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  1. 1. Naval Intelligence Performance Management Handbook Volume I DCIPS is the new human capital management system for the DoD Intelligence Community emphasizing recognizing employees, developing individuals and rewarding performance.
  2. 2. N AVA L I N T E L L I G E N C E Performance Management Handbook The Defense Civilian Intelligence Personnel System (DCIPS) is a management system that compensates and rewards employees based on performance and contribution to the mission. DCIPS provides flexibility to move more freely across a range of work opportunities. DCIPS gives the Department of Defense (DoD) the tools to foster a culture that values and recognizes talent. The entire DoD Intelligence Community is using a common performance management system where each employee is similarly evaluated and rewarded.
  3. 3. PURPOSE OF THIS HANDBOOK The DCIPS performance management process is designed to create a culture in which the performance and contribution of the workforce are directly linked to mission. Making meaningful distinctions between levels of performance and rewarding performance according to those distinctions helps drive performance. Reinforcing effective behaviors through the performance management process helps the organization to better – and quicker – adapt to new challenges. This handbook is designed as a desk-side supplement (and reinforcement tool) to all DCIPS-related performance management resources such as classroom training, online videos and tutorials, and other printed resources.
  4. 4. Table of Contents Key ....................................................................................................................................2 Understanding Performance Management................................4 Performance Management Terms ............................................5 DCIPS Goals..............................................................................8 Performance Management Timeframes...................................13 Roles And Responsibilities.......................................................14 Writing Performance Objectives...............................................17 Performance Elements.............................................................23 Creating An Individual Development Plan................................25 .................................................................................................28 Monitoring Performance ..........................................................30 Preparing The Self-Assessment..............................................34 Effective Feedback...................................................................40 i
  5. 5. KEY Graphic Element Description Calls attention to information or requirements for supervisors Identifies useful tools, tips and suggestions Highlights contact information ii
  6. 6. Perfor mance Mana gemen t: Overvi ew 3
  7. 7. Understanding Performance Management Performance management is the process of planning, setting, aligning and communicating individual and organizational performance expectations to employees. It involves continuously monitoring and managing employees’ performance, providing performance feedback on a regular basis, taking appropriate steps to improve employee performance and addressing poor performance immediately. Performance management also includes accurately rating and rewarding employee performance to reflect the accomplishment of individual and organizational goals and objectives. At the end of the performance cycle, compensation determinations, career opportunities and other rewards are all based on individual, team and organizational performance. Performance management encompasses far more than any single process, such as the performance appraisal. Performance management must be a priority for all executives, managers, supervisors and employees in order for it, and subsequently DCIPS, to be successful. 4
  8. 8. Performance Management Terms Individual Development Plan (IDP) — a document jointly prepared by the supervisor and employee as part of the annual performance planning process that outlines development objectives for the employee. IDPs may include training, education, individual coaching, work assignments or other activities designed to improve the employee’s capability within his or her career field. Midpoint Performance Review — a review of an employee’s progress, completed by the rating official (and the employee) at or near the midpoint of the appraisal cycle, toward achieving the performance objectives. Performance Appraisal — the written, or otherwise recorded, evaluation of performance and accomplishments rated against DCIPS performance elements and objectives. Performance appraisals are required at the end of every rating cycle or change of rating official. Performance Elements — a list of behaviors that describe how the work is performed by the employee. Performance elements are also standardized throughout the Department of Defense Intelligence Community (IC). Performance Objectives — a set of three to six SMART performance goals that describe what the employee is expected to accomplish throughout the performance cycle. Performance Review Authority (PRA) — a senior executive or board of executives within the chain of command who provides oversight of the rating and pay pool processes. 5
