Performance Appraisal at UOEAP


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Performance Appraisal at UOEAP

  1. 1. <ul><li>Performance Appraisal at UOEAP </li></ul>
  2. 2. Why do we need a Performance Management Plan? <ul><li>Links employee performance to unit objectives </li></ul><ul><li>Communicates performance goals to employees for shared understanding </li></ul><ul><li>Recognizes and acknowledges good performance </li></ul><ul><li>Recognizes areas where performance must be improved </li></ul>
  3. 3. The Basics of Performance Appraisal <ul><li>Performance and Development Planning </li></ul><ul><ul><li>Clarify responsibilities and expectations </li></ul></ul><ul><ul><li>Establish objectives for the year </li></ul></ul><ul><li>Interim Coaching </li></ul><ul><li>Formal Performance Appraisal and Development Review </li></ul>
  4. 4. Preplanning Performance and Development Plan Interim Coaching Progress Review Interim Coaching Informal Feedback on Performance Employee Self Appraisal Annual Performance Appraisal Merit Determination (if available) The Performance Management Cycle When: 1) Annual Performance Review 2) New hire or new position 3) Change in organizational priorities When: Ongoing; daily, weekly, monthly as needed When: Annually Planning Coaching Appraisal
  5. 5. Reviewing Job Duties and Setting Performance Targets <ul><li>Review your employee’s job description: </li></ul><ul><ul><li>Does it accurately describe current duties? </li></ul></ul><ul><ul><li>Are the job duties doable, observable, measurable? </li></ul></ul><ul><ul><li>Do they fully represent your expectations? </li></ul></ul>
  6. 6. The Task of Performance and Development Planning <ul><li>Tie performance to unit goals </li></ul><ul><li>Identify evaluation criteria and expectations </li></ul><ul><li>Identify “gaps” in knowledge or skills </li></ul><ul><li>Determine specific development activities </li></ul><ul><li>Foster communication </li></ul>
  7. 7. Effective Objectives are SMART <ul><li>S pecific </li></ul><ul><li>M easurable </li></ul><ul><li>A ttainable </li></ul><ul><li>R esults-oriented </li></ul><ul><li>T ime-bound and trackable </li></ul>
  8. 8. The Task of Coaching <ul><li>Give performance feedback </li></ul><ul><li>Educate and develop </li></ul><ul><li>Counsel </li></ul><ul><li>Sponsor or mentor </li></ul><ul><li>Confront </li></ul>
  9. 9. Regularly Reinforce: <ul><li>What is expected of employees </li></ul><ul><li>How they are doing </li></ul><ul><li>When they are doing a good job </li></ul><ul><li>How they may improve </li></ul>
  10. 10. Constructive Praising <ul><li>Should be immediate, genuine, and specific </li></ul><ul><li>Praise learners when performance is approximately right </li></ul><ul><li>Praise seasoned employees when performance is exactly right </li></ul><ul><li>Avoid assigning more work along with praise </li></ul>
  11. 11. When you give praises: <ul><li>Tell the employee what they did right </li></ul><ul><li>Pause to allow the praising to be felt </li></ul><ul><li>Encourage the employee to do more of the same </li></ul><ul><li>Reaffirm that you value the employee and their performance </li></ul>
  12. 12. Constructive Criticism <ul><li>Must be immediate, specific, focused on behavior </li></ul><ul><li>Tell employee what they did wrong and why it is a problem </li></ul><ul><li>Solicit input from employee </li></ul><ul><li>Clarify expectations for future behavior and ensure employee understanding </li></ul><ul><li>Reaffirm and validate the employee </li></ul>
  13. 13. Feedback Should be: <ul><li>Descriptive rather than evaluative </li></ul><ul><li>Specific rather than general </li></ul><ul><li>Focused upon areas they can change </li></ul><ul><li>Well-timed </li></ul><ul><li>Checked to ensure it is understood </li></ul><ul><li>“ Owned” by the giver </li></ul><ul><li>Based on observed behavior </li></ul><ul><li>Balanced </li></ul>
  14. 14. Coaching for Improved Performance <ul><li>Review status of objective </li></ul><ul><li>Talk about past performance </li></ul><ul><li>Solicit input </li></ul><ul><li>Discuss ways to change </li></ul><ul><li>Clarify how you can help </li></ul><ul><li>Agree on action plan </li></ul><ul><li>Schedule follow-up and then follow through </li></ul><ul><li>Reaffirm and validate employee </li></ul>
  15. 15. Annual Performance Appraisals <ul><li>Purpose: To measure annual performance against objectives established in performance plan </li></ul><ul><li>Steps: </li></ul><ul><ul><li>1) Ask employee to complete feedback form </li></ul></ul><ul><ul><li>2) Complete appraisal form </li></ul></ul><ul><ul><li>3) Schedule performance appraisal discussion in advance </li></ul></ul>
  16. 16. Completing the Appraisal Form <ul><li>Consider: </li></ul><ul><ul><li>Performance notes kept over course of the year </li></ul></ul><ul><ul><li>Employee’s feedback </li></ul></ul><ul><ul><li>Feedback from key “customers” </li></ul></ul><ul><ul><li>Observations of supervisor </li></ul></ul>
  17. 17. Writing Performance Appraisals <ul><li>1) Consider performance relative to job description and performance objectives </li></ul><ul><li>2) Focus on job-related performance and behaviors, not attitudes </li></ul><ul><li>3) Information about performance must be verifiable and complete (positive and negative) </li></ul>
  18. 18. Rating Performance <ul><li>Review expectations and documentation </li></ul><ul><li>Consider in light of performance factor descriptions </li></ul><ul><li>Select most appropriate rating </li></ul><ul><li>Overall rating should balance ratings for most critical functions vs. less critical functions, not an average of all functions </li></ul>
  19. 19. Common Rating Errors <ul><li>The Halo Effect: Letting one predominant factor color your opinion of other factors </li></ul><ul><li>Recency: Rating only on recent performance. Data should be representative of the entire rating period since last review </li></ul><ul><li>Central Tendency: Checking all middle or average boxes as an easy way out </li></ul><ul><li>Grouping: Attributing poor performance to group characteristics such as “everyone’s late” </li></ul>
  20. 20. Common Rating Errors <ul><li>Holding a Grudge: Never letting go of a previous negative behavior – making them pay forever for something they did years ago </li></ul><ul><li>Prejudice: Based on factors such as race, sex, religion, age, disability, etc. </li></ul><ul><li>Favoritism: Overlooking the poor performance of “nice” employees </li></ul><ul><li>Sunflower Effect: Rating everyone high to make yourself look good. Perhaps you are not expecting enough. </li></ul>
  21. 21. In Discussing Performance the Supervisor will: <ul><li>Prepare in advance for meeting </li></ul><ul><li>Clarify responsibilities and expectations </li></ul><ul><li>Review performance </li></ul><ul><li>Listen to employee’s point of view </li></ul><ul><li>Discuss future plans/development </li></ul><ul><li>Close the session on a positive note </li></ul>
  22. 22. Preparing Individual Development Plans <ul><li>Develop performance plans for each employee based upon the areas of past performance that need improvement and the areas of future development that an employee can strive to attain. </li></ul>
  23. 23. How to Prepare Individual Development Plans <ul><li>Review training and educational records </li></ul><ul><li>Identify educational/training opportunities </li></ul><ul><li>Investigate cross-training possibilities </li></ul><ul><li>Consider job rotation </li></ul><ul><li>Identify sources of assistance </li></ul><ul><li>Follow through on commitments </li></ul>
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