1 A Dynamic Tool for Supervisors Performance Evaluation Training for Supervisors.

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A Dynamic Tool for Supervisors

Performance Evaluation

Training for Supervisors

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Your presenters today

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Hello

HeartsHearts

ClubsClubs

DiamondsDiamonds

SpadesSpades

………….………..………….How do you define PE?.………..………….How do you define PE?

What are some reasonsWhat are some reasons…….……..….....……………PE does NOT get done?.……..….....……………PE does NOT get done?

What can supervisors What can supervisors …….…............……....…….…............……....…… do to make PE work do to make PE work??

What do you want to takeWhat do you want to take……...……...…………..… ...……...…………..… away from this sessionaway from this session??

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Hello Process…

Two minutes to plan how you will collect the information from everyone

Three minutes to actually collect the information

Three minutes to analyze the information and transfer it to newsprint

One minute (for each team) to report out a summary of the information

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Introductions…

Name

Title/Agency/Work Unit

Number of people you currently supervise

Number of years you have been a supervisor

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Objectives

Turn to Page 1

Participant Materials

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Agenda

Morning Agenda: Overview of the PE System Communicating for PE

Personal Styles Two-way Communication

Developing the Performance Program

Afternoon Agenda Developing the Performance Program - continued Observing and Giving Feedback Employee Development Planning Writing Appraisals and Conducting the Meeting

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Ground Rules

Begin and end on time.

Speak openly, share.

Make an effort to understand others’ views.

Stay focused:

No sidebars

Turn cell phones to vibrate

Use a parking lot

Have fun!

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Logistics

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Purpose of PE

Set Clear Expectations

Establish Clear Standards

Provide Observation/Feedback

Promote Employee Development

Increase Communication

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Performance Evaluation ProcessPerformance Evaluation Process

ONGOINGPROCESS

Step 1: Create performance program and developmental activities

Step 5: Conduct annual performance appraisal/rating and update of development activities

Step 2: Observe and assess performance

Step 4: Adjust performance program and development activities as needed

Step 3: Provide ongoing feedback and dialogue on performance

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The Core of Performance Evaluation

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Detailers Tend To:

Be quiet and thoughtful

Be organized, detail oriented, thorough

Carefully consider facts and data

Focus on tasks

Focus on accuracy and completeness

Work well independently

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Be direct and to the point React quickly and decisively Focus on the big picture Enjoy juggling several projects at

once Be action oriented Focus on tasks, goals and results Thrive on change

Directors Tend To:

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Promoters Tend To: ! Focus on group process/activities

Be future focused

Avoid routine and procedure

Enjoy change and variety

Volunteer for new projects

Have high energy

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Comrades Tend To:

Focus on the people issuesFocus on the people issues

Avoid conflict/strive for cooperationAvoid conflict/strive for cooperation

Be agreeable/easy to get along withBe agreeable/easy to get along with

Look for common groundLook for common ground

Get to know co-workers personallyGet to know co-workers personally

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Two-Way Communication

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ONGOINGPROCESS

STEP

1 Create the Performance Program

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The Performance Program

To understand the job, define: Job responsibilities Tasks that meet the responsibilities Standards

STEP

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What are Task Statements?

Clear description of work to be done Directly related to the responsibility May include:

Outputs or products Where it is done How often it is done For whom it is done

STEP

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Steps in Identifying Tasks

Turn to Page 15

Participant Materials

STEP

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Tasks and Standards

Tasks – what work is to be done

Standards – how well work is to be done

STEP

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Standards

Clear picture of quality Objective way to evaluate Specific benchmarks

STEP

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SMART Standards

Specific

Measurable

Attainable

Relevant

Time-bound

STEP

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- Clear, complete

- Objective, quantifiable

- Realistic

- Directly related to job output

- Specified time frame

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Not So SMART Standards

In a timely manner

Showing initiative

With good customer service

STEP

1

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ONGOINGPROCESS

STEP

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Observe and Assess

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Behaviors Are:

Actions a person takes/does not take

Observable Measurable Able to be described,

recorded, discussed objectively

STEP

2

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Problems with Perceptions

Subject to misinterpretation Subjective What you think not observe Lead to defensiveness

STEP

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ONGOINGPROCESS

STEP

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Provide Ongoing Feedback

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Three Kinds of Feedback

Informational

Positive

Corrective

STEP

3

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Feedback

Focus on what (actions)……

……not why (motives)

STEP

3

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Behavior Based Feedback

Behavior you observed

Specific situation

Impact of the behavior

STEP

3

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Guidelines for Feedback

Be descriptive, specific

Make it timely

Stay future-focused

Keep records

STEP

3

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ONGOINGPROCESS

STEP

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Adjust Program/Development Activities

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Why Do Development Planning?Why Do Development Planning?STEP

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To help employees… Meet the standards of performance

program Grow in their present position Keep current in their field

Further their career goals

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ONGOINGPROCESS

STEP

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Conduct Appraisal and Rating


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Writing Appraisal StatementsWriting Appraisal StatementsSTEP

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Participant Materials – Page 45 SMART terms keep the comments

behavior based

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The Appraisal MeetingThe Appraisal MeetingSTEP

5Participant Materials – Page 47 NO surprises Prepare Structure and communication skills Follow up

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ONGOINGPROCESS

Step 1: Create performance program and

developmental activities





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Wrap up

3X5 Card – 1-2 sentence summary of the most important things from the program

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Wrap Up – Personal Planning

PDP FormOne or two areas for skill developmentTarget outcomesSteps you’ll takeResources you need

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1 A Dynamic Tool for Supervisors Performance Evaluation Training for Supervisors.

Documents

performance programto

core of performance

pe work

clear description of

pe systemcommunicating

needed step

developmental activitiesstep

informationthree minutes