Transcript Document
2014 IPMA INTERNATIONAL TRAINING CONFERENCE
TRAINING SUPERVISORS IN GIVING MOTIVATING PERFORMANCE EVALUATIONS
PHILIP DEITCHMAN, IPMA- CP DIRECTOR OF HUMAN RESOURCES MD DEPT. OF JUVINILE SERVICES
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WHY TRAIN SUPERVISORS
Help with retention Build moral Help employees succeed Reduce absenteeism Reduce disciplines 2
Purpose of the Evaluation Process
• Goals – Improved Communication Between Supervisors And Employees – Clear Understanding Of Work Expectations – Increased Productivity – Accurate And Objective Appraisals – Accountability At All Levels – Employee and Supervisor Actively Involved In Career Planning – Foster and Build Teamwork – Acknowledge Successes – Learn the employees strengths & weakness – Best way to utilize staff 3
1
st
Step is a Clear Position Description
• The PD is a written description that outlines the
Essential Duties
employee is expected satisfactory manner and
Responsibilities
to perform in the a • The focus of the PD is on the position, regardless of the employee currently in the position • Includes position specific performance standards 4
Essential Functions
• The Fundamental Job Duties Of A Position That If Not Performed, Will Alter The Job • Functions That An Individual Must Be Able To Perform, With Or Without “Reasonable Accommodation” • Discussed With The Employee At The Beginning Of The Evaluation Cycle
Performance Standards
• The Requirements By Which “Satisfactory” Performance Of Essential Job Functions Are Measured • Related To Output And Results Of Work • Objective Standards Of Performance • The “S.M.A.R.T.” Criteria • Discussed With Employee At The Beginning Of The Evaluation Cycle • Describe outcomes for “outstanding” “exceeds” as well as “meets standards” & 6
“S.M.A.R.T.” Standards
• • • • •
S
pecific – defines specific behaviors, outputs and/or results
M
easurable – establishes quantitative and qualitative values or methods to allow objective monitoring
A
ttainable – realistic expectations that can be completed within guidelines
R
elevant – expectations are related to the requirements of the current position and of the customer
Time bound
completed within 4 hours of receipt, with no more than a 5% error rate”) – related to time (e.g., “audit edit reports to be 7
Practical Considerations
• •
Do not rate standards/elements that employee did not have an opportunity to perform.
Consider equipment & resource problems, lack of training, frequent interruptions, other matters outside of employee’s control .
• Pre-approved time away from the job
(sick, personal, annual leave; authorized union duty time; other authorized purposes) will not be considered negatively in rating.
Listening Game
Were you paying attention And following the leader?
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Objectivity Ratings
• • •
Measurable Performance Standards Job-related Behaviors Not Personality Traits
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Objectivity Ratings
• Rating Bias – What is “Bias” in Performance
Expectation?
• Bias is any factor that influences a
rater’s judgment that is not based on the performance requirements of the job (Yancy, 2002).
• What are some evaluation biases? 11
Objectivity Ratings
Rating Biases
– Halo Effect • Positive aspect (one aspect of the job) of employee performance – Horn Effect • Negative aspect of employee performance 12
Objectivity Ratings
•
Rating Biases
–
Restriction of Range Effect
• Leniency • Severity • Central Tendency –
Contrast Effect
• Compares employees to each other –
Frame of Reference Effect
• Compares employee’s performance to supervisor’s own personal standards – First Impression – Regency Bias 13
How to Avoid Rating Biases
• • • • •
Learn, understand and be aware of biases Performance Standards – Specific and Measurable Observe behavior and differentiate job behaviors Document standards and behaviors Not Personal Characteristics
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Listening Game
• Were you eavesdropping ? 15
Active Listening
• What is it? – Difference between hearing and
listening
– You hear thoughts, beliefs, and
emotions
– Concentrate on the speaker – Undivided attention – Open minded 16
Tips for a good listener
• Show that you understand their point • Do not interrupt • Reflect on these statements – Clarity –can you discuss more
about that
– Restate –it sounds like …is that
correct
– Reflect – their feelings 17
Verbal Messaging
• What message did I intend to send • What message did I actually send • What message did the recipient hear • What message did the recipient believe
they heard
• Tone- did the tone actually match the
message
• Pitch – did the pitch actually match the
message
• Vocabulary- did they understand the
words
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Barriers to Effective Communication
• Noise level around you • Presence of other people • Interruptions • Are you defensive toward the
employee?
