Making the Most of Your 2009 Performance Evaluation

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

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 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

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 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.

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.

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?      

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.

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.

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.

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, 2009. 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 Listening to UNDERSTAND Listening for APPLICATION Listening to TELL MY STORY Listening for JUDGMENT 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

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