  9. 9. Rating Of Record — the summary performance rating, derived from the employee’s ratings on his or her performance elements and performance objectives, assigned during the annual appraisal of employee performance that is used for official purposes, including decisions on pay increases as part of the annual pay decision process under DCIPS. The rating of record constitutes the “official rating of record.” Rating Official — the official in an employee’s chain of command (generally the 1st line supervisor) responsible for effectively managing the performance of assigned employees. Reviewing Official — an authority in the rating official’s direct chain of command (generally the 2nd line supervisor) established by the Component to asses supervisors’ preliminary performance ratings for consistency and adherence to standards for rating performance. SMART Framework — allows employees to write clear, concise, measurable statements (Performance Objectives) that describe the specifics of what the employee plans to accomplish. The acronym stands for Specific, Measurable, Achievable, Relevant and Time-bound. Supplemental Review — a narrative description of an employee’s responsibilities and accomplishments, prepared by a Reviewing Official during an employee’s temporary assignment, deployment, or for periods of 30-89 days. Work Category— broadly describes the work an employee performs Supervisory/ Management, Professional or Technician/Support. Work Levels — describes the complexity and scope of work an employee performs: Entry Level/Developmental, Full Performance, Senior and Expert. 6
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  11. 11. DCIPS Goals DCIPS has three core goals in establishing its performance management process:  Accountability: Hold managers/supervisors accountable for properly managing their employees, and hold employees accountable for achieving results.  Flexibility: Create a process that is flexible enough to meet the needs of the workforce.  Results: Drive individual and organizational performance towards the accomplishment of the mission. 8
  12. 12. The Performance Management Cycle Performance management is a cyclical and ongoing process comprising three distinct phases: (1) Plan, (2) Manage, (3) Evaluate. Within the phases, there are five primary activities that transpire during the performance management cycle. A description of the phases is presented next, followed by a synopsis of each of the five primary activities: (1) Plan (2) Monitor (3) Develop (4) Rate (5) Reward. Performance Management Cycle Phase 1: Plan Performance Activity 1: Plan — In the planning phase, employees collaborate with their managers to develop three to six performance objectives and an Individual Development Plan (IDP) that outlines their developmental goals for the performance appraisal cycle. Employees and their supervisors also discuss performance elements and how they relate to their performance objectives. Phase 2: Manage Performance 9
  13. 13. The managing phase consists of the monitor and development activities. During this phase, employees engage in frequent performance discussions with the individual responsible for their performance appraisal, usually their supervisor. Employees also complete a self assessment of their performance at the midpoint of the appraisal cycle, and they receive a formal midpoint review from their supervisor. Throughout the year, employees and supervisors should The discuss performance. In fact, it is a good idea to keep a record Performance of accomplishments to discuss throughout the cycle. Management Cycle Activity 2: Monitor — Monitoring employee performance throughout the performance year is a responsibility for both the employee and the supervisor. The midpoint review process is a good opportunity for both employees and supervisors to:  Discuss progress towards achieving performance objectives and to identify ways to succeed in achieving them.  Verify the performance objectives are still appropriate.  Modify performance objectives if work priorities have changed since the start of the year. At the midpoint of the performance cycle, the following actions take place:  Employees assess their accomplishments against each performance objective and performance element to date.  Raters provide their assessment of employee performance for each performance objective and performance element.  Raters specifically address areas where the employee needs improvement and documents areas for development. Activity 3: Develop — Developing and enhancing skills is a critical component to employee success. Employees should: 10
