Evaluation System for Classified & Management Support Staff

Transcription

1 Evaluation System for Classified & Management Support Staff August 2012

2 Grant Wood Area Education Agency extends equal opportunities in its employment practices, educational programs and services, and does not discriminate on the basis of color, gender, race, national origin, religion, creed, age, sexual orientation, gender identity, marital status, disability, veteran status or as otherwise prohibited by law. If you believe you or your child has been discriminated against or treated unjustly, please contact the Agency s Equity Coordinator, at or or TDD , Grant Wood AEA, 4401 Sixth St SW, Cedar Rapids, IA Page 2 August 2012

3 Table of Contents Introduction...5 Core Competencies...6 Orientation Cycle...7 Continuous Growth Cycle...8 Assistance Cycle...9 Evaluation Committee Members Appendices Appendix A Performance Evaluation Form Appendix B Required Forms for Assistance Cycle: Collaborative Level Assistive Action Plan Directed Level Remediation Plan Appendix C Examples of Professional Growth Goals Appendix D Glossary of Terms August 2012 Page 3

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5 Evaluation System for Classified and Management Support Staff Purposes for Grant Wood AEA s Evaluation System for Classified and Management Support Staff include to: Provide clarity for performance expectations Recognize employee contributions during the year Improve individual performance by providing timely, constructive and developmental feedback Support employees in providing excellent service and meeting job expectations Provide data to document performance An effective evaluation system: Promotes, guides and facilitates proactive conversation around job performance Encourages employee growth and development Reflects standardized procedures Helps ensure a consistently high level of service Core Competencies: The Core Competencies reflect behaviors needed across all hourly positions for successful job performance and provide clarity for what highly effective hourly staff need to know and be able to do to achieve Agency goals. The Core Competencies are the cornerstone of the evaluation system and provide guidance for professional growth and learning. The seven (7) Core Competencies and related performance elements were developed based upon a review of various models and input from a representative group of hourly and management staff. All Grant Wood AEA hourly staff are to be evaluated using the Core Competencies as they apply to specific positions. Evaluation System: This performance evaluation system supports continuous growth, learning and improvement. The system includes three cycles: Orientation Cycle: The Orientation Cycle is designed to meet the learning needs of staff new to the Agency. This cycle supports new employees through the processes of 1) professional growth, in the form of orientation, peer guidance and conversations with the supervisor and 2) performance review, in the form of observations by the supervisor and conferences with the supervisor to document performance in the Core Competencies. The Orientation Cycle ensures the new employee has the sufficient support to be inducted into the Agency and the new job responsibilities. Additionally, this cycle promotes usable and reliable data which, upon successful completion of this two- year cycle, supports the employee s movement to the Continuous Growth Cycle. At the beginning of the employment year, the employee s supervisor will introduce the Core Competencies, the employee s job responsibilities and the performance evaluation process. By understanding the components of each core competency and key job responsibilities, new employees will understand what is necessary to be successful in their specific position. Professional growth and learning goals will also be created during the Orientation Cycle. Part of this process involves self-assessment and reflection. Goals for new employees will most likely focus on becoming fully functional in their new positions. At least annually, an evaluation conference will be held to discuss the employee s performance in the Core Competencies and the employee must demonstrate satisfactory performance in all seven. Continuous Growth Cycle: The Continuous Growth Cycle engages the employee in professional development, through reflection and goal setting, to enhance and enrich the employee s knowledge and skills. This cycle also includes an annual performance review to ensure satisfactory performance in the Core Competencies. Activities in this cycle include annual conversations related to the employee s work and review of the professional learning goals. Assistance Cycle: This cycle provides structured support to the employee who needs additional assistance in meeting the performance expectations. The Assistance Cycle consists of two levels, Collaborative and Directed. Both of these levels include plans addressing specific concerns. August 2012 Page 5

