1. Developing and Keeping Good Employees: Job Descriptions &Performance Appraisals
Presented by
Nacole Guyton
Grantee Specialists
RIV T/TA Network 1

2. Job Description Agenda
Head Start Performance Standards
Job Description Defined
Defining Job Specifications
Job Descriptions vs. Position Descriptions
Writing Job Descriptions
Elements of a Job Description
Advantages of Effective Job Descriptions

3. Head Start Performance Standards
Human resources management.
(a) Organizational structure.
(1) Grantee and delegate agencies must establish and maintain an organizational structure that supports the accomplishment of program objectives. This structure must address the major functions and responsibilities assigned to each staff position and must provide evidence of adequate mechanisms for staff supervision and support.

4. Head Start Performance Standards
Human resources management.
(2) At a minimum, grantee and delegate agencies must ensure that the following program management functions are formally assigned to and adopted by staff within the program:
(i) Program management (the Early Head Start or Head Start director); (ii) Management of early childhood development and health services, including child development and education; child medical, dental, and mental health; child nutrition; and, services for children with disabilities; and

5. Job Description Defined
A job description is a written description of a job which includes information regarding the general nature of the work to be performed, specific responsibilities and duties and the employee characteristics required to perform the job.

6. Job Specifications
Job specifications are the personal/individual requirements expected from the employee.
They list any educational requirements, desired experience and specialized skills or knowledge required.
Job specifications complement job descriptions.

7. Examples of Job Specifications
Education
Masters Degree in Educational Leadership or Early Childhood Education, or related field, and a minimum of three years professional leadership management and/or supervisory experience.
Significant experience in administration, including balancing regulatory requirements with budget constraints and growing community needs. Head Start/Early Head Start experience preferred.
Strong knowledge of theories and practices of Early Childhood Education/Development and Family/Social Services.
Experience in design and delivery of training.

8. Knowledge, Skills and Abilities
Sustained concentration and ability to handle multiple tasks often simultaneously.
Significant diagnostic and problem solving skills.
Ability to direct and assess the performance of program supervisors and consultants.
Ability to handle highly stressful and sensitive situations in a professional manner.
Ability to work independently and maintain professional boundaries and confidentiality.
Frequent sitting for long periods using computer keyboard, telephone and other office machines.
Strong organization and time management skills, ability to meet tight deadlines.

9. Job Descriptions vs. Position Descriptions
Job descriptions document the general nature of the work to be performed.  They include general responsibilities and duties as well as the employee characteristics required.  They are used for job classification and as a basis for position descriptions.
Position descriptions customize responsibilities to departmental needs including supervisory relationships.  They focus on outcomes and accountabilities rather than duties.  They define the employee’s specific duties and are used to manage performance.

10. Writing Job Descriptions
Focus solely on the job.
Avoid the “wish list” of skills or personality traits.
Focus on the work not the person.
Use action verbs
Use clear, concise and easily understood language
Allow for flexibility
Consider future organizational needs:
Keep in mind the changing needs of the organization to help identify gaps in workforce.
Speak with managers/major decision makers to determine future hiring needs.
List job tasks by priority
Organize the list from most essential tasks to least essential tasks.

11. Action Verbs Accumulate Administer Delegate Deliver Advise Develop
Allocate
Approve
Collaborate
Collect
Communicate
Compile
Conduct
Consult
Counsel
Create
Delegate
Deliver
Develop
Direct
Distribute
Draft
Edit
Educate
Establish
Estimate
Formulate
Furnish
Gather

12. Action Verbs Guide Interact Invent Issue Manage Market Motivate
Negotiate
Obtain
Order
Participate
Plan
Present
Provide
Reconcile
Recruit
Research
Review
Solicit
Solve
Submit
Supervise
Supply
Test
Train
Translate

13. Writing Job Descriptions
Be specific
Avoid any reference to protected class or prejudicial language (i.e., race, color, gender, nation origin, disability, etc.).
Example of what to avoid: Heavy lifting required - only male candidates may consider this position or bilingual ability required – only Hispanics will be considered.
Have reasonable expectations
Setting the “bar” too high or too low can affect candidate pool.

