1. April 24, 2013
EVALUATION TRAINING
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B A D S

2. Annual Performance Evaluations
Policy: Each year every full-time employee and every part-time regular employee of the college shall be evaluated for his or her performance within his or her employment contract, job description and specific work assignments.   
Expected Outcomes from Effective Performance Evaluations:
· Improve communication between supervisor and employee
·  Identify strengths and weaknesses for employee’s personal growth
·  Provide for quality control
·  Create a sense of equity in expectations across the unit
·  Allow for an on-going evaluation
·  Enable career development
·  Provide feedback for reinforcing good performance
·  Provide an opportunity to adjust goals and workload as needed
·  Communicate clear expectations/objectives at all levels
Think about experiences with performance evaluations of your work.
Think about experiences with evaluating other’s performance.

3. Evaluation Timeline Evaluation Training April
Employees submit self-assessment to supervisors
by May 15
Supervisors:
May 15-31
·    Prepare evaluations with employee input from the self-assessment
·    Schedule evals for each direct report according to deadline charts
Evaluations completed and FY14 goal setting finalized
June
Second-Line Supervisors review departmental goals
All completed evaluations submitted to HR for scanning to HR Portales
July 5-15
Supervisors collect and give feedback (ON-GOING)
July 1–June 30
Mid-year Check-up:
January
Review and update campus, departmental and individual goals

4. Overview - Evaluation Process
Employee & First-Level Supervisor · The supervisor reviews the employee’s self-assessment and incorporates this written feedback into the evaluation the supervisor is preparing. · Following the discussion, the supervisor will adjust, if necessary, the written evaluation to the employee for review and signature by both, with a copy to be retained by each. · In addition, the supervisor and employee will set performance expectations for the coming performance evaluation period, and both will keep a copy for their reference throughout the year. First-Level Supervisor & Second-Level Supervisor · The current year’s signed evaluation form will be forwarded to the second-level supervisor for review. · Following the first-level supervisor’s evaluation, the completed form will be forwarded to The Office of Human Resources by the second-level supervisor to be placed in the employee's personnel file. Second-Level Supervisor Procedure · Review the entire department’s evaluations at one time to prepare for the first-level supervisor’s evaluation as a supervisor. · During the first-level supervisor’s evaluation, pose the following questions: 1. What accomplishments did the department make as a whole in the past year? 2. What are the professional development needs of the department, as a whole and individually? 3. What are the departmental goals for the upcoming year? How can I help you achieve them? 4. What are the personal supervisory goals of the first line supervisor? 5. When, in the next month, will you provide me with your individual and department goals for the next fiscal year?

5. Recommendations for the Evaluation Meeting
The Setting
Give advance notice
Prepare ahead
Meet at a convenient location
Keep the meeting private – no interruptions
Meet during regular business hours
Set aside 1 to 1 ½ hours
Body Language
Sit Side-by-Side
Make eye contact at least 80% of time
Use comfortable body posture
Be aware of “layers of authority”
Use voice tone of mutual trust
Keep in mind what people remember
55% body language
35% tone of voice
10% actual words
Always conclude with a review of agreements, a “thank you” and a handshake.

6. Performance Ratings
How to Rate an Employee’s Performance Evaluations are based on consistent patterns and behaviors, (not one time or occasional) during the entire 12 month review period. Also, without written and agreed upon goals that have guided the employee for the past year, you are unable to rate an employee on anything outside their job description. NOTE: Many employees feel their work is not appreciated if they receive a rating of 3 - Satisfactory. Assure the employee that s/he is doing the job s/he was hired to do, in a timely manner and with quality work. This is also an opportunity for you to share your thoughts on how a “4” or “5” rating could have been achieved.

