Performance and Career Development: Supervisors University of Tasmania

Transcription

1 Performance and Career Development: Supervisors University of Tasmania Meg Archer December 2016 HUMAN RESOURCES 1

2 Key Elements of the PACD HUMAN RESOURCES 2

3 Performance and Career Development (PACD) at UTAS The key focus of the PACD process hasn t changed, it s role is to: Achieve a high performance culture at the University of Tasmania Support staff to achieve their career and professional development goals in alignment with the School, Faculty, Institute or Division s strategic direction. Support an active partnership between the staff member and their supervisor. HUMAN RESOURCES 3

4 Underlying principles and processes are the same Core element is discussions with supervisor over the work to be done, and feedback on how well the work has been done. Academic staff A three year plan Annual objectives aligned to the three year plan Professional staff objectives based on requirements of the job and the position description. Alignment of performance goals to University performance standards and strategy, but more importantly College, Faculty, School or Division plans Discussion on career aspirations Discussion and recording of professional development activities HUMAN RESOURCES 4

5 Why have we reviewed our approach to PACD? Development of the PACD process as a supporting pillar to build management and leadership capability Develop a more focused process that brings together existing performance standards (The UTAS academic), workload allocation, leave management and career development into the one discussion Greater transparency around staff performance to ensure the higher performers are acknowledged and rewarded and those that are struggling receive the help they need. Simplify and streamline the logistical elements of the discussion - freeing up your time for the important part of the process giving/receiving feedback that helps your performance and career development. HUMAN RESOURCES 5

6 Why move online? MyHR eperformance One stop shop for performance and career development including live links to UTAS Academic Performance Expectations, Web Access Research Portal (WARP), workload allocation data, career development resources and leave balances. A single, secure point of storage for performance and career development information including PACD templates, supporting information and communication on progress between staff and their supervisors, removing the paper-chasing and inconsistency of the current word template system. Ability for staff and supervisors to track their progress through the performance and career development discussions, incorporate peer reviews and enhancing the transparency on progress and facilitate prompt addressing of any concerns or changes to work direction. It frees up your time for the important part of the process giving feedback that helps develop your staff. HUMAN RESOURCES 6

7 Key Changes Consistent Templates Development of more specific templates aligned with the stage of a staff member s career with the University and the type of employment relationship they are engaged in: Academic Staff PACD Template for academic staff Academic Fixed Term Staff PACD Template for those staff in fixed term research positions Academic Probation Staff PACD for Academic staff commencing at the University. This template has been tailored to capture the specific discussions required to support staff through the academic probation process in line with the UTAS Staff Agreement and has the capacity to facilitate 6 month check-ins on progress and securely capture Faculty and University Academic Probation Committee recommendations. Professional Staff PACD Template for those staff that hold Senior Management, Professional and English Language Centre (ELC) positions (HEO classified roles). HUMAN RESOURCES 7

8 Key Changes Process & Content Focus on key performance and career development objectives - to support a discussion that focuses on the key performance and career development objectives, it is proposed to aim for 3 performance objectives (maximum of 6) over the planning and review period. Alignment with Existing Performance Standards - evaluation of performance against the required standards outlined in the UTAS Academic and/or an individual s position description (including the position requirements and key accountabilities and outcomes) to support discussions around a staff member s overall performance and achievement of agreed objectives. Sustainable Supervision - supervisors of both Academic and Professional staff should ideally undertake the performance and career development process for no more than 10 staff. Staff Self-evaluation - this engages the staff member more actively in the discussion, flags differences in perceptions around performance and promotes more effective discussions about performance, priorities, skill gaps etc. HUMAN RESOURCES 8

9 Key Changes - Process & Content cont Renewed focus on leadership and collegiality to facilitate discussion about leadership and collegiality goals, in conjunction with internal service objectives. Emphasising the importance of team work and capacity building, fostering the breaking down of boundaries and silos across professional and academic teams, functional and discipline areas. Behaviour and the University Statement of Values - allows staff and managers to consider how they model our values in the workplace and their alignment with the University s Statement of Values. Leave Planning requires discussion and commitment to leave planning, allowing staff and their supervisors to view leave balances and plan annual and study leave appropriately, taking into account work and personal requirements. HUMAN RESOURCES 9

10 Snapshot: Australian University Landscape University Ratings Linked to performance standards Griffith 4 levels Yes Melbourne 5 levels Yes ANU Unsatisfactory, Satisfactory, Outstanding Linked to research and teaching performance standards ACU 5 levels Yes teaching and research evaluation data UNSW 5 levels Moved from a forma setting objectives approach to a conversation approach. Staff are rated. Monash Satisfactory/unsatisfactory Clear performance standards for academic staff Queensland Unsatisfactory, requires improvement, satisfactory Academic performance criteria are to be taken into account when setting and assessing achievements Curtin 3 levels Not linked to performance metrics, linked to teaching metrics Sydney Academic staff not rated Professional staff rated on a 5 level structure Linked to academic research performance expectations Newcastle 5 levels Articulated performance standards for research HUMAN RESOURCES 10

