CCN CNY HUMA UMAN N RES ESOU OURCES CES EM EMPLOYEE YEE PER ERFORMANCE ORMANCE EV EVALUATION TION (C (CLASSIFI LASSIFIED ED STAFF AFF & & HEO EO SER ERIES) IES) TRAINING INING SERIES ERIES C C N Y O F F I C E O F H U M A N R E S O U R C E S 1
OVERVIEW 1. 1. Brief ef discu cuss ssion ion on performance ormance evaluat uation ions s – a. Higher Education Officer (HEO) Series b. Classified Staff 1. 1. Perform ormanc nce Managem gemen ent 2. 2. Revie iew of the e HEO EO and d Classif sified ied Staff f Performance ormance Ev Evalua uation ion Form rms 3. 3. Profess ession ional Developme elopment nt 4. 4. Next xt Step eps 2
OVERVIEW: HEO SERIES EVALUATIONS 1. 1. Pursuan ant t to Article cle 18 18.3(b) 3(b) of the e PSC/C /CUNY UNY Contr trac act 2. 2. Preferably erably once ce each h seme mest ster er but at least t annually ally 3. 3. Applicable able to all HEO Series ries emplo loyee ees s including uding those ose w/13.3 /13.3b status 4. 4. Separ arat ate e from m HEO Series ies Reappoin pointme tment t proces cess 5. 5. However er, , the e HEO Series ies perform ormanc ance e evaluation uations informs orms the e HEO Series ries Reappoin pointme tment t Proce cess ss 3
OVERVIEW: CLASSIFIED STAFF EVALUATIONS 1. 1. Pursuan ant t to the e various ous Collectiv lective e Bargainin ining g Agreements eements applicable able to all Classif sified ied Staff f titles es 2. 2. Emp mployees es in their ir first t year r of service vice evalua uated d quarterl erly 3. 3. After er one e year ar of servi vice, ce, emplo loyees es are evaluat ated ed annually ally 4. 4. Emp mployees es rated ed less s than satisf sfact ctor ory y re-evaluat aluated ed after er 3 month nths 5. 5. NEW: Sect ection ion to indicat cate e emplo loyee ee Goals and d Profes ession ional Devel elopme opment nt Plan 4
SOME ME BASICS ICS ABOU OUT T THE E PER ERFORMANCE ORMANCE EV EVALUATION TION A Performance Evaluation is an assessment of an employee’s work over a speci cific ic period iod of time – typi pically cally ann nnually ly. Why y do Em Employers s us use Performance ormance Ev Evalua uati tion ons? s? 1. 1. To reinforc orce departmenta mental l expect ectations ions 2. 2. Recogniz ize e employee ee contrib ribution ons, s, as well as, discu cuss ss areas for improvement ment 3. 3. Identify ify opportunit nitie ies s for training ing and pro rofess ession onal al developmen ment 4. 4. Pro rovide de the basis is for adva vance ncemen ment oppor ortunities. ies. 5
A P A Performan ormance ce Eva valu luati tion on is is als lso o part t of of a sys ystem m of of PER ERFORM ORMANCE ANCE MANA ANAGEMENT EMENT 6
OVE VERVI VIEW EW OF THE E PER ERFOR ORMANC MANCE E MANA NAGEMENT GEMENT PROCE CESS SS Performance Planning: Goals(Results/Behaviors) and Developmental Activities Provide Consistent Administering the Feedback During Rating Performance Evaluation Period Preparing for Preparing for Performance Evaluation: Performance Evaluation: 7 Appraise Performance Employee Input
Performance mance Ma Manag agement ement is essential sential for an organization’s success and one of a manager’s most important responsibi ponsibilities. lities. Performance mance Ma Manag agement ement ca can be be a h a highly hly per ersonal sonal an and uncomf comfor ortab table le process ocess for super pervis visors s an and emplo ployees. es. 8
POTENT TENTIA IAL L OUTCOMES OMES OF EFFEC ECTIVE TIVE PERF RFORM ORMANC NCE E MANA NAGEM GEMENT ENT 1. 1. Employees s are re clear r about their r job re responsibil sibilitie ities and expectatio tations ns 2. 2. Increas eased individ ividua ual and group p productivit uctivity 3. 3. Communicatio unication n betwe etween employee ees and supervis visors is optimiz mized 4. 4. Employee developm pment nt is enhanc anced through ugh effectiv ive feedback ck and coaching hing 9
POTENTIA TENTIAL L OUTCOM OMES ES OF EFFECT ECTIVE IVE PERFORM ORMANC NCE E MANA NAGE GEMENT ENT (CON ONTINUED) D) 5. 5. Performan mance goals and behavio viors are aligned ned with h the College’s and departments’ goals and strategic plans 6. 6. Suppo ports s operation tional al decisio sions, ns, (e.g., ., promotions, motions, merit t increas reases) es) 7. 7. Provide ides s docume ment ntatio ation n of performance mance for correctiv tive measur ures 8. 8. Serves as a basis s for separat ratio ion. n. 10
