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Employee Performance Project

Employee Performance Project. Employee Performance Evaluation Analysis Raymond Williams Grand Canyon University-PSY 665 February 5, 2014. Presentation Objectives. Present a brief outline of the performance evaluation process

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Employee Performance Project

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  1. Employee Performance Project

  2. Employee Performance Evaluation Analysis Raymond Williams Grand Canyon University-PSY 665 February 5, 2014

  3. Presentation Objectives • Present a brief outline of the performance evaluation process • Provide an analysis of performance factors using a sample performance appraisal specifically addressing clarity and measurability • Describe the purposes of interventions using the sample evaluation specifically addressing cognitive and behavioral theories of human learning • Explain how the interventions used in the sample would benefit the organization distinguishing between training and professional development • Compare approaches organizations take in developing managers to the approaches they take with developing non-managers • Provide the distinctive differences in intervention techniques between management and non-management employees

  4. Outline of Performance Management A. Determines Individual or Team Success on meeting or exceeding organizational goals by: 1. Observing on the job behavior 2. Evaluating on the job behavior 3. Documenting on the job behavior 4. Providing timely Feedback B. There are certain things that rely on performance management 1. Promotions 2. Compensation Decisions 3. Transfers 4. Disciplinary Actions 5. Individuals’ Livelihoods C. There is a difference between Performance Management and Performance Appraisal 1. The main focus of Performance Management is to improve team and individual performance on a daily basis each with the manager providing regular feedback relative to the main objectives. 2. The main focus of Performance Appraisals is to determine the strength and weaknesses of an individual or team relevant to the job description and provide feedback once or twice a year. (Cascio & Aguinis, 2011)

  5. Behavioral Basis for Performance Appraisal Job Analysis Description of job duties and requirements for a particular job Performance Standards Explanation of acceptable and unacceptable levels of performance Performance Appraisal Description of Strengths and Weaknesses (Cascio & Aguinis, 2011)

  6. Job Analysis, Performance Factors, Performance Appraisals The goal in a performance appraisal is to compare individual performances with other employees performing the same job- Job Analysis(Cascio & Agunis, 2011). Management must establish the standards of what is acceptable or unacceptable in specific job duties which are identified in job analysis-Performance Factors(Cascio & Aguinis, 2011). There are two general classification that describe performance measures: objective and subjective- Performance Appraisals (Cascio & Aguinis, 2011). The focus on this section isPerformance Factors in which a sample performance appraisal will be used to analyze each factor in terms of Clarityand Measurability.

  7. Analysis of Appraisal Performance Factors THE PERFORMANCE FACTOR IS CLEAR The employee knows what is required to meet or exceed the expectations described in the criterion. THE PERFORMANCE FACTOR IS MEASURABLE The employee will know how well they are doing.

  8. Employee Performance Review Sample (2001) Clarity The employee knows that in order to meet or exceed the expectations described in this job factor he/she must have adequate, current, or superior work knowledge and skills. Also, the employee must be at least knowledgeable with current major changes as well as willingness to assist and share knowledge with other workers. This criterion also measures the employee’s efforts to gain more knowledge and skills in order to stay current with changes that impact the job. Measurability- The measurability of this criterion is subjective in that the comments and rating scale are focused on the individual’s necessary behaviors for meeting, exceeding or failing the job performance expectations. The rating scale used in this sample is theGraphic Rating Scalewhere “each point is defined on a continuum” (Cascio & Aguinis, 2011, pg. 92). The scale points must be defined for the evaluator (anchoring) in order for distinctions of performance to make sense (Cascio & Aguinis, 2011). This criterion does not do that so the rater and the employee will not be able to tell how far or how close they are from each rating.

  9. Employee Performance Review Sample (2001) ClarityThe criterion is clear by indicating specifically to the employee that it measures the results in meeting the objectives and standards set forth in the job analysis for this particular job title. The standards include quality, quantity, customer service, and attendance individually and in a team. Measurability The Graphic Rating Scale indicates that in order for the employee to meet the standards of expected performance he/she must “usually” meet expectations of quality, quantity, customer service, and attendance. If the employee performs above the standard expectation he/she must “frequently” or “consistently exceed the standards. The below standard rating states that the employee either “has difficulty” or “consistently fails” to at least meet the standards of performance. Again, there is not anchoring points for the rater to distinguish one rating from the other. Also, in this example, the employee was rated “needs improvement” but there is not an indication of how far they were from getting a “satisfactory” or meeting the standards of performance.

