Performance management

Slide 1: Performance Management The process of managing performance all year long to support high performing employees.

Slide 2: Learning Objectives To understand performance management vs. • performance appraisal. To understand the current processes and tools • for evaluating employee performance. To create the right environment for the • performance appraisal process. To learn to develop on-going performance • conversations.

Slide 3: Learning Objectives To be able to identify areas of employee • success and areas in need of improvement. To be able to talk with employees about • building on strengths to reach optimal performance. To know what not to do or say in a • performance evaluation session.

Slide 4: Ground Rules for this Training Respect Confidentiality   Silence your cell phone  Be open to a discussion of the full range of issues that may come up in a discussion of performance management  Other ?

Slide 5: Performance Appraisal (the ‘Old’ NSU Way) Annual - One time event  Retrospective Appraisal  Short Term  Vague Conclusions  Focus on Person  Correct Past Performance  Largely about Deficiencies  Filling out Form  One-way communication 

Slide 6: Performance Management (the ‘New’ NSU Way) Ongoing  Continual Feedback  Develop Future Performance  Complete Process  Long Term  Clear Objectives  Focus on Behavior  Incremental Progress  Planning & Setting Goals  Two-way communication 

Slide 7: What is difficult about the process? (Tell Us About Your Experience)

Slide 8: Types of Review Forms at http://www.nova.edu/cwis/hrd/index.html Exempt – Salaried employees who are exempt from  earning overtime. Administrative duties. Not responsible for supervising others. Exempt Managerial - Salaried employees who are  exempt from earning overtime. Administrative duties with responsibility for direct supervision of others. Non-Exempt – Employees who are paid on an  hourly basis, fill out timesheets and eligible to earn overtime. Senior Administrator – Those administrators who  report to Executive Office Administrators (i.e. President, Chancellor, Executive Vice President)

Slide 9: Rating Scale Excellent – 4  Good – 3  Acceptable – 2  Unsatisfactory - 1 

Slide 10: Excellent (Exceeds Standards) • These employees are clearly considered to be exceptional performers. • Consistently exceed the communicated expectations of the job function, responsibility or goal. • Demonstrate unique understanding of work beyond assigned area of responsibility. • Contribute to the organization’s success by adding significant value well beyond job requirements. • Identify needs and provide unique, innovative and workable solutions to problems. • Achievements and abilities are obvious to subordinates, peers, managers and customers.

Slide 11: Good (Fully Meets Standards) These employees are “on track” and fully achieve  expectations. Independently and competently perform all aspects of  the job function, responsibility, or goal. Performance consistently meets the requirements,  standards, or objectives of the job. Occasionally exceeds requirements.  Results can be expected which are timely and accurate.  Recognizes, participates in, and adjusts to changing  situations and work assignments.

Slide 12: Acceptable (Usually Meets Standards) These employees are considered to be “satisfactory” performers.  Generally, meet expectations required for the position.  Competently perform most aspects of the job function,  responsibility or goal. May require improvement in one or two areas of consistent  weakness. Employee requires coaching in a weak area or may need additional  resources or training to meet expectations. Improvement in weaker areas should be acknowledged and  documented.

Slide 13: Unsatisfactory (Fails to Meet Standards) Employees with this rating fail to satisfactorily perform most aspects  of the position. Performance levels are below established requirements for the job.  Employee requires close guidance and direction in order to perform  routine job duties. Performance may impede the work of others and the unit.  Performance deficiencies should be discussed between the employee  and supervisor. – Cont’d.

Slide 14: Unsatisfactory (Fails to Meet Standards) Cont ‘d. This overall rating requires written supportive information  by the supervisor in the ‘Comments’ section of the review form. This overall rating requires the development of a  performance improvement plan. Contact the Office of Human Resources at extension 7870  for guidance and assistance.

Slide 15: Filling out Review Forms • Have the employee complete the evaluation form first. • Ask them to list what they have accomplished to support the rating, as well as goals for the future. • As supervisor, complete the evaluation form listing strengths, accomplishments, and future goals. • All ratings that are a 1 or a 4 should have documentation that supports the rating.

