Guidelines To The Performance And Staff Development Program
A Supervisory Guide
University of Pennsylvania
Human Resources/Staff and Labor Relations
HR Web Page - http://www.hr.upenn.edu
(215) 898-6093
TABLE OF CONTENTS
INTRODUCTION
Effective managers and supervisors provide frequent guidance, coaching
and feedback to their staff throughout the year on job duties and
responsibilities, performance goals and expectations, progress at meeting
goals and performance areas to be developed. At least once a year, you
should summarize these discussions in writing using the Performance and
Staff Development Plan (Performance Plan). A short form, letter, or memorandum from
you to the staff member can also be used, in lieu of the Performance Plan,
to summarize your performance feedback.
This guidebook is designed to assist University of Pennsylvania managers,
supervisors and faculty in preparing the Performance and Staff Development
Plan. This guidebook will also assist you in identifying important
points that should be considered and included in your performance and staff
development discussion with the staff member.
The goal of the Performance and Staff Development Program is to provide
staff members with feedback on their performance and accomplishments for the
previous year. This program should also assist staff members in
understanding their job responsibilities and supervisor's performance
expectations. Performance goals for the upcoming year and specific plans to
help staff members meet those goals should also be established through this
process. Competencies which are vital to the staff member's success in
the current position and/or will enhance his/her professional development
should also be addressed.
If you have any questions or concerns, please do not hesitate to contact
the Staff and Labor Relations Specialist assigned to your school or center.
If you are unable to reach the Specialist for your area, please E-mail us at or call Human
Resources/Staff and Labor Relations at 898-6093 and someone will assist you.
FORMS
USED IN THE PERFORMANCE AND STAFF DEVELOPMENT PROGRAM*
- Performance and Staff Development Plan:
Completed by the manager/supervisor based on a review of the staff
member's performance for the appraisal period. The Performance
Plan should describe the actual performance of the staff member. Issues
not discussed during the appraisal period should not be reflected in the
Performance Plan. The Performance and Staff Development Plan
includes a section entitled, "Goals/Projects for Next Appraisal
Cycle." This section must be completed for all staff members.
If the staff member's overall performance is unacceptable
or meets some but not all goals, descriptions of the performance areas needing
improvement, time frames for improvement and performance
goals/expectations should be incorporated in the Goals/Projects
for Next Appraisal Cycle Section of the Performance Plan. (A separate
Performance Improvement Plan is not required.) The
manager/supervisor may consult with Staff and Labor Relations on
developing goals for the next appraisal cycle.
- Self-Appraisal Worksheet:
The supervisor should discuss with the staff member the importance of
completing the self-appraisal worksheet. The supervisor may require the
staff member to complete the self-appraisal prior to the
manager/supervisor completing the Performance and Staff Development
Plan. The self-appraisal provides
the staff member with the opportunity to provide his/her perspective
regarding performance during the appraisal period. This worksheet
also prepares the staff member for a participatory discussion with the
manager/supervisor about his/her performance. (This worksheet is
similar to the Performance and Staff Development Plan that the
manager/supervisor uses to summarize the staff member's performance).
The manager/supervisor should tell the staff member which key 3 - 5
competency areas will be addressed in the appraisal before the staff
member completes his/her Self-Appraisal Worksheet. This will give
the staff member the opportunity to self-assess the same competency
areas which will be addressed in the appraisal.
- Performance and Staff Development Program Comment Sheet
(Optional):
Used by the staff member to comment on any aspect of the performance
appraisal and planning process. The Comment Sheet should be returned to
the manager/supervisor when completed. The Comment Sheet should
be forwarded to Human Resources/Staff and Labor Relations and will
become a part of the staff member's official personnel file. (The
Comment Sheet may be forwarded to Staff and Labor Relations separately,
if necessary, from the Performance and Staff Development Plan.)
- Alternate Formats:
A letter or memorandum from you to the staff member can also be used, in
lieu of the Performance Plan, to summarize your performance feedback.
In addition you can use the short form version
of the Performance and Staff Development Plan.
*You can also download the forms from the World Wide Web by accessing
the Human Resources home page at www.hr.upenn.edu.
Select the "Staff Relations" option, and then choose
"Performance and Staff Development Program." The forms
are available in Adobe Acrobat and Microsoft Word for Windows. If
you have questions about downloading the forms, call Staff and Labor
Relations at 898-6093.
PREPARING
FOR THE PERFORMANCE AND STAFF DEVELOPMENT MEETING WITH A STAFF MEMBER
- Before you meet with the staff member, prepare!
