Plant the SEEDS for your College s Future Using a Competency-Based Performance Management System. Presented by Alexa Bazley & Kaye Waugh

Transcription

1 1

2 Plant the SEEDS for your College s Future Using a Competency-Based Performance Management System Presented by Alexa Bazley & Kaye Waugh

3 A-B Tech background Location: Asheville, North Carolina Employees: 1,086 Full-Time Faculty/Staff: 435 Part-time Faculty/Staff: 651 Total Students: 26,548 Curriculum enrolled students: 11,308 Continuing Education students: 15,240 Number of curriculum programs: 64 3

4 Competency-Based Employee Performance Management System Systematic, intentional, and strategic Collaborative effort Connects Human Resources with institutional performance Improves our employee performance Improves institutional effectiveness 4

5 What is a Competency-Based Employee Performance Management System? 5

6 Flashback to the past Perfunctory Disjointed No strategic alignment No reporting capabilities 6

7 SEEDS Then Selection of employees Questions for interview committees were generic Job description and vacancy was the only criteria No strategic alignment with College competencies, Mission, Vision, or Values. 7

8 SEEDS Then setting Expectations No guide to set expectations for employees Coaching forms for addressing underperformance with employees were too vague and not useful Professional development provided for underperforming employees was generic 8

9 SEEDS Then Performance Evaluations On Paper Binary scale ( Meets Expectations or Needs Improvement ) Evaluation criteria was basic (example: Dependability, Efficiency, Judgment) Work-related competencies were not addressed No reporting capabilities 9

10 SEEDS Then professional Development No clear criteria for what qualified as professional development Scheduled offerings based on best guess Professional Development Plans were only 1-on-1 between employees and their supervisor 10

11 SEEDS Then Strategic plan No alignment of employee competency requirements with strategic plan objectives Alignment of professional development to support the achievement of the strategic objectives did not exist 11

12 How did we get there? Then Now 12

13 Executive Leadership Team had the vision Cross-divisional Task Force created Sub-Committees to focus on key areas 13

14 Developed competencies: 5 Standards of Conduct & Expectations of Employment 9 Core Competencies 5 categories of Role-Based Competencies: Faculty (6) Faculty Chair (7) Supervisors (5) Managers (5) Executive Leadership Team (5) 14

15 Drafted revised performance evaluations content Likert rating scale Career planning Revised Performance Improvement Plan 15

16 Task Force concluded HR/OD division continued development Professional development aligned with competencies 16

17 Selected and implemented online software to support the performance evaluation Implemented first revised performance evaluations campus-wide: Competency- based performance evalua?on Employees set and tracked professional development goals and work objec?ves 17

18 Developed competency-based interview questions Implemented new hire performance evaluations in the new system (at 6-month and 11-month) 18

19 Held focus groups to evaluate new performance evaluation process Identified improvements to the process including: Renamed Likert rating scale options Revised competency descriptions Reduced number and length of competencies Simplified the evaluation process 19

20 Online software reports enabled leadership to analyze College-wide and Division-specific competency performance Developed division/department-specific professional development plans to include customized training 20

21 Strategically targeted professional development to support the underperforming competencies Implemented improvements to the evaluation forms and process 21

22 Pilot alignment of professional development with key strategic plan objectives Pilot a rubric system for candidate selection for interviews Selected and in the process of implementing a new learning management system to support professional development 22

23 Present Day Competency-based Performance Management System Improved professional development effectiveness Improved competency performance Increases in employee engagement in professional development Correlation of HR objectives with institutional performance 23

24 SEEDS Now Selection of employees Competency-based interview questions guide selection committees Piloting a rubric system for candidate selection Impact & Results Anecdotal feedback indicates interview questions are more challenging and targeted to the competencies Collecting data to review impact on turnover 24

25 SEEDS Now setting Expectations Competencies outline expectations for new hires Performance Improvement Plans address specific employee challenges Underperforming employees engage in professional development to improve Impact & Results Reduction in contract non-renewals More engagement from supervisors in coaching employees More ownership from underperforming employees in their professional development 25

26 SEEDS Now performance Evaluation Competency-based performance ratings on a Likert Scale Employees set and track PD goals and work objectives Employee career aspirations are identified and supported Impact & Results Identify and address underperforming competencies Reporting identified rater tendencies Strategic plan ownership across the College Anecdotally a more meaningful process 26