14. Writing Job Descriptions
Be consistent
Define terms like “may,” “occasionally,” and “periodically”.
Obtain input from others
Solicit information from employees, managers/supervisors, etc.
Include a miscellaneous clause (i.e., other duties as assigned)

15. Elements of a Job Description
Title
Communicates the level, responsibility and type of work.
Use titles that are common in your industry.
Employment status
Full-time, Part-time, Temporary.
FLSA status (exempt or nonexempt)

16. Elements of a Job Description
Location:
Address and/or city where job will be located.
Include information if position does not report to a specific location.

17. Elements of a Job Description
Duties/responsibilities:
List duties/tasks:
Major or minor
Include essential functions of the job
Include knowledge, skills and abilities necessary to perform job.
Incorporate decision-making requirements.
Add scope of authority (i.e., hiring/firing).
Include description of complex tasks.

18. Elements of a Job Description
Qualifications
Work experience:
Years in field required.
Include information if years of experience will be considered.
Education:
High School Diploma or equivalent, BA/BS, MBA, PhD, etc.
Include information if equivalent combination of education and/or work experience (as opposed to education only) will be considered.
Certifications:
Examples: PHR/SPHR/GPHR, Certified Nursing Assistant, Certified Public Accountant, Certified Compensation Professional, Certified Financial Planner, Certified National Real Estate Agent, Electrician, etc.

19. Elements of a Job Description
Qualifications (cont’d):
Licenses:
Examples: Doctors, Nurses, Lawyers, Dietician/Nutritionist, etc.
Desired work traits (ability to work independently, etc.)
Computer skills
Communication/Interpersonal skills
Special considerations (working conditions):
Physical requirements
Travel
Work hours (on-call, overtime consideration, etc.)

20. Advantages of a Well-Written Job Description
Establishes responsibilities
Establishes performance guidelines
Limits legal exposure to issues such as equal opportunity and discrimination laws
Aids in the establishment of the Fair Labor Standards Act (FLSA) classification (exempt vs. nonexempt)
Helps to establish pay levels

21. Advantages of a Well-Written Job Description
Helps to manage employee expectations
Serves as tool for recruitment and employee selection
Assists in determinations of Americans with Disabilities Act (ADA) reasonable accommodation
Assists with employee career development
Supports the succession planning process

22. Principals to RememberDo
Give realistic and descriptive job titles
Identify the FLSA exempt or non Exempt status
Keep the summary brief
List primary duties, tasks and responsibilities
Identify essential job functions
Review the KSA’s and make sure they are job related
Secure approval and dates
Include appropriate disclaimers

23. Principle to Remember Don’t Include demeaning titles
Include gender-specific titles
Include percentages

24. Quiz What is a job description?
A job description is a written description of a job which includes information regarding the general nature of the work to be performed, specific responsibilities and duties and the employee characteristics required to perform the job.

25. Quiz What are some tips to consider when writing a job description?
Focus on the job, use action verbs, allow flexibility, consider future department needs, avoid reference to protected class or prejudicial language, etc.

26. Quiz What is included in a job description?
Title, Employment Status, FLSA Classification, Location, Duties, Qualifications, Education, Certification, Licenses and Special Considerations.

27. Quiz
Why it is important to have well-written and updated job descriptions?
To help establish duties, performance guidelines, recruit for vacancies, establish pay levels, limit legal exposure, career development, etc.

28. Performance Appraisals Agenda
Performance Appraisal Defined
Purpose of Performance Appraisals
Head Start Requirements
Goals of Performance Appraisals
Advantages of Performance Appraisals
Types of Performance Appraisals
Models of Performance Appraisals
The Performance Discussion

29. What the Experts Say
“For many employees, a face-to-face performance review is the most stressful work conversation they’ll have all year. For managers, the discussion is just as tense. ‘What a performance appraisal requires is for one person to stand in judgment of another. Deep down, it’s uncomfortable’,” --Dick Grote, author of How to Be Good at Performance Appraisals.

30. Staff Performance Appraisals Defined
A written, objective evaluation of each employee that is conducted at least annually. It contains an assessment of the employee’s ability to carry out stated responsibilities and success in implementing last year’s performance goals. The review is seen as an opportunity to set new, mutually agreed-on goals for maintaining and improving performance and for the employee’s professional development.

