Performance evaluations for supervisors

Performance Reviews for Supervisors
Kevin R.Thomas, Manager,Training & Development · Office of Human Resources · kevin.r.thomas@williams.edu · 413-597-3542
May 19, 2016
kevin.r.thomas@williams.edu
413-597-3542
Manager, Training and Development
Office of Human Resources
Presented by Kevin R. Thomas
Performance Evaluations for
Supervisors

• Name
• Where you work
• What you hope will come from reviewing your
employee/s
Introductions

• Confidentiality
• Participation
• Listening
• Judgement free zone
Ground Rules
• Program Overview

1. Nuts & Bolts
2. Build Trust
3. Provide Positive Feedback
4. Provide Feedback
5. Ask for feedback
6. Describe the Path Forward
Agenda

Performance Development Process
Nuts & Bolts
Update
job dx
Employee
Self-
Evaluation
Write
Evaluation
Share
written
Evaluation
Performance
Evaluation
Meeting
Edit
Evaluation
if necessary
Signatures
Copy &
Forward

Anatomy of the Form
Nuts & Bolts

• Accountability – timelines,
follow through
• Meeting decorum
• Warm up – demonstrate
interest in them personally
• Find out about their path to
progress
• Demonstrate commitment
to bringing out the best in
them
Build Trust
Build Trust

With your partner, find 1
strategy you will use to
develop trust or 1 trust
building message you will
communicate.
Your Turn!
Build Trust

1. Nuts & Bolts
2. Build Trust
3. Provide Positive Feedback
4. Provide Constructive Feedback
5. Ask for feedback
6. Describe the Path Forward
Agenda

The Key Formula
Provide Positive Feedback
Behavior Impact
A vivid picture
of your
employee’s
accomplishments

• Examples of positive
feedback.
Your Turn

• Brainstorm with your
partner:
– How can you measure the
quantity and quality of your
employee’s work?
– How can you develop new
measures?
Measuring Performance

• Social Needs Are Primary
• Brain is Wired to Notice
Threats
• Feedback can easily be seen
as a threat to:
o Status
o Certainty
o Autonomy
o Relatedness
o Fairness
• When the threat response is
triggered, fight and flight
reactions are likely.
Managing the Threat Response
Provide Constructive Feedback

• Imagine your boss comes by your
desk and says:
“Can you come into my office?
• How do you feel?
• When you come into the office,
your boss closes the door and
says:
“I need to give you some
feedback.”
• Now how do you feel?
Threat Response: Example

Explain what you don’t intend
as well as what you really
want.
Example:
“I don’t want to communicate
any disrespect for you or
your expertise. I just want to
explore some options for how
we can solve this problem
together.”
Use Contrasting Statements

• Feedback works best when it is:
– Immediate
– Specific
– Behavioral
– Supportive
Principles

Constructive Feedback: Directive
• Use for simple, minor situations, as a first attempt to solve a problem.
Behavio
r
Impact
Positive
Future
Alternativ
e

Constructive Feedback: Non-directive
1. Use behavior + impact to describe what you are seeing.
2. Ask if they have additional information you should know. Listen.
3. Ask them for their interpretation. Listen.
4. Ask questions to ensure they are taking ownership of the problem.
5. Brainstorm solutions, negotiate, set a time to check in on progress.
Behavior Impact
Problem
Solving
Inquiry

Fishbowl!

• Do you:
• Want to know how you can support your direct reports
in bringing their best?
• Open to changing your behavior the same way you
are willing to change the behavior of others?
• Believe your staff may have information and expertise
that could be useful to you?
How Open Are You to Upward Feedback?
Ask for Feedback

• Employees resist offering
feedback because:
• They have been burned
in the past.
• They don’t believe the
invitation is genuine.
• They fear threatening
your status, as you may
retaliate.
Threat Response, Part 2
Ask for Feedback

• Routinely invite feedback
• Appreciate feedback
immediately, consistently.
• Listen attentively.
• Take some action, however
small, on the basis of
feedback.
Creating Safety
Ask for Feedback

• Encouraging cues / body
language
• Open-ended questions
• Mirroring statements
“I hear you saying x.”
• Validating statements
“I can understand where
you are coming from when
you say x, because y.”
Basic Listening Skills
Ask for Feedback

You don’t have to agree.
You don’t have to agree
totally.
You don’t have to agree right
away.
Identify interests
Follow through on your
commitments.
Set a time to check in on
progress.
Responding to Requests
Ask for Feedback

• Identify critical goals for:
– success in their current role
– long term professional
development
Define Goals
Describe the Path Forward

• Improve the procedure for
responding to student health
emergencies.
• Minimize the amount of food waste.
• Communicate more clearly with
clients.
• Complete entry of 20,000 records
into database with 0 errors by the
end of next week.
How could these goals be improved?

• Get to know their strengths
by asking them about their
peak professional
experiences.
• Offer a strengths
assessment.
• Include a goal that builds
on their strengths.
Find Opportunities to Help Them Use
Their Strengths

• Goal Setting Worksheet
Your Turn!

Links coming via email:
Contact Kevin Thomas at 413-597-3542
or email kevin.r.thomas@williams.edu
Questions?
• Course page link to all course materials
• Program evaluation link, feedback welcome

Performance evaluations for supervisors

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