Performance appraisals


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Training Program for Line Managers on how to conduct effective appraisals

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  • Hi Nicole,
    May I have a copy of your ppt slides?
    Mnay thanks & regards.....Aero
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  • Welcome to the Training on Performance Appraisals – A Management Tool Before we get started I just have some housekeeping to go through with you. Times: 10:30 – Morning Tea Lunch: 12:00 – Lunch Finish: 2:00 pm In terms of participation and interruption please raise your hand during the session if you have a question and don’t talk over the top of someone else when they are speaking, respect others when they are speaking including myself.
  • The aim of the course is to equip you with some new skills or refresh old ones so that you can conduct effective Performance Appraisals and reap the benefits they can bring. The course will contain Exercises Theory Hand outs Assessment Assessment will be based on Tasks completed during the course 1 practical exercise 1 questionnaire Pay attention, take notes if you need I encourage you to ask questions along the way - Are we ok to begin? Word Tree When we think of the work “Performance” in a work context what does the word mean to you Stick flip chart up on wall Discuss After explaining the definition of Performance Appraisals do the Expectations exercise
  • First complete individually for 5 mins and then form into groups or pairs and decide on a combined list Write this list up on a flip chart sheet Facilitator will post around the room. Time: 20 mins Discussion Points : Are all the points raised relevant? Do we have enough time to cover everything? Should we prioritise the points/issues? Advise participants that is up to them to ensure all of these responses are dealt with during the session.
  • The areas we will be covering today make up the 5 key components of the appraisal process. We will talk about each one in detail during this course.
  • Slide presented in last Quarter Review meeting outlining the cycle
  • Performance Management includes a number of different elements, one of which is performance appraisal. The essential elements of an effective performance management process include: Performance planning though the establishment of job clarity and the setting of performance goals Performance monitoring through ongoing performance communication Data gathering and documentation using performance appraisal tools Performance appraisal including preparation and participation Performance development activities and coaching
  • `A goal statement should also explain the resources necessary to achieve the goals and you and the employee are going to measure the success of those goals. TRASH: A Goal-Setting Simulation The success of annual performance reviews depends on the statement of goals for the employee. Several elaborate and time-consuming simulation games incorporate goal-setting activities. PURPOSE To specify work-related performance goals at the right level of challenge, using the right choice of language. TIME 20 - 40 minutes ( including debriefing time) Crumple up paper and hand to helper 1 I am now going to conduct an activity called TRASH – Targeted Response Assessment for Supporting Humans It will demonstrate the importance of setting goals for performance management and appraisals
  • Goal setting involves clarifying what has to be done and to what extent. Goal setting permits both parties to be clear about what is expected. These goals form the basis of how performance will be assessed or appraised.
  • Effective goals have a structure: A beginning – usually commencing with a verb A middle – a descriptor that states what is to be achieved An end – which will state the actual measure Goals become the criteria by which performance will be assessed, so it is important that there is a clear and common understanding of what is expected and to what degree.
  • Volume measures the amount of work performed for e.g.. Orders entered Cartons packed Requisitions written Documents filed Accuracy measures the degree to which the work is performed free of error, or the quality of the work, for e.g. the percentage of: Ordered entered accurately vs.. inaccurately Cartons packed correctly vs.. incorrectly Requisitions written correctly vs. incorrectly Documents filed accurately vs.. inaccurately Time measures the duration of the work performed, per hour, per week, per day, per month, per year e.g.. Claims processed per hour/day/week Requisitions received and written on the 1 st day/2 nd day/ 3 rd day Documents received and filed on the 1 st day/2 nd day/ 3 rd day Cost measures the dollars spent for work performed, for e.g.. Average number of orders per day by the department = y Average daily wage for department Average number of claims processed per day by employee = y Average hourly wage for department Number of requisition errors resulting in rewrites * Cost per rewrite = y
  • Monthly reports – performance is acceptable when I turn in completed monthly reports with no more than two time late in any four month period, without more than one incident of it being more than one week late in any 6 month period. Forecasting – I will not fail to bring to my managers attention adverse trends in my performance before the failure point is reached, no more than two times in any 12 month period Employee development – performance is acceptable when training, motivation, an appraisal are discussed during at least two meetings annually between me and each of my direct reports.