- Advise staff members that Performance and Staff Development Plans are
being completed. Encourage staff members to complete a
Self-Appraisal Worksheet and submit it to you prior to your meeting to
discuss performance. Tell each staff member which key 3 - 5
competency areas will be addressed in the appraisal before the staff
member completes his/her Self-Appraisal Worksheet. This will
give the staff member the opportunity to self-assess the same competency
areas which will be addressed in the appraisal.
- Provide staff members with an outline of when you plan on meeting with
them and how you will handle the performance feedback process.
- Review the staff member's departmental personnel file, including:
-documentation or notes of previous performance discussions;
-last year's performance appraisal;
-performance expectations and job description;
-goals and objectives for the appraisal cycle;
-letters of commendation (or complaints);
-anything else that is relevant to the staff member's performance;
-sample work products
- Review the staff member's performance during the entire appraisal
cycle and prepare the Performance and Staff Development Plan or an
alternate format.
Focus on performance during the whole appraisal cycle and not just
recent performance events
-compare staff member's actual performance to established expectations
-view staff members as individuals;
-determine strengths and weaknesses;
-use the entire range of ratings.
- Discuss the draft Performance Plan with your supervisor, department
head and/or senior business officer, as appropriate.
- Finalize draft Performance Plan, including the goals, projects and
responsibilities for the next appraisal cycle. (Performance Plans
for staff members who have overall ratings of 'unacceptable' may be discussed with Staff and Labor Relations prior to
meeting with the staff member). Also, identify competency areas
that should be further developed during the next appraisal cycle.
Set up individual meetings with staff members to review their
Performance and Staff Development Plans (See Performance and Staff
Development Meeting Guidelines for more details).
STEPS FOR COMPLETING THE
PERFORMANCE AND STAFF DEVELOPMENT PLAN
Background/Identifying Information:
Type or print the background information (e.g., Staff Member's Name, Penn
ID number, etc.) requested at the top of page one of the
Performance and Staff Development Plan. Please note, that the
Date of Appraisal is the actual date that you and the staff member will
meet to discuss the Performance and Staff Development Plan. (If you
do not know the exact meeting date when you are drafting the Performance
Plan, enter the date later.) If you attach additional pages to the
Performance Plan, place the staff member's and supervisor's names and Penn
ID number and the department number at the top of each
additional page. Please ensure that all background information is
completed accurately before forwarding the form to Human Resources/Staff
and Labor Relations.
Example
Staff Member's Information:
Name: Pena, Carlos L. Penn ID Number: 12345678
Date of Appraisal: 4/22/XX
Appraisal Period: 4/24/XX-4/24/XX
Dept. Name and Number: Human Resources 16018
Supervisor's Information Name: Hood, Jonathan
Penn ID Number: 21015327
How to identify your Penn ID Number
PennCard ID Number
The number on your PennCard consists of three parts: 123456 12345678 00
| 123456 |
BIN or Bank ID number |
| 12345678 |
Your PennCard ID number |
| 00 |
Tracking Code |
To obtain information concerning the Penn ID Number please click onto the
following web site address http://www.upenn.edu/penncard.
Key Goals, Projects and Responsibilities for this Appraisal
Cycle: Describe the key goals, projects and/or responsibilities
that the staff member had for this appraisal cycle. Refer to the goals
identified in the last year's Performance and Staff Development Plan, and,
any subsequent communications on goals given to the staff member during the
appraisal cycle. Describe the performance results obtained and assess
the results against the expected outcome for each goal, project,
and responsibility identified. Provide supporting comments when
discussing performance results. The comments should provide specific
information and examples of how the staff member met or did not meet each
expected goal, project and/or responsibility.
Example
Part I - Key Goals, Projects and Responsibilities for this
Appraisal Cycle
- Goal/Project/Responsibility: Supervise office staff.
Hire staff, when needed, who possess the requisite skills and
qualifications for the position. Provide thorough and regular
coaching, training and feedback to staff regarding job duties,
responsibilities, expectations and departmental mission and goals.
Provide staff with guidance and opportunities that enhance their
professional development. Comply with all relevant University,
state, Federal, and local laws and regulations in carrying out
supervisory responsibilities.
- Describe performance results, including supporting examples:
Carlos you provided regular feedback to your staff regarding
performance goals and their progress at meeting these goals.
