Managing Employee Performance Tamara Thomas, Assistant Director Stanislaus County Department of Child Support Services Presenter: Creating Effectiveness and Efficiency in the Workplace

Agenda ■Introduction ■Supervisory Observation and Perception ■Setting Expectations: Three Phases of Performance Management ■Evaluating Performance

Outcomes As a result of this session, you will: ■Understand how to develop and communicate performance expectations. ■Learn how to coach and counsel employees. ■Learn methods for monitoring and measuring performance.

Outcomes ■Learn how to deal with situations with your staff that are confrontational, difficult or complex. ■Learn and understand the corrective action process. ■Learn how to prepare and give effective and meaningful performance evaluations, including constructive feedback.

Perception ■Definition ✷ The representation of what is perceived; basic component in the formation of a concept. Ever been wrong based on a faulty perception?

Perception What do you see in this image?

There are no gray spots in the corner of the squares.

Perception Assumption ■Things aren’t always what they seem ■Think about a supervisory situation in which you saw or observed something and later learned you were not correct.

Perception at Work ■A supervisor perceives an employee performing variations of good or bad ✷ Are these variations accurate? ✷ Does your employee know the perception you have of him/her? ✷ How does an employee know? ■An employee perceives and evaluates their own performance ✷ Is employee’s perception the same as the supervisor’s? ✷ How do we check for gaps?

What are your goals?

Expectations for Supervisors Managing Performance Deficiencies ■Supervisors are responsible for accomplishing the work of their unit through their staff. They must assess the value of the work. ■Supervisors have the accountability of protecting the resources dedicated to hiring and training employees. ■Supervisors must recognize each employee is important to the agency. ■Supervisors have the mantle of authority to enact and enforce all rules within their scope of authority.

How to Eliminate Perception Pitfalls? Set Expectations!! ■Communication is the most valuable skill a supervisor can possess. ■It is the responsibility of the supervisor to communicate with staff and ensure that assumptions and misconceptions are eliminated. ■The employee should always know what is expected of them.

Communication is Key ■Provide Expectations ■Coach / Train / Mentor ■Meet on a regular bases and provide ongoing feedback ■Correct / Provide further guidance ■Evaluate performance on schedule ■Keep communication open

Communicating Expectations ■Explain to the employee how he/she “fits” into the organization’s goals, plans, and organizational chart – “Big Picture” ■New Employee Welcome – global expectations are communicated (mission, philosophy, customer service, team approach) which must be reinforced throughout the organization ■Make position – specific expectations clear ■Ensure people understand these expectations

Take Preventative Action ■You cannot prevent the birds of sorrow from flying over your head, but you can prevent them from building nests in your hair. Chinese Proverb

Written Expectations

Expectations May Include ■Written standards for the position ■Specific objectives for the individual employee ■State and Federal guidelines ■Behavioral Expectations ■Performance Goals ■Consequences

Performance Standards Important! Many departments have developed performance standards for each classification and/or position. If your department does not already have performance standards, ask why? If you can, work closely with your executive team and Employee Relations in developing them. Performance Standards should be: 1.Measurable and observable 2.Realistic

Written Expectations ■Have you identified what you expect from your staff in the following areas: ✷ Attendance ✷ Team communication ✷ Outcomes ✷ Dress Attire ✷ Behavior ✷ What determines poor performance

3 Phase Performance Management System 1. Preventative  Proactive steps taken by the supervisor to minimize the types of problems that require corrective action 2. Corrective  When preventative actions fail to improve the employee’s performances to an acceptable level or to prevent continued misconduct 3. Formal  Disciplinary actions taken in response to an employee’s continued failure to meet standards, objectives or rules

Preventative One on One Conferencing

■Regularly scheduled ■Get updates on work in progress ■Two-Way communication ■Surface issues ■Solve problems ■Identify training / skill development needs ■Plan for changes ■Provide feedback ■Keep notes

Preventative Coaching and Mentoring ■Identify strengths and skill- improvement areas with each employee ■Recognize and reinforce strengths ■Address skill-improvement areas ■Give feedback

Preventative 7 Step Conferencing Model ■Step 1 - Why we are here (article, quote, etc)? ■Step 2 - Review administrative communication (changes). ■Step 3 - Provide feedback on a positive aspect that you observed (performed)? ■Step 4 - Feedback on issues that need improvement (challenges). ■Step 5 - Follow-up on previous issues (pending). ■Step 6 - New items for discussion (assignments). ■Step 7 - Set time for next meeting.

