Final Tech Report, GRDHD 12.11.15

Creation of an Evaluation Tool for Supervisors:
Technical Report
Project Conducted for:
Green River District Health Department
Owensboro, KY
Prepared by:
Chase Bolton
Samuel Galbraith
Austin Hall
Nicholas Morris
Supervised by:
Dr. Amber Schroeder
Industrial-Organizational
Psychology Program
Department of Psychological Sciences
Western Kentucky University
Bowling Green, KY
July 12, 2016

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I. Overview
The purpose of this project was to develop an evaluation tool that managers could use to
evaluate supervisor skills. The following technical report details the process of creating the
supervisor evaluation tool for the Green River District Health Department (GRDHD). GRDHD
sent the project team 37 job descriptions, as well as a document that contains skill sets that
supervisors should possess, as identified by managers. GRDHD informed the project team that
they wanted an evaluation tool for these supervisory skill sets. After a discussion with Dr.
Schroeder, the following procedure was decided. Each of the supervisor positions were
grouped into one of four clusters. The job descriptions for each position in a given cluster were
examined, and similar tasks were pulled to be included on the evaluation survey. The tasks
were meant to serve as objective examples of on-the-job behaviors that demonstrate the given
skill.
The project team believed the development of a behaviorally anchored rating scale (BARS)
would better meet the needs of GRDHD. However, due to time constraints, the project team
could not complete a BARS. Instead, the process was started for one cluster, and instructions
were provided to GRDHD on how to complete the BARS and develop new ones for the
remaining clusters.
II. Procedure
A. Group Supervisor Positions intoJob Clusters
It was determined that a list of relevant tasks should be included in the evaluation tool so
managers and supervisors could have examples of relevant behaviors for each supervisor skill.
The purpose of this list was to help ensure that the managers and supervisors can see the
relationship between the tasks the supervisors complete and the skills they should possess. To
accomplish this, the team examined job descriptions for each supervisory position to locate
relevant supervisor tasks. After reviewing the job descriptions, job clusters were formed to
group similar supervisor positions. These positions were clustered because several of the
required tasks provided in the job descriptions were similar. These tasks were matched with the
list of skills provided by GRDHD. Nearly every skill has at least one task that reasonably
represents it. The skills that do not have examples of tasks listed were determined to be self-
explanatory and did not require matched tasks. Below are the clusters formed by the project
team.
Cluster 1: Nursing
The positions comprised in the Nursing Cluster are: LHN II, LHN II McLean County, LHN II
School Health, LHN III, Nurse Administrator, Nurse Program Manager, Nurse Supervisor I,
Nurse Supervisor II Hancock County, Nurse Supervisor II Henderson County, Nurse
Supervisor II Ohio County, Nurse Supervisor II Union County, and Nurse Supervisor II
Webster County.

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Cluster 2: Public Health
The positions the team determined to group together in the Public Health Cluster are:
Public Health HANDS Manager, Public Health HANDS Supervisor, Public Health Services
Coordinator BSF, Public Health Services Coordinator CAP, MNT Nutritionist II, Environmental
Health Program Manager, Public Health Services Manager First Steps, and Public Health
Services Supervisor.
Cluster 3: Support Services
The positions the team determined to group together in the Support Services Cluster
are: Support Services Supervisor I Home Health, Support Services Supervisor I McLean
County, Support Services Supervisor I Ohio County, Support Services Supervisor I,
Information Manager, Support Services Supervisor II Daviess County, and Support Services
Supervisor II Henderson.
Cluster 4: Leadership
The positions the team determined to group together in the Leadership Cluster are:
Director of Nursing, Public Health Director IV, Nutrition Services Supervisor, Public Health
Services Manager Daviess County, Environmental Health Director, Maintenance Supervisor,
Human Resources Manager, Technical Consultant, Finance Administrator, and
Administrative Service Manager.
B. Creation of the Supervisor Abilities Rating Form (Appendices A-D)
The Supervisor Abilities Rating Form was created based on the skills and abilities that were
listed in the strategic plan for supervisor skillsets that GRDHD provided. On the form, each skill
was listed under its respective category (i.e., Self-Management, Supervision, and
Program/Agency Wide Expectations). Each supervisor’s skills are to be rated by his/her
manager on a scale that consists of excellent, average, needs improvement, or not applicable
(NA). A definition of each rating was provided in the rating form instructions. Additionally,
space was provided for managers to leave feedback about goals and strategies to help the
supervisor to improve in a given category. This rating form will be used for all positions, but
different behaviors were used to represent each skill. The Supervisor Abilities Rating Form for
each cluster can be found in Appendices A, B, C, and D.
C. Creation of the Example Job Behaviors
It was determined that the supervisors may need a way to increase the objectivity of their
evaluations or otherwise have more of a basis for their evaluation ratings. In order to
accomplish this, it was decided that those who are making the evaluations should have a list of
example job behaviors that are reasonably related to the skills being evaluated. Behaviors were

