The Performance Review and Planning Process for Professional Staff

Transcription

1 The Performance Review and Planning Process for Professional Staff Information Session for Staff Building Performance Excellence and having the Career Conversation

2 Today s Session 1. Setting the Context: Building performance excellence 2. The Performance Planning and Review (PRP) Process: Performance review; Behavioural Competency Assessment; Career planning; Setting SMART performance objectives; Links to Strategic Objectives; Professional development planning to support your performance objectives and career goals; and Leadership Competency Framework. Does not include dealing with individual issues

3 PRP Documents Available at Performance Review and Planning for Professional Staff Policy Performance Review and Planning for Professional Staff Form Conversation Guide for Staff and Conversation Guide for Supervisors

4 Building Performance Excellence The need for a high performing workforce at ACU. PRP strategic target UPT Importance of participating in the PRP process.

5 PRP Process SUPERVISOR STAFF MEMBER Two-way communication PRP

6 Benefits of the PRP Process Builds understanding Strategic links to performance and career planning The individual s contribution to the whole Monitors progress Against performance objectives Provides Acknowledgement Assists career planning and development Achieving optimum performance Recognition of achievements and successes Prompts the career conversation between staff members and supervisors Identifies how the University and the staff member achieves a high performing culture

7 Sections of the PRP Objectives of the conversation: Retrospective focus review and assessment of performance and achievements over the previous year. Prospective focus performance objectives, career goals and professional and career development planning.

8 The Performance, Development. and Career Conversation Model

9 The Model 1. Performance Review- Reflection and Evaluation 2. Setting Career Goals 4. Professional and Career Development Plan 3. Setting Performance Objectives

10 Before the Review Meeting... Agree on a time to meet with your supervisor. Review relevant strategic plans, organisational unit plans and last years KPIs. Assemble your evidence of progress/achievements/reports. Submit your form with sections drafted in the timeframe requested by your supervisor.

11 The Model Part 1? Were your objectives met? What are your achievements over the review period? Are there any factors that impacted on achievement of your objectives? Performance Review Were performance - Reflection objectives met? and Evaluation

12 Part 1 - Questions Were your objectives met? What are your achievements over the review period? Are there any factors that impacted on achievement of your objectives? Other achievements/contributions?

13 Receiving Feedback Your supervisor will discuss: your key capabilities and achievements; progress in meeting performance objectives; whether there is a need to focus on particular elements of work and areas for improvement; and any factors that impacted on achieving goals and objectives.

14 Receiving Feedback Consider feedback with open mind. Ask for examples. Check emotional state. EAP can help Understand the supervisor s role.

15 Behavioural Competency Assessment Behavioural competencies expected of all staff are to: act in a manner consistent with the ACU Mission, philosophy and values; work cooperatively and collaboratively with colleagues and supervisors, including across organisational units; and communicate effectively and demonstrate respect to others in the workplace.

16 Overall Evaluation Outstanding performance in the role and consistently exceeded all performance objectives. Exceeded most performance objectives and made valued and recognised contributions to the role. Met all performance objectives and made satisfactory contributions to the role.

17 Overall Evaluation Met some but not all performance objectives and needs improvement in some aspects of the role. Did not meet performance objectives and needs improvement to meet the required standards of the role.

18 Completion of the review process Use this opportunity to seek support and advice. You have the option to comment on the annual review. Both you and the supervisor sign to acknowledge that the review process is completed. You may need time to consider feedback provided and assessment of overall performance. A second meeting may be required if this is the case.

19 Career Goals and Performance Objectives

20 The Model Parts 2 & 3 Setting Career Goals Setting Performance Objectives

21 The Career Goals and Performance Objectives Two-way, collaborative, outcomes-focussed. You can provide draft performance objectives and include information about your career goals for your supervisor to consider. The Professional Development Plan supports the achievement of performance objectives and where necessary or possible, career goals.

22 The Model Part 2 Setting Career Goals Where do you want to go? Is this a realistic option based on quadrant 1? Do your aspirations draw on your strengths? What path is evident for you and the University?

23 Part 2 - Questions Where do you want to go? Is this a realistic option based on quadrant 1? Do your aspirations draw on your strengths? What path is evident for you and the University? Other aspirations?

24 The Model Part 3 Setting Performance Objectives Do your objectives cover the main priorities for the year? Are they aligned? Are the goals realistic and SMART?

25 Part 3 - Questions Do your objectives cover the main priorities for the year? Are they aligned? Are the goals realistic and SMART?

26 Performance Planning - Setting SMART Objectives S M A pecific easurable chievable A measure of the performance outputs or outcomes relating to a key responsibility of a staff member. R elevant T imely

27 Leave Management Review Annual and Long Service Leave balances Discuss leave plans for the year ahead

28 Professional and Career Development Planning

29 The Model Part 4 What actions and development will facilitate short and long term goals? What resources will assist? What are realistic timeframes? Professional and Career Development Plan

30 Part 4 - Questions What actions and development will facilitate short and long term goals? What resources will assist? What are realistic timeframes?

31 The 70:20:10 Principle of Adult Learning 70% 20% 10% Experiential self-directed learning on the job Social learning drawing on the knowledge of others Learning through structured courses and programs

32 At the End of the Conversation The final version of the form is produced. You and the supervisor sign to acknowledge completion of the process. Signed copies of Professional Staff PRP form are provided to the Member of the Executive and copy to HR.

33 Summary The context for the PRP Building Performance Excellence Two way communication The 4 stage model tips Performance Review, Reflection and Evaluation Setting Career Goals Setting Performance Objectives Professional and Career Development Plan

34 Going Forward Review the policy, pro-forma, Conversation Guide, and PRP Information Session Slides. can be found at PRPs for all professional staff need to be completed by 30 June 2013.

35 Professional Development Contacts HR Capabilities and Development Manager, Capabilities and Development Robert Trinajstic x2495 Capabilities and Development Facilitator Chantal Farah x2211 Leadership and Competencies Facilitator Erin Ryan x2151

36 Ongoing Support Employee Assistance Program (EAP)

37 Contact Details HR Consultants Project Support Officer, Organisational Performance Anne-Marie Bennett x2591 or HR Advisory Service x4222 or

38 Questions