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MAXIMIZING PERFORMANCE “Making a Difference”. ACHIEVING GREATNESS. University Human Resources Anne Matoy Brenda Ganders Christa Louthan Jamie Armstrong. LABOR COSTS. 57%. LABOR COSTS. 65%. OSU MAXIMIZING PERFORMANCE SYSTEM. PERFORMANCE MANAGEMENT. PERFORMANCE REVIEW. TALENT

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maximizing performance making a difference

MAXIMIZING PERFORMANCE“Making a Difference”

ACHIEVING GREATNESS

University Human Resources

Anne Matoy

Brenda Ganders

Christa Louthan

Jamie Armstrong

osu maximizing performance system
OSU MAXIMIZINGPERFORMANCE SYSTEM

PERFORMANCE

MANAGEMENT

PERFORMANCE

REVIEW

TALENT

DEVELOPMENT

SUPPORTIVE WORK ENVIRONMENT

maximizing performance toolkit
MAXIMIZING PERFORMANCE TOOLKIT
  • Resources, guides, checklists to help supervisors manage
  • Web accessibility
  • Assistance from HR
  • Empower employees and supervisors to be successful

System in Progress -- Feedback Wanted

osu maximizing performance system6
OSU MAXIMIZINGPERFORMANCE SYSTEM

SUPPORTIVE WORK ENVIRONMENT

what employees want
WHAT EMPLOYEES WANT
  • Know what is expected
  • Know how to do the job
  • Receive feedback to improve
  • Appropriate consequences & rewards

TO DO A GOOD JOB

supervisor
SUPERVISOR
  • Provide leadership, guidance, direction
  • Select qualified workers
  • Communicate expectations
  • Provide feedback
  • Utilize appropriate consequences and rewards
foundation for success
FOUNDATION FOR SUCCESS

Employee is RESPONSIBLE to achieve results

Supervisor provides ACCOUNTABILITY with RESPECT

slide11
WORK
  • Importance of work
  • Consistent alignment
  • Values in the workplace
  • Trained and challenged
the importance of work
THE IMPORTANCE OF WORK
  • Focus on the value of the work
  • How the result makes a difference to people
  • All work is worthwhile
osu system strategic plan

Oklahoma State University System will advance the quality of life in Oklahoma by fulfilling the instructional, research, and outreach obligations of a first-class, land grant educational system.

OSU SYSTEM STRATEGIC PLAN

VisionStatement

alignment with goals
ALIGNMENT WITH GOALS
  • Vision, mission, goals, objectives provide framework for success
  • In order to create empowerment, there must be alignment
osu system strategic plan15

Oklahoma State University is a multi-campus public land grant educational system that improves the lives of people in Oklahoma, the nation, and the world through integrated, high-quality teaching, research, and outreach. The instructional mission includes undergraduate, graduate, technical, extension, and continuing education informed by scholarship and research. The research, scholarship, and creative activities promote human and economic development through the expansion of knowledge and its application.

OSU SYSTEM STRATEGIC PLAN

Mission Statement

how work is done
HOW WORK IS DONE
  • Values are a constant in an environment of change
  • Values become real only when you demonstrate them in the way you act and the way you insist others behave
osu system strategic plan17

Excellence

OSU SYSTEM STRATEGIC PLAN

Core Values

Excellence – We seek excellence in all our endeavors, and we are committed to continuous improvement.

Integrity – We are committed to the principles of truth and honesty, and we will be equitable, ethical, and professional.

Service – We believe that serving others is a noble and worthy endeavor.

Intellectual Freedom – We believe in ethical and scholarly questioning in an environment that respects the rights of all to freely pursue knowledge.

Diversity – We respect others and value diversity of opinion, freedom of expression, and other ethnic and cultural backgrounds.

