Performance Management

Performance management for early-career researchers (postdocs are classified as “trainees” in Penn State policy) involves regular informal “check-ins” to mutually assess progress, provide constructive feedback, and set or adjust goals as needed. Continuous improvement is always the goal, supported in conversation consistent with the Penn State University values of integrity, respect, responsibility, discovery, excellence, and community. When in doubt, conversations can be framed according to these values. A focus on performance management ensures that postdocs receive the guidance and support needed to excel in research.

The Office of Postdoctoral Affairs recommends an annual review process. This is an opportunity for mentors and postdocs to discuss achievements, identify areas for improvement, and realign on goals for the coming year. The process emphasizes continuous development, clear communication, and mutual understanding of expectations. Annual reviews are a standard “best practice” in most organizations, institutions, and companies the postdoc will work at in the future.

Postdocs are encouraged to proactively reach out to faculty mentors to clarify expectations, get feedback on their progress, and seek coaching and advice on development.

Core Competences:

The National Postdoctoral Association has identified six core competencies to be used as the basis of postdocs’ self-evaluation and faculty mentors’ training recommendations:

• Discipline-specific conceptual knowledge
• Research skill development
• Communication skills
• Professionalism
• Leadership and management skills
• Responsible conduct of research

Writing a Plan for Improvement (PFI) for Postdocs:

When performance concerns arise, faculty mentors should address these issues promptly, constructively, and with care by creating a Plan for Improvement. A PFI is a structured document that outlines specific areas of concern, establishes clear steps for improvement, and sets measurable outcomes to guide the postdoc towards progress.

Writing a PFI involves identifying the competencies or performance factors that require improvement, such as research productivity, adherence to project timelines, communication skills, or professional behavior. The PFI should include a timeline for when improvements are expected, along with detailed steps the postdoc can take to address the concerns. Outcomes should be clearly specified so that both the mentor and the postdoc can measure progress over time. A PFI is not merely a corrective measure but an opportunity to realign the postdoc’s performance with shared goals related to research and career development.

Principles to Keep in Mind When Writing a PFI:

• Clearly define the areas of concern with specific examples.
• Ensure that the PFI is collaborative, incorporating the postdoc’s input.
• Set realistic and achievable goals that align with the postdoc’s role and responsibilities.
• Outline concrete steps that the postdoc can take to address each area of concern.
• Establish a timeline for improvement with regular checkpoints.
• Specify measurable outcomes to assess progress.
• Focus on supporting the postdoc’s development rather than merely addressing deficiencies.
• Maintain a tone of encouragement and support throughout the document.
• Document any resources or training that will be provided to assist in the improvement process.
• Ensure sensitivity in handling the PFI.
• Schedule regular follow-up meetings to review progress and make adjustments.
• Obtain signatures from the postdoc, faculty mentor, and, if applicable, the department chair to formalize the plan.

These principles will help ensure that the PFI is a constructive tool for supporting postdocs in overcoming performance challenges and achieving success.

Templates:

Please note that specific forms and detailed guidelines for the performance management of postdocs are in development and will be made available at a later date. If you have preferences or contributions for this process, please email ideas to: postdoc@psu.edu.