  14. 14.  Review their IDP to identify if there are additional areas they would like to develop.  Discuss additional training and development opportunities with their supervisor that may be available and how these opportunities would enhance their skills and their value to the organization.  Discuss mentoring and coaching programs and professional and technical development opportunities. 11
  15. 15. Phase 3: Evaluate Performance The Performance Management During the evaluating phase, employees complete a self Cycle assessment, are rated on their performance and receive an Overall Performance Rating. Activity 4: Rate — Rating activity begins at the end of the appraisal cycle. Supervisors rate employee performance based on what the employee accomplished and how they accomplished it. Activity 5: Reward — Rewarding employee performance is the final step in the performance management cycle and enables organizations to recognize and reward individual and team accomplishment. During this phase, employees receive salary increases and bonuses based on their performance rating. Proposed salary increases and bonus decisions are reviewed at several levels of the organization to ensure consistent standards were applied in an equitable manner. 12
  16. 16. Performance Management Timeframes The table below provides timeframes and the associated actions of DCIPS performance management. The performance cycle may not be a calendar year but can begin when the employee begins a new assignment or project. The FY performance management cycle runs from 1 October – 31 September. 13
  17. 17. Roles And Responsibilities The following table offers a snapshot of the roles and responsibilities of the four key participants in the Performance Management Cycle. Employee Rating Reviewing PR Official Official Phase 1: Plan Performance • Collaborate with • Define • Approve • Not A the rating official employee roles employee (usually their and performance supervisor) to responsibilities objectives and develop 3 – 6 • Collaborate with Individual relevant the employee to Development performance develop 3 – 6 Plan objectives and relevant Individual performance Development objectives and Plan Individual • Provide Development perspective and Plan input on • Communicate assignments organizational • Be fully mission committed to accomplishing their performance objectives Phase 2: Manage Performance • Maintain • Document • Ensure Rating • Not A personal achievements Officials provide records of • Engage employees achievement employee in feedback and • Complete ongoing have completed midpoint self performance a midpoint assessment feedback review • Engage rating discussions official in • Provide ongoing employee with a performance midpoint review feedback discussions Phase 3: Evaluate Performance • Complete final • Complete • Review and • Revie self assessment employee approve empl • Provide input on Rating of employee Ratin accomplishment Record Rating of Reco 14
  18. 18. (performance Record consi appraisal) (performance • Retur • Discuss final appraisal) scope performance • Ensure Revie feedback consistency Offici between and secon among rating • Reso officials empl reque recon 15
  19. 19. Phase I: Plan 16
  20. 20. Writing Performance Objectives Performance Objectives – “What” you do During the planning phase of the performance management cycle, employees and their supervisors identify three to six SMART (more on this to come) performance objectives. In preparing performance objectives, they should review the employee’s job duties and responsibilities in their position description (PD) as well as goals and objectives. For instance, a major duty on the PD might be to: apply analytical knowledge and skills to perform collection strategy related tasks. An objective relevant to that job duty could be to: develop one data repository by the end of the fiscal year that facilitates the evaluation of counter proliferation collection initiatives and capabilities. As appropriate, performance objectives should support and align with the mission and goals of the National Intelligence Strategy, Under Secretary for Defense (Intelligence) Strategy, organizational strategic plan, and other appropriate measures of performance. By cascading an employee’s performance objectives from the higher-level objectives, employees should be able to draw a “line of sight” between their individual performance and organizational success. An explicit alignment allows them to see the connection between their daily activities and organizational goals. 17
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  22. 22. Guidelines for Writing SMART Performance Objectives Writing Performance Writing performance objectives is a collaborative effort Objectives between a supervisor and employee. Effective objectives:  Focus on Results – Performance objectives define the outcomes employees are expected to achieve by the end of the performance cycle.  Align with Organization – Performance objectives must make sense in the context of the organization. Individual objectives must align with the organization’s mission and goals.  Serve as an Appraisal/Management Tool – Performance objectives serve as a basis to assess accomplishments and should describe observable or verifiable results. Well-written performance objectives enable continuous evaluation by monitoring progress, resources, and effort while allowing for corrections on the path to accomplishment. What should be considered when writing a performance objective? Think about the work to be performed and ask the following questions:  Is the objective mission-focused and results-oriented?  Is the objective specific?  Is a quantity identified?  Is quality a consideration?  Is the objective realistic?  Can the objective be accomplished within the period of performance?  What performance elements (see next section) are important while accomplishing objectives? 19