  • Thinking back to the TRASH activity at the beginning of the session – you now need to pair up Get participants to break into pairs and write a goal for throwing trash in wastepaper basket. you have 3 mins to complete Remember to avoid flaky, trivial, impossible, incomprehensible and verbose. Now individually write a goals statement for a job related performance You have 5 mins to complete When finished get each pair to read out their goal statement.
  • If you want to improve continuously as a manager, then you have to have feedback – and you have to know how to give it as well as receive it. Interacting with colleagues and listening to your associates at work is critical. Feedback also comes from clients and customers as well Positive feedback reinforces preferred behaviours or patterns of problem solving Corrective feedbacks goal is to change and improve unsatisfactory behaviour or introduce more productive work patterns so that the recipient learns new ways to behave or respond to changes You can give feedback in different directions: up to those whom you report, down to those you manage and laterally to colleagues/peers.
  • Giving and receiving feedback is valuable for many reasons When you give constructive feedback you are: read the bullet points
  • You may have to train yourself to recognise those appropriate moments when they occur. Offer Feedback when these types of situations arise: read bullet points on slide Positive Feedback is not given often enough and yet its benefits can be great Skills that can be learned are more easily changed than a persons habits or personality When the persons behaviour has a negative impact of the team or the organisation GIVE POSITIVE FEEDBACK OFTEN. AFFIRMING THE HIGH QUALITY OF YOUR DIRECT REPORTS WORK IS ONE OF THE MOST EFFECTIVE WAYS OF RETAINING THAT VALUABLE EMPLOYEE
  • You can be flexible and sensitive to the situation when deciding to give feedback: You may decide to provide feedback as soon as you can after you observe the behaviour you want to correct or reinforce. You may need to pause long enough to gather all the necessary information before discussing an issue with the recipient If the behaviour you observed was particularly upsetting, you may need to give everyone time to calm down. If they are not ready your feedback might not really be heard. NEVER SCHEDULE A FEEDBACK SESSION ON A FRIDAY
  • Feedback is more likely to affect learning, growth and change in areas that least threaten the recipients sense of self worth. The table above indicates that learning new job skills is usually the easiest type of change a person can make, whereas altering inherent personality characteristics is the most difficult. Given these general tendencies, try to use feedback to enhance and improve a persons. Job skills (e.g.. Learning a new computer program) Time management skills (e.g.. Prioritising tasks) Work process (e.g.. Establishing a logical routine) Knowledge about a subject or organisation (e.g. learning new tax codes) Changing attitudes or habits is possible but takes more of a commitment than a typical feedback process. It would need to be sustained over a long term learning and would move more into coaching rather than feedback.
  • Delivering feedback can be a delicate matter. One way to work through it is to use the “sandwich technique”. This involves wrapping a constructive feedback in two positive statements The sandwich feedback method consists of praise followed by corrective feedback followed by more praise. In other words, the sandwich feedback method involves discussing corrective feedback that is “sandwiched” between two layers of praise. Issue Sandwich Feedback Example handout The sandwich feedback technique enables a manager to restructure feedback so it is easier to deliver, reinforce good behaviour and ask for improvements to the employee’s behaviour.
  • Ask By asking a team member whether they are open to some feedback, you give them the opportunity to suggest a different time or place. (they may be busy) Even if you are comfortable, it is equally important that they are. If they are not, they wont hear you anyway. Do this for both (affirming) positive and (adjusting) negative feedback Ask always Describe specific behaviour Don’t attempt to guess at the “motivation” for the behaviour. Discuss the actual behaviour you saw, heard, or read. You cannot see someone being lazy or having poor attitude. You cant! You can see them being 15 mins late 3 of the past 5 days. You can see documents with spelling errors. Seeing these behaviours only allows you to infer their attitude. Tell them what you saw, hear or read, not what you inferred. Avoid labels. Describe the impact of the behaviour Adults understand that actions have consequences. Sometimes team members are aware of their actions consequences (and they don’t care or don’t know how to change their actions or results) Sometimes they are genuinely unaware of negative repercussions. Remember behaviour always make sens to them. Once you have described what you observed, tell them what you felt or what impact it has on the company, project, team. Discuss next steps Even when affirming/positive feedback, it is most effective to reinforce the continuation of the sought behaviour. Being explicit that you want it to continue increases the changes that it will be. When the feedback is negative, and the recipient has verified they understand what they did and its impact, it is time to work out how to change the behaviour in the future. At this point, the recipient must really own their efforts. If you simply impose a change, they will be less likely to enact the change. Use open ended questions to start that process, “how should we approach this”, “what ideas do you have to improve here”. It is possible they will have not input, still more effective to give them the opportunity once or even twice to start.
