1. Performance Appraisals A formal, structured system of measuring and evaluating an employee’s job related behaviors and outcomes...so that the employee and organization benefit

2. W.E. Demming on Appraisals u “The single biggest problem in American management today is the performance appraisal.” u “The average worker takes 6 months to recover from a performance appraisal.”

3. Appraisal Value u “The appraisal can be a means of conveying praise and positive feedback to the employee: a means of telling the employee that he or she is valued by the agency. The performance appraisal can also focus the employee on areas of his or her performance that may need improvement or more attention.”

4. u Written evaluations. u Easy to understand evaluation forms. u Perform evaluations regularly. u Being candid, but objective. u Telling employees in advance of the review. u Being specific about problems and offer concrete ways to improve. u Having more than one management person review an evaluation. u Gain employee participation by encouraging written responses on the evaluation form. An effective appraisal system includes the following

5. Performance Appraisals an ongoing process that involves several sequential steps u 1. assign duties to employee (job description) u 2. determine criteria for measuring performance l set by self, peers and adm (includes job behaviors, personality traits, productivity outputs and objectives) l can be weighted to reflect importance u 3. Gather information l evaluations by superiors l peer evaluations l other data u 4. Evaluate information gathered u 5. Provide feedback u 6. Make adjustments

6. Components of the appraisal form u Identification l Name of employee u job class, title, etc, l reviewer l time period u Position review l Allows for comparison of instrument/criteria to job description and comment (BLM) u Appraisal Section l Summary (total) l singular factors u critical u incidental u Performance Analysis l signatures and comments from both supv and employee on levels of agreement

7. Gathering appraisal information u Place burden on employee to provide evidence u Evidence might include: l correspondence, conference programs, articles written, programs developed, incident reports u faculty submit student evaluation scores as evidence

8. Cautions u Personality traits have been historically used as criteria. (Leadership, initiative, dependability, attitude, loyalty, enthusiasm) They are important elements in some positions today (park ranger, rec leader, coach). u The problem lies in part in the vague nature of these terms u If you decide or inherit the use of these criteria, ensure that extra measures are taken to explain and define the traits so that vagueness is reduced. u It is probably better to focus on what people do (job behaviors) rather than what people are (personality).

9. Criteria u Job Behaviors and Work Characteristics l examples include: u effectiveness in planning u compliance with instructions u relationship with the public u management of fiscal resources v properly posts prices v does not overrun budget v accurate in cost estimates

10. Criteria u Performance/Outcome related to Objectives l focuses on productivity or output u did the employee offer enough programs, or u write enough articles, or u attract enough visitors, or u conduct frequent enough evaluations, etc.......

11. Do the criteria and methods help in reducing subjectivity ? u hope to set a standard for comparison that is repeatable and reliable u subjectivity relies on feelings or ideas rather than the preferred objectivity, which relies on facts and measurable levels of performance

12. Criteria problems to avoid (continued) u Rate an employee on the following u DEPENDABILITY: Unsatisfactory Satisfactory Outstanding u This is extremely difficult because the term can be interpreted differently as can the levels (e.g. S=satisfactory)

13. Criteria problems to avoid (continued) u Now, rate the same employee, aided by the use of these descriptive statements:

14. Recording information Devices u Rating Scales l degrees from excellent to poor (COLO, BLM) l 3-5 pt scales most popular l Need to use descriptive statements to clarify factors u Weighted Checklist l Select factors from list l those more important are given more weight (2x, 3x) l popular for seasonals u Rankings l employee that best demonstrates a factor gets the highest rating u Critical incident l regular record of work incidents (good and bad) u Essay l requires good writing skills for supervisor u Comparison to pre-set objectives l requires flexibility due to change

15. Techniques worth mentioning u Use of percentages (KDWP) u helps analyze job’s key elements, importance and time required u essay format allows form to be modified to match each person, but requires better writing/assessment skills than guided form(BLM) u Manual explaining appraisal process (BLM) u Uses critical and non-critical factors u manual would help other agencies to standardize method u Multiple sub-criteria (Colorado) u allows for thorough analysis of criteria (9 criteria in management) u Weighted checklist (Colorado) u allows for criteria to be assigned various levels of importance and flexibility to match with various jobs (interpersonal category might be 3x for a ranger and a 1x for research) u 3, 5 or 9 pt scales u smaller 3pt scale (Olathe, KDWP) or 5 pt scale (BLM/COLO) is often preferred as it spreads out employees u 9 pt scale (Jackson CO) seldom used

16. Rating Scales - BLM example u 5=Outstanding performance u 4=Exceeds fully successful performance u 3=Fully successful performance u 2=minimally successful u 1=unacceptable performance u Exceeds “fully successful” for all critical elements, with no lower than a “fully successful” rating on any non critical element. Overall performance is of rare, very high quality, producing an exceptional quantity of work, significantly ahead of established deadlines, with very little supervision. u Exceeds “fully successful performance for most but not all elements and no lower than “fully successful” for all noncritical elements. Overall performance is of unusually good or exceptional quality, producing a high quantity of work ahead of established schedules.... u “Fully successful performance for all critical and non critical elements …performance is of good quality, producing the expected quantity of work on time u “Fully successful” for all critical elements and “less than fully successful “for one or more non critical elements. The performance needs improvement to meet the “fully successful” level. u “Unacceptable” for at least one critical element. When performance is unacceptable, corrective action must be taken consistent with required procedures.

17. 9pt Rating Scale: Jackson Co, Missouri u 0-1 Unsatisfactory u 2-3 Marginal u 4-5 Satisfactory u 6-7 Commendable u 8-9 Exceptional u Poor quality of work; continually makes errors; requires excessive checking and rework u Sometimes careless; inclined to make mistakes; work below acceptable level u Meets minimum requirements of accuracy and neatness; average quality of work; needs normal supervision u Exceeds minimum requirements of accuracy and neatness; very few errors; needs minimal supervision u Consistent high degree of accuracy and neatness; work can be relied upon; seldom needs supervision

18. Suggestions u retreat to a solitary place u give yourself plenty of time u develop a strong, clear rationale for decisions (form should reflect this)

19. The appraisal interview u Once you have completed the form, schedule an interview with each employee l clearly set the objectives of the meeting l try to get the employee to talk about their performance and give feedback.....discuss any differences....if evidence is sufficient change ratings l set mutually agree upon goals for next period