performance planning & evaluation survey results for ... · 06.02.2013 ·...

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H:\PROFESSIONAL-FACULTY\PerformancePlan-Eval\ppf-performance-planning-survey_fall2012_SUPERVISOR_Results_Qualtrics-report_120712-1.docx 2/6/2013 1

Professionals & Professional Faculty Assembly’s

Performance Planning & Evaluation Survey Results for

SUPERVISORS OF PROFESSIONALS: Fall 2012

Last Modified: 12/7/2012

DEMOGRAPHICS

1. I’ve worked for the College of William & Mary or the Virginia

Institute of Marine Science for:

# Answer

Response %

1 Less than 1 year

1 2%

2 1-5 years

11 17%

3 6-10 years

10 16%

4 11-15 years

17 27%

5 16-25 years

12 19%

6 26 or more years

12 19%

Total 63 100%

2. I am:

# Answer

Response %

1 A professional/professional faculty staff member.

42 67%

2 A classified/operational staff member.

0 0%

3 An executive staff member.

10 16%

4 An instructional or research faculty member.

11 17%

Total 63 100%


POSITION DESCRIPTION: A description of a position's core

responsibilities, required qualifications, and reporting

relationships.

3. Job descriptions for each of my professional/professional faculty

employees are:

# Answer

Response %

1

All up-to-date and accurately reflect current responsibilities.

38 60%

2

All need to be updated to include new or changed responsibilities.

3 5%

3

Some are up-to-date; others need to be updated.

22 35%

Total 63 100%


ANNUAL GOALS AND/OR OBJECTIVES: Specific goals and/or

objectives to be achieved by a position during a performance

year.

4. There are current written goals and objectives for:

# Answer

Response %

1 Each of my professional/professional faculty employees.

44 71%

2 Some of my professional/professional faculty employees.

12 19%

3 None of my professional/professional faculty employees.

6 10%

Total 62 100%

5. My professional/professional faculty employees' goals and/or

objectives were written:

# Answer

Response %

1 By me and given to each employee.

4 7%

2 Collaboratively by me and each employee.

36 64%

3

By each employee, with my review and approval.

10 18%

4 Other:

6 11%

Total 56 100%


Other:

Some existed prior to my taking over as supervisor.

Written collaboratively by previous Dept. Chair and the PPF employees.

Inherited.

By me, Employee, and Director.

By someone who was previously in my position.

My predecessor -- I am new to my job.

6. My professional/professional faculty employees' goals and/or

objectives have (please check all that apply):

# Answer

Response %

1 Specific measures of quantity.

18 32%

2 Specific measures of quality.

22 39%

3 Specific deadline dates.

8 14%

4

None of the above: they are just a listing of responsibilities.

21 38%

5 Other:

11 20%

Other:

A mix of all of the above, but everyone has goals and objectives jointly agreed upon.

They are a listing of responsibilities with references to quantity and quality.

Specific areas of concentration but the jobs don't lend themselves to hardline quantity or deadline dates.

They are quantified to the extent feasible.

Inherent deadlines by the time of the next review.

What can be quantified is, but most of it cannot.

Written guidelines that are evaluated by me, the employee, and the Director.

% time allocations weight the various goals.

Listing of specific tasks to be completed for specific projects.


7. The immediate department/unit in which I work (or which I

supervise) has current written goals and/or objectives:

# Answer

Response %

1 Yes

34 58%

2 No

18 31%

3 I don't know.

7 12%

Total 59 100%

8. These immediate department/unit goals and/or objectives have

(please check all that apply):

# Answer

Response %

1 Specific measures of quantity.

12 35%

2 Specific measures of quality.

16 47%

3 Specific deadline dates.

8 24%

4

None of the above: they are just a listing of responsibilities and projects.

11 32%

5 Other:

6 18%

Other:

A mix of the above.

Responsibilities and projects have some hard deadlines/some are ongoing.

Written guidelines that are evaluated by me, the employee, and the Director.

We have certain metrics but not to completely represent work product.


LONG-TERM PROFESSIONAL DEVELOPMENT: Specific long-term

goals and/or objectives to enhance knowledge, skills, and

abilities needed for career advancement.

9. Each of my professional/professional faculty employees has a

written long-term professional development plan:

# Answer

Response %

1 Yes

11 19%

2 No

35 60%

3 Some do; others do not.

12 21%

Total 58 100%


PERFORMANCE FEEDBACK AND COMMUNICATION

10. Approximately how often do you meet one-on-one with your professional/professional faculty employees to review routine projects and work performance?

# Answer

Response %

1 Weekly

20 36%

2 Monthly

18 32%

3 Quarterly

3 5%

4 Every 6 months

5 9%

5 Annually

0 0%

6 Never

0 0%

7 Other:

10 18%

Total 56 100%

Other:

Every other week.

every other week.

biweekly.

Annually or as the need arises. The door is always open.

While we discuss routine projects almost daily, reviewing of performance is only annually.

regular group meetings 2-3x per month.

