar actions? Y or N
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• Performance Meeting Worksheet
• (continued)
• Questions 9-11 to be completed during and after
  meeting with employee
• 9. What is the employees response to the
  observed behavior?
• 10. Did the employee agree to correct the
  situation and meet performance expectations?
• 11. What level reminder does this discussion
  constitute?
• Oral Reminder __ Written Reminder __
• Attach copy of reminder letter, if applicable.

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ORAL REMINDER SESSION FORMAT

• Ima, I have a problem and I need your help.
• Full description of concerns. STICK TO FACTS
• What can you tell me?
• Get agreement
• (Adverse effects and logical consequences)
• Confirm agreement
• Tell employee notes in file
• Repeat positive expectation of performance

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ORAL CORRECTIVE ACTION SCENARIO

• Supervisor Ima, I have a problem and I need
  your help.
• Employee A problem?
• Supervisor Last year when we reorganized, we
  discussed the need for us all to work together.
  I dont see you acting like a real team player.
• Employee What do you mean?
• Supervisor Yesterday when we needed to get that
  big mailing out, you didnt pitch in to help.
  When Sam asked you, I overheard you say, it
  wasnt part of your job. And last week during
  the team meeting, you still didnt contribute
  even though we discussed the value of you doing
  so before the meeting.
• Employee Well, I guess I can do that
• Supervisor What do you mean?
• Employee Ill volunteer to assist others more
  and I will speak up in meetings.
• Supervisor Thanks. Ima, this is serious.
  Since it is not the first time we have discussed
  teamwork, I will be making a note in your file
  that this is a verbal reminder. If we have no
  further discussions in the next three months, I
  will remove it.
• Employee I understand. I will be a team player
  in the future.
• Supervisor Thanks, Thats great-can we consider
  this case closed?

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Assess Results

• Provide positive reinforcement

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OOPS!

• SECOND REMINDER

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SECOND REMINDER SESSION

• Ima, I have a problem and I need your help.
• Full description of concerns - FACTS
• What can you tell me?
• Remind employee of prior agreement
• Get agreement
• (Adverse effects and logical consequences)
• Confirm agreement
• Repeat positive expectation
• Tell employee you will follow-up with formal
  written letter
• Next day share written letter with employee

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SECOND REMINDER SESSION

• Supervisor Ima, thanks for coming. There is
  something bothering me we need to discuss. Last
  August we discussed the need to have forms
  processed within 36 hours. Do you remember our
  discussion?
• Employee Yes
• Supervisor At that time we discussed how
  important timeliness was for the entire system.
  If we dont code information into the system
  promptly, it slows up all subsequent actions.
  You agreed at time that you would meet the
  required 36 hours deadline. I was surprised to
  learn yesterday that you are not meeting the
  deadline. Last week forms which we received on
  Monday were not processed until Thursday. Other
  staff pitched in and spent Friday getting you
  caught up and yet this week we have the same
  problem. By Wednesday at close of business, I
  understand we still had forms from Monday.
• Employee Thats not good is it?
• Supervisor No its not good, When we spoke in
  August, I told you that this for a formal oral
  reminder and it would be put in your file. You
  agreed that processing would be timely.
• Employee I know it is important but there are
  always interruptions.
• Supervisor Ima, processing forms is the
  priority for your position. In the past we have
  discussed how to handle interruptions so they do
  not interfere with processing. Lets be clear
  about this, It is your responsibility to process
  forms within 36 hours. What are you going to do?

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SECOND REMINDER SESSION (continued)

• Employee I guess Ill try harder
• Supervisor Brenda, I need more than that. How
  are you going to try harder?
• Employee I am going to prioritize my work. Do
  all processing first thing in the morning and
  understand before I start other work.
• Supervisor Will that solve the problem?
• Employee Yes, I will get the processing done in
  time and we wont have to talk about this again.
• Supervisor I will be documenting what we have
  talked about today, along with your agreement to
  process work orders timely. It will remain
  active for six months. If there are no further
  problems, in six months it will be taken out of
  the file.
• Next morning Supervisor and Brenda meet.
• Supervisor Iam, as we discussed yesterday, I
  have summarized our conversation yesterday for
  the file and I want to give you a copy of the
  memo. This is documentation of our discussion as
  a formal written reminder. If you have any
  questions, please let me know.

