Performance Appraisals

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Transcript Performance Appraisals

Performance Appraisals Student Employees and Staff

HUMAN RESOURCE DEVELOPMENT

ACUI CORE COMPETENCY TRAINING MODULE <>, <>

Developed in 2011 by the ACUI Education Councils

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ACUI Core Competency Human Resource Development

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Performance Appraisals Knowledge required:

• • • Understanding of theories upon which performance appraisals are constructed Knowledge and understanding of performance appraisal instruments and techniques Recognition of performance appraisal benefits and challenges •

Skills and abilities required:

• • • Ability to create written performance appraisals Ability to proactively discuss performance with staff members and establish goals for continued growth and development Ability to utilize performance appraisals to assist with improved employee performance

Developed in 2011 by the ACUI Education Councils

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Presenter Welcome Introduction

Presenter name and background here

to include experience with performance appraisals • • Student employees Full-time staff

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Learning Outcomes – Performance Appraisals

• • • • • Understand common practices in effectively evaluating student employees Identify and adapt common practices in effectively evaluating full-time employees Identify a foundational framework upon which performance appraisals can be constructed Identify performance appraisal instruments and techniques Verbalize performance appraisal benefits and challenges

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Pre-Test: Performance Appraisals

• • • • Name a framework that has historically applied to performance appraisals What are two keys to effectively evaluating a “needs improvement” employee?

How often should employees be evaluated?

What are some standard core rating areas for evaluating student employees?

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Types of Employee Performance Assessments/Appraisals

• • • • • • • • Formal annual performance appraisals Probationary reviews Informal one-to-one review discussions Counseling meetings Observation on the job Skill- or job-related tests Assignment or task followed by poignant review Survey the opinion of others who have working relationships with the individual (360 evals)

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Trends in Performance Evaluation

• • • • Researchers have identified three trends in use of performance appraisals: Methods have undergone substantial evolution with newer methods proving to be more valid measures of performance Number of uses for performance appraisal data has increased Changes such as more training of evaluators and appraisal form revisions are prevalent

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Management by Objectives Theory Framework

• Management By Objectives (MBO) • • • • Popular Consists of setting specific performance goals for each employee Goals may be participative and set by the individual being appraised and his or her supervisor Goals are highly individualistic • Performance appraisals tend to be conducted annually (Ordiorne, 1965)

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Holistic Evaluation of Employees

Overview of Continual/Broad Evaluation Process

• • • • • • • • Formal and informal evaluation starts from Day 1 Clear position expectations & review of position description Orientation training to include how performance is evaluated and finalize performance plan/goals Well organized training program explaining intangible expectations and what makes them successful in role Informal reviews throughout Semi-formal mid-term review of performance plan 360 evaluations, self evaluation, feedback from employee Conduct formal evaluation using reviewer feedback

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Other Holistic Appraisal Ideas

Student Employees

   Union employment is a learning laboratory where positives and needs improvement areas are a focus equally Treat the process like a “real job” practice (don’t buffer reality) Connect goals and achievement to degree program/career goals

Full-Time Employees

   Joint updates to position descriptions, performance goals, evaluation feedback, etc.

No surprises during formal evaluation, build a year of feedback and progress Let employees give feedback on supervisors performance

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Common Appraisal Rating Areas

Student Employee

• • • • • • • • • • Remember, this may be first job so teach them how to have a job using these common standards: Customer service Dependability Work ethic Punctuality Dress code Communication Initiative Technology Job-specific

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Common Appraisal Rating Areas

Full-Time Employee Common Appraisal Areas:

• • • • • • • • • Institution specific Organization/department specific Diversity commitment Customer service Creativity and innovation Teamwork Maintain safe and secure work environment Job knowledge & technical competence Other

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Appraisal Rating Scales

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Benefits of BARS (Behavior Anchored Rating Scales)

Rating scales that add behavioral aspects to traditional rating scales Intended to facilitate more accurate ratings of the target person’s behavior or performance BARS may still suffer from unreliability, leniency bias and lack of discriminant validity between performance dimensions

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Bias for Overrating Performance

Illusory superiority:

• • • Cognitive bias that causes people to Overestimate their positive qualities and abilities Underestimate their negative qualities, relative to others • Reasons raters give higher ratings: • To avoid conflict • • • Ratings systems are too subjective Leniency is in our nature Too personal of a relationship with employee

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Avoiding Overrating Staff

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As a supervisor….