Stewardship of Resources – We are dedicated to the efficient and effective use of resources. We accept the responsibility of the public’s trust and are accountable for our actions.

focus on results
FOCUS ON RESULTS
  • Responsible people want to know the results expected, not the activities that may (or may not) achieve those results
  • Supervisors communicate the goals and the boundaries
  • Employees achieve results
able to perform
ABLE TO PERFORM
  • Employee must have the skills
  • And want to be stretched
  • Employees want to learn
  • And want to be challenged
  • Underchallenge is demeaning
continued communications
CONTINUED COMMUNICATIONS
  • Two-way

Listen and Observe

  • Give information to achieve goals

Monitor own success

  • Provide continual feedback
learning theory
LEARNING THEORY
  • Positive consequences increase likelihood of repetition of behavior
  • Negative consequences decrease likelihood of repetition of behavior
  • Nonexistence consequences decrease likelihood of repetition of behavior
sad statistics
SAD STATISTICS
  • 65% employees received no praise or recognition in workplace Gallup Organization Poll
  • 79% people who leave their jobs cite a lack of appreciation as the key reason SHRM
recognition reminders
RECOGNITION REMINDERS
  • Do it often
  • Direct to specific individual
  • Timely
  • Tailor to individual
  • Make it proportionate to contribution

THINK SMALL

active and passive recognitions
ACTIVE and PASSIVERECOGNITIONS
  • Recognitions are affirmations that people and what they do matter, and that they are making a valuable contribution toward the mission
  • Passive recognitions are such things as stepping aside and letting a team member go forward with a project, without exercising control or offering advice
cheer progress
CHEER PROGRESS
  • Don’t wait until the game is over
  • Measurement (score) shared generates excitement
  • Don’t focus on problems and the guilty party
  • Look for those responsible for things done right and celebrate
ca h is important
CA H IS IMPORTANT

OSU STAFF PAY

BASED ON JOB RESPONSIBILITIES

  • Market Based
  • Internal Comparison
  • Value Added
  • Budget Driven
hiring ranges beginning pay in job
HIRING RANGES(BEGINNING PAY IN JOB)

MARKET BASED

  • Median of market studies is maximum for beginning pay

HIRING RANGE MINIMUM(MAY BE LOWERED)

  • Budget Driven
  • Internal Comparison

HIRING RANGE MAXIMUM(MAY BE RAISED)

  • Value Added
slide32

WEB DEVELOPER

  • Recommended Hiring Range:
  • Monthly: $3,285 to $3,780
  • Annual: $39,420 to $45,360
  • Note: Hiring range was established with a maximum set equal to the stated weighted average for CUPA-HR 2004-05 Midlevel Survey: Web Developer (392) – Southwestern Geographic Region. The minimum of the hiring range was set at approximately 15%
  • below the established maximum.
  • External Market:
  • CUPA-HR 2004-05 Midlevel Survey: Web Developer (392) – Southwestern Geographic Region
    • Weighted Average: $45,347 yr.
    • Low Simple Average: $45,528
    • High Simple Average: $48,554 yr.
    • Number of Incumbents: 119 (53 Institutions)
  • CUPA-HR 2004-05 Midlevel Survey: Web Developer (392) – Big 12
    • Median: $37,576 yr.
    • Average: $40,770 yr.
    • Minimum: $34,195 yr.
    • Maximum: $46,686 yr.
  • Internal Comparison:
slide33

Hiring Range

Applicant Qualifications

INITIAL PAY WITHIN RANGE

BASED ON QUALIFICATIONS IN EXCESS OF MINIMUM

Number of years of

experience

Education

Certifications

Type of work

experience

Professional Involvement

osu staff pay increases
OSU STAFF PAY INCREASES
  • (Annual) Merit Program
  • Demonstrated Proficiency (5%)
  • Career Development Plan Promotions
  • Incentive Plan Payments
  • Promotion to Another Position (within hiring range)
  • Equity Review Adjustments (jobs or department)
  • Exception
career development plans
CAREER DEVELOPMENT PLANS
  • Specifies how to advance
    • Qualifications, skills, length of service
  • Indicate new salary possibilities
  • Subject to budget and need

Most beneficial when more experience and skills result in increased results

incentive plans
INCENTIVE PLANS
  • Can be individualized
  • Certification Programs
    • Ambassador
    • Leadership Development
    • HRStar
  • Professional Certification
  • Educational Attainment
osu maximizing performance system37
OSU MAXIMIZINGPERFORMANCE SYSTEM