6 Grant Wood AEA Core Competencies & Performance Elements For Classified and Management Support Staff Core Competency 1: Customer Service Performance Elements: (a) Demonstrates effective interpersonal skills in client interactions (e.g., engages in professional communications, maintains harmonious working relationships, displays positive and collaborative demeanor). (b) Demonstrates conscientious behaviors while working with clients (e.g., courtesy, respect, thinks before acting, thoroughness, carefulness, organization, anticipates client needs, flexibility in meeting needs, self-motivation). (c) Demonstrates behaviors that exhibit timely and accurate responses to clients, and/or the willingness and capabilities to assist in finding answers and solutions for clients or referring to appropriate resource. (d) Meets the needs of clients and stakeholders with their satisfaction in mind. (e) Conveys a positive and client-focused image to staff and public. Core Competency 2: Planning & Organization Performance Elements: (a) Proactively plans, prepares, organizes and prioritizes time and tasks. (b) Manages multiple priorities and competing demands to work efficiently. (c) Demonstrates acceptable attendance, punctuality and time management. (d) Demonstrates effective organizational skills and strategies. (e) Demonstrates proficiency in critical thinking and problem solving skills. (f) Demonstrates flexibility based on changing needs. Core Competency 3: Quality of Work Performance Elements: (a) Demonstrates competence in required job skills and knowledge. (b) Demonstrates accuracy, consistency and thoroughness of work. (c) Gives and receives constructive feedback for continuous improvement. (d) Demonstrates follow-through skills and ability to document work in a manner appropriate for the position. (e) Demonstrates ability and awareness of the need to ask questions for clarification of expectations, outcomes and deadlines as they relate to the position or project. (f) Accomplishes work in a timely and dependable manner (e.g., appropriately interprets instructions and assignments; works independently to complete tasks; handles information properly and maintains confidentiality as appropriate; demonstrates autonomy in making decisions appropriate for the job role). Core Competency 4: Communication & Teamwork Performance Elements: (a) Interacts well, exhibits cooperation and works effectively with others to obtain results. (b) Models respectful behaviors and builds and maintains positive working relationships with team members and others across the organization. (c) Carries an appropriate workload among peers/coworkers, is flexible in accepting additional responsibilities, promotes and maintains a productive environment. (d) Effectively listens to and expresses ideas and point of view in a positive, constructive manner to promote an open exchange of information. (e) Seeks win/win solutions to problems in a collaborative and flexible manner. (f) Demonstrates preparedness when working with others in a team environment and is responsive to requests. Core Competency 5: Technical Skills Performance Elements: (a) Understands the position and its responsibilities. (b) Demonstrates responsible and efficient use of available technology to meet job needs. (c) Demonstrates knowledge of system or procedural practices and requirements. (d) Proactively seeks to improve existing systems and processes by developing alternatives and presenting recommendations. (e) Demonstrates proficiency in operation and use of tools and/or materials appropriate for specific position, e.g. computers, software, phone, office equipment, print material, etc. Core Competency 6: Initiative & Innovation Performance Elements: (a) Demonstrates ability and willingness to proactively generate, exchange and share ideas or information with other team members, organizational areas and/or clients. (b) Views work through client s eyes and determines new ways of problem solving and improving processes to better meet client needs. (c) Continuously and productively challenges the way we ve always done it and why? and is open to questioning from others. (d) Uses appropriate data as a guide for decision making. (e) Understands and uses knowledge of Agency, region or program goals/priorities to enhance services. (f) Self-motivated; demonstrates self-discipline to produce quality and dependable results. Core Competency 7: Professional Growth & Learning Performance Elements: (a) Engages in goal setting that aligns with Agency priorities/activities and is directly related to one or more of the Core Competencies. (b) Implements identified learning goals and reflects on goal progress. Page 6 August 2012