27 SEEDS Now performance Evaluation example Goal: Identified process improvement as underperforming area Action Taken: Increased PD targeted to the topic (offered 34 trainings) Impact: Increased performance of competency by 7.2% in one year / /2013 Process Improvement Competency 27

28 SEEDS Now professional Development All professional development offerings aligned with competencies Impact & Results High demand for targeted department PD plans and customized trainings. 16 department heads requested PD plans to-date 95 department-specific trainings have been requested to-date 28

29 SEEDS Now professional Development Targeted professional development plans developed for departments/divisions Tailored trainings offered in departments/divisions based on unique needs to support their faculty/staff Impact & Results Increase in employee satisfaction of individual workshops Increase in attendance of PD 29

30 SEEDS Now professional Development example number of workshops Number of workshops 2010/2011 (pre-implementation) 2013/2014 (to date) 2013/2014 (projection) 30

31 SEEDS Now professional Development example confirmed attendance Confirmed Attendance 2010/2011 (pre-implementation) 2013/2014 (to date) 2013/2014 (projection) 31

32 SEEDS Now Strategic planning NEW Evaluating strategic plan objectives to determine competencies needed Targeting training to build skills in key competency areas to support achievement of strategic objectives Impact & Results Correlations between increased PD and improving performance on strategic plan objectives Identified areas needing targeted training to achieve strategic plan objectives 32

33 SEEDS Now Strategic planning example Goal: Increase in College s employee and student representation of racial/ethnic minority demographics to match our service area. Action being taken: Professional development has increased from 2012/2013 to 2013/2014 (to-date) by 70%. Impact to-date: Almost met or surpassed goals. 33

34 SEEDS Now Strategic planning example Inclusiveness Workshops (to date) (projection) 34

35 SEEDS Now Strategic planning example Percentage of Racial/Ethnic Minority Representation of Full-Time Employees and Students FT Exempt Staff FT Non-Exempt Staff FT Faculty Curriculum Students 35

36 SEEDS Now Strategic Planning example Goal: Expand College s business and industry services outreach. Status: Departments have exceeded goals on establishing relationships. Yet not met goals on services/training offered. Action being taken: Targeted training on Networking & Partnering competency needs to focus on finalizing the services to be delivered. 36

37 Lessons learned Process took more time than anticipated Competency development Software implementation Focus groups necessary for feedback, identify issues, buy-in. Examples: Initial competencies too long, too many Evaluation process too complex Likert rating scale labels unclear Additional resources needed in HR/OD to support ongoing administration 37

38 Assessing competency needs to meet Strategic Plan objectives and aligning professional development to increase skills in key competencies to attain strategic objectives Implement a rubric system for candidate selection based on the competencies to reduce rater error for screening committees 38

39 Analyze results from 6-month New Hire Performance Evaluations and 11-month New Hire Performance Evaluations to assess effectiveness of new hire training and onboarding Aligning competencies with the career planning section of performance evaluation to support employees needing targeted professional development to help them attain their career aspirations 39

40 Recognition Campus-wide communications Presented Integrating HR-OD using Competencies and the Performance Enhancement Process at NCCCS Conference in Raleigh, NC on Oct 8, 2012 Innovation of the Year Award from League for Innovation in the Community College 40

41 Should you consider replication? Are your HR staff strategic partners with the leadership and the Board of Trustees? Are you able to run reports on employee performance at every level (employee, department, division, college-wide)? Do you know how equipped your employees are to reach the strategic plan objectives set by your institution? Do your underperforming employees have the resources and direction needed to improve? Is the performance of your faculty/staff aligned with targeted professional development? 41

42 Leadership considerations before replication Assess the costs/benefits between the program in which you aspire versus the program in which your institution needs and is capable of sustaining. Consider overall return-on-investment. Determine which components of the performance management system can be adopted and when. What financial resources are available to purchase and administer a software for performance evaluations and for learning management? Consider the best approach to the initiative based on your institution s culture. 42

43 Plant the SEEDS A Competency-Based Performance Management System: Integrates and aligns hiring, employee expectations, evaluation, professional development and strategic plan goal attainment Enables intentional improvements of performance in targeted competencies areas Supports the faculty and staff in reaching higher performance Improves institutional effectiveness 43

44 Plant the SEEDS A-B Tech is enthusiastic about sharing best practices, samples, advice, and support. Contact us to positively impact your future. ABTECH.EDU/SEEDS 44