Reference Number: E02/2405/12
Mrs Busisiwe Ramabodu : Manager HRD
Prof Renuka Vithal : DVC Teaching & Learning
Custodian:
Approved by: EMC Date : 20 June 2013
Amendment approved by EMC
Implementation Responsibility: Human Resources
1. PURPOSE STATEMENT
The purpose of this document is to set out the procedures and guidelines that will support the implementation of the
Integrated Talent Management (ITM) Policy as approved by Council; provide guidelines for the University’s Performance
Management (PM) and the Learning, Training and Development (LTD) processes, in order to ensure consistent and fair
application throughout the University.
2. INTRODUCTION AND BACKGROUND
The purpose of the Integrated Talent Management Policy is to facilitate and promote the achievement of institutional
objectives through a process of identifying, attracting, nurturing, developing and retaining talent across the whole of
University of KwaZulu-Natal (UKZN). It is derived from the high value placed by the University upon its employees and
their central role to the University’s endeavours.
3. DEFINITION OF TERMS
a. 360º Leadership Assessment: a feedback system or process in which employees receive confidential,
anonymous feedback from the people who work around them i.e. line manager, subordinates, peers and/ or
customers. The employee also completes a self-evaluation.
b. Agility: the ability, flexibility and intellectual acuity to adapt quickly and rapidly to demands and changing situations
in one’s work environment.
c. Capability: a general measure of the extent to which talent is able to achieve specified objectives and develop in
line with strategic objectives of the University.
d. Development: activities focussed on continuous education and training to stay abreast with a changing work
environment and enhance career progression, incorporating opportunities for both personal and professional
development for realising individual potential and a future role in the university.
e. Competencies: entail general descriptions of behaviour and underlying characteristics needed to successfully
perform a particular role at the required level. Competencies are concerned with HOW an individual carries out a
particular element of their role rather than merely WHAT they do.
f. Integrated Talent Capability Framework (TCF): a Capability Framework that describes the broad competencies
and behaviours that are required at each specific level of talent pathways to deliver on our strategic mandate and
define what skills, attributes and qualities we require now and in the future; hence inform the attraction and
selection, development, performance management and retention of our people and in turn assists our people to
better understand their development.
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g. Key Performance Area (KPA): refers to the clustering of the main outputs or activities needed to be achieved in
undertaking work and then finding an overarching term that best describes each group of activities.
h. Leadership: an act or instance of leading, motivating, directing, guiding the behaviour of employees towards
achieving a common goal.
i. Learning: activities focused on the acquisition of knowledge, skills, attitudes and values that reflect and resonate
with the vision and mission of the university, including the concept of life-long learning, building a positive
institutional culture and encouraging innovation.
j. Levels of work: the different levels of work which provide an indication of the complexity, value and impact of the
role, as well as other level-specific factors.
k. Objectives: objectives/ goals describe what needs to be accomplished by individuals or teams over a period of
time. They relate to the overall purpose of the job and are clearly defined and agreed at the start of the performance
management cycle. They can be expressed as targets to be met and tasks to be completed by specified dates.
l. Performance Standard: a benchmark, norm, or yardstick to judge one's performance as an individual or unit.
Standards are usually adopted as measurable targets to ensure optimal institutional performance.
m. Probationary Assessment: this refers to a performance assessment provided to a new staff member upon the
completion of the probationary period, which ranges from six to 24 months, depending on the position within the
University.
n. Potential: the capability, agility and willingness to learn new things, as well as being able to transfer them into
performance in the current and future role (the ability to perform effectively in current and future other possible
roles).
o. Performance Assessment: the regular process where an employee’s performance for the year is formally
assessed and rated according to a four- point rating scale.
p. Performance: outputs/results delivered and ‘how’ (behaviourally) those outputs are delivered, in accordance with
the institutional definition of success and REACH values.
q. Performance Planning: the communication process between manager and employee which results in mutual
understanding of what the employee is expected to achieve during the assessment period. Often includes setting
objectives and standards of performance.
r. Performance Agreement: an agreement between a manager and an employee about the employee's
responsibilities and behaviour during an assessment period.
s. Performance Monitoring: the informal review of progress regarding key performance areas, assignments, projects
and behaviour throughout the year; where performance and behaviour is compared to established expectations and
standards so the feedback is provided early and challenges addressed timeously.
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t. Performance Moderation: a systematic process for moderating the University Performance Management ratings
in order to ensure consistency and fairness.
u. Personal Development Plan (PDP): the PDP is developed or updated at the beginning of the assessment period.
The purpose of the plan is twofold. First, it ensures that the employee maintains the current level of job proficiency
through continued training and developmental activities. Second, the employee charts a career path by identifying
new knowledge, skills and abilities to pursue, as well as learning activities needed to reach the established goals.
v. Portfolio of Evidence (PoE): the process of creating a paper trail to record data including discussions held with the
employee, results of those discussions, comments from both manager and employee, and agreements between the
two.
w. Rating Scale: a scale based on descriptive words or phrases that indicate performance levels.
x. R.E.A.C.H: the acronym for University of KwaZulu-Natal’s values - these values are: Respect; Excellence;
Accountability; Client Orientation; and Honesty.
y. Success/ Performance Measure: this is a statement specifying clearly and precisely a desired output, outcome, or
event that is expected to occur: The "WHAT" that is to be measured.
z. Talent: employees who meet or exceed performance expectations as well as demonstrate the potential to perform
at the next level of work.
aa. Talent Development: learning, training and developmental activities which are directed at improving
competencies for the achievement of the University results. These activities should aim at enhancing the quality of
work performance, unlocking the potential of employees and increasing job satisfaction, as well as enable the
University to have a pool of suitably qualified talent for all levels.
bb. Talent Discussion: a process where the line manager and employee discuss the employees’ career aspirations
(short and long term) in order to align personal aspirations with institutional opportunities, with the intent to clarify
and gain shared understanding.
cc. Talent Management: a process of identifying, attracting, nurturing and retaining talent across the whole of
University of KwaZulu-Natal (UKZN) – to ensure delivery of institutional priorities.
dd. Talent Mapping: the process of plotting employee talent in terms of a performance/ potential matrix in order to
provide a visual picture of talent strengths and gaps per division/ College/ school/ department.
ee. Talent Pathway: a route to which an employee is devoted to in developing expertise (i.e. specialization or
leadership pathway) and defines employee’s preferences, flow of personal energy and passion – these pathways
may cross each other in the career-life span of an employee.
ff. Talent Pool: a group of employees who meet or exceed performance standards and have potential to advance to
the next leadership/ specialisation level.
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gg. Training: activities focused on acquiring and improving specific competences and capacities to improve
performance in current jobs and positions, especially toward achieving the goals and targets in the university
strategic plan.
hh. Tuition Remission: refers to financial assistance offered by the University for eligible staff/retirees and their
spouses, domestic partners and dependents to pursue degrees/diplomas (as per the Tuition Remission Policy) at
the University of KwaZulu-Natal and exceptionally at other Universities.
4. SCOPE
This procedure and guidelines apply to all permanent and long fixed term (1 year and above) employees of the
University.
