Performance Appraisal Best Practices for Supervisors Why do

Performance Appraisal: Best Practices for Supervisors

Why do employees need performance appraisals? Why do supervisors need performance appraisals done on their employees? Why are performance appraisals important to the county?

Quality of Work – Consider the accuracy, neatness, workmanship, timeliness, Job Knowledge – Consider the degree to which the employee possesses the and completeness of the work compared to the standards for the position. Does the employee correct errors or question inconsistencies in the work assigned. necessary skills and abilities of the assigned job. Does the employee possess the ability to analyze problems and prioritize/plan/execute solutions? Leadership/ Supervision – Effective communication of governmental, Safety/Security/Confidentiality – Consider the degree to which the employee accepts the responsibility for the safety, security, and/or confidentiality of records, equipment, or information. Does the employee operate and maintain county property and equipment in an efficient and economical manner? department and/or division priorities, goals and objectives to staff. Delivery of quality service in compliance with laws, regulations, and policies. Ability to motivate employees to achieve high performance via a positive environment that fosters initiative and teamwork. Quantity of Work- Usually produces work that is neat and orderly, precise and exact, valid/factual Dependability/ Attendance- Consistently reliable in doing assigned work, usually does not have to be managed or prodded, and meets most deadlines and schedules. Customer Service- Provides prompt reliable courteous customer service, and Initiative and Enthusiasm - Self- reliance and self-starting ability and no more than one complaint filed against them during the rating period anticipants work to be done, usually starts work without being directed, and usually approaches work with enthusiasm. Judgment- Decision making and problem solving ability, in routine and non Cooperation- Willingness to accept instructions and directions but questions routine situations and anticipants the consequences of the decision. only with good cause, and does not attempt to circumvent unpleasant task, and exercise good effort in completing assignments. Relationship to Others- Interacts and communicates well with supervisors, Coordination of Work - Plans and organizes task, and seldom has to duplicate co-workers and the public. A willingness and ability to get along with others both internally and externally. for, and seldom wasteful of organizational resources or supplies.

Planning for Performance — Setting Expectations and Goals • Understanding the mission and Goals of the department provides a context in which to develop performance standards and goals.

Setting Expectations • What is a Performance Expectation? - A description of the results expected for the fully satisfied performance of a job function/task. -Defines “how well” each function or task must be performed. - Provides a benchmark against which to evaluate work performance.

When Should Performance Expectations be Set? • When an employee is hired • When responsibilities are changed or added • When clarification of responsibilities is needed

Performance Management VS. Performance Appraisals ØOne-time event ØRetrospective ØShort-term ØCorrection oriented ØCompleting form Performance Management ØOn-going ØProspective ØLong-term ØProgress steps ØPlanning/goal setting Baby Steps

Performance Factors Example Job Knowledge : Well Written feedback 4 Demonstrates exceptional knowledge and skills in the most complex aspects of the job. Has completely mastered own job duties and responsibilities and all related areas. 3 Demonstrates better-than-average knowledge and skills in handling complex job duties. Is very knowledgeable of own job duties and responsibilities and is familiar with some related areas. 3 Demonstrates adequate knowledge and skills to perform job duties. Has sufficient knowledge to perform job satisfactorily. Needs some coaching on complex areas. Poor Job performance feedback 1 -2 Demonstrates insufficient knowledge and skills in some area of job duties. Has limited knowledge of own job duties and responsibilities. Requires coaching on routine areas.

Performance Factors Example Cooperation and Customer Service: Well Written feedback 4 Constantly anticipates and meets the needs of customers; always communicates and works well with coworkers and customers. Excels in open communication skills; promotes a supportive work environment; always treats others with dignity and respect 3 Frequently anticipates the needs of customers; generally communicates and works well with coworkers and customers. Fosters open communications; encourages others to contribute to the success of the unit; demonstrates how others should be treated with dignity and respect. 3 Meets customer needs; communicates and works acceptably with customers and coworkers. Demonstrates acceptable communication skills; treats people with dignity and respect. Poor Job performance feedback 1 -2 Occasionally fails to meet customer needs; some complaints from coworkers and customers on communication skills with others; sometimes does not treat others with dignity and respect.

Performance Factors Example Teamwork: Well Written feedback 4 Inspires others to excel; leads by example; makes timely and productive decisions; uses resources wisely. Provides direction and creates an environment that results in the highest level of team achievement. 3 Encourages the development of others; promotes department initiatives; makes effective decisions; uses most resources wisely. Provides a role model and enhances the level of team achievement. 3 Makes good decisions; generally uses resources wisely. Interacts effectively and contributes to overall team results. Poor Job performance feedback 1 -2 Makes some poor work decisions; occasionally misuses or wastes resources. Some participation and little support of team effort.

Performance Factors Example Security/Safety Compliance: Well Written feedback 4 Constantly looks for potential security and safety issues in the work area. Makes recommendations for improving the physical security and information security for their area of responsibility. Takes actions to prevent injury to employees. 3 Demonstrates a high level of concern for the security (information and physical) and safety of others as well as themselves. Strives to keep area free of safety hazards. Have had no accidents or security incidents during the period of this review. 3 Adheres to all work area security and safety guidelines. Acts promptly on potential security violations and safety hazards. No lost time injuries during the period of this review. Poor Job performance feedback 1 -2 Low concern for security and safety: fails to act promptly on potential security violations and safety hazards.