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included for each skill on the GRDHD Supervisor Abilities Rating Form. With these job behaviors
available, the evaluator will have some frame of reference for their evaluation of each skill. The
intention was to help the evaluator avoid using biased judgments of the supervisor’s skill level
to make their ratings. The examples of job behaviors that were included for a particular job
cluster were extracted from the current job descriptions for the jobs that are included in that
cluster. The behaviors that were taken from the job descriptions were then matched to what
the team believed to be the proper skill necessary to perform the task. The skills used were
defined by GRDHD’s strategic plan for supervisor skill sets.
It is important to note that the behaviors listed in the rating form are not intended to be an
exhaustive list of the behaviors that would represent the skills. They are meant to function as a
list of examples of some job behaviors that would require the skill being evaluated. This is
stated clearly in the rating form’s instructions. This is important, as some positions within a job
cluster may not share a certain task that is in the rating form even though they are in the same
cluster. Thus, not every task will be performed by every supervisory position, and supervisors
should not be negatively evaluated for not performing each task.
D. Behaviorally Anchored Rating Scale (BARS)
The project team believes that by following the procedures mentioned above, GRDHD will
be able to utilize an effective supervisor evaluation tool. However, it is possible that the
assessments would be further improved by using a Behaviorally Anchored Rating Scale (BARS).
A BARS is a more systematic and objective way of evaluating employee behavior. Due to time
constraints for the project team, developing a BARS for all supervisory positions was not
possible. However, the team was able to create an example of the first step of the BARS process
for one job cluster for GRDHD (Cluster 4: Leadership).
The process of creating a BARS involves surveying job incumbents to generate examples of
effective and ineffective behavior (i.e., critical incidents) that they have observed on the job for
a specific job cluster. This step was completed by the project team, and the questionnaire used
can be found in Appendix E. Following the completion of the survey, the team would present
the critical incidents to a panel of employees who are considered experts of the given job
cluster (e.g., 10 people who are representative of the cluster) to have them rate each behavior
on a scale assessing the effectiveness of performance, and only the behaviors with high
agreement between the raters would be used in the evaluation tool. This can again be
completed using a questionnaire; the project team has developed a sample survey for this step
using one identified skill for the leadership cluster (see Appendix F). The agreed upon effective
and ineffective behaviors would be used as scale anchors (i.e., the descriptors for the scale
points on the rating form) to provide an objective assessment of supervisors’ skills.
For a more visual representation of this process:
1. Collect critical incidents of excellent, average, and poor performance for each of the
supervisor skills via survey or interviews with job experts. Remove redundant responses.