7. Performance Ratings (cont’d.)
Performance Rating 5 – EXEMPLARY
Examples: Exceptional high quality work, extensive knowledge, eager, takes initiative, self-starter, logical and decisive, enthusiastically accepts suggestions, cooperative, goes out of the way to be helpful, greatly exceeds workload requirements, actively helps other departments in addition to their job responsibilities, demonstrates concern for safety of others, clear understanding and demonstration of ENMU-Ruidoso policy and procedures.
Performance Rating 4 – COMMENDABLE
Examples: Consistently worthy of praise; few revisions required, completes work on time with own initiative, supports suggestions and change, promotes team work, accepts responsibility beyond normal requirements, dependable, strives to be helpful, frequently meets deadlines, exercises care in following ENMU-Ruidoso policy and procedures.
Performance Rating 3 – SATISFACTORY
Examples: Consistently and fully meets requirements with a satisfactory performance, proceeds alone in performance of routine duties and assignments, accepts suggestions and change, willing to compromise, willing to be helpful, usually meets deadlines, follows ENMU-Ruidoso policy and procedures.
Performance Rating 2 – MARGINAL
Examples: Barely within the standard or quality expected. Requires training to improve job performance, work needs constant revision and correction, needs excessive guidance and supervision to finish task, defers decisions to others, has difficulty accepting suggestions and change, tends to be uncooperative, resists acceptance of responsibility, frequently unavailable, reluctantly helpful, miscommunicates creating more problems, occasionally meets deadlines, needs more training in ENMU-Ruidoso policy and procedures.
Performance Rating 1 - INADEQUATE
Not enough or not good enough, failing to reach an expected or required level. Lack of knowledge, skills or willingness to meet required job performance as defined in goals and job description.

8. Enforcement
Supervisors who do not complete an evaluation of all employees they supervise by the 15th of July shall be notified by Human Resources in Portales to complete such evaluations.
Failure of a supervisor to complete evaluation of all employees by the last day in July may result in disciplinary action.
If an employee’s evaluation has not been completed by the end of July, the employee shall be justified in filing an appeal that names his or her supervisor as a respondent.

9. Goal Setting WHY? WHY? WHY? Because…
Completing the Goals and Duties section of the Annual Performance Evaluation is required by ENMU for all employees.
More Importantly…
Goals give us purpose and help focus our activity
Goals motivate and energize us
Goals help us stay proactive instead of reactive
Goals are the basis for decision making
Goals set standards for improvement
Goals enable us to measure progress
Goals connect us to ENMU as a whole

10. Consider This…
If you are having difficulty identifying your goals / team member goals…
Ask Yourself:
What do I do every day to earn my paycheck?
Why does my job exist?
Why does my department exist?
What does the ideal future for my department look like?
Why does our ENMU Campus exist?
How can I improve myself, my department, ENMU-Ruidoso?

11. Time to get SMART SMART Goals S–Specific M–Measurable A–Achievable
R–Relevant
T-Time-bound

12. SMART Stands For… 1. SPECIFIC
Describe your goal in as much detail as possible, the more clearly defined and precise, the better.
2. MEASURABLE
What is my target? How many? How much?
3. ACHIEVABLE
It means that YOU CAN complete the goal. It doesn't mean it will be easy, just that you there is going to be a reasonable expectation of achieving each goal.
4. RELEVANT / REALISTIC
Relevant means that the goal is important to you, to your department, to ENMU, to the Community.
It's something that you genuinely want, that fits in with your values and beliefs, and that you are prepared to work towards the goal.
It is a goal that is challenging, yet it can be completed if well planned.
5. TIME-BOUND
Put a deadline on achieving your goal.
How long is it going to take?

13. Examples of Goals General ~ Broad ~ Lofty
I want to have a lot of money $$$$
I want to write a book
Show up to work
Turn In Paperwork
Improve Time Management
Improve My Customer Service Skills

14. Examples of SMART Goals
General ~ Broad ~ Lofty
Specific ~ Results-Oriented ~ Action
I want to have a lot of money $$$$
I will to make one million within 10 years by starting an internet marketing business selling professional development products to post-secondary institutions.
I want to write a book
I will write a book, “University Professional Development,” that will be at least 200 pages and complete by December 15th, I will write 3 pages every weekday.
 Show up to work
 I will get up daily at 6:00am, be at my office by 7:50am daily and miss no more than 3 days in a 6 month period.
Turn In Paperwork
I will turn in Weekly Planner by 10am Monday mornings, Obligation Report on last Thursday of each month, SESP Report on last Thursday of every quarter.
Improve Time Management
I will respond to all s and outstanding phone calls for the first and last half hour of every work day. I will close my door from 9 to 11 every morning to process reports. I will only hold open office hours from 1 – 3 daily.
Improve My Customer Service Skills
I will complete KeyTrain online Customer Service Skills Training through NM Workforce Connection by September 20th, 2013 and present HR with a completion certificate for my personnel file.

