staff performance evaluation process

1. Staff Performance Evaluation Process 2011

3. It doesn�t have to be this way�

5. Two Part Performance Review Process Review Process Goal Setting

6. Review Process Evaluate performance against the defined job responsibilities. Measure performance against goals agreed upon by the employee and supervisor at the beginning of the year. Reflect accomplishments and how they were achieved. Consider employee�s interaction with the entire University Community as well as the community-at-large. Identify specific employee needs with suggestions and opportunity to improve. Ongoing dialogue to ensure mutual understanding of continuing progress.

7. Goal Setting Objectives agreed upon by employee and supervisor for coming year. Individual goals and objectives must be developed within the context of the unit�s goals and objectives.

8. Specific Measurable Achievable Results-focused Time-bound SMART Objectives Specific � Objectives are detailed and focused. Action verbs such as evaluate, complete, develop, define, identify, learn, provide, and maintain, are often used. Measurable � Objectives must be quantifiable so that it is clear when it has been reached. Cost (reduce expenditures by x dollars), time (shorten process time by x hours), quantity (serve x more clients per day), quality (decrease customer complaints from x to y), and percentage of time (increase child car restraint usage by x%). Achievable � Objectives can be a �stretch,� but must be attainable and realistic. They should not be too easy or too hard. Within the employee�s control or influence. Results-focused � Achievement of objectives is measured by outcomes (not activities) such as products, deliverables, and accomplishments. The outcome is a result of activities. Objectives should be relevant to UW�s mission and goals. Time-focused � Achievement of objectives has a specific deadline and it is clear when has been accomplished. A target date is defined. Objectives should: Be relevant to essential duties Be compatible with the PDQ Be tied to departmental goals Specify needed training According to other sources: �A� is attainable �R� is realistic or relevantSpecific � Objectives are detailed and focused. Action verbs such as evaluate, complete, develop, define, identify, learn, provide, and maintain, are often used. Measurable � Objectives must be quantifiable so that it is clear when it has been reached. Cost (reduce expenditures by x dollars), time (shorten process time by x hours), quantity (serve x more clients per day), quality (decrease customer complaints from x to y), and percentage of time (increase child car restraint usage by x%). Achievable � Objectives can be a �stretch,� but must be attainable and realistic. They should not be too easy or too hard. Within the employee�s control or influence. Results-focused � Achievement of objectives is measured by outcomes (not activities) such as products, deliverables, and accomplishments. The outcome is a result of activities. Objectives should be relevant to UW�s mission and goals. Time-focused � Achievement of objectives has a specific deadline and it is clear when has been accomplished. A target date is defined. Objectives should: Be relevant to essential duties Be compatible with the PDQ Be tied to departmental goals Specify needed training According to other sources: �A� is attainable �R� is realistic or relevant

9. Objective: �Develop a new filing system.� Standard: �By Oct 1, 2011, develop a user-friendly filing system that can be implemented in no more than two weeks. Users will be able to find documents the first time they look, 98% of the time.� Objective Example

10. The Performance Evaluation Process This is a continuous process, not an event, with activities throughout the year. Preparation Involve the employee Gather information The Appraisal Meeting Put the employee at ease Be positive and listen Agree on mutual goals Follow-through Regular, positive feedback Coaching is the keyThis is a continuous process, not an event, with activities throughout the year. Preparation Involve the employee Gather information The Appraisal Meeting Put the employee at ease Be positive and listen Agree on mutual goals Follow-through Regular, positive feedback Coaching is the key

11. Involve the employee Agree on a time and place in advance Ask the employee to prepare a self-evaluation Gather data Talk to the employee�s co-workers Job description Past performance data Training records Preparing for the Meeting

12. The Personnel-Management Cycle The personnel-management cycle consists of three parts: The job description Ongoing feedback and training The performance appraisal The job description should be an accurate reflection of what is expected of the employee. The personnel-management cycle consists of three parts: The job description Ongoing feedback and training The performance appraisal The job description should be an accurate reflection of what is expected of the employee.