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WRITTEN REMINDER MEMO

• To Ima OSU Employee
• From Thoughtful Supervisor
• Subject Written Reminder
• Earlier today, you and I met to discuss your
  performance. I explained this was a serious
  matter and that, because we had talked about your
  need to improve several times in the past, I was
  going to issue a formal written reminder.
• The basic problem, Ima, is while you do an
  excellent job in the area of customer service,
  your performance is unacceptable in the
  administrative areas that are also part of your
  job requirements. Specifically we discussed that
  you have been consistently late in completing the
  necessary paperwork at the end of the day. Just
  last week, I noted that paperwork was late three
  out of the five workdays creating a delay for
  others who handle the processing.
• When you and I had our last conversation about
  this problem on April 1, at which time I issued
  you an oral reminder, you said that you
  understood the need to handle all parts of your
  job as effectively as you handle the customer
  service. Unfortunately, this has not happened
  and the problem continues.
• Ima, this situation is serious and must be
  immediately corrected. The failure to do so will
  lead to more serious disciplinary action and
  could result in your termination. As I explained
  to your earlier, no matter how good your customer
  service is, if you cannot meet all the job
  requirements I will be unable to keep you as a
  member of our team.
• I know that you can do as good a job in meeting
  the administrative requirement as you do in
  meeting our customer service expectations. You
  agreed that you would, and I look forward to your
  putting this problem behind you.

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SUCCESS

• Provide positive reinforcement

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NO SUCCESS

• DECISION MAKING TIME

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DECISION TIME

• Employee decides to perform
• OR
• Employee resigns

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DECISION MAKING TIME

• Assigned workplace at home
• To determine if employee will fulfill job
  expectations
• Or prefers work elsewhere
• Employee must agree to totally acceptable
  performance in all areas of work
• If agrees and any other performance issues arise
  within next 12 months, employee is terminated.

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DECISION MAKING TIME(continued)

• Remind employee of prior agreements
• Full description of continuing concerns - FACTS
• (Adverse effects and logical consequences)
• Present letter
• Request for compliance or resignation
• Indicate termination if no reply
• If employee agrees and there is further incident
  within one year, employee will be terminated
• Employee agrees to totally acceptable performance
  in every area of job

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DECISION MAKING LEAVE SCENARIO

• Supervisor Ima, when we had both the oral and
  written reminder conversations, you agreed that
  you would solve this problem and perform your job
  in an acceptable manner. That hasnt happened.
  This morning the same problem came up again.
• Employee Yeah, well, I tried but sometimes
  things happen.
• Supervisor Ima, you have to make a decision now
  about whether this is really the right job for
  you.
• Employee Of course it is, you know I really
  like it here,
• Manager Im glad to hear you say that, Ima, but
  this problem keeps coming up. You really must
  make a serious decision about whether you can, in
  fact, solve this problem and meet all of the job
  requirements and follow policy. Thats why at
  the end of this meeting you will be placed on
  decision making leave.
• Employee You mean Im fired.
• Manager No youre not being fired you are
  being placed on decision making leave, the final
  step in our corrective action procedure. You are
  being given the opportunity to decide if this is
  the position for you. I want you to seriously
  think the situation over and decide whether this
  is the right job for you and whether you can
  solve the problem and perform every part of your
  job at a fully acceptable level.
• Employee I dont need tomorrow off I know I
  can do the job.
• Supervisor Ima, we are past the point of making
  quick commitments that you dont live up to.
  Thats why we are giving you tomorrow off. I
  want you to use your time tomorrow to decide that
  you are going to solve this problem forever and
  make a commitment to fully acceptable performance
  in every area of your job, or decide to resign
  and find a job that is a better fit for you.