  • Last Will and Testament Exercise Time: 15-30 mins Morning Tea
  • Better to base your appraisal on documentation rather than your memory To be as accurate as possible, you need to write significant behaviours down ASAP after you have observed the behaviour. Record only specific behavioural facts of the case. Do not include opinions Do not rely on hearsay! To ensure accurate document performance during the entire appraisal period Be consistent in your recording use the same format and the same level of detail with each person Document both productive and unproductive behaviour By doing this you will be more confident during the appraisal interview and when you are doing your ratings
  • E.g. reinforces loyalty of an important customer
  • Contrast Error Tendency to evaluate a person relative to other individuals, rather than on the requirements of the job E.g. rating someone low, even though they were above average, because everyone else in the department Is superior A review should be based on comparing performance with established criteria First Impression Error The tendency to make an initial favourable or unfavourable judgement, which judgement serves as a basis for appraising future performance. All subsequent information is ignored or perceptually distorted. By considering behaviour throughout the rating period, you’ll reduce this error. Recency Effect Tendency to give extra weight to what you have recently seen and diminish the importance of observations you may have made earlier in the review period. In some cases it may be appropriate to weight recent behaviour more than old behaviour, particularly if it shows improvement. Otherwise, be sure to consider the entire period of appraisal. Halo Effect Generalising from one aspect of performance to all aspects of performance. People have strengths and weaknesses. It is important to evaluate all aspects of performance through out the period of review.
  • Devil Effect The opposite of the halo effect, generalizing from one or two negative aspects of performance and become blind to the positive aspects of the performance Similar to me Effect The tendency to judge more favourably those people whose background is similar to yours. The more similar the attitudes and background the greater the tendency to judge that individual favourably. Appraise performance and behaviours not personality or background Central Tendency Occurs when an employee is consistently rated or near the midpoint of the scale, regardless of the actual level of performance. This is a problem for several reasons Such evaluations don’t differentiate between good and bad performers Damaging to the motivation of high achievers Don’t provide realistic basis for discussing actual performance and improvements during the appraisal discussion Negative or Positive Leniency Occurs when an employee is rated too hard (negative leniency) or too easy (positive leniency) It creates a problem because the appraisal doesn’t reflect true performance With negative leniency, good performers may get tired of trying to perform well, no matter why they do, they’ll be rated lower With positive leniency, employees may have unrealistic expectations about raises, promotions, or other career gains.
  • Don’t weight others perspectives too heavily A person can do very well on one dimension and perform poorly on another Don’t rate all the best or worst performers first
  • You must have proof or evidence that employee did or did not do something….wether its stealing, lying, or being late too many times. If you do not document issues and have discussions with employees you will have less backup if the employee accuses you of discrimination or similar charges.
  • Energiser Exercise
  • Preparation Items of outstanding performance Areas where performance is unsatisfactory Any apparent gaps in the employees performance and consider alternative practices you could recommend.
  • Senders Are the ones who start the process – they have the idea to be communicated. As senders we “code” our idea, usually with words to make a message, then send the message through the appropriate channel – spoken word, written word or pictures and gestures. Receivers Listen, read or see the message and interpret it. For this interpretation to be effective, a common understanding of what the words and pictures or gestures men is necessary Feedback Is the technique by which we ensure that this common understanding has been achieved.