15. FY14 Personal Goals Set 3 SMART goals specific to your job or your professional development
Goal Statements
Specific
Measurable
Achievable
Realistic
Timeline
Goal One:
Goal Two:
Goal Three:

16. What is the Big Picture? FY 14 ENMU-Ruidoso Highlights of some selected Campus Goals
Increase PHI THETA KAPPA Completion Initiative by 100% from 84 in 2013 to 168 by end of Spring 2014.
Successfully implement the redesigned Development Education courses through Student Services, tutoring, instruction and partnering with ABE.
Learn the criteria and how to track the data required for the Aspen Institute.

17. Back on Track Completion of Prior Year Goals
Increase student success resulting in a lower percentage of courses with D, F, W by 5%. NOTE: Of 207 courses offered in Fall 2012, 42% reported more than 30% of the grades as DFW.
All full time faculty will use Early iQ/Back on track during Fall 2013 and at least 50% of Resource faculty by end of Spring 2014.
Increase the percentage of At Risk Students who complete certificate of degree from ENMU Ruidoso by 10 % by end of Spring 2014.
Establish baseline date of students failing before midterm grades by end of Spring 2014.
Increase the retention percentage of fulltime, first time students to meet or exceed the state averages by end of Spring 2014.
Establish and implement Back on Track student Action Plans to increase attendance.
Increase enrollment by 100 students by end of Spring 2014.

18. Instruction Goals
Student Services to maximize the website for promotion of streamlined and efficient procedures, list of all degree plans, a career advising tool and get traffic to the website.
Learn the process, identify resources and complete a Federal Grant Application for a minimum of $1.5 million.

19. Expansion Goals
Pass NMAAC “Community College District Expansion Act” in the Spring 2014 Legislative Session.
Increase efficiency, ease of use and security for the front of the building.

20. Community Outreach Goals
Visit each Lincoln county Middle and High School to assist with apps for admissions & financial aid.
Increase Native American enrollment from 89 Mescalero students to 120.
Foundation: Increase Foundation Scholarships from 30 (in 2013) to 60 (in 2014).

21. Now for your FY14 Goal Challenge
DEPARTMENTAL GOAL – As a department determine your role in accomplishing a departmental goal.
CAMPUS GOAL – Choose at least one highlighted goal that falls outside your department to work towards as a team for FY14

22. Department and Campus Goal
Goal Statements
Specific
Measurable
Achievable
Realistic
Timeline
Department Goal #4:
Department Goal #5:
Campus Goal #6:

23. Campus Values  
1. Student-Centered Service 2. Integrity 3. Professionalism 4. Initiative 5. Forwarding the Mission and Goals of the Institution 6. Outreach

24. Campus Values 
Criteria 2 – Campus Values Rank each value, ranging from 1-5 (low to high) and provide examples how the individual exemplifies the values. 1. STUDENT-CENTERED SERVICE – Engaging students in conversations to clarify their needs, requests and issues and arranging for them to meet the personnel who can assist. Modeling polite customer service interchange and responses to all students. 2. INTEGRITY – Understanding the importance of ethical behavior. Being relied upon to uphold policies and procedures, rules and laws governing the institution. 3. PROFESSIONALISM – Speaking in a professional manner. Making sure the appearance of the office or work space is appropriate for a college setting. Supporting advanced training on issues such as sexual harassment, communication patterns, conflict resolution, etc. Seeking professional development opportunities for improvement. 4. INITIATIVE – Proposing new ideas for improvement, refining processes, making the campus more student-friendly, identifying topics for professional development, volunteering for additional assignments, etc. 5. FORWARDING THE MISSION AND GOALS OF THE INSTITUTION – Helping or mentoring students in formal programs and informally; knowing and working towards campus goals. 6. OUTREACH – Getting involved in campus initiatives or programs from other areas of the college. Volunteering to help students, helping student transition to college, participating and attending student programs and events, having a can-do spirit.

