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������Plant the SEEDS for your College’s Future Using a Competency-Based Performance Management System������
Presented by Alexa Bazley & Kaye Waugh
A-B Tech background
• Location: Asheville, North Carolina
• Employees: 1,086 • Full-Time Faculty/Staff: 435 • Part-time Faculty/Staff: 651
• Total Students: 26,548 • Curriculum enrolled students: 11,308 • Continuing Education students: 15,240
• Number of curriculum programs: 64
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Competency-Based Employee Performance Management System
• Systematic, intentional, and strategic
• Collaborative effort
• Connects Human Resources with institutional performance
• Improves our employee performance
• Improves institutional effectiveness
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What is a Competency-Based Employee Performance Management System?
Flashback to the past
• Perfunctory
• Disjointed
• No strategic alignment
• No reporting capabilities
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SEEDS Then…
• Questions for interview committees were generic • Job description and vacancy was the only criteria • No strategic alignment with College
competencies, Mission, Vision, or Values.
Selection of employees
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SEEDS Then…
• No guide to set expectations for employees • Coaching forms for addressing underperformance
with employees were too vague and not useful • Professional development provided for
underperforming employees was generic
setting Expectations
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SEEDS Then…
• On Paper • Binary scale (“Meets Expectations” or “Needs
Improvement”) • Evaluation criteria was basic (example:
Dependability, Efficiency, Judgment) • Work-related competencies were not addressed • No reporting capabilities
Performance Evaluations
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SEEDS Then…
• No clear criteria for what qualified as professional development
• Scheduled offerings based on best guess
• Professional Development Plans were only 1-on-1 between employees and their supervisor
professional Development
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SEEDS Then…
• No alignment of employee competency requirements with strategic plan objectives
• Alignment of professional development to support the achievement of the strategic objectives did not exist
Strategic plan
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How did we get there?
Then Now
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• Executive Leadership Team had the vision
• Cross-divisional Task Force created
• Sub-Committees to focus on key areas
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• Developed competencies: • 5 Standards of Conduct & Expectations of Employment • 9 Core Competencies • 5 categories of Role-Based Competencies:
• Faculty (6) • Faculty Chair (7) • Supervisors (5) • Managers (5) • Executive Leadership Team (5)
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• Drafted revised performance evaluations content • Likert rating scale • Career planning
• Revised Performance Improvement Plan
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• Task Force concluded • HR/OD division continued development • Professional development aligned with
competencies
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• Selected and implemented online software to support the performance evaluation • Implemented first revised performance evaluations
campus-wide: • Competency-‐based performance evalua?on • Employees set and tracked professional development goals and work objec?ves
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• Developed competency-based interview questions
• Implemented new hire performance evaluations in the new system (at 6-month and 11-month)
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• Held focus groups to evaluate new performance evaluation process
• Identified improvements to the process including: • Renamed Likert rating scale options
• Revised competency descriptions
• Reduced number and length of competencies
• Simplified the evaluation process
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• Online software reports enabled leadership to analyze College-wide and Division-specific competency performance
• Developed division/department-specific professional development plans to include customized training
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• Strategically targeted professional development to support the underperforming competencies
• Implemented improvements to the evaluation forms and process
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• Pilot alignment of professional development with key strategic plan objectives
• Pilot a rubric system for candidate selection for interviews
• Selected and in the process of implementing a new learning management system to support professional development
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Present Day
• Competency-based Performance Management System
• Improved professional development effectiveness
• Improved competency performance
• Increases in employee engagement in professional development
• Correlation of HR objectives with institutional performance
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SEEDS Now…
Selection of employees • Competency-based
interview questions guide selection committees
• Piloting a rubric system for candidate selection
Impact & Results • Anecdotal feedback
indicates interview questions are more challenging and targeted to the competencies
• Collecting data to review impact on turnover
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SEEDS Now… setting Expectations • Competencies outline
expectations for new hires • Performance Improvement
Plans address specific employee challenges
• Underperforming employees engage in professional development to improve
Impact & Results • Reduction in contract
non-renewals
• More engagement from supervisors in coaching employees
• More ownership from underperforming employees in their professional development
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SEEDS Now… performance Evaluation • Competency-based
performance ratings on a Likert Scale
• Employees set and track PD goals and work objectives
• Employee career aspirations are identified and supported
Impact & Results • Identify and address
underperforming competencies
• Reporting identified rater tendencies
• Strategic plan ownership across the College
• Anecdotally a more meaningful process
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• Goal: Identified “process improvement” as underperforming area • Action Taken: Increased
PD targeted to the topic (offered 34 trainings) • Impact: Increased
performance of competency by 7.2% in one year
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3.11
3.33
3
3.05
3.1
3.15
3.2
3.25
3.3
3.35
2011/2012 2012/2013
Process Improvement Competency
performance Evaluation example SEEDS Now…
SEEDS Now… professional Development • All professional
development offerings aligned with competencies
Impact & Results • High demand for targeted
department PD plans and customized trainings.