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Excellent: Findingthe right person for the task at hand and trustingthe person with the
task
Average: Supervisor answers questions butgives no explanation for their decisions
Needs Improvement: Supervisor overhears conversations butfrequently interrupts with
their own thoughts
2. Use the responses gathered in step one to create an instrument for the job experts to
rate each critical incident as excellent, average, or poor performance.
a. Excellent
b. Average
c. Poor
3. Eliminate incidents for which the raters cannot reach a consensus. One way to
determine consensus would be to have a minimum percentage of agreement for a given
incident. We recommend using a minimum of 80% agreement. We submit that this is a
reasonable cut-off because a high level of agreement is necessary to make the anchors
for evaluation more representative of the level of behavior displayed.
4. For each incident where 80% of raters agreed on a category, the incident should be
included on the scale representing that category. See the example below:
a.
5. Choose the most representative anchors to include on the BARS. Not all anchors need to
be used.
6. Repeat steps one through five for each skill. After completing all supervisor skills,
compile each BARS into a single document. This provides objective anchors to the
evaluators.
If GRDHD wishes to utilize a BARS system for their training evaluation, they can follow the
process that the project team started for the Leadership cluster and complete the development
of that evaluation scale. This process can be used to complete the BARS for the other clusters as
well.
E. Summary
We believe that the proposed plan addresses GRDHD’s needs to develop a supervisor
evaluation tool. We started the BARS process but were unable to complete the process due to
time constraints. However, we believe that we have provided a comprehensive list of steps that
GRDHD can follow to create their own BARS if they wish to create a more in-depth evaluation
form in the future than the evaluation form constructed by the project team. We have sent the
specific survey questions, data, and any other pertinent information or documents to Ms.
Rebecca Baird in order for GRDHD to successfully accomplish this task.

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If you have any questions about any of the information in this technical report, please do
not hesitate to contact us via email:
Chase Bolton – Charles.bolton251@topper.wku.edu
Samuel Galbraith – Samuel.Galbraith247@topper.wku.edu
Austin Hall – Austin.hall951@topper.wku.edu
Nicholas Morris – Nicholas.Morris302@topper.wku.edu
Amber Schroeder – Amber.schroeder@wku.edu

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Appendix A
GRDHD Supervisor Abilities Rating Form:
Nursing Cluster
Manager’s Name/Position: _______________________________
Supervisor’s Name/Position: _______________________________
Directions:Use the ratingformon the followingpages toevaluate the supervisorobjectively on howwell
he/shecan demonstratethegiven abilities byindicatingthe appropriate ratingchoice.
The firstcolumncontains SupervisorSkillsthat have beendeemedimportant byGRDHD.For each skill,
circle onlyone rating choice basedonhow well the supervisordemonstratesbehaviorsrelatedtothe
givenskill.Theseare the skill setcategories:
 Self-Management- Skillsandstrategies bywhichindividualscaneffectivelydirecttheirown
activitiestowardthe achievementof objectives;takingresponsibilityforone'sownbehavior,
and thenmonitoringorchangingthatbehaviortobe more effective.
 Supervision - Skillsrelatedtothe actionof observinganddirectingthe executionof atask,
project,or activitytoothers.
 Program/Agency-WideExpectations - Skillsrelatedtotasksa person shouldbe able toachieve
that are inagreementwithorganizational policiesandprocedures.
Under eachskill isa listof example jobbehaviorsthatmayrequire some degreeof the givenskill tobe
performedeffectively.
Note:These are onlya fewexamples,andtheymaynotall apply to eachposition.Therefore,if youhave
not observedthe supervisorperformthese specifictasks,itdoesnotmeantheyare deficientinthisskill.
Rather,it ispossible forthemtodemonstrate eachskill inanotherway.Assuch,be sure to considerall
behaviorsthatyoufeel are relevanttoeachskill set. Some skillsmaynothave exampleslisted.
At the endof eachsection,there isaspace that youcan use to provide goalsandstrategiesforthe
supervisortouse toimprove inregardto the given skill set.
Rating Scale:
Excellent=Substantiallyexceedsexpectationsforthe levelof abilityasupervisorshouldpossess
Average = Meetsexpectationsforthe level of abilityasupervisorshouldpossess
NeedsImprovement =Belowexpectationsforthe levelof abilityasupervisorshouldpossess
NotApplicable (NA) =There has notbeenan opportunityforyoutoobserve the supervisor
displayingthe skilloritis notapplicable tothe supervisor’srole.

