Jefferson Community and Technical College

1. Jefferson Community and Technical College Employee Performance Planning and Evaluation and Merit Supervisor/Employee Training 2010 Created by M. Tabor Fall 2010

2. Completing Merit Forms 2010-2011 Staff Performance Review Calendar August 9 Provost sends omnibus memo regarding Staff Performance Review process with forms and calendar; memo also reminds supervisors and employees to complete planning section of 2010-2011 HR 91 By November 8 Election/appointment of Staff Merit Committee completed November 17 Orientation/organizational meeting of Staff Merit Committee (2:30 PM, BB 204); additional training/organizational sessions to be scheduled by committee if needed January 14 Provost sends out reminder communication re: staff process, forms, and timelines By March 25 Supervisors will have determined ratings and met with employees about their HR 91s; supervisors and/or employees will have completed merit bonus forms. Supervisors will have forwarded HR 91s and merit forms to area supervisor for review and signature. By April 1 Appeals of Performance Review Rating (separate from appeal of bonus recommendation) due to Provost’s office April 1 HR 91s and Merit Bonus Recommendation Forms of candidates being proposed for merit due in Provost’s office By April 7 Appeals of Performance Review Rating completed by President or designee April 8 HR 91s and Merit Bonus Recommendation Forms made available on-line for review by Staff Merit Committee April 18 Meeting of Staff Merit Committee By April 26 President reviews Staff Merit Committee recommendations April 28 Merit bonus recipients notified By May 9 Election/appointment of Staff Appeals Committee and alternates completed May 9 Deadline for receipt of Staff Performance Review Appeal forms by Provost’s office May 12 Orientation/organizational meeting of Staff Performance Review Appeals Committee (2:30 PM, BB 204) By May 23 Recommendations from Staff Performance Review Appeals Committee due to President and Provost By May 30 President reviews Staff Performance Review Appeals Committee recommendations and makes final decisions By June 1 Disposition of appeals communicated to appellants DCF 8.1.10

3. What is performance assessment? Performance assessment is a formal written evaluation summarizing an employee’s job performance for the current assessment period and setting goals for the next assessment period. It has the same meaning as the terms “evaluation” or “employee evaluation.” A meaningful and effective performance assessment promotes and enhances on-going, two-way communication between supervisors and employees in order to: Provide feedback on accomplishments and areas in need of improvement; Establish mutually understood performance expectations/goals; Develop a plan for maintaining job performance at a satisfactory level or for improving performance; Deal with specific performance problems as they occur. Employees should have a clear understanding of job expectations. Performance assessment is an important part of the performance management process. They should contain no surprises. Eliminate subjective terms and replace them with standards and goals. To be objective in a review, a supervisor must have developed specific standards that are based on the job instead of the person— standards that are the same for everyone in that job, specific and measurable, written and clearly communicated.

4. Performance Management – SMART Goals Setting Goals TogetherSetting mutually agreeable performance goals with employees allows you and the employee to share hopes and ideas for the future. Setting goals at least annually, if not more often, will lead to higher levels of performance and more motivated employees.Performance goals should be set withemployees, not for employees. The purpose of setting goals is to give employees targets on which to focus. If the employee hasn’t participated in establishing these goals, s/he is less likely to buy into them and find them motivating. Involving employees in the goal setting process is critical.It’s possible that an employee may not agree with a goal that you, as the supervisor, know must be met. If this happens, make sure the employee understands that performance will be evaluated next time on the degree to which the goal is met.In the Goals section of the Employee Performance Assessment form, you and the employee list goals to increase the employee’s effectiveness. Performance goals can be based on information discussed in the rating of performance factors or they may come from the job description. They may also simply reflect the employee’s personal and career advancement interests.

5. Writing Effective Goals What makes a good goal statement? Use the "SMART" acronym.S – SpecificM – MeasurableA -- AttainableR -- RelevantT -- Time framed1. Specific – Write a concise statement of the goal that tells what needs to be accomplished and when – the specific results or outcomes expected.2. Measurable – Include in the specific goal statement the measurements to be used to determine that the results or outcomes expected have been achieved. Measurements are not necessarily quantitative.3. Attainable – The expected results or outcomes must be within the authority, skill, and knowledge level of the employee, and the resources needed to achieve the goal must be available to the employee.4. Relevant – The expected results or outcomes should support the department’s and/or the College’s mission and plan; and/or the results or outcomes should contribute to the department’s needs or the employee’s personal development.5. Time framed – Deadlines for achieving expected results and outcomes should be set, not left open-ended. Deadlines can be extended when circumstances warrant, but should be re-set and monitored.

