Transcript hrs.wsu.edu

The Supervisor
as
Performance
Manager
Developing
Effective Position
Descriptions and
Performance
Expectations
rev. February 2010
OVERVIEW
• Position Descriptions
• Performance Expectations
• Online Position Description and
Recruitment System
Building Blocks of
Performance Management
Performance Management Begins With Current
Position Descriptions and Performance Expectations.
• Corrective/Disciplinary Actions
• Annual Performance Evaluations
Other Uses:
Performance Issues /
Evaluations / RTW
Performance Expectations
Position Descriptions
•
•
•
•
Recruitment/New Hires
Return to Work
Reasonable Accommodation
Classification/Reclassification
Building Block One
Position Descriptions
Position Description Defined
A position description is a statement of
the principal duties and functions of the
position and scope of the authority and
responsibility related to that position.
SPECIFIC TO POSITION,
NOT PERSON
Advantages of Position Descriptions
 Employee - provides an understanding of the
framework, tasks, duties, and responsibilities of the
position and what they will be evaluated on.
 Supervisor - provides criteria for writing performance
expectations and completing annual reviews.
Communication Tool:
• What are the duties?
• What are the responsibilities?
• What will the employee be held accountable for?
Position Descriptions
Civil Service
 Must
be consistent with the State Dept. of
Personnel Class Specifications for the
classification.
Administrative Professional
 Must
comply with the State of Washington
exemption definitions RCW 41.06.070 and WSU
Benchmarks.
Position Details
– Classification Title
 Official and Working Title
– Position number, dept, hiring unit, work
location, FTE, etc.
– Position Summary
 Pulls into job posting
Example:
This Agricultural Research Technologist 2 position assists with
vegetable seed research at the WSU Puyallup Research & Extension
Center. Duties include performing field work, conducting lab
experiments, modifying procedures, interpreting results and
assisting with compilation of data for manuscripts.
Position Details (continued)
– Access Requirements, if any
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Financial Data
Cash Handling
Personnel Data
Student Data
Access to vulnerable adults or minors
Job Duties and Responsibilities
•
List/describe major functions of the position.
 Descriptive vs. Generic
•
Determine percentage (%) of time/effort spent
performing each function.
 Should not be less than 5% or more than 50%.
 Other duties as assigned.
•
Identify essential functions
 Essential Duties: Tasks the employee must be able
to perform in order to fulfill the primary
purpose of the job.
Job Duties and Responsibilities
•
(continued)
List/describe major functions of the position.
 Descriptive vs. Generic
Sample Exercise
Position Title: Office Assistant 2
50% essential function
“Perform receptionist duties for X department.”
Supervisory/Lead Responsibilities
– Supervisor
 Train, plan/assign work, evaluate
performance, take corrective action,
recommend discipline
– Lead
 Regularly assign, instruct and check
work of others
– Equivalent of one FTE
Position Qualifications
•
Classification Requirements - Minimum levels of education,
experience, knowledge, skills, and abilities needed to
perform the job. Those the individual must have at the time
of hire for the position.
•
Position-Specific Requirements – Additional requirements
not listed in the classification requirement. Specific
certifications or licenses (valid driver's license,
professional certification, etc.) Often required at time of
hire.
•
Preferred Qualifications – Additional requirements such as
higher levels of education, experience, etc. the employer
would like the individual to possess. Those desired but not
mandatory.
ALL Qualifications Must Be Clearly Job Related.
Position Qualifications (continued)
Civil Service Title: Program Coordinator
• Classification Requirements
High school graduation or equivalent AND two years of experience in
the program specialty; OR equivalent education/experience.
•
Position-Specific Requirements
Two years of experience coordinating training or planning events.
•
Preferred Qualifications
Experience working in higher education.
Customer service experience.
Proficiency with Microsoft Word, Access, PowerPoint and Outlook.
Position Qualifications (continued)
Civil Service Title: Instruction & Classroom Support Technician 2
• Classification Requirements
A Bachelor's Degree with major study in specific instructional area; or
equivalent education/experience.
•
Position-Specific Requirements
Specific instructional areas include nutrition, education, social science or
related fields.
Must have, or be able to obtain at time of hire, a valid driver’s license.
Must have, or be able to obtain at time of hire, a valid Food Handler’s permit.
•
Preferred Qualifications
Experience teaching/providing instruction on nutrition-related topics.
Experience working with youth audiences.
Proficiency with Microsoft Word, Excel, PowerPoint and Outlook.
Position Qualifications (continued)
AP Title: Computer Systems Administrator
• Classification Requirements
A Bachelor's degree and three (3) years professional experience. Any
combination of relevant education and experience may be substituted
for the educational requirement on a year-for-year basis.
•
Position-Specific Requirements
Bachelor's degree in MIS, computer science or related field or
equivalent education/experience.
Ability to work evenings and weekends on an occasional basis.
•
Preferred Qualifications
Experience with Visual Basic or Perl programming languages.
Experience working with Windows Server 2003 or 2000.
Systems administrator certification.
Essential Work Competencies
• Knowledge, Skills & Abilities (KSA’s)
• Mental Requirements
• Physical Requirements
• Working Conditions
Knowledge, Skills and Abilities
 Knowledge of: basic duties and
responsibilities of the position; basic skills
associated with a single task; basic principles
and practices of supervisory techniques.
 Skill: with operating specific equipment; in
carrying out clearly defined procedures.
 Ability to: demonstrate basic reading and
writing skills; prioritize and arrange job
assignments; use common sense approaches
and make prudent and sound decisions.
Examples of
Knowledge, Skills and Abilities:

Knowledge of standard departmental processes.
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Database management skills.
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Demonstrated interpersonal, written and oral
communication skills.