31. Discuss the diagram and how performance reviews should yield to each letter in PERFORM.
PC DOCS #467446

32. Head Start Performance Standards
45 CFR (i) Staff Performance Appraisals
All Head Start staff should be actively engaged in a process of professional development. Annual performance reviews provide an opportunity for staff and supervisors to meet, discuss, and assess progress; define training and developmental needs; and set new professional goals.
PC DOCS #467446

33. Head Start Performance Standards
45 CFR (i) require grantees and delegate agencies to conduct at least an annual performance appraisal of each staff member. (i) Staff performance appraisals. Grantee and delegate agencies must, at a minimum, perform annual performance reviews of each Early Head Start and Head Start staff member and use the results of these reviews to identify staff training and professional development needs, modify staff performance agreements, as necessary, and assist each staff member in improving his or her skills and professional competencies

34. Performance Appraisals
In the 2009 report to Congress regarding performance review results for that year, 14% of the Head Start programs reviewed were cited for performance appraisals.

35. Goals of Performance Appraisals
To provide the opportunity for the supervisor and employee to assess the employee’s past performance.
To help assess the quality and quantity of work performed by staff members.
To allow for continuous communication between supervisor and employee about job performance.

36. Goals of Performance Appraisals
To offer the supervisor and employee the opportunity to develop a set of expectations for future performance.
To provide for future development of the employee.
To provide supporting documentation for pay decisions, promotions, transfers, grievances, complaints, disciplinary actions and terminations.

37. Effective Appraisal Systems
Define performance expectations
Describe measurement tools
Use a rating system
Cover specific examples
Set measurable goals

38. Advantages of an Effective Appraisal System
Defines job duties
Identifies work products that result from job duties
Describes knowledge, skills and abilities (KSAs) needed to perform job
Identifies the value of each duty
Job duties relate to performance expectations
Legal protection
Motivation system

39. Appraisals Cycles Should Be Consistent

40. Traditional Appraisal Cycles
This is an example appraisal cycle showing the process is continuous. Programs can change the months to fit the months of their program’s calendar. Also, stress the importance of a mid-year review (mini) to avoid surprises during the annual.
PC DOCS #467446

41. Performance Measurement
Systems can be:
Numerical
Textual
Management by Objective (MBO)
Behavior oriented

42. Performance Measurements
At a minimum the performance measurement should provide:
A clear sense of direction.
An opportunity for employees to participate in setting the goals and standards for performance.
Prompt, honest, and meaningful feedback
Immediate and sincere reinforcement.

43. Performance Measurements
At a minimum the performance measurement should provide:
Coaching and suggestions for improving future performance.
Fair and respectful treatment.
An opportunity for employees to understand and influence decisions that will affect them. .

44. Types of Appraisal Systems
There are several different types of performance appraisal strategies to choose from.
Knowing there are options available should give you the flexibility to find the right type of appraisal method for your organization.

45. Types of Appraisal Systems
The 360-Degree Appraisal  This method of appraisal involves allowing other employees to fill out a questionnaire detailing their experiences with a specific employee. The feedback of peers can be reviewed by the manager and considered during the appraisal.

46. Types of Appraisal Systems
General Performance Appraisal  This appraisal method involves ongoing communication between the manager and employee throughout the entire year.
At the end of the year you’ll determine whether the pre-set goals and objectives were met, provide feedback, and set new goals.

47. Types of Appraisal Systems
Technological/Administrative Performance Appraisal The technological or administrative performance appraisal focuses more on technical skill than anything else because these employees have specialized tasks. They’re judged on specific skills, the amount of work they produce/complete, and a variety of other tasks.

48. Types of Appraisal Systems
Manager Performance Appraisal  Managers must go through the appraisal process as well. This type of appraisal usually covers both job skill as well as human resource skill, as most managers usually have clients to keep happy as well as a team to keep organized. Most often a manager appraisal will include feedback from team members, usually obtained anonymously.

49. Types of Appraisal Systems
Employee Self-Assessment  This type of appraisal is one of the most dreaded by employees as no one seems to enjoy rating themselves.
Most often the self-assessment is compared to an assessment completed by the manager and then discussion regarding the differences follows.

50. Types of Appraisal Systems
Management by Objectives (MBO)  The essence of MBO is participative goal setting, choosing course of actions and decision making. An important part of the MBO is the measurement and the comparison of the employee’s actual performance with the standards set.
Ideally, when employees themselves have been involved with the goal setting and choosing the course of action to be followed by them, they are more likely to fulfill their responsibilities.

51. Types of Appraisal Systems
The basic principle behind Management by Objectives (MBO) is for employees to have a clear understanding of the roles and responsibilities expected of them.
They can then understand how their activities relate to the achievement of the organization’s goal.
MBO also places importance on fulfilling the personal goals of each employee.