  • Encourage the employee to start the discussion by asking questions about their job and current responsibilities and priorities: What do you see as your major responsibilities? What would you change about your job? How do you think your knowledge and skills could be better used? Discuss the objectives and targets agreed at the start of the review period to help focus discussion. You should also review if the objectives proved appropriate and attainable. Ask for descriptive comments rather than judgements on performance. What have been your major accomplishments over the review period? Where do you think you have been the most effective in your role? Keep the discussion positive by focusing firmly on how to improve on existing performance and overcome any issues or barriers. Try to find out the reasons the objectives were not met. Are there any frustrations you have about your job? What can I do to help you increase your effectiveness? Your assessment needs to be well balanced and take into consideration the impact the assessment might have on the employee. For e.g.. Too much focus on a minor issue with an otherwise well-performing employee might dominate their understanding of how you see their entire performance.
  • The first thing you can do to conduct an effective performance appraisal is to male sure there are no surprises You should have communicated with your employees on a regular basis about how they are doing with their particular assignments and how they are working with others The formal appraisal should be mainly a way to summarise and continue the informal interaction that has previously taken place between you are your employees One reason performance appraisals are dreaded is that managers and employees feel the manager has to find something to criticize about the person being appraised. E.g. something trivial is mentioned like you were late to work two times over the last 6 months. This causes the employee to feel resentful and become defensive. Focus on development rather than fault finding and you’ll set a positive tone and the discussion will become more productive and easier for both parties Talk about how you will help them reach these goals and discuss what happened at the next review – not the easiest to do! But employees want to know where they stand They want feedback on their performance Your skill will determine whether employees regard the discussion with enthusiasm or dread
  • Discuss actual performance data/significant behaviours For the review discussion to be successful you should have performance data and significant behaviour for each area of measurement The employee should have access to the same data before the appraisal session Both parties should feel the data is objective and accurate and any questions about this should be handled before the session Compare data with responsibilities/goals This way both parties know whether the employee has met, exceeded or missed the goals for the job. Before the session it is also a good idea to ask the employee to prepare data on goal achievement Rate Performance The ratings should take into account any factors outside the employees control that contributed to achieving or failing to achieve his or her goals It is a good idea to discuss your ratings with your immediate supervisor so that both of you are confident that your ratings are justifiable Maintain positive focus If the overall performance is satisfactory, the emphasis of the feedback should be that they are doing well Allow sufficient time to discuss and recognise those areas where performance met or exceeded goals. Explore factors that led to success will help you and the employee build on strengths to increase productivity in the future Focus on problem solving not finding fault In those areas where the employee is not meeting expectations with regard to responsibilities or goals the emphasis should be on identifying the causes, focusing on solutions, and outlining specific actions that will enable the employee to meet those expectations The discussion should be future orientated, focus on plans for improvement Expression of concern with past performance should be balanced with recognition of achievements, if overall performance is satisfactory.
  • Solicit and use input from employees In addition to the review form and the performance data, the employee should also have additional items or concerns to discuss Discuss openly and work towards a solution/s The employee may want to discuss salary, career opportunities, or barriers to satisfactory performance, such as insufficient resources, lack of management support etc. If you cannot adequately address during the appraisal discussion, you need to ensure that you set a follow up date to discuss these items at length Evaluate objectively This means that you need to focus on performance and the factors that led to success or the obstacles that got in the way of success. You are not evaluating the person but their performance in a fair and dispassionate way Provide recognition Praise the employee for those things done well Also helps set positive tone for the session Discuss specific actions for you and the employee to take At the conclusion of the session list specific actions the employee will take to finish old business, take on new goals and improve his or her skills Express Confidence Let the employee know you feel good about the employees abilities and that your there to help them to succeed and that your confident that together you can make it happen and that you are glad to working with them.
  • Assessment Task Quiz Time 10 mins
  • Review Course Expectations on Flip chart up on the wall
  • Certificates and Advice Exercise Time: 20 mins I am replacing the traditional certificate awards with something a little more personalised and fast paced. All the certificates are on that back table, I need to all to quickly pick a certificate of someone you know (not your own) Return to your seats with the certificate face down – distribute large post its Now I want you to think of that person whose certificate you have and recall their behaviour before and during the training course Come up with a piece of advice that relates to performance appraisals and write on the post it When I shout “graduation” each of you have to give the certificate with the advice Great you have graduated and now ready to appraise your people.