16 department heads requested PD plans to-date 95 department-specific trainings have been requested to-date
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SEEDS Now… professional Development • Targeted professional
development plans developed for departments/divisions
• Tailored trainings offered in departments/divisions based on unique needs to support their faculty/staff
Impact & Results • Increase in employee
satisfaction of individual workshops
• Increase in attendance of PD
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280 260
520
0
200
400
600
Number of workshops
2010/2011 (pre-implementation)
2013/2014 (to date)
2013/2014 (projection)
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professional Development example number of workshops
SEEDS Now…
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1804 2252
4504
0
1000
2000
3000
4000
5000
Confirmed Attendance
2010/2011 (pre-implementation)
2013/2014 (to date)
2013/2014 (projection)
professional Development example confirmed attendance
SEEDS Now…
SEEDS Now… Strategic planning NEW • Evaluating strategic plan
objectives to determine competencies needed
• Targeting training to build skills in key competency areas to support achievement of strategic objectives
Impact & Results • Correlations between
increased PD and improving performance on strategic plan objectives
• Identified areas needing targeted training to achieve strategic plan objectives
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SEEDS Now…
• Goal: Increase in College’s employee and student representation of racial/ethnic minority demographics to match our service area. • Action being taken: Professional development has
increased from 2012/2013 to 2013/2014 (to-date) by 70%. • Impact to-date: Almost met or surpassed goals.
Strategic planning example
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SEEDS Now…
Strategic planning example
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164
279
558
0
100
200
300
400
500
600
2012-13 2013-14 (to date)
2013-14 (projection)
Inclusiveness Workshops
SEEDS Now…
0
2
4
6
8
10
12
14
16
2011-12 2012-13 2013-14
Percentage of Racial/Ethnic Minority Representation of Full-Time Employees and Students
FT Exempt Staff
FT Non-Exempt Staff
FT Faculty
Curriculum Students
Strategic planning example
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SEEDS Now…
Goal: Expand College’s business and industry services outreach. Status: Departments have exceeded goals on establishing relationships. Yet not met goals on services/training offered. Action being taken: Targeted training on “Networking & Partnering” competency needs to focus on finalizing the services to be delivered.
Strategic Planning example
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Lessons learned…
• Process took more time than anticipated • Competency development • Software implementation
• Focus groups necessary for feedback, identify issues, buy-in. Examples: • Initial competencies too long, too many • Evaluation process too complex
• Likert rating scale labels unclear
• Additional resources needed in HR/OD to support ongoing administration 37
• Assessing competency needs to meet Strategic Plan objectives and aligning professional development
…to increase skills in key competencies to attain strategic objectives
• Implement a rubric system for candidate selection based on the competencies
…to reduce rater error for screening committees
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• Analyze results from 6-month New Hire Performance Evaluations and 11-month New Hire Performance Evaluations
…to assess effectiveness of new hire training and onboarding
• Aligning competencies with the career planning section of performance evaluation
…to support employees needing targeted professional development to help them attain their career aspirations
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Recognition
• Campus-wide communications
• Presented “Integrating HR-OD using Competencies and the Performance Enhancement Process” at NCCCS Conference in Raleigh, NC on Oct 8, 2012
• “Innovation of the Year Award 2012-2013” from League for Innovation in the Community College
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Should you consider replication?
• Are your HR staff strategic partners with the leadership and the Board of Trustees? • Are you able to run reports on employee performance at
every level (employee, department, division, college-wide)? • Do you know how equipped your employees are to reach
the strategic plan objectives set by your institution? • Do your underperforming employees have the resources
and direction needed to improve? • Is the performance of your faculty/staff aligned with
targeted professional development?
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Leadership considerations before replication • Assess the costs/benefits between the program in which you
aspire versus the program in which your institution needs and is capable of sustaining. Consider overall return-on-investment.
• Determine which components of the performance management system can be adopted and when.
• What financial resources are available to purchase and administer a software for performance evaluations and for learning management?
• Consider the best approach to the initiative based on your institution’s culture.
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Plant the SEEDS
• Integrates and aligns hiring, employee expectations, evaluation, professional development and strategic plan goal attainment • Enables intentional improvements of performance in
targeted competencies areas • Supports the faculty and staff in reaching higher
performance • Improves institutional effectiveness
A Competency-Based Performance Management System:
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Plant the SEEDS ������ A-B Tech is enthusiastic about sharing best practices, samples, advice, and support. Contact us to positively impact your future.
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