Duke Performance Management Overview Spring 2005 U N I V E R S I T Y PAY & PERFORMANCE PROGRAM.
Transcript of Duke Performance Management Overview Spring 2005 U N I V E R S I T Y PAY & PERFORMANCE PROGRAM.
Duke
Performance Management Overview
Spring 2005
U N I V E R S I T Y
PAY & PERFORMANCE PROGRAM
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What is Pay & Performance?
Two-Part Program
New performance management approach
New compensation structure
Today’s meeting will focus primarily on the new process for performance management
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Why Pay & Performance?
Current State
Inconsistent processes for performance management and pay decisions
No process for performance management in some areas
Pay increases perceived by many as an annual pay adjustment rather than a reward for performance
Many managers do not have clear guidance or necessary resources for performance management
Staff members desire greater support for professional development
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Why Pay & Performance?
Future State
Common foundation and consistent process for performance management
Consistent and fair process for pay decisions
Pay increases linked to performance
Flexibility for units to expand on common foundation
Expectations for individual performance and opportunities for professional development defined
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Performance Evaluation and Planning (PEP) Form
The new PEP form has two sections on two pages with expandable text sections.
Section One: Evaluation of Past Year
Section Two: Planning for Coming Year
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Section II: Planning for the Coming Year
Section II:
Goals for the Coming Year
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Planning for the Coming Year
Section 2A: Goals for Coming Y ear
Goal Description and Measures
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Section 2B: Development Plan
Area for Development Describe Development Activities
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Signatures (Required section)
Manager/Supervisor Employee Next Management Level
Date Date Date
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Setting Goals for the Coming Year
Section 2A: Goals for Coming Y ear
Goal Description and Measures
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2.
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This section lists the category of goals for the individual and a description of the goal and measures or targets.
Goals may be activities to complete that are outside the regular job responsibilities (i.e. complete a special project)
Goals may also be specific measurable targets (i.e., achieve a percentage reduction in budget, or improve quality by a certain amount)
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Identifying Areas for Development
Section 2B: Development Plan
Area for Development Describe Development Activities
1.
2.
Identifies the skill or behavior improvement areas and individual needs to perform in their current job or prepare for a future job.
The development plan:
Is established and agreed upon by manager and employee at the end of the performance year.
Describes the development need and how the individual will develop (i.e., through training, special assignment, coaching, practice, etc.).
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Let’s Look at an Example – Staff Specialist
Section 2A: Goals for Coming Y ear
Goal Description and Measures
1. Create budget process improvements to ensure timely and accurate monthly reconciliation.
Complete monthly budget reconciliation two working days ahead of deadline, 100% error free.
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3.
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Section 2B: Development Plan
Area for Development Describe Development Activities
1. Web Site Development
Attend course to learn how to create an update an internal web site.
2.
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One More Example – Financial Management Analyst
Section 2A: Goals for Coming Y ear
Goal Description and Measures
1. Increase financial acumen for line managers.
Assess current proficiency with a survey Set up monthly coaching meetings to build
relationships and focus on individual financial needs Create educational forum to increase financial acumen
for managers Assess relationships and skill improvement with year
end survey
2. Build relationships with line managers.
Attend communication & diplomacy workshop Set up monthly coaching meetings to build
relationships and focus on individual financial needs. Assess relationships and skill improvement with year
end survey
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Section I: Evaluating the Past Year
Section I:
Evaluating the Past Year
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Evaluating the Past YearSection 1A: Evaluation of J ob Responsibilities
Evaluation of performance of job
responsibilities E S NI
Comments on performance of job responsibilities
Section 1B: Evaluation of Individual Goals
Evaluation of individual goals
E S NI
Comments on performance on individual goals (measurable actions and results)
Section 1C: Evaluation of Behaviors
Evaluation of demonstrated
behaviors E S NI
Comments on behaviors demonstrated
Section 1D: Manager’s Overall Evaluation (required section)
Summary evaluation
E S NI
Summarize the employee’s performance, discussing areas of strength and areas for improvement. Provide Overall Evaluation.
Employee comments on any aspect of the performance evaluation.
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Evaluating Levels of Performance
Duke is committed to linking the opportunity for annual pay increases to performance
Performance evaluations will serve as the means to create this important link
By differentiating performance, more of available budget dollars for pay will used to reward those whose performance contributes to our overall success.
