The Performance Review and Planning Process for Professional Staff Supervisor Information Session Building Performance Excellence and conducting the Career Conversation Today’s Session 1. Setting the Context: – The imperative at ACU for building a culture of performance excellence. 2. The PRP process and using the Annual Performance Review and Planning (PRP) Form for Professional Staff and the Conversation Guide for Supervisors. Does not include the management of individual issues Context Building performance excellence: • Strategic drivers including Strategic Plan, Mission-Based Compact requirements and statutory TEQSA threshold standards. • A culture of performance excellence: – What is a high performing culture? – The importance of the PRP Attributes of Performance Excellence Aligned intent and purpose; Clear roles and decision making; Personal responsibility for outcomes; Commitment and results oriented; Learning oriented , forgiveness of mistakes and dedication to improvement; and • Trust and collaboration. • • • • • Professional Staff PRP Documents Available at http://www.acu.edu.au/14327 • Performance Review and Planning for Professional Staff Policy • Performance Review and Planning for Professional Staff form • Conversation guides for Supervisors and staff members (awaiting final endorsement) PRP Process SUPERVISOR STAFF MEMBER Two-way communication PRP Leadership Competency Framework (LCF) • Set of 9 competencies for our leaders. • 2014 – Identify competencies where development is supported and planned. • Consideration of LCF competencies when planning professional and career development. . The Performance, Development and Career Conversation Model The Model 1. Performance ReviewReflection and Evaluation 4. Professional and Career Development Plan 2. Setting Career Goals 3. Setting Performance Objectives Before the Review Meeting 1. Provide 3-4 weeks notice of the performance review and planning meeting. 2. Request the staff member to provide a draft of their input at least a week before the meeting. 3. Review relevant strategic plans, policies, previous years plan and Position Description. 4. Review evidence collected throughout the year. The Model – Part 1 What been their Were has performance objectives met? profile and performance to staff What achievements has the date? member recorded? •• At whatachievements? career stage are Other they? • What are their key strengths • What are their key and areas for improvement? capabilities, strengths and • weaknesses? Overall Evaluation? •• • Performance Were performance Review -Reflection objectives met? and Evaluation Part 1- Questions •Were performance objectives met? •What achievements has the staff member recorded? •Other achievements? •What are their key strengths and areas for improvement? •Overall Evaluation The Performance Review Conversation • Ensure there is adequate time set and no interruptions. • Start by asking open questions: – How would you assess your overall performance? – What do you consider were your major achievements over the past 12 months? – What were the challenges you faced? – What in your view would improve yours/the team’s performance? Providing Feedback Provide feedback to the staff member on: • their key capabilities and achievements; • progress in meeting performance objectives; • whether there are any areas for improvement; • any factors that impacted on achieving goals and objectives; and • other important contributions the staff member has made. Provide evidence to support your feedback. Providing Feedback Tips • Balanced – not focussing on just the positives or the areas for improvement. • Solution focussed. • Honest and open and respectful. • Evidence based – give examples • Timely – no surprises Behavioural Competency Assessment Behavioural competencies expected of all staff are to: • act in a manner consistent with the ACU mission, philosophy and values; • work cooperatively and collaboratively with colleagues and supervisors, including across organisational units; and • communicate effectively and demonstrate respect to others in the workplace. Overall Evaluation • Outstanding performance in the role and consistently exceeded all performance objectives. • Exceeded most performance objectives and made valued and recognised contributions in the role. • Met all performance objectives and made satisfactory contributions in the role. Overall Evaluation • Met some but not all performance objectives and needs improvement in some aspects of the role. • Did not meet performance objectives and needs improvement to meet the required standards of the role. Scenarios 1. Staff member generally meets performance objectives, and has exceeded expectations in one area. 2. Staff member achieves performance objectives, however concerns have been raised by students and staff regarding her/his behaviour in the last 6 months that you have had to address. Completion of the Review Process • Give staff member some time to consider your feedback and assessment of overall performance. • The staff member has the option to comment on the annual review. • A second discussion may be required. • Both you and the staff member sign to acknowledge that the review process is completed. The Model – Part 2 & 3 Setting Career Goals Setting Performance Objectives The Career Goals and Performance Objectives • Two-way, collaborative, outcomes-focussed. • Staff member provides draft plan including career and performance objectives. The Model – Part 2 Setting Career Goals • Where do they want to go? • Is this a realistic option based on quadrant 1? • Do their goals draw on strengths? • Other career options? Part 2 - Questions • Where do they want to go? • Is this a realistic option based on quadrant 1? • Do their goals draw on strengths? • Have you considered the LCF competencies? • Other career options? The Model – Part 3 Setting Performance Objectives • Do their objectives cover the main priorities for the year? • Are they aligned? • Are the goals realistic and SMART? Part 3 - Questions • Do their objectives cover the main priorities for the year? • Are they aligned with strategic objectives? • Are the goals SMART? Performance Planning - Setting SMART Objectives S pecific M easurable A chievable R elevant T imely “A measure of the performance outputs or outcomes relating to a key responsibility of a staff member.” Benefits • Staff member has clarity of performance expectations; • Provides a standard for monitoring performance; • Provides a standard for changing performance objectives; and • Shows how the staff member’s performance contributes to the whole of ACU. Career and Professional Development Planning Leadership Competency Framework – Pre-Planning • Check the position description for target levels; • Supervisor and staff member identify any areas for development; and • ‘Development supported’ is indicated on the form. The Model – Part 4 • What actions and development will facilitate short and long term goals? • What activities would support competency development? • What resources will assist? • What are realistic timeframes? Career Development Plan Part 4 - Questions • What actions and development will facilitate short and long term goals? • What activities would support competency development? • What resources will assist? • What are realistic timeframes? The 70:20:10 Principle of Adult Learning 70% • Experiential self-directed learning “on the job” 20% • Social learning – drawing on the knowledge of others 10% • Learning through structured courses and programs At the End of the Conversation • Ensure there is a shared understanding of the outcomes recorded in the completed PRP form; • Arrange any follow up discussions; • Sign to acknowledge completion of the process; • Provide signed copy of PRP form to Executive staff member and copy to staff member and HR; and • Schedule interim reviews with staff member. Summary • The context for the PRP. – Strategic drivers – Imperative for building a culture of performance • Two way communication. • The 4 stage model – tips – – – – Performance Review and Evaluation, Setting Career Goals, Setting Performance Objectives, and Professional and Career Development Plan. Going Forward • Review the policy, pro-forma, conversation guides, and PRP Information Session Slides. – Can be found at http://www.acu.edu.au/14327 • PRPs for professional staff need to be completed by 30 June 2014. • Check that LCF Profile is complete for applicable staff. • Staff information sessions from March to May 2014. Key Supports/Contacts • Peer Managers • Your Manager • Support can also be provided by HR Consultants for each campus • HR Advisory Service Professional Development Contacts • HR Capabilities and Development – Manager, Capabilities and Development Robert Trinajstic x2495 – Capabilities and Development Facilitator Chantal Farah x2211 – Leadership and Competencies Facilitator Erin Ryan x2151 Ongoing Support Employee Assistance Program (EAP) Manager Assist Service 1800 818 728 Contact Details • HR Consultants • Project Officer, Organisational Performance Anne-Marie Bennett x2591 or [email protected] • HR Advisory Service x4222 or [email protected] Questions
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