  • Please complete the training evaluation forms in your training pack and return them to me before you go. Thank you 
  • Performance appraisals

    1. 1. A Management Tool Presented by Nicole Ashe November 2008 Performance Appraisals
    2. 2. Introduction <ul><li>Definition </li></ul><ul><ul><li>a face-to-face discussion in which one employee's work is discussed, reviewed, and appraised by another, using an agreed and understood framework. </li></ul></ul>5-Sep-08
    3. 3. Expectations <ul><li>What do I/we want from this course? </li></ul><ul><li>One thing I want to learn is… </li></ul><ul><li>I will know the course has been successful if… </li></ul>5-Sep-08
    4. 4. Learning Outcomes <ul><li>By the end of the sessions you will be able to: </li></ul><ul><ul><li>Set development goals that get results </li></ul></ul><ul><ul><li>Give feedback </li></ul></ul><ul><ul><li>Document critical incidents </li></ul></ul><ul><ul><li>Write the appraisal </li></ul></ul><ul><ul><li>Conduct an appraisal interview </li></ul></ul>5-Sep-08
    5. 5. Appraisals that get results Plan & Set Goals Measurable based on PD or Development Plan Regular Feedback Informal feedback on a regular basis 1:1 Review Achievements April Half yearly meeting to review achievements and learning New Plan Identify and plan new development areas Informal Feedback Regularly provide feedback on achievements & learning Annual Review October Annual meeting to review achievements
    6. 6. Overview Development & Coaching Performance Appraisal Critical incident and documentation Performance Monitoring Performance planning & goal setting Performance Management
    7. 7. Performance Planning -Get results! Goal Setting
    8. 8. Setting Performance Goals <ul><li>Definition – What is a goal? </li></ul><ul><ul><li>Is an agreed upon statement of what an employee will achieve in a specified period of time </li></ul></ul><ul><ul><li>Each goal should be measurable, attainable, moderately difficult and accepted by the employee </li></ul></ul>5-Sep-08
    9. 9. Goal Setting <ul><li>An effective goal should be: SMARTA </li></ul><ul><ul><li>Specific – it should be very clear what the goal is </li></ul></ul><ul><ul><li>Measurable – able to be measured in a transparent and consistent way </li></ul></ul><ul><ul><li>Achievable – in view of both parties </li></ul></ul><ul><ul><li>Realistic – challenging but not overwhelming </li></ul></ul><ul><ul><li>Timely – grounded within a timeframe </li></ul></ul><ul><ul><li>Agreed – by both parties </li></ul></ul>5-Sep-08
    10. 10. Goal Structure 5-Sep-08 Beginning Middle End Reduce Advertising costs By over 5% from previous year Kick Goal against Ecuador Before end of first half
    11. 11. Goal Achievement 5-Sep-08
    12. 12. Goal Examples 5-Sep-08 Delegate Analyses of safety reports Before end of financial year Increase Sales to retail sector By 15% over previous year Review Staff induction with all line managers Prior to graduate job offers Beginning Middle End
    13. 13. How to write goals? <ul><li>Most goals relate to productivity e.g. </li></ul><ul><ul><li>Volume of work </li></ul></ul><ul><ul><li>Accuracy of work </li></ul></ul><ul><ul><li>Time to produce X </li></ul></ul><ul><ul><li>Cost per unit of X </li></ul></ul>5-Sep-08
    14. 14. Difficult to measure <ul><li>There may be times when an employee has goals that you cannot measure, you need to put some criteria in place for evaluating the level of achievement e.g. </li></ul><ul><ul><li>Monthly reports </li></ul></ul><ul><ul><li>Forecasting </li></ul></ul><ul><ul><li>Employee development </li></ul></ul>5-Sep-08
    15. 15. Summary <ul><li>Performance planning establishes expectations and priorities of a job. Planning for performance includes: </li></ul><ul><ul><li>Setting goals to be achieved for each individual </li></ul></ul><ul><ul><li>Determining when the goals and targets will be reviewed </li></ul></ul>5-Sep-08
    16. 16. The Basics Giving Feedback
    17. 17. Feedback n 1: the flow of information among associates, usually as an evaluation of a project or work completed 2: the sharing of observations about job performance or work related behaviours 3: the first step toward positive, productive change
