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2005 Performance Development System Survey

2005 Performance Development System Survey. Human Resources Staff Meeting March 20, 2006. Has the Performance Development System Made a Difference?. 2004 Survey – Baseline date on Performance Management prior to the PDS 2005 Survey – Solicited opinions on:

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2005 Performance Development System Survey

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  1. 2005 Performance Development System Survey Human Resources Staff Meeting March 20, 2006

  2. Has the Performance Development System Made a Difference? • 2004 Survey – Baseline date on Performance Management prior to the PDS • 2005 Survey – Solicited opinions on: • Supervisory performance management practices • Career development and advancement opportunities • Training participation and impact/transfer to the job • Customer Service

  3. The Upside • More people participated— up 12.7% • 2005 - 1,208 respondents out of 4,004 supervisors and staff (30.2%) • 2004 – 1,072 respondents • Mean scores increased across the board The PDS is having a positive impact on employees and Temple University. “ I am sure this system has played an important role in identifying the duties of various positions and strengthening the communications among employees and supervisors.“

  4. Significant Improvements

  5. Significant Agreement 94% 92% 92%

  6. Mixed ReviewsSupervisor Effectiveness “My work performance isn't managed or acknowledged at all.“

  7. Development/Training • Majority agree that: • They receive the training necessary – 78% • Supervisor encourages professional development – 83% • Take advantage of professional development – 90% • Use/apply learning to perform better – 85% • Majority of supervisors agree that: • They reinforce what employees learn – 83% • They encourage employees to participate – 88% • Employee apply what they learn to perform better – 81%

  8. Mixed Reviews on Customer Service “As far as the customer service focus of the U., in general this atmosphere provides a helpful context, but there has been no direct impact, good or bad, on my department's work.”

  9. 2004 Student Questionnaire(1=very dissatisfied, 2=Somewhat dissatisfied, 3= somewhat satisfied, 4= very satisfied) • I feel the Temple offices I interact with provide quality customer service 2.71 • In general, I have received good treatment at Temple 3.15 • If I had to do over again, I would enroll at Temple 3.16 • Overall satisfaction with education received at Temple 3.16

  10. 2005 National Survey of Student Engagement Relationship with administrative personnel and offices (1= unhelpful, inconsiderate, rigid to 7 = helpful, considerate, flexible) • Temple first year students 4.16 • Temple seniors 3.95 • Urban Universities first year students 4.49 • Urban Universities seniors 4.40

  11. 2005 National Survey of Student Engagement How would you evaluate your entire educational experience at this institution? (1=poor, 2=fair, 3=good, 4=excellent) • Temple first year students 3.01 • Temple seniors 3.08 • Urban Universities first year students 3.02 • Urban Universities seniors 3.05

  12. 2005 National Survey of Student Engagement If you could start over again, would you go to the same institution you are now attending? (1=definitely no, 2=probably no, 3=probably yes, 4=definitely yes) • Temple first year students 3.11 • Temple seniors 3.04 • Urban Universities first year students 3.06 • Urban Universities seniors 2.99

  13. Concerns

  14. FY 2004/05 FT/Reg New HiresPromotions & Transfers 36% 25% 26%

  15. Concerns Raised in Comments • 337 (28%) staff and supervisors commented • 88 supervisors (19%) responded to the supervisors only comment question • Critical of: • Management skills of supervisors • Monetary rewards, relationship of pay to performance • Applicability to employees in unions and in research positions

  16. Suggestions Raised in Comments • Employee evaluation of supervisors • Make the PDS more user friendly • Expand training courses and offer more widely beyond Main Campus

  17. Conclusions • Good News: Scores are Up! • Some performance management is acknowledged: • Clear on job responsibilities • Performance expectations • Formal evaluations each year • Encouragement to pursue professional development

  18. Conclusions (continued) Room for Improvement • Job Descriptions • Supervisors’ Skills in: • Managing and Evaluating Performance • Coaching/Counseling • Career Advancement • Customer Service Report Summary and PowerPoint Presentation Available at www.temple.edu/hr

  19. Next Steps • Update job descriptions • Key to defining responsibilities • Employees expect them • HR and Departments collaborate • Coaching and counseling • Explain what it looks like • Tell your employees when it happens • Manage their expectations • Attend supervisory/leadership training

  20. Next Steps • Job advancement • Provide mentoring and career counseling • Manage expectations/communicate successful internal hiring • Identify opportunities • Cross training • Developmental opportunities • Job rotation • Customer Service • Are we any better? • How do we change perceptions? • How do we measure it? • Implement PDS Web System Enhancements

  21. Planned PDS Web Enhancements • Either supervisor or employee can start a PDP and both can enter comments • Improved print function • Easier way to rate all core and selected role competencies • Email notifications • Progress notes and/or end of the year summary comments required for all essential functions and goals • 2006/07 Goals required on current year PDP

  22. Change in PDP Weightings of Final Scores • 40% for Responsibilities/Essential Functions • 40% for Goals • 10% for Developmental Competencies • 10% for all Core and Selected Role Competencies.

  23. Coming Soon to a Training Room Near You • March– Employee Manual Supervisory Training and Information Sessions for Union and Non-Union Employees • April – PDS System Changes and Rules of Conduct

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