CAREER MANAGEMENT SYSTEM APPRAISAL GUIDE EFFECTIVE IMPLEMENTATION

Transcription

1 CAREER MANAGEMENT SYSTEM APPRAISAL GUIDE 1 In 2016, Dallas Independent School District s Board of Trustees adopted new District goals that prioritize measurable improvement of student outcomes. While this work will rely heavily on the dedication and performance of the District s instructional leaders and staff, central staff and campus support team members play a crucial role in reaching these goals by supporting the work of our teachers and school leaders and creating the organizational conditions for success. Non-instructional staff members impact the student experience in a variety of ways, from ensuring the safety and cleanliness of the District s campuses to connecting talented educators to District employment opportunities. To raise student achievement in Dallas ISD, each of the District s 20,000 employees, including the 10,000 non-instructional staff members, must be working toward a shared vision, focusing on the same outcomes, and striving for excellence. The Career Management System (CMS) is designed to grow Dallas ISD Central Staff toward the exemplary performance that our students deserve. CMS is the approved appraisal instrument for central staff appraisers/supervisors to complete employees annual performance appraisal, as dictated per district board policy. EFFECTIVE IMPLEMENTATION The primary intent of the CMS appraisal process is to provide a framework for accurate and rigorous assessment of performance followed by honest and open dialogue about performance. To ensure effective implementation, CMS will be introduced in phases, with full integration of professional learning opportunities by Phase One: Transition Priorities: Setting up technical systems, training users on basic navigation, gathering stakeholder input and user behavior data, developing appropriate business processes, clarifying organizational structure Employees Evaluated on System: Most Central Staff positions Phase Two: Manager Focus Priorities: Building managerial capacity around performance management, refining business processes to support performance management, creating meaningful learning opportunities for managers, calibrating scoring at the executive level, gathering of stakeholder feedback Employees Evaluated on System: All full-time and part-time Central Staff and Campus-Based Operations positions Phase Three: Expansion Priorities: Making adjustments based on data and feedback, adding components to improve accuracy and rigor of system, calibrating scoring at the manager level, expanding learning opportunities for all employees Phase Four: Integrated Strategy Priorities: System-wide succession planning, institutionalizing knowledge regarding performance management.

2 OVERVIEW 2 The appraisal planning conference, mid-year review, and end of year review processes contained in the performance module occur during three phases, respectively, within the annual appraisal period: Phase 1. Planning/Goal setting conference: During the planning/goal setting conference, supervisors/appraisers ensure that employees understand their job roles/responsibilities, goals and expected professional standards of conduct. All employees will be accountable for the development and accomplishment of individual goals that align with those of the team and department. Phase 2. Mid-year review conference: During the mid-year review conference, employees complete a self-review and appraisers meet in person with employee to assess areas of strength and growth. If necessary, an individual intervention plan will be developed to address levels of performance that are not meeting expectations. In addition, a supervisor/appraiser will review, revise, and realign the employee s goals with the needs and the goals of the district, their department, and campus. Phase 3. End of year review conference: During the end of year review conference, supervisors/appraisers conduct a final review and discussion of progress made toward meeting employee performance goals. Supervisors/Appraisers review and document areas of commendation/growth and provide the final annual overall rating. APPRAISAL TIMELINE PHASE Phase 1: Goal Setting APPRAISAL CYCLE COMPONENT Online Goal Entry Planning/Goal Setting Conference TIMELINE FOR COMPLETION September 2018 KEY ACTIONS Employees enter a minimum of one SMART goal online in the Career Management System platform. Appraisers review goal(s). Appraisers hold goal-setting conversations around job responsibilities, identified competencies in the Leadership Rubric, and review employee goals. Phase 2: Mid-Year Review Online Employee Self-Review Mid-Year Review Conference January March 2019 Employee tracks goal completion. Employee self-rates performance on identified indicators and goal accomplishment Employee and appraiser discuss progress and areas of improvement If needed, redefine goals or develop intervention plans if progress is below expectation Appraiser completes online Conference acknowledgment Phase 3: End of Year Review Online Appraiser Review End of Year Review Conference May August 2019 Appraiser completes review of employee s performance on identified indicators and goal accomplishment Appraiser examines goals and scores competencies Appraiser holds end of year review conference with employee. Employee accepts evaluation online during the end of year conference. *End of year review appraisal deadline dates may be shifted to align with contract end dates where applicable