Preventative Informal Coaching/Counseling ■Meet regularly ■Address concerns early and often ■Document in Drop File Log notes ■Follow up to ensure progress ■Tell employee how they are doing ■Give employee a chance to ask questions

Recognition Opportunities ■During one-on-one meetings ■At staff meetings ■During department recognition events ■In their performance evaluations ■Giving special merit increases / project pay ■Employee of the Month ■Newsletter

Corrective Action and the Evaluation

Evaluation ■Evaluations should be an annual, structured meeting in which you summarize the employee performance based on what the employee already knows from your ongoing communication and feedback.

Evaluations should: ■Give positive attention to accomplishments throughout the entire year ■Discuss areas for improvement based on job expectations ■Have goals for the upcoming year based on a project or unit goals ■Have a discussion related to employee career goals and how they evaluate their own performance. Have a review of policies signed

Evaluations should never: ■Have surprises ■Leave the employee feeling lost and hopeless ■Focus only on one-side of the performance, either positive or negative issues ■Only focus on the current behavior of employee ■Be delivered without a discussion ■Be forgotten!

Evaluation Outcome ■At a minimum - Areas below satisfactory or excellent should have a narrative written to explain and justify the rating ■Recommend Step Increase ■Recommend Permanent Status ■Extend Permanent Status

Effective Record Keeping ■Importance of consistency with all staff ■Importance of documentation ■Keep a drop file ■Drop file log notes

Supervisor Drop File ■Copy of the previous evaluation ■Notes on individual goals and objectives as discussed with employee ■Copies of notices or correspondence ■Dated log notes on ongoing observations and discussions with employee (Note: include outcome of agreements and disagreements) ■Any letters or certificates of recognition

Drop File Protocol ■The file should be cleaned out after each evaluation ■Pending issues should be addressed in evaluation or copied to personnel file ■Drop file should move to new supervisor when employee transfers ■For supervisor use only

Drop File Pitfalls ■Liabilities when drop file kept as ongoing, multi-year file ■Drop files are NOT personnel files ■Employees do not have access to the file, therefore any documents not placed in the personnel file are not considered, “official” (Except under POBR) ■Job related information only

Probationary Period ■Should be an extension of the “selection process” ■Be aware of your own agency’s requirement ■Many problem employees did not perform during their probation, but were still allowed to gain permanent status ■Know your agency’s probation extension or perm status granting policy

Performance Deficiencies  When should you start dealing with a performance problem?  Why do some supervisors ignore the issues?  Perception check!

Take Action “ Houston we have a problem.” Be…  Sure  Ready  Quick  Responsive Supervising is about influencing action. The action of people and the action of information.

When to Start Corrective Action  Preventative measures fail  Rule, directive, or policy breached  “Bad” performance is severe  Repetitive

Progressive Discipline Employee should be given every opportunity to improve and be successful. Steps include: 1. Informal Coaching/Counseling (preventative) 2. Corrective Action Plan (corrective) 3. Reprimand (corrective) 4. Formal Discipline (formal)* *Always copy to personnel file

Corrective Action Plan (CAP)  Use if verbal coaching and counseling is not improving performance  Generally technical in nature, can be behavioral  It requires prospective changes in the following areas:  Performance deficiencies. Be specific!!  The expectation to improve performance  An offer of supervisor support  Timeframe for completion and follow up  Length of average CAP is days

Reprimand  Formal written letter detailing performance deficiencies  Work with management and HR  Should be given immediately after incident or repeated misconduct  Generally the last step in corrective discipline  Often used for failure to meet items in CAP, or written warnings, or records of discussion

Formal Discipline  Work with your agency’s and department HR to determine the appropriate type of formal discipline  Formal Discipline means you are taking away some employment right or benefit in the form of money, rank or position:  Suspension (money)  Step Reduction (money)  Demotion in Classification (position/rank/money)  Termination (position)  Understand your MOUs and agency policies

Refer to Higher Manager:  When you notice a change in behavior or performance  When an employee reports an incident or misconduct  Work with HR in Manager’s absence to resolve any emergency or immediate concerns

Supervision is hard work

Supervisors  You can make a difference in an employee’s life!  Remember, employees don’t leave jobs, they leave their boss!  You have the mantle of responsibility to take action!  Be a coach and a mentor and help develop your county’s future!

Stump the Chump Questions???

Your Turn!!! ■What commitment to a new way of handling the performance of your staff will you make? ■What tool will you use that you hadn’t thought of using before today’s training? ■What action will you take to improve your own supervision?