Performance Management Process Training NonExempt Staff

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Performance Management Process TrainingNon-Exempt
Staff
2008
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Objectives

• Learn about Notre Dames Performance Management
  Process
• Clarify expectations of the supervisor and
  employee roles in the process
• Apply a Behavioral Competency Model to how
  employees do their work
• Understand the alignment between what employees
  do and the university goals
• Focus on Development
• Link pay to performance

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Purpose of Performance Management

• Achieve our overall university goals and live our
  values in the work we do.
• Provide a method to give feedback on a regular
  basis.
• Provide a process that helps people do the great
  job they are capable of doing so they want to
  come to work and say Im proud of what I do!
• Link pay to performance in a way that
  differentiates based on what is accomplished and
  how it is accomplished.

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Research Says

• Corporate Leadership Council

Managers drive employee performance by providing
solutions to day-to-day challenges.
Informed, positive, fair, accurate, and detailed
feedback is critical.
Performance is adversely impacted when emphasis
is solely on negative formal and informal
feedback.
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Research Says

• I Wish You Would Just

I generally want to do a good job.
I want to know how and if what I do contributes
to the success of the department or organization.
I want to be recognized for doing my job when it
is done well or better than expected.
I want to be told when I am not on target.
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The New Performance Management Process

• Ongoing process that is consciously addressed
  throughout the entire review period.
• Time and effort into the process is viewed as an
  investment.
• Honest and open communication in both directions
  between supervisors and employees that is both
  positive and developmental .
• The design of the process clearly aligns desired
  outcomes with overall university goals.
• Consistent understanding and application of
  ratings on expectations and behaviors .
• Performance Management Process is used broadly to
  attract, retain, develop and reward .

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Model for Performance Management
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Performance Cycle
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What is your role in the process?

• As an employee

• As a supervisor

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What is Different

• Measures both What is accomplished
  (Expectations) and How the work is accomplished
  (Behavioral Competencies)
• Self assessment and manager evaluation on the
  same document
• Three-tier rating scaleTop Performer, Valued
  Performer, Opportunity for Improvement
• Two overall ratingsOne for Expectations and one
  for Behavioral Competencies

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New Performance Ratings

• Top Performer
• Valued Performer
• Opportunity for Improvement

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Performance Matrix
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(No Transcript)
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(No Transcript)
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University Values

• Integrity
• Teamwork
• Accountability
• Leadership in Mission
• Leadership in Excellence

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Why Behavioral Competencies?

• University
• Align individual team performance with the
  universitys vision, and strategies.
• Establish fair, uniform criteria for excellence.
• Managers
• Identify the hiring and selection criteria, and
  set objective performance standards.
• Provide targets for professional development
  activities.
• Individual
• Clarify standards of excellence.
• Provide developmental tools, a framework and a
  range of activities for development.

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Completing the Form-Part 1
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(No Transcript)
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University Goals

• Become a premier research university

Offer an unsurpassed undergraduate education
Ensure that the universitys Catholic character
permeates all aspects of campus life
Create a culture of service excellence to support
the universitys mission
Communicate effectively to internal and external
members of the university community
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(No Transcript)
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Expectations

• Expectations is used broadly for goals,
  standards and/or job duties.
• GOALS The purpose toward which a
  variety of tasks/actions are directed.
• STANDARDS Something considered authority or by
  general consent as a basis for comparison
  the average or normal requirement, quality,
  quantity, grade, level, etc.
• JOB DUTIES Tasks or responsibilities that need
  to be completed as part of a job.

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Performance Expectations Provide Direction

• Performance Expectations Help Employees

• Performance Expectations Help Supervisors

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Expectations Part 2

• Quantity of Work
• Quality of Work
• Job Knowledge

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Completing the Form-Part 2
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Additional Expectations

• SpecificIdentify a specific result using an
  action verb
• MeasurableIdentify how the goal will be verified
  or
• measured
• ActionableIndicate the scope of employees
  responsibility
• as it relates to the
  position
• RealisticIndicate considerations that make the
  goal realistic
• Time BoundIdentify timeframe or milestones

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SMART Expectation Example

• To (action verb) (single key result) by (target
  date)
• requiring (resources).
• For example
• To (create) a (cleaning supplies conservation
  program) by (October 1) involving input from (all
  housekeeping shifts) at Morris Inn.

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Additional (SMART) Expectations-Part 2
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Completing the Form-Parts 3 4
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Focus on DevelopmentLearning Happens

• Learning from Experience
• Learning from Others
• Learning from Education

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Completing the Form-Part 5
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Next Steps

• Recognize effort. . . .
• . . . . Reward results.

• Make sure you understand what the Behavioral
  Competencies and Expectations are for your job by
  talking with your supervisor. (Now!)
• Proactively seek feedback on an ongoing basis.
  (Immediately)
• Use your Performance Notes to record important
  accomplishments. (Immediately)
• Keep them in your Performance Management File
  Folder. (Immediately)
• Be ready to do your Self-Assessment in January.

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