Integrated Talent Management Process will adhere to the following principles:
a. Alignment: Talent management process will ensure that all people processes (i.e. promotions criteria) are linked
and reflect the institution’s values (R.E.A.C.H) strategy and objectives – to ensure that institutional goals and
strategies drive the quality (bench strength) and quantity (depth) of the talent needed.
b. Integration: Talent management process will integrate with other people processes such as performance
management; recruitment and selection; learning, training and development; remuneration and benefits; and
employment equity.
c. Clear roles and responsibilities: Talent management process will be designed to enable leadership to manage
talent for the institution and employees to be responsible for managing their own performance, development and
career advancement.
d. Fairness and Transparency: Talent management process will facilitate the process of giving feed-back,
communicating expectations and being transparent, fair and consistent whilst providing equal opportunities to all
employees
e. Output-based: The assessment of performance, potential, and level of work will be evidence-based and measured
where possible against agreed pre-determined benchmarks and outcomes – with periodic assessment and
performance progress feedback being continuous.
f. Service Excellence: The Integrated Talent Management Procedure and Guidelines (performance management)
will support an environment of service excellence, continually improving internal/external customer satisfaction
levels.
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g. Quality Improvement: Recognition that Integrated Talent Management is part of quality management, resulting in
enhanced performance.
aim to continually improve processes, procedures, programmes and services across the University, fostering
teamwork, collaboration and integration wherever possible.
i. Confidentiality: All information obtained on employees will be treated with utmost confidence and all Talent Forum
members and will sign confidentiality agreements with clear guidelines for non-adherence.
j. Transformation: facilitate adherence to employment equity legislation and achievement of institutional
transformation targets.
6. INTEGRATED TALENT MANAGEMENT PROCEDURE AND GUIDELINES
The UKZN Integrated Talent Management Procedure and Guidelines sets out a comprehensive outline and defines
criteria for Identification of Talent (performance + potential x levels of work); Talent Mapping; Talent Review Process
and Talent Development Process with respect to induction and continued professional development, training governance
and development strategies aimed at nurturing talent.
The procedure and guidelines are based on the following objectives:
i. To identify talent i.e. employees who meet or exceed performance expectations as well as demonstrate the potential
to perform at the next level of work. This potential is indicated by the willingness and ability to develop new skills
and take on challenges that come with bigger roles, whilst in current role.
ii. To determine and monitor performance expectations, manage development and align employees with the values,
institutional goals and strategies of the University, through the Performance Management process
iii. To map talent on the performance-potential matrix (Annexure B) based on performance, potential, and levels of work
as per UKZNs’ Leadership and Specialisation pathways and behaviours as reflected in the UKZN’s Talent Capability
Framework, R.E.A.C.H values, 360 degrees leadership assessment and competency assessment results.
iv. To provide a visual picture of talent gaps and strengths per College/ Division in order to inform Talent Plans i.e.
attraction, development, retention and engagement.
v. To develop a strong and deep talent pool that will take UKZN to the next level of performance in terms of the
institutional objectives.
vi. To facilitate a broader understanding of our people and their development as well as career needs.
The following policies, procedures, guidelines and processes also inform this procedure and guidelines.
i. Language Policy
vi. University values (simply know as R.E.A.C.H)
vii. Sabbatical Leave Policy
6.1. PERFORMANCE MANAGEMENT GUIDELINES
6.1.1. PURPOSE & OBJECTIVES
The purpose of performance management is to improve institutional and individual performance. Individuals and teams
(Colleges/ Divisions/ Schools/ Departments) are to engage in the following:
i. Clarify individual and team performance requirements, standards and expectations.
ii. Align individual and team objectives with those of a College/ Division /School/Department.
iii. Identify and review employee development and training needs and to provide opportunities for employee
development and advancement.
iv. Measure and evaluate individual, team, departmental and College/ Division performance.
v. Identify institutional and operational changes needed to enhance employee performance and hence enable the
College /Division to improve efficiency and effectiveness.
vi. Capacitate, mentor and develop employees through constructive feedback and dialogue.
vii. Promote job satisfaction through creation of a motivating and enabling environment.
viii. Improve communication between Managers and Employees through regular dialogue.
ix. Provide appropriate and legally sound mechanisms for addressing poor performance. Note: See Annexure A for the
Performance Management Process
6.1.2. PERFORMANCE MODERATION
The purpose of this process is to set out a systematic way that will support the implementation of the Performance
Management System as approved. The moderation process is designed to ensure that ratings are fairly and consistently
applied across the University. The process involves moderating final ratings within a Department/ School and then within
a Division/ College and finally across the University. There must be a correlation between individual’s scores and the
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overall achievements of the School’s/ Department’s targets. This process of moderation ensures that employees are
assured that their performance scores honestly reflect their performance.
a) KEY OBJECTIVES
To ensure that:
i. Line mangers evaluate staff performance in a consistent fair manner;
ii. There is a common understanding of the standards required at each level of work; and
iii. The integrity of the performance management process is protected.
b) PRINCIPLES:
i. Individuals whose performance ratings are being reviewed should not be part of the panel.
ii. The moderation committee for academics should be chaired by the DVC and by the relevant Executive Director for
the professional services.
iii. The moderating panel endorses the final performance ratings relevant to performance and level of work; and
provides motivation for any changes.
iv. The line manager must own the final performance rating including the reviewed one and not present it to the staff as
the moderating panel rating.
v. The moderating panel after moderating at a College/ Division level should submit via Executive HR to the Executive
Management Committee which will ensure that the average performance scores are in line with the University
targets and performance.
vi. The moderation should begin on the 1st April each year for both professional services and academic staff.
c) PERFORMANCE MANAGEMENT MODERATION PANELS
There will be three (3) levels of moderation within the University
i. University Executive Management levels: which is responsible for the Executive Members Committee’s
performance – this is the responsibility of Remuneration Committee (RemCo).
ii. University Senior Management levels: which is responsible for the Deans and Directors’ performance – this is the
responsibility of Executive Management Committee (EMC). This level will further consist of a special panel
responsible for Professional Services Managers across the University reporting directly to the College Professional
Services but had functional accountability in a matrix structure to the central function. This is the responsibility of
EMC – Professional Services including Directors of Professional Services – see attached composition of panel.
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iii. Divisional/ College levels: which are responsible for the college/school and divisional/departmental staff
performance – this is the responsibility of the Division or College – See Annexure B for composition of panels.
d) THE PROCESS WILL BE AS FOLLOWS:
i. Each line manager shall present their staff preliminary performance ratings to the moderating panel.
ii. The moderating panel shall use the normal distribution curve and/or success measures and established norms as a
reality check to avoid central tendency and lack of performance differentiation.
iii. Where necessary the line manager should provide evidence to support exceptional or poor performance skews
based on actual achievement.
iv. The moderating panel shall discuss the spread of ratings, and endorse based on the basis of fairness.
v. Where there is a need to adjust individual ratings ‘up’ or ‘down’, if they appear to be too ‘unreasonable’ (‘harsh’) or
‘lenient’, the line manager should reflect on the evidence presented and adjust the scores accordingly.
6.1.3. PERFORMANCE EVALUATION FOR SPECIAL CASES
i. Maternity Leave: The performance of employees on maternity leave will only be assessed for a fraction of the
performance management cycle i.e. the period during which they were on maternity leave will be excluded from
evaluation.
ii. Sabbatical Leave: The performance of employees on sabbatical leave will be assessed as per agreement on
approval of sabbatical leave. Where sabbatical is a fraction of the performance management cycle, employees will
be assessed both on their sabbatical conditions as well as the remainder of the performance management cycle.
