Libraries Performance Management System (LPMS) Overview Session Overview This session will review the concepts of the LPMS. You will learn how to determine job responsibilities, identify expectations, give and receive constructive feedback, and learn how the LPMS fits within the performance appraisal process in the Libraries. Session Objective(s) At the end of this training session, you will be able to: Describe how LPMS can assist supervisors and employees in the performance management process Identify the 6 elements of the LPMS Describe the overall goals of the LPMS Identify and define the 4 Strategic Directions of the Libraries Define your current job responsibilities Identify and define the 8 performance competencies Establish 3 or 4 performance competencies to work on next year Document progress towards meeting expectations Document all training/education that you receive through the Training Plan Identify and define the 5 performance ratings Identify areas in the performance appraisal time period in which the employee has met or exceeded expectations or needs to improve List specific examples that support the overall rating List specific areas in which the supervisor can assist the employee to improve performance as it relates to organizational needs 1 LPMS Training
Transcript
Libraries Performance Management System (LPMS)Overview Session
OverviewThis session will review the concepts of the LPMS. You will learn how to determine job responsibilities, identify expectations, give and receive constructive feedback, and learn how the LPMS fits within the performance appraisal process in the Libraries.
Session Objective(s)At the end of this training session, you will be able to:
Describe how LPMS can assist supervisors and employees in the performance management process
Identify the 6 elements of the LPMS
Describe the overall goals of the LPMS
Identify and define the 4 Strategic Directions of the Libraries
Define your current job responsibilities
Identify and define the 8 performance competencies
Establish 3 or 4 performance competencies to work on next year
Document progress towards meeting expectations
Document all training/education that you receive through the Training Plan
Identify and define the 5 performance ratings
Identify areas in the performance appraisal time period in which the employee has met or exceeded
expectations or needs to improve
List specific examples that support the overall rating
List specific areas in which the supervisor can assist the employee to improve performance as it relates
to organizational needs
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History of LPMSIn 1996, the university administration mandated that each department would develop some typ of performance evaluation for the Administrative/Professional (AP) staff, who prior to this time, did not have a formal written evaluation process. The original LPMS committee was charged to develop a system for the AP Staff. The intention that the same goals and a similar format would set the groundwork for a future Clerical/Service and Faculty performance management systems. The CS-LPMS, prepared in 1999-2000, offers many of the same components of the AP-LPMS. Similar components include use of the strategic directions to guide the employee and supervisors in developing employee expectations, performance competencies, performance planning, performance coaching, and performance rating definitions.
The Performance Management Process Model
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The above model illustrates the "big-picture” of the Performance Management Process. Step 1 begins with the strategic directions and the values of the Libraries. These are the foundations for the entire LPMS process. The successful achievement of these directions is the responsibility of each and every library staff member. The competencies reflect how you do a job. Performance management planning to reach those competencies and performance coaching discussions between the employee and the supervisor are the next main part of the process. During these phases there should be staff development occurs. This includes taking classes, reading job-related literature, or even networking with other colleagues. At the end of the cycle there is a summary of performance completed by the supervisor and a performance rating assigned to the employee. Finally, there is an opportunity for the employee to give the supervisor feedback, which in the above model is represented as a review of organizational performance.
Six Elements of the LPMS
Definition of roles and responsibilities of both employees and supervisors in the process
Identifying job responsibilities and their relationship to the Libraries strategic plan, directions, and competencies
Performance planning, setting of expectations, competencies to be emphasized, and desired outcomes
Performance coaching and feedback
Staff training and development
Final performance summary
Overall Goals of the LPMS Develop knowledge and skills to fulfill the Libraries mission. Ensure that the Libraries retain the necessary staff and skills needed to provide appropriate service to the
university community Measure achievement Foster a cooperative performance appraisal process through employee and supervisor communication Arrive at a clearly stated set of job expectations, competencies, and desired outcomes.
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Employee and Supervisor Roles and Responsibilities
Employee Roles
Encourage scheduling of the planning session Come prepared to discuss your personal goals/interests and ideas that can help the department meet its
goals Work together with the supervisor to agree upon goals, expectations, competencies to be emphasized,
and to establish priorities Initiate the coaching session Meet with supervisor to get feedback Inform supervisor of any unforeseen obstacles that may delay goal achievement Identify major accomplishments Identify major challenges Complete the Performance Summary
Supervisor Roles
Schedule the planning session Communicate/translate the strategic plan, competencies, organizational/departmental
o expectations to the employee Facilitate common understanding and agreement of the employee’s goals and expectations. Establish
priorities and create realistic expectations Identify how the employee can impact/help achieve the goals Discuss organizational needs Establish expectations Provide opportunities for employee improvement Initiate the coaching session Review organizational changes Seek feedback from multiple sources Identify resource changes Provide suggestions/mentoring Identify employee’s major accomplishments in relationship to organizational, or departmental
expectations. Identify employee’s major challenges Send the completed Performance Summary to the Personnel Office. Provide a copy to employee.
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Strategic Directions - http://www.lib.purdue.edu/plan2004The following is a brief interpretation of the Libraries Strategic Directions. The full text can be found at http://www.lib.purdue.edu/plan2004
1. Learning LibraryAbility to locate, retrieve, evaluate and apply information
2. Scholarly CommunicationAcquisition, organization, management of information in a variety of formats
3. User-centered ServicesAccess and delivery of information
4. InfrastructurePhysical and fiscal
Performance Management Competencies Adaptability Communication Continuous Improvement Cross-Functional Perspective Initiative/Judgment Self-Development/Continuous Learning Service Orientation Work Standards
LPMS Web site for both AP and CS employeeshttp://www.lib.purdue.edu/lpms
*You’ll be prompted with a login. Use your Windows NT login to access this page.
