Performance Evaluation Program

Overview

Staff performance aligned with the University strategic planning and goals supports the University's overall direction for the future; setting common goals is an excellent motivator to enable individuals to relate their professional development and career goals to the mission of the University.

Benefits of Performance Planning:

• Develops the skills and abilities consistent with the goals of the University
• Improves performance productivity, "working smart"
• Maximizes equity in evaluation, recognition, and compensation
• Improves communication and understanding between management and employee
• Develops employee for future advancement
• Provides managers with a model to develop, improve and recognize excellence

Performance Evaluation and Development Planning

Supervisors are expected to manage performance by having ongoing conversations during the year with staff. The conversations should provide timely, balanced, and constructive feedback. Supervisors are strongly encouraged to focus on inspiring, mentoring, developing, coaching to achieve higher levels of performance for all staff.

Performance Planning Cycle

Phase I – Performance Planning

• Review job descriptions [doc]
• Establish performance and professional development goals and objectives [doc]
• Identify Personal Competencies [doc]

Review Job Descriptions

Managers should annually review job descriptions and update the job description to reflect the current essential functions and responsibilities. In the event there is a substantial change in the primary functions an individual's job description at any time, a description of the new functions should be submitted to Human Resources for classification review.

Establishing Performance Goals and Objectives

Each and every staff member at Lesley University plays a critical role in achieving the University priorities and goals; performance planning helps staff to stay focused on the overall goals of the University and aligns the work of the divisions, departments and individual goals to the University's mission.

Achieving high performance means helping staff to develop and encourage them to meet the overall operational needs and goals of the division, department and University.

Setting goals professionally are planned actions that support reaching the end results the job is expected to achieve.
Supervisors are encouraged to involve their staff in discussing, planning and setting goals in conjunction to the overall needs of the department and/or division by:

• Identifying specific, time bound, results oriented goals
• Keeping goals visible
• Using goals as a tool for coaching staff to achieve desired results
• Using the goals to anticipate and plan for the coming year

Employees and managers meet to clarify expected outcomes for the year and set a minimum of five goals and objectives that link the employee's job to department, school and university goals and objectives. Using the current job description and the essential functions of the job, goals and objectives define "what" employees are expected to accomplish. Managers and employees should aim to define S.M.A.R.T. goals and objectives.

• Specific: What needs to be accomplished?
  
  When determining goals and objectives they should be as clear (not vague) as possible, for example – an essential function on a job description may describe report to be created. When creating the objective and/or goal you would state specifically the purpose and/or type of report.
• Measurable: How will you determine if the desired outcome has been realized?
  
  The goal or objective is set with a criterion (measure) to determine if it is done to an established standard. For example using the report example above, would the report be measured by meeting the deadline or due date, or the completeness of the information on the report.
• Achievable/Attainable: Is the goal within the power of the individual to complete?
  
  The goal or objective is something that can be accomplished; with the right tools, the right resources, the right level of training and the information is collectible.
• Result Oriented: How do the outcomes produce results?
  
  There is a clear result or outcome that will come out of the efforts when the goal and/or objectives are met or completed
• Time bound/Timely: When will you reach the desired outcome?
  
  The goal and/or objective have a timeframe that defines when the goals/objectives are achieved. The report has a due date by which it will be accomplished.

Creating Development Goal/Development Plan

Managers and employees should work together to create development plans as part of the annual performance management process. The plan may focus on skills aimed at job mastery or what is required to master the professional development skills. Job mastery skills are those that are necessary to successfully perform one's job. Development plans commonly include classes, but can also include elements such as cross-training and special project participation to support and achieve department/division goals.

Identifying Personal Competencies (Behaviors for Success)

In addition to establishing goals and objectives (which focus on end results) other aspects of performance should be considered. Understanding the approaches and behaviors that employees can use to perform the job is often as important to success as end results.