The Performance Management Process

Goal Setting Performance Appraisal Performance Management Coaching Ongoing Feedback

Define & establish specific goals/objectives for the review period Use S. M. A. R. T goal criteria • Specific • Measurable • Achievable • Realistic/Relevant • Time bound Goals should align with the departments mission Create mutually agreed time for progress checks on goals/objectives set Goal Setting

S. M. A. R. T Goals Specific • Focused, straight-forward, and action oriented Ask: 1. What are the job duties related to this goal? (use action verbs like develop, execute, conduct, build) 2. Why is it important to do this? 3. Who is going to be involved? 4. When should this be completed? 5. How does this get accomplished?

S. MA. R. T. Goals Measurable • Once completed there will be tangible evidence the goal has been completed Ask: 1. How will I know when this goal has been achieved? 2. What measurements can I use?

S. M. A. R. T. Goals Achievable (Attainable) • Goals that you can actually accomplish (within the timeframe set) • Not an aspiration or vision Ask: 1. Is this a goal I can achieve in a certain amount of time based on my abilities?

S. M. A. R. T Goals Realistic (Relevant) • Resources available to accomplish goals that have been set • • Skill Funding Equipment Staff • Outcome/results support the business needs Ask: 1. Do I have the resources to accomplish this goal? 2. Do I need to rearrange my priorities to accomplish this goal? 3. Is it possible to complete?

S. M. A. R. T Goals Time bound • Goals with deadlines for completion • Creates sufficient urgency and leads to action • For complex goals, break down into smaller parts with completion dates for each piece Ask: 1. What is the earliest, yet achievable & realistic, date to complete? 2. Have I included this date in the goal statement?

Is this a SMART Goal? Ummm… increase distance from the ground by 1 meter – before Mum calls me in for dinner.

SMART Example Without (Soft Goal Statement) With (SMART STRETCH Goal) Improve customer service in my department Respond to the help desk calls assigned to me within one hour and resolve end-user issues by scheduling repairs or answering questions within 24 hours. Design webpage Implement new departmental webpage by 2/1/2017. Increase my knowledge of computer applications Learn Excel by June of this year, so that our weekly report is distributed to the department in an Excel spreadsheet for easier reference. Improve the efficiency of the county’s computer network. Transition to new network without interruption by May and maintain company downtime standard.

S. M. A. R. T. Goal Examples ●To reconcile the department financial reports by the fifteenth of every month with no increase in reconciliation errors. ●Transition to a new automated case management system with minimal effects on customer service by developing a training program that ensures all staff can process 30 cases per day, no later than three months after the end of the training classes. To reduce overtime in the department from 150 hours per month to 50 hours per month by the end of the fiscal year with no increase in incident reports. Cut costs and exercise environmental consciousness by decreasing brochure waste by 80% over the next 12 months.

Performance Planning • Development goals — goals established for personal/professional growth • Innovation goals — goals established for creating a new process, function or program; higher level of service • Improvement goals — goals established to correct performance that is below standards and requirements

Errors We Make – Rating Perils Central Tendency Halo/Horn Effect • Tendency to rate someone high on all factors (Halo) because of a positive work factor you like • Tendency to rate low (Horn) because of a negative factor you dislike Leniency vs Stringency • Tendency to rate someone too harshly or being too easy on them • Tendency to give average ratings to almost everyone • Occurs where there are no clearly defined performance standards • Raters are sometimes concerned about consequences for giving employees high or low ratings

Avoid Other Rating Errors • Make objective statements • Consider the totality of the employee’s performance • Avoid inadequate recordkeeping – lacking specific examples • Establish milestones for progress reviews • Discuss specific performance issues and behaviors objectively • Consider legal impact of inflated performance ratings • Maintain clear and open communication channels • Specific comments should avoid any connotations which are connected to age, sex, race, religion, national origin, or a specific disability

Goal Setting Activity

Giving Good and Bad Feedback…. How do you say it? TIPSHEET: HOW TO GIVE EFFECTIVE FEEDBACK o State the constructive purpose of your feedback. o Describe specifically what you have observed. o Describe your reactions and your observations of the effects on others. o Give the other person an opportunity to respond. o Offer very clear and specific suggestions – avoid ambiguity. o Express your support, summarize clearly and follow up. o Make your feedback specific to related behavior:

How to say it…. examples! Example #1: Make your feedback specific to the behavior. Specific: – “Henry, I am concerned about your punctuality. You have been 15 minutes late for the last three mornings. Please explain why. ” Vague/poor: – “Henry, you have a bad attitude toward your job. ”

Example #2: Consider your timing. Provide feedback either before the event in the form of advice, or immediately after it as positive feedback. • Specific (advice before the event) – “Sally, I’d like to review the content of your presentation with you before your speech next week so you can really do a good job in front of the group” • Specific (positive feedback after the event) – “Sally, you did an outstanding job in organizing your presentation for the meeting. The speech was well-researched and logical. ” • Vague/poor (criticism after/before next) – “Sally, because you’ve done such a poor job in the past, I need to preview the speech you plan on giving next week. ”

One-on-one mentoring that helps employees develop their skills Professional relationship developed that creates a channel of open and honest communication Secrets to being a successful coach: • Building on the positive • Being diplomatic about the negative • A commitment to never, ever yell Rely on your ability to listen, ask open-ended questions, use supportive body language Coaching

In Summary • Involve the employee in the conversation • Address both effective and poor job performance • Encourage continual improvement • Set goals and follow up on progress • Evaluate performance continually, not just with formal appraisals • Set the right example as a leader • Adopt a healthy attitude towards reviews • Prepare the review thoroughly • Have the employee conduct a self review

Source: *Original Power Point was developed by Amanda Wells Human Resources Pitt Community College