1. INTERVIEWING SKILLS FOR EFFECTIVE PERFORMANCE APPRAISAL Ministry of Public Health and Sanitation Ministry of Medical Services 1

2. Session Objectives  Discuss requisite skills for conducting effective performance appraisal  Describe strategies for reviewing and evaluating feedback obtained during performance appraisal Session Overview  Interviewing skills  Effective listening and questioning  Interpersonal skills  Feedback skills 2

3. Interviewing Skills for Performance Appraisal  Preparation for the performance appraisal interview  Conducting the performance appraisal interview  Concluding the performance appraisal interview 3

4. BASIS OF PERFORMANCE APPRAISAL DISCUSSIONS (INTERVIEW) 1.Measurement - assessing results and progress against a agreed targets and standards 2.Feedback – Providing individuals with information on how they have been doing 1.Positive reinforcement - emphasising what has been done well, so that it can be done equally well or better in future; try making positive critisms that point to improvement 4

5. 4.Exchange of views - ensure that the discussion involves a free and frank exchange of views about what has been achieved, what needs to be done to achieve more and what individuals think about the work, how they are managed and their future 5. Agreement: jointly coming to an understanding about what must be done by both parties to improve performance, develop knowledge, skills and capabilities and overcome any work problems raised during the discussion 5

6. Preparation for the appraisal review Know the subject matter in the PAS GP247A (2008) and GP247 B performance appraisal instrument. Imagine how the interview will begin and plan how you will respond in each scenario Obtain relevant documents to support the appraisal and select the most appropriate environment When Briefing the Appraisee Establish rapport by building an initial relationship that encourages respect and willingness to participate and persist to the end of the appraisal interview Be courteous, confident, fair and accurate in judgment but also firm Define the objectives of the appraisal and know the appraisee’s profile Decide on who starts the interview Look for common ground to portray the image of a “mutual friend”, a shared interest or anything that makes the appraisee more comfortable 6

7. Conducting the performance Appraisal Interview Group Exercise Group 1 What is listening Suggest strategies for effective listening and questioning when conducting a performance appraisal Group 2 Why are supervisors/appraisee reluctant to give and receive feedback during performance appraisals? Suggest strategies for obtaining and receiving feedback during appraisal 7

8. Listening Skills 8 Listening is an intellectual and emotional process in which you use all resources at hand to understand the meaning of a message.

9. cont……… It is an active process.  Get ready to listen  Show attention through eye contact  Let the appraisee do most of the talking  Encourage self assessment  Be positive, give praise when it is due and criticize constructively  Build credibility and avoid too much repetition  Avoid interruptions  Observe the non-verbal communication.  Reach for facts by asking for elaboration of information given 9

10. Get details on contextual issues that may have influenced individual performance Use an appropriate language and be emphatic if need be Avoid domineering and stereotyping Review the main/high points and let the appraisee know what the supervisor is focusing on NB Listening shows that you value and respect the appraisee Listening encourages continued interaction 10

11. Effective Questioning  Establish the frame of reference  Avoid general, long and ambiguous questions  Do not assume that the appraisee know the answers  Avoid double barreled questions which leave the appraisee unsure of how to respond  Question with the aim of having the individual personally accept their strengths and Weaknesses (areas of improvements)  Discuss strengths and how they can be used more and areas of improvements and how they can be improved  Ask open-ended questions mainly. They collect more information 11

12. Assertive Skills  Way of confronting the unpleasant or difficult issues without getting squashed or squashing the appraisee  Supervisors can negotiate reasonable changes in work targets by stating directly what he/she thinks, feels and wants.  Builds intimacy, solves interpersonal problems, and increases honesty  Gives the supervisors an opportunity to pick up on the appraisee’s view points and continue dialogue Why Feedback  Taps on basic human needs which can be applied to improve/enhance the appraisee’s competencies  Increases the accuracy of appraisals  Provides information that expands the supervisors information about the appraisee  Expands the supervisors range of choices when making decisio ns 12

13. Reluctance towards feedback  Feedback may be based on subjective feelings and the supervisor may be unable to give concrete information if the appraisee questions the basis of feedback  Information on which feedback is based may have a flawed process and the appraisee may not accept  Lack of effective communication and interpersonal skills  Unclear performance objectives, targets and indicators  Lack of meritocracy culture in the organization Strategies for feedback  Provide information that describes behavior and its impact on you (department or section), restrict the feedback to what you know (eg behavior seen and how it has impacted on the appraisal)  Ensure that the appraisee receives feedback and acknowledges the need for it and is willing to give and receive it. 13

14.  Avoid exaggeration and labelling  Speak for yourself and not for others  Acknowledge valid points  Be patient without seeming to press the appraisee for immediate responses  Conduct face to face performance appraisal interviews  Minimize the temptation to get defensive, you may feel it but don’t act it  Take time to think about what has been said; if a response is necessary, tell the appraisee 14

15. The End 15 Performance Management