6.1.4. PERFORMANCE MANAGEMENT TIMELINES (ANNUAL)
i. Academic Performance Cycle : 01 Jan - 31 Dec ( with a 3 month delayed in review & assessment)
ii. Support Performance Cycle : 01 April - 31 March (the following year)
iii. Performance Contracting : April
iv. Mid-Year Review : September
v. Final Assessment : March
vi. Performance Moderation : April
6.1.5. 360º LEADERSHIP ASSESSMENT
The ‘how’ of performance; which refers to the behavioural dimensions that may impact on performance are evaluated
using the UKZN 360° Leadership Assessment; which is a feedback system or process in which employees receive
confidential, anonymous feedback from the people who work around them i.e. feedback from the employee's manager,
peers, direct reports and/ or customers. All leaders at UKZN will be required to go through the 360º Leadership
Assessment annually. Refer to Annexure C for 360° Leadership Assessment Process Flow.
The 360 Leadership Assessment enables leaders to be more self-aware, and understand how their actions and
attitudes are perceived by others. Further it enables the individual to develop focused action-plans to improve their
behaviour; and develop skills that will enable them to excel at their jobs, improve employee engagement and the
employment relationship.
Weight Allocation of Ratings
The assessment will provide a proficiency score based on the following weight allocations: (weights may be
redistributed when ‘customers’ are added.
Leader = 50%
Subordinates = 25%
Peers = 25%
Self = 0%
The proficiency score contributes 50% to the employee’s composite performance score. The following formula will be
used to calculate the individual employee’s composite performance score:
6.1.6. ROLES AND RESPONSIBILITIES
Managers and the employees share a responsibility for the implementation and success of the performance
management. As such they need to be fully aware of their respective roles and responsibilities in terms of performance
management (including the 360º Leadership Assessment):
The Managers’ Role
i. Schedule a performance planning meeting and give the process the time and quality it deserves.
ii. Review responsibilities and job standards with each staff member and mutually agree on performance and
competency expectations.
iii. Share unit goals, objectives and projects and competencies.
iv. Assess strengths and areas for development with each employee and plan training interventions for the year.
Review employees Personal Development Plan
v. Agree upon regular check-ins for coaching and feedback with employee. Revise Performance Agreement
accordingly.
vi. Approve Performance Agreement and PDP online.
vii. Document observations and interventions in a portfolio of evidence. This will be useful during the assessment
meeting and minimize rating disputes.
viii. Fully participate or where relevant chair the performance moderation process.
ix. Acknowledge good performance through feedback in order to keep the employees motivated. This includes
providing feedback following the performance moderation process.
x. Formally assess the performance of employees twice a year, and provide feedback. Complete final assessment on
the system and communicate final rating.
xi. Verify and validate the assessors nominated by employee for 360º Leadership Assessment.
xii. Provide feedback timeously to employee following 360º Leadership Assessment and jointly identify development
areas for implementation.
The Employees’ Role
i. Review job profile and consider special projects/assignments and engage with Line Manager in performance
planning. It is also the responsibility of the employee to initiate the performance planning meeting.
ii. Actively participate in all aspects of the planning process and mutually agree on performance expectations and
competencies.
iii. Share performance and professional career development goals with Line Manager.
iv. Complete draft Performance Agreement and Personal Development Plan online.
v. Periodically ask the manager for feedback on performance. Consider the feedback received to be suggestions for
improving performance, not personal criticisms. Try to follow through on suggestions for improvement and
development of new skills.
vi. Actively seek learning opportunities and become the primary driver for own development and learning and bring
them to the manager’s attention.
vii. Keep a portfolio of evidence through the performance cycle and prepare for the performance assessment
discussions.
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viii. The employee also completes a self-evaluation on the 360º Leadership Assessment in order to compare perceptions
of self with other’s perceptions.
ix. Commit to development interventions identified including those identified through the 360º Leadership Assessment.
6.2. INTEGRATED TALENT MANAGEMENT PROCEDURE (Refer to Annexure D for flow diagram)
6.2.1. TALENT IDENTIFICATION
Talent at UKZN will be identified by assessing the following criteria:
Performance
Potential
6.2.1.1. Performance
The University’s performance management system will be the key tool used to assess employees’ performance for the
purposes of talent management. The outcome of the performance review and the final ratings will be one of the primary
considerations for Talent review. Employees must meet or exceed performance standards of the current level and
demonstrate some of the performance standards for the next level before being placed into the relevant talent pools.
Performance will be reviewed in terms of the following criteria:
i. The ‘what’ as per performance agreement outputs (e.g. research, teaching portfolio, university service and strategic
community engagement).
ii. The ‘how’ (Behavioural performance) in terms of demonstration of UKZN values i.e. R.E.A.C.H and behaviours that
support the UKZN’s Transformation Charter and as determined by the 360° assessment.
iii. Overall performance status i.e. exceptional performer, full performer and underperformer.
For purposes of talent mapping the performance scores are classified as follows;
i. Performance Score between ‘3.5’ and ‘4’ = Exceptional Performer
ii. Performance Score between ‘3’ and ‘less than 3.5' = Full Performer
iii. Performance Score ‘less than 3’ = Below Performer
Note: These descriptions do not replace the existing performance rating scales (1-4) for performance evaluation.
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In conjunction with performance discussion at final review the employee and line manager should engage in a talent
discussion in preparation for the talent reviews. Line managers should have a good understanding of their employee’s
performance, career aspirations and desire to move to next level. Employees are expected to take responsibility for their
own career advancement as well as development for current and future roles.
6.2.1.2. Potential
Central to identification of talent is the concept of potential. In the context of Talent Management, potential should be
seen as the existence of the ability to handle future assignments or ability to operate at the next level and/or sustaining
peak performance at the current level.
The Line manager will assess the employee’s potential to perform at higher-level roles (Leadership/ Specialist) based on:
i. Excellent performance in current role;
ii. Demonstration of competence as well as performance standards for the next level and/ or sustained peak
performance at current level;
iii. Willingness and drive to move to the next level as per Talent Discussion.
The Line Manager will determine the potential level of each employee in order to ascertain capacity of talent to progress
to the next level or fill a critical role and categorise as follows;
i. TURN Potential
ii. GROWTH Potential
6.2.1.3. Level of Work
Level of work is level specific deliverable, which describes the increasing layers of complexity as roles change. For each
level of work there are level-specific competencies that match to each requisite level of work – which are necessary for
success.
Talent’s level of work will be assessed based on the following criteria:
i. Demonstrated competencies as per UKZN’s Talent Capability Framework, which will be circulated institution wide
and describes the broad competencies and behaviours that are required by UKZN to deliver on our strategic
mandate.
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Pathway.
iii. Demonstrated capabilities of the next level in the Leadership/ Specialist Pathway.
6.2.2. TALENT MAPPING (Performance-Potential Matrix – PP Matrix)
Talent will be plotted on the Performance–Potential Matrix shown below. (Refer to Annexure A for Talent Definitions and Annexure B for a template).
Talent Mapping Guidelines
i. The Line Manager should discuss and explain the Performance-Potential Matrix to the employee and use the
guidelines above (performance, potential & level of work) and the Talent Definitions on Annexure A to decide on
where to plot the employee giving specific reasons.
ii. The employee must be given an opportunity to present evidence for alternative plotting on the PP matrix.
iii. The Line Manager must then consolidate the plotting of his team on the PP matrix in order to gain a visual picture of
talent in the School/ Department/ College/ Division.