6. Writing Effective Goals In other words, the goals you and your employee write should answer these questions:WHAT specifically do you want to improve or accomplish?By HOW MANY, HOW MUCH, or TO WHAT EXTENT? By WHEN?The number of goals is not nearly as important as their quality. Two or three well thought out, specific goals that will have a positive impact on the employee and department can form a strong, appropriate performance plan. Supporting and Monitoring Goal AchievementYou need to provide your employee with the assistance or resources needed to meet his or her performance goals. This might mean providing the employee with:Equipment, material, or facilities to do the jobAdditional assistance from other staffAuthorization for the employee to do the jobCoaching or training.You can monitor performance in a number of ways:Collect or have the employee collect performance dataMeet face-to-face to review progressPhysically check the work on a regular basisGather data at predetermined times.Once performance goals are set, your job will be to continue ongoing coaching, feedback, and discussion to keep your employee’s performance on track.

7. Goals can help you and your employee in different ways. They may be Routine goals:Describing regular, ongoing activitiesExamples:Reconcile Budget & Expense statements within a week of receipt from Finance Office (ongoing). Remove snow from and salt/sand walkways and building entrances at the start of each shift (ongoing).Problem solving goals:Describing activities designed to remedy performance areas that need improvementExamples:Check supply inventory bi-weekly and re-order as needed to avoid shortages (starting month/date). Arrive promptly at start of shift each day to eliminate tardiness.Innovative goals:Describing activities that create or expand capabilities Examples:Design and implement use of spreadsheet by (date) to track loan of departmental audiovisual resources. Research, test, and evaluate 3 new vegetarian entrees by (date).

8. Personal growth goals:Describing activities the employee wants to pursue for personal developmentExamples:Register for a fall introductory course to become more familiar with use of personal computers. Volunteer within next 2 months to lead a discussion at staff meeting to improve public speaking skills.Job enrichment goals:Expanding the current job with different activitiesExamples:Within 3 months train with supervisor to assume responsibility for compiling information for quarterly activity report.You might want to ask the employee to write down possible goals before coming to the assessment meeting. This involves the employee from the start in the goal setting process and gives him or her opportunities for job enrichment. It may also give you new information about what satisfies and motivates the employee.Note: Goals should not involve adding duties that are beyond the employee’s current job classification or job description.

9. Performance Management - Managing Performance Throughout the Year • REMEMBER: Performance management is not just a "once a year thing." It’s a year-round, ongoing supervisory process that includes: • Continually complimenting an employee on accomplishments, large and small • Thanking the employee often for specific contributions • Keeping communication open • Giving specific directions with timeframes • Checking in regularly to see whether progress toward annual goals is on track • Giving timely, specific feedback about performance • Documenting less-than-satisfactory performance when appropriate.

10. Completing Merit Forms 2010-2011 STAFF PERFORMANCE REVIEW FLOWCHART BEGINNING OF YEAR: Supervisor meets with employee to outline goals/plan activities for 2010-2011 review period (early in fiscal year); they complete first section of 2010-2011 HR 91. MIDDLE OF YEAR: Supervisor meets with employee to review progress toward goals at mid-year (December or January).

15. POSSIBLE EMPLOYEE PERFORMANCE CRITERIA • Job Qualities and Job Performance Skills • 1. Job Knowledge: • What is employee's level of the knowledge required to perform the job. • How well does employee understand job responsibilities? • How well does employee understand and follow policies and procedures? • 2. Productivity: • Does employee produce work at satisfactory levels? • Is employee's work complete and accurate? • 3. Dependability: • Can employee be relied on to fulfill job responsibilities in both routine and complex job situations? • Does employee meet deadlines? • 4. Attendance: • What is employee’s attendance record? (Do not consider approved leave time) • Is leave time request in a timely manner that recognizes college needs? • Does employee report to work on time and work scheduled hours? • 5. Understanding and Following Directions: • How well are directions understood and carried out? • Does employee appropriately ask for guidance in interpreting directions? • 6. Safety and Injury Prevention (Do not consider filing of workers’ compensation claims, but do consider • unsafe work practices): • Does employee follow safe work practices and have a safe work record? • Does employee have a safe work record? • Does employee use safe work practices? • Does employee use applicable safety and ergonomic equipment or devices?