11 UTAS Evaluation Criteria Exceeds Expectations Performance, achievements and behaviour have exceeded the University s performance criteria and/or the performance expectations outlined in the individual s position description (including the position requirements and key accountabilities and outcomes). Some of the agreed annual outcomes have been achieved at a higher level than expected and all annual outcomes have been achieved. The supervisor has received evidence to verify a higher level of outcome than expected. Achieved Satisfactory but areas for improvement Unsatisfactory Not relevant Performance, achievements and behaviour have met the University s performance criteria and/or the performance expectations outlined in the individual s position description (including the position requirements and key accountabilities and outcomes). The agreed annual outcomes have been achieved. There has been an improvement in performance over the last annual assessment. Performance, achievements and behaviour generally have met the University s performance criteria and/or the performance expectations outlined in the individual s position description (including the position requirements and key accountabilities and outcomes). Most of the agreed annual outcomes have been achieved. Improvement is required in one or two areas of the performance criteria or standards. Performance, achievements and/or behaviour have not met the University s performance criteria and/or the performance expectations outlined in the individual s position description (including the position requirements and key accountabilities and outcomes) in some or all areas. Further assessment and action is required. Events/circumstances have meant that the performance objective, action or goal is no longer relevant or required. HUMAN RESOURCES 11

12 Articulation: Existing UTAS Academic Performance-related evaluation criteria Evaluation Criteria Not relevant Research Performance Expectations Teaching Performance expectations Community Engagement Performance Expectations Unsatisfactory Below Below expectations Does not meet expectations Satisfactory but areas for improvement Near Achieved Meeting Meets expectations Meets expectations Good Exceeds Expectations Very good Outstanding Exceeds Expectations HUMAN RESOURCES 12

13 Articulation: Professional staff HUMAN RESOURCES 13

14 Supervisor s role Review the role and responsibilities of the staff member. Review the objectives, skills and knowledge acquisition set in previous discussions. Provide evaluative feedback on the staff member s performance against objectives. Provide an overall evaluation of performance aligned to University performance expectations For academic staff, review and confirm the workload allocation of the staff member (Research: Teaching: Service/Community). Recognise the initiative and achievements of the staff member. Identify future opportunities and responsibilities for the staff member. Provide feedback and support to the staff member on specific areas requiring development HUMAN RESOURCES 14

15 What do I have to do at the beginning of the cycle? Open My HR at the Main Menu tab, Manager Self Service and Performance Management tabs and create performance templates for each staff member you supervise this will notify the staff member that the process has commenced OR Ask each staff member to create their own performance template and you will be notified when that is done. Discuss with each staff member you supervise A three year plan ( academic staff only) Annual performance objectives for teaching, research and leadership and service aligned to University performance standards ( academic staff) Annual performance objectives aligned to Faculty or Divisional strategy, role requirements or position description ( professional staff) Ensure that objectives are SMART and measurable and no more than 3 to 6 in total Discuss and agree career development actions After those discussions, ensure that the staff member has entered details in My HR, and on receiving notification of objectives approve or revise them if required. HUMAN RESOURCES 15

16 MyHR eperformance Demonstration Step 1 Planning Step 2 Check in HUMAN RESOURCES 16

17 What do I do during the cycle? Regular conversations between supervisors and staff are key to staff success Address any concerns promptly Redirect work effort due if required Recognise good work During the cycle for Professional and Academic Probation staff, you have the option of a checkpoint at the 6 month mark, which is a more formal mid-point discussion Required for Academic Probation Required as part of Professional Staff Probation (which concludes at 6 months) It does have the option to skip which may be appropriate, but not in above cases. This is important if the environment, the circumstances or requirements have changed and there may be a need to formally change the objectives. It is possible for the manager to do this throughout the year. You should ensure that any changes or discussions are recorded in My HR or validate the earlier performance objectives. This can be achieved through: Making notes in the PACD Using the Performance Notes tool for time/date stamp HUMAN RESOURCES 17

18 What do I do at the end of the cycle? Make a date with the staff member to discuss PACD outcomes. You may request that the staff member completes the self assessment prior to the discussion and you will receive a notification of this. Before your discussion with the staff member you may also open the PACD template through manager self service and complete your assessment of each of the staff member s performance criteria Using the 4 point rating scale in the drop down menu to assess each objective and Ensuring the rating is aligned to the standards in TPE, RPE and CPE ( academic staff) Position description and agreed performance objectives (professional staff) OR After a discussion with the staff member, open the PACD template through manager self service so you can evaluate how the staff member has performed against each performance criteria Use the 4 point raging scale in the drop down menu and Ensure your rating is aligned to the standards in the TPE, RPE and CPE ( academic staff) Position description and agreed performance objectives (professional staff) Evaluate achievement of career development objectives, alignment with the University Statement of Values and leave management using comment boxes. Discuss workload allocation arrangements ( academic staff only) HUMAN RESOURCES 18

19 Making the overall assessment After assessing each performance criterion, you need to give consideration to the overall performance assessment You should review this carefully, as not all performance criteria are likely to be equally important, as some may be more complex than others or require more effort and originality In making the assessment you should take into account the relative importance of each criterion, the staff member s workload allocation (academic staff) and the overall contribution made by the staff member. HUMAN RESOURCES 19

20 MyHR eperformance Demonstration Step 3 - Review HUMAN RESOURCES 20

21 Tips & Tricks When accessing MyHR to look at the PACD records of a staff member who you supervise, always access Performance Management through the Manager Self Service and then Performance tabs. Finalise Criteria is an extra step for managers a double approval (after the Checkpoint) Nominate Participants Academic probation committee information and for dotted line reporting (all templates) Once a staff member has acknowledged completion the supervisor still needs to go in and complete the template to finalise the process SAVE everything before leaving each My HR page, or all will be LOST HUMAN RESOURCES 21

22 Discussion Setting meaningful objectives with measures of success For academic staff these must be measurable, and aligned to the UTAS Academic Performance Expectations For Professional staff this should be aligned with your Position Description Must be an improvement on what the staff member is doing now Ideally no more than three to six objectives in total, so they need to be strategic and important. Performance development Make sure that you consider a range of approaches to professional development HUMAN RESOURCES 22

23 Thank you & Questions HUMAN RESOURCES 23