Force yourself to think of specific examples of performance before rating Obtain ratings from reviewer (and use them) Set and evaluate on very specific tangible metrics/goals Don’t rate to be the nice supervisor, rate for performance Use a sliding scale for evaluating all of your staff

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Evaluation Logistics

How the process should work:

• • • • • • • Prepare Inform Venue Layout Introduction Review and measure

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Evaluation Logistics

• • • • • • • Agree on action plan Agree on objectives Agree on support Invite other points or questions Close positively Record main points, agreed action, follow-up Develop a timeline for follow-up

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360-Degree Evaluations

• Involves the employee receiving feedback from other people to include: • • • • • Employee’s peers Up-line managers/execs Subordinate staff, team members Customers Suppliers - Anyone who comes into contact with the employee and has opinions/views/reactions of and to the employee.

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360-Degree Evaluations

• • • • • • Powerful developmental method Does not replace the traditional one-to-one process Augments traditional process and can be used as a stand-alone development method 360 degree appraisals form template - MSWord 360 degree appraisals form template - MSExcel Refer to the 360 degree appraisals guide

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Self-Evaluations

• • • • Assists performance appraiser Validates needs or achievements Orients a joint process of evaluation Usually optional

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Merit-Based Evaluations

 Achieving compensation for:    Given threshold of ratings Given accomplishments Time with company

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Performance Planning & Goal Setting

• • • • • Agreed upon with both appraiser and employee Both responsible for accomplishments Goals should be incremental with differing benchmarks and incremental reviews Goals may include: • • • • employee ideas Appraiser/supervisor ideas Org, dept, institution goals Reviewer goals Should be SMART

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Developing SMART Goals

• • • • • • S pecific M easurable A ttainable R ealistic T imely Full descriptions: http://topachievement.com/smart.html

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Evaluating Star Employees

• • • • • • • Think of succession planning challenges as goals Provide more polish to “good” accomplishments as goal ideas Clearly give specific accolades Give accolades from multiple resources Goals can be to mentor others to excellence Talk about next steps in career and how you can help Challenge them

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Evaluating “Needs Improvement” Employees

• • • • • • • Two-way conversation Ask them to verbalize self evaluation (if needed) Evaluation is a year long process of need identity culminating with formal process Obtain strong reviewer feedback prior to evaluation to support needs Consider setting clearer SMART goals Consider a clearer position description update Be a partner in the improvement

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Using Evaluations for Succession Planning and Career Development

• • Appraisals can be a tool for succession and career planning Succession and career development: • • • Develop goals for being qualified in a next step position within the organization Formalize goals to address holes in experience or education A positive spin on addressing areas of improvement

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General Tips for Evaluating Employees

Be fair Be consistent Use specific examples throughout Set reasonable, attainable, tangible goals Allow for appraisee feedback throughout Do your homework to prepare Other tips: http://smallbusiness.dnb.com/human resources/workforce-management/1385-1.html

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ACUI Student Employee Community of Practice

• One of the best resources is asking your colleagues who are in the same boat! http://www.acui.org/groups/group.aspx?id=5616

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Sample Employee Evaluation Tools

 performance appraisal form sample/template performance appraisal form sample/template

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Post-Test: Performance Appraisals

• • • • Name a framework that has historically applied to performance appraisals.

What are two keys to effectively evaluating a “needs improvement” employee?

How often should employees be evaluated?

What are some standard core rating areas for evaluating student employees?

Developed in 2011 by the ACUI Education Councils

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Thank You! Questions?

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References

Businessballs.com

Organizational Behavior by Talya Bauer, Berrin Erdogan - Adapted by: P. Buckle http://topachievement.com/smart.html

www.acui.org

Management of Human Resources, Gary Dessler Smith & Kendall. (1963). Re translation of expectations: An approach to the construction of unambiguous anchors to rating scales. Journal of Applied Psychology, 47, 149–155. doi:10.1037/h0047060 Schwab, Heneman, & DeCotiis. (1975). Behaviorally anchored rating scales: A review of the literature. Personnel Psychology, 28, 549–562.

Kingstrom & Bass. (1981). A critical analysis of studies comparing behaviorally anchored ratings scales (BARS) and other rating formats. Personnel Psychology, 34, 263– 289. DOI: 10.1111/j.1744-6570.1981.tb00942.x

Flanagan. (1954). The critical incident technique. Psychological Bulletin, 51.

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