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Performance management

A page within Human Resources

The core of performance management is made up of meaningful conversations between supervisors and their employees. These conversations are meant to drive employee performance and development. The performance management process includes setting goals, check-in meetings with supervisors, coaching, and completing the performance review.

Performance Management is more than an annual review. Impactful performance management is possible using a more fluid process involving many discussions and interactions throughout the year.

The UW-La Crosse Workday Performance Review is designed to help guide you through these interactions and ultimately, the final evaluation. 

Managing employees

Assessments

We have a variety of tools and assessments; The Human Resources contact will guide you to the best option. This service includes a one-on-one meeting to help you put the feedback into action. Assessments are commonly used for professional development.

Coaching

Effective supervisors play a crucial role in employee development by adopting a coaching mindset that emphasizes guidance, support, and growth. Rather than simply directing or correcting, supervisors should engage employees in meaningful conversations that encourage self-reflection, problem-solving, and skill-building. This involves active listening, asking open-ended questions, providing constructive feedback, and setting clear, achievable goals. A good coach fosters a trusting environment where employees feel safe to take risks, learn from mistakes, and continuously improve. By focusing on individual strengths and aligning development with organizational goals, supervisors can inspire motivation, boost performance, and cultivate a culture of continuous learning. Explore our professional development to find courses and training on being a supervisor and coaching.

Engagement

The UWL Engagement Survey is a system-wide survey that allows our organization to establish data benchmarks and compare team members' responses with those from comparable, highly-esteemed organizations. The results and data gathered from the survey help inform decisions and influence change in the work lives of our team members.

Organizational development

Organization Development enhances your team’s efficiency and effectiveness through events such as organizational structural changes, change management implementation, leadership development, and team building.

Our consultation process

Intake

Requests for services are collected by our Employee Relations team. Anyone can contact HR to discuss the "presenting problem" and assess the "true" nature of the request and determine the next steps.

The contract and contracting conversation

"Contracting" is a conversation with the client to reach an agreement on the scope of work, roles and responsibilities, and important components of the process. In most cases, we also have a contracting conversation with the client's "sponsor," generally their immediate supervisor. We use a standard template to guide conversations with clients, which we're happy to share upon request.

Upon completion of the conversations, the Consultant will send an email to the client and sponsor, with a cc: to the TCHRO. The email will summarize the agreement(s), provide an initial timeline, clarify roles, and state costs for any materials if applicable. This email constitutes the "contract."

Data collection & discovery

Discovering the root causes of the problem can be done in a variety of ways — structured interviews, focus groups, observation, assessments, reviewing scorecards, benchmarks, financial information, etc.

Our team uses a variety of models as a template for determining which areas to explore. Each discovery process is customized as needed.

Diagnosis/analysis

Once enough data is collected (when it starts to get redundant) we review it all, do a comparative analysis of quantitative data and determine key themes in qualitative data. Those themes are shared during the next phase.

Feedback

Feedback is done face-to-face and is available for the sponsor, client, and the group if applicable. A written summary of the findings may be provided. Specific interventions and/or next steps are typically agreed to during the feedback meeting(s).

Evaluation

Evaluation of the process can be done via survey, anecdotal evidence, changes in scorecards and data points, or some combination thereof. The work cycle may begin again depending on the findings of the evaluation.

If it is completely new work in scope or nature a new Intake Form should be completed by the requesting client.

Performance documentation cycle

The performance review cycle begins when a worker joins the Universities of Wisconsin in a performance-eligible position and gathers performance evaluations throughout probation and annually thereafter. The cycle restarts if a worker transfers to a new performance-eligible position.

  1. New Employee Goals and Expectations
  2. Probation Midpoint Evaluation (per campus practices)
  3. Probation Final Evaluation (per campus practices)
  4. Midpoint Evaluation (per campus practices)
  5. Annual Evaluation
  6. Continues with Midpoint (per campus practices) and Annual thereafter

Performance appraisals by classification

Faculty Retention, Merit Review, and Post-Tenure Review

For Faculty, please consult your department by-laws for specific information relating to retention of probationary faculty, merit review, and post-tenure review.

Instructional Academic Staff (IAS)

Instructional Academic Staff are considered part of the Academic Staff Classification and are required to receive a performance appraisal annually. The process may vary depending on the IAS member's department by-laws.  