PERFORMANCE

MANAGEMENT

SUPPORTIVE WORK ENVIRONMENT

performance management
PERFORMANCE MANAGEMENT
  • Employee is RESPONSIBLE for performance
  • Supervisor provides ACCOUNTABILITY with RESPECT
reasonable expectations of employees
REASONABLE EXPECTATIONSOF EMPLOYEES
  • Come to work every day on time
  • Dress appropriately with good grooming
  • Listen and follow directions
  • Concentrate on work
  • Manage time
  • Recognize problems & find solutions
  • Maintain safe work
reasonable expectations of employees continued
REASONABLE EXPECTATIONSOF EMPLOYEES (continued)
  • Be honest & dependable
  • Be cooperative
  • Be positive
  • Be courteous/considerate team member
  • Be continuous learner
osu performance issues
OSU PERFORMANCE ISSUES
  • Does not meet quantity or quality standards
  • Willful violation of work rules
  • Inappropriate work behavior
corrective action
CORRECTIVE ACTION

What corrective action will bring

performance in line with the goal?

  • Formal Corrective Action Plan
  • Performance Improvement Plan
legal guidelines
LEGAL GUIDELINES
  • Did employee understand correct action?
  • Did employee know it was important?
  • Was required action reasonably related to business?
  • Is there evidence employee committed act?
  • Is corrective action reasonable and consistent?
misconduct issues
MISCONDUCT ISSUES
  • Attendance and Punctuality
  • Misuse of Time (loafing, sleeping)
  • Safety Rules and Procedures
  • Disorderly Conduct (horseplay, fighting)
  • Harassment
  • Failure to Cooperate (insubordination)
  • Waste and Carelessness
  • Dress, Tobacco, Alcohol, Drugs
  • Theft, Firearms
informal discussions
INFORMAL DISCUSSIONS
  • Observation
    • Supervisor states what s/he saw
  • Employee Response
    • Wait for employee to comment on behavior
  • Reminder of Expected Behavior
    • Supervisor states acceptable performance
  • Solution
    • Supervisor asks employee how standard can be met
  • AGREEMENT
    • Supervisor repeats specific commitment to change
why is agreement important
WHY IS AGREEMENT IMPORTANT?

RESULTS versus ACTION

AGREEMENT confirms accepting RESPONSIBILITY and COMMITMENT

“I’LL TRY” is just a noisier way of not doing something?” Ken Blanchard

formal action plan
FORMAL ACTION PLAN
  • Oral Reminder
  • Written Reminder
  • Decision Time
formal corrective action
FORMAL CORRECTIVE ACTION
  • Oral Reminder

With notes

  • Written Reminder

Given to employee

  • Final Decision Time
avoid yo yo action
AVOID YO-YO ACTION
  • Oral reminder remains in file for three months
  • Written reminder remains in file for six months
  • Decision letter remains in file for one year

Performance problems do not remain forever!!

performance problems
PERFORMANCE PROBLEMS

?? How does performance not meet expectations ??

does the employee know what to do
DOES THE EMPLOYEE KNOW WHAT TO DO?

Are there clear, measurable, objective standards?

S - Specific

M - Measurable

A - Attainable

R - Results-oriented

T - Time phased

does the employee know how to do it
DOES THE EMPLOYEE KNOW HOW TO DO IT?

More Training Needed?

More Practice?

formal action appropriate
FORMAL ACTION APPROPRIATE
  • Does the employee know what to do? YES
  • Does the employee know how to do it? YES
  • Is job organization compatible with performance expectations? YES
coaching preparation
COACHING PREPARATION
  • Identify difference between actual and desired performance - FACTS
  • Review details of prior conversations
  • Determine why it is important that difference be resolved
  • Identify consequences if desired performance is not immediate
slide59

Performance Meeting Worksheet

Date of Discussion___________ Employee Name________________

Completed by ______________ Date Letter to Employee___________

Questions 1- 8 to be completed prior to meeting with employee

1. What is the desired performance?

2. What is the observed behavior (facts)?

3. Does the employee clearly understand the expected behavior? Y or N

Did the employee know conduct was subject to discipline? Y or N

4. Has the employee received adequate training? Y or N

5. Are position responsibilities organized to promote the expected behavior? Y or N

6. What is the business impact of less than desired performance?

7. What is the consequence of failure to correct the situation?

8. Is the action you are planning reasonably related to seriousness of offence, employee’s record, similar actions? Y or N

slide60
Performance Meeting Worksheet

(continued)