3 3 PERFORMANCE COMPONENTS The employee review will consist of two main components: Goal(s): Accomplishment of at least one rigorous, SMART goal, to be tracked and accomplished between September 2018 and August 31, 2019 (or end of contract/work calendar date). Leadership Rubric Competencies: Evaluation of set of competencies from four domains: Culture, Talent, Impact, and Stakeholders Leadership Rubric Competencies (80%) Individual Goal Accomplishment (20%) OVERALL EVALUATION LEADERSHIP RUBRIC COMPETENCIES Drawing from past evaluation systems, stakeholder input, and current best practices in performance management, the District s Leadership Rubric was developed as a means of setting expectations for employee performance around four core domains: Culture, Talent, Impact, and Stakeholders. Culture refers to the employee s commitment to the success of the organization Talent refers to the employee s or team s professional growth Impact refers to the effectiveness in day-to-day job responsibilities Stakeholders refers to the individual s commitment to others inside and out of the district. The Leadership Rubric adapts its valuation of excellence by layering additional responsibilities onto employee expectations depending on the requirements of their position. For the evaluation cycle, the Leadership Rubric will include two levels of impact: Leader of Self and Leader of Others. Employees on CMS who do not supervise others will be evaluated under the Leader of Self category. Employees on CMS who formally manage or supervise at least one individual, team, department, or division, will be evaluated under both the Leader of Self and the Leader of Others categories. In subsequent evaluation cycles ( and ), the additional categories of Leader of Teams and Leader of the Organization will be introduced to include the widening sphere of impact at all levels of the organization. SCORING LEADERSHIP RUBRIC COMPETENCIES When evaluating performance, Leadership Rubric competencies will be scored using the following 1-5 scale during the End of Year Appraisal: 1 - Unsatisfactory Employee has consistently failed to demonstrate these behaviors and requires targeted intervention to ensure improvement. 2 - Needs Improvement Employee demonstrates these behaviors irregularly, limiting overall impact. They would benefit greatly from targeted development on this particular skill. 3 Meets Expectations Employee consistently demonstrates these behaviors. 4 Exceeds Expectations Employee consistently exceeds expectations in these behaviors. This is an area of strength for this employee. 5 Exemplary Employee demonstrates all of these behaviors without exception and frequently goes above and beyond. Employee performance is a model for others to follow.

4 LEADERSHIP RUBRIC COMPETENCIES: LEADER OF SELF (ALL CMS ELIGIBLE EMPLOYEES) Domain 1: Culture 1.1 Understands the Organizational Vision, Mission, and Values Demonstrates commitment to educational excellence for all students Holds peers and self-accountable to high standards Uses values to guide performance, conduct, and decisions Adheres to district policies and procedures Demonstrates appropriate professional behavior in public and in the workplace 1.2 Adapts to Change Discerns the need to adjust behavior and/or actions Adapts to new information, changing conditions, or unexpected obstacles Supports change and assist peers, when appropriate, as they embrace change Domain 2: Talent 2.1 Prioritizes Learning Identifies and takes advantage of learning opportunities Utilizes newly gained knowledge and skills Shares knowledge and learnings with others when appropriate 2.2 Possesses Growth Mindset Identifies new areas for continuous improvement Seeks out and is receptive to feedback Acknowledges mistakes, reflects, and adjusts accordingly Domain 3: Impact 3.1 Plans and Organizes for Success Plans ahead to maximize success Tracks progress toward task completion and adjusts course as necessary Achieves positive results 3.2 Manages Time Prioritizes tasks appropriately Completes work and within specified time frames 3.3 Solves Problems Uses logical problems solving techniques Seeks out all available information to help address issues Informs manager/others of problems when appropriate 3.4 Demonstrates Mastery of Job-Specific Skills Demonstrates mastery of all tools and skills necessary to carry out all functions of the position Executes technical job requirements Domain 4: Stakeholders 4.1 Communicates Professionally and Effectively Disseminates information and ideas in a variety of settings and formats Conveys information clearly and concisely to ensure message is understood by target audience in both formal and informal situations Written communication is clear, concise, and organized 4.2 Builds Positive Relationships Demonstrates ability to work cooperatively with others and encourages collaboration Recognizes the positive contributions of all team members 4.3 Demonstrates Outstanding Customer Service through principles of Core4 Responds to customer inquiries in a focused, timely, and appropriate manner Listens to customer questions or concerns and responds appropriately Provides flexible, solutions-oriented service to stakeholder 4.4 Promotes Equity and Inclusiveness Demonstrates respect for all individuals regardless of race, color, religion, gender, national origin, age, disability, sexual orientation, gender identity/expression, or genetic information Seeks out and values diverse perspectives, backgrounds, and experience 4