16. POSSIBLE EMPLOYEE PERFORMANCE CRITERIA • 7. Judgment: • Does employee make appropriate decisions within the scope of his/her job? • What are the consequences of employee’s decisions? • 8. Adaptability to Change: • How does employee respond to changes in assignments, procedures, and circumstances? • Is employee receptive to new ideas and concepts? • 9. Organization and Planning: • Does employee define and arrange activities in a reasonable manner? • Does employee effectively use resources including time, money, materials, and staff within the scope of his/her job? • 10. Problem Solving and Decision Making: • Does employee develop appropriate solutions to problems and make effective decisions within the scope of his/her job? • Can employee distinguish between significant and minor issues? • 11. Use of Tools and Technology: • Does employee show competence in use of tools and technology? • Does employee use available tools and technology to improve efficiency and effectiveness?

17. POSSIBLE EMPLOYEE PERFORMANCE CRITERIA • B. People Skills • 1. Oral and Written Communication : • How well does employee express self? • How well does employee communicate with supervisees (if applicable), co-workers, students, and others? • How well does employee keep supervisors informed? • Is written communication clear and effective? • 2. Customer service skills (customers may be students, other employees, members of the general public, • and/or others): • Does employee display a positive and appropriate manner with customers? • Does employee provide prompt service? • Does employee respond appropriately to customer problems and complaints? • 3. Relationships with Others: • Does employee work effectively with other people? • 4. Leadership and Supervision (if applicable): • Does employee delegate appropriate tasks to staff s/he supervises? • Does employee develop the capabilities of staff s/he supervises? • Does employee motivate staff s/he supervises so that they work together towards common objectives? • 5. Teamwork: • Does employee work cooperatively with others? • Does employee support other team members and team decisions?

22. Performance Management - Assessment Meeting You’ll enjoy a highly productive meeting when you and your employee come to it well-prepared. The discussion is an opportunity to build a strong relationship between you and your employee, where both of you feel free to talk about the job, how it is being done, and what improvements can be made. When both of you are prepared, the meeting will be more relaxed and constructive.Prepare the employee…1. Tell the employee approximately when the assessment meeting will be so s/he can also prepare.2. Explain that the purpose of the Performance Assessment is to review the employee’s past performance and plan for future performance.3. Let the employee know that the meeting will involve a dialogue and that you welcome and expect his or her active participation.4. Give the employee the materials they need to bring to the meeting:The HR91 form Any other forms they need to complete A copy of the current job description for the employee’s position.5. Ask the employee to complete their area of the HR91 and any other forms you wish for them to complete. Tell them when you would like to have the forms returned to you—if you want them returned prior to the meeting or at the meeting. 

23. Performance Management - Assessment Meeting Prepare yourself…1. Review any documentation you have of the employee’s performance during the assessment period. It is helpful to keep an ongoing file of notes and examples of the employee’s work throughout the year so that you have this information readily available when it is time to complete the annual Performance Assessment.2. If you plan to request input from other sources – such as co-workers in the employee’s or other departments, or other staff for whom the employee provides support services – do it in a consistent manner.3. Review the job description.4. Review the employee’s last performance assessment. Have last year’s goals been met?5. Identify some specific examples of duties and responsibilities that the employee performed well.6. Identify specific areas where the employee could do better, and think through the question, "What can the employee do to make a greater contribution in these areas?"7. Prepare some draft performance goals for the next review period based on the employee’s strengths as well as areas needing development, and based on department needs. Think about what you can do to help the employee meet these goals.8. Draft your ratings and comments on the HR91.9. Schedule a specific time for the performance assessment meeting, assuring a private place to meet without interruptions.

