Feedback Session Supervisory Workshop

1. Feedback SessionSupervisory Workshop Highland Community College

2. Purpose of This Training • Identify the benefits of feedback sessions • Familiarize supervisors with the feedback session forms & procedures

3. Why are FeedbackSessions Necessary? • Great way to communicate, motivate and develop cooperative relationships • Acts as culmination of frequent dialogue between supervisor and employee • Measures extent of performance to position requirements • Establishes goals for future

4. Why are Feedback Sessions Necessary? • Recognizes good performance and accomplishments and identifies areas where improvement is needed • Identifies training needs • Acts as documentation for further study and review if necessary

5. What Every Employee Wants To Know… • What is expected of me? • How well am I doing? • What can I do better?

6. What makes a feedback session successful? The supervisor is able to answer those questions by: • Verifying performance standards • Being consistent in measuring and communicating the extent to which those standards are being met • Providing opportunities for feedback and clarification

7. Annual Feedback Process • Supervisor and employee meet and review annual feedback form and employee rating form which each party has completed separately prior to meeting • Employee and supervisor mutually set goals for upcoming year along with development plan • After meeting, supervisor merges employee’s feedback and comments with his or her own

8. Annual Feedback Process • Employee reviews and signs finalized feedback form, supervisor makes copy of feedback for employee • Supervisor forwards original form to appropriate Associate VP, VP or President by April 18 • Associate VP, VP or President reviews feedback, initials and forward to Human Resources by April 25

9. Procedures for Preparing for the Feedback Session • Copy forms for each employee and schedule a time for the feedback session • Annual Feedback Form • Employee Rating Form (supervisory or non-supervisory depending on position) • Give copies to employee and request they complete the forms as a self-assessment and bring to the scheduled feedback session

10. Procedures for Preparing for the Feedback Session • Ask employee to review and note any significant changes to their PAQ and bring it with them to the scheduled feedback. If they have never completed a PAQ due to hire date, have them complete a PAQ (G:General/HR-Payroll Resources for Employees/Forms/Feedback Forms 2008/PAQ for Highland) and return it with the completed Feedback following review. • You, as supervisor, will complete the two forms on each employee prior to the scheduled feedback session • Make sure you have privacy and plenty of time for discussion during the feedback session

11. Employee Rating Forms • New form for 2008 • Similar to Supervisory Job Performance Rating Questionnaire • Rating – Exceeds Expectations, Meets Expectations, Does Not Meet Expectations, No Opinion • Four dimensions: self-direction, decision-making, communication/interpersonal relations, and planning and managing

12. Rating Scale • Identify level based on the entire performance evaluation record. • Consider performance over the entire rating period. • Compare the employee’s performance to performance standards, not other employees.

13. Rating Scale – Exceeds Expectations • Consistently exceeds the normal expectations for the position. • Far exceeds expected criteria for quality, quantity, and timeliness. • Consistently achieves results far beyond those expected for the position. 

14. Rating Scale – Meets Expectations • Employee consistently performs the duties of the position capably. • Meets and occasionally exceeds all expected criteria for quality, quantity, and timeliness of work.  • Consistently meets goals and objectives. 

15. Rating Scale – Does Not Meet Expectations • Employee performs some duties capably. • Meets some goals and objectives, but requires improvement to fully meet standards. • May require more supervision than expected for assignments. • May require additional training. 

16. Avoid These CommonRating Errors • Halo Effect: Providing high ratings based on only one aspect of the job. • Recency Effect: Emphasizing the most recent events rather than the entire performance period. • Contrast Effect: Comparing to other employees instead of job requirements.

17. Avoid These CommonRating Errors • Central Tendency: Giving everyone a “meets expectations” rating. • Leniency: Providing high ratings to prevent hurt feelings. • Length of Service: Providing high ratings to reflect seniority.

18. Tips for the Supervisor Ask yourself these questions: • In what areas would you like to see improvement? Why? • What training could help facilitate improved performance? • How have you influenced your employee’s effectiveness and job satisfaction? • How did you communicate the performance expectations of the job? • What documentation do you have on file to provide more acceptable and meaningful feedback - both positive and negative? • What areas were done especially well?

19. Results of Inflated Feedback • Gives an employee a false sense of security and accomplishment • Performance issues are not addressed so performance will most likely not improve • Difficult to defend in court if the employee is discharged for job performance

20. At the Feedback Session • Start by reviewing the purpose of the meeting and what is to be accomplished • Use the preparation guide in the Annual Feedback form as a guideline for discussion through the Feedback form

21. Feedback Form Review and Discussion • PAQ – Have there been significant changes? • Current year’s goals, accomplishments, and training. • Barriers to effective job performance and job satisfaction. • Future training needs • Outline measurable goals and/or outcomes for coming year • Additional discussion points • Review and discuss rating questionnaires • Supervisory comments

22. Goal Setting Process • Shared responsibility between supervisor and employee that builds commitment and ownership • Sets the stage for effective communication of expectations that are mutually understood • Helps the individual, department and institution move forward

23. Why Set Goals? • Employees work best when they know what is expected of them • Organizations work best when their employees understand organizational and department goals • Employees are more likely to achieve goals they help establish

24. Goal Setting Process When developing goals ask the following: • WHAT? – What needs to be accomplished? • WHY? – Why do we need to do it? • HOW? – How will the goal be accomplished? • WHEN? – When does the goal need to be accomplished (timelines)?

25. Considerations When Setting Goals • Specific – clearly defined • Measurable • Quality - how well/what value? • Quantity – how many/what number or frequency? • Attainable – challenging yet achievable • Relevant – to department, the position and the person. Should be something in addition to current responsibilities and expectations of position • Timely – within set timeframes

26. Considerations When Setting Goals • Should relate to AQIP categories and/or college priorities • Set short term as well as long term goals

27. Employee Performance Improvement Discussion • Focus first on positive aspects of employee’s performance • When addressing performance shortfalls, seek employee’s input in identifying deficiencies • Describe the specific job behavior that needs to be improved • Focus on the behavior, not the employee

28. Employee Performance Improvement Discussion • Structure developmental plans and timetables to improve performance level together • Ask how you can assist the employee to meetstandards in the future • Express your support and confidence in the employee’s ability to meet and maintain the level of performance expected for the position • Follow-up with feedback on improvement efforts – recognize progress

29. Discuss and Review Rating Questionnaire • Questionnaires will be seen by employee and supervisor only, unless both would like it placed in the official employee file in Human Resources • Things to look for: high skill areas, low skill areas, perception gaps, patterns • Patterns: do some skill areas represent clear strengths, do some skill areas represent clear targets for improvement, do self-perceptions of employee tend to fall in the overestimated or underestimated category, does supervisor’s perceptions vary greatly in any areas?

30. Discuss and Review Rating Questionnaire • Which areas are most critical for current and future success of employee? • Select one-five areas for development. • Record and prioritize these top five and discuss ways to develop these areas

31. Ongoing Feedback Process While the feedback session and goal setting process occurs annually, the College encourages frequent dialogue between supervisors and employees throughout the year. The written feedback form is the culmination of this ongoing process as well as planning for future development.

32. Ongoing Feedback • On-going, two-way dialogue between you and the employee will do more to motivate effective job performance than any other single action you can take as supervisor. • Recognize and reinforce good job performance • Correct below standard job performance using problem-solving techniques

33. Feedback SessionSupervisory Workshop QUESTIONS?????