Self-Management
Skills Rating Scale
Ability to communicate effectively in both
written and spoken form
Excellent Average Needs Improvement NA
ExampleBehaviors:
 Collaborates with the health team members to establish priorities,managecareand coordinateefforts to achieve
desired outcomes in providingplanned services to the client.
 Presents accuratedemographic,statistical,programmatic,and scientific information for professional and lay
audiences.
 Utilizes educational methods and materials thatareappropriateto language,readinglevel, and needs.
Ability to speak in front of groups, make
presentations, sit on boards, talk/outreach in
the community
ExampleBehaviors:
 Identifies community assets and availableresources and makes referrals as appropriate.
 Plans,arranges for and presents educational programs for individuals or groups within the clinicor community
setting.
 Effectively presents accuratedemographic, statistical,programmatic,and scientific information to staff, professional
audiences,and lay audiences.
 Facilitates health counseling/classroomeducation presentations.
 Coordinateand attend local County Board of Health meetings; actas a community liaison between Public Health,
local health centers and/or other agencies.
Ability to multi-task and prioritize Excellent Average Needs Improvement NA
ExampleBehaviors:
 Efficiently manages clinic flow.
 Prioritizes work assignments to accomplish job tasks.

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Skills Rating Scale
Demonstrates ability to be self-motivated and
self-starter
ExampleBehaviors:
 Develops and implements a plan of continued professional growth and development.
 Completes basic required programmatic trainings and others that areconsistentwith job responsibilities .
 Completes required yearly updates/trainingsas required by selected programs.
 Regularly participates in trainingand education in safety practices and procedures,such as annual OSHAtraining.
Demonstrates time management skills and
organizational skills
ExampleBehaviors:
 Plans,arranges for and presents educational programs for individuals or groups within the clinicor community
setting.
 Assumes responsibility for coordinatingoneor more clinic-based programs.
 Efficiently manages clinic flow.
Ability to complete staff evaluation successfully Excellent Average Needs Improvement NA
Example Behaviors:
 Observes employees as they perform tasks to ensure efficiency in work activities providingclinical nursingadviceas
appropriate.
 Superviseand evaluateclinical assistant.
 Complete evaluations of staff under supervision.

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Skills Rating Scale
Ability to delegate tasks Excellent Average Needs Improvement NA
ExampleBehaviors:
 Coordinates specialized clinicsand may actas team leader.
 Delegates aspects of nursingcareto other members of the health careteam commensurate with their educational
preparation and experience and provides appropriateoversight.
 Manages clientcare delivery and delegates aspects of nursingcareto other members of the health care team
commensurate with their educational preparation and experience.
 Monitor delegation responsibilities asstated in 201 KAR 20:400.
Goals and Strategies for Improving Self-Management Abilities:

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Supervision
Skills Rating Scale
Ability to work with staff to implement new
procedures and manage change successfully
ExampleBehaviors:
 Supports evidenced based practicethrough participation in thedevelopment of programs/protocols.
Ability to problem solve, effective decision
making skills and conflict resolution skills
ExampleBehaviors:
 Resolves work problems and recommends or implements ways to improve production or quality of work.
 Develops and/or demonstrates approaches to resolveoperational problems that take into accountcultural
differences.
 Assists other nurses,medical staff and support staff with clientcareissues and acts as a clinical resourceperson in
providingclinical leadership.
 Collects,summarizes and interprets information relevantto an issue. Uses identified trends and assistsin modifying
the delivery of care of clients or groups of clients.
 Applies understandingof team process and problem-solvingstrategies to accomplish job tasks.
Demonstrates effective team player and helps
to motivate and lead the team
ExampleBehaviors:
 Coordinates specialized clinicsand may actas team leader.
 Performs work with increasingindependence and assumes minimal mentoringof LHN I nurses.
Ability to conduct effective staff meetings for
groups, as well as one-on-one coaching
ExampleBehaviors:
 Conducts local staff meetings.

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Skills Rating Scale
Ability to effectively run a meeting and remain
within time constraints
Understand boundaries with staff and enforce
them
ExampleBehaviors:
 Superviseand evaluateclinical assistant.
 Monitor delegation responsibilities asstated in 201 KAR 20:400.
 Report problems to your NursingSupervisor.
Ability to lead without micromanaging Excellent Average Needs Improvement NA
ExampleBehaviors:
 Monitors the work of nursingstaff.
appropriate.
 Performs work with increasingindependence and assumes minimal mentoringof LHN I nurses.
Ability to build trust with staff, peers and
management
ExampleBehaviors:
 Monitors the work of nursingstaff.
appropriate.

