Presented by Joey Croslin April 2, 2008

What is a performance evaluation? a) Form created by HR to add to my already overwhelming workload b) Form required by HR to enhance the thickness of my personnel file c) A reminder of just how fast time passes by and how my memory isn’t quite as good as it used to be d) A systematic process of observing, assessing, and interpreting job performance

Why do performance reviews? a) To comply with OCU policy b) To keep HR off my back c) Both a and b d) To clarify expectations and responsibilities; review progress toward goals; identify opportunities and challenges

 Support strategic initiatives  Clarify expectations & responsibilities  Review progress toward goals  Identify opportunities and challenges  Discuss job/career training and development  Develop blueprint for future performance— goals, assignments, improvement  Develop a high level of job satisfaction

 New Performance Review Form  Career development tool  Completing an effective performance review  Coaching tips for Managers  Keys to goal setting and planning

 Pre-evaluation questions  Previous year’s goals/New goals  Key performance areas  Professional knowledge  Professional judgment/analytical ability  Organization and planning  Communications  Working relationships  Policies and procedures  Leadership/Management skills

 Major Changes  Rating Scale  Minimized Key Performance Areas  Overall Rating  Reduced narratives

 Adobe electronic form  Must have Adobe 8.0 or later  Contact campus technology services to update

 Employee completes form, saves and s to evaluator  Evaluator completes form and prints 2 copies (1 for evaluator 1 for employee)  Employee and Supervisor review job description. Submit electronically signed job description to Administrative Services.

JOB DESCRIPTION HHighlight strengths EEmphasize accomplishment of past initiatives IIdentify opportunities for growth and development IInclude professional development PPlan new goals and initiatives

 Provides a platform for consistent communication about goals, job performance and outcomes  Utilized as a training tool  Highlight strengths  Emphasizes accomplishment of past initiatives  Identifies opportunities for growth and development  Includes professional development  Plans new goals and initiatives  Free from bias/rating errors

 Halo effect- rate all performance areas high based on the successful outcome of one area  Horn effect- opposite of halo, rate all performance areas low based on the unsuccessful outcome of one area  Central tendency- an inclination to rate people in the middle of the scale to avoid confrontation  Negative and positive skew- opposite of central tendency, rating higher or lower than performance warrants  Stereotyping- tendency to generalize across groups and neglect to recognize individual performance  Similar-to-me- rating higher those individuals with similar attributes to the rater  Attribution bias- relating performance failings to factors under the control of the individual and successful performance to external causes  Recency effect- minor events that have occurred recently have more influence on rating than major events that occurred many months ago

 Create a constructive, winning climate on your team.  Lead your team to improved performance by providing feedback and recognition.  Deal with people on the team who don’t carry their load.  Set the pace for your team to be successful.  “To coach” comes from the root meaning “to bring a person from where they are to where they want to be.”  The universal need of all employees is: consistency Priority One: Eliminate inconsistencies and contradictions within the team.

“Many top performers go to bed hungry at night – hungry for recognition from you.” Get them involved. Delegate extensively. Encourage them to teach. Provide training that will help them become even more effective. Have them fill in for you while you are out of the office. Stretch them; they thrive on accomplishments. Celebrate their success. Frequently tell them how proud you are to have them on your team. Spend time with them. Promote them – if they want to be promoted!

Build their confidence by increasing their responsibilities. Give frequent and accurate performance feedback. Create a resource library of books and tapes to provide ideas on how to become best at their job. Teach them how to set goals to keep performance on track; hold them accountable for their goals. “Catch them” doing good things and then praise them. Hook them up with a super star for mentoring. Create rewards that appeal to their personal values.

“High achievement always takes place in the framework of high expectations.” “Falling stars can have a detrimental impact on your entire team.” “The responsibility for maintaining good performance is the employee’s, not the manager’s. The manager’s job is to point out the discrepancy – the employee’s job is to fix it!” “It is not enough to merely say that you’re committed to top performance. To be an effective manager, you need to “walk the talk” by addressing employee performance problems – early and head on.”

May 15 th is the deadline

 S pecific  M easurable  A ttainable  R elevant  T imed

 Routine  Problem Solving  Personal Development  Organizational Development

 New performance review form  Career development tool  Effect performance reviews  Coaching tips for Managers  Goal setting