xcelerate your learning of the new performance review form ...€¦ · competencies in doing our...

Welcome!

This webinar

celerate your learning of Xavier’s NEW performance review form!

is intended for presentation to all staff working at Xavier University. It is designed to be a tool to assist supervisors and employees as

they work together to complete annual performance reviews.

1 Xcelerate your learning of Xavier’s NEW performance review form!

celerate your learning of Xavier’s

NEW performance review form! •  Just in Time Training

– 3rd in a series of webinars


Agenda •  Why Redesign? •  NEW Review Form

•  What’s the Same? What’s NEW? •  Performance Rating Scale •  What and How we do our job – what

does that mean? •  How to Measure the “How” in your

job •  Resources to assist you as you

complete your performance review

Xcelerate your learning of Xavier’s NEW performance review form!

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Objectives

1.  Understand how you navigate through the NEW performance review form

2.  Understand the benefits and challenges/opportunities of the new 3-point rating scale

3.  Understand the importance of measuring overall performance through what we do – our job outcomes; and how we do it – demonstrating our values and competencies in doing our work.


Let’s assess your

5

PM IQ


Your Performance Management (PM) IQ

1.  How many ratings are part of the NEW Xavier performance review rating scale? 3, 4, 5, 6

2.  Position Descriptions should be discussed as part of the review process: Yes or No

3.  How many phases are included in Xavier’s performance management program? 2, 3, 4

4.  The new Xavier values wheel includes how many values? 4, 5, 6, 7

5.  Xavier’s core competencies have been removed from the new review form: Yes or No

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PM IQ


Guess your Best!

Xavier’s Performance Management Lifecycle – a Yearlong Process


PLANNIN

G PH

ASE

ACHIEVING OUR GOALS PHASE

EVA

LUA

TIN

G &

REW

ARDING PHASE

COMMITTEDAND

ENGAGEDWORKFORCE

Set Goals

Acknowledgement of Performance

Ongoing Feedback and Dialogue with Supervisor

Driven by leadership and employee feedback

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Why Redesign?

1.   Increase conversations with employee and supervisor around expectations and feedback

2.   Change the performance review form to be less narrative and more measurable

3.   Provide opportunities to learn and grow


Meet me at the Intersection of ….


How do I get

there?

Performance Rating Scale Research •  Fewer categories decrease complexity, leading to decreased

subjectivity and increased consistency among ratings. •  High performing organizations expect employees to regularly

perform at a competent level (that would be consistently performing in levels 3 and 4 on our old 5 point scale; middle “on track” rating reflects high quality work

•  Typical workforce distribution of ratings using a 3-point rating scale: 75% of the workforce ‘competent’ level; 20% ‘exemplary’ level; and 5% ‘needs development’ level

•  Other nonprofit organizations, including universities, across the region and the country have moved or some identified a desire to during benchmarking to a 3-point scale and Xavier will be in alignment with this progressive approach.


NEW 3-Point Performance Rating Scale


Level 1: Need for Development

Description: Performance does not meet many job requirements on a consistent basis. Critical goals require more than usual supervisor follow-up and direction. Results and contributions are below those of a fully trained competent employee. Action on performance improvement areas is required.


Level 2: Competent

Description: Performance consistently meets and sometimes exceeds job requirements. All critical goals are achieved and behaviors exhibited are valued and effective. Over the review period, employee has made the expected contributions to the department. Consistently met expectations for the performance of duties and responsibilities identified.


Level 3: Exemplary

Description: Performance and demonstrated expertise is consistently at a superior level. Employee achieves outstanding results and models effective behaviors that are an inspiration to others. Over the review period, employee has consistently made exceptional or unique contributions to the department. Regularly exceeded expectations for the performance of duties and responsibilities identified.


Benefits of a 3-Point Rating Scale •  Distinguish high and low performers •  Scale is more understandable; not complicated •  Minimizes/nearly eliminates inflation of performance ratings •  More accurate in supervisor ratings

–  honest performance discussions –  holds supervisors accountable to have performance discussions

•  Middle “on track” rating portrays high quality work •  Assists to identify high-potentials and successors •  Transparency to restructure compensation programs to

recognize top performers


Challenges and Opportunities of a 3-Point Rating Scale

•  Culture change •  For supervisors:

–  Increased accountability to provide concrete performance examples –  distinguish behaviors and performance results across 3 levels

increased transparency and accountability will result in this type of differentiation

–  more definitive in their explanations of their employee’s performance

•  Ultimate goal is to have more direct and honest dialogue between supervisors and employees about what type of behavior/outcomes are required to be an ‘exemplary’ employee



The WHAT we do in our work

Institutional Values Strengthening our culture of Ignatian values and traditions •  DG I vision •  DG II vision in action

