Performance Management

Performance Management System


Setting Performance Expectations

Setting performance expectations is the foundation and first step in performance management. By setting performance expectations first, the employee knows what is expected, and the supervisor has specific performance criteria to measure quality and productivity.


 

Remember: Communication is the key!

Defining the Job Purpose

As a supervisor, defining an overall job purpose is the first step in setting performance expectations. The job purpose reflects the essential or main function of the job. On the Employee Evaluation form, this is the first item under Key Responsibilities. This job purpose is mutually agreed upon and understood between the supervisor and employee to ensure that both are clear on the overall job expectations. It also provides a fair basis for appraising performance.


To write a clear and meaningful job purpose, use the following formula:

"Job title" is the title of the job. This may be the classification job title or the agency-specific working job title or business title.


"What" describes the main function of the job. It is not the place to list all job tasks.


"Why" explains why the job is done. This should be written very clearly to avoid confusion. When an employee understands the why of their job, they are more likely to be motivated and to understand their role in the organization.


Some examples of clearly written job purposes:



 

 Learn More about
Defining the Job Purpose



Determining Key Responsibilities

The next step is to identify the key responsibilities that make up the job. Key responsibilities are the main components or key results of the job. Three to seven main components will ensure a list that represents a good overview of the job. These are listed under Key Responsibilities along with the job purpose on the Employee Evaluation form. These are used for developing standards in the section Additional Employee Performance Standards on the Employee Evaluation form. Note that these key responsibilities represent results from doing a job, not a listing of tasks that one performs.

Determining key responsibilities:

  • Defines for the employee what they are expected to achieve;
  • Provides an objective basis for the evaluation; and
  • Provides a framework for the job.

The formula for identifying key responsibilities looks like this:

"Job title" is the title of the job.


"Verb" describes the action the employee will take. 


"What" describes the end product.


"How" describes how the work will be done. It provides techniques that measure quality, quantity, and time factors.


Examples of a clearly written key responsibility for each of the following positions are:


Remember: Most positions have three to seven key responsibilities!
 
Learn More about Determining Key Responsibilities
 
Performance Standards

The Job Purpose Statement and Key Responsibilities deal with "the what" of an individual's performance. In this section, we look at performance standards which tell "how" or "how well" a job is done. "How" deals with quality. The Performance Management system has many established performance 'standards' that are consistent across all agencies. These standards are applied to each individual's performance and appear in the performance evaluation document. Additional standards may be developed and are applied by managers. Standards should align with Boise State University's values, destinations, strategic vision and goals.


Boise State University Performance Standards
Following are the core performance standards(core competencies) for which all Boise State University employees are evaluated. These standards represent critical work behaviors and qualities necessary for job success. There are two lists of standards, one for all employees and an additional one for supervisors and managers.


Employee Performance Standards

Core Performance Factors
(Major Headings or Categories)

Core Performance Standards
(Expanded Definitions of Factors)

Shared Values

Describes how well the employee follows, supports, champions or models the following University Shared Values:

  1. Academic Excellence: Engages in learning, participates in or supports fully in the academic community’s pursuit of knowledge;
  2. Caring: demonstrates concern for the welfare of others;
  3. Citizenship: Upholds civic virtues and duties that prescribe how we out to behave in a self-governing community by obeying laws and policies, volunteering in the community, and staying informed on issues;
  4. Fairness: Demonstrates equality, impartiality, openness and due process by demonstrating a balanced standard of justice with reference to individual bias;
  5. Respect: Treats people with dignity regardless of who they are and what they believe. A respectful person is attentive, listens well, treats others with consideration and doesn’t resort to intimidation, coercion or violence to persuade.
  6. Responsibility: Takes charge of our choice and actions by showing accountability and not shifting blame or taking improper credit. Pursues excellence with diligence, perseverance, and continued improvement;
  7. Trustworthiness: Demonstrates honesty in communications and personal conduct while managing self with integrity and reliability.

Standard of Conduct

Describes how well the employee manages follows, supports, champions and models the following University Standard of Conduct:

  1. Workplace Conduct: Acts fairly, collaboratively, and honestly in personal and group interactions and helps create and maintain a non-discriminatory, harassment free, drug/alcohol free, and respectful workplace. Ensures a safe work environment by adopting a proactive, cooperative attitude toward health and safety.
  2. Compliance: Understands and adheres to State and Federal laws and rules as well as complying with University policies and other forms of guidance. Makes proper referrals for requests for information from the media and elected officials. Uses acceptable processes (University policies and procedures, chain of command, etc.) to bring issues to management’s attention to insure compliance. Remains engaged through issue resolution.
  3. Financial Stewardship: Insures accurate financial transactions and reports and maintenance of internal controls. Utilizes University resources in an effective manner, identifies, discloses, and avoids potential conflict of interest, and reports waste, fraud and/or abuse. Maintains the duty and limits of confidentiality, including protecting the privacy of, and access to, records.
  4. Individual Responsibility and Accountability: Demonstrates sound judgment, accepts responsibility, and holds themselves accountable for meeting the highest standards of service as well as established performance standards and developmental objectives.