You completed annual appraisals for all staff. You ensured
that all the staff were appropriately trained on the new database
program we instituted. You provide good leadership for the
department and comply with all relevant laws, policies and
regulations.
Goals/Projects for Next Appraisal Cycle (This section must
be completed for all staff members.):
It is important that the staff member understand the goals, projects
and activities that s/he will be responsible for during the next
appraisal cycle. These goals/projects and activities should be
based on the goals and objectives of the department/unit. When
outlining the goals/projects, ensure that you set a time frame for
the attainment of each goal/project, list any training or resources
needed for attaining the goal and describe the expected results in
measurable, behavioral terms. In this section you may include
routine responsibilities as well as special projects and/or
assignments. Remember to include in the plan, projects and
assignments that will help the staff member with his/her
professional development and growth. For example, if the staff
member needs to enhance his/her presentation skills, you might
require the staff member to develop and deliver a training program
or informational seminar for the department.
If
goals/projects, time frames and/or expected results change during
the year, remember to discuss the changes with the staff member and
update the work plan. If the staff member's
overall performance is "unacceptable" or "meets some
but not all goals", the performance areas
needing improvement must be articulated in the Goals/Projects for
Next Appraisal Cycle Section. Remember to also schedule a date
for the follow-up review and record this date in the Performance
Plan. The follow-up review should normally occur within three
to six months of the appraisal.
The following SMARTS guidelines should be followed
when developing goals.
Effective goals are:
Specific - The staff member should know exactly what
is expected
Measurable - Measurements are established so both
the manager and staff member can monitor performance or progress
toward meeting goals
Achievable - The goal is not just a wish, it has a
basis in reality
Results Focused - The goal is focused on
accomplishments, not activities
Time Bound - The goal has a specific deadline or
time frame for accomplishment
Stretch - The goal will be a challenge to meet, not
an automatic accomplishment
You should also identify the 3 - 5 key competencies the staff member
should further develop during the next appraisal cycle.
Example
Part II - Goals, Projects and Responsibilities for the Next Appraisal
Cycle
-
Goal/Project/Responsibility: With other department managers,
develop a brief update publication to announce upcoming programs,
policy changes, and human resources updates to University
supervisors and managers.
-
Expected Results and Time Frame: By January 31, XXXX, a brief
one-page update will be published on a monthly basis and
distributed to University supervisors and managers. The
update will be accurate, thorough and easily to read. It
will summarize upcoming programs, policy changes, cutting edge management
techniques and other vital information to assist managers in
effectively managing their staff. The update should be
based on the customer survey data received in April, XXXX.
-
List the 3 - 5 key competencies the staff member should further
develop during the next appraisal cycle: Managing Resources
(learning more about the budget process), Initiative
(take action), Clear Communications (presentation skills)
Giving Feedback on Selected
Competencies: Give feedback on the 3 - 5 key competencies that are vital to the
staff member's success in the current position and/or will enhance
his/her professional development. Be sure to address the
competencies you told the staff member you would comment on.
Review the definition of each key competency. For more details
about each competency, review the full explanations listed in this document. Discuss in detail how the staff
member demonstrates the competency using supporting examples.
Also, provide feedback on how the staff member needs to further
develop each competency and suggest methods to use to enhance the
competency, e.g., training, work assignments, etc.
REMEMBER
YOU DO NOT HAVE TO GIVE FEEDBACK ON ALL OF THE COMPETENCIES LISTED
ON THE APPRAISAL FORM.
Example
Part III - Competencies
Managing Resources Allocates time and resources
efficiently and effectively; prioritizes work and delegate as
appropriate; works to minimize institutional risk by acting as a
responsible steward for the University.
Discuss staff member's demonstration of competency and how
competency could be further developed: You achieved all of
your goals for this appraisal cycle within the established time frames
and budget parameters. In order to implement the new
programming initiatives, you appropriately reallocated people and
financial resources. You should continue these efforts.
To enhance your budgeting skills, you should consider taking a course in this area and work
closely with our Budget Manager to better understand the
budget process.
Selecting an Overall Level of Performance
You should analyze the staff member's entire performance record during the
appraisal cycle against the expected goals/expectations identified for this
period. Questions to consider in determining the overall level of performance
include:
- Did the staff member achieve all of the expected goals/expectations
for this appraisal cycle? In other words, did the staff member
successfully do his/her job? Did the staff member achieve some but not
all goals/expectations for this appraisal cycle? If not, were there
extenuating circumstances which affected the staff member's ability to
achieve the desired results?