Please note that Human Resources requires that the official performance appraisal as provided by the department be retained in the Workday Performance Review, of which the Department Chair is granted access. If seeking to start a Performance Improvement Plan (PIP), please contact HR.

Key issues in a performance improvement plan

Every performance improvement plan (PIP) should address certain fundamental points. Use this information as a guideline. However, supervisors should always consult with Human Resources before giving a performance improvement plan to an employee. The following items should be addressed in every performance improvement plan.

  1. Describe why the plan is necessary.  This is a clear summary statement that performance is not meeting the requirements or the expectations of the supervisor.  It identifies the performance and/or behavioral issue that is a problem and emphasizes the need for improved performance and/or corrected behavior.
  2. Identify the problem to be corrected.  Here the PIP identifies or lists specific facts (i.e. names, dates, places, persons affected, etc.) that demonstrate the performance or behavioral problem. Some of the problems may already have a history of informal or formal counseling and coaching behind them. Such history should be described and enumerated. Some issues may be connected to a progressive disciplinary process that is in the works. Such information also needs to be included in the PIP. Regardless, the PIP needs to be specific and factual (i.e. not hearsay, opinions, generalized or vague references). This is the place to talk about the importance of the work and link it to the success of the employee, the department, and the mission of the University. Talk about the importance of the issue as a part of a bigger picture and its impact on others. In other words, discuss the business impact of the problem.
  3. Explain what must happen and how performance will be measured. Here you establish specific, measurable objectives and timelines for making progress. Expectations are clearly described and communicated. This should include how the employee’s performance will be measured. Performance standards should have face value, be reasonable, and attainable. This piece is the central part of the supervisor’s action plan. It defines and details the supervisor’s expectations and works to ensure the employee understands what is expected in order for them to meet those expectations.
  4. Describe what resources are available to assist the employee. The PIP should not be limited only to the things the employee must do. It should also identify what resources, materials, training, and etc. will be made available to help the employee meet the performance expectations. This could take many forms that include things like: (1) training, assigned books to read, or classes to attend, (2) mentoring by supervisor or other staff, (3) job shadowing an another employee who has good command of the skills or behaviors in question, or (4) periodic meetings with the supervisor or staff who will train/assist the employee.
  5. Identify how long the PIP will be in effect.  Any employee placed on a PIP needs to understand that the PIP is time-sensitive. The PIP must explicitly identify the period of time after which some level of improvement is expected. Depending on the nature of the performance or behavior issues being addressed, the amount of time allotted may vary. This time period might be set anywhere from 30 – 120 days. If the issue is easily remedied, the time frame can be short. Supervisors may also include a renewal clause for the PIP. This would be something that indicates if satisfactory performance is not achieved during the designated time frame, the PIP will be extended. Whatever the timeline, it should be clearly understood by the employee that changes in performance and/or behavior is expected by the specified date. Supervisors should maintain active contact with the employee throughout the duration of the PIP. As such, the supervisor should schedule and conduct frequent review meetings to discuss employee progress while the PIP is in effect.
  6. Describe the consequences if performance is not improved. The employee should clearly understand what the consequences are if the standards described in the PIP are not met. Options may include extending the PIP for another specified period or moving to another steps in the disciplinary process. Depending on the nature of the performance issue, it is not uncommon to find language in a PIP similar to the following. If after reasonable amount of time has passed and it is determined that the stated performance issue continues at a level that does not meet requirements, more formal disciplinary actions may follow and require the University to make a retention decision. (Define what constitutes a reasonable amount of time.) For some situations, it may be appropriate to say that an immediate change is expected and must be sustained for the duration of the employee’s career and that failure to do so may lead to more formal disciplinary actions—up to and including termination.
  7. Other terms, conditions and elements to include in the PIP.
    • Signatures – both supervisor and employee along with a Human Resources Representative.
    • Review date(s) – date for first review meeting to discuss progress in meeting the PIP.
Limited and Non-Instructional Academic Staff

All Limited and Non-Instructional Academic Staff are required to have a Workday Performance Review completed annually (at least once in a calendar year). 

Key issues in a performance improvement plan

Every performance improvement plan (PIP) should address certain fundamental points. Use this information as a guideline. However, supervisors should always consult with Human Resources before giving a performance improvement plan to an employee. The following items should be addressed in every performance improvement plan.

