1. 2010 Performance Evaluation Process Information Session for Staff

2. Discussion Overview
Effective Performance Management Process Components
2009 Performance Evaluation Summary
Process Enhancements
Results
Preparing for your 2010 Performance Evaluation
Tools and Tips for Completing Your Self-Evaluation

3. Components of an Effective Performance Management Process
Connects individual performance to SU’s Mission, Vision, Values and Strategic Initiatives
Measures and Recognizes Individual Performance and Contributions
Promotes Excellence and Professional Development

4. Connects to Mission, Vision, Values & Strategic Initiatives
Job Description
Professional Dev.
Individual
Mission, Vision, Initiatives
Policies, Procedures,
Expected Competencies
Division/Department
Mission, Vision and Values
Strategic Initiatives
Policies, Procedures, Expected Competencies
University

5. 2009 Performance Evaluation Summary
Enhancements
Professional Competencies linked to University Mission, Vision and Values
Option of Narrative or Structured Format
Overall Rating, expanded to 5-point scale
Refined Goals Section
Solicited information on Development Needs and, Supervisory Support and Improvement Opportunities
Enhancements were in response to the Staff and Faculty Satisfaction Survey results: Connection with the mission, vision, values; fairness, desire for articulated opportunities for professional growth and advancement

6. 2009 Performance Evaluation Summary
Results
Overall University Completion Rate = 84%
Professional Skill Development Needs Expressed
Supervisory
Communications
Project and Time Management
Software/ OIT
Response Rate 2007/08 = 68%
Supervisory – staff, student worker supervision and management/leadership skills.
Communication – handling difficult conversations, presentation skills, writing skills
Project and Time Management – managing priorities, project planning and implementation skills
OIT/Software - MS and Adobe Software, CMS, Advanced CMS, SUDDS, Razors Edge, Angel

7. Preparing for your 2010 Performance Evaluation
2010 Evaluation Process Enhancements
Performance Evaluation Overview/Timeline
Tips on Preparing Performance Evaluations

8. 2010 Staff Evaluation Process Enhancements
Further Refined Rating Definitions
Created separate Self-Evaluation and Supervisor Evaluation Forms
Addition of Supervisory/Leadership Competency Section
Specific changes to the ratings are outlined later in the presentation
Separate Self and Supervisor forms to reduce confusion – the Supervisor Evaluation Form is considered the ‘official’ evaluation of the employee’s performance. If both are completed – both are to be signed and submitted HR to be maintained in the employee's file.
Supervisory Competencies–
Supervision – assigning work, performance management, communication Team Work - environment of mutual respect
Leadership – set example, takes initiative, understands mission, vision, values, strategic initiatives– champions and encourage commitment from others, professional development, change agent, seeks opportunities for improvement
Stewardship – Resource Management - Financial Management and use of resources
Revised Signature Line - signature confirms receipt but does not indicate agreement

9. Performance Evaluation Overview and Timeline
Set date and time for an evaluation meeting
Prepare for the meeting, including completion of a performance evaluation form
Exchange evaluations forms prior to the meeting date
Meet to review and discuss performance and set forth plans for the future
Supervisor and employee finalize evaluation forms, and submit to HR by August 31st
Format – recommend being consistent (employee and supervisor) with the format used.
Eligible Employees
All individuals who have been in full-time or part-time regular staff positions since at least January 1st should receive a formal performance evaluation. Regardless of longevity, it is highly recommended that supervisors conduct goal-setting meetings for the next year with all employees reporting to them.
Employees who transferred to another department after January 1st should be reviewed by their previous supervisor. 

10. Preparing your Self-Evaluation
Review your personal performance over the past year.
Assess your performance and accomplishments against your goals.
Identify your accomplishments and achievements. (planned and unplanned)
Identify areas in which you need to develop or improve
Consider your current level of job satisfaction and what’s behind it.
Consider what suggestions you would make to improve and develop your work unit and/or department.
How do I evaluate myself objectively?
Completing a self-evaluation gives you the opportunity to review and reflect on your experiences over the past year.

11. Helpful Information Job Description Your Resume/Application
Previous Performance Evaluations, Goals
Feedback from students, colleagues, others
Notes from Performance Meetings, Work Samples, Training Sessions Attended, etc.