Job ResponsibilitiesWhen we are talking about the job responsibilities worksheet, think about that high school newspaper job you once had. Do you remember what questions you needed to answer? The same will apply here. Think about your job and how it fits within these BEFORE you fill out the worksheet.
Job Responsibilities WorksheetList everything you do. Then group the similar items together and give them a title. You should be able to group all your tasks into 3-4 major job responsibilities.
Below is an example of a circulation clerk's main job responsibilities.
Responsibility: Train student employees in circulation functionsStrategic Direction: User-centered servicesExpected Outcomes: Develop a knowledgeable student staff who can provide users with efficient and effective service at the circulation desk with minimal direct supervision.Competency (ies): Communication; Continuous improvement; Service orientation
Responsibility: Maintain circulating collectionStrategic Direction: User-centered services; InfrastructureExpected Outcomes: Users will be able to located needed research materials in an orderly collectionCompetency (ies): Continuous improvement; Service orientation; Initiative/judgement; Communication
Responsibility: Document delivery (monographs)Strategic Direction: User-centered servicesExpected Outcomes: Faculty and staff receive needed materials in a timely manner to ensure research efforts supported.Competency (ies): Service orientation; Cross-functional perspective; Communication
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Performance Planning and Coaching Performance planning and coaching are essential to your success as an employee. When considering planning you should follow some simple rules:
Be realistic Only concentrate on 3-4 competencies. Trying to achieve all eight is unrealistic Look at areas where improvement is needed, address anticipated challenges or changes in how the job is
envisioned. THINK FUTURE…..not NOW. Document what it is you and your supervisor want you to do AND how you're progressing towards that
goal Constructive feedback is necessary Mutual agreement is advantageous for all
Filling out the Performance Coaching and Feedback Form
Below is an example of a competency being addressed. Notice that the competency is listed at the top of the form. There is a departmental expectation for this competency (formed through discussion and mutual agreement between the supervisor and the employee. The challenges/opportunities that achieving the competency may bring are listed. And finally, the discussion dates and what occurred (this is last part is the coaching aspect) are recorded.
Performance Planning and Coaching Worksheet
COMPETENCY: CROSS-FUNCTIONAL PERSPECTIVE
Departmental Expectations: Effective and cooperative interaction with many staff members in all libraries in order to accomplish daily tasks of job, as well as more extensive maintenance projects as they occur.
Challenges/Opportunities: Establishing long distance relationships with staff; communication of processing standards to new employees
Performance Coaching and Feedback: 6/1/00 Develop a procedures manual and short course that illustrates the steps required to withdraw/transfer/correct monograph records. Preliminary draft by 8/1/00; first course 11/1/00
8/10/00 Reviewed procedures manual/course draft. After minor revisions manual tested in 4 libraries. First session for new employees scheduled for 10/1/00. Sue planning to add to TS shared files.
2/1/01 Four new employees trained. Paperwork from these staff have been complete and accurate. Staff have commented that manual is very helpful, but that since Sue put it on the TS web page, it is very easy to switch between windows while preparing forms.
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Training PlanThe training plan has several components. First, it provides a way to register and notify the Staff Development/Training Coordinator of the classes that you wish to take. Second, it can be used as a tool to help you plan for changes in your unit or job.
There are two sections to the Training Plan: The first section is the registration form for the Libraries Training Programs.
For this form you need to remember:
1. Put the correct PUL# on the form2. Have your supervisor sign the form BEFORE sending it to Nancy Oswalt3. MAKE SURE YOU PUT YOUR DESIRED LEARNING OUTCOMES ON THE FORM. To get the desired learning outcome finish this sentence. I PLAN ON USING THE SKILLS TAUGHT IN THIS CLASS BY………
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The second page of the Training Plan is for classes, conferences, or other educational activities in which you've participated OUTSIDE the Libraries Staff Development Program. These do not have a PUL# associated with them.
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Overall Performance SummaryThe Overall Performance Summary sheet is designed for the supervisor and the employee to provide feedback on the employee's performance during last year. The information on this form should be supported by the information found on the Performance Coaching and Feedback Worksheets. This is an opportunity for both the employee and supervisor to participate in constructive feedback.
Answer these questions: What went well? What needs improvement? What were the accomplishments?
On the next page is an example of an Overall Performance Summary sheet. Go to the LPMS website to see how this summary sheet connects with the Performance Coaching and Feedback Worksheet.
http://www.lib.purdue.edu/lpms/
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OVERALL PERFORMANCE SUMMARY
EMPLOYEEComments/Examples: Keeping to the proposed schedule for training new staff on catalog record maintenance was especially difficult this year due to the HSSE and Life Sciences projects. Although I had hoped to develop the manual and course for theses record creation and maintenance for the proposed pilot libraries, I was not able to complete it by the agreed deadline due to the increased time spent on HSSE and Life Sciences records. I was able to do the following: 1. 2.
SUPERVISORComments/Examples:Despite the heavy workload from the HSSE and Life Sciences Libraries, Sue was able to complete the manual and short course she developed for the new staff in the departmental and school libraries. Staff in several libraries have commented that having this manual on the TS web site is extremely helpful. Originally, we had planned on just having this available on shared files, but Sue was able to move this to the web site with assistance from ITD.
Voyager 2000 also delayed work on expectation B and C, although progress is gradually being made. ETC
Performance Rating:
O Outstanding O Exceeds Expectations O Meets Expectations O Approaches Expectations O Poor
_________________________________Department/Unit Head Date
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Feedback for Supervisor FormIt is important for the supervisor to tell the employee what they did well and what needs to be improved. It is also important for the employee give constructive feedback to help the supervisor do a better job at helping the employee.
