University Staff Performance Management Coaching Guidance

To be an effective supervisor, you must engage with your staff mid-way through the performance cycle, in a coaching session. At least one coaching session per performance cycle is recommended for all university staff employees. The coaching discussion is a formal conversation during which supervisors and employees discuss performance as it relates to the goals and core competencies outlined in the employee's performance plan.  This is a crucial opportunity to formally check in with employees and engage in a two-way dialogue about how they are doing, clarify expectations, and make any needed changes to their goals. 

Tips for Conducting Coaching Discussions 

• Discuss the employee's performance for the entire cycle to this point. 
• Discuss any notes you have kept up to this point regarding the employee's performance, including any prior coaching sessions, performance improvement plans and/or any disciplinary communications/actions. 
• Discuss and revise all goals within a performance plan to ensure the content, measurement method, tasks and targets, weights, and timeframe are still SMART.   
• Specific, Measurable, Attainable, Relevant, Time-bound)  If not, what edits should be made to make them SMART?  Do timeframes need to change? Or does the direct report need additional training or additional resources? 
• Remember, performance plans are not static, they are meant to be altered and changed throughout the cycle year, depending on situational changes (e.g.) perhaps funding changes, an employee going on FMLA, changes to strategic visioning or goals, etc.). 
• Does the plan help align an employee’s work and campus resources to clearly defined institutional aspirations and imperatives (goals)?  If not, what edits need to be made to make it so? 
• Does the plan establish clear expectations between employees and supervisors around work, professional development, and career growth opportunities?  If not, what edits need to be made?  Can clear deadlines, measurement factors, behavioral expectations be added? 
• Does the plan reinforce organizational values by placing appropriate emphasis on competencies? (Please note that an additional competency has been added to the performance planning form in support of Inclusive Excellence).  Competencies are a great way to measure the “soft skills” that are imperative for a professional and successful work environment. Be clear and specific about the behaviors and communication styles that are expected. 
• Remember, performance plans are not static; they are meant to be altered and changed throughout the cycle year, depending on situational factors that change (i.e., perhaps funding changes, the employee goes on FMLA, there are changes to strategic visioning or goals, etc.).  
• Competencies are a great way to measure the values and behaviors imperative for a professional and successful work environment. Be clear and specific about the behaviors and communication styles that are expected. 

For the most current Boulder campus performance management program information, forms, and user guides, please visit HR Performance. 

For tips regarding supporting and developing employee learning and training in a virtual setting, please visit the CU Boulder Organizational Development site HERE