Employee Performance Evaluation & Developmental Process

1. Employee Performance Evaluation & Developmental Process

2. Lesson Plan • Process • S.M.A.R.T. Goals • Rater Errors • Philosophy • Evaluation Form • Time Frames & Review • Electronic Form • Rollout Strategy

3. Learning Objectives • To develop an understanding of the performance evaluation philosophy and process • To develop an understanding of the performance instrument as a developmental tool

4. Performance Evaluation • Performance Evaluation Objectives: • A guide for personnel actions • An opportunity to reward employees • To provide feedback to employees • To help with employee training & development • Tool to help integrate human resource planning with other personnel functions

5. Performance Evaluation • The Evaluation Should: • Enhance the trust relationship between the employee and his/her supervisor • Develop mutually beneficial goals that align with those of the division, department and City • Identify successes, and where improvements have been made, areas in need of improvement, and how improvement can be accomplished

6. Performance Evaluation • The Evaluation Should: • Provide an honest discussion about career opportunities • Apply consistent standards across all levels of the organization • Hold managers accountable for consistent application of standards and fair assessments

7. Performance Evaluation • General Philosophy • Employees should be able to express concerns in a comfortable environment without fear or reprisal • A collaborative process improves communication and builds upon trust • Provides mechanism to build upon the knowledge, skills and abilities of employees for improved performance

8. Performance Evaluation Process

9. Performance Evaluation Process • No Surprises • Nothing on the evaluation should come as a surprise to the employee • Employee should be provided feedback on a continuous basis throughout the year • Document in your personal files your discussions with employees throughout the year

10. Performance Evaluation Process • Pre-Meeting Preparation • Provide employee with advance notification of meeting; allow documentation to be brought • Maintain working files with documentation of behaviors • Review job description

11. Performance Evaluation Process • Pre-Meeting Preparation • Review previous year’s goals • Seek input from others employee has worked with • Develop an action plan to address issues • Consider how supervisor skills can be enhanced • Complete draft of the evaluation, review at higher levels

12. Performance Evaluation Process • Conducting the Meeting • Meet privately with the employee and make the employee feel at ease • Confine your comments to performance-based issues and be specific • Have open communication; listen and ask questions and keep emotions in check • Share with the employee what you feel their strengths are

13. Performance Evaluation Process • Conducting the Meeting • Identify problem(s) or weak areas with employees • Ask the employee why the problem(s) exists • Listen to what they are saying • Probe to see what the problem is related to • Once identified, work with the employee to determine how the problem can be solved • Recognize where improvements have been made and discuss lack of progress in any areas needed

14. Performance Evaluation Process • Conducting the Meeting • Rate the employee based on established expectations in relation to their job description • Document the meeting through the performance evaluation form and make changes to your draft based upon your discussion with the employee • Read each rating and determine the level at which the person being evaluated is performing

15. Performance Evaluation Process • Conducting the Meeting • Have the employee sign the evaluation form and each attachment to indicate that it has been reviewed • If the employee refuses to sign, the supervisor should make a note of refusal • Employees may add any comments in the space provided on the evaluation form. They are given five working days to respond • Advise the employee of their rights to the appeal process.

16. Performance Evaluation Process • Conducting the Meeting • Once finished: • Ask the employee how you can better support them in meeting their goals • Ask what the supervisor can do to make their work experience more positive • With the employee, set and agree on new goals for the next review period

17. Performance Evaluation Process • Post-Meeting Requirements • The evaluation is reviewed by each successive level of departmental supervision • Give the employee a copy of the completed evaluation and performance plan after all signatures are completed

18. Performance Evaluation Process • Post-Meeting Requirements • The reviewer should review all evaluations performed to ensure that rater errors have not occurred • Review evaluations to determine if additional training or other resources are needed

19. Developing S.M.A.R.T. Goals

20. Developing S.M.A.R.T. Goals • How to Write Task Goals • The task is an assignment or responsibility expressly addressed in the job description • Should define the specific assignments an employee’s supervisor requires during the evaluation period and should be linked to the City’s and department’s strategic goals • Should be no more than five rating areas for most employees

21. Developing S.M.A.R.T. Goals • S.M.A.R.T Goals • Specific • Measurable • Attainable • Relevant • Time-Specific

22. Developing S.M.A.R.T. Goals • General Goal • Get in shape. • Specific Goal • To improve and maintain good health, go to the gym three times per week and walk on the treadmill for 20 minutes nonstop.

23. Developing S.M.A.R.T.Goals • Goals Should Be Specific • Be clear and concise on what should be accomplished • What is the reason, purpose and benefit of accomplishing the goal • Identify the constraints and determine ways to overcome them

24. Developing S.M.A.R.T.Goals • Goals Should Be Measurable • How will you measure success and establish concrete criteria for measuring progress? • How will you know when you have accomplished the task? • Determine what will be changed and by how much?