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Defining Levels of Performance
Needs Improvement (NI) Successful (S) Exceptional (E)Individuals who are new in the learning curve and have not mastered key job responsibilities
Inconsistently demonstrates or may be learning the required role knowledge and does not yet fully perform all requirements and duties
Work is regularly incomplete and/or does not meet the minimal standards for quantity or quality; often misses deadlines
Takes little to no initiative, even with prompting
Requires more than the expected level of supervision due to lower quality work or level of learning required to complete role successfully
Inconsistent interactions with peers and/or management
Individuals who regularly meet and sometimes exceed expectations and role requirements
Meets goals set for the year
Possesses full depth and breadth of role knowledge
Perceived by peers, managers, students and other customers as collaborative, skilled and reliable
Consistently interacts effectively with peers and/or management
Individuals who significantly and consistently exceed expectations and role requirements
Exceeds goals set for the year
Demonstrates exceptional depth and breadth of role knowledge, highly recognized by others within the University community
Demonstrates role model behavior for other supervisors/staff members to emulate
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Evaluation of Job Responsibilities
Responsibilities are based on what is included in the job description and other duties as assigned.
The evaluation is based on the extent to which the employee satisfactorily performed the regular duties of the job.
Section 1A: Evaluation of J ob Responsibilities
Evaluation of performance of job
responsibilities E S NI
Comments on performance of job responsibilities
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Evaluation of Individual Goals
Individual goals should be based on, and linked to, the needs and direction of the department. Goals are established and agreed upon by
manager and employee at the beginning of the performance year and should be expressed as measurable actions and results.
The evaluation is based on the level of achievement of goals.
Section 1B: Evaluation of Individual Goals
Evaluation of individual goals
E S NI
Comments on performance on individual goals (measurable actions and results)
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Evaluation of BehaviorsSection 1C: Evaluation of Behaviors
Evaluation of demonstrated
behaviors E S NI
Comments on behaviors demonstrated
Behaviors describe the “how” – how someone acted in performing responsibilities and achieving goals.
Behaviors:
Measure and focus on how the work gets done, not just what gets done.
Includes, but not limited to, the behaviors listed in the Duke Behavior Guidelines.
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Evaluation of Behaviors, cont.Section 1C: Evaluation of Behaviors
Evaluation of demonstrated
behaviors E S NI
Comments on behaviors demonstrated
Guiding Behaviors for All Staff MembersCustomer Focus – Understand the needs and wants of Duke’s customers in order to provide accurate, complete and timely service
Teamwork – Work cooperatively with others to achieve organizational and team goals
Creative Problem-Solving – Create new and valuable ideas and use these ideas to solve problems and develop improved processes and methods
Continuous Learning – Show a commitment to continuous learning and improvement of self, others, and Duke practices
Diversity – Take full advantage of the rich backgrounds and abilities of all by recognizing and valuing differences, seeking inclusiveness, and considering and honoring differing points of view
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Evaluation of Behaviors, cont.Section 1C: Evaluation of Behaviors
Evaluation of demonstrated
behaviors E S NI
Comments on behaviors demonstrated
Additional Guiding Behaviors for Those Who Supervise Staff Members Strategic Communication – Help develop a
common vision by providing clear direction and priorities, clarifying roles and responsibilities, and promoting mutual understanding through effective communication
Performance Management – Take the time to effectively plan and evaluate performance, provide feedback, recognition and coaching, and develop employees to be their personal best at Duke
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Manager’s Overall EvaluationSection 1D: Manager’s Overall Evaluation (required section)
Summary evaluation
E S NI
Summarize the employee’s performance, discussing areas of strength and areas for improvement. Provide Overall Evaluation.
Employee comments on any aspect of the performance evaluation.
Provides an overall evaluation of how an individual performed based on the results of his/her role responsibilities, individual goals and behaviors.
The overall evaluation should be:
Supported by the appropriate documentation or comments
Reviewed with the employee after approval of the manager’s manager
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Self-Assessment
Required for all managersOptional for staff members
(used before PEP completed)Some of the advantages of a
self-evaluation include:
Allows for self-reflection on job performance during year
Creates opportunity for dialogue about similarities and differences between manager evaluation and self-assessment
Provides time for manager to respond to the staff member’s self-evaluation
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The PEP Annual Calendar
Process and Calendar
The following are the key steps in the annual performance calendar:
Identify andset goalsand role
responsibilities
Establish professional development action plan
Managers conduct mid-year check-ins with staff
Salary guidelines developed
July June
Pay decisions communicated
Administration develops
salary planning budget
Evaluations completed,
ratings submitted for
review by senior administration
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Next Steps
Work with supervisor to set goals for next fiscal year.
Review new compensation structure portion of Pay & Performance Program in fall 2005.
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Thank You
Questions?