7 Orientation Cycle (Staff new to Grant Wood AEA) Description: The Orientation Cycle is designed to meet the needs of staff new to the Agency. All new staff, including those with previous experience, are placed on this cycle for two years. Purpose: The purpose of the Orientation Cycle is to: a) ensure the Core Competencies, performance elements and expectations of the AEA are understood, accepted and demonstrated; b) provide support to become an effective AEA employee; c) gather evidence to support satisfactory performance and movement to the next cycle; and d) facilitate the new employee s professional growth to identify learning goals. Professional Growth and Learning: a) Two days of general orientation for new staff are available at the beginning of each work year. b) A peer guide will be available to the beginning employee during the first two (2) years as an additional resource for questions and guidance. c) During the first year of employment, the employee s supervisor shall hold a minimum of two coaching conversations, approximately one each semester, with the employee about the Core Competencies, performance elements, expectations and available supports. d) During the second year, the supervisor shall determine the number of coaching conversations to support progress within the cycle. e) Within the first eight (8) weeks of employment the employee, in collaboration with the supervisor, will establish professional growth and learning goals. The goals will be based on the Agency s Core Competencies as they relate to the employee s job role, and these goals will be documented on the employee evaluation form (Appendix A). The employee shall be responsible for implementing the goals and reflecting on the goal progress. Performance Review: a) Within the first eight (8) weeks of employment, the supervisor shall meet with the new employee(s) to discuss evaluation procedures and timelines. This review shall include the Agency s Core Competencies. During the review, the supervisor will provide the employee(s) with a copy of the Core Competencies, the employee s job description, and forms that will be used in the evaluation process. b) During the first year of employment, the supervisor will observe the new employee in the work place a minimum of two times. The observation will focus on the Core Competencies. One of the two planned observations shall generally occur within the first twelve (12) weeks of employment. The planned observations may include a post-observation conference (this may be one of the two coaching conversations mentioned above) and/or a pre-observation conference as arranged by the employee and supervisor. Additional planned and/or informal observations may be conducted at the request of the employee or at the discretion of the supervisor. c) During the second year of employment, the supervisor shall determine the number of observations to provide guidance or feedback to the employee. d) During the Orientation Cycle, most likely in the latter part of the first year and during the second year, the employee shall be prepared to discuss indicators of progress on the learning goals that were established with the supervisor. The employee and supervisor will review and discuss the progress in scheduled conferences. The purpose of the conferences will be to 1) reflect on the Core Competencies and 2) provide feedback and support to the employee. e) At the end of two years, the supervisor shall determine if the new employee demonstrates satisfactory performance in each of the Core Competencies. Upon successful completion of the Orientation Cycle, the employee will move to the Continuous Growth Cycle. f) The evaluation form will be signed by the employee and supervisor and shall be submitted to the Human Resources office for the employee s personnel file. (See Appendix A.) August 2012 Page 7

8 Continuous Growth Cycle (Staff with experience at Grant Wood AEA) Description: The Continuous Growth Cycle focuses on developing and supporting the job knowledge and skills of Agency staff. It also provides for on-going review of the employee s performance in the Agency Core Competencies. This cycle involves continuous professional growth and learning that results in increased expertise and a deeper understanding of the Core Competencies. Purpose: The purpose of this cycle is to: a) provide a structured, supportive and collaborative environment that enhances the employee s professional growth and learning to meet job expectations; b) promote quality and accountability through implementation of the Core Competencies; and c) foster a community of learners. Professional Growth and Learning: The employee, in collaboration with the supervisor, will establish professional growth and learning goals. The plan will be based on the Agency s Core Competencies. It will include a) specific goals, b) timelines to achieve the goals, and c) reflections on progress. The employee shall be responsible for implementing the plan and reflecting on the plan s progress. At least annually, the plan will be reviewed through observations and/or coaching conversations with the supervisor. The supervisor will submit the appropriate forms each year to the Human Resources office for the employee s personnel file. Performance Review: a) The employee shall have a formal performance review by the evaluator at least annually. A conference will be held with the supervisor to discuss the following components of the Performance Review: 1) a self-assessment and a supervisor assessment of continuing proficiency for each Core Competency (See Appendix A); 2) the establishment or revision of professional growth and learning goals. b) Additional performance reviews may be conducted at the request of the employee or at the discretion of the supervisor. c) The evaluation form will be signed by the employee and supervisor and shall be submitted to the Human Resources office for the employee s personnel file. (See Appendix A) Page 8 August 2012

