Transcript Document

Making the Most of Your
2009 Performance Evaluation
Discussion Outline
• Overview of Performance Evaluation Process and
2009 Changes
• Documentation
• Measuring Job Performance
• Setting Goals
• The Evaluation Meeting
Connects to Mission, Vision, Values &
Strategic Initiatives
Job Description
Professional Dev.
Individual
Mission, Vision, Initiatives
Policies, Procedures,
Expected Competencies
Department/Division
Mission, Vision and Values
Strategic Initiatives
Policies, Procedures, Expected Competencies
University
Measuring Individual Performance and
Planning for the Future
• Evaluate specific performance elements
• Encourage areas of strength, express appreciation for
contributions
• Identify and communicate areas for improvement, growth
and development
• Discuss action steps and goal setting
• Establish a mutual plan for improving skill areas and job
growth
• Explore professional development, career ambitions/options
Ways that Employees Benefit from
Effective Evaluations
• Recognizes their accomplishments and the skills they
possess that helped them achieve their goals
• Helps them set goals, improve performance and build
opportunities for career development
• Provides a chance to communicate with supervisors about
their goals and performance
• Brings to their attention any areas of job performance
that are not meeting requirements , need improvement
• Encourages them to take responsibility for their own
performance and progress
The Process
• Set date and time for an evaluation meeting
• Prepare for the meeting, including completion of a
performance evaluation form
• Exchange evaluations forms prior to the meeting date
• Meet to review and discuss performance and set forth
plans for the future
• Supervisor and employee finalize evaluation forms, sign
and submit to HR by August 31st
2009 Enhancements
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Professional Competencies linked to Mission, Vision and
Values
Option of Narrative or Structured Format
Employee Reflection Questions related to Supervisor &
Dept. suggestions/ assistance
Refined Goals Section
Overall Performance Rating
Individual Contributions to
SU Mission, Vision and Values
• Care
Attending to and focusing on a high quality experience for our
students/customers
Continually improving quality of work and services provided
• Excellence
Demonstrating proficiency in the essential skills for a position/field of expertise
Expanding job knowledge to meet new needs/requirements
• Leadership, Diversity and Justice
Demonstrating awareness and appreciation of individual differences through
Inclusiveness and collaboration
Possessing integrity and personal accountability
• Faith
Seeking understanding of, and personal connection with, the Jesuit Catholic
ethos as expressed in the way work is performed as well as through community
engagement
Preparing your Self-Evaluation
Each employee is expected to complete a self evaluation. This is an
opportunity for the employee to review and reflect on his or her past
year at SU.
How do I evaluate myself objectively?
• Review your personal performance over the past year.
• Assess your performance and accomplishments against your goals.
• Identify your accomplishments and achievements. (planned and
unplanned)
• Identify areas in which you need to develop or improve
• Consider your current level of job satisfaction and what’s behind it.
• Consider what suggestions you would make to improve and develop
your work unit and/or department.
Helpful Information
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Job Description
Your Resume/Application
Previous Performance Evaluations, Goals
Feedback from students, colleagues, others
Notes and Letters of Praise/Accomplishment,
Performance Meetings, Training Sessions Attended, etc.
Suggestions and Ideas
Solely for Employee’s Reflection/Comment:
• What feedback do you wish to offer your direct
supervisor on ways he/she can help you excel in your
position and support you in achieving your
professional goals?
• What suggestions do you have for your position, work
group, department or the university?
Write Clearly and Concisely
When we deal in generalities,
we shall never succeed.
When we deal in specifics,
we shall rarely have failure.
• Use simple, straightforward sentences to describe your
behavior and how it compares to the job expectations/
requirements.
• Describe the impact of your behavior on your job,
students, colleagues, department, the university.
Performance Ratings- revised for 2009
Not Acceptable
Performance
1
Performance is
consistently below
job expectations. A
corrective action
plan has been or is
being developed to
achieve specific
results. Employee’s
performance will be
review again
according to the
corrective action
plan’s objectives and
timeline.
