Getting The Most Out of the Performance Management System. Human Resources 2015

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1 Getting The Most Out of the Performance Management System Human Resources 2015

2 Purpose of Today s Training Help employees prepare to write and participate in a high quality performance appraisal.

3 Agenda Introductions and Ice Breaker Overview of Talent Management and Performance Management process Goals of Performance Appraisals Performance Appraisal Responsibilities Importance of a Self Appraisal Evaluation Form Receiving Feedback Timeline Q and A

4 Introductions Introductions Name Position Length in position Expectations for the training Do your part, stay engaged

5 What s in it for You? This training provides you with insights and information about: The performance appraisal form and process. The importance of preparing for the meeting. How to effectively receive feedback.

6 Ice Breaker Think about past performance evaluations you ve received. They don t have to be UMD specific but can be from any job at any organization. Capture your thoughts about a good performance evaluation and why you feel so positively about it. Capture your thoughts about a bad performance evaluation and why you feel so negatively about it. Be prepared to share your experiences with the group.

7 Talent Management System Mission, Vision, Values Workforce Planning Talent Acquisition Performance Management Goal and Competency Setting Feedback and Coaching Performance Appraisal Individual Development Planning Compensation

8 Why Use Performance Management? Employees understand what is expected Align individual performance goals with the mission (Metropolitan Vision) and vision (Vision 2020) of the University. Increase overall organizational performance. Give employees an opportunity to learn and grow through feedback and development. Builds mutual trust and understanding between employees and managers.

9 Performance Management System Planning work and setting expectations Continually monitoring performance Developing the capacity to perform Rating performance Rewarding good performance

10 Performance Appraisal Goals To deliver feedback on the past performance period. To evaluate performance against competencies and determine areas for learning and growth. To support and encourage individual employees.

11 Employee Responsibilities Complete a Self Evaluation of performance before the Appraisal Meeting. Accept constructive feedback on performance. Share job-related feedback and concerns with your Manager. Work to continuously improve performance. Identify possible goal areas for the next review period.

12 Manager Responsibilities Observe and capture performance all year long. Use form to document the evaluation. Conduct an effective annual review discussion with the employee. Support and encourage the employee throughout the year.

13 Human Resources Responsibilities Administer the overall performance management process. Provide training on the process. Monitor the process and help employees and managers prepare accurate reviews. Synthesize feedback and ideas for improving the process campus-wide.

14 SELF APPRAISAL

15 Importance of Self Appraisal Articulate accomplishments, development and challenges. Identifies discrepancies between your and your manager s view of your performance. Allows your manager to view performance from your perspective. Share your manager understanding of your strengths and development opportunities. Halogen Software

16 Six Steps to a Great Self Appraisal 1. Share your successes. 2. Share what you learned. 3. Share your challenges. 4. Be honest. 5. Take time to do it well. 6. Don t attempt to complete it in one go. Halogen Software

17 Self Appraisals a Worthy Investment Be ready for a rich performance review discussion

18 EVALUATION FORM

19 Staff Evaluation Form 5 point rating scale Incorporation of 9 University core competencies Organizational Competency levels and definitions

20 5 Point Scale Allows for greater differentiation of ratings 5 Sustained excellence 4 Exceeds expectations 3 Successful 2 Improving toward expectations, developing 1 Does not meet expectations Competency ratings may be given in.25 increments

21 Evaluation Form Performance Evaluation Form

22 Competencies Organizational clusters of university-expected, observable behaviors which distinguish everyone s work performance. Functional/technical clusters of behaviors required to perform the specific job duties and scope of responsibilities of an individual s position. Can be used to develop, qualify, distinguish and/or recognize individual performance and abilities. - Provide for substantive feedback and recognition

23 Competency Levels Competencies include both innate and acquired abilities. Essentially a pyramid building on the foundation of inherent talents as well as incorporates skills and knowledge that can be acquired through learning, effort and experience.

24 How to use Competency Levels Professional and Managerial. Levels (I, II, III, IV and IV) progressively more challenging. As you think about the requirements of the job, determine the required level, typically level III assumes elements of I and II are demonstrated. Discuss the assigned levels with employee to gain understanding and agreement. Competency levels are the basis for setting expectations that will be evaluated at year end. The basic definitions are provided, in addition you may add definitions to better describe the role.

25 Competency Guide Competency Guide Competency Guide Summary

26 Individual Development Planning Supports an environment of learning and growth. Plans may include formal education, seminars, or special projects that stretch the skill set of employees. To enhance performance in the current job or develop for future growth. The plan is typically specific to the employee.

27 RECEIVING FEEDBACK

28 Goals of Feedback Positive Feedback: Reinforce preferred behaviors or patterns of problem solving. Corrective Feedback: Change and improve unsatisfactory behavior or introduce more productive work patterns. Harvard Manage Mentor

29 Barriers to Receiving Feedback You may find receiving affirming feedback uncomfortable because you: Don't want to be set apart from others. Feel others will be envious. Harvard Manage Mentor

30 Barriers to Receiving Feedback Receiving corrective feedback may be difficult because you: Have the urge to rationalize, since the criticism can feel uncomfortable. Believe that your self-worth is diminished by suggestions for improvement. Have had previous experiences in which feedback was unhelpful or unjustified. Harvard Manage Mentor

31 Accept Corrective Feedback Corrective feedback is often more difficult to hear, accept, and act on. Being able to receive feedback with an open mind is just as important as being able to give it. Harvard Manage Mentor

32 Steps for Receiving Feedback Agree to a time and place for the session that will help you feel at ease and enable you to concentrate on the feedback. Harvard Manage Mentor

33 Steps for Receiving Feedback Plan how you will be open to the feedback. If you think you might get upset, consider strategies for staying calm. Focus on what you want to learn from the feedback and write those objectives down. Separate the person giving the feedback from the feedback itself. Harvard Manage Mentor

34 Steps for Receiving Feedback Stay open to the feedback given: Resist the urge to justify your behavior. Take notes if it helps you focus on what is being said. Work hard at understanding the other person's point of view. Use active listening techniques, such as rephrasing what you've heard or ask questions for clarification. Harvard Manage Mentor

35 Steps for Receiving Feedback Clarify the context from your perspective. If necessary, provide a differing description of the event, or offer details that the giver doesn't have. Keep in mind that the purpose of the feedback is to improve your job performance. Harvard Manage Mentor

36 Steps for Receiving Feedback Decide what you can learn from the feedback: Assess the giver's intention and the validity of the feedback. Have you heard this feedback before, from someone else? Does this person have full knowledge about the situation? What facts can you agree on? What can you improve for next time? What can your manger do to better support you in the future? Harvard Manage Mentor

37

38 Closing the Appraisal Meeting Focus on the Positive

39 Timeline June: Performance Appraisal Workshops June and July: Employees and Supervisors prepare appraisal documents July August 15: Conduct Review Meetings August 15 th : Completed forms (appraisal and development plan) sent to HR September 15 th : Completed 2015/6 annual goals/work plans sent to HR

40 REVIEW EXPECTATIONS

41 QUESTIONS

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