  23. 23.  Is the objective appropriate to the employee’s work level? 20
  24. 24. SMART Objectives Writing Performance Objectives After considering the questions above in preparing performance objectives, employees and their supervisors rely on the SMART framework to help them write clear, concise, measurable statements that describe the specifics of what the employee plans to accomplish:  Specific describes an observable action, behavior, or achievement.  Measurable (or observable or verifiable) describes a method or procedure to assess and record the quality, quantity or time to produce the outcomes.  Achievable examines capacity and conditions required to accomplish an objective.  Relevant means that performance objectives are connected organizational goals (“line of sight).  Time-bound describes the performance objective start and end points. Sample SMART Performance Objectives 1. Provide accurate, timely customer service Specific Upon receipt of requests, provide accurate responses in the agreed-upon timeframes, as defined by ICD 24.8, using the appropriate format identified in SOP25 during the evaluation cycle ending September 30, 2009. This supports the organization’s commitment to be responsive to customers and clients. Meet suspenses 90% of the time. Provide accurate responses with no more than 2 errors per request. Time-Bound Achievable Measurable Relevant Achievable Measurable 21
  25. 25. 2. Provide relevant, timely, all-source intelligence reporting Specific Writing Performance analysis of effects of UN-imposed sanctions on Iraqi industrial sector and Complete Objectives results in appropriately coordinated intelligence report for release to policy- present making community by 31 August. Product will reflect engagement with other analysts and stakeholders and incorporate their coordinated views. The completed product will make use of available intelligence from at least 90% of relevant sources as dictated by ICD 203.2 and reflect engagement with other stakeholders in the subject of the analysis Time-Bound Relevant Achievable Measurable Relevant Changing Objectives Employees and supervisors may work together to change performance objectives during the course of the performance cycle. In a dynamic environment, one strategy may be to write three to four objectives covering the first part of the performance cycle and update the performance objectives during the midpoint review. If an employee is on a new assignment or a temporary assignment anticipated to last for a period of 90 days or more, the employee needs to work with his/her new direct supervisor to establish a new set of performance objectives. Employees must have a minimum of 90 days to work against an objective during the rating period. Performance Planning Meeting Supervisors — are required to meet with employees within 30 days of the beginning of their appraisal cycle, or upon arriving in a new assignment:  Review performance elements of employee for particular work level. 22
  26. 26. Employees — prepare for the performance planning meeting by:  Creating a list of recurring tasks, major projects and milestones.  Draft goals or accomplishments for the upcoming performance cycle and set dates for achieving those goals. Performance Elements Performance Elements – “How” you do it Performance elements are attributes and behaviors significant to the accomplishment of performance objectives; they explain how the performance objectives should be accomplished. There are six performance elements; four of which are the same for both employees and managers/supervisors. These elements are consistent across the Intelligence Community (IC) for non-supervisory employees and supervisory employees. During the planning phase, employees should also consider these performance elements in developing their Individual Development Plans (IDPs). Non-Supervisory Supervisory Accountability for Results • Accountability for Results Communication • Communication Critical Thinking • Critical Thinking Engagement and Collaboration • Engagement and Collaboration Technical Expertise • Leadership and Integrity Personal Leadership and IntegrityManagerial Proficiency • 23
