2010 Performance Evaluation ProcessInformation Session for Staff

Discussion Overview

Effective Performance Management Process Components

2009 Performance Evaluation Summary Process Enhancements Results

Preparing for your 2010 Performance Evaluation Process Enhancements Tools and Tips for Completing Your Self-Evaluation

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 Excellence and Professional Development

Connects to Mission, Vision, Values & Strategic Initiatives

2009 Performance Evaluation Summary

Enhancements Professional Competencies linked to University Mission,

Vision and Values

Option of Narrative or Structured Format

Overall Rating, expanded to 5-point scale

Refined Goals Section

Solicited information on Development Needs and, Supervisory Support and Improvement Opportunities

2009 Performance Evaluation Summary

Results

Overall University Completion Rate = 84%

Professional Skill Development Needs ExpressedSupervisory CommunicationsProject and Time Management Software/ OIT

Preparing for your 2010 Performance Evaluation

2010 Evaluation Process Enhancements

Performance Evaluation Overview/Timeline

Tips on Preparing Performance Evaluations

2010 Staff Evaluation Process Enhancements

Further Refined Rating Definitions

Created separate Self-Evaluation and Supervisor Evaluation Forms

Addition of Supervisory/Leadership Competency Section

Performance Evaluation Overview and Timeline

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, and submit to HR by August 31st

Preparing your Self-Evaluation 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 from Performance Meetings, Work Samples, 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?

Overall Performance Rating

The scale of 1-5 is used with specific definitions for each point on the scale.

Consistency between ratings and comments on performance, goals and professional development needs

Use whole numbers when rating a specific job performance area or overall performance.

Not Acceptable Performance

Performance Needs

DevelopmentMeets

ExpectationsExceeds

Expectations Outstanding1 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.

Performance consistently meets and sometimes exceeds job requirements. All critical goals are achieved. Results are consistent with those of a fully trained, highly competent employee. Over the past year has made the expected contributions to the department.

Performance consistently meets and frequently exceeds job requirements and established goals. Results frequently exceed competent peers in the same or similar positions. Over the past year has made a significant contribution to the department.

Performance and demonstrated expertise is consistently at a superior level. Employee achieves outstanding results and models effective behaviors that are an inspiration to others. Over the review period, employee has consistently made exceptional or unique contributions to the department.

Goal SettingGoal 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 GoalsSpecific Results Oriented Measurable Time Bound Achievable

Evaluation Meeting Preparation

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?

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 Feedback

Constructive Feedback is: descriptive of behavior and impact specific not generaldirected at behavior that can be changed interactive to ensure clear communication stated in the first person to assign responsibilitybased on observed behavior balanced

Receiving Feedback

Breathe! – it helps the body to relax and the brain to focus

Listen Actively to understand the other’s perspective

Paraphrase and Ask Questions to ensure 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