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Skills Rating Scale
Enforce all policies, procedures, rules and
guidelines of GRDHD for staff
ExampleBehaviors:
 Keeps staff informed of pertinent legal changes such as thosein Medicare/Medicaid or other regulatory changes.
 Assistin the basic supervision of the office(coverage of office/ coverage of additional staff dueto vacations
and/illness/assistancein maintainingdistrictcars/direction to volunteers/etc.).
 Follows established federal,state or local policies,procedures and programs relatingto health and safety in the
workplace
 Is knowledgeable of health department programs and services,includingthosedescribed in the Core Clinical Services
Guide, as well as,local policy guidelinesand the Internal Control Program.
 Practices with professionalismand accountability as employee of the local health department.
Goals and Strategies for Improving Supervision Abilities:

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Program/Agency Wide Expectations
Skills Rating Scale
Understand role as supervisor and how it fits
into GRDHD’s bigger picture
ExampleBehaviors:
 Contributes to the development and implementation of a quality assuranceprogramfor nursingstaff and participates
in audits of clientrecords.
Understand other programs at GRDHD and how
they function together
ExampleBehaviors:
 Completes basic required programmatic trainings and others that areconsistentwith job responsibilities
 Completes required yearly updates/trainingsas required by selected programs
 Is knowledgeable of health department programs and services,includingthosedescribed in the Core Clinical Services
Guide, as well as,local policy guidelinesand the Internal Control Program.
Ability to express ideas to management and
bring new ideas to the table
Understands how disciplinary process works at
GRDHD and has ability to use effectively
Basic understanding of QI and willingness to
learn more and assist in process
ExampleBehaviors:
 Contributes to the development and implementation of a quality assuranceprogramfor nursingstaff and participates
in audits of clientrecords.
 (Nurse Program Manager Only) Directs Quality Improvement activities for the program.

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Skills Rating Scale
Ability to understand the budget and
demonstrate fiscal responsibility
ExampleBehaviors:
 Organizes,prioritizes and provides carein a timely and cost-effective manner.
 Practices fiscal responsibility through timely correct coding of employee time sheet, Patient Encounter Form (PEF),
and Supplemental Reporting/Community Reporting Forms.
Goals and Strategies for Improving Program/Agency Wide Expectations:

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Appendix B
Public Health Cluster
 Self-Management- Skillsandstrategiesbywhichindividualscaneffectivelydirecttheirown
 Supervision - Skillsrelatedto the actionof observinganddirectingthe executionof atask,
Note:These are onlya fewexamples,andtheymaynotall applyto eachposition.Therefore,if youhave
supervisortouse toimprove inregardto the givenskill set.
Rating Scale:

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Self-Management
Skills Rating Scale
ExampleBehaviors:
 Present needed information and clarify information and data for staff members .
the community
ExampleBehaviors:
 Present needed information and clarify information and data for staff members .
 Conduct or facilitateagency meetings.
 Develop and promote effective relationships usingappropriatecommunication skillswithin thecommunity, local or
state agencies or other health care providers concerningindividual family plans and administrativematters .
 Developing and implementing community events and programs.
ExampleBehaviors:
 Oversees the management of program records.
self-starter
ExampleBehaviors:
 Stays current and maintains expertisein relevantjob-related areas.
 Develops and implements a plan of continued professional growth and development.
ExampleBehaviors:
 Assign staff to help resolvebillingproblems,determine family eligibility and benefits or appropriateservices and
referrals.
 Assigns and monitors the work staff in outside programs.

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Skills Rating Scale
ExampleBehaviors:
 Prepare and accurately document caserecords and reports, and use appropriateresources to ensure compliancewith
federal, state, and local regulationsand policies.
 Coordinates the assigned programor health careprojects providingservices to clients .
 Directs the work of employees to ensure best use of time and resources.
 Plans,organizes,directs and provides a full rangeof services for programs assigned.
ExampleBehaviors:
 Make decisionson personnel policy matters affecting assigned staff includingperformancemonitoring/evaluation of
staff.
 Completes annual employee performance evaluations.