9 Assistance Cycle Description: The Assistance Cycle is designed to meet the needs of staff requiring additional assistance and support to maintain or achieve an acceptable level of performance as identified by the Agency s Core Competencies and the job description. This cycle includes a Collaborative Level and a Directed Level. Purpose: The purpose of the Assistance Cycle is to a) provide a structured format for the supervisor and employee to address identified concerns, develop a plan to address the concerns, and provide support and feedback to the employee; and b) assist the employee in returning to either the Orientation or Continuous Growth Cycle. Process: Collaborative Level a) When the supervisor determines an employee needs additional assistance and support, the employee is notified of a meeting to discuss the specific concern(s). b) The employee and supervisor meet to develop an analysis of the issues and collaboratively develop an assistive action plan to address the issues. It is the responsibility of the employee to implement the plan. c) Upon completion of the assistive action plan, the supervisor reviews the employee s performance to determine if the identified concerns have been resolved. The supervisor recommends the employee return to the Orientation Cycle, return to the Continuous Growth Cycle, or move to the Directed Level of the Assistance Cycle. d) Refer to the Master Contract for more details about this level. e) The supervisor shall submit the appropriate forms to the Human Resources office for the employee s personnel file. (See Appendix B.) Directed Level a) The employee moves to the Directed Level of this cycle if 1) an acceptable level of performance has not been achieved or maintained in the Collaborative Level; 2) an assistive action plan is not written by the specified timeline; or 3) the employee and supervisor are unable to agree on an assistive action plan. b) The supervisor develops a remediation plan. It is the responsibility of the employee to implement the plan. c) Upon completion of the remediation plan, the supervisor reviews the employee s performance to determine if the identified concerns have been resolved. The supervisor recommends the employee return to the Orientation Cycle, return to the Continuous Growth Cycle, or enter the termination process. d) Refer to the Master Contract for more details about this level. e) The supervisor shall submit the appropriate forms to the Human Resources office for the employee s personnel file. (See Appendix B.) August 2012 Page 9

10 Evaluation Committee Members The Evaluation System for Classified and Management Support Staff aligns with the model that was extensively researched and developed for Contracted Staff. Consistent with research-based best practice, the design of this evaluation process involved broad participation of both staff and administrators to build confidence and sustainability. Committee members from the following groups participated to provide that broad representation when developing this evaluation system: Association Executive Assistants Management Human Resources Media Services Paraeducators Secretaries Page 10 August 2012

11 Appendix A Performance Evaluation Form August 2012 Page 11

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16 Appendix B Required Forms for Assistance Cycle: 1. Collaborative Level Assistive Action Plan 2. Directed Level Remediation Plan Page 16 August 2012

17 Collaborative Cycle Assistive Action Plan Employee Evaluator Job Category When placed on the collaborative level of the assistance cycle, the employee has the responsibility to meet with the evaluator to 1) jointly develop an analysis of the issues and 2) jointly develop an assistive action plan within ten (10) days of placement on the collaborative level to address the issues (the 10-day timeline may be extended by mutual agreement). The plan shall address the components detailed on the following pages. If more space is needed, the back sides of the pages may be used. Any and all additional pages are to be attached to the original plan. It is the responsibility of the employee to correct any deficiencies that led to this collaborative level. Statement of definition of the concerns Expected outcomes and dates for completion Outcome Completion Date August 2012 Page 17

18 Assistive Action Plan Page 2 Indicators for acceptable performance Options and assistance available Individualized procedures for support Page 18 August 2012