  27. 27. The chart below defines each performance element for employees and supervisors within the Department of Defense Performance Intelligence Community: Elements Performance For All Element * Employees Accountability for Results Take responsibility for work. Organize and utiliz and resources efficiently and effectively. Communication Effectively comprehend and convey information Critical Thinking Use logic, analysis, synthesis, creativity, judgm systematic approaches to complete their work. Engagement and Recognize, value, build and leverage collabora Collaboration constructive networks. Performance Non-Supervisory Superviso Element * Employees Employee Personal Leadership and Demonstrate personal Create a shared vi Integrity or Leadership initiative, honesty, mission, establish and Integrity openness, and respect. equal opportunity environment, and m recognize, and rew employees. Technical Expertise or Acquire and apply Possess the techn Managerial Proficiency knowledge, subject matter proficiency in their expertise, tradecraft, area appropriate to and/or technical competence. * Each Performance Element consists of several sub-elements with baseline definitions of what constitutes successful and outstanding for each work level and work category. For instance, successfully meeting the sub-element for Accountability for Results for Pay Band 2 is to: work toward goals and outcomes defined by senior staff or supervisors. For Pay Band 3, successfully meeting that same sub- element is to: define goals and outcomes of work assignments. Reviewing skills helps employees gain a better understanding of what it takes to perform at a “Successful” level. 24
  28. 28. Creating An Individual Development Plan What is an IDP? The Individual Development Plan (IDP) is an action plan that specifies development goals which can enhance individual skills, performance and success. IDPs can help employees plan out, and manage, the steps needed to take to develop skills and advance their career. When is an IDP completed? The IDP is completed during the first 30 days of the performance cycle. Employees are required to discuss development and career goals with their supervisor during the performance planning process and review again at midpoint review. Creating an IDP Consider the following questions when developing an IDP:  What training courses, deployment options, or other opportunities are available?  Are all of an employee’s skills and capabilities being utilized? If not, how he/she work with their supervisor to better utilize their skills?  What are the employee’s long-term plans? What type of work do they want to do in 2 years or 5 years? How are they preparing for this future work? 25
  29. 29.  What are the specific tasks or additional responsibilities that can be sought out to meet the development goals for the coming year?  Based on a review of the requirements/accomplishments for the job, where does the employee need more experience and/or training? 26
  30. 30. What can be included in an IDP? Creating An IDP  Learning opportunities.  Developing/gaining additional technical skills.  Engaging in career development activities and apprenticeships.  Participating in experiences outside specialty areas through rotations in other departments or deployments.  Contributing to the needs of the organization and team.  Discussing career progression with management.  Participating in a mentoring program. When are IDPs reviewed? Rating officials should formally discuss an employee’s IDP at the mid-point review and end-of-cycle evaluation, as well as informally throughout the performance cycle. If the rating official does not mention the IDP during these two formal meetings, the employee should broach the topic. • Performance Planning: the rating official and the employee discuss developmental goals for the year. • Midpoint Review: the rating official and the employee address progress made against the IDP. • Final Evaluation: the rating official and the employee jointly review progress against the IDP as part of the ongoing dialogue. 27
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  32. 32. Phase II: Mana ge 29
  33. 33. Monitoring Performance Monitoring performance is an ongoing effort throughout the performance cycle. Both employees and supervisors are involved in the monitoring phase. Supervisors should consider the following questions when preparing for feedback discussions: SUPERVISOR CHECKLIST: Monitoring Performance  Were periodic reviews with my employee to review performance during the appraisal cycle held? Were periodic meetings with the reviewing official to update him/her on employee’s performance held? Has feedback and — if necessary —revised performance objectives been provided in consultation with the employee? What is the employee’s performance to date? Has the employee been notified of specific areas of improvement and given suggestions on how to improve? Has the documentation of instances of exceptional or unsatisfactory performance been done? Is the documentation accurate, consistent, and focused on employee job performance rather than personality? Employees can use the STAR framework to concisely capture their accomplishments. Situation. What was the situation faced? Task. What was the overall task in that situation? Action. What specific action was taken? 30 Result. What result did the action produce?