25. Developing S.M.A.R.T.Goals • Goals Should Be Measurable (Cont’d) • Quantity – how much/many • Quality – how well the goal is performed (can’t be counted but can be judged) • Cost – at what expense is the goal produced or performed • Measurement of time – was the goal completed in the timeline established

26. Developing S.M.A.R.T.Goals • Goals Should Be Attainable • Goals should be challenging but not unrealistic to obtain • Keep in mind the job description and make sure it is aligned with the goal requirement

27. Developing S.M.A.R.T.Goals • Goals Should Be Relevant • The goal should be relevant and aligned with the department and City’s vision and values • To be successful there should be a reason to put forth the effort to achieve the goal

28. Developing S.M.A.R.T.Goals • Goals Should Be Time Specific • Create a timeline for a sense of closure and to provide a motivational force • Some goals may be on-going so will be evaluated for success during the evaluation period

29. Rater Errors

30. Rater Errors • Halo Effect • Rating an employee excellent in one quality, which influences the rater to give that employee a similar rating on other qualities • Horn Effect • Rating an employee unsatisfactory in one quality, which influences the rater to give a similar low rating on other qualities

31. Rater Errors • Comparisons • Comparing one employee to another instead of rating the employee against the job description • Central Tendency • Rater provides an average for all qualities

32. Rater Errors • Strict Rating • Rating consistently lower than the average, being consistently harsh in ratings • Lenient Rating • Rating consistently higher than the average, being overly loose

33. Rater Errors • Latest Behavior • Rating is influenced by the most recent behavior, failing to recognize the most common behaviors • Past Performance • Allowing past performance appraisal ratings to unjustly influence current ratings

34. Rater Errors • Same As Me • Giving a rating higher than deserved because the person has qualities similar to the rater • Different From Me • Giving a lower rating than deserved because the person has dissimilar qualities than the rater

35. Rater Errors • Status Effect • Overrating employees in higher-level jobs or jobs held in high esteem and underrating employees in lower level jobs or jobs held in low esteem • Inflating Ratings • Manipulating ratings to produce the desired performance pay

36. New Developmental Instrument

37. New Developmental Instrument • Employee Performance Evaluation and Developmental Instrument • Is consistent with the City’s vision and values • Measures the competencies of individuals in relation to a high performing organization

38. New Developmental Instrument • Employee Performance Evaluation and Developmental Instrument • Covers the City’s spectrum of jobs, but is precise enough to measure individual performance for each job • Recognizes the unique qualities, characteristics and behaviors of each employee that lead to successful job performance • Is easy to complete

39. New Developmental Instrument • Employee Performance Evaluation and Developmental Instrument • Provides opportunity for prioritizing job duties • Promotes employee participation in providing ideas or available knowledge for developing and setting performance standards

40. New Developmental Instrument • Employee Performance Evaluation and Developmental Instrument • Allows the employee to differentiate between acceptable and unacceptable results • Presents goals that are challenging to the employee, but is realistic and attainable • Reduces subjectivity by linking specific behaviors to the rating area

41. PerformanceEvaluation Form

42. Performance Evaluation Form • Page 1 • Ensure that the personal information on the employee is accurate • Establish the reason and proposed action of the review • Ensure that the job description of the employee is current and the employee has met all other criteria required by the job description

43. Performance Evaluation Form • Page 1 • The Notification of Standards is signed at the beginning of each performance evaluation year • Statement that the employee, supervisor and reviewer agree to the established goals

44. Performance Evaluation Form • Page 1 • The Progress Review is signed mid-year of each performance evaluation year • Unofficial review of how well the employee is meeting the goals and performance objectives

45. Performance Evaluation Form • Page 1 • The Performance Evaluation is signed at the end of the evaluation period by the employee, supervisor, reviewer and director • This acknowledges that the review has taken place • If employee refuses to sign, the supervisor should note it on the form

46. Performance Evaluation Form • Page 1 • Numerical rating scores of all areas within the evaluation • Overall rating for employee • Cannot have any rating area below meets to have an overall rating of exceeds or outstanding

47. Performance Evaluation Form • Page 2 • Job specific goals must be established for each employee at the start of the performance year • The employee, supervisor and reviewer sign the notification of standards section after developed • Employees are evaluated at the end of the performance year based upon the rating criteria established

48. Performance Evaluation Form • Page 3-8 • Employees are evaluated at the end of the performance year based upon their attributes required for a high performance organization: • Leading • Managing • Technical Skills • Team Skills • Select the most appropriate rating criteria for each question

49. Performance Evaluation Form Team Skills

50. Performance Evaluation Form • Page 9 • Employee and supervisor are encouraged to discuss ways in which the employee may develop his/her skill sets for future professional growth • Employee is encouraged to provide comments about the evaluation if he/she would like • The employee has five working days to respond.