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DECISION MAKING LEAVE SCENARIO

• Employee But this job is fine with me, Im a
  great fit.
• Supervisor It isnt enough to want to keep your
  job. Let me be real clear on exactly what I am
  asking you to do. Ima, you have a decision to
  make. You can decide that you will also commit
  to doing your job so that there will never be any
  further problems--either this one or any other.
  Or you can decide to resign. Is this clear?
• Employee So you want me to promise to do my job
  and do it right.
• Supervisor Ima, you have made that promise
  before but you havent lived up to it. Now it
  requires more than that. When you come back
  tomorrow, you will meet with me and let me know
  what you have decided. It can be either to solve
  this problem plus agree to do every part of your
  job acceptably, or tell me that you have decided
  to resign. You have to make the decision. If
  you want to keep your job, what I need is total
  commitment to good performance in every part of
  your job. If another problem comes up, this one
  or any other, I will recommend that you be
  discharged.
• Employee Thats not fair! You cant expect me
  to agree to do every part of my job perfectly.
  Im not perfect, nobodys perfect. Youre just
  setting a trap to fire me.
• Supervisor Im not asking you to be perfect.
  But I am telling you that we are at the last step
  of our corrective action procedure. If you want
  to continue working here you have to perform in a
  totally acceptable way. You must understand that
  if any other problem that requires corrective
  action arises you can expect to be terminated.
  But I believe that if you think about it tomorrow
  and decide that this in fact is the job for you
  and make a genuine change, you will be able to
  live up to it. I will meet with you first thing
  day after tomorrow to learn of your final
  decision.

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MULTIPLE MISCONDUCT ISSUES

• Separate, unrelated incidents are treated
  individually
• Attendance
• Lack of cooperation
• No more than two incidents at any one time

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EXCEPTIONS TO PROCEDURES

• There are some behaviors that bypass
  corrective procedures
• Serious misconduct
• Stealing and fraud
• Committing a felony
• Intentional falsification of records
• Assaulting person
• Suspend, investigate, decide

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SOME ACTIONS BYPASS STEPS

• Seriousness of action
• Employees work record
• Intention of act
• Prior treatment of employees (consistency)

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HOW TO HANDLE GENERAL PERFORMANCE ISSUES

• Multiple Performance Issues
• Long Service
• Prior Good Evaluations
• Needs Improvement Performance Evaluation
• Address by Performance Improvement Plan
• Usually 90 days to demonstrate satisfactory
  performance
• Formal reviews at each 30 days
• Success or Termination (may resign)

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PERFORMANCE IMPROVEMENT LETTER

• To IMA OSU EMPLOYEE
• From SUPERVISOR
• As discussed, there are several areas of your
  performance which require your immediate
  attention. Therefore, you are being placed upon
  a performance improvement plan for up to 90 days.
  During this time we will meet to formally review
  your progress.
• INSERT DETAILS REGARDING PERFORMANCE LAPSES.
• INSERT PERFORMANCE EXPECTATIONS.
• If you are unable to meet these performance
  expectations, further disciplinary action will be
  taken, up to and including termination of your
  employment.
• During your employment in DEPARTMENT, you have
  gained valuable knowledge about the processes at
  Oklahoma State University and we are hopeful that
  the current situation can be corrected. In an
  effort to assist you in accomplishing these goals
  I will periodically meet with you to discuss your
  progress. Our first meeting will be TIME, DATE.
  
• If you feel you have not been provided adequate
  training or if there are questions regarding your
  position, or your performance improvement plan
  please ask me.
• __________________ ______________________
  ____
• Signature (signifies receipt of PIP)/Date
  Witness/Date
• C Human Resources

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OSU MAXIMIZINGPERFORMANCE SYSTEM
PERFORMANCE MANAGEMENT
PERFORMANCE REVIEW
SUPPORTIVE WORK ENVIRONMENT
83
PERFORMANCE REVIEW

• Justify pay increases
• Document concerns about performance
• Protect from legal challenges
• Recognize the employee
• Provide record for promotion or transfer
• Provide tool for coaching

84
PERFORMANCE REVIEW EMPHASIS

• Clarify job responsibilities and expectations
• Summarize past performance discussions
• Provide plan for future performance
• Facilitate communications

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• GOOD PERFORMANCE
• IS
• MAKING A DIFFERENCE doing the right work,
  in the right way.