  1. Describe why the plan is necessary.  This is a clear summary statement that performance is not meeting the requirements or the expectations of the supervisor.  It identifies the performance and/or behavioral issue that is a problem and emphasizes the need for improved performance and/or corrected behavior.
  2. Identify the problem to be corrected.  Here the PIP identifies or lists specific facts (i.e. names, dates, places, persons affected, etc.) that demonstrate the performance or behavioral problem. Some of the problems may already have a history of informal or formal counseling and coaching behind them. Such history should be described and enumerated. Some issues may be connected to a progressive disciplinary process that is in the works. Such information also needs to be included in the PIP. Regardless, the PIP needs to be specific and factual (i.e. not hearsay, opinions, generalized or vague references). This is the place to talk about the importance of the work and link it to the success of the employee, the department, and the mission of the University. Talk about the importance of the issue as a part of a bigger picture and its impact on others. In other words, discuss the business impact of the problem.
  3. Explain what must happen and how performance will be measured. Here you establish specific, measurable objectives and timelines for making progress. Expectations are clearly described and communicated. This should include how the employee’s performance will be measured. Performance standards should have face value, be reasonable, and attainable. This piece is the central part of the supervisor’s action plan. It defines and details the supervisor’s expectations and works to ensure the employee understands what is expected in order for them to meet those expectations.
  4. Describe what resources are available to assist the employee. The PIP should not be limited only to the things the employee must do. It should also identify what resources, materials, training, and etc. will be made available to help the employee meet the performance expectations. This could take many forms that include things like: (1) training, assigned books to read, or classes to attend, (2) mentoring by supervisor or other staff, (3) job shadowing an another employee who has good command of the skills or behaviors in question, or (4) periodic meetings with the supervisor or staff who will train/assist the employee.
  5. Identify how long the PIP will be in effect.  Any employee placed on a PIP needs to understand that the PIP is time-sensitive. The PIP must explicitly identify the period of time after which some level of improvement is expected. Depending on the nature of the performance or behavior issues being addressed, the amount of time allotted may vary. This time period might be set anywhere from 30 – 120 days. If the issue is easily remedied, the time frame can be short. Supervisors may also include a renewal clause for the PIP. This would be something that indicates if satisfactory performance is not achieved during the designated time frame, the PIP will be extended. Whatever the timeline, it should be clearly understood by the employee that changes in performance and/or behavior is expected by the specified date. Supervisors should maintain active contact with the employee throughout the duration of the PIP. As such, the supervisor should schedule and conduct frequent review meetings to discuss employee progress while the PIP is in effect.
  6. Describe the consequences if performance is not improved. The employee should clearly understand what the consequences are if the standards described in the PIP are not met. Options may include extending the PIP for another specified period or moving to another steps in the disciplinary process. Depending on the nature of the performance issue, it is not uncommon to find language in a PIP similar to the following. If after reasonable amount of time has passed and it is determined that the stated performance issue continues at a level that does not meet requirements, more formal disciplinary actions may follow and require the University to make a retention decision. (Define what constitutes a reasonable amount of time.) For some situations, it may be appropriate to say that an immediate change is expected and must be sustained for the duration of the employee’s career and that failure to do so may lead to more formal disciplinary actions—up to and including termination.
  7. Other terms, conditions and elements to include in the PIP.
    • Signatures – both supervisor and employee along with a Human Resources Representative.
    • Review date(s) – date for first review meeting to discuss progress in meeting the PIP.
University Staff

Ongoing, University Staff are required to have on file a performance appraisal, annually. The university has adopted the Workday Performance Review which maintains the records for all aspects of the annual performance appraisal process.  

Probationary Performance Appraisals 

New University Staff members or University Staff members that are appointed to a new position are required to undergo a probationary review in Workday.  This appraisal is conducted every three months, for 6-12 months, following the job security policy.

Additional Resources

Performance review in Workday

Performance Reviews Overview Tipsheet

This website covers the performance review process in Workday.

Employee Tasks in Performance Reviews

This job aid explains how to complete the tasks assigned to an employee as part of a performance review.

Performance Improvement Plan (PIP) – Manager & Employee Tasks

This document reviews the steps in the business process and the tasks for the manager and employee.

Probationary Period Review

This website covers the performance review process in Workday.