12. Suggestions and Ideas Solely for Employee’s Reflection/Comment:
What feedback do you wish to offer your direct supervisor on ways he/she can help you excel in your position and support you in achieving your professional goals?      
What suggestions do you have for your position, work group, department or the university?      

13. Overall Performance Rating
The scale of 1-5 is used with specific definitions for each point on the scale.
Consistency between ratings and comments on performance, goals and professional development needs
Use whole numbers when rating a specific job performance area or overall performance.

14. Not Acceptable Performance Performance Needs Development
Meets Expectations
Exceeds Expectations
Outstanding 1 2 3 4 5
Performance is consistently below job expectations. A corrective action plan has been or is being developed to achieve specific results. Employee’s performance will be review again according to the corrective action plan’s objectives and timeline.
Performance meets most of the job requirements but requires more than usual supervisor follow-up and direction. Employee will require additional education and coaching from the supervisor in order to consistently meet job expectations.
Performance consistently meets and sometimes exceeds job requirements. All critical goals are achieved. Results are consistent with those of a fully trained, highly competent employee. Over the past year has made the expected contributions to the department.
Performance consistently meets and frequently exceeds job requirements and established goals. Results frequently exceed competent peers in the same or similar positions. Over the past year has made a significant contribution to the department.
Performance and demonstrated expertise is consistently at a superior level. Employee achieves outstanding results and models effective behaviors that are an inspiration to others. Over the review period, employee has consistently made exceptional or unique contributions to the department.
Also on the form under the ratings: Supervisors are expected to formally discuss, and include in the development plan, an employee’s career interests and new opportunities to contribute to the university’s success. Particular attention should be given to the development plan for an individual who receives an “Exceeds Expectations” or “Outstanding” rating in his or her current role.
Comments on performance should support performance area ratings and the overall performance rating. Keep in mind that a complete performance evaluation includes several components. An overall rating is one of these components it does not stand alone but rather it is reflected/supported by the rest of the evaluation (evaluation comments, goals, etc)

15. Goal Setting
Goal setting is completed as part of the annual evaluation process.
As you review accomplishments and performance for the previous period, you also set goals for coming year.
Both the employee and supervisor should agree on the goals.
What’s a goal?
Specific statements that describe results to be achieved
What’s a task?
The steps needed to accomplish a goal
SMART Goals
Goals should be specific to the person and position. Ideally, goals connect to person’s interests, aspirations, areas where growth is need and connect to the work group or department goals (which in turn connect to the University's goals)
Specific
Results Oriented
Measurable
Time Bound
Achievable

16. Evaluation Meeting Preparation
What are the important items you want to discuss at the meeting?
Is there one central message or critical point to be addressed?
What questions do you have for the meeting?
What do you want to get out of this meeting?
In what ways will you actively contribute to a meaningful, constructive and productive dialog?
Recommend questions to be considered by both the supervisor and the employee being evaluated in preparation for the evaluation meeting.

17. At the Evaluation Meeting
Make sure the time and place are planned; allow for enough time; no interruptions; a comfortable setting.
Be prepared. Know your goals for the meeting, have examples ready.
Listen. To have a full picture, you need the other person’s perspective.
Be candid—get to the point.
Be constructive in feedback

18. The Five Levels of Listening
Listening to UNDERSTAND
Listening for APPLICATION
Listening to TELL MY STORY
Listening for JUDGMENT
NOT Listening

19. Giving Feedback Constructive Feedback is:
descriptive of behavior and impact
specific not general
directed at behavior that can be changed
interactive to ensure clear communication
stated in the first person to assign responsibility
based on observed behavior
balanced

20. Receiving Feedback
Breathe! – it helps the body to relax and the brain to focus
Listen Actively to understand the other’s perspective
Paraphrase and Ask Questions to ensure you are accurately receiving the intended message
Take time to absorb what you heard
Take responsibility for your actions and behavior
Focus on the whole message, not just one or two aspects

21. Next Steps… Look at your goals regularly
Meet with your supervisor regularly to review your progress
Notice and communicate changes in yourself and others
Give feedback throughout the year
Celebrate your successes
Learn from your mistakes
Keep in mind that this is a process – not an end in and of itself