Setting SMART Objectives for Employees Performance, Development and Rewards Training Content and Objectives Objectives At the end of this session participants will be able to:  Identify the 3 types of performance objectives  Describe why setting individual objectives is beneficial and important.  List the attributes of an effective objective and apply the SMART criteria.  Identify the relevance of weightings.  Identify good examples of performance objectives.  Formulate SMART objectives to improve work effectiveness. Content  Swinburne Universities PDR process (revisit)  Types of objectives  Elements of effective objectives  Developing individual performance objectives  Applying the SMART criteria  Using action verbs  Overview of Success Factors Swinburne Universities PDR Process - Revision The Performance, Development and Rewards (PDR)  Developing our talented people lies at the heart of our 2015 vision, which stands to position Swinburne University of Technology (SUT) as one of Australia’s leading research Universities.  To support our peoples’ efforts, we have developed a simple and transparent Performance, Development and Rewards (PDR) approach, which will be applied consistently across SUT.  The PDR approach is designed to ensure we best leverage the talent and experience of our people and in turn, position SUT as ‘the place to be’.  By developing clear, realistic performance objectives, seeking regular feedback and pursuing development opportunities, our people will be well positioned to achieve their potential and gain the recognition and reward they deserve. Performance, Development and Rewards (PDR)  Its ultimate purpose is to ensure that, individually and collectively, we fulfil our potential and support achievement of the University’s objectives and objectives.  An effective approach to performance management enables employees and teams to understand SUT’s objectives and objectives.  This approach identifies the performance expectations for individuals and teams that are inherent aspects of their employment.  The performance planning process articulates the standards of work expected of employees and the values and behaviours employees are expected to uphold in meeting their job requirements, communicating and working with others.  Performance appraisal and feedback assist employees to understand what work they do well and how they can improve their performance. Performance Management Continuum Action required Action required Not meeting expectations Exceeding expectations Acceptable performance Effective Performance Management Effective performance management consists of:     Links to the organisational strategy Annual, biannual or quarterly reviews Collaboration Regular feedback       Both formal and informal processes Honesty Data gathering Identifying & managing poor performance Links to rewards Transparency to staff The PDR 12-month performance cycle Establish Performance Plan Conduct Mid Cycle Review Moderations & Rewards Conduct End Cycle Review The Responsibilities of Both Parties Individuals’ Responsibilities Manager Responsibilities  Identify and realistically assess your skills, interests, objectives and obstacles  Review your position description against business unit plans, 2015 vision and the University plan when setting performance objectives  Draft your performance objectives and development plans to support your short and long term career objectives.  Track your performance against your objectives. This includes collating evidence of your progress and achievements  Prepare for, and actively participate in, performance review meetings. This includes notifying your Manager of any obstacles you are facing or issues that might affect your performance  Provides a supportive reality check regarding your performance objectives, aspirations and expectations. Assists in identifying alternative objectives where necessary  Advises and agrees measures for each objective  Balances performance expectations against workload models  Ensures your personal objectives align with business unit and university plans  Regularly monitors performance informally during the performance year, not simply relying on mid and end cycle reviews to discuss performance  Provides timely and constructive feedback to you throughout the year  Objectively assesses your performance in direct dealings with you and in the Moderation process Developing Performance Objectives Benefits and Impact What are the benefits of developing performance objectives? Types of Performance Objectives There are three types of Performance objectives. They may be set for the purpose of:  Maintenance – maintaining performance in a critical responsibility area which is currently at an acceptable or more than acceptable level.  Problem solving or improvement – solving problems or improving things that are impacting on performance.  Innovation – devising new and better ways of doing things. Three key elements - Performance Objectives Objectives Actions A desired output or result. It should Series of tasks and activities that be a single sentence that contains need to be completed during the an action verb and clear end result. performance cycle that will progress you towards achieving your performance objective. You actions, act as a progress ‘checklist’ for your reference during the performance cycle. Reduce turnaround times of business unit requests for budget information from 4 days to 2 days Measures Define precisely what is to be achieved. They should be stretching but achievable and should reflect the expectations of the role. Measures may be a qualitative or quantitative and objectives may have several different targets to be met. Action 1 “Review and update process for requesting department budget information” 90% of all budget information requests are met within 3 working days Action 2 ”Communicate updated budget request process to al departments and finance staff” Average score of 90% received across Faculty Satisfaction Surveys Action 3 “Review and update budget systems procedures” Action 4 “Monitor budget requests from departments and reinforce process as required” Using Action Verbs Start with an action or accomplishment verb.                    