Staff appraisal training


Published on

1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Guide you in terms of what is required of you: If you don’t know what you are supposed to be doing or how you are doing you could be working very hard and doing your very best but in the wrong direction T&D needs – to help you do your job better Competencies – “the behaviours that employees must have, or must acquire, to input into a situation in order to achieve high levels of performance”, (CIPD)
  • Although you can gain financially by performing well and therefore having a successful appraisal, appraisals should not be used as a forum to negotiate pay! One appraisal may not address all of these issues
  • You have the most vested interest in gaining out of doing your own job Organisation gains through your better performance but you gain more because you gain financially, through job satisfaction and discovering how to do the best you can. Can gain financially but focus should not be on pay alone – one aspect of it. Good job performance is the key to success and promotion. There is a wealth of talent in any business and appraisals encourage development. By using talent effectively this creates a better working atmosphere Improved performance increases efficiency, quality of output and increased morale within the business Overall, the benefits of improvement is that the organisation gains and but you gain more job satisfaction and interest and the more healthy an organisation is the more job satisfaction there is for you as an individual
  • Preparation – before meeting Building rapport – making them feel at ease and open to discussions Teamwork – important for manager and employee to work together. Helps build rapport Time and place – suitable, plenty of time, no interruptions, room Communicating effectively Setting clear objectives that are SMART Following up – throughout the year, not a one off yearly process, continuous
  • Introduction Reviewing past performance, using both the self-review form and the manager’s review Discuss what’s required of you in the next assessment preiod Draw up action plan
  • Pt 2 - If both you and your manager are prepared for the appraisal and know what you want to get out of it, your appraisal will be very useful and productive for you both
  • For both managers and appraisees
  • Old proverb ‘Hearing is with the ears, Listening is with the mind’ We hear many things but are more selective about the ones we listen to Hearing everyday sounds eg traffic, office, talking but our brain selects ones we want to listen to Listening and questioning should be very closely linked together eg listen for what is said and for what is not said DO EXERCISE Is there a law against a man marrying his widow’s sister? Answer is ‘No’ he would have to be dead in order to have widow’ How many animals of each species did Moses take into the Ark? None – it was Noah who took 2 of each Do they have a 4 th of July in England Yes and a 5 th 6 th 7 th According to international law, should a plane crash on the exact border between two countries would the unidentified survivors be buried in the country they were travelling from or the country they were travelling to? You can’t bury survivors
  • There are many different ways in which to question people and it is important to learn the differences in these styles and adapt the most appropriate type Open – cannot answer yes or no, encourages more talking, use what, when, how etc Closed – yes or no answer, check specific facts, check your understanding/clarification, be careful not to interrogate EXERCISE – Think of a famous person. One minute to find out more about each other. Direct – to direct individual’s attention towards specific action to get more detail, helps individual to focus on particular action Leading – appraiser influences response of appraisee rather than allowing them to express genuine thought, seeking agreement. Eg I would have thought that you ….. So you wouldn’t really want to spend that time studying when you could be with your family Rhetorical – where you continue with the answer in the question/statement e.g. it’s a great course, isn’t it?
  • Which picture can you see? People have different perspectives When giving feedback we need to consider how the person will perceive the comments
  • Feedback - involves informing the other person of how they are perceived by other people in the organisation, peers, bosses etc and how their behaviour or actions impact upon other members of the organisation. They are then able to make a judgement themselves as to whether they act upon this information. Use language like ‘it seems to me’ rather than categorical statements like ‘you are’ or ‘you did’
  • Performance and Quality - What needs to be achieved and to what standard Systems and Processes - How to improve what gets done and the way in which the task is executed Personal Development - What you need to improve your skills and expand your experience
  • Statement of achievable results – should be challenging but achievable and established by both parties Competencies: “ the behaviours that employees must have, or must acquire, to input into a situation in order to achieve high levels of performance”, (CIPD) Discuss and agree together Identify together May need to negotiate on own personal objectives, those of your manager and the company and agree on common goals. Still make sure that each goal is in harmony with the company’s values What to measure Success criteria If you know what you want to get out of the meeting e.g. anything you want to mention or any training you would like or what you want from your job in the future, and you prepare with notes for example, your appraisal will be more successful and beneficial for you. Your input is crucial here. Better to discuss and agree together your objectives rather than being told that they have been established without your thoughts being taken into consideration, after all you have first hand knowledge of the capabilities and scope of the job
  • Specific Is it clear and well defined Is it clear to anyone that has a basic knowledge of the work area Use action words e.g. direct, organise, coordinate, lead, develop, plan, increase Measurable Know if the goal is obtainable and how far away completion is Know when it has been achieved Achievable Agreement with all the stakeholders what the goals should be Is there a realistic path to achievement Realistic, resourced or relevant Within the availability of resources, knowledge and time Timely Enough time to achieve the goal, is there a time limit Not too much time, which can affect work performance EXERCISE: Provide accurate and timely information about [specify services] to [number] of customers in accordance with approved ECU policy and procedures within [time]. Provide information technology support for approved applications in accordance with Information Delivery Systems (IDS) procedures for the period [date]. Reduce the average time for resolving customer service issues from [X] minutes to [X] minutes by the end of the calendar year. Review and deliver an office procedures manual, updating it with relevant and accurate procedural information by [date].