Questions 9-11 to be completed during and after meeting with employee

9. What is the employee’s response to the observed behavior?

10. Did the employee agree to correct the situation and meet performance expectations?

11. What level reminder does this discussion constitute?

Oral Reminder __ Written Reminder __

Attach copy of reminder letter, if applicable.

oral reminder session format
ORAL REMINDER SESSION FORMAT
  • “Ima, I have a problem and I need your help.”
  • Full description of concerns. STICK TO FACTS
  • “What can you tell me?”
  • Get agreement
  • (Adverse effects and logical consequences)
  • Confirm agreement
  • Tell employee notes in file
  • Repeat positive expectation of performance
assess results
Assess Results
  • Provide positive reinforcement
slide63
OOPS!

SECOND REMINDER

second reminder session
SECOND REMINDER SESSION
  • “Ima, I have a problem and I need your help.”
  • Full description of concerns - FACTS
  • “What can you tell me?”
  • Remind employee of prior agreement
  • Get agreement
  • (Adverse effects and logical consequences)
  • Confirm agreement
  • Repeat positive expectation
  • Tell employee you will follow-up with formal written letter
  • Next day share written letter with employee
written reminder memo
WRITTEN REMINDER MEMO

To: Ima OSU Employee

From: Thoughtful Supervisor

Subject: Written Reminder

Earlier today, you and I met to discuss your performance. I explained this was a serious matter and that, because we had talked about your need to improve several times in the past, I was going to issue a formal written reminder.

The basic problem, Ima, is while you do an excellent job in the area of customer service, your performance is unacceptable in the administrative areas that are also part of your job requirements. Specifically we discussed that you have been consistently late in completing the necessary paperwork at the end of the day. Just last week, I noted that paperwork was late three out of the five workdays creating a delay for others who handle the processing.

When you and I had our last conversation about this problem on April 1, at which time I issued you an oral reminder, you said that you understood the need to handle all parts of your job as effectively as you handle the customer service. Unfortunately, this has not happened and the problem continues.

Ima, this situation is serious and must be immediately corrected. The failure to do so will lead to more serious disciplinary action and could result in your termination. As I explained to your earlier, no matter how good your customer service is, if you cannot meet all the job requirements I will be unable to keep you as a member of our team.

I know that you can do as good a job in meeting the administrative requirement as you do in meeting our customer service expectations. You agreed that you would, and I look forward to your putting this problem behind you.

success
SUCCESS
  • Provide positive reinforcement
no success
NO SUCCESS

DECISION MAKING TIME

decision time
DECISION TIME
  • Employee decides to perform

OR

  • Employee resigns
decision making time
DECISION MAKING TIME
  • Assigned workplace at home
  • To determine if employee will fulfill job expectations
  • Or prefers work elsewhere
  • Employee must agree to totally acceptable performance in all areas of work
  • If agrees and any other performance issues arise within next 12 months, employee is terminated.
decision making time continued
DECISIONMAKING TIME(continued)
  • Remind employee of prior agreements
  • Full description of continuing concerns - FACTS
  • (Adverse effects and logical consequences)
  • Present letter
  • Request for compliance or resignation
  • Indicate termination if no reply
  • If employee agrees and there is further incident within one year, employee will be terminated
  • Employee agrees to totally acceptable performance in every area of job
multiple misconduct issues
MULTIPLE MISCONDUCT ISSUES
  • Separate, unrelated incidents are treated individually
    • Attendance
    • Lack of cooperation
  • No more than two incidents at any one time
exceptions to procedures
EXCEPTIONS TO PROCEDURES

There are some behaviors that bypass corrective procedures

  • Serious misconduct
  • Stealing and fraud
  • Committing a felony
  • Intentional falsification of records
  • Assaulting person

Suspend, investigate, decide

some actions bypass steps
SOME ACTIONS BYPASS STEPS
  • Seriousness of action
  • Employee’s work record
  • Intention of act
  • Prior treatment of employees (consistency)
how to handle general performance issues
HOW TO HANDLE GENERAL PERFORMANCE ISSUES
  • Multiple Performance Issues
  • Long Service
  • Prior Good Evaluations
  • Needs Improvement Performance Evaluation
  • Address by Performance Improvement Plan
    • Usually 90 days to demonstrate satisfactory performance
    • Formal reviews at each 30 days
    • Success or Termination (may resign)
performance improvement letter
PERFORMANCE IMPROVEMENT LETTER

To: IMA OSU EMPLOYEE

From: SUPERVISOR

As discussed, there are several areas of your performance which require your immediate attention. Therefore, you are being placed upon a performance improvement plan for up to 90 days. During this time we will meet to formally review your progress.