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Supervision
Skills Rating Scale
ExampleBehaviors:
 Definingprogram goals and objectives and establish methods/measures of accomplishingprogrambased objectives .
 Participates in theselection,hiringand orientation processes of new employees and makes decisionson personnel
policy matters affecting assigned staff.
ExampleBehaviors:
 Assiststaff to help resolve billingproblems,determine family eligibility and benefits or appropriateservices and
referrals.
 Promoting team building/positiveworkingenvironment and use of effective decision makingskills.
 Provides coordination of programservices with internal and external entities and works with other staff/programs to
assurecommunication,consistency and teamwork.
 Motivates and mentors staff in providingquality and appropriatequantity of work in assigned area.
ExampleBehaviors:
 Conduct or facilitateagency meetings.
 To present needed information and clarify information and data for staff members.
them

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Skills Rating Scale
ExampleBehaviors:
 Monitors program operations through on sitevisits,reviewof reports and records .
 Providingongoingmonitoring,technical supportand administrativedirection.
management
ExampleBehaviors:
 Monitors program operations through on sitevisits,reviewof reports and records.
 Establishes and maintains a positiveworkingenvironment.
ExampleBehaviors:
 Make decisionson personnel policy matters affecting assigned staff includingperformancemonitoring/evaluation of
staff.
 Interpret and apply policy related to agency operating procedures and programadministration.
 Provides oversight, direction and daily supervision to professional and non-degreed staff as they implement program
guidelines.
 Keeps time cards and other routine records, reviews and approves timesheets, travel request and vouchers, various
leave requests, etc.

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Skills Rating Scale
ExampleBehaviors:
 Provides oversight,direction and daily supervision to professional and non-degreed staff as they implement program
guidelines.
 Evaluates program/projects as required to improve the quality as well as quantity of servicedelivery.
 May providefunctional direction to staff.
 Provides on-the-job trainingfor new personnel or for personnel demonstrating deficiencies in a certain area .
 Serves as a resource person for staff.
ExampleBehaviors:
 Maintains a collaborativerelationship with health agencies.
ExampleBehaviors:
 May provideinput to new and proposed legislation to help determine impacton local programs .
 Recommends or develops policies and procedures and interprets their use to ensure compliancein maintaining
program accountability and effectiveness.
 Participates in recommendation of agency policies.
 Evaluates and recommends improvement in department operation, procedures and services .

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Skills Rating Scale
ExampleBehaviors:
 Monitors and evaluates program activities and budget expenditures.
 Assureproper billingof services.
 Manage and determine authorization of budget expenditures or actas liaison with fundingauthority within
departmental fiscal unitwhich may monitor and evaluate programservices though quality assuranceaudits .
 Determine fiscal requirements and prepare grantproposals includingbudgetary recommendation.

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Appendix C
Support Services Cluster
Note:These are onlya fewexamples,andtheymaynotall applyto eachposition.Therefore, if youhave
Rating Scale:

Self-Management
Skills Rating Scale
ExampleBehaviors:
 Develop and revisework schedules and assignments to meet staffingand programneeds.
 Explains and clarifies agency policies,goals,and procedures for staff.
 Maintain correspondencewith supportstaff through newsletter, staff meetings, and memorandums.
the community
ExampleBehaviors:
 Coordinateactivities of supportstaff with program (clinical) to improve patient servicedocumentation and efficient
clinicflow.
 Schedule clinicsasappropriate.Arrange for appropriatephysician and nursecoverage.
self-starter
ExampleBehaviors:
 Evaluate the supportservicefunctions and processes to ensure smoother operation.
 Review periodic reports for error ratings,billingissues and other statistical or operation information.
 Maintain up-to-date knowledge of support serviceregulatingand program standards,medical or environmental
records.
 Attend local & state conferences, workshops and conductstaff meetings.
ExampleBehaviors:
 Coordinateactivities of supportstaff with program (clinical) to improve patient service documentation and efficient
clinicflow.

