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

1.

2.

3.

4.

Section 2B: Development Plan

Area for Development Describe Development Activities

1.

2.

Signatures (Required section)

Manager/Supervisor Employee Next Management Level

Date Date Date

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Setting Goals for the Coming Year



1.

2.

3.

4.

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



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



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.

2.

3.

4.



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



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


behaviors E S NI


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


behaviors E S NI


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


behaviors E S NI


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?

Documents

Duke Performance Management Overview Spring 2005 U N I V E R S I T Y PAY & PERFORMANCE PROGRAM