25. Student Centered Service Engaging students in conversation to clarify their needs, requests and issues and arranging for them to meet the personnel who can assist. Modeling polite customer service interchange and responses to all students.
Describe how this value was demonstrated: Business Affairs: Brainstorming and collaborating with FA and Student Service to provide the best service during financial aid disbursement and voids for non-payment at the beginning of the semester Physical Plant: Making sure the environment in which our students learn and the facilities staff and faculty work in are always clean and presentable. Student Services: When interacting with students tries to provide all the necessary information and resources they may need to fully understand why they are taking the class and to make sure they leave the Student Services satisfied with their choice of classes. Community Ed: Working with students, faculty, staff and public on a daily basis to register, market, and explain the different program offered through Community Ed. IT: Working with students, faculty and staff to identify and resolve any IT issues the students may have.

26. Describe how this value was demonstrated:
Integrity Understanding the importance of ethical behavior. Being relied upon to uphold policies and procedures, rules and laws governing the institution
Describe how this value was demonstrated:
Reading, understanding, upholding, and complying with the different policies and procedures of the institution and my department on a daily basis
Taking pride in everyday duties and the resonsponsibility of representing ENMU-Ruidoso on campus and in the community
(*quick explanation from Amber)
All departments

27. Describe how this value was demonstrated:
Professionalism Speaking in a professional manner. Making sure the appearance of the office or work space is appropriate for a college setting. Supporting advanced training on issues as sexual harassment, communication patterns, conflict resolutions, etc. Seeking professional development opportunities for improvement .
Describe how this value was demonstrated:
Conducts yourself in a professional manner when interacting with faculty, staff, students and public
Understanding the importance of training for professional and self-improvement and attending training when offered throughout the year
All departments

28. Describe how this value was demonstrated:
Initiative Proposing new ideas for improvements, refining processes, making the campus more student-friendly, identifying topics for professional development, volunteering for additional assignments, etc.
Describe how this value was demonstrated:
Expressing and collaboration of ideas with resources. Continue revisions and streamline of existing forms or policies used by department to make sure all necessary information is being captured
All departments 

29. Forwarding the Mission & Goals of the Institution
Describe how this value was demonstrated:
Understanding the overall goals by the College President and mission statement in the catalog. Knowing and understanding as an employee how our contributions can achieve the goals set by the President, department, and your personal goals
All departments

30. Describe how this value was demonstrated:
Outreach Getting involved in campus initiatives or programs from other areas of the college. Volunteers to help students, helping students transition to college, participating and attending student programs and events, have a can do spirit
Describe how this value was demonstrated:
Campus Challenge-Served on at least one committee
Safety and Security Council
Developing or partnering to create campus trainings
Festival of Lights float for ENMU-Ruidoso
Aspen Fest float for ENMU-Ruidoso
Annual Nogal Clean up
Relay for Life of Lincoln County
Cowboy Symposium: Information booth
Ruidoso Kite Festival
Activities not directly linked to the college but as an employee you are representing yourself and ENMU-Ruidoso
All departments 

31. Feedback Let the Games Begin!
I need four volunteers to step into the hall with Devonna.
Devonna will give you your instructions.