  34. 34. MIDPOINT REVIEW Monitoring Rating officials are required to provide employees with a Performance midpoint review 180 days (or at the midpoint of an extended/ truncated cycle) into the performance management cycle. Rating officials are encouraged to use the employee’s midterm input as part of discussion. To get the most out of the midpoint performance review, supervisors should apply the following guidelines when preparing for, and meeting with employees: SUPERVISOR GUIDELINES: Midpoint Review  Last year’s reviews – If previous comments or disciplinary acts are still applicable, they should be identified and discussed. Ongoing feedback – Revisit the feedback given and determine if the employee has acted on it. Honest assessment – The only way an employee knows they are doing a good job is if they receive honest feedback and encouragement. Performance focus – Supervisors must rate employee based on observed facts, not abstract conclusions or assumptions based on personality. 31
  35. 35. Employees are highly encouraged to contribute to the midpoint review by assessing their progress. The midpoint review is an appropriate time for employees to review performance objectives set at the beginning of the cycle, as well as goals set in the IDP. In addition, employees should also consider how they are performing by reviewing performance elements for their level. Employees should consider the following issues: EMPLOYEE GUIDELINES: Midpoint Review  Mid-year accomplishments and how they correlate to goals in the IDP. Any job-related barriers/obstacles that prevent doing the job. Possible add-on responsibilities to take on that help career development. Upcoming training opportunities that align to IDP goals. The midpoint review is also an opportunity for the employee and rater to identify – and discuss – any potential differences they may have regarding the employee’s progress to date. Phase III: 32
  36. 36. Evalu ate 33
  37. 37. Preparing The Self- Assessment Employees prepare their self-assessment at the end of the performance cycle. This enables employees to provide their supervisor/rater with a written statement, in their own words, of their accomplishments related to their established performance objectives. It also facilitates a review of performance during discussion about a performance rating. It is helpful to consider the following questions:  What were the major accomplishments during this performance cycle? (Systematically tracking accomplishments throughout the performance cycle in a spreadsheet, table, or a list is helpful).  How did the accomplishments support the organization’s mission?  What was the impact of accomplishments on the organization’s mission? When writing the self assessment, support each accomplishment by not merely repeating the performance objective, but citing specific examples of behavior to clearly support the assigned rating:  Identify noteworthy products, activities, events, or relationships where the employee played a significant role or impact.  Consider the situation and circumstances faced—what was the challenge or most significant problem to overcome? What were the limitations, complexities, or deadlines?  Describe the role or actions taken to address the challenge or expectation faced—what input was used (e.g., programs, documents, databases)? What actions 34
  38. 38. were taken—what was specifically done? What output resulted? Support the impact of each accomplishment by describing not only what was done, but how well it was done:  Detail the result or outcome of accomplishments either qualitatively or quantitatively, e.g., what benefit was achieved (e.g., customer satisfaction)? What cost was reduced (e.g., program or process improvement)? In what timeframe was each accomplished?  Align accomplishment with relevant strategic objective(s). Performance Appraisal As depicted below, performance appraisals include:  Performance Objectives — Three to six SMART objectives unique to each employee that describe what is expected of them.  Performance Elements — Standard behavioral descriptors that describe how one is to successfully perform their job. The overall rating on the performance appraisal is calculated as an average of the performance objective rating and the performance element rating. 35
  39. 39. How To Rate Performance Objectives And Performance Elements Employees are rated on each of their performance objectives and each of the six performance elements. The table below describes the performance level that should be demonstrated for the objectives and elements. Performance Performance Objective Performance E Rating Descriptions Descriptio Outstanding (5) The employee far exceeded The employee perfo expected results on the objective, key behaviors at an such that organizational goals were exemplary level on achieved that otherwise would not element. have been. Excellent (4) The employee surpassed expected The employee dem results in a substantial manner on mastery-level perfo the objective. the key behaviors o element. Successful (3) The employee achieved expected The employee fully results on the assigned objective. demonstrated effec capable performanc behaviors for the pe element. Minimally The employee only partially The employee’s pe Successful (2) achieved expected results on the requires improveme performance objective. or more of the key b for the objective. Unacceptable (1) The employee failed to achieve The employee faile expected results in one or more adequately demons assigned performance objectives. behaviors for the pe element. Not Rated (NR) Not Rated. Employee did not have “Not rated” is not us the opportunity to complete the performance eleme objective due to changing mission requirements, or because of extenuating circumstances. 36
