Shantell Strickland-Davis
Associate Vice President, Organizational Learning & Development Central Piedmont Community College
Seminars
Tuesday 23rd June 2026
Discover: Replacing Performance Reviews with Growth Ownership: How Central Piedmont Is Embedding Continuous Development, Manager Accountability, and Employee-Led Growth
10:50 am
- Replacing outdated, inflated evaluation scores and once a year rating conversations with a continuous Individual Development Plan model that shifts ownership of growth back to employees, aligns development to competency frameworks, and reframes the manager’s role around year-round coaching rather than an annual numerical judgment.
- Elevating performance conversations by training supervisors in courageous conversations, performance coaching, and expectation setting, moving the institution away from “surprise discipline” and toward transparent, consistent, ongoing dialogue that improves clarity, equity, and trust across both staff and faculty groups.
- Early impact signals show stronger satisfaction, higher engagement with development planning, and increased demand from peer colleges to learn the model, positioning Central Piedmont as a sector leader in modern, employee-driven development at a time when community colleges are rethinking talent strategy, retention approaches, and the future of work.
Tuesday 23rd June 2026
Develop: How Can Higher Education Institutions Replace Annual Performance Reviews with Continuous, Employee‑Led Development?
11:10 am
- What risks and resistance typically emerge in higher education when moving away from annual ratings, and how can HR address concerns around fairness, consistency, and accountability across staff and faculty?
- How can Individual Development Plans be aligned to institutional competency frameworks so growth conversations support both employee aspirations and college priorities?
- What capabilities do supervisors need to shift from evaluators to year‑round coaches, particularly in environments with limited management training?
- How can institutions ensure continuous development models reduce “surprise discipline” while still supporting performance management and corrective action when needed?