    18. 18. What feedback is <ul><li>Critical part of managing people </li></ul><ul><li>Reinforces preferred behaviours </li></ul><ul><li>Change and improve unsatisfactory behaviour </li></ul><ul><li>Multidirectional </li></ul>5-Sep-08
    19. 19. Why is feedback important? <ul><li>Reinforcing or encouraging an effective way of working </li></ul><ul><li>Redirecting a behaviour or pointing out a more productive path of action </li></ul><ul><li>Preparing for better performance </li></ul><ul><li>Contributing to the learning and development of the recipient </li></ul>5-Sep-08
    20. 20. Feedback? Coaching? Performance Appraisals? What’s the difference? 5-Sep-08 Feedback Coaching Appraisals Purpose To reinforce or change behaviour To improve skills To evaluate past work Participants Any two (or more) people Typically supervisor to direct report, can be multidirectional Supervisor to direct report Place Private and quiet space Depends on the skill to be learned Usually in the supervisors office Tone Casual, though can be more formal Somewhat formal, but relaxed Very formal, often stressful Timing Impromptu as needed or during formal sessions Regular meetings Every 6 months Follow-up Continual Continual Based on Development Plan
    21. 21. When to give feedback? <ul><li>When good work, successful projects and resourceful behaviour need to be recognised </li></ul><ul><li>When the probability of successfully improving a persons skill is high </li></ul><ul><li>When a problem cannot be ignored </li></ul>5-Sep-08
    22. 22. Deciding/Timing <ul><li>Straight Away </li></ul><ul><li>Pause – Consider </li></ul><ul><li>Take Stock </li></ul><ul><li>The right time depends on the situation and on the recipient. Are they ready to accept your message? </li></ul>5-Sep-08
    23. 23. When feedback works & when it doesn’t 5-Sep-08 Straight- forward Difficult
    24. 24. The Sandwich Technique
    25. 25. 4 Step Feedback Model 5-Sep-08 Ask Describe Behaviour Describe Impact Discuss next steps Ineffective: “Jason, pay attention.” Jason, you’ve got a problem.” More Effective: “Jason may I give you some feedback?” or “ Can I share something with you?” Key Words: “May I” Ineffective: “I’m tired of you ticking people off. I can’t cover for you any longer.” More Effective: “ Jason, when you roll your eyes in meetings when others talk; when you say ‘you guys don’t get it’; when you come late to meetings and leave in the middle?” Key Words: “…When you…” Ineffective: “How come you can’t get your reports to me on time lately?.” More Effective: “ Jason, when you roll your eyes and tell others they ‘don't get it”, here’s what happens. We loose good people. You lose opportunities you want, like that last move you didn’t get. I have to bail you out and have conversations like these” Key Words: “Here’s what happens…” Ineffective: “So what you need to do, Jason, is control your temper. That’s not too much to ask, is it?.” More Effective: “ What can you do about this? How can I help you? Any thoughts on how you can eliminate this minor issue” Key Words: “ What are you going to do about this?” or for positive feedback, “thank you – keep it up”
    26. 26. Summary <ul><li>Feedback is about future behaviour </li></ul><ul><li>It’s NOT about the past </li></ul><ul><li>If you want more of the same – affirm that </li></ul><ul><li>Don’t use adjustment feedback as punishment </li></ul><ul><li>Used regularly people will start ASKING for more! </li></ul>5-Sep-08
    27. 27. Documenting & Recording Critical Incidents
    28. 28. What is a critical incident? <ul><li>A critical incident is behaviour that is usually extreme (either good or bad) that needs to be recorded for legal reasons, for disciplinary measures, or for recognising exemplary actions above expectations </li></ul>5-Sep-08
    29. 29. Why keep records? <ul><li>Increases accuracy of the performance appraisal </li></ul><ul><li>It provides evidence to support ratings </li></ul><ul><li>It reduces bias that occurs by not rating only the most recent behaviour </li></ul>5-Sep-08
