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Champlain College Performance Management 2013/2014 Training Session for Managers 1

Champlain College Performance Management

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Champlain College Performance Management. 2013/2014 Training Session for Managers. Objectives. Reflect, Review and Plan Engage Managers and Employees Professional Development Connection to the 2020 Plan Transition to Workday Technology. Manager’s Role. How can you make this process be: - PowerPoint PPT Presentation

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Page 1: Champlain College Performance Management

Champlain CollegePerformance Management

2013/2014

Training Session for Managers

1

Page 2: Champlain College Performance Management

Objectives

Reflect, Review and Plan Engage Managers and Employees Professional Development Connection to the 2020 Plan Transition to Workday Technology

2

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Manager’s Role

• How can you make this process be:– Engaging– Developmentally focused– Positive– Enjoyable– Rich with learning

• How do you want to connect with your employees?• What do you want your employees to say about

you after this process?• Where do you want to ask your for employees

input?3

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Champlain Aligned

4

2020 Strategic PlanInstitutional Priorities

Champlain College Mission and Vision

Individual Performance and Development Planning

Department Goals

Divisional Strategies and Priorities

Individual Employee Goals

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Components of Performance ManagementPLANNING – GOAL SETTING

PERFORMANCEFEEDBACK

PERFORMANCE EVALUTION

PROFESSIONALDEVELOPMENT

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What’s Changing?

• Slight modifications – elimination of redundancies

• Workday Technology

What’s NOT Changing?

• Functional Process• General Timeline• Ongoing coaching and

feedback employees• Staff competencies• Professional Development• Excite, Engage, Empower• Expectations of managers• Time it will take

6

2013/2014 Cycle

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Why Workday?• Aligns to broader institutional talent goals

– High performance– Development

• Access to review goals and review throughout year• Roll up to institutional goals• Reporting and analytics• Ability to identify, target and deliver to professional

development needs

7

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Timeline

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June-August 2013

•Goals established for 2013/2014

January 2014

•Mid-year performance discussions

March

•Manager & Employee Training sessions

March/April

•Self- Evaluations Completed

May/June

•Performance Review Discussions held

June

•Compensation Planning

5/9

Evaluations due to next level Mgmt.

Promotion Recommend

ations

6/13

Performance meetings

completed

4/11

Employees submit self-evaluations

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Timeline

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Dates ActionsMarch 10 - 21 • Employee and Manager training

March 14th • Workday Performance Management launched

March 21st • Managers request from employees their written self-evaluations

• Managers schedule performance evaluation meetings

March 24 – April 11 • Employees submit self-evaluations to managers• Managers may hold pre-evaluation meetings with

employees where desired

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Dates Actions

April 14 - May 9 • Managers draft employee performance evaluations

• Managers submit evaluation to next level of management for review and/or discussion

• Manager’s submit to next level management and VP’s new job descriptions for prospective promotions

• NOTE: Evaluation are due to next level of management by May 9th

May 12 - 16 Next level of management reviews evaluation and provides managers feedback

May 19 - June 13 Managers hold performance evaluation meetings with employees

June 13th NOTE: All performance evaluation meetings must be completed by June 13

June 13th Completed Performance Evaluations must be fully approved and through the Workday process by June 13th 10

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• Functional Process • Workday Technology

Performance Goals

Job Respons-ibilities

Competency

Development Needs

Excite, Engage,

Empower

Additional Performance Evaluation Comments

Overall

Summary

Performance Evaluation Tool

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Performance Goals• Established last summer• 4 – 7 Goals • SMART goals “Establishing SMART Goals”

• Specific• Measurable• Achievable• Realistic• Time Bound

• Include UFO’s

Performance Evaluation Tool

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Performance Evaluation Tool

Overall Rating – Scale

• Far Exceeds Expectations: Performance that is consistently superior and far exceeds job standards and goals.

• Exceeds Expectations: Performance that often exceeds job standards. These individuals perform at a level noticeably above what is expected.

• Successfully Meets Expectations: Performance that consistently meets and sometimes exceeds job standards. These are individuals who make valued contributions to the success of the institution at the level that is expected.

• Partially Meets Expectations: Performance that partially meets but occasionally is below acceptable job standards. These individuals perform inconsistently and need to improve.

• Fails to Meet Expectations: Performance that consistently does not meet job standards over the rating period.