INSERT DETAILS REGARDING PERFORMANCE LAPSES.

INSERT PERFORMANCE EXPECTATIONS.

If you are unable to meet these performance expectations, further disciplinary action will be taken, up to and including termination of your employment.

During your employment in DEPARTMENT, you have gained valuable knowledge about the processes at Oklahoma State University and we are hopeful that the current situation can be corrected. In an effort to assist you in accomplishing these goals I will periodically meet with you to discuss your progress. Our first meeting will be TIME, DATE.

If you feel you have not been provided adequate training or if there are questions regarding your position, or your performance improvement plan please ask me.

__________________ __________________________

Signature (signifies receipt of PIP)/Date Witness/Date

C: Human Resources

osu maximizing performance system76
OSU MAXIMIZINGPERFORMANCE SYSTEM

PERFORMANCE

MANAGEMENT

PERFORMANCE

REVIEW

SUPPORTIVE WORK ENVIRONMENT

performance review
PERFORMANCE REVIEW
  • Justify pay increases
  • Document concerns about performance
  • Protect from legal challenges
  • Recognize the employee
  • Provide record for promotion or transfer
  • Provide tool for coaching
performance review emphasis
PERFORMANCE REVIEW EMPHASIS
  • Clarify job responsibilities and expectations
  • Summarize past performance discussions
  • Provide plan for future performance
  • Facilitate communications
slide79
GOOD PERFORMANCE

IS

MAKING A DIFFERENCE doing the right work, in the right way.

performance
PERFORMANCE

TWO DIMENSIONS:

Results Achieved

(What was done)

Performance or Behavioral Effectiveness

(How it was done)

slide81
It is not only what you do,

it is how you do it!

work is no exception
WORK IS NO EXCEPTION

If you don’t play by the rules,

you don’t get to play.

performance review84
PERFORMANCE REVIEW
  • ONE SIZE DOES NOT FIT ALL
  • Different jobs
  • Different employee skills
  • Different environments

FLEXIBILITY

osu components of review
OSU COMPONENTS OF REVIEW
  • Summary of on-going, year-round dialogue
  • Alignment with strategic objectives
  • Accountability for performance
  • Focus for skills & learning development
  • Documentation
minimum performance review elements
MINIMUM PERFORMANCE REVIEW ELEMENTS
  • Results Achieved (What was done)
  • Performance or Behavioral Effectiveness (How it was done)
  • Overall Performance Rating
  • Development Plan for Future
  • Discussion with Employee
  • Three Signatures
what s new
WHAT’S NEW

Primary Self Review

  • The employee is responsible for performance and should provide self review
  • Alleviates some of burden on supervisor
  • Allows for focus on behaviors and results that need clarification
what s new88
WHAT’S NEW

Performance Factors

  • Developed from CORE VALUES
  • Required behaviors (just as results)
  • Correlated to specific type of work
  • Incorporated in job description
  • Reviewed as part of annual review process
teamwork
TEAMWORK
  • Promotes a positive work environment by behaving and communicating in a manner that is respectful of others
  • Encourages cooperation, collaboration, and co-ownership of success
  • Communicates honestly and openly, listens attentively, and assumes responsibility for resolving difficulties appropriately
  • Supports diversity in establishing relationships in which all individuals are valued, appreciated and included
professionalism
PROFESSIONALISM
  • Exhibits a courteous, conscientious and businesslike manner in the workplace
  • Actively endorses and supports OSU’s mission and works for fulfillment of vision and goals while acknowledging the contribution of ethical and scholarly questioning in an environment that respects the rights of all to freely pursue knowledge
  • Seeks excellence in all endeavors and is committed to continuous improvement
  • Seeks knowledge that will provide skills that enable improved job performance
service
SERVICE
  • Contributes to the success of others by responding to others in a courteous, timely and accurate manner, seeking assistance when necessary to create a positive OSU experience that exceeds the expectations of students, and both internal and external contacts
  • Understands performance directly affects the future of OSU and strives to perform to enhance the OSU experience
  • Remains positive when changes are made to procedures, environment or responsibilities
stewardship
STEWARDSHIP
  • Accepts responsibility for the public’s trust and is accountable for individual actions
  • Demonstrates efficient and effective use of time, equipment and other resources
  • Maintains confidences and protects security of operations by keeping information confidential and equipment/facilities secure
  • Works in a safe manner using safety equipment and procedures as appropriate and encourages others to do the same
what s new93
WHAT’S NEW