- Did the staff member's performance frequently surpass the desired
performance results? How often did the staff member surpass the desired
performance results?
- What impact did the staff member's performance have on the attainment
of the department's goals and objectives?
- Check one definition in the Summary of Performance section that best
describes the staff member's overall performance for this appraisal
cycle.
Signatures/Comments
After the Performance Plan is completed and discussed with the staff
member, secure the appropriate signatures (see instructions on the
form). The Senior Business Officer must sign the Performance
and Staff Development Plan, if the staff member is in any level of
the following job titles: Financial Coordinator, Business
Administrator, Business Manager, or Manager of Administration and
Finance.
Give a copy of the finalized Performance Plan to the staff member,
keep a copy for your departmental files and forward the original
copy of the Performance Plan to the appropriate person in your
school/center or directly to Human Resources/Staff and Labor
Relations.
The staff member can comment on any aspect of the process on the
Performance and Staff Development Program Comment Sheet. (If the
staff member wishes to make comments ask him/her to check the
appropriate box on the Performance and Staff Development Plan.)
Preferably, all Performance and Staff Development Program materials
(e.g., Performance and Staff Development Plan, Comment Sheet and
Self-Appraisal Worksheet) for a staff member will be forwarded
to Human Resources/Staff and Labor Relations at the same time.
However, you do not have to wait for the staff member to submit the
Comment Sheet or Self-Appraisal Worksheet before forwarding the
Performance and Staff Development Plan to Human Resources/Staff and
Labor Relations.
ALTERNATE
FORMATS FOR THE PERFORMANCE AND STAFF DEVELOPMENT PLAN
In lieu of completing the Performance and Staff Development Plan, you
may use a letter or memorandum format to document your feedback to the
staff member. In addition you can use the short form version
of the Performance and Staff Development Plan. In writing the
letter or memorandum, you can use the letter or
memorandum templates
online or follow the guidelines outlined below:
- On page one of the document, print or type the staff member's full
name, Penn ID number, date of appraisal, appraisal period
and department name and number. Also include the supervisor's
full name and Penn ID number. On any additional pages
include the staff member's and supervisor's names and Penn ID numbers and department number. This will enable Human
Resources to record the document appropriately and reassemble it if
pages are accidentally separated.
- At the beginning of the document, describe the goals, projects,
responsibilities, and expected results that the staff member had for
this appraisal cycle.
- In the body of the document, describe the staff member's progress
at achieving the expected goals. Discuss the results achieved
and/or not achieved and cite specific examples from your
observations and documentation throughout the appraisal cycle.
Acknowledge any extenuating circumstances or challenges that
affected the staff member's ability to achieve the expected results.
- Summarize the staff member's performance results and indicate
which overall performance level the staff member achieved.
Refer to the definitions listed in the Summary of Performance
section on page one of the Performance and Staff Development Plan.
If the staff member's overall performance is unacceptable,
state this in your document.
- Give the staff member feedback on 3 - 5 key competencies that are
vital to his/her success in the current position and/or will enhance
his/her professional development. Discuss how the staff member
demonstrates the competency using supporting examples. Also,
provide feedback on how the staff member needs to further
develop each competency and methods that can be used to enhance the
competency, e.g. training, work assignments, project team
participation, etc. (For more details on competencies refer to Part
III of the Performance and Staff Development Plan or the
competency listing in this booklet.)
- Describe the goals, projects, and/or responsibilities that the
staff member will have for the next cycle. The goals should
include routine responsibilities, any special projects or
assignments, performance areas that need improvement, and
developmental activities that will enhance the staff member's
professional growth and development. For each goal, project or
responsibility listed include the time frame for achieving the goal,
any training/resources needed and the expected results.
Remember that the expected results should be specific,
measurable, achievable, and time bound. Include some goals
that will be a challenge to achieve and not easily accomplished.
This type of goal helps the staff member to grow professionally.
- If the staff member's overall performance is unacceptable or meets
some but not all goals,
areas that need improvement must be included in the Goals/Projects
for the next appraisal cycle. Also, identify 3 - 5 key
competencies that the staff member should further develop in the
next appraisal cycle.
- The staff member, supervisor, and administrative head should sign
and date the letter or memorandum. The senior business
officer's signature is also required if the staff member is in any
level of the following job titles: Financial Coordinator, Business
Administrator, Business Manager, or Manager of Administration
and Finance. Including lines at the end of the document
for the appropriate signatures and dates may be helpful.
