WORKSHOP OVERVIEW

University staff are constantly encouraged to perform at increasingly high levels. Achieving targeted results is significantly more likely when managers and staff work within a practical and focused performance management framework.

Effective performance management includes three steps: Planning, Coaching, and Reviewing.

Planning ensures that performance goals are clear and mutually understood, that there is appropriate alignment between individual goals and the school, department and or University’s direction, and that both managers and staff understand how the results are to be achieved. Coaching needs must be assessed and then addressed with appropriate detail and frequency throughout the performance period. The Reviewing step includes evaluating actual results achieved, providing feedback about the results, and determining performance ratings.

Each step in the performance management process provides the foundation for the subsequent step, and ensures that managers and staff are able to have meaningful and fact-based dialogue which will leverage successes and create useful insights from challenges.

WHO SHOULD ATTEND

We are providing the program for all levels of management, or officers who indirectly lead other staff, for example project teams.

DESCRIPTION

Benefits of the program:

• A clear process to guide communication with staff through the Performance Management cycle
• Confidence in the ability to have meaningful, fact-based performance discussions
• Skilled managers who can develop staff and help them grow
• Engaged staff being treated fairly and consistently
• Solid observations and data used as the basis for reward and recognition
• Fewer discrepancies between managers and staff regarding annual performance appraisals

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AFTER THE WORKSHOP, YOU WILL BE ABLE TO:

• Plan individual and team goals in alignment with the school/department’s goals and help others see how their work connects to higher-level goals
• Formalize and communicate clear and achievable annual performance goals for each individualProvide appropriate context and required information when assigning work
• Give individuals the freedom they need to complete assigned work
• Be available to individuals as they complete assigned work
• Provide specific feedback and explicit agreements about future actions
• Provide work assignments that are challenging and developmental
• Create a positive experience when reviewing progress
• Provide feedback in the context of previously defined performance standards

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Program Length

The Performance Management Course is a 1-day classroom experience.

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