As needed, on the average once a month, sometimes more often.

irregularly as needed.

Highly variable depending on the individual PPF and what he/she does, ranging from weekly to annually.


11. Approximately how often do you meet one-on-one with your professional/professional faculty employees to review annual goals and/or objectives?

# Answer

Response %

1 Weekly

3 5%

2 Monthly

3 5%

3 Quarterly

6 11%

4 Every 6 months

20 36%

5 Annually

18 32%

6 Never

1 2%

7 Other:

5 9%

Total 56 100%

Other:

One has been employed at the College 14 months and the other less than 10 months.

When needed.

Relatively new employee and is just reaching the one year anniversary. Should have something in the future.

I have not been in my position for a year yet.

12. Approximately how often do you meet one-on-one with your professional/professional faculty employees to review long-term professional development?

# Answer

Response %

1 Weekly

2 4%

2 Monthly

0 0%

3 Quarterly

3 5%

4 Every 6 months

6 11%

5 Annually

31 55%

6 Never

7 13%

7 Other:

7 13%

Total 56 100%


Other:

When they ask to do so.

As noted above - the two professionals that I work with are fairly new in their work here. The focus in these first months has been on short-term understanding of the work and completion of projects for the first year.

ongoing process.

See explanation above.

13. When one of my professional/professional faculty employees does

something well, I usually communicate that to the employee:

# Answer

Response %

1 At the time of the event or within days.

54 96%

2 At a regularly scheduled meeting.

1 2%

3 At my annual evaluation.

0 0%

4 Not at all.

1 2%

Total 56 100%

14. When I need to give one of my professional/professional faculty

employees constructive feedback to improve work performance, I

usually communicate that:

# Answer

Response %

1 At the time of the event or within days.

44 79%

2 At a regularly scheduled meeting.

11 20%

3 At my annual evaluation.

1 2%

4 Not at all.

0 0%

Total 56 100%

H:\PROFESSIONAL-FACULTY\PerformancePlan-Eval\ppf-performance-planning-survey_fall2012_SUPERVISOR_Results_Qualtrics-report_120712-1.docx 2/6/2013

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PERFORMANCE EVALUATION: The formal evaluation that

determines an employee's achievement level and the extent to

which an employee's performance meets his or her annual

goals.

15. For the written annual performance evaluation of each of my

professional/professional faculty employees:

# Answer

Response %

1

I write a report; all of the report's evaluative comments have been previously discussed with the employee.

27 50%

2

I write a report; it includes evaluative comments that have not previously been discussed with the employee.

6 11%

3

I ask the employee to write the report of his/her work, or I use the employee's self-assessment as the annual evaluation report.

6 11%

4

I do not write annual evaluation reports for my professional/professional faculty employees.

3 6%

5 Other:

12 22%

Total 54 100%


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Other:

I require a self-assessment which I then use to inform/extend the evaluative comments that I have included in my version. Rarely do I provide comments that surprise the employee.

I do ask for a self-eval, and I use some of its contents to write my evaluation, but the evaluation is my own work. There are not surprises per se, but I can't say that 100% of the content has been previously discussed with the employee. Certainly most of it would have been.

My employee writes a report. I review it and write my own report. She/he reviews with me and then we sign. I submit both my report and employee report to my supervisor.

Annual performance evaluation is in progress for one and will occur for the other in January at the time of her first annual review.

Employee writes a self-assessment; I incorporate into a report that includes comments that have been previously discussed with the employee.

I write a report, most comments discussed with employee and were vetted by my supervisor before evaluation.

I have not written an annual performance evaluation because my professional is part-time and I was told this wasn't necessary for part time employees.

write my own and use theirs.

A combination of asking the employee to write a self-evaluation and using that in combination with comments I have previously discussed.

I ask the employee to write the report of his/her work, or I use the employee's self-assessment as the annual evaluation report. The annual evaluation includes the employee's self-evaluation, my comments, and the director's comments.

Yet to do this. I must remark that there has not been any training offered from HR about how best to do this.

16. Each performance evaluation that I write is submitted to my

supervisor for review and approval before it is given to the employee.

# Answer

Response %

1 Yes

26 48%

2 No

19 35%

3 Other:

9 17%

Total 54 100%


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Other:

It is submitted to my supervisor after I review it with employee.

As stated above, annual performance evaluation is in progress for one and will occur for the other in January at the time of her first year of employment.

In specific cases, it is discussed with my supervisor. The reports are not shared until afterwards.

depends on supervisor's availability.

I discuss the review with each staff member prior to finalizing it with review by my supervisor.

When we perform an evaluation it will be submitted to someone for review and approval.

I go over it with the employee, then give it to my supervisor.

Yet to do this.

17. For my annual performance evaluation meetings with each of my professional/professional faculty employees, we usually:

# Answer

Response %

1 Meet for 30 or more minutes.

37 69%

2 Meet for fewer than 30 minutes.

11 20%

3 Meet only to sign the documents.

0 0%

4

Do not meet; the documents are signed without a meeting.