19 Assistive Action Plan Page 3 Specific timelines with scheduled review dates for feedback Resources to be committed by the employer and employee (the evaluator will approve the employer s commitment) Anticipated completion of assistive action plan (Date) (No less than 15 business days and no more than 30 business days of agreement on the plan, unless mutual agreement to extend.) Signature attests to agreement on the assistive action plan: Evaluator Date Employee Date August 2012 Page 19

20 Assistive Action Plan Page 4 Record of summative comments (progress towards completion of assistive action plan) (Initialed statements attest to awareness of document contents.) Page 20 August 2012

21 Assistive Action Plan Page 5 Record of summative comments following the assistive action plan Evaluator recommendation following the assistive action plan: Re-enter Orientation Cycle Re-enter Continuous Growth Cycle Enter Directed Level of the Assistance Cycle Signature attests to awareness of document contents: Evaluator Date Employee Date August 2012 Page 21

22 Directed Level Remediation Plan Employee Evaluator Job Category When placed on the directed level of the assistance cycle, a remediation plan will be developed by the evaluator. The plan shall address the components detailed on the following pages. If more space is needed, the back sides of the pages may be used. Any and all additional pages are to be attached to the original plan. It is the responsibility of the employee to correct any deficiencies that led to this directed level. Statement of definition of the concerns Page 22 August 2012

23 Remediation Plan Page 2 Expected outcomes and dates for completion Outcome Completion Date Anticipated completion of remediation plan (Date) (No less than 10 Agency days and no more than 20 Agency days of agreement on the plan.) Signature attests to awareness of document contents: Evaluator Date Employee Date August 2012 Page 23

24 Remediation Plan Page 3 Record of summative comments (progress towards completion of the remediation plan) (Initialed statements attest to awareness of document contents.) Page 24 August 2012

25 Remediation Plan Page 4 Record of summative comments following the remediation plan Evaluator recommendation following the assistive action plan: Re-enter Orientation Cycle Re-enter Continuous Growth Cycle Enter Directed Level of the Assistance Cycle Signature attests to awareness of document contents: Evaluator Date Employee Date August 2012 Page 25

26 Appendix C Additional Resources: 1. Guided Conversation Outline for Annual Conference 2. Goals, SMART Goals, Objectives 3. Examples of Professional Growth Goals Page 26 August 2012

27 Guided Conversation Outline for Annual Conference Review Successes, accomplishments Needs: materials, equipment, supplies, etc. Barriers to effective work performance and job satisfaction Possible work process improvements Anticipated needs due to changing work environment Other items/issues Collaboratively discuss and review progress on growth and learning goals Review Goal and Progress (milestones, measures of success, etc) Discuss progress indicators or information learned (data, evidence, etc.) How has this learning been shared or applied? Revisions or modifications of goals Feedback/Next Steps For employee For evaluator This is a working document and is NOT filed in the employee s personnel file. August 2012 Page 27

28 Goals Goals should be straightforward and emphasize what you want to learn or improve o Specifics help to focus efforts and clearly define what is to be done. Specific is the where, when, what, whether. o Clarify where you are going. o Clarify when you will get there o Clarify what you will need to get there. o Assess whether or not you get there. Did you accomplish what you wanted? Focus on how a situation will be changed as a result of a successful project, not what a project will do. Use terms such as: increase, improve, implement, maintain, and reduce. Writing SMART Goals Qualities of SMART goals o o o o o S Specific. What is to be addressed? Should be specific, clear, easy AND one you can control. Example: Not specific: I will learn more about Google, Specific: I will learn more about Google Docs and will spend 10 minutes every day learning about a different function. M Measurable. If you can t measure it, you can t manage it. Choose a goal with measurable progress so you can see change occur. Be specific. Example: Not measurable: I want to learn about Google Docs. Measurable: I will learn more about Google Docs by spending 10 minutes every day and incorporate that knowledge into my work. A Attainable. When you identify goals that are important to you, you develop the attitudes, abilities and skills to make them happen. Goals should stretch you so you can commit to it. Example: Not attainable: To learn all of the Google functions in one week. Attainable: I will learn more about Google Docs by September 1, 2012, and will spend 10 minutes every day to learn a different function and incorporate that knowledge into my work. R Reasonable/Realistic. Results you can expect to achieve. The goal should be realistic for you and where you are at the moment. Set goals that you can attain. Set the bar high enough for a satisfying achievement. T Timely. Specific date for achievement. An end date gives the goal a clear target to work for. Time must be measurable, attainable and realistic. Page 28 August 2012

