DARTMOUTH WORK

1
DARTMOUTH _at_ WORK

• LIBRARY _at_ WORK
• A PERFORMANCE COMMUNICATION SEMINAR
• August, 2005

2
Agenda

• Welcome
• Introductions
• Why Dartmouth_at_Work?
• A Shared Responsibility
• Planning Calendar
• Identify and Prioritize
• Responsibility Charting
• Break
• Communication Scenarios
• Establish Expectations
• Key Steps for Goal Setting
• Action Planning Process
• Work Plans and Self Assessment
• Establishing Checkpoints
• Feedback Process
• Document Performance
• Revise Plans, Goals
• The Review
• Summary

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WHY DARTMOUTH _at_ WORK?

• The Dartmouth _at_ Work approach provides a process
  to ensure a good fit between the work we do and
  the goals of the Library and the College.
• Dartmouth _at_ Work is a process that reflects
  mutual respect and commitment to a common goal
• Links our jobs to the Librarys goals and
  priorities.
• Supports Dartmouth Colleges academic and
  administrative programs.
• Designed to enable each employee to participate
  fully in the development and achievement of
  individual goals.
• The process is an opportunity to
• Discuss your job responsibilities with your
  supervisor and set your performance standards.
• Gain Feedback on your work performance throughout
  the academic year.
• Assist with personal development plans.

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WHAT WILL DARTMOUTH _at_ WORK DO FOR ME?

• It will help you obtain information about the
  Library and how your job fits with your
  departments goals and objectives.
• It will help you contribute your ideas and input
  in meeting these needs. It will give you input
  into how you might better contribute to your
  departments success.
• It will help you and your supervisor plan what
  training and development opportunities will best
  meet your identified improvement goals. Specific
  development goals will be part of your
  performance objectives each year.
• It will help you and your supervisor identify
  what resources and skills youll need to
  accomplish your objectives for the coming year.
  It will help you begin planning how these
  objectives will be met.

• It will help you and your supervisor determine
  what measures youll both use to evaluate your
  performance.
• It will help you and your supervisor identify
  areas where you can improve your skills and
  performance, in your current job or in
  preparation for future jobs. These developmental
  discussions also help identify where you want
  your career to go and how you can help it
  progress.
• It will let you know what performance and goals
  your supervisor expects of you in the next twelve
  months.
• It will help you receive regular feedback on your
  performance throughout the year. The program will
  give you and your supervisor guidelines on how to
  handle these discussions.

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A Shared Responsibility

• Staff Member
• Understand the departments and individual
  objectives through discussion with supervisor
• Identify job duties, responsibilities and
  projects assign priority order in collaboration
  with supervisor.
• Jointly plan work with supervisor and schedule
  meetings as appropriate.
• Supervisor
• Talk about units objectives and priorities with
  staff member.
• Assist staff member in determining priority order
  of job duties, projects and responsibilities.
  Inform staff member of changing priorities and
  assist in appropriate work plan revisions.
• Schedule meetings as appropriate.
• Department Manager
• Ensure that supervisors understand and support
  Library goals and objectives.
• Ensure consistency among staff members work
  plans.
• Encourage planning, communication, and
  performance appraisal.

6
Planning Calendar

• February
• Library Management Group Meets to Establish
  Library Goals
• March, April
• Departmental Goals Established for next fiscal
  year (effective in July)
• May, June
• Performance reviews and individual goals
  established for next fiscal year
• September
• Library Management Group Retreat
• Library goals reviewed, adjusted, coordinated
• Departmental goals reviewed, adjusted,
  coordinated-if necessary
• November
• Midyear performance and goal discussion
  individual goals progress assessed for current
  fiscal year
• January
• Departmental and functional group planning begins
  for next fiscal year
• February
• Cycle repeats

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Identify and Prioritize Responsibilities

• Identify and prioritize job duties, projects and
  responsibilities
• Once you have an understanding of the Librarys
  goals and of your departments goals, objectives
  and priorities, the next step is to review the
  duties, projects and responsibilities of your
  job. It is critical that your performance and
  goals support your units goals and that they
  support the successful completion of the
  Librarys goals.
• Ideally, your current job description will be the
  best source for the completion of this process.
  However, if it is not current, please work with
  your supervisor to develop an appropriate
  description and appropriate performance
  expectations.
• You may want to use the worksheet on the next
  page to list and suggest priorities for your job
  duties, projects and responsibilities as you
  prepare for discussion with your supervisor.