Customer Service

Describes how well the employee works with internal and external customers to achieve desired results and maintain positive customer relationships and professional image. Employee expected to be polite and efficient in working with customers.

Interpersonal Skills

Describes how well the employee establishes and maintains effective work relationships. Demonstrates sensitivity to others and has good communication and listening skills.

Dependability

Describes how well the employee completes assigned work in a timely manner, keeps commitments, is accountable, and stays balanced under pressure. The employee meets attendance requirements.

Quality

Describes the employee's work in terms of consistency, thoroughness, and accuracy. The employee supports and participates in continuous improvement in work processes, services or products. Demonstrates ethical dealings, effective problem solving skills and meets quality standards set by supervisor.

Productivity

Describes how the employee manages and completes workload expectations by setting and following priorities, using time effectively and achieves work goals. Demonstrates the knowledge and skills needed to do the job.

Adaptability/Flexibility

Describes how well the employee adapts to change and is open to new ways of doing things. Demonstrates willingness to learn and apply new skills or methods in completing work assignments or projects.

Work Environment/Safety
Compliance with laws, policies and procedures

Describes how well the employee promotes and supports a respectful workplace. Demonstrates support and compliance with general conditions of employment, EEO, security, and workplace safety policies. Demonstrates ethical behaviors and decision-making and compliance with appropriate federal, state laws, SBOE and University policies and procedures.


Supervisor/Manager Performance Standards

Core Performance Factors
(Major Headings or Categories)

Core Performance Standards
(Expanded Definitions of Factors)

University Shared Values

Describes how well the employee follows, supports, champions or models the following University Shared Values:

  1. Academic Excellence: Engages in learning, participates in or supports fully in the academic community’s pursuit of knowledge;
  2. Caring: demonstrates concern for the welfare of others;
  3. Citizenship: Upholds civic virtues and duties that prescribe how we out to behave in a self-governing community by obeying laws and policies, volunteering in the community, and staying informed on issues;
  4. Fairness: Demonstrates equality, impartiality, openness and due process by demonstrating a balanced standard of justice with reference to individual bias;
  5. Respect: Treats people with dignity regardless of who they are and what they believe. A respectful person is attentive, listens well, treats others with consideration and doesn’t resort to intimidation, coercion or violence to persuade.
  6. Responsibility: Takes charge of our choice and actions by showing accountability and not shifting blame or taking improper credit. Pursues excellence with diligence, perseverance, and continued improvement;
  7. Trustworthiness: Demonstrates honesty in communications and personal conduct while managing self with integrity and reliability.

Standard of Conduct

Describes how well the manager sets clear expectations, including effective explanations and feedback /coaching for staff, to insure employee acceptance and adherence to the University’s Standard of Conduct. The manager follows, supports, champions and models the following University Standard of Conduct:

  1. Workplace Conduct: Acts fairly, collaboratively, and honestly in personal and group interactions and helps create and maintain a non-discriminatory, harassment free, drug/alcohol free, and respectful workplace. Ensures a safe work environment by adopting a proactive, cooperative attitude toward health and safety.
  2. Compliance: Understands and adheres to State and Federal laws and rules as well as complying with University policies and other forms of guidance. Makes proper referrals for requests for information from the media and elected officials. Uses acceptable processes (University policies and procedures, chain of command, etc.) to bring issues to management’s attention to insure compliance. Remains engaged through issue resolution.
  3. Financial Stewardship: Insures accurate financial transactions and reports and maintenance of internal controls. Utilizes University resources in an effective manner, identifies, discloses, and avoids potential conflict of interest, and reports waste, fraud and/or abuse. Maintains the duty and limits of confidentiality, including protecting the privacy of, and access to, records.
  4. Individual Responsibility and Accountability: Demonstrates sound judgment, accepts responsibility, and holds themselves accountable for meeting the highest standards of service as well as established performance standards and developmental objectives.

Managing Performance

Describes how well the manager sets clear, consistent job expectations, gives active and concrete assistance and instructions, and provides effective and timely feedback /coaching about performance. Demonstrates fair dealings with employees. Deals firmly and appropriately with performance problems. Conducts staff performance evaluations in a timely and constructive manner.

