Transcript Document

Making the most of the
Performance Evaluation Process
2009
Discussion Outline
• Overview of Performance Evaluation Process and
2009 Changes
• Documentation
• Measuring Job Performance
• Setting Goals
• The Evaluation Meeting
Components of an Effective Performance
Management Process
• Connects individual performance to SU’s Mission, Vision,
Values and Strategic Initiatives
• Measures and Recognizes Individual Performance and
Contributions
• Promotes Professional Excellence and Professional
Development
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
1. Professional Competencies linked to Mission, Vision and
Values
2. Option of Narrative or Structured Format
3. Employee Reflection Questions related to Supervisor &
Dept. suggestions/ assistance
4. Refined Goals Section
5. 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 For Evaluations
Information Gathering
• Notes from on-going meetings, assignments,
observations, reflections during the year
• Job Description
• Individual’s Resume
• Previous Performance Evaluation and projects, goals
• Feedback from students/customers, co-workers, others
• Letters of appreciation, accomplishment, planning
meetings, performance discussions, professional
development programs attended
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 sentences to describe person’s behavior and
how it compares to the job expectations/requirements.
• Describe the impact of his or her behavior on the job,
students, colleagues, department, the university.
• Explain clearly the behavior/results that you expect going
forward.
• Try writing with an active voice that clearly assigns
ownership.
Objective and Valuable Documentation
• Accurate
Objective facts, records, and incidents
• Time Appropriate Events or incidents should have taken
place within the evaluation period
• Behavioral Address what someone does, rather than his
or her thoughts or beliefs
• Consistent Use similar information and level of detail for
each person evaluated
• Complete Include sufficient details and specific
examples to back up conclusions on performance.
Overall Performance Rating and
Revised Rating Scale
• The scale of 1-5 is used with specific definitions for each
point on the scale.
• Consistency between ratings and comments on
performance, professional development and succession
plans/recommendations.
• Use whole numbers when rating a specific job
performance area or overall performance.
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.
• Similar to me: Evaluating more favorably those who are
similar to the rater
• Favoritism: Evaluating friends higher than other
employees.
What’s the harm in a bit of
“evaluation inflation”?
• Impacts the person being evaluated: loss of full potential,
professional development, motivation
• Impacts the work group: communicates that people are
not held fully accountable or that there is preferential
treatment
• Impacts you as a manager: effectiveness, management
decisions
• Impacts overall performance of work group, department,
divisions, the university
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
Work with Employee on New Performance
Goals and Action Plans
• Agree on measurable, doable goals for the coming year.
• Ask the employee for an action plan to achieve them and
a date you would like it; offer suggestions as needed.
• Set a timetable for the action plan and for reviewing
progress.
Close the Meeting on a Positive Note
• Review the key points
• Assure the employee that you want to work together to
help continue his or her development
• Summarize agreed-on actions you will both take –
including writing of goals and their due dates
• Ask the employee to sign the evaluation form
Next Steps in the
Performance Management Process
Yes, it’s a Process
• Managing people means involvement in individual’s
work performance and professional development
• Document on-going observations of performance
• Communicate your observations with the employee don’t wait for the performance appraisal!
• Feedback on improvement areas and goals
• Department needs and expectations
• Professional Development opportunities
• Recognition of progress and contributions
Professional Development Process
New Position,
Job Expansion
Individual’s Job
Requirements
and
Expectations
Performance
Evaluation
based on Newly
Acquired Skills
Professional
Development
Plan
Implementation
Performance
Evaluation
Articulation of
Professional
Development
Need
Components of an Effective Performance
Management Process
• Connects individual performance to SU’s Mission, Vision,
Values and Strategic Initiatives
• Measures and Recognizes Individual Performance and
Contributions
• Promotes Professional Excellence and Professional
Development