Making the most of the Performance Evaluation Process 2009

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

Components of an Effective Performance Management Process Connects individual performance to SU’s Mission, Vision, Values and Strategic Initiatives Measures and Recognizes Individual Performance and Contributions Promotes Professional Excellence and Professional Development

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

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

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

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

2009 Enhancements 1.Professional Competencies linked to Mission, Vision and Values 2.Option of Narrative or Structured Format 3.Employee Reflection Questions related to Supervisor & Dept. suggestions/ assistance 4.Refined Goals Section 5.Overall Performance Rating

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

Preparing For Evaluations Information Gathering Notes from on-going meetings, assignments, observations, reflections during the year Job Description Individual’s Resume Previous Performance Evaluation and projects, goals Feedback from students/customers, co-workers, others Letters of appreciation, accomplishment, planning meetings, performance discussions, professional development programs attended

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 sentences to describe person’s behavior and how it compares to the job expectations/requirements. Describe the impact of his or her behavior on the job, students, colleagues, department, the university. Explain clearly the behavior/results that you expect going forward. Try writing with an active voice that clearly assigns ownership.

Objective and Valuable Documentation AccurateObjective facts, records, and incidents Time AppropriateEvents or incidents should have taken place within the evaluation period BehavioralAddress what someone does, rather than his or her thoughts or beliefs Consistent Use similar information and level of detail for each person evaluated CompleteInclude sufficient details and specific examples to back up conclusions on performance.

Overall Performance Rating and Revised Rating Scale The scale of 1-5 is used with specific definitions for each point on the scale. Consistency between ratings and comments on performance, professional development and succession plans/recommendations. Use whole numbers when rating a specific job performance area or overall performance.

Performance Ratings- revised for 2009 Not Acceptable Performance Performance Needs Development Consistent Performance Exceptional Performance Superior Performance 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.

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. Similar to me: Evaluating more favorably those who are similar to the rater Favoritism: Evaluating friends higher than other employees.

What’s the harm in a bit of “evaluation inflation”? Impacts the person being evaluated: loss of full potential, professional development, motivation Impacts the work group: communicates that people are not held fully accountable or that there is preferential treatment Impacts you as a manager: effectiveness, management decisions Impacts overall performance of work group, department, divisions, the university

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

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, Become work group MS Word expert by attending at least 15 hours of training and provide a mini-training session for co-workers.

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.

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?

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

The Five Levels of Listening 1.Listening to UNDERSTAND 2.Listening for APPLICATION 3.Listening to TELL MY STORY 4.Listening for JUDGMENT 5.NOT Listening

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

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

Work with Employee on New Performance Goals and Action Plans Agree on measurable, doable goals for the coming year. Ask the employee for an action plan to achieve them and a date you would like it; offer suggestions as needed. Set a timetable for the action plan and for reviewing progress.

Close the Meeting on a Positive Note Review the key points Assure the employee that you want to work together to help continue his or her development Summarize agreed-on actions you will both take – including writing of goals and their due dates Ask the employee to sign the evaluation form

Next Steps in the Performance Management Process Yes, it’s a Process Managing people means involvement in individual’s work performance and professional development Document on-going observations of performance Communicate your observations with the employee - don’t wait for the performance appraisal! Feedback on improvement areas and goals Department needs and expectations Professional Development opportunities Recognition of progress and contributions

Professional Development Process Individual’s Job Requirements and Expectations Performance Evaluation Articulation of Professional Development Need Professional Development Plan Implementation Performance Evaluation based on Newly Acquired Skills New Position, Job Expansion

Components of an Effective Performance Management Process Connects individual performance to SU’s Mission, Vision, Values and Strategic Initiatives Measures and Recognizes Individual Performance and Contributions Promotes Professional Excellence and Professional Development