THE UNIVERSITY OF MANITOBA FACULTY OF ARTS

Transcription

1 THE UNIVERSITY OF MANITOBA FACULTY OF ARTS PERFORMANCE PLANNING AND REVIEW SUPPORT STAFF The University and the Faculty of Arts recognize the important and indispensable contributions made by support staff. Employees need both to give and receive feedback. They need to know what is expected by their supervisors, coworkers and the public, to understand their strengths, and have a chance to find out how their performance could be enhanced. An annual review of performance is vital for the following reasons: to confirm the importance of objectives or goals; to assess whether the achieved objectives contribute in a meaningful way to the goals of the unit and the University; to ensure that the employee is experiencing a sense of achievement; and to review the motivation and commitment of the employee. The aim of the Performance Planning and Review Plan is to determine how successful the employee has been in achieving objectives for the review period and to assess the factors that contribute to his or her performance, and in addition to offer the employee an opportunity to contribute comments and feedback to her/his supervisor. The purpose of the annual review therefore is to: 1. review the job description to ensure that it accurately describes the responsibilities and duties of the position; 2. provide feedback to the employee on the manner in which he or she has demonstrated the factors that contribute to effective performance and on how successful the employee has been in achieving objectives and fulfilling job requirements; 3. identify areas where the employee s current performance could be strengthened and his or her potential developed; 4. provide an opportunity to discuss any other pertinent aspects of the employee s employment including possible opportunities for further education and on-the-job training in advanced skills; 5. plan the employee s performance activities for the next review period; 6. Provide information to supervisors from employees regarding the unit s operations.

2 The Performance Planning and Review Plan is composed of the following elements: Setting Objectives At the beginning of the review period objectives are established and jointly discussed between the supervisor and the employee. Objectives may be based on job responsibilities as well as special projects/assignments or developmental initiatives the supervisor and/or the employee identify. Clarifying Performance Factors At the beginning of the review period the supervisor will discuss with the employee factors that will contribute to effective performance, and the expected standards in demonstrating these factors. Reviewing Performance At the end of the review period the supervisor and the employee will individually prepare tentative assessments of the level of performance achieved as well as review developmental initiatives. The supervisor and the employee will then meet to discuss jointly the assessments and performance objectives for the upcoming period. Planning Development Upon reaching a mutual understanding of current performance, the supervisor and the employee can plan performance and developmental initiatives for the upcoming review period. Discussion should include setting new or revised objectives and clarifying performance standards to be achieved. Summarizing Performance After the discussions, the supervisor and the employee will summarize the discussions on current performance, developmental activities, future performance and the review process in general. Authorizing and Filing the Documentation The employee, supervisor and unit head will be asked to sign the form to indicate they have read and mutually discussed the contents of the form. When the signatures have been obtained, a copy of the form is retained by the department/unit, a copy is given to the employee, and a copy is sent to the Dean s Office, Faculty of Arts. The original is sent to the Human Resources Department. Copies of review forms for all support staff members in the Faculty of Arts are due in the Dean s Office by July 1 st of each year.

3 SUPERVISOR S MEETING GUIDE At least once per year you will be meeting with an employee to discuss his or her performance and development plans. The objectives of the meeting are to: promote increased understanding between you and the employee; achieve reasonable agreement on the nature of the actual performance of the employee; and achieve agreement on future performance through a performance planning or goal setting process. Preparing for the annual performance review is essentially a process of collecting information, reviewing all aspects of the employee s performance and making tentative assessments of performance. The tentative nature of this initial assessment is stressed, as no evaluations should be final until after a discussion between you and the employee has taken place. Listed below are some suggestions for your consideration in the preparation for and conduct of the meeting (there may be other items you may wish to consider): 1) Give the employee last year s material where available, a current job description, and a blank copy of the questionnaire on which to make notes for this year. Ask the employee to assess his or her performance over the review period, as well as to draw up a draft of the form to be compared with your version of the form. A final compilation can then be prepared, incorporating as many of the employee s and your points of consideration as possible. 1) Review the major responsibilities of the job: a) noting any additions, deletions and/or changes you feel are appropriate; and b) preparing comments that will support the changes to duties and responsibilities. 3) Review performance for each area of responsibility: a) looking systematically at all of the expected results (i.e. existing conditions and execution of action which would indicate a responsibility has been performed); b) considering effort expended as well as results achieved; c) see Appendix I for illustrations of potential performance factors. 4) Prepare tentative assessments and supporting comments on each of the performance factors. Ensure you answer the question What areas may need improvement? and be prepared with possible solutions. Once you have completed your personal draft of the questionnaire to be discussed, plan for the meeting with the employee, considering the following points: a) scheduling a specific time and place for the meeting that will be free of distractions and interruptions; and b) notifying the employee of the meeting and the topics that will be discussed.