52. Advantages of MBO
Motivation – Involving employees in the whole process of goal setting and increasing employee empowerment. This increases employee job satisfaction and commitment.
Better communication and Coordination – Frequent reviews and interactions between superiors and subordinates help to maintain harmonious relationships within the organization and also to solve many problems.
Clarity of goals
Higher Commitment--Subordinates tend to have a higher commitment to objectives they set for themselves than those imposed on them by another person.
Alignment of Objectives: Managers can ensure that objectives of the subordinates are linked to the organization’s objectives. 

53. Models of Performance Appraisals

54. Models of Performance Appraisals

55. Models of Performance Appraisals
Cornell’s Performance Management Process
The Performance Improvement Plan can be utilized to set clear expectations and monitor progress.
PC DOCS #467446

56. Models of Performance Appraisals

57. SOLAR
SOLAR is an online tool that can be used to help local Head Start/Early Head Start programs establish staff development priorities and develop T/TA goals.
The Profiler is a database that provides skill profiles on employees’ mastery of skills required for their position.
You can score and create an online Staff Skill Profile for 6 categories of positions, such as classroom staff for preschool and infant/toddler; managers and supervisors, support staff.

58. SOLAR

64. SOLAR
Once you complete scoring and entering your staff profiles, the Profiler allows you to generate reports on staff members’ skill levels across the program.

65. Documenting Performance
Make sure documentation is objective
Document performance of all employees
Provide complete and accurate information
Document performance on a regular basis

66. Preparation for Feedback
Keep a weekly log of individual’s performance.
Reduces chances of rating errors
Makes writing up an evaluation simpler
Gives support to the rating
Preparation should not begin a week or two before discussion takes place; it should begin earlier.
Allow sufficient time to write the evaluation.
Time to review and possibly revise

67. Preparation for Feedback
Setup an agreed upon time for the discussion convenient for both parties.
Be Prepared!
Know what you are going to say
Decide some developmental opportunities before the interview
Arrange the room in a way that it will encourage discussion.
Limit barriers between yourself and the employee
No phone calls or interruptions during interview.

68. Preparation for Feedback
Set the subordinate at ease:
Let the individual know the interview will be a two way process. Neither party should dominate the discussion
Discuss each dimension separately
Get employees impression of themselves first.
Explain yourself and your position
If there problems in performance exist, try together to determine the cause
This will help point out action plans to resolve those problems

69. Preparation for Feedback
Together setup action places to correct any problems
Be specific about the who, what, and when
Be sure to provide some kind of follow-up or report back
Close the interview on an optimistic note.

70. Communication Suggestions
Do not control the interview
Make it two ways
Ask open-ended questions rather than submitting your own solutions
Stress behaviors and results rather than personal traits
Say “I noticed that your weekly report has been one or two days late this last six weeks,” rather than, “You tend to be a tardy, lazy person.

71. Communication Suggestions
Show interest and concern
Allow the subordinate to finish a sentence or thought.
This includes being receptive to the subordinate’s own ideas and suggestions.
Be supportive - you’ve invested a lot in him or her.
Set specific, not general, goals to be achieved

72. Communication Suggestions
Meet in a private place with the employee.
Provide a non-threatening environment.
Give the employee concrete examples of work behavior that contributed to the rating.
LISTEN!!
Discuss problems hampering performance and work together on solutions.

73. How can I avoid upsetting my employees with this process?
Treat them consistently.
Keep good documentation.
Address performance problems when they occur. Don’t wait until the interview to inform them. No surprises!
Be supportive. Remain objective. Don’t play favorites.
Be prepared for the interview.

74. Principles to RememberDo
Make it clear at the beginning of the year how you’ll evaluate your employees with individual performance planning sessions
Give your employees a copy of their appraisal before the meeting so they may have their initial emotional response in private
Deliver a positive message to your good performers by mainly concentrating on their strengths and achievements during the conversation
Bloomberg Business Week Management

75. Principles to Remember
Don’t
Offer general feedback; be specific on behaviors you want your employee to stop, start, and continue
Talk about compensation during the review; but if you must, divulge the salary information at the start of the conversation
Sugarcoat the review for your poor performers; use the face-to-face as an opportunity to demand improvement
Bloomberg Business Week Management

77. Resources http://www.eclkc.ohs.acf.hhs.gov/hslc
Society for Human Resource Management (SHRC)

78. Questions & Comments