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Job Responsibilities• Summary of current job responsibilities• Not a “task list”• Section is rated

Performance Evaluation Tool

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Staff competencies

• Achievement Orientation• Adaptability• Client Focus• Continuous Learning• Critical Thinking• Diversity & Intercultural Understanding• Teamwork &Inclusion

• Comments – Observations, clarification, examples • Tool – Staff Competencies Development Workbook• Competencies will not be rated

Performance Evaluation Tool

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Development Needs

• Reflection on past year• Has the need been completed?• Ongoing?• Time well spent here will pay off in spades

• Purposeful development plans• Monitoring, coaching and supporting along the way• Regular check-ins

Performance Evaluation Tool

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Excite, Engage, Empower• What would excite you?• How do you like to be engaged?• What will make you feel empowered?• Opportunity for employees to provide feedback to your manager,

your department or the institution• Review the employee’s last self-evaluation… what did they say?

Performance Evaluation Tool

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Additional Performance Review Comments• Feedback received from colleagues, stakeholders, vendors• Catch-all• Summation• Thank you and appreciation• Closure

Performance Evaluation Tool

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Overall rating• Consistency between “written” and “verbal” words• Does the rating match the writing?• Is there alignment between the manager and the employee? Is

it close? If not, why? • Performance rating calibration

Performance Evaluation Tool

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Overall Rating – Scale

• Far Exceeds Expectations: Performance that is consistently superior and far exceeds job standards and goals.

• Exceeds Expectations: Performance that often exceeds job standards. These individuals perform at a level noticeably above what is expected.

• Successfully Meets Expectations: Performance that consistently meets and sometimes exceeds job standards. These are individuals who make valued contributions to the success of the institution at the level that is expected.

• Partially Meets Expectations: Performance that partially meets but occasionally is below acceptable job standards. These individuals perform inconsistently and need to improve.

• Fails to Meet Expectations: Performance that consistently does not meet job standards over the rating period.

Performance Evaluation Tool

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Summary

• Review the summary of your full Performance Review for 2013/2014• Submit to your manager via Workday• No changes can be made by employee after submitted

Performance Evaluation Tool

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• Significant changes in job responsibilities• Increased level of responsibilities vs. increased volume of work• Restructure resulting in a new position• Manager write new job descriptions• Submits to Human Resources by May 9th

– Position evaluated• Promotions approved by June 17th • Manager communicates to employee once approved• Salary increase, where applicable July 1st

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Promotions

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Upcoming Trainings

Manager Training

• Managers Round Table, March 11 10:00-12:00 Lakeside 101/102• March 14, 10:00-11:30 Lakeside 101/102• March 17, 8:30-10:00 Aiken Morgan Room

Employee Training

• March 14, 3:30-4:30 Hauke 203• March 17, 2:00-3:00 Aiken Morgan Room• March 18, 1:30-2:30 Lakeside 101/102• March 19, 8:30-9:30 Lakeside 101/102

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Employee

completes

Self-

Evaluation

Manager approves

Employe

e Self-Evaluation

Manager complete

s Manager Evaluation on Employee

Manager

’s Manager approves Manager Evaluation

Manager provides Manager Review Comments

Employee provides final Employee Review

Comment

s CAUTION: This step will release the evaluation to employee. Please only do so when you are ready. All within

Workday

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Technology

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All within Workday

• Google Chrome or Firefox is recommended • Spell Check• Limited mobile capability• Saving

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Resources• Employee’s self-evaluation• Staff Competency Development Workbook • Your manager• Human Resources & Organizational Development• Last performance review form• Instructions within Workday via Canvas

27

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?

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Tips:• Use “not applicable” as a status if goal is

not rated.• May select more than one category.• UFO’s? Add as an additional goal and

indicate they were unplanned.• Not applicable vs Not Started• Next year’s goals will be a separate

process 

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Tips:• Summarize your job responsibilities in

one section (do not use the (+) button multiple times).

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Tips: • Review this section to verify you

have commented on each competency.

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Tips: • You will not use the “Add Existing” box.• Relates To gives the option of linking to a staff competency. • Use the (+) button to add a new item.

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Additional Performance Evaluation Comments:

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Tips: • The Overall rating is based

on the ratings from the Performance Goals and Job Description

• Can override default• You will receive an error if

rating is empty

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When you are complete your self-evaluation you will need to click the green submit button. You will not be able to make any changes after you submit.

Tips: • You may exit at anytime and it will save and

resume where you left off.• Once submitted no changes can be made.• You can print the review before submitting.