  • Ask these questions about your goals to test if they are SMART Remember, that your goals need to be in line with the goals of the Company
  • Ask these questions about your goals to test if they are SMART Remember, that your goals need to be in line with the goals of the Company
  • To aid your thinking, why not try using a different format to write your goals before transferring them to standard review form.
  • Not Measurable Not timebound
  • if you left it to annual appraisals with no follow up, you would forget what progress you have made since the year before. If you do it on continuous basis e.g. quarterly reviews, makes the whole annual process a lot easier
  • Staff appraisal training

    1. 1. Appraisal Skills for Staff
    2. 2. What is an Appraisal? <ul><li>A systematic method of obtaining and analysing information to evaluate a worker’s performance in their job. </li></ul><ul><li>To assess training and development needs for future promotion. </li></ul>
    3. 3. What Should an Appraisal do? <ul><li>Guide you in terms of what is required of you and how well you are performing related to overall objectives of your organisation </li></ul><ul><li>Assesses relevant training and development needs </li></ul><ul><li>Measure you against ‘competencies’ </li></ul><ul><li>Measure your performance against standards and quality </li></ul><ul><li>Ensure that performance is measured fairly </li></ul><ul><li>Help the Company to decide whether job descriptions are accurate and whether training has been effective </li></ul>
    4. 4. Links to <ul><li>Performance and Pay </li></ul><ul><li>Performance and Promotion </li></ul><ul><li>Performance and Training </li></ul>
    5. 5. Benefits of Appraisals for You the Employees <ul><li>Helps you perform better </li></ul><ul><li>By improving performance an employee can gain: </li></ul><ul><ul><li>Job satisfaction </li></ul></ul><ul><ul><li>Success and career prospects </li></ul></ul><ul><li>Appraisals can: </li></ul><ul><li>Allow for Self Assessment </li></ul><ul><li>Create career development/goals </li></ul><ul><li>Create a better working atmosphere </li></ul><ul><li>Increase efficiency and morale </li></ul><ul><li>Be a good forum for communication </li></ul><ul><li>Improve employee/manager relations </li></ul>
    6. 6. What Makes for a Good Appraisal Discussion? <ul><li>Preparation </li></ul><ul><li>Effective communication </li></ul><ul><ul><li>Listening </li></ul></ul><ul><ul><li>Questioning </li></ul></ul><ul><ul><li>Understanding constructive criticism </li></ul></ul><ul><li>Clear objectives </li></ul><ul><li>Follow up </li></ul>
    7. 7. A Typical Appraisal Discussion <ul><li>Structure: </li></ul><ul><li>Introduction from Manager to state the purpose and structure of the appraisal </li></ul><ul><li>Review – Employee’s Review and Manager’s review </li></ul><ul><li>Future Requirement – Discussion of what is required for next assessment period </li></ul><ul><li>Action Plan – how to meet these requirements </li></ul>
    8. 8. The Importance of Preparation <ul><li>Think about what you want to get out of the appraisal meeting </li></ul><ul><li>Both parties are responsible for a successful appraisal </li></ul><ul><li>Preparation means that the appraisal will be valuable and worthwhile rather than just following the process </li></ul><ul><li>Gather evidence of achievements </li></ul>
    9. 9. Preparation <ul><li>Read the previous appraisal and gather all relevant information. </li></ul><ul><li>Be able to give real-life examples that support your views </li></ul><ul><li>Ask other people that work closely with you to give their views of your strengths and weaknesses (with examples). </li></ul>
    10. 10. Listening <ul><li>Difference between hearing and listening </li></ul><ul><li>Hearing is passive, Listening requires concentration </li></ul><ul><li>L-I-S-T-E-N: </li></ul><ul><ul><li>L ook Interested </li></ul></ul><ul><ul><li>I nquire with Questions </li></ul></ul><ul><ul><li>S tay on Target </li></ul></ul><ul><ul><li>T est your Understanding </li></ul></ul><ul><ul><li>E valuate the Message </li></ul></ul><ul><ul><li>N eutralise your Feelings </li></ul></ul>
    11. 11. Questioning <ul><li>Open </li></ul><ul><li>Closed </li></ul><ul><li>Direct or Probing </li></ul><ul><li>Leading </li></ul><ul><li>Rhetorical </li></ul>