• Are you belittling to towards
the employee?
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Body Language
• What is your body language really
saying
• Are your words saying one thing and
your body language saying something else
• Hands • Posture • Facial expression • Eye contact • Personal space 20
• How many formal meetings in one
year should a supervisor have with the employee?
– Beginning – Mid – End 21
TIMELINES AND THE EVALUATION PROCESS
• Beginning Cycle Occurs during a new hire’s first meeting with his/her supervisor and shall be done at the conclusion of the end-cycle • Mid-Cycle – In 6 months give an employee a snap shot of their first 6 months and goals of their next 6 months.
– Self-assessment , give employees time to have the assessment returned prior to the evaluation date • End-Cycle – After one year, review set goals, set new goals and give the employee the opportunity to do a self assessment.
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How many hats does a supervisor wear when doing an evaluation?
Supervisor
Coach
Mentor
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Self- Assessment
• Gives employees the
opportunity to “remind” supervisors of accomplishments during the evaluation period
• How does a supervisor use this
information?
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PHASE I: Beginning Cycle PERFORMANCE PLANNING
• Occurs on employees first day on the job • Review the Position Description for the position • Discuss Essential Job Functions and Performance Standards for the position • Discuss the Behavioral Elements used to evaluate the job class and/or position 25
PHASE I: PERFORMANCE PLANNING
• Create an Employee Development Plan • Documents the completion of the performance planning process • What hat is the supervisor wearing 26
PHASE II: MID-CYCLE PERFORMANCE EVALUATION
• Occurs on 6 month anniversary • Evaluate performance based on criteria discussed at the beginning of the cycle • Assign ratings to each area of performance • Encourage employees to complete a self assessment within the 5-day timeframe • Discuss the mid-cycle performance review and the employee’s self-assessment 27
PHASE III: END OF CYCLE EVALUATION
• Occurs on the next End of the year • Encourage completion of “Self-Assessment” • Discuss – Self-assessment and performance review – Overall rating, strengths and weaknesses’ – Developmental needs if appropriate – Future plans – Short and Long-term career goals – Development plan to assist employee in reaching their goals 28
Evaluation Process: Management Preparation
• •
Supervisor prepares preliminary performance appraisal .
Supervisor needs to incorporate the employees assessment in the evaluation
• Appointing Authority should review
appraisal before presented to employee.
•
Why???
Development Plan
- The purpose of the plan is to move the DELTAS to a
positive
- The supervisor is now the coach - The employee with the assistance of the supervisor will
develop the plan.
- Employee must own the plan, it must be their plan - Supervisor needs to assist the employee so they will be
successful
- What hat is the supervisor wearing?? 30
Performance Improvement Plan (PIP)
• Performance not meeting standards • Provide feedback and document • Overall Performance is unsatisfactory • Supervisor’s Responsibility to implement • Failure to improve results within established timeframes results in termination • What hat is the supervisor wearing?
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Role of HR
• Provide guidance to supervisors through the Evaluation process • Ensures fair, accurate and consistent administration of the process • Ensures Evaluations are completed accurately and consistent across the agency • Resolution of Evaluation related inquires and disputes • Conducts PEP training 32
Documentation
• Documenting Performance
Fair, accurate and consistent Identify good, bad and indifferent Written records – Employee Performance Log 33
Documentation
• Feedback
– Three important Principles • Positive, corrective and timely • Should motivate not de-motivate • Documented 34
The Sugar Cookie
• Start with the positive • Discuss Deltas • End with a positive • The employee should leave feeling
positive about them self
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Questions and Answers
Philip Deitchman Director of Human Resources Maryland Dept. of Juvenile Services One Center Plaza 120 W. Fayette Street Rm 246 Baltimore, MD 21201 410.230.3455
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