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Responsibility ChartingDialogue with Supervisor

• Name-______________________ Title-________________
  __
• Department-_________________ Dates-_______ to
  _______
• Priority Duties, responsibilities, projects
  Comments
• _______ ________________________________
  ______________
• _______ ________________________________
  ______________
• _______ ________________________________
  ______________
• _______ ________________________________
  ______________
• _______ ________________________________
  ______________
• _______ ________________________________
  ______________
• _______ ________________________________
  ______________
• _______ ________________________________
  ______________

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COMMUNICATION SCENARIOS

• Communication style is as important as content.
  Important messages may be lost if they are
  delivered inappropriately. Important messages
  may also be lost if the content is not
  appropriate for the situation.
• GROUP ASSIGNMENT-Your group will have 10 minutes
  to answer the following questions about the above
  scenarios
• Who is talking?
• What is the situation?
• Why did the situation occur?
• How could the situation have been avoided?
• Please select a recorder who will report your
  responses.
• Youve missed deadlines consistently. We have
  discussed the requirement of four day delivery
  for Borrow Direct, but consistently we take 6
  days. What needs to be done to meet this
  expectation?
• Feedback? You want feedback? You know I am
  pleased with your work. I told you in February
  that your budget assistance is always productive
  and you do good work.
• Why are you bringing that up? The issue at the
  reference desk happened six months ago. I
  thought that was fixed and we moved on- why now?

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Establish Objectives and Performance Expectations

• Clearly defined objectives and performance
  expectations ensure that you know what is
  expected and where you stand relative to those
  expectations.
• Objectives are specific results or desired
  behaviors expected during the year.
• Performance expectations are the criteria used to
  rate your performance.

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Establish Objectives and Performance Expectations
(cont.)

• Effective objectives and performance expectations
  will usually meet the following criteria
• Be understood by you and your supervisor
• Reflect your units goals
• Tasks, responsibilities and individual goals are
  included
• Work and Developmental goals
• Be specific and measurable
• Quantity, Quality, Timeliness, Cost, Accuracy,
  etc.
• State how measured
• Log, Report, Printout, Survey, Interpersonal
  Feedback, etc.
• Be realistic and achievable
• Flexible goals be subject to change with
  changing Library priorities
• Be scheduled for assessment at mid-year and
  review at year end
• Goals should be written with copies for you and
  your supervisor

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Key Steps for the Objective/Goal Setting Meeting

• 1. Share your ideas about the duties,
  responsibilities and projects.
• 2. Mutually discuss any remaining differences
  and reach consensus on all of the major
  performance expectations ongoing tasks,
  maintenance functions, improvement goals, etc.
• 3. Mutually determine the relative priority of
  each performance expectation.
• 4. Mutually decide how each performance
  expectation will be measured. Identify who else,
  if anyone, could provide useful feedback about
  these expectations.
• 5. Mutually review performance barriers,
  resources, and action plans for the higher
  priority expectations. Specify key steps and
  anticipated completion dates for each.
• 6. Identify development needs and expectations.
• 7. Set review dates briefly summarize the
  results of this meeting and use the planning form
  for your ongoing planning document.

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Action Planning Process

• Statement of Objective/Goal______________________
  _______________________
• How will you know when you have accomplished this
  objective/goal?_____________
• __________________________________________________
  __________________________
• How will others know you have accomplished this
  objective/goal?_______________
• __________________________________________________
  __________________________
• What do you need to accomplish this
  objective/goal?
• Resources______________________________ Time______
  _________________________
• Skills/Knowledge_________________________ Support_
  ___________________________
• What obstacles may hinder your attempt to achieve
  this objective/goal?
• Personal_______________________________
  External____________________________
• Who can help you in achieving your objective/goal
  or overcoming obstacles?
• __________________________________________________
  __________________________
• What is the major benefit of accomplishing this
  objective/goal?_________________________________
  __________________________________________________
  ___

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Work Plans and Self Assessment

• As you review your work plan, consider the
  skills, knowledge and experience you will need in
  order to complete your plan successfully. After
  reaching agreement on the skills and knowledge
  needed, talk with your supervisor to decide if
  additional training, coaching, or study will be
  required. Consider the following questions as
  you plan for skill development
• Assess-
• What are the skills/knowledge needed to achieve
  the work plan objectives?
• What level of proficiency will I need?
• Am I willing to commit the time and effort to
  develop the additional skills/knowledge needed?
• Investigate-
• What is the best source of information and
  training?
• Are the resources (time, money, etc.) available
  to support my development?
• How can my supervisor help?
• Plan-
• Once you and your supervisor have agreed on the
  skills and knowledge needed and how they will be
  acquired, document your joint understanding and
  commitment.