PERFORMANCE PLANNING Performance Planning: Goals(Results/Behaviors) and Developmental Activities 11
PERFORMANCE PLANNING… 1. 1. Per erformance ormance Expe pecta ctati tions ons 2. 2. Goals s / Beh ehavio iora ral l Expe pecta ctati tions ons 3. 3. Professi essiona onal Devel elopm opmen ent 12
PERFORMANCE PLANNING… (CONTIN (CONTINUED) UED) ng – When det etermin mining ing Performanc rmance Expectations ations conside ider r the followi wing 1. 1. Depar artm tmen enta tal Goa oals 2. 2. Employee’s job description (JD) 3. 3. Revie view w day y to day work [sho hould ld be consis istent ent with h the e JD and the e depar artm tmen enta tal l goals] s] 4. 4. Revie view w Per erforma rmance nce Eva valuation luation Objectiv ectives es a. a. Competenc ency y Categori egories es b. b. Rating ing Period: eriod: Ann nnual ual, , Se Semes mester er, , Quar arter erly ly (Classi ssified ied onl nly) 13
PERFORMANCE PLANNING… (CONTIN (CONTINUED) UED) Go Goals ls / Beha havioral vioral Expect pectations ations – 1. 1. Goals als – work to be ach chie ieved ed within hin the rating pe period iod 2. 2. Beha havior vioral Expe pectation ctations – how w an e n empl ployee e is expe pect cted ed to go about ut pe performing ming their eir job b within hin the e rating ng pe period riod 14
PERFORMANCE PLANNING… (CONTIN (CONTINUED) UED) Some me gui uidel deline ines for ES ESTAB ABLIS ISHING HING Goals/Be s/Beha haviora vioral Ex Expectation ectations with h your ur emplo loyee: 1. Goals must clearly define the end results to be accomplished 2. To the extent possible, goals should have a direct and obvious link to organizational success factors or goals 3. Goals should be difficult, but achievable, to motivate performance 4. Goals should be set in no more than three areas – too many different goals at once will impede success 5. Goals should be S.M.A.R.T. [Specific, Measurable, Achievable, Relevant & Time-Bound] 15
PERFORMANCE PLANNING… (CONTIN (CONTINUED) UED) Exampl ples s of Goals & Behavio vioral ral Expectations tations – Goals – 1. Decrease student attrition by 10% in the school year 2. Increase student participation in workshops by 10% in the Fall semester and an additional 10% in the Spring semester 3. Present data on the end of semester reports in Excel format 4. Improve work order completion rate to a minimum of one work order per day 16
PERFORMANCE PLANNING… (CONTIN (CONTINUED) UED) Exampl ples s of Goals & Behavio vioral ral Expectations tations – Behavioral Expectations – 1. Connect with stakeholders (i.e., students, peers, senior administration, etc.) by listening patiently for their needs and clearly and effectively sharing information; 2. Avoid confrontational interactions with direct reports /supervisors 3. Respond timely (within 24 hours) to communications from internal and external stakeholders 17
PERFORMANCE PLANNING… (CONTIN (CONTINUED) UED) Professional essional Develo lopm pmen ent 1. Hard and soft skills developmental activities planned for the employee during the rating period; 2. Requirements and developmental areas to pursue in preparation for advancement. 3. Professional Development may occur through experiential activities at work and/or opportunities outside of work (e.g., training classes) 18
PERFORMANCE PLANNING… (CONTIN (CONTINUED) UED) Professio sional nal Developme ment nt (cont ntinued) inued) Some Resour urces ces for Trainin ining Classes: s: 1. City College’s Continuing and Professional Studies (CPS) https://www.ccny.cuny.edu/cps ; 2. CUNY’s Office for Professional Development and Learning Management (PDLM) https://www.cuny.edu/about/administration/offices/hr/professional- development-learning-management/; 3. NYC Department of Citywide Administrative Services (DCAS) https://www1.nyc.gov/site/dcas/agencies/citywide-training-and- development.page; 19
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