Talent identified as CRITICAL TALENT ( green top right quadrant on p-p matrix) and KEY STABILISERS (yellow top left
quadrant on p-p matrix) will complete the competency assessments using UKZN approved competency assessments in
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order to gather further information about their Potential, Personality and Level of Work. The following competency
assessments will be utilised:
6.2.3. TALENT REVIEW PROCESS
6.2.3.1. PREPARING FOR TALENT FORUM (Refer to policy for composition and responsibilities)
The Line Manager should engage in the following activities in preparation for the talent forum:
i. Prepare a Performance-Potential Matrix per appropriate Leadership or Specialist pathway for submission to the
College/ Division/ University–wide Talent Forum.
ii. Prepare evidence and reasons for the plotting of identified talent.
iii. Identify critical roles within the School/ Department/ College/ Division and talent earmarked to fill these roles.
iv. Compile evidence of talent development initiatives (employee or Line Manager initiated) undertaken as well as
professional development initiatives to address and enhance current performance, skills gaps and develop talent
for future roles.
v. Provide constructive feedback to employees on the discussions and outcome of the Talent Forum.
vi. Devise a 1 (one) year Talent Development Plan for identified talent and continue to provide support and coaching.
The employee should engage in the following activities in preparation for talent reviews
i. Continuously monitor own performance (‘what’ and ‘how’) i.e. as per Teaching, Research & Professional standards
in line with University’s Performance Management Process, Talent Capability Framework, UKZN’s Values &
Transformation Charter.
ii. Seek and appreciate constructive feedback from Line Manager, customers as well as peers.
iii. Participate meaningfully in the 360 degrees leadership assessment.
iv. Define employee career goals and advancement and define their fulfillment through the achievement of
institutional goals.
v. Engage in a Talent Discussion during final performance review to share these with the Line Manager.
vi. Identify strengths as well as areas of development in terms of functional and behavioural competencies and
actively address them appropriately.
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vii. Engage in a discussion with Line Manager about plotting on the Performance-Potential Matrix providing sound
reasons and evidence as in performance reviews.
6.2.3.2. TALENT PLANNING
This step is guided by the outcome of the talent mapping in terms strength of talent per level and the total number of
employees per leadership/ specialisation level. Each College/ Division must prepare a Talent Plan for submission to
Institution-wide Talent Forum.
The plans shall include high level proposal for attraction, deployment, development, retention and engagement.
i. Attraction:
As per outcome of talent mapping the line manager should identify critical positions and scarce skills within the
School/ Department and devise a proposal as to what the school/ department must do to attract critical talent for
submission to College/ Division Forum. The College/ Division should consolidate the information for submission to
Institution-wide Forum.
ii. Development, Engagement & Retention:
The line managers should propose strategies to develop engage, and retain talent in the School/ Department/
College/ Division based on identified development needs as per talent mapping process.
(Refer to Annexure F for Talent Development and Engagement Questions).
Note: It is the responsibility of all Line Managers to implement Talent Plans drawn per College/ Division.
6.2.3.3. TALENT REVIEW PHASES
Phase 1 – College/ Division Talent Forums
Each FIRST Line manager (School/ Department Level) will conduct plotting of identified talent together with Human
Resource Development and College Manager-HR on the performance potential-matrix relative to leadership-
specialisation levels. The outcome of this process will be a visual and a graphical representation of gaps and strength of
each leadership/ specialist level per school/ department. Talent gaps and skills gaps identified in terms of critical skills
shortage must be addressed through Continuous Development plans in order to develop talent from within.
Each School/ Department to send their collated talent performance-potential grid; talent pool for critical roles, report on
competency strengths and gaps as well as planned development interventions to the Manager: School Operations for
preparation for the College Talent Forum.
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Phase 2 – University Wide Talent Forums
This Talent Forum is responsible for talent review of all levels up to leadership/ specialisation grade 4 peromnes, Deans
and Directors in all Colleges and Divisions respectively. This talent forum will form the second part of the Senior
Academic Promotions. Divisional talent will also include devolved support staff for central consolidation.
The Readiness of identified Talent to progress to the next Leadership/ Specialist pathway will be determined and
confirmed for actioning. Talent strengths, Gaps, Critical Skill shortages will be identified. Information from this talent
review will be utilised to develop comprehensive Talent Plans that include, development, attraction and retentions
strategies.
6.2.4. TALENT DEVELOPMENT – LEARNING, TRAINING & DEVELOPMENT (LTD)
Talent Development/ LTD is broken down as follows and will be prioritised as such:
i. Statutory/compulsory - staff learning, training and development that is required by legislation, or is a condition of
employment, or is compulsory for a specific role or University activity.
ii. Institutional/Strategic – staff learning, training and development that is identified by university structures for the
achievement of agreed University/College/divisional objectives.
iii. Personal - staff learning, training and development activities chosen by individuals that may take place in work
time or outside, and may be fully or only partly funded by the University.
iv. Talent Development Activities as per outcomes of University-wide Talent Reviews (Refer to policy for Talent
Development Strategies).
All new and current employees are required to complete Development Programmes that are aligned to the Integrated
Talent Capability Framework as identified through the Talent Review process and in line with their Personal
Development Plans for enhanced performance and progression to the next level of leadership/ specialisation. Employees
will not be allowed to progress up the respective levels without having completed this training and acquired the relevant
competencies.
Other development programmes will be determined as per Needs Analysis through the study of Personal Development
Plans in the Performance Management System. They will be organised and facilitated from Human Resource
Development in line with legislation in terms of Workplace Skills Development Plan and SETA requirements. Only
training that has been entered on the employee’s PDP will be considered for prioritisation.
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a) UKZN Engagement-Induction
All new employees (academic and support) are required to complete the UKZN-Specific Employee Engagement
Programmes:
i. UKZN Orientation Programme (12 hours or 1 ½ days) - All new employees are required to attend the
compulsory UKZN Work Orientation Programme to ensure that they are knowledgeable about university policy,
procedures, regulations and guidelines with respect to their specific job description. This programme will be
coordinated by the Colleges for academic staff and the Executive portfolios for support staff.
ii. Sustainable Inclusion-Diversity Programme (8 hour or 1 day) in order to promote and enable sustainable
inclusion and improve broader participation at UKZN. This programme is coordinated by Human Resources (and
facilitated by different experts within UKZN).
iii. University Research Induction Programme (to be part of the UKZN Orientation Programme) - All new
academic employees are required to attend the compulsory UKZN Research Induction Programme coordinated by
the University Research Office to ensure that they are knowledgeable about university research policy,
procedures, guidelines and tools necessary to comply with University research norms and be successful in their
research performance agreement.
b) Continuing Professional Development
In addition to the above all new and existing academic staff are required to complete the University Education
Induction Programme (UEIP) (or equivalent) as stipulated in the implementation procedures and guidelines below.
UEIP (80 hours) will be coordinated by Higher Education Training & Development (HETD) in the DVC: Teaching &
Learning portfolio as part of University teaching and learning support.
The programme comprises the following four modules of 20 hours each:
Teaching and Learning in Higher Education;
Assessing teaching and learning in Higher Education
Designing and evaluating curricular in Higher Education
Research supervision in Higher Education
These modules are aimed at maintaining, improving and expanding professional knowledge, and skills of all UKZN talent
in order to enhance performance and enable the institution to achieve its strategic objectives. Hence, UEIP endeavours
to achieve this objective. Verification and identification of candidates for this programme will be conducted by Human
Resource Development and the Colleges. All Dean & Heads of School will take overall responsibility to recommend
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talent/candidates who require this programme and monitor the completion thereof through Performance Management
Agreements and Personal Development Plans (PDPs).The modules will be offered through UKZN Extended Learning
(UEL) who will register all staff taking UEIP. Quality assurance measures as per approved UEL policy and procedures
will apply. Academics will be awarded a Certificate of Attendance on successful completion of each module.
i. New academic employees and those currently at lecturer level and below:
All new academics joining the University must complete UEIP during the period of their probation (2 years). The modules
to be taken in each year should be entered into their Personal Development Plan on the Performance Management
System. Successful completion of these will be monitored and evaluated as part of their probation and performance
agreement by their respective line managers.