- Give a copy of the document to the staff member, keep a copy for
your departmental files and forward the original copy of the
document to the appropriate person in your school/center or directly
to Human Resources/Staff and Labor Relations.
PERFORMANCE
AND STAFF DEVELOPMENT MEETING GUIDELINES
- Keep an open mind.
- Meet with staff member at a scheduled time.
- Establish a comfortable environment. Give staff member your
undivided attention. Do not allow outside interruptions.
- Mutually review goals/expectations from last appraisal or
performance discussions.
- Review job expectations and position description, as needed.
- Discuss Self-Appraisal Worksheet with staff member.
- Discuss Performance and Staff Development Plan (share draft
Performance Plan with staff member).
- Discuss accomplishments, areas of strength, competencies, areas
where improvement is needed.
- Encourage and allow staff member to comment.
- Be willing to change your assessment, if appropriate.
- Set goals for next appraisal cycle.
- Discuss any training or resources the staff member may need to
meet established goals or further develop competencies.
- Plan and schedule follow-up activities.
- Provide staff member opportunity to make verbal and/or written
comments.
STEPS
AFTER THE PERFORMANCE AND STAFF DEVELOPMENT MEETING
- Write the final draft of Performance and Staff Development Plan
(or letter/memorandum).
- Obtain signatures from staff member, your supervisor and senior
business officer, if appropriate.
- Give staff member a copy of the Performance and Staff Development
Plan or letter/memorandum.
- Return Performance Plan or letter/memorandum to appropriate person
in school/center or Human Resources/Staff and Labor Relations.
- Conduct follow-up activities as needed, e.g., arranging for
training.
- Communicate regularly with the staff member during the year about
his/her performance and progress at meeting expected goals.
Document these discussions, when necessary.
- Communicate with staff member about any changes or revisions in
goals and expected results during the year. Update the
Goals/Projects for Next Appraisal Cycle Section of the Performance
and Staff Development Plan, as needed.
- If staff member's overall performance is unacceptable or meets
some but not all goals, ensure
that the follow-up review is conducted at the designated time.
Competency Definitions for all Staff
(in alphabetical order)
Accountability: takes responsibility for all
work activities and personal actions; follows through on commitments;
implements decisions that have been agreed upon; maintains
confidentiality with sensitive information; acknowledges and learns from
mistakes without blaming others; recognizes the impact of one's behavior
on others.
Adaptability: responds to changing
circumstances by being innovative and altering behavior to better fit
different situations; consistently exhibits optimism and energy; learns
new skills, performs work in different ways; successfully works with new
colleagues; professionally deals with personal discomfort in a changing
work environment; willing to be flexible; remains calm in stressful
situations.
- Demonstrates tolerance for uncertainty
- Demonstrates adaptability through adopting a plan, behavior or
approach
Clear Communication: expresses oneself
clearly and effectively when speaking and/or writing to individuals or
groups; listens attentively; ensures that information is understood by
all parties; shares information in a timely manner using the most
appropriate method; presents well-organized information in a group
setting.
- Maintains a constructive, open dialogue with others and speaks
with candor
- Presentation Skills: engages audience by presenting well-organized
material in an understandable format
- Speaks persuasively and in a convincing manner
- Proofreads documents to ensure proper language usage
Initiative: takes action to improve a
situation without waiting for explicit instructions; understands how
one's own actions relate to the University's and department's strategic
goals; recognizes and responds to opportunities in order to reach a
goal; seeks new and improved techniques, solutions, and approaches to
completing assignments.
- Recognizes opportunities and uses them to reach a goal
- Seeks innovative approaches to completing assignments
Managing Resources: allocates time and
resources efficiently and effectively; prioritizes work and delegate as
appropriate; works to minimize institutional risk by acting as a
responsible steward for the University.
- Manages time well
- Delegates assignments to appropriate teams and/or individuals and
ensures that they have the proper power and authority to carry them
out
- Uses resources efficiently and effectively to reach goals in the
spirit of responsible stewardship
- Uses teams as a way of managing resources and selects team members
with the necessary skills and personal characteristics required to
achieve excellence
Organization/Project Management: organizes
large amounts of information by creating and maintaining well organized
systems; follows logical approaches to completing work; brings a project
from inception to successful completion; translates strategies into
step-by-step plans for action; monitors work progress to completion;
effectively prioritizes; pays close attention to detail.