5 LEADERSHIP RUBRIC COMPETENCIES: LEADER OF OTHERS (EMPLOYEES WHO SUPERVISE OTHERS)* 5 Domain 1: Culture 1.1 Understands the Organizational Vision, Mission, and Values Demonstrates commitment to educational excellence for all students Holds peers and self-accountable to high standards Uses values to guide performance, conduct, and decisions Adheres to district policies and procedures Demonstrates appropriate professional behavior in public and in the workplace 1.2 Adapts to Change Discerns the need to adjust behavior and/or actions Adapts to new information, changing conditions, or unexpected obstacles Supports change and assist peers, when appropriate, as they embrace change 1.3 Creates Positive Environment for Change Demonstrates flexibility and adapts appropriately to changes Proactively familiarizes team members with context and rational for change Implements new initiatives or processes when appropriate Domain 2: Talent 2.1 Prioritizes Learning Identifies and takes advantage of learning opportunities Utilizes newly gained knowledge and skills Shares knowledge and learnings with others when appropriate 2.2 Possesses Growth Mindset Identifies new areas for continuous improvement Seeks out and is receptive to feedback Acknowledges mistakes, reflects, and adjusts accordingly 2.3 Selects, Hires, and Onboards Excellent Employees Implements rigorous and equitable hiring practices Defines job responsibilities and the skills necessary to be successful during and after hiring process Provides new employees with information and support necessary to be successful 2.4 Develops Employees Encourages employees to seek out and take advantage of professional development opportunities Reflects with direct reports on their progress and performance Develops skill set of direct reports by de legating meaningful and challenging tasks Utilizes performance evaluation as a guide to promote professional growth 2.5 Ensures High Performance of Direct Reports Clearly communicates realistic expectations for performance Holds employees accountable for achieving expected outcomes Provides continuous job-specific feedback and coaching Domain 3: Impact 3.1 Plans and Organizes for Success Plans ahead to maximize success Tracks progress toward task completion and adjusts course as necessary Achieves positive results 3.2 Manages Time Prioritizes tasks appropriately Completes work and within specified time frames 3.3 Solves Problems Uses logical problems solving techniques Seeks out all available information to help address issues Informs manager/others of problems when appropriate 3.4 Demonstrates Mastery of Job-Specific Skills Demonstrates mastery of all tools and skills necessary to carry out all functions of the position Executes technical job requirements

6 Domain 3: Impact (Continued) 3.5 Uses Creativity and Innovation in Decision-Making Conceptualizes innovative and creative solutions Appropriately assesses the risks and rewards of any new approach Embraces challenges and incorporates new knowledge into future decisions 3.6 Manages Projects Sets clear measurable goals Identifies length and difficulty of tasks and projects Delegates tasks appropriately and monitors progress Anticipates and adjusts for problems and unforeseen circumstances Achieves successful outcomes based on clear measurable goals 3.7 Makes Quality Decisions Considers available data, experience, and varied stakeholder input when making decisions Evaluates decisions and revises when appropriate Domain 4: Stakeholders 4.1 Communicates Professionally and Effectively Disseminates information and ideas in a variety of settings and formats Conveys information clearly and concisely to ensure messages is understood by target audience 4.2 Builds Positive Relationships Demonstrates ability to work cooperatively with others and encourages collaboration Recognizes the positive contributions of all team members 4.3 Demonstrates Outstanding Customer Service through principles of the Core4 Responds to customer inquiries in a timely and appropriate manner Listens to customer questions or concerns and responds appropriately Provides solutions-oriented service to stakeholders 4.4 Promotes Equity and Inclusiveness Demonstrates respect for all individuals regardless of race, color, religion, gender, national origin, age, disability, sexual orientation, gender identity/expression, or genetic information Seeks out and values diverse perspectives, backgrounds, and experience 4.5 Creates a Safe Environment for Direct Reports Creates an inclusive team culture where diversity and individual differences are valued/respected Professionally and fairly mediates conflicts as they arise Listens to, recognizes, respects, and encourages different perspectives 4.6 Influences Others Motivates direct reports to achieve ambitious outcomes Facilitates an open exchange of ideas and requests feedback when appropriate 1 - Unsatisfactory 2 - Needs Improvement 3 Meets Expectations Employee has consistently failed to demonstrate these behaviors and requires targeted intervention to ensure improvement. Employee demonstrates these behaviors irregularly, limiting overall impact. They would benefit greatly from targeted development on this particular skill. Employee consistently demonstrates these behaviors. 4 Exceeds Expectations Employee consistently exceeds expectations in these behaviors. This is an area of strength for this employee. 5 Exemplary 6 Employee demonstrates all of these behaviors without exception and frequently goes above and beyond. Employee performance is a model for others to follow. *During the evaluation cycle, all positions who supervise others will be evaluated on both the Leader of Self and Leader of Others rubrics during the End of Year Review.