All academics currently at lecturer level and below have four years from the date of approval of these guidelines and
procedures to complete UIEP and must indicate the modules to be taken in each year by entering these into their
Personal Development Plan on the Performance Management System. Successful completion of these will be monitored
and evaluated as part of their performance agreement by their respective line managers.
1. The four modules of UEIP will be offered at least twice per year. The modules may also be offered to groups of
academics within a particular Discipline, School or College or in multidisciplinary groups.
2. The modules will be offered in multiple modes of delivery and formats: e.g. face to face block sessions (4hours X
5 day week); extended over a given semester (2 hours X 10 sessions); and online. The teaching approach will
be interactive, practice oriented, and contextualized in the respective disciplinary interests of participants.
3. In addition to the HETD academics in the DVC T&L portfolio, UEIP may be taught by appropriately qualified
academics in Schools or Colleges with appropriate support and quality oversight by HETD.
4. Academics also have the option and will be encouraged to take modules in the Postgraduate Diploma in Higher
Education (School of Education, College of Humanities) which are equivalent to the UIEP; or to convert UIEP
modules into credit bearing modules by taking on extra work as per requirements of the Postgraduate Diploma in
Higher Education. That is, staff may complete equivalent modules in the PG Diploma and earn credits on
successful completion of the assessments associated with each module.
5. Academics may be exempted from specific modules in the programmes on formal evidence of having
successfully completed equivalent education and training. Exemptions will be approved by the respective
College Dean: Teaching & Learning in consultation with HETD. UIEP will be funded through the Skills Levy. Staff
taking the PG Diploma in Higher Education will qualify for fee remission.
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ii. Current academic staff at senior lecturer level and above:
All existing academic staff at senior lecturer level and above may be exempted from UEIP on the basis of their teaching
portfolio having been assessed at a minimum of Strength as defined in the Academic Promotions Policy, Procedures and
Guidelines; or on formal evidence of having successfully completed the requisite UEIP modules or their equivalent (see
above).
1. Existing academic staff at senior lecturer and above will have a period of four years from the date of approval of
these guidelines and procedures in which to have their teaching portfolio assessed, which may be as part of the
academic promotions or to successfully complete UEIP.
2. The guidelines and procedures outlined above (i.e. for lecturer level and below) will apply for senior academics
who elect to take the UEIP or the PG Diploma in Higher Education.
3. Successful completion of their teaching portfolio or UEIP will be monitored and evaluated as part of each
academic’s performance agreement by their respective line managers.
4. Successful completion of UIEP (or the PG Diploma in Higher Education) for all academics will contribute
positively towards the evaluation of relevant criteria in the teaching portfolio for academic promotion and in the
performance management process.
6.2.4.2. RESOURCES
The extent to which staff learning, training and development can be supported will depend on budgetary constraints and
operational needs. The overall budget available for learning, training and development will comprise
i. the full projected levy rebate and
ii. top-up funding provided by the University
The available budget will be allocated by the Integrated Talent Management Sub-Committee as follows:
i. The budget for In-House training and development programmes in respect of statutory/ compulsory and
institutional/strategic training will be centralised and administered by the Division of Human Resources. The
resources will be utilized in terms of priority rankings in 8.1. above and programmes shall be offered based on a
needs analysis and established demand within the University.
ii. The budget for specialized learning, training and development activities not included in the In-House schedule for
individuals according to their Personal Development Plans identified through the Performance Management
System will be decentralised to relevant University Structures, who must submit a plan in advance of the annual
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budgeting cycle. University structures shall be expected to distribute allocated resources in terms of priority
rankings as per 6.2.4. above.
6.2.4.3. RESPONSIBILITY FOR TALENT DEVELOPMENT
The learning, training and development of staff is a joint responsibility shared by individual staff members, line
management, governance structures, and academic and support units including the Division of Human Resources, the
Teaching & Learning Office, and the Research Office. The roles of the Research Office and Teaching and Learning
Office are contained in the Research Policy and the Teaching and Learning Policy respectively. The implementation of
the Learning, Training and Development will be coordinated primarily through the Integrated Talent Management Sub-
Committee of the University Staffing Committee; and the Human Resource Development section of the Division of
Human Resources.
i. Identifying institutional changes or developments whose implementation will be assisted by the provision of
appropriate training for the individuals or groups concerned;
ii. Helping staff identify their development needs and improve their performance and effectiveness through formal
procedures such as the performance management process;
iii. Engaging in talent discussions with employees to identify career aspirations, career development, development
potential and talent development interventions per individual employee.
iv. Ensuring that as far as possible training or talent development needs are met where it is agreed that it is in the
interest of the College, division or the university;
v. Allocating an appropriate budget (within general financial constraints) to ensure that prioritised, specific staff
training & development needs which are not covered in the annual University Learning, Training and Development
programme, can be adequately met;
vi. Communicating general training and development needs to Human Resources.
Individual Employee is responsible for:
i. Develop his/her competence and capability in alignment with the University’s strategic plan as it may be
operationalised at functional or unit level;
ii. Take personal responsibility to update specific expertise on a regular basis, and as appropriate to the nature of the
individual’s post;
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iv. Reflect on the evolving character of their work and future career aspirations and identifying their own training and
development needs;
v. Discussing with their Line Manager or Supervisor their development needs arising from their own reflection,
relating them to the needs of the functional unit and establishing priorities;
vi. Completing and updating their Personal Development Plan based on their personal reflection and input from their
line manager;
vii. Seeking out and participating actively in forms of staff learning, training and development which will help them
meet agreed needs;
viii. Staying abreast of and applying newly developed knowledge and skills in their work as appropriate.
6.2.4.4. MONITORING AND EVALUATION
The overall Integrated Talent Management Procedure & Guidelines and its effective implementation need to be kept
under review at a variety of levels and responsibility for this is identified as follows:
i. Each member of staff keeps a record of learning, training and development activity which is monitored and
evaluated in collaboration with the line manager as part of the performance management process;
ii. Deans & Head of Schools / Heads of Departments and Professional Services Directors and Managers oversee the
management of talent development i.e. team and individual learning, training and development plans, including the
monitoring and evaluation of the outcomes;
iii. The Executive Director of Human Resources oversees the management of systems and processes to support the
planning, advocacy, coordination and review of talent development i.e. learning, training and development;
iv. the ITM Sub-Committee periodically reviews and updates the University’s Integrated Talent Management Policy
and its implementation;
v. The Research Office and the Teaching and Learning Office with responsibility for planning, organizing and
delivering academic training and development programmes review and evaluate these in collaboration with the
Human Resource Development unit.
6.2.4.5. STAFF IN-HOUSE LEARNING, TRAINING AND DEVELOPMENT PROGRAMME
i. Each year the ITM Sub-Committee shall approve a schedule of training and development activities which have
been identified through staff Personal Development Plans on the Performance Management System, Talent
Reviews, College and Divisional Learning Training and Development.
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ii. Learning, training and development activities from the approved schedule shall be offered on the ‘In-House
Learning Training and Development Programme” depending on priority ranking, demand and availability of budget.