Ability to establish and maintain effective working
relationships.

Ability to handle multiple tasks.

Commitment to Diversity - an appreciation of the benefits of
a diverse workplace and willingness to take actions to
enhance the diversity of WSU.
Mental Requirements
Describes the mental demands of the job related to
the duties and responsibilities of the job.
Examples:
• Ability to work effectively and efficiently in high
stress and conflict situations.
• Ability to simultaneously address multiple
complex problems.
• Ability to reason logically.
• Ability to perform in situations requiring speed,
deadlines, or productivity quotas.
• Ability to apply technical knowledge.
Physical Requirements
Describes the physical demands of the job and indicates
the nature of any lifting or mobility requirements of the
job.
• Lift/Carry and Push/Pull frequently – N/A, up to 10,
20, 50 lbs, over 50 lbs
• Mobility requirements – bend, twist, squat, climb,
kneel/crawl, reach/reach overhead, finger
dexterity/fine manipulation, sit, drive
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Occasionally, frequently, continuously, N/A
Physical Requirements (continued)
Describes the physical demands of the job and indicates
the nature of any lifting or mobility requirements of the
job.
• Basic Life Functions – hear, see, speak, stand,
walk
• Unique Vision Requirement – close or distance
vision, ability to adjust focus (depth, peripheral),
ability to distinguish colors
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Electrical wiring
Fine print in contracts
Working Conditions
• Work Setting – office, outdoors, frequent travel (on or
off campus), lab, maintenance/custodial environment,
other
• Unique Work Conditions – extreme temperatures,
fumes/odors/mists/dusts, confined areas/spaces,
extreme sounds/noises/vibrations, potential hazards
(i.e., radiation, hazardous material, biohazards, etc.)

Occasionally, frequently, continuously, N/A
Forms and Formats
• Online Position Description System
•
www.wsujobs.com/hr
– Civil Service
– Bargaining Unit
– Administrative Professional
• Samples
•
•
www.hrs.wsu.edu
Manager’s ToolKit
Building Block Two
Performance
Expectations
Position Description
WSU Strategic Goal
Create an environment of diversity,
integrity and transparency.
– Addressing performance issues as they arise
can build integrity.
– Even if corrective action is necessary, it can
be administered in a respectful manner.
– Open Communication.
Performance Expectations
Develop specific expectations based upon the
position description.
 The position description provides the
“what”
 The performance expectations provides a
structure for determining “how well”
Identify ways in which it can be determined if
the expectations are being met.
Performance Expectations
 Specific expectations are developed from the
position description.
 A basic performance expectation is defined as – a
statement of the result an individual employee will
achieve when he/she is doing a job satisfactorily.
 Once “satisfactory” is determined, expectations
are developed for the other rating categories.
Expectation Criteria
Civil Service:
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Quantity of Work
Quality of Work
Job Knowledge
Working Relationships
Other Criteria
Administrative
Professional:
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Productivity
Quality of Work
Interpersonal Skills
Optional Factors
Performance Expectation Categories
• Expectations for Civil Service employees must
include:

Unsatisfactory
 Needs improvement

Satisfactory/meets expectations
 Exceeds expectations
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Outstanding performance
• It is recommended that AP also have performance
expectations.
Be Specific
Specifically state what is expected to meet
the various levels of performance criteria:
 Tell who is to be evaluated.
 Tell what is to be evaluated.
 State level of achievement required.
 State by when and/or under what
conditions behavior is to be performed.
Performance Expectations
Rule of Thumb:
 Be realistically attainable
 Be legally defensible
– Valid
– Free of bias
– In compliance with applicable laws,
regulations, WSU policy and procedures
Sample Exercises
1. QUALITY OF WORK
 Meets Expectations/Satisfactory
A.
Pays attention to detail
B.
Brings new or unusual situations to supervisor’s
attention
2. QUANTITY OF WORK
 Meets Expectations/Satisfactory
A.
Completes work orders in a timely manner, meeting
deadlines
B.
Makes an effort to accommodate
unexpected or “rush” jobs
Samples and Formats
• Visit HRS’s web site to access a sample of
Performance Expectations.
Go
to www.hrs.wsu.edu, and click on
• Manager's ToolKit
• Online Position Description System
www.wsujobs.com/hr
Summary
Building Blocks of Performance Management
•
Current and accurate Position Descriptions.
•
Current and accurate Position Expectations.
•
Useful and valid annual performance
evaluations.
Performance Issues /
Evaluations / RTW
Performance Expectations
Position Descriptions
Questions?
Human Resource Services
 Pullman:
509-335-4521
 Spokane:
509-358-7554
 Vancouver: 360-546-9587
 Tri-Cities:
509-372-7470
Email: [email protected]
Web: www.hrs.wsu.edu
Resources
• Training - SkillSoft and HRS Training
• BPPM and WAC’s
• A/P Handbook and Faculty Manual
• Center for Human Rights
• Human Resource Services
 Manager’s ToolKit – www.hrs.wsu.edu
Questions can be directed to HRS at
335-4521, or [email protected]