  40. 40. Preparing for the Evaluation How To Rate Performance To be effective in conducting meaningful performance Objectives reviews, rating officials must recognize any bias tendencies and And take steps to compensate for them. These types of errors can Performance occur both consciously and sub-consciously—that is, a rater Elements may not even realize that he/she is providing erroneous ratings. One of the best ways to avoid making these types of rating errors is simply to know they exist. Common Rating Errors How To Avoid The Er Every one dis/likes me —ratings based on a Evaluate performance on each global impression (either positive or negative) of element independently from o the individual rather than on an individual’s objectives/elements. performance relative to each performance objective/element. Early on—ratings based only on positive or Try keeping notes on an indivi negative performance early in the performance performance throughout the cy cycle rather than on performance exhibited a particular individual’s full per throughout the cycle. can be recalled more easily at the cycle. Later on—ratings based only on positive or negative performance toward the end of the performance cycle rather than on performance exhibited throughout the cycle. Overemphasis on positive or negative Because all of an individual’s a performance—relying too heavily on either the the job are important, be sure positive or negative aspects of an individual’s both positive and negative per performance when assigning ratings rather than from the entire performance cy considering both aspects equally. Similar/different from me—assigning higher Make a conscious effort to ign or lower ratings for an individual based on similarities or differences with certain qualities or characteristics of him/her individuals. that are similar to or different from the rater. Stereotyping—basing ratings of an individual Be aware of the stereotypes a on his/her group membership (e.g., ethnicity, different groups, and make a c gender, religion) rather than on his/her effort to ignore these stereotyp performance. assigning performance ratings 37
  41. 41. Common Rating Errors How To Avoid The Er Contrasting—basing ratings of an individual on Interpret and apply performan a comparison of that individual to others objectives/elements specificall previously rated rather than on the performance consistently to ensure that diffe objectives/elements. ratings reflect difference in per How To Rate Performance Central tendency—giving average ratings to Since the purpose of conducti Objectives all individuals, despite differences in their performance appraisals is to a And performance. reflect and differentiate an indi performance through ratings, s Performance provide fair and accurate ratin Severity—giving low ratings to all individuals, Elements despite differences in their performance. Performance Leniency—giving high ratings to all individuals, despite differences in their performance. When evaluating employees, rating officials should consider the following: Effective Evaluation DON’TS Don’t permit friendship with any Effective Evaluation employee to influence the ratings. DO’S Do revisit any feedback to Don’t make quick guesses determine if the employee has regarding an employee’s acted on it. performance. Do give employees honest Don’t jump to conclusions or encouragement and criticism. base judgments of an individual on one instance of behavior. Do rate employees based on observed facts, not abstract Don’t let first impressions conclusions or assumptions based influence later judgments of an on personality. employee. Don’t let personal references, prejudices, and biases influence the appraisal. 38
  42. 42. Use the chart below to help assess and resolve performance How To Rate issues. If the employee falls below the “Successful” level, and a Performance performance improvement plan is put into place, the rating Objectives official should contact the Civilian Intelligence Personnel And Office (CIPO) for guidance. Performance Elements Performance Problem Analysis Tool Source Physical Emotional Intellectual Personnel Does the employee Does the employee Does the have the ability to care about the work employee have perform the being performed? the adequate skills requirements? and knowledge to perform the task? Environment Is the employee Does the employee Have all the missing any view the incentives procedures been resources? system as fair? communicated to the employee? Information Are task Does the employee Is the information requirements clearly understand the flowing to the defined? relationship between employee in a her/his performance timely and/or and the mission of the effective manner? organization? 39