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PERFORMANCE

• TWO DIMENSIONS
• Results Achieved
• (What was done)
• Performance or Behavioral Effectiveness
• (How it was done)

87

• It is not only what you do,
• it is how you do it!

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WORK IS NO EXCEPTION

• If you dont play by the rules,
• you dont get to play.

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MAXIMIZING PERFORMANCE
RESULTS
MEANS
90
PERFORMANCE REVIEW

• ONE SIZE DOES NOT FIT ALL
• Different jobs
• Different employee skills
• Different environments
• FLEXIBILITY

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OSU COMPONENTS OF REVIEW

• Summary of on-going, year-round dialogue
• Alignment with strategic objectives
• Accountability for performance
• Focus for skills learning development
• Documentation

92
MINIMUM PERFORMANCE REVIEW ELEMENTS

• Results Achieved (What was done)
• Performance or Behavioral Effectiveness (How it
  was done)
• Overall Performance Rating
• Development Plan for Future
• Discussion with Employee
• Three Signatures

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WHATS NEW

• Primary Self Review
• The employee is responsible for performance and
  should provide self review
• Alleviates some of burden on supervisor
• Allows for focus on behaviors and results that
  need clarification

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WHATS NEW

• Performance Factors
• Developed from CORE VALUES
• Required behaviors (just as results)
• Correlated to specific type of work
• Incorporated in job description
• Reviewed as part of annual review process

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TEAMWORK

• Promotes a positive work environment by behaving
  and communicating in a manner that is respectful
  of others
• Encourages cooperation, collaboration, and
  co-ownership of success
• Communicates honestly and openly, listens
  attentively, and assumes responsibility for
  resolving difficulties appropriately
• Supports diversity in establishing relationships
  in which all individuals are valued, appreciated
  and included

96
PROFESSIONALISM

• Exhibits a courteous, conscientious and
  businesslike manner in the workplace
• Actively endorses and supports OSUs mission and
  works for fulfillment of vision and goals while
  acknowledging the contribution of ethical and
  scholarly questioning in an environment that
  respects the rights of all to freely pursue
  knowledge
• Seeks excellence in all endeavors and is
  committed to continuous improvement
• Seeks knowledge that will provide skills that
  enable improved job performance

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SERVICE

• Contributes to the success of others by
  responding to others in a courteous, timely and
  accurate manner, seeking assistance when
  necessary to create a positive OSU experience
  that exceeds the expectations of students, and
  both internal and external contacts
• Understands performance directly affects the
  future of OSU and strives to perform to enhance
  the OSU experience
• Remains positive when changes are made to
  procedures, environment or responsibilities

98
STEWARDSHIP

• Accepts responsibility for the publics trust and
  is accountable for individual actions
• Demonstrates efficient and effective use of time,
  equipment and other resources
• Maintains confidences and protects security of
  operations by keeping information confidential
  and equipment/facilities secure
• Works in a safe manner using safety equipment and
  procedures as appropriate and encourages others
  to do the same

99
WHATS NEW

• Supervisor Responsibility
• Staff Pay Plan designates supervisors (from
  individual contributors)
• Specific job responsibilities to be reviewed
• Individualized to specific type of work
• Incorporated in job description

100
SUPERVISOR RESPONSIBILITY

• Provides leadership, guidance and direction to
  employees
• Selects qualified workers and ensures proper
  training is received
• Gives positive reinforcement in a timely manner
  for job success and provides accountability for
  poor behaviors and performance
• Communicates information regarding OSUs mission,
  vision and goals so that employees may increase
  their contribution to success

101
WHATS NEW

• Simplified Rating System
• Continuum from Needs Improvement-Competent-Commend
  able
• Below Competent (Needs Improvement) in any
  performance factor or job responsibility requires
  continued review
• Overall rating must have some correlation to
  factor responsibility rating

102
WHATS NEW

• Strategic Plan Related
• Results-oriented
• not activities-based or task-oriented
• Specific objectives emphasized as goals for
  following year
• Especially for exempt staff

103
NEW REVIEW INSTRUMENT

• Uses performance factors and key responsibilities
• Completed initially by employee
• Simplified rating scale

104
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105
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107
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108
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109
EXAMPLE