Performance Needs
Development
2
Performance meets
most of the job
requirements but
requires more than
usual supervisor
follow-up and
direction. Employee
will require
additional education
and coaching from
the supervisor in
order to consistently
meet job
expectations.
Consistent
Performance
3
Consistently meets
and sometimes
exceeds job
requirements.
Critical goals are
achieved. Results
are consistent with
those of a fully
trained, highly
competent
employee.
Exceptional
Performance
4
Performance
consistently exceeds
job requirements
and established
goals. Unexpected
assignments are
handled with above
average skill.
Superior
Performance
5
Performance
consistently far
exceeds the job
requirements.
Rating is reserved
for employees who
demonstrate
extraordinary and
exceptional
accomplishment
throughout the year.
A succession plan
has been or is being
developed with
specific objectives,
development needs
and timeline.
Rating Pitfalls to Avoid
• The Halo Effect: Allowing one good aspect of a person’s
character or performance to influence the entire
evaluation.
• The Horns Effect: Allowing one negative aspect of a
person’s character or performance to influence the entire
evaluation.
• Partial Rating: Basing the rating on the most recent
period of time, not the total evaluation period.
Goal Setting 1 of 3
Goal setting is completed as part of the annual evaluation process.
As you review accomplishments and performance for the previous
period, you also set goals for coming year.
Both the employee and supervisor should agree on the goals.
• What’s a goal?
Specific statements that describe results to be achieved
• What’s a task?
The steps needed to accomplish a goal
• SMART Goals
Specific
Results Oriented
Measurable
Time Bound
Achievable
Goal Setting 2 of 3
Examples of unclear goals:
• Continue to work on cross-training manual.
• Work toward becoming the MS Word expert for your
work group.
Examples of clear goals:
• Create a new cross-training manual by November 15,
2009.
• Become work group MS Word expert by attending at least
15 hours of training and provide a mini-training session
for co-workers.
Goal Setting – 3 of 3
• Goals are to be specific to the person and position. They
identify the aspirations of the individual, the areas in
which the employee wants and/or needs to grow, as well
as identifies the role the individual takes in meeting work
group or departmental goals.
• An individual’s goal(s) connect to the work group or
department goals which connect to the University goals.
Planning for the Evaluation Meeting
Questions for Supervisors and Employees to consider prior
to the evaluation meeting:
• What are the important items you want to discuss at the
meeting?
• Is there one central message or critical point to be
addressed?
• What questions do you have for the meeting?
• What do you want to get out of this meeting?
• How are you feeling going into the meeting? (Anxious,
Excited, Ambivalent, Curious)
• In what ways will you actively contribute to a meaningful,
constructive and productive dialog?
At the Evaluation Meeting
• Make sure the time and place are planned; allow for
enough time; no interruptions; a comfortable setting.
• Be prepared. Know your goals for the meeting, have
examples ready.
• Listen. To have a full picture, you need the other person’s
perspective.
• Be candid—get to the point.
• Be constructive in feedback
The Five Levels of Listening
1.
Listening to UNDERSTAND
2.
Listening for APPLICATION
3.
Listening to TELL MY STORY
4.
Listening for JUDGMENT
5.
NOT Listening
Giving Constructive Feedback
Constructive Feedback is:
•descriptive of behavior and impact
•specific not general
•directed at behavior that can be changed
•interactive to ensure clear communication
•stated in the first person to assign responsibility
•based on observed behavior
•balanced
Receiving Feedback
•Breathe!
Full breaths help the body to relax and the brain to focus
•Listen Actively to understand the other’s perspective
paraphrase and ask questions to make sure you are
accurately receiving the intended message
•Take time to absorb what you heard
•Take responsibility for your actions and behavior
•Focus on the whole message, not just one or two aspects
Next Steps…
• Look at your goals regularly
• Meet with your supervisor regularly to review your
progress
• Notice and communicate changes in yourself and others
• Give feedback throughout the year
• Celebrate your successes
• Learn from your mistakes
• Keep in mind that this is a process – not an end in and of
itself