–  Behavior should be modeled at all levels of the organization

–  Accountable for Xavier values/culture of mission –  Rigorous review and adaptability of living the mission

with changing times



Xavier’s Values Wheel

Magis Reflection Discernment Cura Personalis Solidarity and Kinship Service Rooted in Justice and Love

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VALUES lay the foundation for our University Strategy Plan


The HOW we do our work

Xavier Core Competencies



The HOW we do our work

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Job Specific Competency Examples Payroll or Accountants = Attention to Detail • Achieves thoroughness and accuracy when accomplishing a task through concern for all the areas involved

Major Donor Officer = Ability to Influence • Gaining others' support for ideas, proposals and solutions, and getting others to take action to advance work objectives

Administrative Assistant – Working with Others • Interacting with others to complete a task, e.g. team member, partner, helper

Groundskeeper – Achievement/Results Orientation • Achieving efficient, timely, quality results by directing efforts on expected outcomes while providing exemplary client service within expected timeframes

HR Business Partner – Adaptability/Flexibility • Willingly adapting to constantly changing circumstances while maintaining an institutional perspective

Writer/Editor – Creative Thinking • Discovering new opportunities and solutions for problems by looking beyond current practices and using innovative thinking

Assistant/Associate Provost – Innovation • Applies original thinking in approach to job responsibilities and to improve processes, methods, systems, or services.


Measuring the HOW •  The WHAT can be relatively easy to measure

–  Created process to document intake of admission applications –  Completed landscape work around St. Francis statue on time and

under budget –  Secured 5 new donors to FY12-13 endowment fund

•  The HOW can be a bit trickier – behaviors and actions are unique –  Evaluating your interaction with a project team member –  How effective you handled a recent conflict with a co-worker –  How you went about making an important business decision

Important to have clear and transparent expectations about your job

especially when it relates to HOW you do your work. Discuss these expectations with your supervisor often


Measuring HOW through Discernment



Measuring HOW through Solidarity and Kinship


Measuring HOW through Managing Work


Overall Rating on Review Form

Overall Rating includes: Institutional Values

Competencies Goals/Objectives Job Responsibilities

HOW we do our work

WHAT we do

Attributes that remain the same During the review meeting: •  Review your position description with your supervisor

–  Update any duties/responsibilities that have changed

•  Sign your performance review •  2 copies should be made of your review form and position

description –  You keep a copy –  Your supervisor keeps a copy –  The original documents are forwarded to your division leader (or

designee)

NOTE: Inquire with your supervisor about the review process logistics in your respected division


The NEW Review Form ‘the 411’ 1.  Performance Management

Lifecycle includes 3 phases: Planning phase, Achieving your goals phase, and Evaluating and rewards phase

2.  Our Performance rating scale is moving from a 5 point to a 3 point rating

3.  The 6 institutional values are integrated into our new review form

4.  We explained that the HOW we do our job includes our institutional values and core competencies; and the WHAT we do are outcomes in our work, driven by our goals, objectives and job duties

5.  Position descriptions should continue to be discussed with your supervisor during annual review time


Let’s re-assess your

33

PM IQ


Your Performance Management (PM) IQ

1.  How many ratings are part of the NEW Xavier performance review rating scale? 3

2.  Position Descriptions should be discussed as part of the review process: Yes

3.  How many phases are included in Xavier’s performance management program? 3

4.  The new Xavier values wheel includes how many values? 6

5.  Xavier’s core competencies have been removed from the new review form: No

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PM IQ


And the Answer Is…..

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Performance Review Timeframe

Check with your supervisor

Division leaders may have a division specific timeframe for completing

reviews


Resources For You

Your supervisor Performance Management website • Performance Review Form slide deck • Recorded webinar available March 12th • FAQ’s HR Business Partners – Connie Perme & Teri Compton


In Closing… “…As we continue to grow as a university, we need to ensure that our processes change appropriately as well. Continuous process improvement must be on our radar,” states John Kucia, Administrative Vice President. “…And as competition for faculty, students, rankings and funding continues to increase among universities, the need for an effective performance management process is critical to ensure we are hiring the best and brightest employees and nurturing their development and growth,” Kucia adds.


•  Kat Hollowell – Sr. Web Designer

•  Erik Ball - Director, Infrastructure Services

•  Nike’ Cline Bailey - HR Generalist

•  John Kucia – VP, Administration •  DG II team members •  President’s Cabinet •  Anyone and Everyone who

participated in the employee survey and focus groups

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A BIG shout out

to…


Thanks for joining us today for the celerate your learning of

Xavier’s NEW performance review form! webinar

Please visit the Performance Management website for additional information

http://www.xavier.edu/hr/perform.cfm


•  Discernment Group II •  Human Resource Leadership Council •  Corporate Leadership Council •  Linda Gravett and Associates •  Society of Human Resource Management

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References


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