You and your direct supervisor should maintain on-going communication so that you understand the key expectations for your position, including the UC Core Competencies. Direct communication with your supervisor will help you perform to the best of your abilities, strive to improve, develop your skills, and collaborate well with your team members and coworkers.
Your level of involvement and success as an employee is up to you, not just your supervisor. You are encouraged take the following steps to manage your own performance:
- Work with your direct supervisor to manage your performance and professional development. Create an ongoing dialogue about your performance and how your job expectations link to your department’s mission and goals.
- Actively participate and listen during your performance evaluations.
- Be receptive to feedback and listen to concerns with an open mind.
- Make sure you understand priorities and time frames at the start of any new project or assignment; when you feel overloaded, ask your supervisor to clarify short-term and long-term objectives and formulate plans and strategies to get the work accomplished.
- Strive to be a high performing employee who leads by example and sets the tone for others to follow.
Performance Management Program
UCSB’s Performance Management Program incorporates e-learning courses developed by the Office of the President for implementation across the UC system. The e-courses are comprised of eight separate online courses (30- 60 mins in length) available through the campus UC Learning Center web portal. The e-courses are available to all staff, on demand, and do not require advance registration. The e-course topics are:
- Performance Management Overview
- Setting Expectations and Individual Performance Goals
- Giving and Receiving Feedback
- Engaging and Developing Employees
- Conducting Performance Appraisals
- Motivating, Recognizing and Rewarding Employees
- Coaching for Performance and Development
- Managing Corrective Action
Ideally, your supervisor will meet with you periodically to share his/her expectations for your performance, attendance and conduct. If this has not happened recently and you are unclear, please ask for a meeting to go over the expectations. Key expectations may include:
- Critical tasks and performance indicators- what are the expected levels of quality, quantity, initiative or timeliness required in your role. What key technical areas of expertise are expected and what training, if any, do you need to meet those expectations.
- Attendance – what are the expectations for your time and attendance, what are the call-in procedures if you are late or absent and how should you request vacation or time-off for appointments?
- Interpersonal relationships and teamwork- what are the expectations for working within your team and with others outside your department? What are the appropriate ways to request assistance for resolving a conflict or concern?
- An understanding of the UC Core Competencies and how they apply to your job. For more information about the UC Core Competencies, staff may ask their supervisor’s permission to register for classes in the Performance Management Program.
- If applicable, a clear understanding of your annual performance goals and how they will be measured for success.
- Expectations for performance behaviors such as quality of customer service, effective use of resources, flexibility, and adaptability.
- An understanding of the annual review process and how you can best prepare for your performance discussion.
Performance Goals and Objectives
Depending on your job, your supervisor may establish annual goals and objectives as part of performance planning.If appropriate, your supervisor may ask you to assist in developing these annual goals and objectives. Formalizing these goals and objectives will help to establish expectations for the performance year as well as provide a reminder of critical milestones throughout the performance year. Performance goals should be specific, measurable, action-oriented, realistic, and time/resource bound. There are three types of goals that may be developed:
- Job Performance Goals – These goals focus on the requirements of the job and may be mapped to department priorities.
- Performance Improvement Goals – These goals focus on correcting performance deficiencies.
- Developmental Goals- These goals focus on increasing your skill set and job related talent needs.
Staying engaged at work is a key component to effective and sustained performance. Employee Engagement is a concept that addresses:
- Your commitment to the University’s goals and values.
- Your level of motivation to contribute to the success of the University.
- Your personal satisfaction with the job.
All three factors of commitment, motivation, and satisfaction need to be fulfilled for a high level of engagement. To stay engaged, maintain an open dialogue with your supervisor. Think about the following questions that you can discuss with your supervisor:
- What are your work interests?
- What are your career goals?
- What do you want to contribute?
- What motivates you?
- What training and development opportunities would benefit both you and your department?
- What obstacles can your supervisor assist in removing to make you more successful?
- How does your job fit into the campus and department goals?
Development planning should be part of your year-round performance management planning with your supervisor. Areas of development could include:
- Actions that support your performance goals and objectives.
- Development of UC Core Competencies that are critical to your job.
- Development of specific job skills, knowledge, and abilities for your areas of job responsibility.
- Opportunities to enhance your career growth.
Look for training and development opportunities that promote your growth in your skills, knowledge and abilities. In addition to our campus Career Management resources and Training programs, there are many other opportunities, some free, for professional development:
- On-the-job experience
- Special assignments and projects
- Job shadowing, job sharing and job rotation
- Conferences, seminars and workshops
- Webinars and online training classes
- Lynda.com online classes
- In-house training classes
- Community College courses
- Professional or trade association memberships
- Self-study assignments, such as reading articles, journals or magazines
- Teaching others what you've learned through any of these methods
When the information presented on this web page or elsewhere on this site is in conflict with University policies, procedures or applicable collective bargaining agreements, the terms of those University policies, procedures and agreements shall govern.