7 INDIVIDUAL GOAL SETTING 7 Goals are the core, critical services and products that supervisors/appraisers hold employees accountable for annually. During the fall Planning/Goal Setting Conference, employees and evaluators should meet to discuss individual goals formally. Each employee evaluated on the Career Management System will be required to have at least one job-specific, measurable goal entered into the system. Goals should be rigorous yet attainable to challenge employees while allowing them to grow and develop professionally. This goal must meet the SMART goal criteria and be entered in the Cornerstone online system. More information about goal development can be found on online at the Career Management System website. SCORING GOAL ACCOMPLISHMENT When scoring the accomplishment of individual and/or team goals, the following 1-5 scale will be used: SCORE RATING DESCRIPTION 1 Unsatisfactory 2 Made Some Progress Toward Target The employee failed to set rigorous and relevant goals or did not take action to accomplish goals or targets. The employee made some progress toward achieving the goal, but did not achieve them in the specified timeframe or lacks meaningful evidence. 3 Made Significant Progress Toward Target 4 Met Target 5 Exceeded Target The employee made significant progress toward rigorous and relevant goals, but did not achieve them in the timeframe specified. The employee accomplished rigorous and relevant goals in the timeframe specified and can support goal accomplishment with meaningful evidence. The employee exceeded expectations by accomplishing exceptionally rigorous and relevant goals or achieving positive outcomes beyond the target set in the original goal. The employee is able to demonstrate goal accomplishment and substantial positive impact with meaningful and compelling evidence. OVERALL EVALUATION SCORE Overall evaluation scores for the cycle will be determined by combining scores for the Leadership Rubric competencies (80%) with the score for goal accomplishment (20%). The indicators for each competency will be averaged together to produce an overall Leadership Rubric score. The score for each individual/team goal will be averaged together to determine an overall employee score for Individual Goal Accomplishment. These scores for Leadership Rubric and Individual Goal Accomplishment will be weighted and averaged to determine the overall evaluation score, and will be categorized according to the ranges identified below: OVERALL RATING SCORE RANGE Unsatisfactory Below Expectations Proficient/Meets Expectations Exceed Expectations Exemplary Note: The cut points are undergoing revisions to ensure consistency between indicators, goalaccomplishment, and overall score. Updates will be posted in the CMS Guidebook by December 2018.