There shall be a minimum of twenty participants before an in-house programme may be offered.
6.2.4.6. RESPONSIBILITY, LIABILITY OF TRAINING ATTENDANCE AND CANCELLATIONS
The responsibility for attendance of training that has been coordinated by central Human Resources lies with the Line
Manager, Department/ School and the individual employee. Cancellations will be allowed 3 business days prior to the
date of the training. Cancellations less than 3 business days prior or failure to attend will result in the Cost Centre of the
said department/ school being debited with the whole amount of the Cost of the Training.
7. LINKS TO OTHER HUMAN RESOURCE/ UNIVERSITY PROCESSES
The following processes are seen as having a clear link into the Integrated Talent Management process.
7.1. INSTITUTIONAL INDUCTION
The induction process will involve employee training on developing the initial Performance Agreement and Personal
Development Plan on the Performance Management System. The Line Manager will ensure that performance standards
and expectations are clearly spelt out at the outset of employment. Areas of development will also be identified at this
stage. The process will closely align to the probation process.
7.2. PROBATION
Probation will complement the induction and performance management in assessing whether the conduct and
performance of the employee meets the standards expected by the Line Manager before the permanent appointment is
confirmed. This process will be driven by the Performance Management System.
7.3. MENTORING AND COACHING
Coaching and Mentoring will be key tools used to continuously improve job-related tasks and behaviours and to unlock
the potential of employees to exhibit the behaviours and achieve the results expected by the University.
7.4. LEADERSHIP DEVELOPMENT
Leadership development processes will be introduced; which will enable the University to identify and fast track
development opportunities and to formalize succession plans for the top talent identified. This process together with the
mentoring/ coaching process will also be used as a means of dealing with the issue of ‘scarce skills’ faced by the
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University. This process reflects the University’s continuing commitment to the achievement of our institutional goals and
the attainment of our values through the recruitment, retention, development and promotion of excellent employees.
7.5. COUNSELLING
One of the outcomes of the ITM process (performance management) will be the identification of poor performance. The
counseling procedure will be key in giving guidance and support to poor performing employees in order to bring their
performance up to the expected standard. The counseling procedure may lead to disciplinary action if development and
support options have been exhausted and performance has not reached satisfactory levels.
7.6. DISCIPLINARY PROCESS
Disciplinary processes will be invoked in order to address misconduct or persistent poor performance, including
performance issues which may initially have been dealt with via the formal counseling procedure. These performance
issues will be identified through the assessment process of the Performance Management System. Disciplinary action is
intended to encourage a poor performing employee to improve.
7.7. ACADEMIC PROMOTION
For promotion, academic employees will be evaluated on the quality of their performance and achievement relative to
what would normally be expected of an employee at the level being applied for. In addition, to be eligible for promotion
applicants must first demonstrate that they are performing at the norm for their current level. The areas of evaluation as
contained in the Academic Promotions Policy of the University together with other College/School/Department
performance objectives will be incorporated into the Performance Agreements of each academic staff member. Only
those academic staff members who fulfill the requirements in terms of the areas of evaluation will be considered for
promotion.
The Performance Management System will provide valuable performance related information on all employees qualifying
for extension beyond normal retirement based on their assessment records. Only those employees who have
consistently performed at a significantly high level and have consistently achieved the performance targets of the
College/Division/School/Department will be considered for this process. All employees who have been granted extension
beyond normal retirement will be subject to the assessment process on an annual basis as part of the Performance
Management System. Based on the outcome of this assessment and the level of performance obtained, extensions may
or may not be granted.
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7.9 LINK TO REWARDS (This Section must be read in conjunction with applicable Remuneration Committee
Decisions and approved remuneration guidelines and procedures)
i. All employees already receive a salary commensurate with expected standards of performance. Additional
remunerative rewards may be offered to individuals or teams in return for specific performance.
ii. Remunerative rewards shall take the form of promotion (academic staff only) and the payment of performance
related incentives.
iii. Non-remunerative rewards may include flexible working arrangements and support for one’s academic or
professional development in the form of sabbatical, study leave and/or financial support.
iv. Changes to fixed pay will be determined by the annual salary increments negotiated in the Joint Bargaining Forum.
v. Performance related salary adjustments may be made to achieve the market benchmarks in terms of the
Remuneration policy.
vi. In the event of termination of service for whatever reason, no performance incentive is payable (an employee must
be in the employment of the university during the month of payout and not serving termination notice).
vii. It is recognised that all rewards, whether financial or non-financial in nature, still have resource implications and,
as such, the level of rewards will be based on the principle of affordability. The nature, type and size of rewards
offered by the University will be reviewed from time to time, based on this criterion.
viii. This policy needs to be read in conjunction with the approved UKZN Remuneration Policy and Procedure and
Guidelines document.
9. REVIEW DATE
This policy shall be reviewed at minimum after every three years from effective date.
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ANNEXURE A: PERFORMANCE MANAGEMENT (PM) PROCESS - supported by the PM Online System
Note: This process starts with a contractual obligation and psychological contract between employee and the
University. As such PM is a tool used to manage the employment relationship and employee reward is an
integral part thereof. Continuous Improvement and PDR (Plan Do Review) are the link between Final
Assessment and Planning; while Monitoring and Evaluation are continuous processes that reveal areas of
Coaching, Mentoring, and Development.
a. Understand the Bigger Picture
Gain a clear understanding on the University’s Strategic goals, College/ Division strategic priorities and
School/ Department objectives. Line Managers should have this information at hand and share it with their
direct reports.
b. Develop your Performance Agreement – Contracting (initiated by employee and then jointly discussed
with Line Manager and agreed upon).
i. Study your job profile in order to clarify your contribution towards the achievement of school/
department objectives. *Remember: Your performance agreement is NOT a direct copy of your job
profile but a combination of your job profile and the school/ departments annual objectives. See diagram
below:
ii. Determine your Key Performance Areas (KPAs) using your job profile and school/ department
objectives. KPAs are areas of performance (themes) that are critical for successful performance in a job.
Determine all your expected output/ activities.
Cluster all related outputs together and name the cluster (KPA)
4-6 KPA’s per performance agreement - Max 4 for general positions and max 6 for leadership
positions.
Determine your own objectives and link to a KPA
Determine success measures - what aspects need to be measured to determine whether you have
performed successfully.
Ensure a balance between quantitative or qualitative components to the measure. Examples:
quantity, accuracy, cost, turn-around time, due dates, compliance, and client satisfaction.
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iv. Define the Rating Scale
Line Managers must explain the level of results to be achieved to receive a particular rating. See
UKZN Rating Scale below:
c. Develop your Personal Development Plan (PDP)
Develop your PDP in order to identify the knowledge and skills the employee needs to improve / acquire in
order to enhance performance. The PDP should be discussed with the Line Manager and approved in order
to ascertain relevance and prioritize in terms of operational requirements. The employee and the Line
Manager are both responsible for the implementation of the PDP. However, the employee should take
ownership and remains accountable for their own development. Employees should be encouraged to set
short-term; mid-term & long-term development objectives.