Many approaches, however, are not easy to measure. For this reason, managers and employees should discuss these aspects of performance, personal competencies, in specific, observable, job-related, behavioral terms.

For example, if success in meeting the objective such as "updating an on-line graduate application program" requires strong interpersonal skills, the employee should know that s/he will have to build solid relationships, collaborate, and incorporate ideas and promote ideas recommended by colleagues.

In addition to strong interpersonal skills, other examples of personal competencies include:

1. Adaptability
2. Alignment With University Objectives
3. Analytical Skills
4. Attendance
5. Customer Focus And Quality Of Service
6. Decision Making
7. Dependability And Reliability
8. Financial Management And Reporting
9. Goal Setting, Planning And Organizing
10. Initiative
11. Communications Skills
12. Knowledge About Position
13. Productivity
14. Quality Of Work

Phase II – Progress Review

• * Observation and Feedback
• * Monitoring, Assisting and Coaching

Once performance goals and objectives are set, managers should check in regularly with employees to discuss the status of objectives and to provide feedback based on observations of an employee's performance. It is equally important to provide feedback on areas of success as well as on those requiring improvement.

Effective Coaching

Coaching is a method of providing feedback. It helps shape performance and increases the likelihood that the employee's results will meet expectations. Coaching generally focuses on one or two aspects of performance, rather than the total review that takes place in a formal performance appraisal.

Key Elements of Coaching

• Coach by focusing attention on any specific aspect of the employee's performance.
• Observe the employee's work and solicit feedback from others if appropriate.
• Take the time to understand why performance is successful or needs improvement.
• Advise the employee ahead of time on issues to be discussed.
• Involve the employee in identifying successes and solutions
• Discuss alternative solutions.
• Agree on action(s) to be taken.
• Recognize successes and improvements.
• Document definable key elements of the coaching session.
• Schedule follow-up meeting(s) to measure results.

Some Questions to Consider When Coaching

• Do both the employee and manager have a common understanding of what "success" looks like?
• Do both the employee and manager recognize and agree on when performance needs to be improved?
• What elements contribute to the employee's success (adequate time or resources, support from management or other employees, the employee's talent and interest in the project)?
• In what ways can the manager and employee support continued positive results and/or turn around difficult situations?

Phase III – Annual Review

This Phase is the annual review and assessment of the employee's performance. Performance assessment summarizes the employee's contributions over the entire appraisal period (usually one year). It may occur as often as is necessary to acknowledge the employee for accomplishments and to plan together for improved performance.

Much of the hard work of appraising performance should be carried out before the assessment meeting. Prior to the meeting managers can encourage employee involvement by asking the employee to:

1. Prepare a self-evaluation and/or
2. List accomplishments and identify areas for improvement and/or
3. Provide names of key clients who can give feedback on the employee's performance
4. Propose work-related and professional objectives for the next review period

Managers should review the employee's:

• Objectives for the appraisal period - level of accomplishment and progress
• Professional development over the review period
• Input provided by key clients and colleagues

Manager's preparation for the Annual Review:

• The Performance Evaluation and Development Plan should present a balanced summary of the individual's performance over the entire previous year. As the individual's supervisor, it is expected that you will have ongoing discussions with the individual about her/his performance as issues and achievements occur during the year. Ongoing discussions help to ensure that the individual is not surprised by the content of the Evaluation.
• Managers should take the time to review any notes made during the year about the individual's performance, including areas needing improvement as well as areas where the individual excelled in her/his work. Consider notes of commendation provided by others during the year (customers, vendors, co-workers and others).
• A thoughtful analysis of the individual's performance can act as a training tool and a motivator. The Phase III Annual Performance Evaluation meeting with the individual provides a formal, structured format where the two of you can discuss different aspects of the position, the results of the performance that you have observed over the year, and progress you have noted in the individual's professional development. It also introduces an opportunity to recognize and reinforce good performance, and to coach the individual toward future success in her/his position.