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Skills Rating Scale
Example Behaviors:
 Provideand arrangeorientation for new supportstaff by assistingwith preceptorship responsibilities and evaluation
duringprobationary period.
 Evaluate the performance of employees supervised accordingto job standards,agency goals,and performance
achieved.
ExampleBehaviors:
 Schedule clinicsasappropriate.Arrange for appropriatephysician and nursecoverage.

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Supervision
Skills Rating Scale
ExampleBehaviors:
 Attends appropriatemeetings to learn of changes in the Patient Services Reporting System, procedure and policy
changes, records management changes.
ExampleBehaviors:
 Evaluate the supportservicefunctions and processes to ensure smoother operation.
 Review periodic reports for error ratings,billingissues and other statistical or operation information.
ExampleBehaviors:
 Providetechnical assistanceand on-the-job trainingfor supportstaff supervised related to changes.
 Conducts staff meeting as deemed necessary for dissemination of updates on policy and procedures,corrections or
changes, and feedback.
them

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Skills Rating Scale
ExampleBehaviors:
 Oversee supportstaff assigned in the maintenance of the PatientServices Reporting System for clientprovided
services by the health department
management
ExampleBehaviors:
ExampleBehaviors:
 Develop and revisework schedules and assignments to meet staffingand programneeds. Approve requests for
absences.
 Interpret agency policies,goals,and procedures for staff.
 Conducts staff meeting as deemed necessary for dissemination of updates on policy and procedures,corrections or
changes, and feedback.

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Skills Rating Scale
ExampleBehaviors:
 Evaluate the performance of employees supervised accordingto job standards,agency goals,and performance
achieved.
ExampleBehaviors:
 Recommends employee classification changes,disciplinary actionsand personnel requests.

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Skills Rating Scale
ExampleBehaviors:
 Review periodic reports for error ratings,billing issues and other statistical or operation information.
 Monitor and report uncollectibleaccountreceivables.

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Appendix D
Leadership Cluster
 Program/Agency-WideExpectations - Skillsrelatedtotasksa personshouldbe able toachieve
Note:These are onlya few examples,andtheymaynotall applyto eachposition.Therefore,if youhave
Rather,it ispossible forthemtodemonstrate eachskill inanother way.Assuch,be sure to considerall
Rating Scale:
NeedsImprovement=Belowexpectationsforthe levelof abilityasupervisorshouldpossess

Self-Management
Skills Rating Scale
ExampleBehaviors:
 Communicates effectively with staff ensuringthey have correctinformation to complete their jobs in the most
efficient manner possible.
 Maintain communication with staff in your department and others through staff meetings, e-mail and phone.
 Communicates or disseminates information to staff by informal or formal means.
 Confers with program managers,supervisory staff or employees regardingproblems of employees.
the community
ExampleBehaviors:
 Collaborates with stateand community agencies and assures thatcommunity groups receive appropriatenutrition
education to assistin adequateand appropriatenutrition intake.
 Public speakingto professionals,consumers and policy makers.
 Communicate effectively with staff and community leaders.
 Serves on appropriatecommittees of the Green River DistrictHealth Department.
ExampleBehaviors:
 Participatein the planningprocess,establish goals,and providedirection as needed to accomplish goalsfor various
programs.
self-starter
ExampleBehaviors:
 Stays current and maintains expertisein relevantjob-related areas.

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Skills Rating Scale
ExampleBehaviors:
 Transfers equipment and personnel from one projectto another as necessary.
 Coordinates,evaluates and schedules related staff and prioritizes work to provide for the greatest level of efficiency
and production.
 Develops and implements community events and programs.
 Assists with or develops clinical protocols,manuals,data bases and records.
Example Behaviors:
 Evaluates performance of assigned staff both informally and formally usingestablished criteriaand performance
evaluation forms.
 Objectively evaluatestaff performance by the appropriatedue date.
ExampleBehaviors:
 Assigns the work of appropriatestaff members.
 Communicate job requirements and providetrainingor delegation as needed.
 Participatein the planningprocess,establish goals for thesection, and provide direction as needed to accomplish
goals.

