Transcript HOW TO DO A 360 EVALUATION

HOW TO DO A 360
EVALUATION
Sue Cypert
Associate VP for Human Resources
SLU
MAJOR STEPS IN THE PROCESS
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ESTABLISH WHAT
PREPARE PLAN
GATHER FEEDBACK
ANALYZE, SYNTHESIZE, PREPARE
EVALUATION
PRESENT AND DISCUSS
REDISCUSS, SET GOALS, FINALIZE
STEP ONE
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WHAT? The supervisor and employee
have to agree on WHAT is being
appraised. Will it be interpersonal
qualities? Team contribution? Results?
Qualities such as dependability or
creativity? What issues come up from the
mission of the department or
organization? Are there change issues?
Step One continued
The supervisor and employee:
 Review, revise, and agree on a job description
 Discuss and agree on the prioritization of the
skills, professional abilities, and tasks of the job
 Discuss and agree on the job elements or
performance qualities that are of primary
importance to each of them.
Disagreements, obviously, must be resolved.
STEP TWO
PREPARE PLAN
 The supervisor and employee discuss and agree
on a plan for gathering data, usually with
interviews in-person or by phone, at SLU. The
employee can suggest WHO should be
interviewed but the supervisor can add to the
list and makes the final decision on who to
interview WITHOUT telling the employee – part
of the safeguards provided to those providing
feedback.
STEP THREE
GATHER FEEDBACK
 The employee does a self-evaluation to be given
to the supervisor. This self-evaluation should
describe the extent to which the reviewed staff
member believes he or she has met the goals and
objectives agreed upon the previous year with the
supervisor, or, for the new employee, is meeting
the goals and objectives that were discussed
when the individual was hired. In addition, the
self-evaluation can be a vehicle for bringing
forward issues the staff member would like to
discuss.
Step three continued…
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The supervisor puts the 360 evaluation into action
by conducting interviews. A set of questions that
will be asked in EACH interview should be used by
the supervisor, questions based on the discussion
between the supervisor and the person being
evaluated. These questions should cover the
important elements of the job and the priorities
the supervisor and employee have agreed are
important.
Step three continued
The supervisor may interview, either in person or by telephone, or
contact with a survey:
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all or some of the employee’s direct reports, including hourly
employees
an appropriate group of employees at the same and higher
organizational level with whom the employee has an ongoing working
relationship
representative internal & external customers with whom the employee
regularly works or interacts
other persons – outside consultants or business agents – as identified
by the employee being reviewed or by the supervisor.
Who, and how many, will be surveyed and/or interviewed is a decision
made by the supervisor, who may add to the list without the
employee’s knowledge. This provides a safeguard for those who
provide feedback, as the employee being evaluated doesn’t know
precisely who was contacted.
Step three continued …
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Conducting an interview: The interviewee is provided
with the employee’s job description, the department
and/or organization mission, and other relevant
information, such as the employee’s goals and objectives
or primary areas of interest or concern of the supervisor
and the employee.
It is critical that the supervisor conduct interviews with
an open mind: an interviewer who has already prejudged the employee is not conducting a fair evaluation,
and will hear only what she/he wants to hear. [I didn’t
see it until I believed it.] Also safety for the interviewee
is important: privacy and anonymity are critical to
getting candid feedback.
STEP FOUR
ANALYZE, SYNTHESIZE, PREPARE
EVALUATION
 The supervisor gathers all the feedback
and analyzes. Considering all the
feedback, what s/he considers important,
and issues for the department and
organization, the supervisor prepares a
written evaluation.
STEP FIVE
PRESENT AND DISCUSS
 The supervisor and employee meet [consider all
important context issues – location, time, privacy]
to discuss the evaluation. The evaluation is
prepared to provide anonymity to all those who
provided feedback, but the employee must be
reminded that any searching out or identifying of
those who provided feedback – especially if it will
look like retaliation – must be AVOIDED
ENTIRELY. Employee is asked to think about the
evaluation and a second meeting is set at least 48
hours [but not more than a week if possible] later.
Step Six
REDISCUSS, SET GOALS, FINALIZE
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At the 2nd meeting the employee has the
opportunity to respond to the supervisor. If
the response raises major objections,
rebuttals, or important additional information
a 3rd meeting might have to be scheduled.
At the 2nd or 3rd meeting goals will be set
for future development, and final evaluation
is established. The final evaluation or Notice
of 360 Completion should be sent to HR.
Step six continued
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If the employee has strong feelings about
the evaluation s/he may submit a rebuttal
to be filed with the evaluation. NOTE: the
evaluation is the supervisor’s: it is his/her
duty to provide. The more that the
employee can be part of the process the
better – produces greater acceptance and
ownership – but if there is disagreement it
is the supervisor and his/her evaluation and
goals that are predominant.
Effective and Destructive Feedback
From Jones & Bearley, pgs 13-15
To equip [employees] with effective feedback, we must ensure that
our feedback meets … basic criteria. Feedback that
successfully meets these criteria can be described as:
 Individualized (Daniels, 1989, p. 186).
 Clear and unambiguous. Feedback should be open to only
one interpretation.
 Accurately worded. We should check feedback to assure that
what a recipient hears is what was intended.