PDP Includes:
Personal Career Development needs
a. Continuously monitor performance and progress towards achievement of set objectives
i. Document observations and accomplishments (portfolio of evidence)
ii. Employees are encouraged to initiate discussions with Line Manager about their progress at any time.
iii. Mid-Year Review is part of the monitoring process where employee and Line Manager jointly assess
whether they are on-track and allow employee to make adjustments before Final-Review e.g. add
tasks, reprioritize, or address performance issues. The aim is to promote continuous learning and
improvement through self-assessment and reflection.
iv. Address poor performance
i. PURPOSE OF FEEDBACK
To assist an employee in maintaining or enhancing present level of effectiveness
To provide opportunity for employee to make adjustments and improvements towards achievement
of set objectives
Aimed at reinforcing or redirecting behaviour (and impact on others)
Both Task related and Behaviour related
ii. GIVING FEEDBACK
Must be a two way conversation, respectful, supportive, honest, tactful, open and direct
Prepare beforehand what you are going to say and choose appropriate time & place
Be specific not general i.e. relate to specific performance targets/ standards
Point out strengths and accomplishments with appreciation
Engage employee and provide specific information on how to improve
Help employee take responsibility for their actions or discrepancy between self-reported and
observed outputs or inconsistency with personal-organizational results and objective standards.
iii. RECEIVING FEEDBACK
Learn to expect and seek feedback
Probe for as much detail as possible about your performance or behaviour
LISTEN & Paraphrase/ reflect on what you (think you) heard
Seek suggestions for future actions
Take responsibility for achievements or unsatisfactory performance
Learn from feedback even if not presented well/ unpleasant
Thank the person for giving feedback
iv. ADDRESSING POOR PERFORMANCE
This is a joint problem solving approach between employee and Line Manager - see diagram below.
Poor performance should be addressed timeously.
Development is the first approach that is taken which aims to address development needs
identified to hinder performance.
Regular Feedback, Coaching and Mentoring should be used in order to enable employee to
overcome challenges and improve performance.
Counselling aims to further clarify reason for non-performance and provide support following
addressing the development needs.
Should employee still not meet performance standards and expectations; disciplinary processes
can be instituted on the basis of the employee failing to meet his/ her contractual obligations to the
University. The aim is still to restore effective performance and is the last option after development;
coaching, mentoring, training and counseling have failed.
3. DEVELOPING
a. Developing stage is concurrent with monitoring stage
i. Execute development plans as per approved Personal Development Plan (PDP)
ii. Address development needs as they arise
iii. Line managers need to be committed to development of their teams (resources & time)
iv. Institutional commitments to employee development include Fee Remission and training coordinated
centrally.
v. Employee should take responsibility for their own development through regularly defining, and refining
his/her career goals, skills, aptitudes, responsibilities.
vi. Compulsory Professional Development programmes may be imposed University-wide (e.g. Research
Induction & Continued Professional Development) to be linked to PDP.
4. ASSESSING
a. Assess performance against the agreed upon targets (Final-Year End Review)
i. Assess performance over a 12 month cycle in terms of achievement of objectives
ii. Assessment after probationary period - 6 months for support and 24 months for academics
Line Manager and employee should:
iii. Jointly assesses and rate employee’s progress towards set objectives
iv. Acknowledge significant accomplishments and progress
v. Performance issues should not be raised for the first time at this stage
vi. Line managers are to ensure consistency when rating employees
b. Dealing with ‘Rating’ Disputes
i. Continuous feedback ensure that these are minimised
ii. Joint problem solving
iii. Clear and specific examples of non-performance are to be given by both parties
iv. Employee has right to differ and must be given chance to present his/ her case
v. If agreement is not reached, 2nd Line Manager must mediate
vi. Mediation not successful, 2nd Line Manager must rate on basis of evidence provided by both parties
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5. MODERATING – see also Annexure B
a. Begins on 1st April each year for both professional services and academic staff.
b. To ensure:
i. Consistent and fair application of PM process throughout the University.
ii. Line managers evaluate staff performance in a consistent manner;
iii. There is a common understanding of the standards required at each level of work; and
iv. The integrity of the performance management process is protected.
c. The basic moderation principles:
i. Individuals whose performance ratings are being reviewed should not be part of the panel.
ii. As part of panel, Line Manager;
Provides rationale and context for the agreed ratings;
Owns the final ratings incl. the reviewed one and not present it as moderating panel rating.
Is responsible for providing feedback to employee where there were changes
iii. Moderating panel;
Endorses the final ratings relevant to performance and level of work;
Provides motivation for any changes;
At College/ Division level submits to the EMC via HR ~to ensure that average performance scores
are in line with the University targets and performance.
6. REWARDING
a. In line with the University’s goals to be an Institution Of Choice for staff; Performance Management
also aims to recognise and reward performance excellence as follows;
i. Competitive Remuneration - Reward for meeting performance standards
ii. Reward for Excellence - Performance Based Pay, Academic Promotion, Career Growth, Research &
Teaching Awards
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1. DIRECTORS/ DEANS & HOS’S MODERATION PANEL
College / Division Academic/ Professional Services Chair of committee V-C/ ED:HR
Panel Members Registrar, DVCs and EDs
Staff Moderated Deans& HoS; Directors; Executive PAs and Managers reporting to EDs
2. CENTRAL PROFESSIONAL SERVICES MODERATION PANEL
Division Professional Services Chair of committee Executive Director
Panel Members Line Managers: DPS Divisional Directors/ Executive Director HRD Director
Staff Moderated All College Professional Managers (Grade 6/7) – (Finance; Public Relations; Student
Support; HR and Student Academic Services).
3. PROFESSIONAL SERVICES (FUNCTIONAL) MODERATION PANEL (BY DIVISION)
College Professional Services Chair of committee Relevant Executive
Director
Registrar; PPO and UTLO.
4. COLLEGE ACADEMIC PROFESSIONAL SERVICES MODERATION PANEL (ALL 4 COLLEGES COMBINED)
College / Division College Academic Services Chair of committee Registrar
Panel Members Manager: Academic Services Principal/Senior Academic Services Officers on a recusal basis HR Consultant/ HRD Practitioner
Staff Moderated All the College Academic Services staff
5. COLLEGE OFFICE STAFF (BY COLLEGE)
College / Division School Operations & College Office Staff Chair of committee DVC
Panel Members D&HOS and College Deans DPS HR Consultant/ HRD Practitioner Managers: School Operations on a recusal basis
Staff Moderated Managers: School Operations; Managers: Tech Ops; College Office Administrators;
College and School Secretaries (Deans & Directors)
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6. SCHOOL ADMINISTRATION STAFF (2 options: 1. Combine all Schools or 2. Separate Schools with two (2) external Reps nominated by the DVC to participate in all School Admin Staff Moderations.)
Note: Where there are schools having less than 20 members to moderate; option 1 should be chosen.
College / Division School Administrative Staff Chair of committee D&HoS/ DPS
Panel Members Manager: School Operations, D&HOS if combined Supervisors, Grade 9/10 on recusal basis HR Consultant/ HRD Practitioner
Staff Moderated Administrative staff, grade 9 & below (Teaching & Learning, Higher Degrees; HR &
Finance, etc.)
7. SCHOOL TECHNICAL STAFF 2 options: 1. Combine all Schools or 2. Separate Schools with two (2) external Reps nominated by the DVC to participate in all School Technical Staff Moderations.)
Note: Where there are schools having less than 20 members to moderate; option 1 should be chosen.
College / Division School Technical Staff Chair of committee D&HoS/ DPS
Panel Members Manager: School Operations, D&HOS if combined Manager: Technical Ops/Senior Technician/Supervisors, recusal basis for supervisors HR Consultant/ HRD Practitioner
Staff Moderated Technical staff
8. COLLEGE & SCHOOL ACADEMICS (3 Options: 1. All Schools combined in a 2-part agenda; moderation by level; 2. Each School moderate separately with D&HOS as chair; 3. DVC to chair moderation of ALs, Full and Associate Professors and D&HOS to chair for the other academic levels).
