1. Making the Most of Your 2009 Performance Evaluation

2. Discussion Outline
Overview of Performance Evaluation Process and 2009 Changes
Documentation
Measuring Job Performance
Setting Goals
The Evaluation Meeting

3. 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

4. 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

5. 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

6. 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

7. 2009 Enhancements
Professional Competencies linked to Mission, Vision and Values
Option of Narrative or Structured Format
Employee Reflection Questions related to Supervisor & Dept. suggestions/ assistance
Refined Goals Section
Overall Performance Rating

8. 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

9. Preparing your Self-Evaluation
Each employee is expected to complete a self evaluation. This is an
opportunity for the employee to review and reflect on his or her past
year at SU.
How do I evaluate myself objectively?
Review your personal performance over the past year.
Assess your performance and accomplishments against your goals.
Identify your accomplishments and achievements. (planned and unplanned)
Identify areas in which you need to develop or improve
Consider your current level of job satisfaction and what’s behind it.
Consider what suggestions you would make to improve and develop your work unit and/or department.

10. Helpful Information Job Description Your Resume/Application
Previous Performance Evaluations, Goals
Feedback from students, colleagues, others
Notes and Letters of Praise/Accomplishment, Performance Meetings, Training Sessions Attended, etc.

11. Suggestions and Ideas Solely for Employee’s Reflection/Comment:
What feedback do you wish to offer your direct supervisor on ways he/she can help you excel in your position and support you in achieving your professional goals?      
What suggestions do you have for your position, work group, department or the university?      

12. 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, straightforward sentences to describe your behavior and how it compares to the job expectations/ requirements.
Describe the impact of your behavior on your job, students, colleagues, department, the university.

13. Performance Ratings- revised for 2009
Not Acceptable Performance
Performance Needs Development
Consistent
Performance
Exceptional Performance
Superior 1 2 3 4 5
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 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.
Consistently meets and sometimes exceeds job requirements. Critical goals are achieved. Results are consistent with those of a fully trained, highly competent employee.
Performance consistently exceeds job requirements and established goals. Unexpected assignments are handled with above average skill.
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.

14. 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.

15. 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

16. 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.

17. 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.

18. 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?

19. 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

20. The Five Levels of Listening
Listening to UNDERSTAND
Listening for APPLICATION
Listening to TELL MY STORY
Listening for JUDGMENT
NOT Listening

21. 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

22. 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

23. Next Steps… Look at your goals regularly
Meet with your supervisor regularly to review your progress
Notice and communicate changes in yourself and others
Give feedback throughout the year
Celebrate your successes
Learn from your mistakes
Keep in mind that this is a process – not an end in and of itself