1 The Performance Review and Planning Process for Professional Staff Supervisor Information Session Building Performance Excellence and conducting the Career Conversation
2 Today s Session 1. Setting the Context: The imperative at ACU for building a culture of performance excellence. 2. The PRP process and using the Annual Performance Review and Planning (PRP) Form for Professional Staff and the Conversation Guide for Supervisors. Does not include the management of individual issues
3 Context Building performance excellence: Strategic drivers including Strategic Plan, Mission-Based Compact requirements and statutory TEQSA threshold standards. A culture of performance excellence: What is a high performing culture? The importance of the PRP
4 Attributes of Performance Excellence Aligned intent and purpose; Clear roles and decision making; Personal responsibility for outcomes; Commitment and results oriented; Learning oriented, forgiveness of mistakes and dedication to improvement; and Trust and collaboration.
5 Professional Staff PRP Documents Available at Performance Review and Planning for Professional Staff Policy Performance Review and Planning for Professional Staff form Conversation guides for Supervisors and staff members (awaiting final endorsement)
6 PRP Process SUPERVISOR STAFF MEMBER Two-way communication PRP
7 Leadership Competency Framework (LCF) Set of 9 competencies for our leaders Identify competencies where development is supported and planned. Consideration of LCF competencies when planning professional and career development.
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 1. Provide 3-4 weeks notice of the performance review and planning meeting. 2. Request the staff member to provide a draft of their input at least a week before the meeting. 3. Review relevant strategic plans, policies, previous years plan and Position Description. 4. Review evidence collected throughout the year.
11 The Model Part 1 What Were has performance been their objectives met? profile What achievements and performance has the to staff date? member recorded? At Other what achievements? career stage are they? What are their key strengths What are their key and capabilities, areas for improvement? strengths and weaknesses? Overall Evaluation? Performance Review Were performance -Reflection objectives met? and Evaluation
12 Part 1- Questions Were performance objectives met? What achievements has the staff member recorded? Other achievements? What are their key strengths and areas for improvement? Overall Evaluation
13 The Performance Review Conversation Ensure there is adequate time set and no interruptions. Start by asking open questions: How would you assess your overall performance? What do you consider were your major achievements over the past 12 months? What were the challenges you faced? What in your view would improve yours/the team s performance?
14 Providing Feedback Provide feedback to the staff member on: their key capabilities and achievements; progress in meeting performance objectives; whether there are any areas for improvement; any factors that impacted on achieving goals and objectives; and other important contributions the staff member has made. Provide evidence to support your feedback.
15 Providing Feedback Tips Balanced not focussing on just the positives or the areas for improvement. Solution focussed. Honest and open and respectful. Evidence based give examples Timely no surprises
16 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.
17 Overall Evaluation Outstanding performance in the role and consistently exceeded all performance objectives. Exceeded most performance objectives and made valued and recognised contributions in the role. Met all performance objectives and made satisfactory contributions in the role.
18 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.
19 Scenarios 1. Staff member generally meets performance objectives, and has exceeded expectations in one area. 2. Staff member achieves performance objectives, however concerns have been raised by students and staff regarding her/his behaviour in the last 6 months that you have had to address.
20 Completion of the Review Process Give staff member some time to consider your feedback and assessment of overall performance. The staff member has the option to comment on the annual review. A second discussion may be required. Both you and the staff member sign to acknowledge that the review process is completed.
21 The Model Part 2 & 3 Setting Career Goals Setting Performance Objectives
22 The Career Goals and Performance Objectives Two-way, collaborative, outcomes-focussed. Staff member provides draft plan including career and performance objectives.
23 The Model Part 2 Setting Career Goals Where do they want to go? Is this a realistic option based on quadrant 1? Do their goals draw on strengths? Other career options?
24 Part 2 - Questions Where do they want to go? Is this a realistic option based on quadrant 1? Do their goals draw on strengths? Have you considered the LCF competencies? Other career options?
25 The Model Part 3 Setting Performance Objectives Do their objectives cover the main priorities for the year? Are they aligned? Are the goals realistic and SMART?
26 Part 3 - Questions Do their objectives cover the main priorities for the year? Are they aligned with strategic objectives? Are the goals SMART?
27 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
28 Benefits Staff member has clarity of performance expectations; Provides a standard for monitoring performance; Provides a standard for changing performance objectives; and Shows how the staff member s performance contributes to the whole of ACU.
29 Career and Professional Development Planning
30 Leadership Competency Framework Pre-Planning Check the position description for target levels; Supervisor and staff member identify any areas for development; and Development supported is indicated on the form.
31 The Model Part 4 What actions and development will facilitate short and long term goals? What activities would support competency development? What resources will assist? What are realistic timeframes? Career Development Plan
32 Part 4 - Questions What actions and development will facilitate short and long term goals? What activities would support competency development? What resources will assist? What are realistic timeframes?
33 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
34 At the End of the Conversation Ensure there is a shared understanding of the outcomes recorded in the completed PRP form; Arrange any follow up discussions; Sign to acknowledge completion of the process; Provide signed copy of PRP form to Executive staff member and copy to staff member and HR; and Schedule interim reviews with staff member.
35 The context for the PRP. Summary Strategic drivers Imperative for building a culture of performance Two way communication. The 4 stage model tips Performance Review and Evaluation, Setting Career Goals, Setting Performance Objectives, and Professional and Career Development Plan.
36 Going Forward Review the policy, pro-forma, conversation guides, and PRP Information Session Slides. Can be found at PRPs for professional staff need to be completed by 30 June Check that LCF Profile is complete for applicable staff. Staff information sessions from March to May 2014.
37 Key Supports/Contacts Peer Managers Your Manager Support can also be provided by HR Consultants for each campus HR Advisory Service
38 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
39 Ongoing Support Employee Assistance Program (EAP) Manager Assist Service
40 Contact Details HR Consultants Project Officer, Organisational Performance Anne-Marie Bennett x2591 or HR Advisory Service x4222 or
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