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Temple University’s Performance Development System

Temple University’s Performance Development System. Excel. Plan. Develop. PDS Supervisory Training Goals By the end of the session, participants will be able to:. describe the Performance Development System and their role in the process

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Temple University’s Performance Development System

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  1. Temple University’sPerformance DevelopmentSystem Excel Plan Develop

  2. PDS Supervisory Training GoalsBy the end of the session, participants will be able to: • describe the Performance Development System and their role in the process • complete Part 1 of the Action Plan/Self-Assessment Worksheet for themselves • complete the Planning sections of the Performance Development Plan (PDP) for each of their staff members • conduct a Planning Meeting

  3. What is Performance Development? • a structured on-going process for communicating about performance and helping people achieve excellence in their jobs. • involves goals setting, development planning, feedback, coaching, and evaluation.

  4. What is Performance Development? • more than the traditional, annual, end of the year performance appraisal/evaluation. • supervisors and employees actively engage in performance management throughout the year.

  5. Why is Performance Development Important? Key reasons : • Drive a cultural change toward a learning environment • Raise skills • Increase productivity through continual feedback • Clarify job expectations/performance standards • Develop competencies • Link pay to performance • Support strategic alignment

  6. Strategic Alignment Model Temple University Vision-Mission Goals Plans Competencies Performance Outcomes University Colleges/Schools/Depts. Vision-Mission Goals Plans Competencies Performance Outcomes Employees Position Descriptions Goals/Projects Competencies Performance Outcomes Strategic Alignment Line of Sight

  7. Temple University’s Performance Development System Covers ALL employees excluding Faculty • Merit pay initially only applicable to non- bargaining employees • Highly participative process designed uniquely for Temple to foster consistency and to promote a learning environment • Includes a series of on-going activities and the use of an electronic form

  8. Temple University’s Performance Development System Includes: • Action Plan/Assessment worksheet –completed by all employees • Performance Development Plan (PDP)-completed by supervisor • Part 1-Position Responsibilities section • Part 11-Goals/Project section • Part 111- Competencies section • Final Rating/Signatures/Final Comments section

  9. Performance Development System July 2004 Appraising Planning Fairness Accuracy May-June 2004 July-Sept. 2003 Managing Consistency August 2003-June 2004

  10. Key Responsibilities of Human Resources Department • Design and implement a user-friendly comprehensive Performance Development System • Communicate its purpose and processes to supervisors and employees • Monitor PDS implementation, revise and update system as feedback emerges • Provide on-going coaching, counseling, training and developmental activities for staff and supervisors • Mediate disputes and resolve complaints • Generate reports

  11. Key Responsibilities of Supervisors • Explain the PDS and ensure that employees understand its purpose and the process • Set a positive tone for open communication with employees throughout the process • Work with employees to clarify expectations and standards, set goals, identify competencies to be developed, and formulate a development plan • Establish and adjust priorities and review progress toward goals

  12. Key Responsibilities of Supervisors • Coach employees and give ongoing feedback-both positive and developmental • Encourage and acknowledge exceptional performance • Assess and rate performance, provide suggestions for further development and guide appropriate corrective action

  13. Key Responsibilities of Employees • Recognize PDS as a positive process designed to enhance effectiveness, support competency development, link recognition and rewards with performance and insure that job expectations and outcomes are met. • Be open to feedback and show a willingness to improve • Use the Performance Development Plan as a developmental and communication tool.

  14. PDP Planning Phase Employee completes Self-Assessment, Part I Planning

  15. Action Plan/Self Assessment Worksheet Part I • designed to give each employee the opportunity toplan for the coming year and to prepare for developing goals with his/her supervisor • completed prior to meeting with supervisor to discuss job responsibilities, goals/ objectives/projects, and competencies for the fiscal year

  16. Action Plan/Self Assessment Worksheet 1. My goals/objectives/ responsibilities/projects for the coming year are: Insert S.M.A.R.T. Goal(s) here.

  17. S.M.A.R.T. Goals* S.M.A.R.T. is an acronym for: Specific Measurable Action-Planned Realistic Time-Framed Adapted from Ken Blanchard Management Corp., Leadership and the One Minute Manager, 1985

  18. Not So S.M.A.R.T. Goal I think I’ll put together something really soon that will help us keep up with all the written customer comments we receive.

  19. 1. My goals/responsibilities/ projects for the coming year are: By 6/1/04, I will develop an electronic system for recording, organizing and generating reports on all departmental customer service comments received FY 03-04.