• When manager approves – they are acknowledging receipt – does not mean they agree with every piece.

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SMART Goal Setting

37

AAchievable

T Time Bound

SMART goals allows leaders to:

• Maintain clarity of what it is they wish to achieve• Monitor their progress on an ongoing basis• Allocate resources in support of reaching a goal• Plan an employee’s progress towards reaching goals• Redirect or refocus an employee’s energy back towards a goal when necessary

SMART goals allows employees to:

• Understand what is expected of them• Monitor their own performance against the goals• Empower them to achieve results• Be clear on the criteria for evaluation• Know what the target for solid performance looks like, so that they can hit it

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• Goal Setting for next year• Joint process – manager

& employee– Agreement– Alignment

• Ongoing and adjusting

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• New tool: Workday– Manager– Self-Assessment

• Signature page• Tone

– Personalize– First person

• Advance review

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Self-Evaluation

LIBRARIAN P ERFORMANCE EVALUATION – 2012/2013

This gives you and your manager an opportunity to participate in your performance evaluation process by documenting the many ways you have contributed to departmental goals and/or goals of Champlain College.

Please use this form to describe your job performance and s hare the form with your supervisor before the performance meeting. NOTE: Managers will use this same form when evaluating employee performance.

Employee Name: Title: Department: Manager’s Name: Date of Meeting: Signatures:

Upon completing the evaluation, the manager should sign below and submit the form to their next level manager for review, approval and signature. You should sign below upon the completion of your

performance meeting. Manager: Date: Next Level Manager: Date: Employee: Date: (The signatures confirm you and your manager’s reading, understanding and discussion of the performance evaluation and do not necessarily mean agreement with ratings and comments.)

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• Employee goals for past year

• Commentary – results achieved

• Priority levels• Rating scale

I. Performance Evaluation for 2012/2013

Both you and your manager complete this section at the end of the evaluation cycle. Rating Scale: Please evaluate each goal and the overall performance rating using the following scale.

Exemplary: Performance that is consistently superior and far exceeds job standards and goals. Successfully Meets Expectations: Performance that consistently meets and sometimes exceeds job standards.

These are individuals who make valued contributions to the success of the institution at the level that is expected.

Needs Improvement: Performance that consistently does not meet job standards over the rating period. Priority Scale: Please evaluate each goal using the following scale.

High: The goal is top priority with elevated significance to complete. Medium: The goal is of normal priority and importance. Low: The goal is less of a priority (nice to have vs. need to have)

Results Against Goals

These are the goals that were established at the beginning of the evaluation cycle, typically at the start of the fiscal year. In the “Results Achieved” column be specific in terms of what results were achieved. Indicate the priority level for the goal and establish a rating using the rating scale provided.

Goal Results Achieved Priority Rating 1.

2.

3.

4.

5.

6.

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Andrew needs to add information in here about performance management through Workday.
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• Development Plan• E3 – Personal

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Performance Feedback

• Monitor Results • Provide Frequent Feedback - .”Coaches don’t put off

discussing the game with players”:– Immediate– Specific – Useful – Relevant

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Giving Feedback

• Upfront• Tacit• Avoidance

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Giving Positive Feedback

Focuses on your commitment to excellence It sends a powerful motivational message to the “strugglers” It’s the best way to create and maintain a learning

environment It keeps the stars from leaving to seek a manager who

appreciates them

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Praise is . . . specific and tangible . . .

“What I liked about what you did was . . .” “I noticed that when you talked to the manager, you . . .” “I want to acknowledge that you finished the job ahead of

schedule.” “From my perspective, it seemed that you headed off a

possible confrontation with Jack by taking some extra time to listen to him.”

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. . . not vague and generalized

“Great job.” “Way to go.” “Thanks for busting your butt on this project.” “You’re a good team player.”

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Constructive Feedback

Let them know what you’re going to let them know Don’t build a big logistical case before dropping the bomb Remember, you’re “ahead of the curve” Allow time and a “container” for emotional reactions We can only hope to change outcomes, not the personalities of

others in the workplace

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Performance Feedback

80/20Rule

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Data to Consider

Pre-Evaluation Meeting Employee Self-Evaluation Use of available Tools (i.e. – forms, reports, data, surveys,

previous notes) Your manager’s feedback Other supervisor/manager’s feedback Your direct observations

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Data Gathering

Observable:Actions, words, gestures “example” – “I see you smile every time you greet a customer at the reception area”.

