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Prepared by SOCCCD Office of Human Resources 8/02 <<<< Performance Evaluations Evaluator Training.

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Presentation on theme: "Prepared by SOCCCD Office of Human Resources 8/02 <<<< Performance Evaluations Evaluator Training."— Presentation transcript:

1 Prepared by SOCCCD Office of Human Resources 8/02 <<<< Performance Evaluations Evaluator Training

2  The Importance of Feedback  Barriers to Effective Feedback  Self-assessment for the Evaluator  What your Employees want to know  Characteristics of Effective Relationships  Communication  Feedback and Coaching Tips  Helping our Employees Succeed << Topics

3 Think back to a situation where a person’s feedback significantly changed your thinking - creating a real “ah-ha,” opened doors for you (figuratively or literally), or told you your behaviors were impacting others. -- What made this feedback memorable? -- What characteristics or qualities did the person exhibit that made you listen to his/her feedback? -- What impact has this piece of feedback or this relationship had on who you are today (personally and/or professionally)? Think back to a situation where a person’s feedback significantly changed your thinking - creating a real “ah-ha,” opened doors for you (figuratively or literally), or told you your behaviors were impacting others. -- What made this feedback memorable? -- What characteristics or qualities did the person exhibit that made you listen to his/her feedback? -- What impact has this piece of feedback or this relationship had on who you are today (personally and/or professionally)? << Remembering an Evaluator

4 << Barriers to Effective Performance Evaluations << Barriers to Effective Performance Evaluations  Evaluating a person’s performance can raise uncomfortable feelings  Evaluator is afraid or dislikes confrontation  Risk of offending the employee  Too busy with other pressing issues  Lack of confidence or practice at writing an effective evaluation  Evaluation form is intimidating – takes too much time to complete

5 << Self-Assessment Coaching Style << Self-Assessment Coaching Style   Do I have difficulty telling someone they “missed the mark” without putting them down?   Do my employees know at least two specific things they can do now to develop and grow as professionals?   Do I have an open door policy?   Do I give timely feedback?   Do they understand exactly what is expected of them?   Do I acknowledge their accomplishments?

6 << Your Employees Want to Know... How What Do What What Four out of five deal with the future! kind of assistance can I expect? is expected of me before the next review period? I have a chance for advancement? can I do to improve? am I doing?

7  High levels of trust  Positive regard and respect  Understanding of each others’ values  Openness  Valuable information exchange and feedback  Opportunities for achievement and learning  Ability and readiness to solve problems  High levels of trust  Positive regard and respect  Understanding of each others’ values  Openness  Valuable information exchange and feedback  Opportunities for achievement and learning  Ability and readiness to solve problems << Empowered Evaluator/Employee Relationships are Characterized by..

8  Caring, concern, trust, open dialogue  Positive Recognition << Create a Culture of Communication

9 Preparing for your meeting with your Employee:  Think about what you want to give and receive from this relationship Meet with your Employee to:  Develop roles, expectations, and tasks  Discuss and agree on confidentiality  Discuss and agree on goals  Set up schedule for future meetings Preparing for your meeting with your Employee:  Think about what you want to give and receive from this relationship Meet with your Employee to:  Develop roles, expectations, and tasks  Discuss and agree on confidentiality  Discuss and agree on goals  Set up schedule for future meetings << Meeting with your Employee

10 << Goal Setting Process Provide guidance and support in development Identify strengths & opportunities for improvement Drives basic expectations Establish goals and identify specific actions to help employee meet goals Skills & Knowledge Strengths & Opportunities Goals & Actions

11 Used to:   Develop a shared understanding of position roles and responsibilities   Communicate the underlying expertise required to be successful in one’s job   Ensure consistency in employee expectations and performance measurement << Knowledge, Skills & Abilities Assessment

12 << Performance Standards Performance Standards should be:   Achievable – employee must be able to control the outcome   Active – describes the desired outcome   Achievable – employee must be able to control the outcome   Active – describes the desired outcome   Measurable – quantity, quality, timeliness   Observable – ability to see it happen and/or identify the effect or outcome   Reliable – criteria established and agreed upon   Measurable – quantity, quality, timeliness   Observable – ability to see it happen and/or identify the effect or outcome   Reliable – criteria established and agreed upon

13 << Supporting Employee Success Supporting career goals and preparing our employees for success in the District How will we accomplish our objective? Performance management system with guidance and tools for:   Expectations Framework   Goal Setting   Expectations Framework   Goal Setting   Counseling/Coaching   Mentoring   Feedback   Counseling/Coaching   Mentoring   Feedback

14 Purpose: To evaluate individual performance relative to skills, knowledge, abilities and achievement of individual goals Purpose: To evaluate individual performance relative to skills, knowledge, abilities and achievement of individual goals << Performance Evaluations The Performance Evaluation

15  Review the Past  Analyze the Present  Plan for the Future << Preparing for the Performance Discussion

16 << Discussing Unsatisfactory Performance  Focus on behavior and performance:  Specify desired changes  Identify desired outcome  Elicit ideas for improvement  Focus on the future - where you want them to go  Put feedback in perspective  Focus on behavior and performance:  Specify desired changes  Identify desired outcome  Elicit ideas for improvement  Focus on the future - where you want them to go  Put feedback in perspective

17  Invited by the recipient  Given with care and attention  Specific and behavioral  Fully expressed  Non-judgmental  Correct and verifiable  Checked and clarified  Well-timed  Invited by the recipient  Given with care and attention  Specific and behavioral  Fully expressed  Non-judgmental  Correct and verifiable  Checked and clarified  Well-timed << To be Effective, Feedback should be..

18 << Effective Coaching   Advise the way you would like to be advised   Talk with - not at your employees   Avoid surprise messages   Offer support, advice, follow-up, action plans   Show respect, empathy and understanding

19 To Improve:  Morale  Productivity  Efficiency  Overall Job Performance  Work Environment To Improve:  Morale  Productivity  Efficiency  Overall Job Performance  Work Environment << Why do all this?

20 SUCCESS << Helping Our Employees Succeed The Evaluator/Employee relationship is a shared dynamic one which creates an environment in which personal growth is possible and imparts new knowledge and insight.

21 Commitment to the Individual: Training Support & Feedback << District Philosophy

22 ? ? ? ? <<<< QUESTIONS? Contact: Office of Human Resources South Orange County Community College District (949)


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