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Establish Checkpoints

• Informal checkpoint sessions may occur,
  throughout the year, as frequently as you and
  your supervisor desire. These checkpoints
  provide an opportunity to talk about your work
  plan progress and your units priorities.
• This process includes two formal feedback
  sessions between you and your supervisor-mid year
  assessment and year end review- (see planning
  calendar).
• In addition, staff and supervisors are encouraged
  to initiate additional sessions as needed.

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Giving and Receiving Feedback

• Feedback is an important part of this process.
  We have our own ideas of how we are doing and
  where we may need improvement, but not having
  feedback is not very effective.
• The purpose of feedback is to
• Recognize your achievements and overall
  contributions to your department
• Discuss ways to improve your performance
• Improve and enhance communication between you and
  your supervisor
• Give you an opportunity to ask for help, support
  and guidance when needed

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Guidelines for Giving and Receiving Feedback

• Feedback should be realistic
• Positive which is always encouraged
• Constructive which should always be private
• Focus feedback on behavior, not on personality.
  Refer to what a person does, not who they are.
• Focus feedback on observations, not assumptions.
• Focus feedback on behavior in specific
  situations, not generalities.
• Feedback is more effective when it is offered as
  soon as appropriate and as specific as
  possible.
• Focus feedback on the sharing of ideas and
  information rather than giving advice.
• Focus feedback on mutual exploration of
  alternatives rather than providing answers or
  solutions.
• Listen to feedback as to what is being said
  rather than why it is said.
• Before you respond to feedback, make sure you
  understand the description of the
  behavior/situation described to you and its
  effects. Ask for clarification.

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Document Performance

• Your work planning tools are to be used
  continuously, not just at the beginning and end
  of the planning and feedback cycles. Good
  documentation has advantages for you and your
  supervisor
• It tracks trends and progress towards goals.
• It ensures that you receive credit for achieving
  or exceeding objectives. In the absence of
  ongoing documentation, most of us will typically
  forget key events of the past and only
  concentrate on those in recent memory.
• Reports, letters, notes, blitz messages of
  commendations and acknowledgment, charts, graphs,
  milestones, etc. are concrete evidence of your
  contributions. Gather these as they occur and
  use then during your review.

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Revise Plans as Needed

• The performance and goal plan is continuous,
  ideally beginning immediately following the
  performance appraisal each year and ending when
  your written performance review is completed and
  discussed.
• Two way communication is important throughout the
  cycle, and both employee and supervisor should
  maintain their copies of this process. Note
  changes throughout the year, using handwritten
  notes, attachments and other documents to reflect
  changes that occur throughout the year. Unit and
  library priorities may be adjusted, as well as
  the employees objectives and/or training and
  development plans, to reflect the current reality.

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The Review

• Prepare for your review by
• Observing and documenting behaviors/performance-re
  lated results
• Gathering data to use for areas needing
  coaching/counseling
• Consider the following questions in preparation
  for your meeting
• What were my principal responsibilities, duties
  and projects?
• What improvements did I make to existing
  processes, programs and projects?
• What did I add/introduce/improve? What did I
  delete/solve that wasnt working?
• What was already happening that I maintained?
• What obstacles were there? To what extent was I
  able to overcome these? What was helpful what
  wasnt?
• What support did I get that was helpful? What
  didnt I get that I needed?
• Meet to
• Discuss programs and to decide if additional
  assistance is needed
• Revise goals, add or delete goals as necessary
• Review/assess the work planning process to date

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Conclusion

• Now that you have been introduced to the
  Dartmouth_at_Work process, you may have some
  questions about the process. Most of these
  questions can be answered in discussions with
  your supervisor as you talk about your job and
  your department. The review just completed does
  not give rules for implementation but it gives
  you the flexibility of adapting each step of the
  process to meet your particular needs. It is
  meant to facilitate, not hinder.
• The Library_at_Work program was designed to help
  each staff member participate in the achievement
  of the department and Library goals and
  objectives. This program also attempts to
  satisfy staff members desire to achieve
  objectives that meet the performance standards of
  specificity, fairness, achievability, and
  challenge.