Prepare for the meeting with the individual:

• Managers and supervisors of staff should use the Performance Evaluation and Development Plan form [doc]
• Complete the Performance Evaluation and Development Plan evaluation form rating section II Goals and Objectives and III Personal Competencies using the RATINGS and complete the Action Plan.
• Have a discussion before the Performance Evaluation meeting with your direct manager to ensure your assessment is in alignment.
• Read over the completed Performance Evaluation to ensure that you have evaluated the performance honestly and fairly, and that any comments have been made in a clear, objective manner.
• Read the individual's completed Self-Evaluation, noting any questions or comments you may want to discuss during the meeting, or add to your copy of the Performance Evaluation form.

Conduct the annual performance evaluation with the individual:

• The meeting should be in person in a quiet area where you won't be disturbed or overheard. Occasionally, you may not be able to conduct this meeting in person, and will have to have the conversation over the telephone. Again, make sure that the two of you won't be disturbed or overheard.
• Conduct the meeting in a positive, open, friendly way, and provide opportunities for both you and the individual to share perspectives on the individual's work. Be sure to show your appreciation of the work performed by thanking the individual for her/his efforts over the past year.
• Provide a copy of your completed Performance Evaluation to the individual and go over it slowly and carefully. Remember, this is the first time that the individual has had a chance to read the document.
• Encourage the individual to lead you through her/his Self-Evaluation, and listen objectively to her/his viewpoints.
• Be sure that your comments present a fair and objective view of the performance. Remember, you are that individual's coach and mentor, as well as supervisor. Take the time to appreciate the strengths that this person brings to the work s/he does. Suggest specific ways that the person might be able to improve on performance.
• Summarize the important points to the Performance Evaluation for the individual.
• Give the individual a chance to sign and write comments if s/he wishes to do so. Remember the individual is not required to sign, and if s/he chooses not to, just make a note of that below the signature line on the Performance Evaluation and Development Plan and invite a co-manager or worker to come in at the end of the meeting to sign the employee's signature line while the employee is still in the room.
• Return the completed forms to Human Resources in a sealed envelope marked private or confidential.

Performance goals and objective ratings:
Rate the progress on the 5 goals with objectives created from the list of Essential Functions on Position Description using the ratings below:

5= Outstanding (O)
Performance far exceeded expectations due to exceptionally high quality of work performed in all essential areas of responsibility, resulting in an overall quality of work that was superior; and either 1) included the completion of a major goal or project, or 2) made an exceptional or unique contribution in support of unit, department, or University objectives. This rating is achievable by any employee though given infrequently.

4= Exceeds Expectations (E)
Performance consistently exceeded expectations in all essential areas of responsibility, and the quality of work overall was excellent. All annual goals were met.

3= Meets Expectations (ME)
Performance consistently met expectations in all essential areas of responsibility, at times exceeding expectations and at times not exceeding expectations, and the quality of work overall was very good. The most critical annual goals were met. (GOOD SOLID PERFORMANCE).

2= Needs Improvement (NI)
Performance did not consistently meet expectations – performance failed to meet expectations in one or more essential areas of responsibility, and/or one or more of the most critical goals were not met. A professional development plan to improve performance must be outlined in Section V, including timelines, and monitored to measure progress.

1= Unsatisfactory (U)
Performance was consistently below expectations in most essential areas of responsibility, and/or reasonable progress toward critical goals was not made. Significant improvement is needed in one or more important areas. In Section V, a plan to correct performance, including timelines, must be outlined and monitored to measure progress.

Probationary Reviews and Improvement Process

All new staff members (and staff members who are transferred, promoted, or rehired after leaving Lesley) must complete a probationary period. The probationary period is an opportunity for both the staff member and the supervisor to assess how the employment relationship is working.

For all new employees, the probationary period is three months. Employees may resign or be terminated without notice during their probationary periods.

Managers are expected to begin Phase I of the Performance Evaluation process within 60 Days of the individual's date of hire.