0 0%

5 Other:

6 11%

Total 54 100%

Other:

I met for approximately 30 minutes with each of the four individuals I supervise since September.

This has not taken place yet.

When there are issues, the meeting is longer than 30 minutes. When there are no issues, the meeting is fewer than 30 minutes.

Yet to do this.


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18. During the past year, in preparing the performance evaluations of

my professional/professional faculty employees, I consulted the

College of William & Mary's current "Performance Planning and

Evaluation Policy for Professionals and Professional Faculty" policy.

# Answer

Response %

1 Yes

37 69%

2 No

17 31%

Total 54 100%

19. For the written annual performance evaluations of my

professional/professional faculty employees, I would prefer:

# Answer

Response %

1

Continuing to allow departments/units to use evaluation paperwork of their own design.

28 52%

2

One standardized form that would be used across the university for professionals and professional faculty.

15 28%

3

A choice of three to four forms that would be used across the university for professionals and professional faculty.

10 19%

5 Other:

1 2%

Total 54 100%

Other: (no written comments)


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20. In the past two years, I have received guidance or training about

performance planning and/or evaluations from (please check all that

apply):

# Answer

Response %

1 My supervisor or unit head.

13 24%

2 Human Resources.

22 41%

3 Provost's Office.

6 11%

4 Other source:

6 11%

5

I have not received any guidance or training in the past two years.

15 28%

Other source:

Training arranged by my unit and supplied by external trainer.

Development Office HR person.

Our human resources person in the School.

parallel colleague in administration.

Business manager has informed me of changes in performance review and evaluation documents.


15

TRAINING: To improve the performance planning and

evaluation process for employees and supervisors.

21. If training were offered, please indicate sessions you would attend

(please check all that apply):

# Answer

Response %

1 Writing and updating job descriptions.

14 34%

2

Developing effective annual goals and/or objectives.

16 39%

3

Designing and implementing long-term professional development goals.

20 49%

4

Writing annual evaluation reports of my employees.

19 46%

5

Communicating effectively with my employees, including providing constructive feedback.

13 32%

6 Other:

5 12%

Other:

Nothing else for now.

I'd like to avoid any additional training sessions on this topic.

None.

Conflict resolution.


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22. COMMENTS: Please add any additional comments:

Text Response

The new cover sheet is a helpful first step toward consistency. Thank you.

I would like to see a consistent, documented process for goal setting and review. Over the past few years, the process for the School of Business has not been in sync with what is requested of campus HR. It has led to duplication of work and little feedback regarding whether the process goals have been accomplished.

My professional faculty employees are excellent employees who respond well to changing circumstances. The university should treat them with respect not downgrade their positions by enforcing response to cookie-cutter forms which do not reflect the fluid nature of their responsibilities.

I find the entire evaluation process confusing and frustrating. If my employees are doing a good job, I tell them. If they could do better, I tell them. It is important that the employees feel they are getting feedback from me their immediate supervisor, but all the written evaluation materials that have to be processed and reviewed and signed off do not seem to add much to that interaction. I understand the need to determine which employees should get salary bumps if they ever occurred, but doing these evaluations and then offering employees nothing (or an occasional "bonus") is similar to faculty filling out their annual reviews for merit increases that never ever happen. Evaluation season is depressing because all we have to offer our employees are "attaboys". Typically my employee reviews end with employees concluding they are thankful they have jobs--job satisfaction at its most base. Enthusiasm for annual and long-term professional development is difficult to generate under these economic conditions.

I believe that we are making a mistake by presuming that all relationships should be supervisory and hierarchical -- this control-and-command approach applies to some aspects of our work but not to others -- if a unit functions best as a team, then the model we have is totally unsuited -- today we are so much more aware of how important it is to think as a team, I feel that our failure to grasp this is not justifiable -- teams need mutual feedback and a completely different management style than the "supervisory" style that is imbedded in these survey questions -- W&M needs to rethink how we relate to talent and work if we want to unleash the potential talent and meet the challenges that demand change.

For various reasons, neither of the two PPF employees I supervise have significant long-term career development plans; both appear happy on their present positions and do not appear to aspire to significant changes in their responsibilities or positions.

Changing responsibilities and priorities make it difficult to effectively evaluate objectives which may not be as high a priority as they were when goals were first established.

I work diligently to maintain constant communication with my staff. I find the structured processes for regular periodic review to be unproductive, ineffective, and generally unhelpful in managing my staff and program productivity.

A review/revision of the matrixes and ratings scales would be very helpful as it feels very restrictive in trying to recognize the work of employees in excelling in their jobs.

It is very frustrating that my top performer has not received a raise in many years. How do we correct this problem? Professional faculty should be receiving raises and equity adjustments.

I've not had any contact from HR except for this survey. I feel adrift in this whole process and take this survey as a sign that HR is at least becoming aware that they might need to support supervisors so we can help our faculty and staff.


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Statistic Value

Total Responses 11

performance planning & evaluation survey results for ... · 06.02.2013 ·...

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