- Gets the right people involved in project planning and goal
setting
- Completes projects successfully and on time
- Seeks innovative approaches to process management
- Acts quickly to implement plans/projects
- Delegates tasks appropriately
Problem Solving: generates creative
approaches to addressing problems and opportunities; identifies and
weighs options, makes sound decisions after reviewing all relevant
information; anticipates and plans for potential problems; takes
calculated risks; recognizes impact of solutions.
- Seeks out relevant information before making decisions
- Anticipates problems and thinks ahead about next steps
- Generates original ideas and develops creative approaches for
addressing problems or opportunities
Service Orientation: acts professionally and
calmly at all times when interacting with others; consistently
demonstrates concern and courtesy towards colleagues and customers;
treats all people respectfully; takes personal responsibility for
correcting problems; follows up with individuals to ensure satisfaction
with the level of service they have received.
- Works well with members of the University community (e.g.,
students, faculty, staff)
- Remains calm in stressful situations
- Demonstrates pleasant disposition that puts people at ease
Technology/Specialized Knowledge:
demonstrates ability to use technology effectively and productively;
continually updates skills and knowledge; addresses problems as they
arise or seeks help as appropriate.
- Is willing to learn about technology
- Explores and regularly uses technology to perform tasks more
effectively
- Troubleshoots basic technology problems and knows where to find
assistance for complex problems
- Follows advances in technology that are necessary to stay current
in one's field
Valuing Diversity: treats all individuals
fairly and respectfully, works effectively with others, regardless of
their background, position, or status; ensures that opportunities are
equally available to all; respects different values and viewpoints.
- Consistently looks at issues from multiple perspectives,
respecting the viewpoints and values of others
- Treats people with fairness, respect, and consideration without
regard for their position, status or background
- Proactively minimizes barriers and ensures opportunities are
equally available to all
- Understands multiple cultures (i.e. academic, administrative) and
is able to work across boundaries
Working Collaboratively: works collegially
with others, cooperating in both interpersonal and team relationships;
fosters enthusiasm and maintains mutual trust, candor and respect. If
applicable, manages groups effectively and builds partnerships with
others.
- Fosters a sense of collegial partnership and teamwork
- Manages groups effectively by facilitating the participation and
contributions of others and building shared goals
- Encourages cooperation and establishes common ground to achieve
larger organization objectives
- Builds network of informal friendly relationships to get things
done
- Works well as a member of a team
- Recognizes talented people and brings them together in unique ways
to accomplish goals
Additional Competencies for those who Supervise Others:
The competencies below are provided as a guide to help measure management
effectiveness. This includes the ability to lead, manage and develop others,
articulate a vision that inspires commitment from others, all in a supportive
environment.
Leadership: creates a vision or goal for
one's work unit and communicates it in a way that motivates others to
implement it; understands and leverages the organization's structure and
relationships; pursues organization support and resources; develops
strategies to include divergent opinions and overcome adversity; moves
plans forward toward a specific course of action.
- Creates a compelling vision of the future and communicates it to
others in a way that inspires their commitment
- Inspires others through energy, enthusiasm, and optimism
- Recognizes the potential impact of global, political, economic,
and social changes on higher education and on the University
- Consistently demonstrates passion, enthusiasm and excitement about
ideas, work, people, and/or his/her ability to succeed
- Translate visions into strategies and monitors progress
Managing Conflict: ensures productive
resolution of conflict; recognizes different viewpoints; brings conflict
into the open, and encourages those involved to find appropriate
solutions.
- Recognizes and articulates differing opinions: brings conflict
into the open and involves people in resolving it
- Encourages others to ask tough questions and disagree
- Recognizes the validity of opposing viewpoints and does not act
defensively
- Mediates conflicts and finds solutions that are satisfactory to
all parties
- Attacks the problem and not the person in conflict situations
Managing Performance: sets clear goals and
expectations for staff; follows progress against goals; provides regular
feedback; addresses performance issues promptly; fosters learning and
development; provides public recognition of staff accomplishments.
- Ensures that staff members have clear goals and performance
expectations
- Organizes assignments, tasks, and expectations in a way that
fosters opportunities for learning and development
- Explicitly encourages others to achieve developmental goals and
provides them with encouragement, support, time, and resources
- Deals firmly and promptly with performance problems; lets staff
members know what is expected of them and when
- Provides specific performance feedback, both positive and
constructive, as soon as possible after an event
- Stays informed about staff member's progress at meeting
performance goals and expectations by providing regular, effective
verbal and written feedback on performance, including the completion
of annual written performance appraisals
(Revised 03/14/07)