Behavioral:Can be changed or corrected with instruction or self-disciplineGradient comparisons between unacceptable and outstanding can be made

BE aware of things you can’t change!

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Documentation

The act of “writing and communicating” a summary of all previous conversations

If someone else reads the review…. Can they understand it? Sets the stage for the next review periods goals Links pay for performance

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“The Discussion”

Be prepared– Know the objectives and goals of the meeting– Practice

Time and Place– Choose a quiet, private spot with as few interruptions as possible

Create a positive environment – Help the employee feel at ease

Give balanced feedback– Both positive and negative, but start with the positive– Focus on the job, not the person

Allow the employee to provide feedback– Open dialogue – 2 way discussion

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“The Discussion”

Conducting the review – When discussing areas for improvement, discuss methods and

objectives for improving.– Establish formal goals. Explain how these goals are tied to the

institution’s objectives and overall mission– Discuss possibilities for advancement, the employee's

aspirations and professional development necessary to be a candidate for such future positions.

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“The Discussion” Conclusion:

– Summarize and review the important points of the discussion.– Restate any action steps that have been recommended and

provide a time frame for completion– Make sure employee reviews the appraisal and encourage

comments.– Have employee sign it to acknowledge that he or she has read it

(does not signify agreement with the content).

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Dealing with Difficult Employee/Performance Issues

The Old Dilemma: “Avoid or Confront”– Avoidance usually sends an unclear message, makes things worse

over time, and keeps anyone from learning.– Confrontation only leads to misunderstanding, bad feelings, and

poor outcomes.– Management needs to adopt a philosophy that, if delivered

properly, all performance reviews are good; some are simply harder to conduct.

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Job performance problems Pinpoint

– Specific, observable effects Track

– Frequency and severity of behaviors

Analyze– AFTER pinpointing and

tracking, not before– Clarity? Constraints?

Relationships?

Challenge – Ask for specific changes– Provide resources

Evaluate– Don’t forget to both follow-up

and reward

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Communication Starters

• “I . . .”• “I’m curious about . . .”• “Could you help me understand . . .”• “I was wondering . . .”• “There’s something I need to discuss with you . . .”• “I know this may be difficult, however . . .”

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Staying “Open”

Ask for the other’s perceptions Listen well (we’re talking REALLY well!) Clarify assumptions Find common ground Note strong differences not as right or wrong, but as

opportunities What can you learn?

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Be clear about Performance Problems Differentiate between:

– Thoughts and feelings “I think you’re a jerk.” “I feel we should order more staples.”

– Information and opinions “Your record shows you have a bad attitude.” “I believe that your responsibilities are changing.”

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Performance Problems

Link prior conversations and/or warnings into performance review:– Improvement– Continued Issues

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How to Respond to Employees Emotions

The Role of Emotion: Almost always present in some form Essential for good problem-solving

Be Proactive Anticipate the Reaction Focus on Controlling Your Reaction Ignoring - anger, cynicism, isolation Employee deserves to be:

– Respected– Treated professionally– Allowed to have emotion

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Emotional Reactions

Crying– Acknowledge emotion, express empathy, return to central

theme, take brief timeout if needed Withdrawal

– Use open ended questions, reframe, be comfortable with silence, check assumptions

Anger– Allow some venting, set limits if necessary, separate

thoughts from feelings

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Dealing with Your Own Emotions During a Review Those “Pesky” Feelings:

Accept that they are normal and natural Can leak or burst into the conversation if not “managed” Unexpressed feelings make it difficult to listen Use the urge to blame or withdraw as a clue Don’t “take the bait” of negative feelings

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Timeliness/Prioritizing As a supervisor, you owe it to yourself, your employee and

the manager to conduct the review on time– Consistent message– Employees anticipate it– Potential compensation impact

Tips to the process:– Keep a work log– Manage thru a “tickler” or Outlook Task– Draft review immediately– Set clear dates for self-evaluation to be returned– Set date for review

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Top 10 Tips to Successful Evaluations

1. Engage employees2. Prepare – both the writing and the discussion3. Review the entire period4. Listen and hear5. Take the time6. Be factual7. Avoid the “halo” and “horns” effect8. Do not overrate to motivate 9. Create awareness – don’t avoid/ignore important messages10. Follow-up

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ENGAGEMENT PROCESS

PERFORMANCE PLANNING

PERFORMANCEFEEDBACK

PERFORMANCE EVALUTION

SKILLDEVELOPMENT

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Real Situation #1Issue: Quality of service has significantly gone downhill for this long term employee, Jane.

