ONBOARDING, PERFORMANCE & MENTORSHIP

1/16/20

Onboarding, Performance & Mentorship have been merged into PAW Health’s Education System to assist individuals in maintaining a growth mindset.

The foundation of the Education System is built upon FOUR consecutive TIERS, which engages open and honest communication to generate a path towards professional development. This communication is crucial for the maintenance of a positive clinic culture and for the success of each individual within the team.

The goal of the Education System is to deliberately identify opportunities for growth, fulfillment and shared purpose.

Listed below are the tools of the Education System, which help identify, guide and implement proven solutions.

1. INTERESTS LIST – “CLARITY” This tool has the widest scope within the Education System as it helps guide long-term goals.

This tool can be utilized at any time by mentees or employees, but is a greater focus as individuals approach TIER IV.

The goal is for individuals to express their professional interests and maintain enthusiasm while performing duties within their roles.

2. SKILLS RUBRIC – “COMPETENCY” This tool narrows the scope to guide medium-term goals by creating an objective platform to assist in performance.

This tool can be utilized at any time by mentees or employees, but is a greater focus as individuals approach TIER III.

The SKILLS RUBRIC is separated into multiple sections that emphasize the importance of cultural responsibilities, universal skills, and more specific role responsibilities.

3. 5:15 REPORTS – “EFFICIENCY” This tool narrows the scope to guide short-term goals by identifying accomplishments, failures, strengths, weaknesses, pending projects, completed tasks, and barriers for success.

This tool can be utilized at any time by mentees or employees, but this tool is particularly useful when a role does not have a specific SKILLS RUBRIC and week-to-week project management is necessary.

4. STAR CHART – “REALITY” This tool has the most narrowed scope to deliberately engage in-the-moment accountability.

With 6 Key Variables, the STAR CHART provides context to help establish SHARED REALITY when individuals are faced with challenges or barriers to growth.

This tool can help avoid interpersonal conflict by ensuring that challenges are handled in a professional and objective manner. Whether it is used daily within the clinic setting, during Case Reviews or during After Action Reports, this tool stops individuals from focusing on the “what, how and when” of the conflict, and start focusing on identifying variables which support individual growth.

3/19/20

PERFORMANCE This attribute is rated according to the Tier III Growth Plan Process & Skills Rubric on the following variables:

• Role Effectiveness • Core Value Alignment • Time Allocation & Usage

POTENTIAL This attribute is rated according to the Tier IV Professional Advancement Guidelines for the following:

• Individual Advancement • Industrial Advancement

STAR PLAYER

HIGH PERFORMANCE | HIGH POTENTIAL • STAR PLAYERS perform at high level within their skill set • STAR PLAYERS have a high potential for advancement • STAR PLAYERS are always FULFILLED with their roles STAR PLAYERS execute exceptional performance and show ongoing initiative to better themselves, better their team, or better the industry.

BACK BONE

HIGH PERFORMANCE | LOW POTENTIAL • BACK BONES perform at high level within their growth plan • BACK BONES struggle with the potential of Professional Advancement • FULFILLED BACK BONES are the foundation of the team • UNFULFILLED BACK BONES fall to ICEBERG Often going unnoticed, FULFILLED BACK BONES are the most valuable individuals within the team. However, FULFILLED BACK BONES will become ICEBERGS if administration places barriers preventing FULFILLED BACK BONES from seeking Professional Advancement; or if failed administrative policies remove FULFILLMENT.

PROBLEM CHILD

LOW PERFORMANCE | HIGH POTENTIAL • A PROBLEM CHILD struggle with performance • A PROBLEM CHILD has a high potential for Professional Advancement • FULFILLED PROBLEM CHILDREN are the rising stars • UNFULFILLED PROBLEM CHILDREN fall to ICEBERG Every new-hire is a PROBLEM CHILD, as performance has not yet been established. FULFILLED PROBLEM CHILDREN will rise to STAR PLAYERS if they engage a sense of shared purpose. Without purpose, they will rapidly lose FULFILLMENT, and rapidly fall to ICEBERG.

ICEBERG

LOW PERFORMANCE | LOW POTENTIAL • An ICEBERG struggles with performance • An ICEBERG struggles with the potential of Professional Advancement • ICEBERGS are never FULFILLED with their roles An ICEBERG will sink even the mightiest of ships. These individuals will affect the performance and potential of other team members, and focus on serving themselves instead of serving the patient.

3/19/20

CONSISTENCY This attribute is an assessment of reliability in:

• Operational Policy • Role Procedures & Responsibilities • Maintenance of Core Values

CLARITY This attribute is an assessment of understanding in:

• Operational Policy • Role Procedures & Responsibilities • Maintenance of Core Values

STAR LEADER

HIGH CONSISTENCY | HIGH CLARITY • STAR LEADERS show highly consistent procedural execution • STAR LEADERS exhibit a high level of procedural understanding STAR LEADERS are ready, willing, and able to consistently execute the policies and procedures necessary to lead a highly functional team. STAR LEADERS also have the clarity to know why it is important to maintain policies and procedures.

