performance management: planning & goal setting · 2019-07-22 · hlc performance management...
TRANSCRIPT
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Performance Management:
Planning & Goal Setting
Office of Human Resources
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Agenda
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Performance Cycle, Timeline, and Process
Elements of ‘Great’ Goals
New Performance Goals Form
Coaching Phase Overview
Tools & Resources
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Session Objective
• Understand the meaning and importance of goal setting
• Understand what makes an effective goal
• Learn the five principles of S.M.A.R.T goals
• Understand how to use the current goal setting form
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Coaching
Planning Assessing
Summer/Fall
HR• HR sends kick-off
message to HLCEmployee• Plan and develop draft
goals for the FY ahead • Review/revise/finalize
goals with Manager Manager• As applicable, links
individual goals to those of team/dept/org
• Convey impact of performance on pay
Ongoing
• Practical Feedback (formal and informal)
• Course correct and continue
Spring
Employee • Complete self-evaluation• Identify other reviewers
for feedbackManager• Agree, amend and seek
feedback from others (individual/multi-rater /Upward)
• Complete overall assessment
• Discuss and finalize with employee
• As applicable, convey final rating and pay impact
• Mark document complete in the system
HLC Performance Management Cycle
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HLC Performance Management Cycle
Performance Assessments
HMS/SPH: May 31, 2020, HSDM: June 30, 2020
Informal Interim Check-in
Dec. 2019 - Feb. 2020
Goal Setting & Planning
HMS/SPH: Sep. 30, 2019, HSDM: Oct. 31, 2019
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Goal Setting
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A process of defining targets that create value for
yourself, your team, and/or your organization.
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Why Set Goals?
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Provides direction and
sense of purpose
Accountability for specific outcomes
Fosters a culture of achievement
Motivate behavior change
Foster alignment
within groups
Identify resources +
collaboration needed
Clarify how work is
accomplished
Buildcharacter
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Performance vs. Development Goals
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Professional Development Goals
Focus on how the work will get done; acquiring skills,
competencies, and knowledge needed to the
current job and/or prepare for expanded responsibilitperformies.
(Set 1-2)
Job Performance Goals
Focus on what needs to be accomplished during the year to achieve
unit goals. Include specific tasks, projects, and/or outcomes. (Set 2-3)
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What are the elements of an effective goal?
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Goals That Stretch You
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Extreme Difficulty
ExtremeNovelty
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SMART Goals
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SSpecific
What is the outcome expected?
Clearly state the outcome
what is to be accomplished.
MMeasurable
How will goal achievement be evaluated?
Provide the metrics to
indicate level of completion.
AAttainable
What will it take to achieve the goal?
Discuss which indicators,
activities and resources will
contribute to successful
performance.
RResults-oriented
Does the goal focus on the right results?
Describe the desired
changes, improvements or
output.
TTime-defined
By when is the goal to be achieved?
Identify the target dates and
milestones for completion.
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Guidelines for Writing Measurable Goals
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Increase (funding, engagement, effectiveness)
Provide (research, service, analysis)
Improve (efficiency, transparency, communication)
Decrease (expenses, inefficiency, costs)
Save (time, resources, energy)
Measurable goals provide evidence
of forward motion and progress.
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What If A Goal Can’t Be Measured?
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Clearly describe what successful completion of the
goal would look like by identifying:
• The current and desired state
• How the goal will be evaluated
• Which specific results and behaviors will indicate
success
• How you will evaluate performance against the goal
.
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Sample S.M.A.R.T. Goal
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Goal: Plan five customer education webinars this
quarter
S: 5 webinars
M: number of attendees and satisfaction rate
A: resources are available
R: useful for business
T: within this quarter
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Development Goals: Key Questions
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What are the key skills and knowledge I need to develop to meet expectations in my current role? In my future role?
What are the key skills and knowledge I need to develop to be even more effective in my current role? In my future role?
What important skills and knowledge can I develop to help address future needs or challenges for our group?
What important skills and knowledge can I develop to help me accomplish my career goals?
What would make work more satisfying for me?
