Career Management System (CMS) Overview

Transcription

1 Career Management System (CMS) Overview

2 CMS Training Session Objectives By the end of today s session, you will be able to: Describe the components of the board appraisal cycle Articulate the core competencies as defined by the Dallas ISD Leadership Rubric Navigate the CMS web platform

3 Defining Excellence Identify knowledge and skills necessary for exceptional performance Set expectations Rigorously and fairly evaluating performance Supporting Excellence Provide employees with authentic and purposeful learning opportunities aligned to performance Establishing a culture of feedback and growth for employees Rewarding Excellence Recognizing and rewarding excellent performance Providing leadership and career advancement opportunities based on performance

4 Employee Excellence: A Snapshot

5 Annual Appraisal Cycle * Phase Phase I: Beginning of Year Goal-Setting Phase 2: Mid-Year Review** Phase 3: End of Year Review and Rating Actions or Tasks Online Goal Entry Face-to-Face Conference with Appraiser Online Self-Review (Formative) Mid-Year Conference (Formative) Online Appraiser Review, End of Year Conference, and Ratings *As described by DN-Local **Optional, unless employee performance is Below Expectations

6 Effective Performance Management Formal Checkpoints Annual Conversations + EOY Summative Review Everyday Coaching, Differentiated Learning Opportunities and Adjustments of Course

7 Components of CMS Individual Goal Accomplishment 20% Leadership Rubric/Core Competencies 80%

8 Pillars of Effective Goal-Setting An effective approach to goal setting includes five facets: Individual and Team goals should align to your team or department s goals. Goals should not duplicate skills/behaviors assessed in the Leadership Rubric Goals should address both professional results and personal development. At least one goal should be created for all employees in CMS. Goals should be, at a minimum, SMART.

9 By October 15, 2016, deliver introduction to CMS/Goal-setting training to 95% of supervisors/appraisers in the District. Specific Measurable Actionable Relevant Timely Deliver introduction to CMS/Goal-setting training 95% of supervisors/appraisers Develop training materials; arrange for training spaces; assign trainers; communicate training times; deliver training; audit attendance HCM Goal: Define, Support and Reward excellence to increase retention of highly effective staff By October 15, 2016

10 Unpacking the Goal-Setting Process Step 1: Start by reflecting on growth areas from last year s performance review appraisal Step 2: Identify stakeholders, and team and department priorities Step 3: Draft a specific goal, which is measurable and can be achieved by the due date

11 Online Goal-Entry and Planning Conference Employees should develop at least one individual goal Goal-entry is tied to a Goal-Setting and Conference Task for both employee and appraiser Appraiser schedules an in-person conference to discuss: Job responsibilities Individual Goals Appraisal Components and Calendar

12 Professional Learning/LMS Recommended for Appraisers: Feedback that Works/SBI Crucial Conversations Managing Conflict Emotional Intelligence 2.0

13 Components of CMS Individual Goal Accomplishment 20% Leadership Rubric/Core Competencies 80%

14 Annual Appraisal Cycle * Phase Phase I: Beginning of Year Goal-Setting Phase 2: Mid-Year Review** Phase 3: End of Year Review and Rating Actions or Tasks Online Goal Entry Face-to-Face Conference with Appraiser Online Self-Review (Formative) Mid-Year Conference (Formative) Online Appraiser Review, End of Year Conference, and Ratings *As described by DN-Local **Optional, unless employee performance is Below Expectations

15 Dallas ISD Leadership Rubric Developed in Spring 2016 in partnership with HCM, Chief of Staff s office, and stakeholder feedback from cabinet-level positions Best practices from other districts, corporate, and non-profits Key learning: to improve student outcomes, we must cultivate leadership at all levels of the organization

16 Dallas ISD Leadership Rubric Domains 1 Shaping Culture 2 3 Driving Impact 4 Developing Talent Engaging Stakeholders

17 Leadership: Degrees of Accountability Role Leader of Organization Leader of Teams Leader of Others Leader of Self Impact Leads change; builds culture; grows leadership capacity in others Implements best-practices; achieves results by leading at least one team Leads the work; coaches direct reports Doing the work; Leading projects or programs in collaboration with others

18 Leadership: Degrees of Accountability Leader of The Organization Leader of Teams Leader of Others Leader of Self Implemented for & CMS Appraisal Cycle

19 Digging in: Leadership Rubric Rubric Leader of Self Leader of Others Description 12 indicators across the four core domains Applied to all employees evaluated under CMS Focus placed on individual contribution to overall work Expands on Leader of Self rubric to include 9 additional indicators across the four core domains Emphasis on individual contribution and work done to manage effective teams

20 Leader of Others Leader of Self Digging in: Leadership Rubric 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 assists 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

21 Scoring Performance Indicators Score Rating Description 1 Unsatisfactory Needs Improvement Meets Expectations Exceeds Expectations 5 Exemplary 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. Employee consistently demonstrates these behaviors. This is an area of strength for this employee. Employee demonstrates all of these behaviors without exception and frequently goes above and beyond. Employee performance is a model for others to follow

22 Scoring Performance Indicators Performance indicators on a 1-5 scale Employee completes self-review ratings during Mid-Year Appraiser scores are only visible during EOY If progress mid-year is deemed below expectations intervention plan should be developed

23 Annual Appraisal Cycle * Phase Phase I: Beginning of Year Goal-Setting Phase 2: Mid-Year Review** Phase 3: End of Year Review and Rating Actions or Tasks Online Goal Entry Face-to-Face Conference with Appraiser Online Self-Review (Formative) Mid-Year Conference (Formative) Online Appraiser Review, End of Year Conference, and Ratings

24 Preparing for the End of the Year Review Your observations documented throughout the year regarding commitment to district mission and vision Your observations documented throughout the year on effective use of time, tools, resources and budget Customer/Stakeholder feedback and commitment to Core4 Employee has stretch goals in CSOD with clear metrics of success, data to prove outcomes Employee has updated goals throughout the year and kept you appraised of process towards goals

25 Overall Summative Score Leadership Rubric Competencies (80%) Individual Goal Accomplishment (20%) OVERALL EVALUATION

26 Scoring Performance Indicators Score Rating Description 1 Unsatisfactory Needs Improvement Meets Expectations Exceeds Expectations 5 Exemplary 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. Employee consistently demonstrates these behaviors. This is an area of strength for this employee. Employee demonstrates all of these behaviors without exception and frequently goes above and beyond. Employee performance is a model for others to follow

27 Goal Scoring SCORE RATING DESCRIPTION 1 Unsatisfactory 2 3 Made Some Progress Toward Target Made Significant Progress Toward Target 4 Met 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. 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. 5 Exceeded Target 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.

28 CMS Appraisal: Overall Evaluation Score OVERALL RATING SCORE RANGE Unsatisfactory* Below Expectations Proficient/Meets Expectations Exceed Expectations Exemplary* $

29 Nuts and Bolts for Appraisers All users will receive notifications through the Cornerstone platform when a task is assigned Appraisers may be formally updated at any point during the evaluation cycle through the Oracle DISD Evaluation Supervisor portal Individual Intervention Plan templates are available on the CMS website and are required for any employee whose performance is below expectations at Mid-Year Review.

30 Support Online resources: Performance Appraisal Guide Frequently Asked Questions (FAQs) SMART Goals Setting Model and Template Technical issues: Phone: (972) Quick Reference Guide (QRG) Upcoming Trainings

31 Please log in to the Cornerstone (CMS) platform: