Performance evaluations for supervisors participant guide

Performance Reviews for SupervisorsKevin R.Thomas, Manager,Training & Development · Office of Human Resources · [email protected] · 413-597-3542

May 19, 2016

[email protected]

413-597-3542

Manager, Training and Development

Office of Human Resources

Presented by Kevin R. Thomas

Performance Evaluations for Supervisors


• Name

• Where you work

• What you hope will come from reviewing youremployee/s

Introductions

Performance Evaluations for Supervisors Page 1


• Confidentiality

• Participation

• Listening

• Judgement free zone

Ground Rules

• Program Overview


1. Nuts & Bolts

2. Build Trust

3. Provide Positive Feedback

4. Provide Feedback

5. Ask for feedback

6. Describe the Path Forward

Agenda

Performance Reviews for Supervisors Page 2


Performance Development Process

Nuts & Bolts

Update job dx

Employee Self-

Evaluation

Write Evaluation

Share written Evaluation

Performance Evaluation Meeting

Edit Evaluation

if necessarySignatures

Copy & Forward


Anatomy of the Form

Nuts & Bolts


Page 1 of 5

PERFORMANCE DEVELOPMENT EVALUATION FORM

Employee Name: Evaluation Period: Title: Reports To:

Department:

INTRODUCTION

Williams is committed to the practice of meaningful, timely and productive performance development for all staff. Thank you for supporting this commitment. The goal of the performance development process is to reach a mutual understanding of the expected standards of performance, and rate the employee’s performance based on those standards. This document and the accompanying guide are important tools in maximizing the performance evaluation experience. Please take the time to think through and complete all sections of the form. This will become part of the employee’s personnel record, and may be used in decisions concerning advancement, future training needs, performance-related salary adjustments, or possible disciplinary actions.

CORE COMPETENCIES

Instructions

Competencies are grouped into three broad headings: expertise, professionalism, and interpersonal skills. Ratings are required for each of the competencies. Comments and examples are required for each broad heading.

Rating Scale

Rating Definition Exceptional Performance far exceeded expectations; exceptionally high quality of

work performed in all essential areas of responsibility, resulting in an overall quality of work that is superior. Annual goals were met or exceeded. The rating is achievable infrequently.

Exceeds expectations Performance consistently exceeded expectation in all essential areas of responsibility, and the quality of work overall was excellent. Annual goals were met.

Meets expectations Performance consistently met expectation in all essential areas of responsibility, at times possibly exceeding expectation, and the


quality of work overall was very good. The most critical annual goals were met.

Improvement needed Performance did not consistently meet expectations. Performance failed to meet expectation in one or more essential area of responsibility, and/or one or more of the critical goals were not met.

Unsatisfactory Performance was consistently below expectations in most essential areas of responsibility and/or reasonable progress toward critical goals was not made. Significant improvement is needed in one or more important areas. A Performance Improvement Plan to improve performance, including timelines, must be attached to this document and monitored to measure progress.

Expertise

Competency Rating Expertise: Demonstrates the knowledge and skills that are needed to perform the job.

Innovation, problem solving, and critical thinking: Identifies and resolves work problems using innovative and creative ideas with the goal of continuous improvement. Resource Management: Effectively manages and utilizes the college’s time, money, materials, and human resources consistent with the institution’s priorities, and the principle of sustainability.

Comments and Examples:

Professionalism

Competency Rating Accountability and responsibility: Follows through on professional commitments (including attendance and punctuality) and takes personal ownership of one’s work. Service to constituents: Identifies and responds to the needs and expectations of internal and external constituents.


http://hr.williams.edu/files/2015/02/perf_imp_plan.docx

Professional Development: Seeks opportunities to expand work-related knowledge, skills, and expertise. Comments and Examples:

Interpersonal Skills

Competency Rating Communication: Proactively shares information. Effectively communicates both verbally and in writing. Demonstrates effective listening skills. Handles confidential information appropriately. Collaboration: Works effectively as part of a team. Solicits input and assistance from others. Makes time to help colleagues. Exhibits courtesy and respect.

Affirming and Enabling Diversity: Contributes to creating an environment where we all can live, learn, and thrive. Acknowledges and values the unique differences that make us who we are. Provides service in a way that demonstrates sensitivity and responsiveness to the unique identities of all members of the Williams community. Developing others: Guides and supports the professional development of others through coaching, training, and mentorship. Comments and Examples:

GOALS

Prior Goals


Instructions: If goals were set for the prior period, list each goal and comment on progress.

Goal Comment 1. 2. 3.

Future goals

Instructions: Identify goals for the next evaluation period. At a minimum, include one job-related goal and one professional development goal. Goals should be Specific, Measurable, Achievable, Relevant and Time-bound (SMART).

Goal Due date

Supervisor Comments on Overall Performance:

Employee Comments (optional, may be submitted separately):

SIGNATURES


Employee and Supervisor acknowledge that they have met to review the performance evaluation. The employee may attach comments to the evaluation if desired. After Department Head and Senior Staff approval, all signers receive a copy of this evaluation and it will become part of the personnel record.

Employee:

Signature: Date: Name: Title:

(Signing indicates you have received this performance review, not that you necessarily agree with it.)

Check if you have attached comments to this document.

Supervisor:


Department Head (as appropriate):


Senior Staff Member:




1. Nuts & Bolts

2. Build Trust


4. Provide Feedback

5. Ask for feedback


Agenda


• Accountability – timelines,follow through

• Meeting decorum• Warm up – demonstrate

interest in them personally• Find out about their path to

progress• Demonstrate commitment to

bringing out the best in them

Build Trust

Build Trust



With your partner, find 1 strategy you will use to develop trust or 1 trust building message you will communicate.

Your Turn!

Build Trust



Trust Building Worksheet

What is one strategy you will use to develop trust with your direct report during their performance review.

OR

What is one trust building message you will communicate to your direct report?



1. Nuts & Bolts

2. Build Trust


4. Provide Constructive Feedback

5. Ask for feedback


Agenda


The Key Formula

Provide Positive Feedback

Behavior ImpactA vivid picture

of your employee’s

accomplishments



• Examples of positivefeedback.

Your Turn




Positive Feedback Notes



• Brainstorm with yourpartner:

– How can you measure thequantity and quality of youremployee’s work?

– How can you develop newmeasures?

Measuring Performance



1. Nuts & Bolts

2. Build Trust


4. Provide Constructive Feedback

5. Ask for feedback


Agenda



• Social Needs Are Primary• Brain is Wired to Notice

Threats• Feedback can easily be seen

as a threat to:o Statuso Certaintyo Autonomyo Relatednesso Fairness

• When the threat response istriggered, fight and flightreactions are likely.

Managing the Threat Response

Provide Constructive Feedback


• Imagine your boss comes by your

desk and says:

“Can you come into my office?

• How do you feel?

• When you come into the office, your

boss closes the door and says:

“I need to give you some feedback.”

• Now how do you feel?

Threat Response: Example




Explain what you don’t intend as well as what you really want.

Example:“I don’t want to communicate any disrespect for you or your expertise. I just want to explore some options for how we can solve this problem together.”

Use Contrasting Statements



• Feedback works best when it is:– Immediate– Specific– Behavioral– Supportive

Principles



Constructive Feedback: Directive


• Use for simple, minor situations, as a first attempt to solve a problem.

Behavior ImpactPositive Future

Alternative


Constructive Feedback: Non-directive


1. Use behavior + impact to describe what you are seeing.2. Ask if they have additional information you should know. Listen.3. Ask them for their interpretation. Listen.4. Ask questions to ensure they are taking ownership of the problem.5. Brainstorm solutions, negotiate, set a time to check in on progress.

Behavior ImpactProblem Solving Inquiry



Fishbowl!




Constructive Feedback Notes


Constructive Feedback Formula Worksheet

What are the specific behaviors that you believe have had a negative impact?

In your view, what has been the negative impact of the behaviors you have seen?

What is the positive future you would like to create with this person?


Create the Invitation

Write a script for how you will open the constructive feedback discussion.



1. Nuts & Bolts

2. Build Trust


4. Provide Feedback

5. Ask for feedback


Agenda


• Do you:• Want to know how you can support your direct reports in

bringing their best?• Open to changing your behavior the same way you are

willing to change the behavior of others?• Believe your staff may have information and expertise

that could be useful to you?

How Open Are You to Upward Feedback?

Ask for Feedback



• Employees resist offering feedback because:

• They have been burned in the past.

• They don’t believe the invitation is genuine.

• They fear threatening your status, as you may retaliate.

Threat Response, Part 2

Ask for Feedback


• Routinely invite feedback• Appreciate feedback

immediately, consistently.• Listen attentively.• Take some action, however

small, on the basis of feedback.

Creating Safety

Ask for Feedback



• Encouraging cues / body language

• Open-ended questions• Mirroring statements

“I hear you saying x.”• Validating statements

“I can understand where you are coming from when you say x, because y.”

Basic Listening Skills

Ask for Feedback


You don’t have to agree.You don’t have to agree totally.You don’t have to agree right away.

Identify interests

Follow through on your commitments.Set a time to check in on progress.

Responding to Requests

Ask for Feedback



1. Nuts & Bolts

2. Build Trust


4. Provide Feedback

5. Ask for feedback


Agenda


• Identify critical goals for:

– success in their current role– long term professional

development

Define Goals

Describe the Path Forward



• Improve the procedure for responding

to student health emergencies.

• Minimize the amount of food waste.

• Communicate more clearly with clients.

• Complete entry of 20,000 records into

database with 0 errors by the end of

next week.

How could these goals be improved?



• Get to know their strengths by asking them about their peak professional experiences.

• Offer a strengths assessment.

• Include a goal that builds on their strengths.

Find Opportunities to Help Them Use Their Strengths




• Goal Setting Worksheet

Your Turn!




Goal Setting Worksheet

Draft a goal for your employee’s next review year. Use the SMART formula.

Self-rating.

Is the goal …

Specific Measureable Attainable Relevant Time-Bound

□ □ □ □ □

Peer Rating

Rate the goal on how well it meets the SMART criteria. Is the Goal …?

Not At All Slightly Somewhat Absolutely

Specific □ □ □ □

Measurable □ □ □ □

Attainable □ □ □ □

Relevant □ □ □ □

Time-Bound □ □ □ □

Discuss your feedback with your partner.



Links coming via email:

Contact Kevin Thomas at 413-597-3542or email [email protected]

Performance Reviews for Supervisors

Questions?

• Course page link to all course materials• Program evaluation link, feedback welcome


Leadership & Management

Performance evaluations for supervisors participant guide