• March Draft review of achievements
• Employee does performance review
• April Supervisor completes review (with third
  party agreement)
• May Goals for next fiscal year formulated with
  individual responsibilities
• June Final achievements documented
• September Review status of goals
• November Review status of goals

110
WHATS NEW ABOUT MERIT PROGRAMS

• Merit does not have to be distributed as
• Merit pool is funding mechanism, not necessarily
  a distribution mechanism
• Distribution should be logical and defendable
• Could be x, y, z depending on overall
  performance, not x, y, z

111
OSU MAXIMIZINGPERFORMANCE SYSTEM
PERFORMANCE MANAGEMENT
PERFORMANCE REVIEW
TALENT DEVELOPMENT
SUPPORTIVE WORK ENVIRONMENT
112
TAKE-AWAYS

• Human Resources wants to assist you in maximizing
  performance
• OSU Strategic Plan provides a vision to inspire
  us all to work with pride
• Core values provide us stability in a constant
  sea of change and modern stress

113
TAKE-AWAYS(continued)

• Employees are responsible for their performance
• Supervisors are accountable to see that
  performance standards are met
• Performance is both the result accomplished and
  the way the result was achieved

114
TAKE-AWAYS(continued)

• Recognition is critical for continued employee
  success
• Recognition requires a commitment to
  differentiate performance
• Poor performance needs to be addressed timely

115
TAKE-AWAYS(continued)

• Supervisor Toolkit is being developed on the web
  to assist in resolving performance issues
• Communication and consistency are the
  cornerstones of maximizing performance

116
Maximizing Performance Executive
Briefing Performance Appraisal Tools Performance
Meeting Worksheet Written Reminder
Sample Performance Improvement Plan Sample
Additional Resources HR Contacts
Recruitment/Selection Employment Checklist
Sample Job Offer Letter Sample Nonhire Letter
Nonhire, Interviewed Letter Staff Pay Family
Medical Leave Family Medical Leave Policy Sample
Memorandum to Employee Medical Certification
Form Employee Relations HR Contact List
Separation Checklist Reference Release Form
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ORAL REMINDER SESSION SCENARIO

• Oral Reminder/(revised) p 108
• Supervisor Do you have some time so sit down and
  talk to me?
• Supervisor Brenda, when we talked last time you
  agreed that we would never have to talk about
  your coming to work late again. But the problem
  continues. Whats going on?
• Employee When we talked before I didnt know
  that my husband was going to be switching shifts,
  and I certainly didnt know that the transmission
  and the brakes on my car would both give out at
  the same time. These things happen. Give me a
  break.
• Supervisor These things do happen, and if you
  had brought them to my attention Im sure we
  could have worked something out. But when you
  decide not to let me know about whats going on
  and choose to deal with your problems by coming
  into work late, those decisions on your part
  affect the decisions that I make.
• Employee Wait a minute I didnt decide not to
  tell you, I just forgot. I didnt choose to come
  to work late. It just happened.
• Supervisor This is serious Brenda I need for
  you to agree that you will be here on time every
  day.
• Employee Ill give it a try
• Supervisor Im glad youll try, Brenda. I need
  for you to make a real commitment.
• Employee Ok Ill be here every day.
• Supervisor On time?
• Employee On time
• Manager How will you do that?
• Employee What do you mean?
• Supervisor You agreed to be here every day on
  time in our last conversation, Brenda but you
  didnt live up to the agreement. What are you
  going to do different this time so you can honor
  that commitment?
• Employee I told you I would try harder
• Supervisor Brenda, what are you really going to
  do to try harder?
• Employee Im going to take the car into the
  shop and get the brakes fixed and I can arrange
  for a ride with a co-worker as a back up plan.
• Supervisor Will you do that?

119
COMPARISON OF DISCIPLINE METHODS

• CORRECTIVE ACTION
• Progressive steps
• Places personal responsibility on employee
• Avoids confrontational, anger-provoking
  situations
• Maintains relationship while solving problem

• SUSPENSION
• Progressive steps
• Supervisor administers punishment is bad guy
• Sabotages relationship
• Time off is reward, not punishment