13. Conducting the Evaluation Meeting Put the employee at ease State the purpose of the discussion and the advantages of the evaluation system Build on the employee�s strengths Listen to the employee Compare performance to standards Assign performance ratings Develop an overall rating Agree on mutual objectives for the next year No surprises Close the discussion Be objective � judge the work results, not the person Be honest and candid Be consistent Document every step in the process Do it by the book � follow UW policies Don�t talk too much Ask for employee�s opinion Close the discussion: Summarize the meeting Sign the appraisal form Thank the employee and explain the next stepBe objective � judge the work results, not the person Be honest and candid Be consistent Document every step in the process Do it by the book � follow UW policies Don�t talk too much Ask for employee�s opinion Close the discussion: Summarize the meeting Sign the appraisal form Thank the employee and explain the next step

14. Evaluate employees in their environment Communicate positive feedback regularly Coaching is the key Coaching � reinforce, correct, teach new skills, mentor; meet regularly to review progress, add/change goals, provide feedback, reinforce or redirect; keep records and documentation throughout the yearCoaching � reinforce, correct, teach new skills, mentor; meet regularly to review progress, add/change goals, provide feedback, reinforce or redirect; keep records and documentation throughout the year

15. End of Year Development Summary Form Human Resources Office (AC 708) On-line HR website http://access.nku.edu/hr/index.htm (click �Manager�s Toolkit Link�)

16. Sections of Development Summary Job Competence and Knowledge Overall Performance Rating Documentation Where Performance Needs Improvement Documentation Where Performance Exceeds Requirements Comments

17. Adaptability: Adjusts practices in changing environment; adapts to new people, ideas, procedures; searches for self-responsibility as it relates to goals

18. Interpersonal Skills The ability to relate to and interact with others in a positive way that results in cooperation, mutual respect and common goals.

19. Team Player Employee�s success served by cooperating, setting mutual goals and crossing boundaries.

20. Reliability Acceptance of accountability for one�s actions; may include attendance and punctuality. The conscientious fulfillment of one�s obligations.

21. Communication Skills The ability to accurately and effectively transmit and receive information that is necessary to the accomplishment of position responsibilities; keeps subordinates, associates and supervisors informed; listens.

22. Judgment and Decision Making Identifies/evaluates issues; reaches sound conclusions; generates alternatives; understands consequences; makes accurate and timely decisions; attends to detail.

23. Drive and Commitment Maintains high energy level; strives for personal improvement and success.

24. Example of other elements: Safety: follows proper procedures/regulations to allow for the safety of personnel and equipment. Supervision: demonstrates ability to determine priorities/scheduling of activities to reflect current goals. Leadership: Guides others to work toward common objectives; commands respect; develops cooperation and teamwork; bias toward action. Planning: Forecasts needs; sets priorities; effectively uses financial and human resources; proactive.

25. Other elements Inclusion of other elements not listed requires supervisor and employee agreement on the definition and inclusion on the form.

26. Steps Self evaluation Supervisor evaluation Meeting to Discuss Employee review time and follow-up Department Head signature (input? If so, precedes #4) VP review (input? If so, precedes #4) Must be received in HR by 4/8/11

27. Worth repeating� Must be received in Human Resources by:

28. Next Steps Prior to the end of the FY, usually in May, the Vice Presidents will get information on the merit pool. The Department Heads will ask for a recommendation from the Supervisor.

29. Supervisor recommendations The recommendations should be based on the recently completed evaluation process.

30. Employees notified The Vice Presidents will send a letter to each employee informing them of their merit increase.

31. Guide to Evaluation of Personnel Performance Degrees

32. Guide to Evaluation of Personnel Performance Degrees

33. Guide to Evaluation of Personnel Performance Degrees

34. Guide to Evaluation of Personnel Performance Degrees

35. Guide to Evaluation of Personnel Performance Degrees

36. Guide to Evaluation of Personnel Performance Degrees

37. Guide to Evaluation of Personnel Performance Degrees

38. Why NKU evaluates Who should be evaluated Evaluation time-frame To what end (linked to pay?) Is there a similar process for faculty? Review Process Feedback 2010