  10. Employee Performance Review (Sample) (2001) Clarity The employee knows that in order to meet or exceed the performance expectations on this factor of communication he/she must at least usually communicate effectively, speak and write clearly, inform other co-workers on company business, and listen when being informed. In the case of this evaluation the employee was rated with a needs improvement which communicates to the employee that they did not meet the minimum requirements for meeting the performance expectations. MeasurabilityThe rating scale does not provide an indication for the rater or the employee how close or how far exactly he/she is from meeting the expectations described in the definition for the factor of communications.

  11. Employee Performance Review (Sample) (2001) ClarityThe factor of Initiative/Problem Solving is a measure of how the employee is self-directed, resourceful, and creative while performing the job requirements. It is clear that in order for the employee to meet the expectations of the criterion he/she must address existing or potential problems, suggest solutions and problem-solving initiatives. In this sample evaluation the employee did not meet the expectations but rather was rated a needs improvement. The description makes it clear to the employee where they fell short. The description for needs improvement indicates a lack of initiative with only performing routine performance. MeasurabilityAlthough the description is clear to the employee of where they fell short or exceeded expectation the degree and difference between each rating is unknown. The employee in this evaluation does not know exactly how far they were from getting a satisfactory for meeting the required-baseline performance.

  12. Employee Performance Review (Sample) (2001) Clarity This criterion focuses on Interpersonal Relations and Equal Employment Opportunity (EEOC). It measures the employee’s ability to develop and maintain positive working relationships internally and externally. It also determines an employee’s ability to work in a group environment, give and receive constructive criticism, resolve conflicts, and treat others in a respectful manner. The employee on this sample evaluation was rated a needs improvement. It would be clear to the employee that a needs improvement indicates that they often do not get along with others and has to be reminded to be sensitive to other co-workers, and does not consistently follow the rules outlined in the EEOC diversity programs. MeasurabilityThe rating scale does not make it clear to the employee how far they were from meeting the required expectations. The needs improvement rating on this evaluation does not indicate a degree or variance from the next level of meeting the expectation so the measurability is limited.

  13. Employee Performance Review (Sample) (2001) Clarity The last non-management criterion is work habits which, as indicated, measures how an employee performance is relative to efficiency. Particularly in terms of operational standards of customer service, conduct, speech, and ethics. Additionally, the employee’s ability to follow the policies and procedures of attendance, punctuality, safety, security, and economical use of supplies is also part of this criterion. The description is clear and the employee should understand what he/she must do to meet the baseline of performance expectancy. Measurability Unfortunately the employee does not know how far or how close they are from meeting or exceeding the performance expectations because there is no way to measure the degrees between each rating.

  14. Training and Development Programs Successful transition through the evitable pangs of change throughout all organizations can be the deciding factor in their futures. Companies must provide an environment that supports and encourages change so employees can benefit by taking advantage of learning opportunities that also benefit the organization (Cascio & Aguinis, 2011). The change for the benefit of opportunity involves the procurement of new skills, attitudes, and social competencies which can all be obtained through efficient training and development programs (Cascio & Aguinis, 2011). Change can also be accomplished through other measures such as replacing under performing employees, modifications to individual job positions, and the hassles involved with budget decreases or micro-management enforcements (Cascio & Aguinis, 2011). Training and development programs are not the end all to organization problems in problems caused by change but if used effectively these programs can be an important tool in the navigation through the inevitability of change.

  15. Training Verses Professional Development Learning Verses Performance Training Behaviors focused on the attainment of: Knowledge Skills Attitudes IMMEDIATE USEAGE Professional Development Acquirement of: Attributes Competencies NO IMMEDIATE NEED TO USE Cascio & Aguinis, 2011

  16. Learning and Performance Learning is more than just memorizing rules and procedures . It is about relative change in behavior that is caused by constant practice and building on experience (Cascio& Aguinis, 2011). It is the hardwiring process in the brain that makes the actions available over a period of time. Evidence of learning can be seen in performance which includes behavior that can be observed and measured (Cascio & Aguinis, 2011). Performance is frequently a purpose related to an employee’s physical or mental state (Cascio & Aguinis, 2011).

