Balanced Scorecard

An approach to identifying goals and tracking performance that focuses on four key areas: clinical quality/internal business, customer service, work culture and finances.

Duties and Responsibilities

The primary and essential functions or activities performed by a Staff Member or group of Staff Members. Duties and responsibilities also serve as the basis for performance evaluation.

Expected Behavior

• Expected Behavior: HOW WE DO IT - actions or activities performed to get the Expected Job Result.
  
• Cultural norms throughout DUHS - values that support the work - the basis for making decisions, setting priorities and maintaining relationships - how we did the work
  • Customer Focus
  • Teamwork
  • Creative Problem - Solving
  • Continuous Learning
  • Diversity

Expected Job Result

• Expected standards of performance directly linked to the individual Staff Member's job description
• An Expected Job Result should be written to describe the outcome, achievement or intended result of what a Staff Member does.
  
• Represent "what" will be achieved in terms of results, not activities.
  
• The assessment of work tied to key indicator or metric - what we did and how it was measured. There ought to be enough Expected Job Results to effectively represent the expected standards of performance and alignment with the departmental goals.
  
• Expected Job Result: WHAT WE DO - actual performance outcome regardless of the quality of the result

Goal

Overall key outcomes for each quadrant of the Balanced Scorecard.

High Performing Organization

A high-performance organization improves faster than its competition and sustains that rate, while satisfying all its stakeholders. High performing organizations view failures as opportunities for learning how to do it better next time.

Performance Improvement Plan

A written tool available to Supervisors for the purpose of: improving and sustaining the behavior and results of the Staff Member

• Addressing performance discrepancies identified through the performance management process
  
• Providing a SMART plan Including an appropriate timeline with regular meetings for the Supervisor and Staff Member

Cooperation and continuing communication between the Staff Member and Supervisor is essential to the success of the Performance Improvement Plan.

Performance Level Definition: "Achieved Expectations"

"Achieved Expectations" - Consistently demonstrated effective behaviors, achieved Expected Job Results and complied with work rules and performance and regulatory requirements. The Staff Member met DUHS' high standards and contributed positively to the success of the work group and organization.

Performance Level Definition: "Below Expectations"

"Below Expectations" - Significant improvement needed in one or more areas of Expected Behaviors or Job Results and/or did not comply with work rules and performance or regulatory requirements.

• "Below Expectations" can also be assigned to a Staff Member who is in the process of gaining a new skill or competency and is developing to become fully proficient at that skill or competency. In any case, the Staff Member does not meet expectations for one or more Expected Job Results.

Performance Level Definition: "Exceeded Expectations"

"Exceeded Expectations" - Consistently demonstrated role model behaviors, exceeded Expected Job Results and complied with work rules and performance and regulatory requirements. Staff Member was an exceptional contributor to the success of the work group and organization.

A performance rating of "Exceeded Expectations" means that the performance is consistently exemplary and serves as role model behavior.

Performance Management Stages

The four primary components of the DUHS performance management process are:

• Planning
  
• Coaching/Feedback
  
• Evaluation/ Development
  
• Reward

Performance Quadrant

The Balanced Scorecard is made up of four performance quadrants:

• Clinical Quality/Internal Business
  
• Customer Service
  
• Finances
  
• Work Culture

Professional Development Plan

Documents the learning activities the Staff Member plans to accomplish over the next 6-18 months to further develop the skills required to successfully achieve job standards and further career development. Skills identified for professional development should relate to the Staff Member's job assignments and/or to career aspirations, both current (next 6-12 months) and future (12-36 months).

• Skills/Competencies/Experience Needed (List skills/competencies/experience needed to develop/improve that support continuous improvement and career development.
  
• Objectives and action steps needed for continuous improvement and development in support of job assignment and career aspirations.

This Professional Development Plan facilitates discussions between the Supervisor and Staff Member about skill development in support of current Expected Job Results and behaviors and career objectives and goals. The Professional Development Plan also provides the Supervisor with an indication of the costs associated with skill development.