    30. 30. Examples of significant behaviour <ul><li>Customer called after hours with urgent need for a replacement fitting for an emergency situation. Employee personally delivered fitting </li></ul><ul><li>Made specific suggestion on process that resulted in $50,000 saving over 12 months </li></ul><ul><li>Angrily reacted to an incident in the finance department that intimidated other employees and made it more difficult to investigate what happened </li></ul>5-Sep-08
    31. 31. Common Review Errors Writing the Appraisal
    32. 32. Appraisal Form <ul><li>The employee rates themselves </li></ul><ul><li>Appraisal returned to you for your rating </li></ul><ul><li>Critical incident documentation will assist you in completing the form </li></ul><ul><li>Add comments to justify your ratings </li></ul>5-Sep-08
    33. 33. Common Errors <ul><li>Contrast Error </li></ul><ul><li>First Impression Error </li></ul><ul><li>Recency Effect </li></ul><ul><li>Halo Effect </li></ul>5-Sep-08
    34. 34. Common Errors <ul><li>Devil Effect </li></ul><ul><li>Similar-to-me effect </li></ul><ul><li>Central Tendency </li></ul><ul><li>Negative or Positive Leniency </li></ul>5-Sep-08
    35. 35. Reduce Error Ratings <ul><li>Ensure that the criteria being used are job related </li></ul><ul><li>Rate employees in relation to the job responsibilities </li></ul><ul><li>Put other people’s input into proper perspective </li></ul><ul><li>Consider all performance dimensions </li></ul><ul><li>Don’t rate people in any order </li></ul><ul><li>Do not compare rating of employees until all evaluations are complete </li></ul>5-Sep-08
    36. 36. Legal Issues <ul><li>There is no substitute for proof </li></ul><ul><li>You must have evidence or records </li></ul><ul><li>Document all performance related discussions </li></ul>5-Sep-08
    37. 37. Points to Remember <ul><li>Keep copies of HR records even if the HR department also has these records </li></ul><ul><li>Maintain accurate performance data </li></ul><ul><li>Meet regularly with employees to provide feedback & information they need to perform well </li></ul><ul><li>No surprises </li></ul><ul><li>Document, document, document! </li></ul>5-Sep-08
    38. 38. How to talk performance Conducting the Review
    39. 39. Preparation <ul><li>Notify the employee </li></ul><ul><li>Assess the individual </li></ul><ul><li>Allow self appraisal </li></ul><ul><li>Plan the interview </li></ul><ul><li>Develop an action plan </li></ul>5-Sep-08
    40. 40. Communication <ul><li>Can be simply summarised as: </li></ul><ul><ul><li>Who : says what: in what way : to whom :with what effect </li></ul></ul>5-Sep-08 Adapted from Nutting, J. et al (1991) The business of communicating, McGraw Hill Book Company, Sydney Sender Receiver Feedback 1 2 3
    41. 41. Discussion <ul><li>Put employee at ease </li></ul><ul><li>Job responsibilities </li></ul><ul><li>KPI’s </li></ul><ul><li>Accomplishments </li></ul><ul><li>Improvement areas </li></ul><ul><li>Assessment of performance </li></ul>5-Sep-08
    42. 42. The Review <ul><li>No Surprises </li></ul><ul><li>A formal means to summarise the informal interaction </li></ul><ul><li>Focus on development </li></ul><ul><li>Talk about goals, expectations and resources </li></ul>5-Sep-08
    43. 44. Performance Review Video 5-Sep-08
    44. 45. Successful Review Tips <ul><li>Discuss actual performance data/significant behaviour </li></ul><ul><li>Compare data with responsibilities/goals </li></ul><ul><li>Rate performance </li></ul><ul><li>Maintain positive focus </li></ul><ul><li>Focus on solving problems not fault finding </li></ul>5-Sep-08
    45. 46. Successful Review Tips <ul><li>Solicit and use input from employees </li></ul><ul><li>Evaluate objectively </li></ul><ul><li>Provide recognition </li></ul><ul><li>Discuss specific actions for you and the employee to take </li></ul><ul><li>Express confidence </li></ul>5-Sep-08
    46. 47. Quiz Time 5-Sep-08
    47. 48. The Next Step <ul><li>Diarise the next review date </li></ul><ul><li>Set up training as needed </li></ul><ul><li>If an employee continues to perform poorly, make them aware of consequences </li></ul><ul><li>Provide positive feedback when you see improvements </li></ul>5-Sep-08
    48. 50. Certificates 5-Sep-08