8 8 APPRAISAL PROCESS The appraisal process contained in CMS is accomplished through three conferences during the annual appraisal period: 1. Planning/goal setting conference 2. Mid-year review conference 3. End of year review conference All employees will have electronic access to their appraisal/evaluation, participate in a performance conference with their supervisor/appraiser, and have the opportunity to respond to the appraisal results. Review steps include: self-review, manager review, employee sign off, and a manager sign off. PLANNING/GOAL SETTING CONFERENCE During the planning/goal setting conference, supervisors/appraisers must ensure that employees understand their job roles/responsibilities, goals and expected professional standards of conduct. All employees will be accountable for the development and achievement of product- and service-related goals. In preparation for this planning/goal setting conference, employees must prepare a written document identifying jobspecific goals and tasks. All employees should create a minimum of one (1) goal; it is recommended that each employee create no more than five (5) goals. During this planning/goal setting conference, supervisors/appraisers are expected to ensure that their employees goals are aligned with the goals of their departments and the district, whenever possible. This planning activity is critical for the success of the campuses, departments, and the district. When this activity is well executed by all supervisors/appraisers and employees, employees can focus their time and resources in meeting the priorities of their campuses, departments, and the district. MID-YEAR REVIEW CONFERENCE During the mid-year review conference, employees complete a self-review and appraisers meet in person with employee to assess areas of strength and growth. If necessary, an individual intervention plan will be developed to address levels of performance that are not meeting expectations. In addition, a supervisor/appraiser will review, revise, and realign the employee s goals with the needs and the goals of the district, their department, and campus. The mid-year conference includes the following activities: 1. A discussion and review of employee s performance 2. Review of performance components where employee s work performance and goals are inconsistent with their progress 3. Review, revision, and realignment of the employee s goals with the needs and goals of the district, their department, and campus 4. Development of an IIP whenever employee performance requires improvement (if applicable). For the mid-year conference, employees should bring documentation supporting their work performance. As a best practice, supervisors/appraisers should not wait until the end of year review conference to develop an IIP. Supervisors/appraisers may conduct additional conferences between the mid-year conference and end of year conference if an employee s work performance requires improvement.

9 PERFORMANCE DOCUMENTATION 9 Employees may prepare and present documentation supporting their performance. This supporting documentation may include information such as attendance records, action plans, and completed products and documentation of services (reports/data, report numbers/metrics, memos, meeting agendas and/or minutes, customer satisfaction survey results, or records of services). This supporting documentation must be organized within each of the following components: competencies and goals. INDIVIDUAL INTERVENTION PLAN (IIP) A supervisor/appraiser must develop an Individual Intervention Plan (IIP) for an employee whose performance has been determined to require improvement. The IIP template is available on the CMS website, and appropriate documentation and evidence for need should be included. As a best practice, an IIP should be developed in collaboration with their employees. In all cases, supervisors/appraisers and the employee must meet and review the Individual Intervention Plan. The IIP must be implemented and completed during the scheduled work days and within the annual appraisal year. The IIP consists of the following: Performance component(s) in which the employee is in need of assistance Specific professional development activities and dates for completion Evidence to determine that professional development activities have been completed Directives for needed changes in employee behavior and timelines for accomplishing change Evidence to determine if employee performance or behavior has changed If necessary, the supervisor/appraiser may develop an IIP at any time during the annual appraisal cycle to call attention to performance components requiring improvement. Note: Supervisors/appraisers will provide employees with corrective feedback on existing intervention plans and discuss intervention plans for the subsequent appraisal period if necessary. END OF YEAR REVIEW CONFERENCE The End of year review conference requires the following: 1. Supervisors/appraisers will review the employee s success in meeting their goals and expected work behaviors 2. Supervisors/appraisers will provide employees with their final performance component ratings and overall performance ratings 3. Supervisors/appraisers will review performance components for improvement and commendation EXTENUATING CIRCUMSTANCES Extenuating circumstances may prevent supervisors/appraisers from providing an end of year review rating based on an employee s performance components. These circumstances include the following: 1. The employee has been in current position six months or less (at the time of the end of year review) 2. The employee is on administrative leave 3. The employee has not been in attendance due to an approved leave Selecting an N/A Rating: When rating performance components, the supervisor/appraiser can select the rating N/A to designate one of the aforementioned extenuating circumstances. The rating will not be calculated in the Overall Rating, but the supervisor/appraiser will be able to complete an appraisal for the employee.

10 GRIEVANCE PROCESS 10 Employees are encouraged to discuss their concerns and grievances with their supervisor/appraiser, principal, or other appropriate administrator. When informal discussions fail to resolve the concern or dispute, the employee may file a grievance with the Employee Relations Department. See DGBA at A grievance form must be filed no later than ten (15) business days from the date the employee first knew or, with reasonable diligence, should have known of the decision or action giving rise to the grievance or complaint. Please contact Employee Relations for additional information or clarification. CONTACT Human Capital Management Career Management Team careermanagement@dallasisd.org (972)