 Well presented. In presenting feedback, we should give
recipients the opportunity to ask for clarification of anything they
do not understand about the feedback.
Feedback continued
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Focused on modifiable behavior. A recipient cannot
improve behavior if the behavior is impossible to change.
Goal-directed. The information contained in the feedback
should focus on goals, and the goals should be “bought into”
by the recipient.
Timely. The feedback should center on the recent or current
behavior of the recipient.
Affirming and reinforcing. The feedback should bring to
light, and bolster, the recipient’s strengths.
Sensitive. We should provide feedback that is sensitive to the
recipient’s needs and receptivity.
Feedback continued
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Descriptive. Descriptive feedback is preferable to evaluative
information: “Here’s how you appear” is almost always more
useful than “Here’s how I judge you.”
Specific. Specific information is clearly more useful than
general information: “When you interrupt me while I am
speaking, I tend to become frustrated and angry” is more
useful than “You’re a dominant person.”
Validated. Feedback needs validation, that is, it must be
checked with others in the organization to determine how
extensively the feedback giver’s perceptions are shared by
others.
On the other hand …
Feedback is powerful information and a potent experience. It can
build or break down relationships, and it can mislead as well as
inform. Here are some characteristic elements of destructive
feedback.
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Evaluation and Judgment. For Example, “Your output may
rate 4 on a 5-point scale, but you had better get your act
together when it comes to getting along with people.”
Insensitivity to the recipient’s ability to use the feedback
productively. An example would be giving too much feedback
on results while a person is still learning a new task.
Feedback continued
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Poor timing. For instance, telling the recipient “You really
alienated me by what you did three years ago.”
Labeling. “You’re clearly a Driver” is an example. This is a
type of hard-driving profile used in social-style instruments.
Discounting (“writing the person off as a bad debt”).
Constructive feedback is withheld because of doubts about
the recipient’s ability to change.
Indirect delivery of feedback. For example, telling a third
party about problems with a co-worker rather than confronting
the co-worker.
Feedback continued
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Innuendo. Feedback via innuendo is often
derogatory: “I don’t know what your agenda is, but
I’m sure the team will want to go forward in spite of
it.”
Faint praise. “She’s pretty good – about a 4, I’d
say” is an example.
A focus on the recipient’s intentions. Such
feedback is more concerned about what the
recipient is “up to” than what the recipient can do to
improve his or her organizational position.
IN SUMMARY:
REMEMBER TO HAVE AN ORDERLY PROCESSION
THROUGH THE MAJOR STEPS IN THE PROCESS
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Establish what is important / what will be evaluated
Prepare a plan with the employee’s involvement
Gather feedback, including a self-evaluation and with
safeguards for responders
Analyze, synthesize, prepare an evaluation that is
YOUR document, infused with the feedback from others
Present and discuss
Rediscuss, set goals, finalize
Follow up with evaluators and the employee
Samples
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(1) How to get started
(2) Questions to be used
(3) Email to interviewee
Sample #1:
How to get started
HR memo
 To:
AD
 From:
Sue Cypert
 Re:
360 Performance Review
 xxxx
 Time to get started.
 Step 1: read the attached beige pgs
describing the process
 Step 2: review the attached job description
Sample #1: “Get Started”
Continued
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You and I will then discuss #1 and revise #2 as
needed.
The next step will be your self evaluation and also
a list of suggested interviewees.
You and I will discuss the self eval.
I will begin interviewing [not everyone listed, but a
selection of people you list, and others I may add].
I will prepare a written performance evaluation for
your file which we will discuss.
Sample #2:Questions to be used / HR memo
WHAT AD CONSIDERS IMPORTANT TO ASK IN
HIS REVIEW
 Is he competent and knowledgeable in the xxx area?
 Are you / have you been comfortable with respect to
his competence and trustworthiness?
 Is his response time good? Does he get back to you
in a reasonable and appropriate time?
 With co-workers: is he on time? Are his responses
good and helpful? Does he have the appropriate and
relevant info?
Sample #2: “Questions" Continued
WHAT [supervisor] WILL DO Provide copies of the job description and HR Mission statement.
 Questions will be asked of some of the interviewees listed, not
everyone:
 HR mission – does AD’s work support the mission?
 Did you/ do you feel you are treated with respect?
Professionally?
 How would you evaluate AD in terms of financial competencies
and his responsibilities to the university?
 How would you evaluate AD re management in the area of
xxxx?
 How would you evaluate AD re creativity and innovation with
respect to the area of xxxx?
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Etc…
Sample #3: HR memo to interviewee
HR EMAIL TO AN EXTERNAL CONSULTANT
To:
From:
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XXXX
Sue
Every two years each administrator at SLU is evaluated using the 360 evaluation
process based on interviews. Our evaluation process is described
at http://www.xxxx. As someone who is a critical stakeholder in the xxx area
would you be willing to talk with me regarding AD's review? Your comments will
be for me alone: I synthesize the results so that nothing is identifiable from any
individual.
If you're willing to talk with me copies of AD's job description and
the HR Mission Statement are attached. While we may talk about any
number of issues the following are questions that AD and I have agreed
are definitely important, so your thoughts on these are especially welcome.
Thank you!
sue
[with questions attached]