Aligning Performance Assessment with Organizational Goals: Moving beyond a Transactional view

Transcription

1 Aligning Performance Assessment with Organizational Goals: Moving beyond a Transactional view CASE STUDY UNIVERSITY OF MICHIGAN TAUBMAN COLLEGE OF ARCHITECTURE AND URBAN PLANNING, FISCAL YEAR

2 Impetus for Change 1. Change in administrative staff profiles over the past 20+ years- but evaluation, development and assessment systems have not recognized and adapted to these changes. 2. Dissatisfaction with current performance systems has resulted in abandonment, lower morale, lack of alignment of PD with organizational goals. 3. Administrative staff commitment to higher education, college etc. is a valuable resource and investment in them means greater investment by them in organizational goals (Austin and Gambor, 1983). 4. Aligning assessment methodologies with organizational goals requires re-thinking what we assess, develop and reward.

3 Changing Profile: Administrative Staff Increasingly Professionals Professional position growth, clerical position declines Advanced degree requirements Advanced contribution expectations Participation in organizational growth Increased intrinsic expectations autonomy, mastery, relatedness, purpose Increased extrinsic expectations Salary, recognition, promotion Generally local rather than cosmopolitan

4 Traditional (deficit based) Job Knowledge Work Ethic Team Work or Independent Work Transaction Completion who is measuring my performance? what key performance indicators are being used for my position? how does this get measured? why is that being measured?

5 Vision: content and process Equitable performance assessment system which is achievement-based Support an engaged staff culture Reward commitment/engagement Recognize sustainable innovation and advance strategy Recognize professional development and growth Foster transparency Support alignment with academic mission Support values alignment

6 Vision Equitable performance assessment system which is achievement-based Support an engaged staff culture Reward commitment/engagement Recognize sustainable innovation and advance strategy Recognize professional development and growth Foster transparency Support alignment with academic mission Support values alignment Mirror faculty evaluation and development systems

7 MYTHS VALUES IDEOLOGY CULTURAL SYSTEM rites, rituals, customs metaphors, slogans, sagas, legends, lore STRUCTURES STRATEGIES POLICIES PROCESSES STRUCTURAL SYSTEM goals, objectives, strategies, structure, reward/ motivation managerial style/ processes NORMS, STATUS & ROLES Allaire & Firsirotu, 1988 INDIVIDUAL: Personality & Cognitions Knowledge, cultural competence, values, assumptions, expectations, needs, motives, leadership roles ORGANIZATIONAL OUTPUT

8 Faculty Socio-Structural Systems Structure and Process Norms Collegial Organizational Structure Peer Evaluation Peer Criteria Development Defined Promotional Periods Assessment aligns with Mission Teaching Research Service

9 Staff Socio-Structural Systems Structure and Process Norms Bureaucratic/hierarchical Supervisor evaluation Hierarchically defined evaluation criteria Ambiguous promotional timelines Disconnected intrinsic extrinsic rewards Assessment aligns bureaucratic norms Transaction focused Efficacy Separation of duties Disconnected from institutional/organizational goals

10 Cultural Systems Norms What do you expect to see, hear, smell, feel How do you know when something is not normal Examples? Shared Operating Expectations Behaviors, Dress, Manners Understandings, obligations Shared Values Staff efficacy, quality, equity Faculty discovery + dissemination of knowledge Schein, 1996 Deans/Chairs profile raising, resources

11 Cultural System Faculty Value: Autonomy, Integrity Value: Respect, Fairness Myths/slogans: Leaders & Best Ideology: Variable Administrative Value: Efficiency/Effectiveness, Equity Emerging Value: Inclusion Myth: Hard work = Recognition, Meritocracy Ideology: Pragmatism Emerging: Engagement

12 Organizational Goals Academic/Administrator Goals Academic Topical Goals pedagogy innovation Reputational Goals rankings Community Composition Goals (e.g. Student cohorts, degree programs, faculty roles) Administrative/Professional Goals Efficiency/Effectiveness transaction management Appropriate staffing skills fte s Environment which encourages engagement, inclusion and innovation

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14 Norms and Values Exercise Actions Assumptions Ambitions

15 Norms and Values Exercise Actions Assumptions Ambitions Appreciation Listening contributing Customer serving Cross departmental support Continuously Improving Accessible Responsive Efficiency-Effectiveness Self-Motivated Ethical Flexible Work-life balance/satisfaction Altruism Engagement Professional Mastery Strategic Alignment Superior Customer Service

16 Norms/Values: Customer Service Actions Assumptions Ambitions Appreciation Accessible Work-life balance/satisfaction Listening contributing Customer serving Cross departmental support Continuously Improving Responsive Efficiency-Effectiveness Self-Motivated Ethical Flexible Altruism Engagement Professional Mastery Strategic Alignment Superior Customer Service

17 Norms/Values: Strategic Innovation Actions Assumptions Ambitions Appreciation Accessible Work-life balance/satisfaction Listening contributing Customer serving Cross departmental support Continuously Improving Responsive Efficiency-Effectiveness Self-Motivated Ethical Flexible Altruism Engagement Professional Mastery Strategic Alignment Superior Customer Service

18 Simple Content Structure: Achievement Buckets Faculty Teaching Research Service Staff Service Transactions Innovation

19 Simple Structure: Achievement Buckets Faculty Teaching Research Service Staff Service Transactions Innovation

20 Proposal: Core Transactions Value: Customer Service Value: Strategy/Innovation Individual + Group Review

21 Process Overview Year 1 Obtain support for new process Group Review Communicate Individual Reviews Roll-Out/Initiate

22 Group Review Meeting Membership: All College Supervisory Level Staff + HR Generalist Format Model: Faculty Evaluation Process Documents Provided Electronically: Staff statement, supervisor statement, job description Meeting Agenda: Supervisors present each staff member to supervisory team Team discussion and context setting Evaluative rank assigned After Meeting: Merit letter from Dean Review letter/meeting with supervisor (includes group feedback)

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26 Feedback Year 1 Post Process Assessment Staff Feedback Survey Group Meeting Supervisor Feedback Survey Group Meeting Volunteer Group Review feedback Analyze & recommend

27 Survey Feedback Does the use of this instrument make sense for our organization? The new assessment tool allows me to be evaluated on areas I believe are important for our organization Using this performance assessment tool allowed me to be recognized for my contributions I believe that incorporating the senior staff feedback in my annual review made the process more transparent, fair and balanced Recognition for customer service was important to me Feel more engaged? Feel more valued? 86% positive 82% positive 82% positive 86% positive 91% positive 64% positive 18% neutral 50% positive 27% neutral

28 Gaps Identified by Staff Members Clarity on evaluation methodology and reporting What are supervisors looking for? How can we clarify/share our achievements? Clarify alignment with College goals Need help in understanding how my work supports College-level goals Intermediate Steps Goal setting and evaluation during the year with feedback is needed. Clarify connection of merit increase to performance assessment process Are other factors considered?

29 Next Steps: Year 2 Review content and process for updates Volunteer team reviewing Values discussion Timelines Review supervisor training needs re: assessment Continue staff engagement in PD that aligns with 3 buckets Clarify alignment of staff actions and dean s vision Make explicit

30 Commitment Higher education has always run on the commitment of its employees to do more. Commitment is a precious resource, one that turns out to be a key to the productivity and effectiveness of most organizations. Employees commitment is based on a sense that the institution in which they work is worthy and cares about them. Leaders are crucial in shaping the atmosphere that gives rise to these feelings. Indeed, most effective organizations have leaders who constantly articulate their institutions beliefs (Austin and Gambor, 1983, p.p ).