SYSTEM FAILURES

HIGH CONSISTENCY | LOW CLARITY • SYSTEM FAILURES show highly consistent procedural execution • SYSTEM FAILURES struggle with procedural understanding SYSTEM FAILURES are individuals consistent in their performance, but may execute tasks for the wrong reasons. SYSTEM FAILURES have a tendency for practical thinking, and struggle with the interconnectedness of all tasks. SYSTEM FAILURES will often identify issues within administrative process, that require administrative solutions or changes in policy.

PROCEDURAL FAILURES

LOW CONSISTENCY | HIGH CLARITY • PROCEDURAL FAILURES struggle with consistent execution • PROCEDURAL FAILURES exhibit a high level of understanding PROCEDURAL FAILURES are individuals who are ready to execute policies and procedures; understand why the tasks need to be executed; but they are unable to execute without reminders or re-training. PROCEDURAL FAILURES can be reluctant or unable to identify issues within themselves, which require individual solutions.

GLOBAL FAILURES

LOW CONSISTENCY | LOW CLARITY • GLOBAL FAILURES struggle with consistent execution • GLOBAL FAILURES struggle with procedural understanding GLOBAL FAILURES don’t know what they’re doing, or why they’re doing it. GLOBAL FAILURES are particularly detrimental if coupled with a low potential for improvement (ICEBERG/PROBLEM CHILD).

3/19/20

CONFIDENCE A self-perceived attribute, this is a function of one’s:

• Assurance in their own abilities • Trust in their own ability to execute

effectively • Conviction to perform in the face of doubt

COMPETENCE This attribute is a one’s actual ability to:

• Effectively execute policies & procedures • Minimize doubt through successful

execution

STAR MENTOR

HIGH CONFIDENCE | HIGH COMPETENCE • STAR MENTORS exhibit a high level of confidence in their abilities • STAR MENTORS are highly successful in executing their abilities STAR MENTORS know they can do the job, and do the job well. Whether they actively or passively guide others, STAR MENTORS often become the standard to which others aspire.

ROLE RISKS

HIGH CONFIDENCE | LOW COMPETENCE • ROLE RISKS exhibit a high level of confidence in their abilities • ROLE RISKS struggle with successfully executing their abilities ROLE RISKS can be very dangerous, because they’ll often think highly of their own skill set, but lack the vision of their own shortcomings. In a clinical setting, ROLE RISKS are detrimental to patient care. In an administrative setting, ROLL RISKS perpetuate inefficient process.

CULTURAL RISKS

LOW CONFIDENCE | HIGH COMPETENCE • CULTURAL RISKS struggle with confidence in their abilities • CULTURAL RISKS are highly successful in executing their abilities CULTURAL RISKS are effective in their skill set, but have lost all self-worth. CULTURAL RISKS are often quick to self-victimize, consider themselves imposters, and are unable to execute self-forgiveness. CULTURAL RISKS will increase confidence when exercising a growth mindset within a supportive environment.

GLOBAL RISKS

LOW CONFIDENCE | LOW COMPETENCE • GLOBAL RISKS struggle with confidence in their abilities • GLOBAL RISKS struggle with successfully executing their abilities GLOBAL RISKS have no confidence in their ability to execute a task, and self-fulfill that lack of confidence by also unsuccessfully executing the task. GLOBAL RISKS often have innate barriers preventing a growth mindset, and will often interpret failure as a reprimand rather than an opportunity for growth.

ONBOARDING, PERFORMANCE & MENTORSHIP

8/28/19

TIER I ONBOARDING

During the ONBOARDING PROCESS, all individuals will work directly with the Senior Accountability Officer (SAO), who may also choose to pair the individual with a senior staff member.

1. OPERATIONAL ONBOARDING • Review, comprehension and execution of legal paperwork • An introduction to the computer systems, practice management software, and paper-light processes • Exposure to the functional efficiency of clinical practice

2. CULTURAL ONBOARDING • Examination of PAW’s Industry Overview • Complete review and understanding of PAW’s Culture & Core Values

3. ROLE ONBOARDING • A more specific overview of each individual’s responsibilities within the team • Evaluation of integrated team responsibilities • Introduction to SKILLS RUBRIC and INTERSTS LIST

• All employees are required to complete 40 hours of

ONBOARDING before starting any other job role within PAW

• At the end of the ONBOARDING, all employees meet with the SAO to review their SKILLS RUBRIC and INTERESTS LIST

• Tier I mentees may range from pre-veterinary, pre-clinical, pre-graduate students looking to gain exposure to develop their individual INTERESTS LIST.

