1. Setting Performance Goals and Evaluations
NEO-RLS Workshop
July 18, 2013

2. Why Manage Performance?
Measure real performance against expected performance
Provide constructive feedback on performance and use it to improve performance in the future
Foster mutual understanding and commitment regarding expectations and goals
Focus on employee behaviors instead of personality traits

3. Positively reinforce the accomplishments/strengths of the employee
Identify training and development needs
Better determine individual career paths
Provide objective basis for decisions on pay, promotion, demotion, transfer or termination
Emphasize that we care about employee growth and development

4. Most Effective/Ineffective Supervisors

5. Styles of Management/Traditional
Emphasize long-term results
Look for problems to solve
Rely on punishment and threats
People burn out and see no reinforcement for their efforts

6. Styles of Management/Performance Based
Emphasize the behaviors that will achieve results
Notice what people are doing right
Give feedback and reinforcement
People want to excel

7. Value of Measuring Performance
Progress requires measurement
Measurement develops accountability
Measurement improves supervisory decision making

8. Reasons Employees Don’t Achieve Results
We don’t know what results to achieve (address through goal setting)
We don’t know how to achieve results (address through goal setting and giving feedback)
We don’t have the tools to achieve results (address with goal setting)
We don’t want to achieve results (address with reinforcement and consequence)

9. Performance Management Cycle
Performance Management Is A Continuous Process
Set expectations
Measure performance
Provide feedback
Reinforce strong performance and address weak performance

10. Setting Goals

11. Goal Setting (Setting Expectations)
This first step in the performance cycle sets up the employee for success or failure
Pinpoint what people should do and how they should do it at the beginning of performance year
Allow employees to play a role in setting goals
Follow SMART criteria when developing goals

12. SMART Goals
Specific
Measureable
Attainable
Relevant
Time Bound

13. SMART Goals Vague: Work more cost and time efficiently
Smart: Prepare all incoming resources for circulation within a 24-hour timeframe in order to improve customer service
Vague: Be nicer to customers
Smart: Smile, greet customers and ask “how can I help you?” when they approach desk…..

14. Pinpointing The Right Goals
Pinpoint the right goals (or results) in order to focus on behavior that produces value within the organization

15. Key Questions for Pinpointing Goals
Is there a problem that needs improvement?
Is there an initiative that you can impact?
Has your supervisor given you a result you need to work on?

16. Writing a Performance Plan
Determine how often you will provide feedback to improve poor performance
Address resources needed by employee to meet objective
Review goals frequently with employee (at least quarterly, even minutes
Note employee progress on back of performance plan and both initial
Keep goals fluid, modify as needed

17. Performance Plan Exercise
Imagine….that you have a long-term direct report who has long since retired “on the job”. She does minimum work on a consistent basis.
Write 2-3 relevant goals using SMART criteria for the person. Use the job expectations common to your direct reports to set this goal.

18. Value of Measuring Performance
Progress requires measurement
Measurement develops accountability
Measurement improves supervisory decision making

19. Information Sources for Performance Evaluation
Employee Performance Plan
Verbal and written feedback provided
Employee self-evaluation (voluntary)
Performance charts/checklists (attendance records, productivity reports)
Commendations, Discipline
Feedback from others
Last year’s performance evaluation

20. The Self Evaluation
Tool that provides supervisors with feedback from employees (voluntary in most libraries)
Give to the employee 2 weeks prior to the evaluation and ask for it to be returned prior to the evaluation
Not a mirror image of the supervisor’s evaluation but does ask employees for input; employee uses a self-evaluation form (not the performance evaluation form you use)

21. Writing the Performance Evaluation
Complete PE form from your Library
List performance goals identified on the Performance Plan at the beginning of performance year
Consider whether and how each objective was met. Be specific and include time frame.
To determine final rating, consider…work complete? Done on time? Done effectively?
Level of difficulty? Amount of supervision needed?
Need to be approved by your supervisor PRIOR to PE discussion

22. Feedback Guidelines
Be specific—identify what is right and wrong with their work
Provide immediate, frequent feedback
Address both individual and group performance—shape and reinforce individual effort and team cooperation

23. Dealing with Problem Performance
Consult with supervisor and/or HR Director prior to PE discussion
Tell the employee the behavior you don’t want
Explain why it’s not acceptable, impact on Library
Explain what the consequences will be if it happens again
Describe the behavior you do want
Document!

24. Giving Negative Feedback
Make it immediate
Be consistent
Positively reinforce what you do want
Minimize attention- don’t ‘set an example’
Be fair
Punish the behavior, not the person
Stay calm
Say what you mean, mean what you say
Conduct conversation in private work space

25. Scenario
Fred Jones is a long-term circulation clerk who has good attendance. He also has good performance. However, he regularly chats at length with most customers and other circ staff have to compensate for him. You were good friends with Fred before you got promoted to be the circulation supervisor.
How would you give him feedback about this?

26. Reinforcing Strong Performance
Gets more of the efforts and results that are needed within the Library
Satisfies and retains the best
Recognizes the commitment and dedication of employees
Recognition? Special opportunities? Attention and interest?

27. Reinforcement Guidelines
Be specific
Be sincere
Reinforce immediately
Personalize the reinforcement
No ‘but’s”
Spend more time focusing on strong performance than problems/errors

28. Barriers to Giving Reinforcement
Always being in a hurry
High stress levels
Having negative expectations of others
Not knowing what motivates employee
Not planning reinforcement

29. Common Performance Evaluation Errors
Including feedback employee has never heard
Losing objectivity
Reluctance to negatively evaluate employee for fear of confrontation, reprisal, fear of lack of management support, fear of Union reaction
Focusing your evaluation on employee’s most recent performance
Rating an employee high/low in all areas because of strong/poor performance in one area
Not getting your supervisor’s input/approval

30. Conducting the Conference
Try to sit at a table or on the same side of desk to improve communication
Use the performance review as your guide
Remember this is not a disciplinary meeting
Refer to the feedback given throughout the year to support your evaluation
Be prepared with additional documentation, examples to support evaluation

31. Combine discussion of negative points with performance improvement suggestion
Ask employee for their input on areas needing improvement
Give the employee time to talk. Listen carefully.
If there is disagreement, don’t argue. Listen.
If employee is able to show some of your comments are inaccurate, be open to changing them.

32. Have employees sign evaluation, indicating that they have received and discussed it, not that they agree with it. Is there appeal process? Union rep needed? Consult your supervisor, HR.
Schedule a conference to discuss the performance plan for the coming year.
Emphasize that you will be providing frequent performance feedback throughout the year to support their efforts.

33. Questions? Comments?