Supervisor Responsibility

  • Staff Pay Plan designates supervisors (from individual contributors)
  • Specific job responsibilities to be reviewed
  • Individualized to specific type of work
  • Incorporated in job description
supervisor responsibility
SUPERVISOR RESPONSIBILITY
  • Provides leadership, guidance and direction to employees
  • Selects qualified workers and ensures proper training is received
  • Gives positive reinforcement in a timely manner for job success and provides accountability for poor behaviors and performance
  • Communicates information regarding OSU’s mission, vision and goals so that employees may increase their contribution to success
what s new95
WHAT’S NEW

Simplified Rating System

  • Continuum from Needs Improvement-Competent-Commendable
  • Below Competent (Needs Improvement) in any performance factor or job responsibility requires continued review
  • Overall rating must have some correlation to factor & responsibility rating
what s new96
WHAT’S NEW

Strategic Plan Related

  • Results-oriented

– not activities-based or task-oriented

  • Specific objectives emphasized as goals for following year
  • Especially for exempt staff
new review instrument
NEW REVIEW INSTRUMENT
  • Uses performance factors and key responsibilities
  • Completed initially by employee
  • Simplified rating scale
example
EXAMPLE

March – Draft review of achievements

Employee does performance review

April – Supervisor completes review (with third party agreement)

May – Goals for next fiscal year formulated with individual responsibilities

June – Final achievements documented

September – Review status of goals

November – Review status of goals

what s new about merit programs
WHAT’S NEW ABOUT MERIT PROGRAMS

Merit does not have to be distributed as %

  • Merit pool is funding mechanism, not necessarily a distribution mechanism
  • Distribution should be logical and defendable
  • Could be $x, $y, $z depending on overall performance, not x%, y%, z%
osu maximizing performance system105
OSU MAXIMIZINGPERFORMANCE SYSTEM

PERFORMANCE

MANAGEMENT

PERFORMANCE

REVIEW

TALENT

DEVELOPMENT

SUPPORTIVE WORK ENVIRONMENT

take aways
TAKE-AWAYS
  • Human Resources wants to assist you in maximizing performance
  • OSU Strategic Plan provides a vision to inspire us all to work with pride
  • Core values provide us stability in a constant sea of change and modern stress
take aways continued
TAKE-AWAYS(continued)
  • Employees are responsible for their performance
  • Supervisors are accountable to see that performance standards are met
  • Performance is both the result accomplished and the way the result was achieved
take aways continued108
TAKE-AWAYS(continued)
  • Recognition is critical for continued employee success
  • Recognition requires a commitment to differentiate performance
  • Poor performance needs to be addressed timely
take aways continued109
TAKE-AWAYS(continued)
  • Supervisor Toolkit is being developed on the web to assist in resolving performance issues
  • Communication and consistency are the cornerstones of maximizing performance
slide110

Maximizing Performance

Executive Briefing

Performance Appraisal Tools

Performance Meeting Worksheet

Written Reminder Sample

Performance Improvement Plan Sample

Additional Resources

HR Contacts

Recruitment/Selection

Employment Checklist

Sample Job Offer Letter

Sample Nonhire Letter

Nonhire, Interviewed Letter

Staff Pay

Family Medical Leave

Family Medical Leave Policy

Sample Memorandum to Employee

Medical Certification Form

Employee Relations

HR Contact List

Separation Checklist

Reference Release Form

comparison of discipline methods
CORRECTIVE ACTION

Progressive steps

Places personal responsibility on employee

Avoids confrontational, anger-provoking situations

Maintains relationship while solving problem

SUSPENSION

Progressive steps

Supervisor administers punishment – is bad guy

Sabotages relationship

Time off is reward, not punishment

COMPARISON OF DISCIPLINE METHODS