She has proven capabilities in the past, but the mistakes that she is making is starting to impact customers perception of the organization. Other employees are frustrated and you are concerned about her customer service focus.

Exercise:

1. Assign one person as the employee, and one person as the supervisor. 2. Discuss what the issue(s) are that need to be discussed with the employee.3. Role play the actual discussion.4. Provide direct feedback to the supervisor on what would make the delivery of the

discussion more effective.5. Be prepared to role play to the larger group.

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Real Situation #2Issue: Our 3 year employee Brad is moody. Some days he walks in chipper as anything,

other days he walks in and doesn’t say a word to anyone. He gets a lot of work done and is viewed as very smart. Employees, and the supervisor feel like they have to walk around on egg shells when Brad is around. He always has an opinion, and can often sway people – sometimes not to the benefit of the institution. In previous reviews, his interpersonal skills, communication and intimidation style has been raised. He seems to get it after it is raised for a short period of time, then he’s back to his old behaviors.

Exercise:

1. Assign one person as the employee, and one person as the supervisor. 2. Discuss what the issue(s) are that need to be discussed with the employee.3. Role play the actual discussion.4. Provide direct feedback to the supervisor on what would make the delivery of the

discussion more effective.5. Be prepared to role play to the larger group.

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Real Situation #3

Issue: Betty is a 45 year old accountant who has been with the organization for 4 years. She has expressed concerns over her ability to continue to work at the level of stress in the job. She thinks she is very organized and enjoys working with the everyone. However, she continually has a difficult time in getting to work on time. Everyone really enjoys working with Betty.

Exercise:

1. Assign one person as the employee, and one person as the supervisor. 2. Discuss what the issue(s) are that need to be discussed with the employee.3. Role play the actual discussion.4. Provide direct feedback to the supervisor on what would make the delivery of

the discussion more effective.5. Be prepared to role play to the larger group.

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Real Situation #4

Issue: Kathi has been with the organization for 2 years. In that period of time, she has had 2 positions and 3 supervisors due to organizational changes. She has received training in a number of areas of her job, but still seems to have some difficulty in grasping what would be considered basic concepts. There have been times when she has dressed inappropriately for the organization. Her newest supervisor, Jane, questions her level of commitment to the organization and the job. She is up for her review in the next 3 weeks, and Jane has responsibility to do it. The previous supervisor didn’t leave any notes behind regarding Kathi’s performance or goals.

Exercise:

1. Assign one person as the employee, and one person as the supervisor. 2. Discuss what the issue(s) are that need to be discussed with the employee.3. Role play the actual discussion.4. Provide direct feedback to the supervisor on what would make the delivery of the

discussion more effective.5. Be prepared to role play to the larger group.

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Real Situation #5

Issue: It has been brought to your attention that the brand new TV and VCR in the conference room has been stolen. This was discovered on Tuesday morning after Labor day weekend. There are no visible signs of a break-in, and you have reason to believe that it is an internal job. You are aware of only one employee who worked in the office over the weekend. Deb, the new employee who has been here for 2 months. During the hiring process, you discovered that she had poor credit problems and already she had asked for 2 pay advances. You suspect that she may have stolen the TV and VCR. These suspicions have arisen by 2 other employees “planting a seed” that Deb may have done it.

Exercise:

1. Assign one person as the employee, and one person as the supervisor. 2. Discuss what the issue(s) are that need to be discussed with the employee.3. Role play the actual discussion.4. Provide direct feedback to the supervisor on what would make the delivery of the

discussion more effective.5. Be prepared to role play to the larger group.

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Overall Process in Workday1. Employee completes Self-Evaluation2. Manager approves Employee Self-Evaluation3. Manager completes Manager Evaluation on employee4. Manager’s manager approves Manager Evaluation5. Manager provides Manager Review Comments (releases Manager Evaluation to

employee) – Do not complete this step until you are ready for the employee to see the Manager Evaluation

6. Employee provides final Employee Review Comments (receipt of Manager Evaluation) All within

Workday

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Top 10 Tips to Successful Evaluations

1. Engage employees2. Prepare – both the writing and the discussion3. Review the entire period4. Listen and hear5. Take the time needed6. Be factual7. Avoid the “halo” and “horns” effect8. Do not overrate to motivate 9. Create awareness – don’t avoid/ignore important messages10. Follow-up