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Supervision
Skills Rating Scale
ExampleBehaviors:
 Works with assigned staff to plan and establish goals for thenext evaluation period.
 Plans and delivers in-servicetrainingand education for public health personnel and other agencies.
 Collaborates with other staff in maintainingand updatingvarious programs.
 Assists with or develops clinical protocols,manuals,data bases and records.
ExampleBehaviors:
 Develops administrativemethods for the purposeof achievingeffective utilization of time and efficient operation of
various programs.
 Assists staff in problemsolvingand troubleshooting.
 Anticipates potential problem situations and intervenes to offset any adverse impact.
 Interprets agency and programmatic policies and models effective decision-makingskillsin carrying outthe policies.
 Confers with program managers,supervisory staff or employees regardingproblems of employees.
ExampleBehaviors:
 Encourage professional growth and development of staff.
 Conducts new employee orientation to foster positiveattitudes toward agency goals.
 Motivates and mentors staff in providingquality and appropriatequantity of work in assigned area,as well as,
utilizingresources efficiently.
 Communicates changes in protocol/policy.
ExampleBehaviors:
 Provideconsultation and assistanceto employees and domain teams regardingspecific projects for standardsand
measures.
 Maintain communication with staff in your department and others through staff meetings, e-mail and phone.

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Skills Rating Scale
ExampleBehaviors:
 Prepares agenda for meeting; plan meeting structure in advance.
them
ExampleBehaviors:
 Inspects work for completeness.
 Communicates directly with physiciansand other health careproviders concerningindividual careplansand
administrativematters as appropriate
ExampleBehaviors:
 Providedaily guidance,instruction and consultation for assigned programstaff on regional or statewide level.
 Motivates and mentors staff in providingquality and appropriatequantity of work in assigned area,as well as,
utilizingresources efficiently.
 Directly assignsand oversees activities of staff.
management
ExampleBehaviors:
 Effectively and respectfully assists staff in problemsolvingand troubleshooting.
 Works with the assigned staff to plan and establish goals for the next evaluation period.

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Skills Rating Scale
ExampleBehaviors:
 Keeps time cards and other routine records, reviews and approves timesheets, travel request and vouchers, various
leave requests, etc.
 Establishes,interprets and disseminates agency and state policy and protocols to ensure uniformdelivery of services.
 Assistwith completion, review and periodic modification of agency plans,policiesand procedures to address
emerging trends, changingbenchmarks,technology or requirements and alignmentwith national accreditation
standards.
 Develops and maintains appropriateadministrativeprocedures and policies for the operation of the department
(programmatic,financial,personnel).

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Skills Rating Scale
ExampleBehaviors:
 Providedaily guidance,instruction and consultation for assigned programstaff on regional or statewide level.
 Assists assigned supervisorin developingand implementing plans for orientation,in-servicetrainingand continuing
education.
 Providedirect supervision to other supervisors and coordinators.
 Establishes programgoals and objectives and determines priorities.
ExampleBehaviors:
 May on a limited basis and as required,provideother programduties within the agency established policies,
procedures and licensinglaws.
 Develops, implements, and analyzes operational procedures.
ExampleBehaviors:
 Develops methods to improve employment policies,processed and practices,and recommends changes to
management.
 Develops procedures, in accordancewith established standardsand policies for the fulfillmentof program goals.
 Discussesmethods to improve performance and motivate employees.
ExampleBehaviors:
 Administers an agency grievanceand disciplinary process.
 Confers with supervisory staff and employees regardinggrievanceor disciplinary procedures.
 Participates in thegrievanceprocedure or disciplinary processon behalf of the director.

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Skills Rating Scale
ExampleBehaviors:
 May providetechnical assistance,trainingand resources to identify, initiate,implement and evaluate agency wide
performance improvement.
 Assureinitiatives arefocused on improvingoperational and programefficiencies and effectiveness that align with
agency strategic imperatives.
ExampleBehaviors:
 Analyzes financial statisticsand other accountingdata.
 Provides technical assistanceto others on accountingand fiscal matters.
 May identify trends impactingthe fiscal position of the department.
 Advises agency administratorson financial findings and recommendations.

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Appendix E
Generating Critical Incidents Survey

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Appendix F
GRDHD Rating CIs

Final Tech Report, GRDHD 12.11.15

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