Activate, address, adjust, apply, arrange, assemble, assess. Balance, breakdown, build. Calculate, categorize, change, charge, check, choose, cite, classify, clean compare. Define, describe, design, detect, determine, develop. Estimate, evaluate, examine, explain. File, fill, form, formulate, facilitate. Group. Identify, illustrate, indicate, inspect, install, interpret, investigate, increase, influence. Label, lift, list, listen, locate, make, manage, manipulate, measure, modify, minimise. Name. Order ,organize, outline. Perform, plan, predict, prepare, prescribe, produce, purchase. Quote. Recall, recite, record, reiterate, repeat, reply, reproduce, respond, restate, reduce. Select ,serve, solve, specify, support. Tell, test, trace, transfer. Use. Validate, verify. Write. Writing SMART Objectives S pecific When your objective is specific, it leaves no room for doubt about what has to be achieved. It should be concrete, detailed, focused and well defined. A general objective would be “Manage Project", whereas a specific objective would state, “Project manage a team of six to successfully achieve all objectives to satisfaction of Steering Committee and Project Sponsor within agreed timelines and budget." M easurable How much? By when? How will you know when you’ve succeeded? Using the example above, you must have clear targets in terms of budget, timelines and what constitutes satisfaction. Consider what sources of information are required to evidence achievement for your remaining performance objectives. A chievable Do you have the skills and resources to do this? With a reasonable amount of effort and stretch, can this be completed? Objectives are most achievable when you plan your steps, get the right advice and support, and set a realistic time frame. R elevant Is the objective relevant to your role and the Business Unit or Faculty plan? Is it something toward which you are willing and able to work? It’s important that your performance objectives stretch you, but also that they within your capability to achieve. T ime-bound When will it be achieved? What are the milestones along the way? An objective won’t motivate you unless it’s got a deadline. Performance Objectives and Measures    These can be accessed via the objectives library in the on-line PDR application The General Menu of Measures contains sample measures for most business units across SUT You may find many objectives and measures relevant to your role and career interests, however you are able to develop additional objectives and measures and/or modify the existing menu objectives and measures in consultation with your Manager Aligning Performance Objectives to SUT’s Strategic Themes  SUT’s strategic themes underpin the University plan and the 2015 vision.  Aligning each of your performance objectives to one of SUT’s strategic themes ensures your performance has a direct impact on your business unit’s plan, and ultimately, will contribute to the achievement of our 2015 vision.  The six strategic themes are: - Flexible in Teaching and Learning - Focused in Research - Engaged in Industry and Community - International in Outlook - Entrepreneurial in Endeavours - Intersectoral in Approach  In addition, objectives and measures can be aligned to “Improvement and Quality” where the existing strategic themes are not appropriate. Swinburne Behaviours Swinburne Behaviours measure ‘how’ performance objectives are achieved, not ‘what’ is achieved. Behaviours are a benchmark of acceptable practices and expectations and provide a framework against which our people make decisions and take actions which ultimately affect the performance of SUT. The behaviours are: Teamwork & Collaboration  Support, respect and have regard for the safety and well being of self and others  Put people first and consider the impact on others before you act  Be open and receptive to the ideas and opinions others  Share information, knowledge and expertise with colleagues  Encourage the resolution of conflict Personal Integrity  Inspire trust by being open, honest and transparent in dealing with others  Treat people fairly, ensuring freedom from discrimination, harassment and bullying  Operate in a manner that is consistent with Swinburne’s Code of Conduct  Be accountable for one’s own behaviour and actions  Maintain confidentiality of student, staff and departmental information Swinburne Behaviours (continued) Leading & Innovating      Generate enthusiasm and commitment for the Swinburne vision Support, empower and encourage others to achieve excellence Seize opportunities and act upon them with initiative and creativity Actively promote and drive change Lead by example to inspire others Every employee will incorporate a standard behaviours objective into their performance plan. The objective will include measures that assesses how you achieved your performance objectives to balance what you achieved during the performance cycle. The weighting of the values and behaviours objective must be between 10% (minimum) and 20% (maximum). Weighting Performance Objectives  Performance objectives are weighted in order to reflect the relative value of one objective to another.  Sometimes one objective is more important and needs to be a focus so the weighting reflects that.  They assist you where to direct your time and attention.  As a rule of thumb objectives should be weighted according to the amount of time and effort required to produce the outcome as well as the impact or importance of the outcome.  Final weightings need to be agreed between you and your direct report. Formulating Your Performance Objectives  Spend time thinking about your business area: What are the challenges it faces? What are the team’s plans?  Refer to your position description, the business unit or Faculty plan and the 2015 vision.  Spend time thinking about yourself. What are your strengths? What feedback have you been provided with previously? What are you doing that could be improved or what are you not doing? What do you want to achieve in the next 12 months?  Think about how your objectives align to those of the business unit or Faculty.  Are your objectives providing you with sufficient stretch and development going forward? Benefits and Impact What can you do to manage your manager? A Final Quiz Question 1: What does SMART stand for? Question 2: What are the 3 elements of a performance objective? Question 3: Who drafts performance objectives? Question 4: Why are objectives weighted? Question 5: How many performance objectives should a person have? Review of the Objectives At the end of this session participants will be able to:  Identify the 3 types of performance objectives  Describe why setting individual objectives is beneficial and important.  List the attributes of an effective objective and apply the SMART criteria.  Identify the relevance of weightings.  Identify good examples of performance objectives.  Formulate SMART objectives to improve work effectiveness.