24. Performance Management – Set the Climate Conduct the assessment meeting…Set the climate:1. Be sure the employee understands the purpose of the Performance Assessment discussion.2. Let the employee know that the discussion is to be a dialogue about his or her performance. Encourage participation.3. Review the discussion format you will use. Explain that the discussion will include:Things the employee does well (areas of strength)Things the employee can improve (areas for further development)Development of goals for the coming year.Discuss performance: As you discuss the employee’s performance, keep in mind that:1. The discussion is a summary of the employee’s performance over the entire review period, not just the most recent performance.2. The employee should not be hearing about performance problems for the first time at this meeting. Previous discussions should have occurred when performance concerns arose.3. The annual Performance Assessment discussion is not a step in the disciplinary process. This is the time to acknowledge the employee for his or her accomplishments and contributions, and to coach/counsel/plan for improved performance. ("If you don’t, then I will…." statements are inappropriate in this discussion.)4. If you are relying on negative performance information provided by third parties, discuss it with the employee well before the Performance Assessment meeting. It is unfair to treat feedback from others as "fact" without hearing the employee’s point of view on the feedback.

25. Performance Management - Assessment Meeting • Tips for an Effective Meeting • Don’t get sidetracked or bogged down in details. • Be as specific as possible about performance activities; give examples and explain the "why" of the rating. • Lead with the positive. It’s important to reaffirm the employee’s strengths at the beginning of the review. • Be positive where possible, but also be candid. • Keep it real. Avoid detailed reviews that are too complicated and mechanistic. • Provide both positive feedback and constructive criticism. • Be consistent. Evaluate work based on quantity and quality relative to job requirements for all employees. This makes it fair to all employees within your area. • Close with a summary that leaves the employee with a clear understanding of where s/he stands, what is necessary to meet performance expectations, and how and when you will provide assistance. • Reassure the employee of your interest in his or her progress and willingness to have continued communication. • Listen as much as you talk. Be a good listener. Be an active listener and pick up on your employee’s verbal and non-verbal cues. To manage effectively, you need to understand the needs and concerns of your employees.

26. Performance Management - Assessment Meeting Develop Goals Together: Involve the employee in setting goals and target dates for the coming year. Goals must be appropriate to the employee’s job classification, unless they reflect the employee’s own goals for personal or professional enrichment. (See setting SMART goals)Develop a Performance Improvement Plan: A written Performance Improvement Plan should be developed and included on the Employee Performance Assessment form for any employee who receives one or more ratings of "Needs Improvement" or "Unsatisfactory." If the employee is willing, ask him or her to contribute suggestions for the Improvement Plan. The Performance Improvement Plan should identify:1. The particular areas of performance in need of improvement;2. Specific steps the employee should take to improve performance, including ways that you as the supervisor will assist or support the employee;3. The timeframe by which improvement is expected; and4. Date of an interim evaluation to discuss and assess progress on the Performance Improvement Plan. Do not wait until the next regularly scheduled annual Performance Assessment to determine whether progress is being made.

27. Completing Merit Forms • BEGINNING OF YEAR: • Supervisor meets with employee to outline goals/plan activities for 2010-2011 review period (early in fiscal year); they complete first section of 2010-2011 HR 91. • MIDDLE OF YEAR: • Supervisor meets with employee to review progress toward goals at mid-year (December or January). • EVALUATION TIME: • Supervisor or supervisor and employee together complete 2009-2010 HR 91. • If employee receives an EE rating, supervisor and/or employee determine whether employee will be put forward as a merit candidate. If so, supervisor and/or employee complete the “JCTC Merit Bonus Submission Form.” Both supervisor and employee agree on the case for merit made on the form (there is room for an employee to add additional narrative to what the supervisor writes) and sign it. The supervisor then forwards the completed HR 91 and the bonus form to the area supervisor for signature and comment (comment is optional) by March 25. If the employee is to be considered for a bonus, the area supervisor then ensures that the documents are received in the Provost’s office by April 1. • If an employee wishes to appeal a rating and be considered for a bonus, he or she must fill out a “Performance Review Rating Appeal” form and submit it to the Provost by April 7. If the rating is changed to an EE, making the employee eligible for a bonus, he or she will fill out a “Merit Bonus Recommendation Form” and submit it to the Provost for regular consideration by the Merit Committee. • HR 91s for candidates not being recommended for bonuses are due to the area supervisor as soon as possible after March 29. The immediate supervisor’s supervisor or the area supervisor will serve as the “reviewer” of the HR 91 and ensure that all HR 91s not referred to the Provost’s Office are delivered to Human Resources by May 15.