Communication

Describes how effectively the manager shares information, builds relationships, and influences positive outcomes. Demonstrates good collaboration and listening skills and effective verbal and written communication skills.

Decision Making/Problem Solving

Describes how well the manager makes timely and rational decisions based on analysis of relevant information/data. Accepts responsibility for decisions and takes proper action when necessary.

Results Focus

Describes how well the manager targets and achieves expected outcomes, established performance expectations and goals, supports and contributes to continual quality improvements that support Boise State University strategic vision and department mission and goals.

Customer Focus

Describes how well the manager fosters and models a commitment to customer service, builds customer confidence and increases customer satisfaction.

Work Environment/Safety
Compliance with laws, policies and procedures

Describes how well the manager promotes and supports a respectful workplace; complies with and supports general conditions of employment, EEO, security, and workplace safety policies. Models ethical behavior and decision-making and ensures compliance with appropriate federal, state laws, SBOE and University policies and procedures.

 

Setting Job Goals and Objectives

Performance goals and objectives are written to describe the measurable results an employee needs to achieve within each key responsibility area. Performance goals and objectives should be tied to the strategic mission and goals of Boise State University. Goals and objectives are nearly synonymous and are often used interchangeably. To differentiate between the two remember this:


"The goal is where we want to be.
          The objectives are the steps needed to get there."



Setting Goals and Objectives

Setting objectives creates employee motivation and should help the employee connect the job to the mission of Boise State University.

Objectives clarify the performance expectations within each key responsibility area (from job descriptions) and describe how they will be met and measured. Objectives provide guidance for the employee and help keep performance focused throughout the evaluation period.

When objectives are discussed and written, the supervisor and the employee have a thorough understanding of what performance is expected.





Three components create a clear goal and objective:

  1. 1. Performance - what the employee is expected to do (goal).

    Steps or measurements needed to meet or clarify goal:

  2. 2. Criteria - the quality or level of performance that will be considered acceptable, often described in terms of speed, accuracy and/or quality (time frames).
  3. 3. Conditions - conditions under which the performance is expected to occur.


An example of a clearly written job objective incorporating these components could be written as follows:

The employee will write reports for the department at the end of each week while the legislature is in session.

1. Performance:

The first component, performance, helps communicate what the employee is expected to perform. The performance is usually written using a verb that describes the action of the performance. Using the example from above, the performance of this objective is highlighted below.

The employee will write reports for the department at the end of each week while the legislature is in session.

2. Criteria and Quality

The second component, criteria, describes the quality, level, and timeliness standards by which the performance should be accomplished. The criteria of the example job objective are highlighted below.

The employee will write reports for the department at the end of each week while the legislature is in session.

The preceding example described criteria in terms of timeliness. Another way to describe the criteria for a performance objective is to use accuracy measures. This can be expressed using a percentage. For example:

The employee will write reports for the department with zero grammatical errors while the legislature is in session.

Quality of performance is another critical criterion. Sometimes quality, timeliness, and accuracy are important. All characteristics may be addressed in the objective.


3. Condition:

The third component, condition, describes the situation, timeframes, and the environment specifics in which the performance is to occur. The conditions of the example job objective are highlighted below.

The employee will write reports for the department at the end of each week while the legislature is in session.

Objectives may be one or several sentences in length. Several sentences may be required to communicate the intent clearly.


To ensure success, make the performance evaluation a living document. Take it out at least quarterly and review with the employee the job goals and objectives and consider the following:

  • Prioritize goals and objectives.

  • Build flexibility into goals and objectives to ensure adaptability as changes occur in the job or department.

  • Ask about obstacles and take action to eliminate them.

Learn more about how to
Create S.M.A.R.T. goals (Specific Measureable Achievable Relevant Timely)


Helpful Tip: When writing goals and objectives, use action verbs;
                       they are much easier to measure!

Action Verbs

To write

To recite

To identify

To sort

To solve

To construct

To build

To compare

To contrast

Passive Verbs

To know

To understand

To really understand

To appreciate

To fully appreciate

To grasp the significance of

To enjoy

To believe

To have faith in

Sample objectives for Customer Service:
  • Reduce the average time for resolving customer service issues from (xx) minutes to (xx) minutes by the end of the calendar year.
  • Improve customer service satisfaction ratings by (xx)% by the end of the calendar year, as determined by customer satisfaction surveys.
  • Increase the number of people who visit our customer service web site to (xx) by the end of June.
  • Decrease employee turnover to (xx)% before the end of the calendar year by ensuring adequate breaks, flexible scheduling, and opportunities for growth and development.

 

Next Topic: Keeping on Target

 

 

Last reviewed November 2008