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Development Goals
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“Learn by Doing” “Learn by Training” “Learn with Others”
Jobs
Projects
Assignments
Courses
Seminars
Distance Learning
Feedback
Mentors
Colleagues
Coaches
Experienced-Based
Learning
Education-Based
Learning
Relationship-Based
Learning
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Development Goals: Putting it into Practice
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Development Goals and Action Plans
Discuss and identify a few specific development goals, and list activities that will foster
learning. Consider different approaches to learning: on-the-job assignments, mentoring /
peer coaching, and training or coursework.
Goal Activity
Increase editorial skills and
knowledge of Harvard’s
accounting systems.
Attend two CWD trainings: “Proofing and
Editing” and “Chart of Accounts Training” –
March
Explore interests in a future
financial management role.
Identify stretch tasks to expand
skills and test abilities in a
broader job role.
Work closely with the Associate Director of
Finance to learn more about her role and
determine what might come off her workload
to serve as a development opportunity –
Ongoing, with formal check-ins at calendar
year-end and in April
Strengthen teamwork and
collaboration skills.
Seek feedback from supervisor and fellow
team members to design the new tracking
system - October
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Planning Phase Process
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Due Date
SPH/HMS: September 30th. HSDM: October 31st
1) Identify 2-5 performance goals
2) Identify 1-2 professional development goals
3) Identify relevant competencies to demonstrate and/or develop
4) Finalize by completing and saving the electronic version
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Which Goals Should You Prioritize?
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• Generate the most value for your organization (such
as new efficiencies or new strategic advantages)
• Deliver the biggest improvements in your group’s
performance, such as its productivity, efficiency,
and/or profitability
• Best position your team to achieve even more
success in the future
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Goals Setting Form
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Self Assessment Form
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Self Assessment Form
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Manager View
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Manager View
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25Coaching
Planning Assessing
Coaching Phase
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Coaching
• Process of holding the coachee as naturally creative, resourceful and whole, and completely capable of finding their own answers to challenges they face.
• Helps you stretch your sightline, get out of your comfort zone, and grow along the way. It’s a tool to support yourself and others in becoming more of the person and professional you want to be.
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Manager as Coach
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Clarity:• Set high standards
• Hold people accountable
• Stretch people; push comfort zones
• Be honest and direct
• Address performance issues when they arise
Collective Effort:• Reward and recognize good work/progress
• Help others learn and grow
• Be encouraging, empathetic, supportive, patient
• Treat mistakes / setbacks as learning opportunities
• Look for potential; foster healthy attitudes
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Coaching Principles
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• The Coaching Spirit
• Presence
• Relationship and Trust
• Be Curious & Ask
Questions
• Actively listen
• Reflection & Awareness
• Feedback
• Embodiment
• Accountability
• Celebrate
Accomplishments
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Open Ended Questions
Inquiry is built on open-ended questions – questions that
don’t have a “yes” or “no” answer. These queries prompt
thoughtful analysis.
• How do you want to proceed?
• What strikes you as important?
• What are the options?
• What would success look like?
• What stands in your way right now?
• What else?
• Because?
• Then what?
• What have you learned?
• What factors led you to make your
decision?
• What do you think influenced her?
• What would you do differently next
time?
• What other factors should you
consider?
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Coachable Moments
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• Tries something new
• Weighs options before making a decision
• Disagrees with a coworker or client
• Asks for your input
• Navigates a challenge
• Takes on a stretch assignment
Small Shifts, Big Change!
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ePerformance Tools & Resources
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Performance Management resources and tools can be accessed at:
http://hlc.harvard.edu/home/performance-management/
Harvard Longwood Campus HR
SPH HMS HSDM
Elissa Brennan, 2-6443
Lisa Hoppie, 2-4579
Maressa Patts, 2-6441
Linda Picard, 2-2719
Simone Leary, 2-1226
Nadgie Moten, 2-1286
Diane Ramirez-Riley, 2-2040
Ryan Thibodeau, 2-3074
Jose Martinez, 2-1492
Debra Lansberry, 2-8961
Mary Anderson, 2-2366
William Budding, 2-5913
ePerformance
Trina Weekes, 2-4368 Jennifer G. Ryan, 2-3501
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