4 5) In conducting the meeting, ensure that both you and the employee refer to the Faculty of Arts Questionnaire for Support Staff Performance Review during the meeting. The employee should be encouraged to participate fully through asking questions and providing comments. Active participation of the employee will contribute to her or his understanding of effective performance and increase commitment to future performance activities. You may wish to consider the following items when conducting the review meeting: 6) Final Steps: a) balance both positive and negative comments, and don t overwhelm the employee; b) when using the form, read out loud the main topic area for discussion, go over the criteria you are using in the evaluation, and do not fill in the final version of the form until you have discussed it with the employee; c) encourage comments and feedback such as Do you think that is a fair assessment? ; d) react to defensive behaviour (i.e. It s not me...it s someone else...it s the policy...i was never told...what about so-and-so... ) with specific incidents that previously have been brought to the employee s attention; use active listening techniques such as open-ended questions, not questions that can be answered with a yes or no or questions directed to facts or specifics; use silence to allow the employee to respond and signal that the employee can have a viewpoint that is different from yours; restate points made by the employee (paraphrasing); attempt to satisfy all parties concerned, since everyone desires to understand what has gone on, what is going on, and what should go on in the future; e) be specific and give examples; f) concentrate on behaviour, actions, results, consequences, and avoid analyzing motivation; g) listen to the employee, allow the employee to disagree, be prepared to change your views if needed and promote the development of an open, frank and trusting atmosphere; h) don t leave an issue/problem until a potential solution has been discussed and the first steps outlined as a part of the next year s objectives; i) ask the employee, How did this go? Do you understand where we are now? a) complete the Performance Planning and Review form and return to the employee for signature within two days. b) send copies of the completed, signed form to the employee and to the Dean s Office and send the original form to the Human Resources Department for inclusion in the employee s file.

5 EMPLOYEE S MEETING GUIDE At least once per year your supervisor will be meeting with you to discuss your performance and plans for your development. The Performance Planning and Review process is basically an annual review of how effectively you are achieving the goals and objectives established for your job function and of your progress in activities that could contribute to your development. An essential component of this Performance Planning and Review process is an open, frank discussion between you and your supervisor regarding your work assignments, your capabilities in handling these assignments, support you may need and any plans for development. Listed below are some items for your consideration which you may wish to discuss during the meeting. There may be other items that you feel warrant discussion. Review the Performance Planning and Review questionnaire which will be completed at the conclusion of the meeting. A copy of last year s form and a blank copy are enclosed for your use. Review your job description and note any additions, deletions or changes that you feel are appropriate. Review goals/standards previously established, or which you feel would be measures of accomplishments. a. Consider your major accomplishments during the review period. b. Assess your performance on each of the factors outlined and consider how often and in what manner you demonstrate the performance factors shown on the form. c. Identify changes you would like to see made in your job which would help you increase your effectiveness (i.e. duties and responsibilities, procedures, methods, etc.). d. Identify aspects of your job in which you feel you need additional knowledge, experience and/or training, and how this could be accomplished. e. Suggest ways in which your capabilities could be more fully utilized in your present job functions. f. Consider any way in which your supervisor could provide more guidance, direction or support to you in your present role and/or enhance your working relationship. Following the meeting between the supervisor and the employee, the supervisor will complete a final version of the questionnaire, incorporating whenever possible the comments and suggestions of the employee in the draft.

6 APPENDIX I The following is a list of potential performance factors you may wish to consider when evaluating employee performance. These areas are intended as guidelines and do not indicate compulsory items for comment or consideration. There may be additional areas of performance you wish to consider. WORK QUALITY produces clear and accurate work that demonstrates knowledge and skills necessary to perform the job effectively, including procedural and reporting requirements; demonstrates knowledge of language, grammar, spelling (attention to detail), mathematics, reasoning and any job-specific skills. INTERPERSONAL SKILLS/TEAMWORK adapts to changing situations, participates in cooperative efforts, handles difficult situations with tact; establishes and maintains effective working relationships with supervisors and co-workers; demonstrates appropriate flexibility to meet the work needs of the unit; demonstrates respect for all individuals regardless of their background or culture; exercises courtesy and tact in dealing with fellow workers, departmental managers and supervisors, personnel from other university units and the general public; understands and responds to requests and knows when to ask for clarification before proceeding on a work project; delivers service in a way that reflects credit upon the unit. COMMUNICATION oral skills: speaks effectively to individuals (one-on-one communication) and to groups (public speaking); written skills: writes clearly and concisely. ORGANIZATIONAL SKILLS establishes priorities and meets deadlines, develops plans to achieve objectives, is reliable and shows commitment to the position, completes work within time assigned without sacrifice of accuracy, quality, or service-consumer satisfaction; reports unavoidable delays well in advance of deadline. PERSONAL ATTRIBUTES works well under pressure; is punctual, reliable, and exhibits a good attendance record; shows initiative; demonstrates good judgement in identifying problems and taking appropriate actions within established guidelines; complies with University and unit policies and procedures; seeks new challenges and increased responsibility; demonstrates willingness to try new approaches; seeks and participates in learning and development activities. PROBLEM SOLVING SKILLS identifies potential problems and implements creative solutions; demonstrates knowledge of where to obtain information and seeks assistance from others when appropriate; determines appropriately which problems to refer to supervisory/senior personnel; uses feedback constructively from multiple sources. SUPERVISORY SKILLS Planning: interprets goals/objectives based on the department/unit's strategic plans, identifying resources to achieve goals, develops policies and procedures for the area of responsibility, and determines standards of performance; Organizing: defines the work, prepares job descriptions, assigns responsibilities, coordinates activities, develops systems for the flow and efficiency of work, and manages time effectively; Guiding, Directing and Developing Employees: interviews and selects qualified staff, provides orientation and on the job training, ensures employees understand job responsibilities and expectations, provides ongoing guidance, direction, support, and delegates tasks; Monitoring and Evaluating Results: ensures instructions, schedules, policies, collective agreement provisions are being followed, ensures targets are met or modified as necessary, takes corrective action where outcomes deviate from expectations, provides timely and constructive feedback, and evaluates performance in a timely and effective manner.