Slide 16: Filling out Review Forms Try to connect the categories on the form with the  responsibilities of the employee Explain to the employees how they can achieve a higher  rating in each category Give examples of expected performance  Use optional categories consistently across like  positions

Slide 17: Common Mistakes • Recency – Focus on recent behavior • Central Tendency – Rate everyone the same • Leniency – Shuns low ratings to avoid conflict • Horns/Halo Effect – Rate employees the same on every trait • Constancy – Rate employee in rank order • Similarity – Rate employees higher who have similar values and interest to the reviewer

Slide 18: Legal considerations • Make specific and constructive judgments • Look at all aspects of the employees performance • Talk about specific performance issues / behaviors, not the person • Keep communication clear • Improper or lax record keeping • Inaccurate or exaggerated performance ratings • Lack of follow-up

Slide 19: Beware of These Comments Young, solid performer  I hope we can keep the employee forever  Has done okay despite being overworked and underpaid  Has great attitude  Couldn’t run the department without her  Not bad for an old timer  Careless on the job  Undependable  Is attractive and has potential 

Slide 20: Creating the environment Select a suitable location free of distracting sights  and sounds. Schedule a time that does not compete with major  organizational events and minimizes interruptions. Provide advance notice. Allow the employee time to  prepare for the review. Create an informal atmosphere that promotes two-way  communication. Position yourself to minimize barriers between you and  the employee (i.e. sit side by side instead of across a desk from each other) Silence your cell phone; forward calls. 

Slide 21: Difficult Evaluations Describe unwanted performance/behavior  Sight specific examples of when the  performance/behavior has occurred in the past Explain how it affects their future, team or customer  Describe the preferred behavior  Encourage employee feedback allowing the employee to  come up with solutions for correcting the issue/behavior Ask for a commitment to correct the behavior and set a  date to meet for follow-up

Slide 22: Suggestions for Giving Difficult Feedback Don’t build up employee before  breaking bad news Allow the employee to ask for tools to  help correct the issue (i.e. equipment, training, etc.) Don’t take feedback personally and  remain objective during the conversation

Slide 23: What Do Leaders Do? Identify developmental needs  Provide coaching & encouragement  Establish clear expectations  Accurately appraise strengths and weakness  Provide timely feedback 

Slide 24: What Do Leaders Do? Continually ask employees what they  need in order to do their work better Communicate regularly about their career  goals Give people responsibility  Recognize achievement and make  rewards count

Slide 25: Setting the Stage for Future Performance Review the job description with the employee.  Are tasks and responsibilities still relevant?  Ask employee for their perception of their job.  Revise and update job description as necessary.  The job description becomes a working document that  creates/develops mutual understanding of the position.

Slide 26: Setting Goals & Objectives Set specific goals and objectives for the coming  year with the employee Set agreed upon time lines to break down goals into  smaller chunks Document changes in the goals and objectives as the  year progresses and discuss these changes in ongoing performance conversations

Slide 27: Performance Conversations Develop a communication vehicle for ongoing dialogue  and feedback. Regular performance conversations identify employee  strengths and areas for future development. Provide honest feedback during the year  No surprises for the employee  Keep discussion focused on actual behavior  Meet and discuss at least quarterly  to develop performance

Slide 28: Clarifying Expectations Aligns performance goals and objectives with department’s and  organization’s larger goals. Talking to your employees regularly about ways to increase  alignment between what they do and where the company is headed creates motivation and understanding. Eliminate tasks and activities that are unessential to your primary  mission and keep looking for ways to add value. Sets goals & objectives that are mutually agreed upon by the  employee and the supervisor.

Slide 29: Connecting Goals Connect goals with the organization’s larger goals.  People want to feel what they do adds value and  understand their contribution to the team. Encourage and reward behaviors that are aligned with  organizational mission and goals. Follow through on your commitments. 

Slide 30: Putting it All Together Building Trust Goal setting Clarificatio n Performance Frequent Dialogue Coaching Future Honest Performance