SUBCATEGORY TWO: EVALUATION AND RECOGNITION
Designing performance evaluations systems for all employees
JCCC has developed separate performance evaluation processes for staff and faculty.
Staff: The College has recently developed and implemented a new performance management process for annual staff evaluations. The performance management process is a continuous cycle focused on planning, coaching, reviewing, and rewarding performance as reflected in the table below.
Table 3.1: Stages of Performance Management Process
Supervisor defines expectations of employee and how the employee is to contribute to the College’s goals.
Supervisor reinforces and supports the employee’s efforts toward accomplishing identified goals, modifying these goals when needed.
Supervisor and employee evaluate the progress made toward identified goals, learn from them, and prepare for the upcoming year.
Supervisor recognizes the employee’s performance when appropriate.
Faculty: The process for full-time faculty evaluation is set forth in the Master Agreement, Article VI. During the first three years of employment, full-time faculty are evaluated once a semester by their respective dean. Each evaluation considers course observations and student course evaluations. Beginning in the fourth year of employment, the full-time faculty’s dean will prepare a written Annual Review of Faculty Performance. In addition, faculty participate in a mentoring program for the purpose of providing newly hired faculty members insight into the JCCC culture.
Each department determines its own evaluation process for adjunct faculty, but all include a teaching observation by a full-time faculty mentor or senior adjunct faculty. These evaluations are conducted through class visits/observations and are done on a rotational basis with timetables set by the department.
Soliciting input from and communicating expectations to faculty, staff, and administrators
Staff: The performance management process, as outlined in the table below, is designed to encourage open, ongoing communication between employee and supervisor about the employee’s performance. The process is a continuous cycle, helping supervisors and employees work together to establish performance expectations and goals, to monitor progress toward those goals, and to assess results.
Table 3.2: Role & Responsibilities in the Performance Management Process
- Working with employee to set goals and objectives and monitoring progress toward those goals;
- Using the Performance Management Process to give ongoing feedback to employees and to assess performance;
- Reinforcing good performance with appropriate rewards and recognition, and dealing appropriately with performance deficiencies;
- Training, coaching, and developing employees; and
- Completing and sharing with employee the Staff Performance Evaluation form, and when necessary, the Staff Performance Improvement Plan.
- Creating action plans and following through to achieve objectives;
- Communicating to supervisor when they need information, help, or advice to meet their objectives;
- Monitoring their own performance by actively soliciting feedback from others;
- Keeping their supervisor informed about progress toward accomplishing objectives and demonstrating competencies; and
- Providing input for annual Performance Appraisal by completing a self-assessment, which includes identifying their strengths, development needs, and short- and long-term career goals.
Faculty: When a full-time faculty member has finished the three-year review process, he or she begins the Annual Review of Faculty Performance as outlined in Article IV of the Master Agreement. Utilizing a standard evaluation form, deans provide reviews in writing to faculty. This process stipulates that each full-time faculty member is required to meet with his or her respective dean to discuss the faculty member’s review. After this meeting, faculty members have the opportunity to provide input to their dean, while the dean is able to communicate expectations to faculty members. The completed evaluation and any written comment by a full-time faculty member is submitted to HR and kept in the proper personnel file.
Aligning the evaluation system with institutional objectives for both instructional and non-instructional programs and services
JCCC strives to implement evaluation processes that allow for collaboration between supervisor and employee. With their supervisor, employees develop professional goals aligned with their job duties. Furthermore, the evaluation process affords multiple opportunities for employees to receive direct feedback from supervisors throughout the evaluation cycle. In doing so, the evaluation process becomes a learning experience and chance for professional growth. The interaction between the employee and supervisor in setting goals during the evaluation process is directly tied to the institutional goals and objectives for the College in the coming academic year. This alignment between employee performance and College objectives ensures that all College employees are working together with a common vision.
Utilizing established institutional policies and procedures to regularly evaluate all faculty, staff, and administrators (3.C.3)
Staff: The College's process for evaluating staff is set forth in Board Policy: Performance Review 422.01, which states: “The college will conduct periodic performance reviews of employees from time to time and in such manner as the president shall determine. Failure to complete or perform such performance reviews shall not deter, delay, or affect any non-renewal, demotion, suspension, or termination of any employee.” The frequency and manner of the non-bargaining unit employee evaluation is implemented by Human Resources as directed by the president (3.C.3).
Staff evaluations are conducted on an annual cycle, concluding in January of each year. Following initial employment in or transfer to an administrative position, the new staff employee is evaluated once during the applicable probationary period (12 months for full-time and part-time regular employees).
Throughout the cycle, the supervisor and employee work together on developing a year-long performance plan. This process allows the supervisor and employee to establish performance objectives by which the employee will be evaluated, provides opportunities for periodic coaching and feedback during the performance cycle, and requires documentation to record the performance management process (Action Plan for Job Objectives, Training and Professional Development Plan, Performance Improvement Plan, Mid-Year Discussion Documentation Worksheet, and Performance Appraisal Document).
Faculty: The Board Policy covering faculty is set forth in the Master Agreement, Article VI. In addition to participation in new faculty orientation during the first year and peer review in the second and third years, faculty are reviewed by their respective dean every semester for the first three years of employment. Beginning in the fourth year of employment, faculty are evaluated once each academic year (3.C.3).
Establishing employee recognition, compensation, and benefit systems to promote retention and high performance
Employee Recognition: JCCC recognizes the contributions made by its faculty, staff, and students. The Organizational Development department funds and oversees awards for both staff and faculty.
JCCC employee committees review and select recipients for the majority of the award nominations; some faculty awards are reviewed by an external judge with the judge changing each year. An annual luncheon ceremony to announce award recipients is held each spring semester with an open invitation to all employees. A separate dinner evening ceremony is held each Spring semester to honor adjunct nominees and recipients.
Benefits: JCCC’s Board Policy: Employee Benefits and Leave Policy 419.00 states: “The Board of Trustees will determine the type and scope of all employment benefits (i.e. Health and Welfare, Retirement, Miscellaneous Benefits and Leaves) as maintained on the Employee Benefits and Leaves web page.” Human Resources reviews all such benefits and provides any new recommendations to the Board for its consideration and approval each year.
Compensation: The College’s goal regarding compensation is to be sensitive to internal equity with similar types of positions requiring like-accountability, knowledge, and skills within the grade range level, including being up-to-date with the market in order to help promote retention and high performance. HR has contracted with Gallagher Benefit Services to accomplish this goal by conducting compensation studies for faculty, hourly employees, and salaried employees, the purpose of which is to perform a salary study focused on each employee group every three years.
During the budget planning process, budget administrators complete a Position Change Request Form when an action is requested concerning positions and/or salary budgets. Budget administrators submit an updated job description for a new or existing position. The compensation manager then surveys salaries of like positions to determine if the salary for the College's position is within market range.
Promoting employee satisfaction and engagement
As part of its 2013 strategic planning initiative, JCCC identified one of its strategic goals: “Increase student success by improving student satisfaction, retention, persistence, graduation, and transfer rates.” Under this goal was the task of “foster[ing] a culture that inspires college employees to proactively support students.” To support this task, and in response to the Higher Learning Commission’s 2012 feedback report, JCCC launched its Employee Engagement Survey in Spring 2015. This survey was the first time the College had begun to collect data on employee satisfaction on an institutional level. Each employee received an email detailing the purpose of the survey, directions for how to complete it, and a link to the online survey. Nearly 1,200 employees responded, making for a 50% response rate and providing enough data to assure valid results.