28. Completing Merit Forms The Provost makes the bonus request forms for all qualified candidates available for review by the Merit Committee. The Merit Committee reviews the candidates for adherence to minimum submission guidelines; any candidates not meeting these will be disqualified. The Merit Committee endorses all qualified candidates in groups where there are more bonuses available than candidates. In groups where there are more candidates than bonuses, the committee ranks the candidates according to its established criteria and recommends merit bonuses up to the number allotted for the group. Once all groups have been considered, the Merit Committee may rank the highest remaining candidates and recommend that any remaining bonuses be awarded in priority order. The Merit Committee determines the appropriate box to be checked on all merit feedback forms. The President receives the recommendations of the Merit Committee and determines who will receive merit bonuses. All candidates are notified about the disposition of their bonus request by April 28. Any staff member wishing to appeal his or her rating or receipt of a bonus must do so using the staff appeals form. The form must be received by the Provost’s office by May 9. The Appeals Committee reviews all appeals, gathers any information it believes necessary, and makes recommendations to the President, who decides whether to make any changes in ratings or awarding of merit. Appellants are notified about the disposition of their appeals by June 1.

29. Merit Recommendation Form

30. Completing Merit Forms • Be sure to give specific information about the employee’s role in the accomplishment—especially if the task involved numerous individuals within the college. I.e., the flood clean up, snow removal from parking lots, planning of conferences, etc. • Be sure to include the who, what, when, where, why, and how of the individual’s contribution. • Written examples are needed to give a “picture” of what the employee did or to explain the “wow”—even if this is within his or her job responsibility. • Key words should be used in reporting the accomplishments that show the “above and beyond” the normal job responsibilities that have saved the department or JCTC time or money, etc. • “XX” developed spreadsheet to order supplies for M&O/Environmental Services on a more timely fashion and in bulk to save time and money. • VS. • “XX” is the employee who orders supplies but they took it upon themselves to research the bulk pricing and to develop this spreadsheet to determine the best times to order the various supplies which in turn brought about the college X number of $$ savings.” • “XX” created a schedule to cut the grass which makes it better on the employees and students. • VS • “XX” is the main person responsible for grass cutting on our campus and he took it upon himself to develop a grass-cutting rotation schedule to minimize the class-disturbance of the mowers. He then requested and was allowed to have this schedule published in the student bulletin in order to notify students in order to have them park away from grassy areas to minimize the number of cars “sprayed” by grass and debris from mowers.

31. Completing Merit Forms • Be sure to use key words that describe exactly what the employee did: • For example—from the examples we used in the previous slide some key words used were: • “developed” • “created” • “research” • “saved” • “took it upon themselves” • “initiative”

32. Merit Feedback Form

34. References • http://www.maine.edu/system/hr/perman.php. Performance Management, It's Not Just a Once a Year Thing Improving UMS Performance Through Improved Employee Performance Management • http://www.squidoo.com/employeeperformancereview. What are employee performance reviews all about? • http://www.squidoo.com/employeeperformancereview. Employee Performance Reviews - Tips, Templates & Tactics • http://www.nationalseminarstraining.com/Articles/Category/HR_Issues/EMPLOYEVAL/index.html. Taking the Pain Out of Conducting Employee Evaluations • http://smallbusiness.dnb.com/human-resources/workforce-management/1385-1.html. Top 10 Management Mistakes • http://smallbusiness.dnb.com/human-resources/workforce-management/1385-1.html. Setting up a Performance Management System • http://smallbusiness.dnb.com/human-resources/workforce-management/1385-1.html. Ten Tips for conducting Employee Performance Reviews • hr.ua.edu/manager.../UAPerformEvalPresentationOnlinetutorial.ppt. Annual Employee Performance Evaluation Supervisor Tutorial ... The University of Alabama Annual Employee PerformanceEvaluation Supervisor Tutorial ; • http://hr.ua.edu/empl_rel/perf-eval-tips.htm. The University of Alabama PERFORMANCE EVALUATION TIPS PERFORMANCE EVALUATION TIPS FOR SUPERVISORS. • http://ezinearticles.com/?HR-Field-Guide---5-Tips-to-Effective-Learning-Management&id=3524572. • http://capsnet.usc.edu/ProfessionalDevelopment/SupportTools/documents/GuidelinesforWritingaPerformanceEvaluation.pdf • https://thepoint.kctcs.edu/forms/Employee%20Forms/Forms/Human%20Resources.aspx. HR91 PPE Form –KCTCS The Point • JCTC Merit Forms, Diane Calhoun-French email and Jefferson Staff Council Website.