32. Find the Ball: An Exercise in Feedback
OBJECTIVE: To experience different feedback "styles" and get a feel for the effects that they have upon the receiver. The lesson that you're trying to drive is how specific feedback that is delivered in a positive way really does impact someone's performance.
TIME FRAME: 15 Minutes
PROPS: one golf ball
INSTRUCTIONS:
Ask for 4 volunteers from the group. Copy their names onto a flipchart or white board, then inform them that they will be called back into the room one at a time to search for a golf ball. Ask them to leave the room.
Coach the remaining participants about the process and their roles at each stage:
Silent Feedback: when volunteer #1 enters the room, the participants are to remain completely silent and motionless.
Negative Feedback: when volunteer #2 enters the room, all participants should give negative feedback, no matter how close or far away the searcher is from the ball. Be sensitive to your group, but instruct them to give the kind of negative feedback that they might hear back in the workplace when someone is dissatisfied with their performance (and with certain audiences - rig hands, for example - this gets kind of raw ... make sure you know your group). Participants should NOT respond to any requests for direction or assistance (except with derision).
Positive Feedback: when volunteer #3 enters the room, all participants should give positive but non-specific feedback (e.g., "attaboy," "way to go," "I really like how you get after it," etc.), no matter how close or far away the searcher is from the ball. Participants should NOT respond to any requests for direction or assistance (except with further exclamations of "you can do it" or "we have faith in you").
Specific Feedback: when volunteer #4 enters the room, participants should provide specific hints and suggestions for finding the ball, without giving it away. They should respond to yes/no questions.

33. Find the Ball (cont’d.)
Ask the group to help you choose which of the volunteers will receive the different types of feedback.
Hide the golf ball. Invite the participants in one at a time. Each volunteer receives the prescribed feedback noted above.
Silent: Hide the golf ball in a not-too-difficult location within the room. Allow 2-3 minutes for the search.
Negative: choose a more difficult spot. Allow 2-3 minutes for the search.
Positive but General: choose a more difficult spot. Allow 2-3 minutes for the search.
Specific: choose a more difficult spot. Allow 2-3 minutes for the search.

34. “Negative” Feedback Implied or Stated Examples
I don’t know what I want, but I want something different
If you don't want this job, I'll find someone who does.'‘
I don't pay you to think.
You’re late. You’re taking to long.
Don’t you understand anything.
How could you get that wrong?
Don’t bring this back to me until its perfect. Stop wasting time “researching” and get your job done. I'll take your thoughts under advisement. Who gave you permission to do that? Drop everything and DO THIS NOW! Don't bring me problems. Bring me solutions. Sounds like a personal problem to me.
I have some feedback for you, and everyone else feels the same way. In these times, you're lucky to have a job at all.
I pay your salary. That means you do what I tell you to do.
I was here late last night, and on Saturday morning. Where were you?
What did you think “other duties as assigned” means?
Attitude or Characteristics
1. Yelling
2. Fuzzy expectations
3. Unwillingness to make decisions
4. Unreasonable demands
5. Indirectness
6. Ruling by fear
7. Defensiveness
8. Drama

35. “Positive” Feedback 1. Fuzzy expectations 2. Indirect
Makes people feel good, boosts their self esteem and confidence….
…BUT it does not provide any direction, guidance or support in a task.

36. Specific/Productive Feedback
Employee’s To Do’s:
Speak up and ask for the specific help you need from your supervisor.
Be sincere, and use a genuine tone of voice.
Be timely.
Bring your enthusiasm.
Supervisors To Do’s:
Begin with the end in mind
Be specific and precise and detailed about exactly what the employee did well.
Start with the positive
Ask for Solutions
Ask for Feedback
Acknowledge Progress
Give praise in public

37. Volunteer Debriefing How did you feel while looking for the ball?
What did you think/feel as a result of the feedback you received?
How did the feedback you received affect your performance?
What did the feedback you received prompt you to think/feel about the other folk in the room who were giving it?
If this was the type of feedback that you received every day, how do you think it would impact your desire and/or ability to keep yourself and your teammates safe.

38. Feedback

39. Reflection for Supervisors
1. What incentives do I provide my direct reports to have job satisfaction when “just” doing their job? 2. Does my department have clearly defined written goals that each employee is aware of and working towards? 3. What challenges do my direct reports face in “Exceeding” my expectations? 4. What have I personally done to improve my abilities as a supervisor?

40. Thank You! For your participation today!
For showing up with your team!
For the “BADS” that worked so hard to bring this information to you!
And a Double Thank you for the AMAZING FY14 goals you will set and for working super hard to accomplish them!