• During short spans of visitation (0-2 weeks), Tier I mentees are seeking a broad understanding of the veterinary industry, to understand expectations within their career path, and experience healthy clinic culture.

• This also includes a look forward into career planning and ensuring that mentees understand their paths to potential success and advancement within the industry.

ONBOARDING, PERFORMANCE & MENTORSHIP

8/28/19

TIER II BASIC TRAINING

During the BASIC TRAINING PROCESS, all individuals are integrated into the team as working employees.

1. UNIVERSAL TRAINING • Mastery of skills necessary to maintain efficiency within clinic process and procedure • Identify opportunities to experience, learn and uphold core vales

2. ROLE TRAINING • Mastery of skills necessary to complete responsibilities listed within each individuals job or role description • Objective maintenance of one’s SKILLS RUBRIC

• Administratively the combination of ONBOARDING and

BASIC TRAINING are referred to as an employee’s Introductory Period, which spans the first 90 days of employment.

• The Introductory Period provides employees with the time necessary to determine if a career within PAW is suitable

• The Introductory Period provides administrators with the time necessary to evaluate the employee’s compatibility and performance within their position

• At the end of the Introductory Period, all employees meet with the SAO to receive their first Performance Review and to review the SKILLS RUBRIC

• Tier II mentees are typically professional students gaining job-ready skills before entering into the clinical phase of a university curriculum.

• Tier II mentees are provided extended-duration training opportunities (1-3 months) to acquire the skills necessary to be a high functioning member of a clinic team through completion of the SKILLS RUBRIC

• This engagement also includes exposure into specific interest categories as driven by each mentee’s INTERESTS LIST.

ONBOARDING, PERFORMANCE & MENTORSHIP

8/28/19

TIER III GROWTH PLAN

During the GROWTH PLAN PROCESS, all individuals undergo both verbal and written PERFORMANCE REVIEWS to provide an objective gauge of on-the-job effectiveness and the individual’s alignment with CORE VALUES.

These PERFORMANCE REVIEWS isolate areas of improvement, identify career development opportunities, and establish guidelines for the PERFORMANCE GROWTH PLAN.

During the PERFORMANCE REVIEW, employees are assessed in three key areas:

1. ROLE EFFECTIVENESS • Utilization of the SKILLS RUBRIC to assess how well duties have been performed

2. CORE VALUE ALIGNMENT • An assessment of an individual’s ability to operate within PAW’S CULTURE & CORE VALUES

3. TIME ALLOCATION & USAGE • An assessment of an individual’s time spent performing their duties with an emphasis on efficiency and accuracy

• PERFORMANCE REVIEWS are conducted at the

completion of the Introductory Period and then twice per year thereafter.

• If deemed necessary by the SAO or the Chief Clinical Officer, a PERFORMANCE REVIEW may be completed at any time or frequency

• Employees may disagree with the outcome of any PERFORMANCE REVIEW, but are expected to prepare written objective with case examples to strengthen their position

• Tier III mentees are pre-graduate professional students gaining job-ready skills who have entered into the clinical phase of a university curriculum (“externs”).

• Tier III mentees are provided training guidelines as set forth by the university

• Mentees will continue to have the opportunity to master the SKILLS RUBRIC

• Mentees will continue to have exposure into specific interest categories as driven by each mentee’s INTERESTS LIST.

ONBOARDING, PERFORMANCE & MENTORSHIP

8/28/19

TIER IV PROFESSIONAL ADVANCEMENT

During the PROFESSIONAL ADVANCEMENT PROCESS, individuals’ INTERESTS LISTS become a reality as both employees and mentees begin to merge long term professional goals with a GROWTH PLAN.

While the GROWTH PLAN provides the frame work for the mastery of skill, it is PROFESSIONAL ADVANCEMENT that places individuals into their long term career paths.

1. INDIVIDUAL ADVANCEMENT • Individuals choose to focus on their own individual mastery of skill in order to build TRUST, RESPECT, UNITY and

ACCOUNTABILITY within the team through their experience and leadership • Efforts are often focused locally to impact the lives of the entire care team and the community

2. INDUSTRIAL ADVANCEMENT • Individuals choose to focus on replicating the success of TRUST, RESPECT, UNITY, and ACCOUNTABILITY on a

regional and/or national scale • These individuals are dedicated to turning the tide of the veterinary profession through establishment of managerial

infrastructure, ongoing consultation services, and/or capital investment.

• Employees are encouraged to re-evaluate their

INTERESTS LIST on an annual basis • Tier IV mentees are post-graduate students who have

officially entered the work force. • Tier IV mentees may choose to join a mentor’s clinic,

but are encouraged to do so as a TIER I Employee • This Tier for a mentee-mentor is a true test of support

after graduation, especially if a mentee is working from afar.