Note: Where there are schools having less than 20 members to moderate; option 1 should be chosen.
College / Division College & School Academics Chair of committee DVC
Panel Members D&HOSs and College Deans
Line Managers: Academic Leaders (Cluster) on recusal basis;
Academic Leaders(T&L and Research) on recusal basis;
HR Consultant/ HRD Practitioner
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CALCULATING OVERALL PERFORMANCE SCORES
360º Proficiency Score incorporated into PM score to provide overall Individual Performance Status
CONFIDENTIAL FEEDBACK
Line Manager to provide feedback to Individual assessed within 2 days after receiving the report.
Individual assessed to contact HRD for individual feedback or queries regarding their feedback report.
REPORTS SENT TO LEADERS
CONSOLIDATION OF 360º ASSESSMENTS
HRD follow up and confirm completion HRD compiles report for approval
REMINDERS TO PARTICIPATE
Reminders to complete the assessment will be sent to nominated Assessors via the 360º Online system
360º Assessments ‘GO LIVE’
Nominated Assessors including the Line Manager(s) to assess the leader on the online 360º system. Individual to be assessed also completes a Self Assessment
CONFIDENTIAL EMAIL INVITATION
Email invitations to participate sent to the Nominated Assessors via 360@ukzn.ac.za
SYSTEM UPLOAD OF NOMINEES
Nominated Assessors uploaded on the UKZN 360º Leadership Assessment Online System
VALIDATION OF NOMINATIONS
Line Manager approves the nominations (may override nominations by Individual to be assessed)
Nominations to be further approved by Executive with support of College/ Division HR
ASSESSOR NOMINATIONS
Individual to be assessed nominates Assessors (5 peers & 5 direct subordinates) using the prescribed Nomination Forms
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ANNEXURE D : TALENT DEFINITIONS (*Note- the colour of the font corresponds to the colours on the P-P Matrix)
P-P MATRIX PLOT DESCRIPTION
Displays capacity and agility for the next level
Demonstrating R.E.A.C.H. behavioural indicators appropriate to the next level.
Aspiring and is willing to serve at the next higher level roles, challenges and opportunities.
RISING STAR
Delivers great results for the current level
Displays capacity and agility to do more at the same level.
Adds new skills when the job calls for it and aspires to greater challenges
Occasionally demonstrates ability that is high for current level
MOVING STAR
Exhibits acceptable capacity for the current level
Keeps current skills sharp and is focused primarily on current level
Aspires to similar roles at current level vs. assuming bigger challenges
SUPER KEEPER
Exceptional Performance/ Mastery Potential
Performing expectations in his/her current job but needs to continue development in current role, or may have valuable technical skills.
Has not outgrown his/her current job and has growth opportunities within his/her role
Seasoned professional with technical skills but no capacity/desire to move to next level.
SOLID CONTRIBUTOR
May need additional time in current role.
Minimally expresses interest in expanded opportunities.
CORE CONTRIBUTOR
Currently performing up to his/her potential.
Demonstration of competence may be inconsistent
Does not exhibit interest in additional responsibility or leadership role
POTENTIAL STAR
Seeks opportunities for improvement.
DEVELOPING CONTRIBUTOR
Below Performance/ Growth Potential
May not be in the position long enough to adequately demonstrate his/her technical abilities, or may have lost pace with changes in the institution.
Has potential to improve.
Below Performance/ Mastery Potential
Consistently underperforms in his/her role or may be in wrong job.
Questions about his/her ability to succeed in the current role long-term.
Having trouble keeping up with the demands of the current role.
Infrequently demonstrates UKZN values and willing to take on additional responsibility.
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PERFORMANCE-POTENTIAL MATRIX TEMPLATE
Name of College/ Division: Date: ……………………………………………………………………………………………………………………………...................... School/ Dept: Line Manager: …………………………………………………………………………………………………………………………………………..... Talent Pathway (Leadership or Specialist): Level: …………………………………………………………………………………………………………………………………………….
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LEVEL OF POTENTIAL DESCRIPTION
TURN POTENTIAL
Can be promoted to the next level within 0 - 1 year. Displays capacity and agility at the next level.
o Delivers results greater than the current level
o Demonstrates key competencies for the next level
o Aspires to higher level roles, challenges and opportunities
o Regularly works at building new skills and abilities of next level
GROWTH POTENTIAL
Can be promoted to bigger jobs at the same level within 2-3yrs. Displays capacity and agility to do more.
o Adds new skills when the job calls for it
o Delivers great results for the current level
o Aspires to greater challenges but at the same level
o Occasionally demonstrates ability that is high for current level
MASTERY POTENTIAL Demonstrate mastery at the current level and active in upgrading and updating competencies needed for this level.
o Exhibits acceptable capacity for the current level
o Delivers good results for the current level; remains updated
o Keeps current skills sharp and is focused primarily on current level
o Aspires to similar roles at current level vs. assuming bigger challenges
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ANNEXURE F : TALENT DEVELOPMENT AND ENGAGEMENT QUESTIONS (*Note- the colour shading corresponds to the colours on the P-P Matrix)
TALENT
ATTRACT, ENGAGE AND RETAIN
CRITICAL TALENT o Are we doing everything we can to attract these employees in line with our goal to be ‘an
institution of choice for staff’
o Are we doing everything we can to keep these employees engaged and satisfied through exposure to challenging tasks, key projects and/or strategic initiatives; communicating the value these employees add to our institution; coaching or mentoring these employees, accelerating their development and reward for performance?
KEY STABILISERS
o Are we investing in the growth of these employees so we can increase their capabilities, keep them energized and retain them in the long run and possibly move these employees to CRITICAL TALENT?
o Do we communicate the value these employees add through feedback, giving them more responsibilities to showcase skills and talents, providing opportunities to coach, train other employees?
POTENTIAL CONTRIBUTORS
o As per our performance management process, are we clear why these employees are poor performers and whether they have performed in the past?
o Have these employees been given adequate support (coaching, training, resources, etc.) to succeed?
o Do we have a specific plan in place (including next steps and timeframes) to make changes regarding the poor performers?
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TALENT IDENTIFICATION
Performance Review & Talent Discussion Performance Discussion - assess & rate performance include 360 degrees assessment
Talent Discussion – determine potential level (turn, growth or mastery) i.e. performance + willingness and drive to move to next level of leadership/ specialisation
Assess level of work i.e. leadership/ specialist level specific deliverables demonstrated as per talent capability framework.
COMPETENCY ASSESSMENT: LEARNING POTENTIAL; LEVEL OF WORK AND PERSONALITY.
TALENT REVIEW
Talent Planning Prepare a School/ Department/ College / Division Talent Plan
Confirm bench strength & depth
Proposed Development Programmes
Review Critical Skills Shortages at all levels
Review proposed College/ Division Talent Plans
University-wide Talent Forum to consolidate Institutional Talent Plan
TALENT DEVELOPMENT
PLOT ON PERFORMANCE-POTENTIAL MATRIX (PP Matrix)
Line Manager discusses the PP Matrix with employee and plots them
Line Manager consolidates PP Matrix reflecting all his staff in terms of leadership / specialisation talent pools
ASSESS, DEVELOP & MONITOR
TALENT MAPPING
KEY STABILISER
CRITICAL TALENT
POTENTIAL CONTRIBUTOR