    12. 12. Receiving Feedback
    13. 13. Understanding Constructive Criticism <ul><li>You cannot improve unless you know how you are doing. An essential part of appraisal is to get feedback measured against </li></ul><ul><ul><li>Objective standards </li></ul></ul><ul><ul><li>Performance of others doing same job </li></ul></ul><ul><ul><li>Expectations of manager </li></ul></ul><ul><ul><li>Values and culture of the organisation </li></ul></ul><ul><li>Better to receive feedback and try to improve than for the problem to turn into a disciplinary measure. </li></ul><ul><li>Be prepared to receive feedback, both good and bad. If you are prepared, it is easier to deal with/ communicate </li></ul>
    14. 14. How To Set Good Objectives <ul><li>Objectives usually fall into three categories: </li></ul><ul><li>Performance and Quality </li></ul><ul><li>Systems and Processes </li></ul><ul><li>Personal Development </li></ul>
    15. 15. How To Set Good Objectives <ul><li>An objective is a statement of achievable results. They should be challenging but achievable </li></ul><ul><li>Discuss & agree together </li></ul><ul><li>Identify strengths, weaknesses and development opportunities together </li></ul><ul><li>Discuss personal objectives as well as company and managerial objectives </li></ul><ul><li>Decide what to measure: </li></ul><ul><li>Quality / Quantity / Time </li></ul><ul><li>Have success criteria </li></ul>
    16. 16. How To Set Good Objectives <ul><li>SMART: </li></ul><ul><ul><li>S pecific </li></ul></ul><ul><ul><li>M easurable </li></ul></ul><ul><ul><li>A chievable </li></ul></ul><ul><ul><li>R ealistic </li></ul></ul><ul><ul><li>T imed Deadline </li></ul></ul>
    17. 17. Test SMART Objectives <ul><li>Is each objective specific ? </li></ul><ul><li>What exactly are you going to do, who with and for whom? </li></ul><ul><li>Is it clear who is involved? </li></ul><ul><li>Is the intended outcome clear? </li></ul><ul><li>Is each objective measurable ? </li></ul><ul><li>How will you know the goal or change has occurred? </li></ul><ul><li>Can these measurements be obtained? </li></ul>
    18. 18. Test SMART Objectives <ul><li>Is each objective achievable ? </li></ul><ul><li>Can it be done in the proposed timeframe? </li></ul><ul><li>Can it be done with the resources available? </li></ul><ul><li>Is this even possible? </li></ul><ul><li>Is each objective realistic/relevant? </li></ul><ul><li>Can you make an impact on the situation? </li></ul><ul><li>Do you have the necessary knowledge, authority and skill? </li></ul><ul><li>Is each objective time-based ? </li></ul><ul><li>When will this objective be accomplished? </li></ul>
    19. 19. My Objectives Details of Goal How will it be measured How will you achieve the goal What resources do you need Start date Date of completion Improve my approach to staff appraisals and development, making this a joint process between me and my staff Staff ratings and completion of their goals at mid year and annual reviews Having quarterly reviews with all my staff Time May 2010 April 2011
    20. 20. Test SMART Objectives <ul><li>Increase the number of scholarships available to Business & Law students. Each scholarship awarded will be a minimum £3,000 per scholarship. </li></ul>
    21. 21. Test SMART Objectives <ul><li>Increase the number of scholarships available to Business & Law students by introducing 3 new scholarships for students to apply in 2011. Each scholarship awarded will be a minimum £3,000 per scholarship. </li></ul>
    22. 22. Follow Up <ul><li>Stagger deadlines of objectives if possible </li></ul><ul><li>Tick objectives off as you complete them </li></ul><ul><li>Regularly review forms and hold review meetings </li></ul><ul><li>Benefits: </li></ul><ul><li>Continuous improvement </li></ul><ul><li>Acts as a reminder of staff objectives </li></ul><ul><li>Helps with evidence gathering </li></ul><ul><li>Helps with preparation for the next appraisal </li></ul>
    23. 23. If you only do 5 things: <ul><li>Make sure both parties prepare in advance </li></ul><ul><li>Set clear objectives </li></ul><ul><li>Actively listen </li></ul><ul><li>Be specific and descriptive </li></ul><ul><li>Make it an ongoing process – discuss performance and development through out the year </li></ul>