UCLA Student Affairs

Performance Management Program

(PMP)

What is Performance Management?

• Process of ongoing performance assessment between a supervisor and an employee

• Opportunity for dialogue about successful performance and areas for performance improvement

• Done throughout the year and leads to a fair and consistent annual performance review

• Includes verbal and written feedback

What are the goals of PMP?

• Develop a shared understanding between supervisor and employee of duties and basis for annual performance review

• Enhance and encourage employee growth

• Enhance communication between supervisor and employee

• Encourage development of employee’s skills, knowledge and abilities

• Assist with determination of salary increases and/or personnel actions

Why is Student Affairs doing this?

• Enhance staff professional development

• Foster a culture of high achievement

• Reward and recognize excellence

• Retain and recruit the best and the brightest employees

• Applies to all employees in the Student Affairs organization including executive management

What does this mean to me?

• Your supervisor and you will be reviewing your job and your performance on a regular basis.

• You will receive clarity of what is expected of you at work.

• You will receive clarity of how your ongoing performance ties to the annual performance review.

Performance Categories

Each employee will be evaluated within a five level structure.

1. Exemplary/Exceptional Performance

2. Consistent High Achiever/Successful Performance

3. Consistent Good Performance

4. Performance Needs Improvement

5. Unsuccessful Performance

Exemplary/Exceptional

• Significantly, and consistently exceed expectation(s) and job description requirement(s) by producing a high quality and quantity of work.

• Undertake additional job functions/duties, through their own initiative, that further the goals of and make significant contributions to the department, division, and organization.

• Be dependable, highly reliable and follow through on all provided or otherwise undertaken assignments and be effective in a variety of settings including one on one communication, writing skills, correspondence, and public situations.

• Demonstrate exceptional in-depth knowledge of their job functions/duties and be highly recognized by others within the University community or within their area of expertise as an authority in their area of work.

Exemplary/Exceptionalcont’d

• Exhibit model behavior that exemplifies the values and qualities of the organization and that is worthy of emulation by supervisors/staff members.

• Skillfully and in a highly reliable manner handle multiple and varied types of tasks with competing priorities.

• Skillfully resolve conflict in the midst of differing opinions by creatively developing a compromise within competing interests.

• Exhibit teamwork or is a team player in varied settings and influence others to work collaboratively to bring about a positive impact while furthering the goals of the department, division and organization.

Consistent High Achiever

• Routinely meet and exceed expectations and role requirements by producing high quality of work on a consistent basis.

• Possess full knowledge of their job functions/duties, as well as, other related aspects of the department, division, and organization, with the ability to explain and articulate such aspects clearly to others.

• Be dependable, highly reliable and follow through on all assignments.

• Be recognized by peers, managers, students and other customers/personnel as collaborative, skilled, and reliable.

Consistent High Achiever cont’d

• In representing the department, division or organization, effectively interact with peers, managers, colleagues, other University staff, students, parents, and the public.

• Consistently exhibit model behavior that exemplifies the values and qualities of the organization.

• Exhibit teamwork or is a team player in varied settings without prompting and can work collaboratively with others.

• Demonstrate the ability to take on progressive responsibility with a high level of success.

Consistent Good

• Competently perform job functions/duties on a day to day basis and regularly meet expectations and job description requirements with some tasks performed beyond expectations.

• Possess full knowledge of their job functions/duties.

• Be perceived by peers, students and other customers as collaborative,skilled and dependable.

• Regularly interact effectively with peers, managers and other University staff, public, parents, and students.

• Exhibit teamwork or is a team player in varied settings and collaborates well with others.

Needs Improvement

• Rarely complete their assignments/tasks in a competent manner, even with clarification or time extensions.

• Ineffectively perform their job functions/duties or responsibilities.

• Demonstrate lack of initiative.• Require a high level of supervision due to

low performance or skill level.• Consistently engage in ineffective and

less than positive interactions with peers, colleagues, management, students or members of the University community.

Unsuccessful

• Consistently fail to competently complete their assignments/tasks and consistently fail to produce quality work product.

• Consistently fail to meet expectations and job description requirements and rarely perform beyond expectations.

• Work at a level of minimum standards with inconsistent productivity.

• Fail to possess full knowledge of their job functions/duties compared to their peers.

• Be perceived by peers and managers as non-collaborative and not being a team player.

• Ineffectively interact with peers, managers, other University staff, students, parents, or the public.

• Take little or no initiative, even with prompting.

Performance Expectations

• Performance is based on behavior at work.

• Performance is observable & measurable.

Questions

• Does an employee have to achieve every statement listed in a performance category? Yes.

• What if I had an off year or a mitigating circumstance? Your performance will be evaluated based on actual, observable behavior in that year.

• Might my rating vary from year to year?Yes, depends on the observable behavior and performance.

What’s next?

• Review job description and responsibilities for clarity.

• Review any expectations and work rules (standards, internal policies, written guidelines, etc.) for clarity.

• Review any corrective feedback and recognition given so far.

Annual Review

• Performance Year – July 1 through June 30.

• Performance Review done in July for the prior year.

• Written review based on consistent SA form.

Performance Elements

• Work Competencies – the things you do in the job. There are standard categories that will be applied to your job description.

• Work Ethics – has do to with how you manage yourself at work.

• Work Relationships – how you work with others

• Management/Supervisory – Assesses those who supervise other FTE.

Work Competencies

• Communication Skills

• Job Knowledge

• Technology Skills

• Problem Solving

• Productivity/Work Quality

• Innovation

Work Ethics Competencies

• Dependability

• Self Management

• Flexibility

• Organizational Contribution

Work Relationship Competencies

• Interpersonal Relations

• Teamwork

• Customer Focus

Management/Supervisory Competencies

• Leadership

• Resource Management

• Fostering Organizational Culture

• Performance Management

• Staff Development

Questions

• Do I get to choose in my performance review rating? No. The rating is the supervisor’s discretion. However, you do get to provide input and comments on your review.

• What if my job is different than others? The performance elements are broad enough to be applied to any of our jobs.

• Is this new model approved for all classifications?Yes, including represented titles.

• My job is a contract appointment, does this apply to me? Performance management does apply, the annual review, does not.

Merit Raises

• Merit raises will continue to be tied to the annual performance review.

• How the performance review ratings are tied to the merit allocations is TBD.

• Some type of base-building merit increase, if funded, will be allocated to Consistent Good, Consistent High, and Exemplary Performance

• No raise will go to Unsuccessful Performance

Questions

• How will this new program impact my merit raise? Merit raises, if funded, are tied to performance reviews.

• What about recent across the board allocations (cost of living)? Recent across the board allocations have not been cost of living increases. They were merit funds allocated in such a manner as determined by SA management due to lack of funding.

Questions from You