  17. Purpose of Interventions in Appraisals When feedback is given by supervisors on employee appraisals (person analysis) it acts as a channel for determining training needs and relating them to the individual or team behavior (Cascio & Aguinis, 2011). The sample appraisal introduced at the beginning of this presentation provides examples of interventions in the form of “comments” that communicate to the employee training and development needs for meeting or exceeding the performance requirements. Employee Performance Review (Sample) (2001) The purpose described in this intervention was to present the with observed performance in her knowledge and skills pertinent to the job position requirements. An additional development task (learning Access database) has been given to the me in order to further develop needed skills to not only benefit the employee but also the department as well. The assumption is the department will provide training on the suggested developmental task (Access database). It is important for the department to provide ample regular work assignments requiring the use of the newly learned program in order for the employee to engrain (hardwire) what she has learned in training.

  18. Intervention Purpose Continued Work Results Employee Performance Review (Sample) (2001) This intervention provides a great example of a critical incident in which the rater, a knowledgeable observer, provides a comment about how they personally have observed something specific the only has done as part of their job (I have begun to see some improvements…). In addition, the rater provides areas of improvement for the employee which translates to a developmental challenge for the employee to benefit them and the department. The purpose described in this intervention is to provide more improvement tasks for the employee. The rater specifies particular areas of improvement training for the employee to learn over again because the expected performance falls short. This is not something the department will provide a training or develop opportunity for the employee but rather the employee must adjust their behavior on their own. It’s basically a “wake-up-call” for the employee.

  19. The purpose of this intervention was to provide another behavioral learning concern in which the rater indicates a critical incident observation of a specific behavior that is ineffective for accomplishing parts of her job. Interpersonal Relationships/Equal Employment Opportunity (EEOC) The purpose of this intervention was to bring to the employee’s attention another critical incident in which the rater has observed ineffective behavior while working in a team environment. The specifically point out many behavioral areas that the employee must improve upon which is not a training issue but rather an individual performance-adjustment need. Work Habits The purpose in this intervention is to reflect on observable effective behavior (critical incident) as well as suggested behavioral changes for self-improvement to also benefit the department.

  20. The Differences in Development and Training From Non-Management to Executive Management The purpose of management development is to create a pipeline of leaders at multiple organizational levels (Hess, n.d.). There are differences in the techniques organizations use for development and training of non-management and management employees. The Society of Human Resource Management (as cited by Hess, n.d.) defines the differences in the intentions for training for three levels of management starting with supervisory/management (also non-management), existing management, and executive. Supervisory/Management (also Non-Management) Training is provided for non-management employees to learn the necessary skills to move into a leadership role. Training is also provided as an intervention for performance –related issues among supervisors and first-level management personnel. Management Development This is development programs designed to provide promoted managers and existing managers with additional resources for improving skills in order to become more effective leaders Executive Development This is development programs for the purpose of further developing leadership skills needed for improvements in executive and senior-level management roles.

  21. References Cascio, W. & Aguinis, H. (2011). Applied psychology in human resource management (7th ed.). Upper Saddle River, NJ: Prentice Hall Employee Performance Review (Sample)(2001). HR: Training and developing sample performance evaluation. Retrieved from http://www.wcupa.edu/hr/training/Retaining_and_Developing/S ample_Performance_Evaluation.doc Hess, R. (n.d.). Management and leadership development. Lecture Notes: Grand Canyon University. Retrieved from https://lc.gcu.edu/learningPlatform/user/users.html?operation=loggedIn#/learning Platform/loudBooks/loudbooks.html?viewPage=c urrent&operation=innerPage&currentTopicname=Management and Leadership Development&topicMaterialId=ae4c6f64-df7b-4c80-be37- 4aaeba0892a5&contentId=4e8da291-825a-4dcc-bd75-90cc2c9147da&

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