  43. 43. Effective Feedback Performance feedback should be an ongoing process throughout the performance cycle. Feedback can be given informally —“You did a great job on that presentation just now. I was really impressed by your technical knowledge and presentation style.” Feedback is also formally given twice a year at during the midpoint review and final appraisal processes. PREPARING FOR A FEEDBACK SESSION Because providing and receiving feedback can be stressful for some people, it is important that both employees and supervisors are prepared. Feedback sessions are an opportunity for employees and supervisors to exchange information about employee performance -- both positive and developmental. Consider the following when preparing for a feedback session:  Key strengths, achievements, and developmental areas.  Strategies for improving in development areas.  Any issues or concerns with job/work in general.  Job/career options to pursue given employee’s skills, interests, and career goals.  How supervisor can help with employee performance and career progress. CONDUCTING A FEEDBACK REVIEW SESSION 40
  44. 44. As a supervisor, it is important to set aside a designated time for holding employee feedback sessions without other interruptions, such as answering phone calls or allowing drop- by visits. Let employees know that providing feedback is part of the job as a supervisor and also an opportunity for employees to communicate their achievements and concerns. 41
  45. 45. Consider the following when holding a feedback session: Effective Feedback  Two-way dialogue between supervisor and employee: • Session is NOT a negotiation about ratings.  Recognize positive performance: • Provide specific behavioral examples.  Discuss any performance issues: • NOT a first notice of poor performance or time for discipline. • Provide specific, behavioral examples. • Discuss developmental areas, strategies for improvement, and long-term goals as appropriate.  If possible, review IDP and/or next year’s performance objectives. Effective feedback allows the receiver to walk away understanding EXACTLY what he or she did and the impact it had on the employee and/or the situation. The more specific, direct and timely in providing feedback, the more likely it is that the person receiving the feedback is motivated to change. When entering performance conversations with employees, rating officials should:  Put the employee at ease, tailoring the approach to the individual.  Give their perspective on each performance objective and performance element.  Ask the employee for her/his performance on the performance objectives and performance elements.  Ask the employee how to help them do a better job. 42
  46. 46.  Keep notes on agreed upon support, and set up a method for periodically reviewing employee’s progress. 43
  47. 47. Here are some tips for providing effective feedback: Effective Feedback  Keep feedback constructive. Be specific and objective. Use facts to support the feedback, rather than generalizations about the employee’s character or attitude. When possible, offer support and training to correct these problem areas.  Focus on professional development. Performance reviews are an excellent time to discuss opportunities for an employee’s growth in his/her current position.  Look ahead and develop mutually agreeable goals for the next performance cycle. Make these goals measurable and designate timelines for each.  Communicate and assess progress toward goals regularly. Periodic tracking of progress toward goals helps keep behavior on target and enhances the employee’s commitment to effective performance. 44
  48. 48. Below are some additional tips for providing effective feedback: Effective Feedback Effective Feedback Effective Feedback DON’TS DO’S Don’t assume. Do be specific when describing Don’t be vague. the situation. Don’t use accusations. Do be specific when describing Don’t judge the person. the behavior. Don’t pass along vague feedback Do acknowledge the personal from others. impact. Don’t give advice unless asked. Do judge the behavior. Don’t psychoanalyze. Do pay attention to body language. Don’t qualify feedback by backing out. Do use verbatim quotes. Don’t generalize with words like Do recreate the behavior, if “always” or “never.” appropriate. Don’t label feedback in advance. Do give feedback in a timely manner. Don’t sandwich feedback messages with words like “but.” Do give feedback, check for understanding, and then STOP. Do say “I felt” or “I was” to frame the impact statement. Do focus on a single message. Do be sensitive to feedback’s emotional impact 45
  49. 49. Effective RECEIVING FEEDBACK Feedback The act of receiving feedback requires careful listening, consideration and evaluation to do something positive with it. Receiving critical performance feedback can sometimes be difficult to hear. However, listening to valid critical feedback is important to help us learn from our mistakes and make adjustments in our performance and behavior. As an employee, here are some tips for receiving critical feedback:  Thank the supervisor for bringing the problem out in the open.  Paraphrase the performance issue described by the supervisor.  Request specific feedback.  Accept the feedback as valid but do not fall into exaggerated put-downs and negative self-talk.  Avoid too much apologizing or overcompensating for any error(s).  Ask the supervisor to provide potential solutions to help resolve the problem, instead of dwelling on mistakes. 46
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