29 Objectives Objectives help establish criteria for measuring progress toward the attainment of the goal. Objectives are also goals they are the sub-goals set with the purpose of helping you achieve the goal. Objectives are more than just an activity and should contain some challenge. To help set realistic objectives, think about and write down all of the activities you will need to accomplish and reach your stated goal. Create a project plan to help put the objectives into action. Objectives are listed under the goal. Always give yourself enough time to complete each objective to reach your goals. August 2012 Page 29

30 Examples of SMART goals with objectives: Example 1 Goal I will increase my knowledge of Google Docs by September 1, 2012, by spending 10 minutes every day learning a component and incorporating this knowledge into my work. Objectives: 1. Decide what components of Google Docs will relate to my work and responsibilities by August 1, Discuss with supervisor intent to learn Google Docs by August 6, Develop a schedule for working on Google Docs by August 20, Start using knowledge learned in daily responsibilities. August 25, Create examples of work for performance review. (on-going) Example 2 Goal By May 31, 2012, I will assist supervisor in increasing by 10% the use of BookFlix and TruFlix in five districts by monitoring the use of these products by posting usage figures to Google spreadsheet. Objectives 1. By September, 1, 2012, work with supervisor in determining districts to track by using circulation information from identified time period. 2. By September 15, 2012, create Google spreadsheet with identified information. 3. By October 1, 2012, have data entered and ready for monitoring. Page 30 August 2012

31 Appendix D Glossary of Terms August 2012 Page 31

32 Glossary Assistance Cycle One of the two cycles in the Evaluation System designed for staff requiring additional assistance and support to maintain or achieve an acceptable level of performance Coaching Conversation Dialogue that facilitates reflection on job performance Collaborative Level The first of two levels in the Assistance Cycle Continuous Growth Cycle One of the three cycles in the Evaluation System focused on developing and supporting the job knowledge and skills of Agency staff. Most Agency staff participate in this cycle. Core Competencies Essential work behaviors for quality job performance Directed Level The second of two levels in the Assistance Cycle Evaluation System A process of performance review and professional growth designed to provide clear performance expectations and enhance learning. The system consists of three cycles: Orientation, Continuous Growth, and Assistance. Evaluator The employee s designated supervisor responsible for supporting and documenting on-going job performance. Indicators Naturally occurring items from daily work or activities that verify competency in job performance Job Description A document that states the essential functions and responsibilities of a particular job, the job qualifications, physical requirements, and other information Observation An opportunity for the evaluator to view the employee in a direct work situation, focusing on the employee s job performance in the Core Competencies Orientation Cycle One of the three cycles in the Evaluation System designed to meet the needs of staff new to the Agency, who participate in the cycle for two years Peer Guide A designated colleague, experienced at the Agency, who serves as an additional resource to assist a new employee with questions and/or general information Page 32 August 2012

33 Performance Elements Work behaviors that demonstrate one s ability to meet the Core Competencies. These exist within each Core Competency to define and clarify expectations for successful job performance. Performance Review One of two components of the Evaluation System designed to document performance in the Core Competencies and support professional growth and learning goals. May include multiple sources of data such as observations, site visits and coaching conversations. Professional Growth and Learning Goals One of two components of the Evaluation System designed to enhance the employee s job knowledge and skills and based on Agency goals, job role and Core Competencies August 2012 Page 33