  20. Action Plan/Self Assessment Worksheet 2. The 2-3 competencies, I need to achieve my goals/responsibilities/ projects are:

  21. Performance Development System Appraising Planning Competencies Managing

  22. Competencies • the essential values, skills and capabilities needed to drive and achieve Temple University’s mission and vision (linked to job classification accountabilities) • they link the individual to the institution and connect core values, skills, and abilities to actual or desired job performance.

  23. 10 Core CompetenciesEssential for All Temple Employees Accountability Clear Communication Client/Customer Service Orientation Dependability Efficiency Initiative Interpersonal Skills Problem Solving/Decision Making Respect and Valuing Diversity Teamwork and Collaboration

  24. 13 Role-Related CompetenciesAppropriate For Some Positions Analytical Thinking Change Leadership Continuous Improvement Orientation Creativity & Innovation Developing Others/Supervision Developing Self Ethics Leadership Organization/Planning Resilience & Adaptability Resource Management Technical/Professional Skills Quality Assurance/Attention to Detail

  25. Action Plan/Self Assessment Worksheet 2. The 2-3 competencies, I need to achieve my goals/responsibilities/ projects are: Client-Customer Service Orientation (University-wide for FY 2003-04) Technical/Professional Skills

  26. Action Plan/Self Assessment Worksheet 3. The following training and professional development activities* will help me to obtain my goals and increase my competencies during the next year: Workshops on: Beyond Hello and A Smile: Customer Service/Telephone Tips Access and Excel training *Linked to a partial list of TU resources

  27. What happens next? PDP Planning Phase Supervisor and employee meet to discuss position responsibilities, goals/projects, and competencies for the FY Planning

  28. Tips for a Successful Planning Meeting • Be prepared- • Think through job responsibilities, FY goals/projects, competencies and developmental needs thoroughly. • Be able to discuss specific aspects of the work in detail. • Research developmental opportunities and activities of interest.

  29. Tips for a Successful Planning Meeting • Keep a professional attitude. • Be a clear and thoughtful communicator. • Understand that the process may be uncomfortable for both of you. • Be open to constructive feedback. • Recognize the supervisor’s responsibility/authority.

  30. PDP Planning Phase Supervisor completes PDP’s Part 1- Responsibilities, Part 2- Goals/Projects and Part 3- Competencies Planning

  31. Supervisor provides employee with a copy of the PDP and maintains an electronic version so that progress notes and examples of noteworthy behaviors can be maintained for use in determining the employee’s final rating.

  32. PDP Managing Phase Managing • Staff member performs job responsibilities, completes projects, develops competencies and solicits feedback. • Supervisor provides periodic feedback, encourages employee professional development; monitors development plan; engages in coaching, counseling, and mentoring; addresses performance problems, and disciplines when warranted. • Records progress notes on form.

  33. PDP Appraising Phase Appraising Employee completes Self-Assessment, Part II

  34. Self Assessment Part ll • Part II gives staff member an opportunity to self-assess as preparation for the annual performance review meeting with supervisor. • Completed one week prior to scheduled review. • In the event it is not completed, staff member is asked to be prepared to discuss its content at the end-of FY review meeting.

  35. PDP Appraising Phase • Supervisor and employee meet to discuss/review accomplishments and developmental areas identified during the FY (Review Session) • Supervisor rates employees performance on position responsibilities and essential functions, goals, projects, and competency development • Final rating is computed electronically Appraising

  36. PERFORMANCE RATING CATEGORIES D-Distinguished P- Proficient S-Satisfactory U-Unsatisfactory

  37. PDP Appraising Phase • All appropriate parties review/sign PDP • Disputes and complaints are mediated • Supervisor & employee begin Planning Phase for next FY Appraising

  38. Merit Pay • Pay for Performance (July 2004) • Keyed to budget • No fixed increase component • Increases will vary based on performance, position in salary range and budget • In addition to the step increase

  39. Recognition/Rewards Spot Bonus Program University-wide Recognition Program Incentive Programs

  40. Performance Development System July 2004 Appraising Planning Fairness Accuracy May-June 2004 July-Sept. 2003 Managing Consistency August 2003-June 2004

  41. What do I do next? • Review PDS training materials. • Make sure your staff attend a PDS training program. • Begin to think through standards/ expectations for the positions that report to you. • Look for the position descriptions for non-bargaining employees on the HR web site at the end of June, 2003.

  42. What do I do next? • If needed, modify semi-generic position descriptions to fit your staffs’ specific positions. • Locate the final version of the PDP on the forms website. • Reinforce the role your staff play in the PDS and remind your employees to review the Action Plan/Assessment Form in preparation for their Planning Meeting. • Begin to schedule your staff for their individual Planning Meetings.

  43. Questions - Comments ConcernsMarie Amey-Taylor (marie.amey-taylor@temple.edu)Karen Cherwony (karen.cherwony@temple.edu)

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