1. Managing Employee Performance Kay Robinson, SPHR Erin Gilbert, National Summer Learning Association

2. Our mission is to connect and equip schools and community organizations to deliver quality summer learning programs to our nation’s youth to help close the achievement gap.

3. Performance Management Process PLANNING APPRAISINGCOACHING

4. Today’s Objectives  Understand the value of planning for performance  Identify common performance problems and causes  Understand the value of a performance improvement plan  Understand how to conduct a performance appraisal that motivates the employee

5. Quality Indicators of Professional Development

6. Four Principles of Effective Performance Management 1.Focus on performance, not personality 2.Focus on clear job expectations and goals 3.Focus on clear feedback 4.Focus on involving people

7. Supervisors Needed To Be Able To:  Plan  Communicate  Provide positive reinforcement (motivate)  Provide constructive feedback  Manage conflict  Listen effectively

8. The Planning Phase -Setting Goals/Expectations  Gives people a common target to shoot for  Builds commitment to the job  Decreases misunderstandings regarding performance expectations  Provides a foundation for coaching  Makes performance reviews and feedback more objective and less judgmental

9. The Coaching Phase  Staying in touch continuously  Discussing issues one-on-one  Focusing in on problem-solving  Providing positive feedback and constructive criticism  Ensuring the communication is two-way (the employee owns the outcome)

10. Why Feedback (Coaching) Is Important  Addresses issues before they become problems  Demonstrates to employees that you are concerned about them and their performance  Builds a working partnership between supervisor and employee  Improves performance and results

11. Tools to Use  Activity Observation Forms  Self Assessments http://www.nysan.org  Reflection Activities http://nationalserviceresources.org

12. What do you look for during an observation?  Multiple Grouping Strategies  Daily Learning Objectives  Advance Planning  Critical Thinking  Checks for Learning  Skill-Building  Thematic Learning  Staff-Youth Interaction  Flexible Workspace

13. What do you look for during an observation?  Positive Reinforcement  Inquiry-based Learning  Behavior Management  Forward-thinking Activities  Youth Engagement  Shared Facilitation  Collaborative Learning  Creative Thinking  Program Spirit  Youth- Produced Work  Program Principles  Physical Environment

14. Classify the Problem Can't Do Never had skill or some of the skill was lost Never had knowledge or some of the knowledge was lost Situation was new Skills did not or are not transferable Past performance was never acceptable Won't Do Has the needed skills Has the needed knowledge Situation is familiar Skills did or are transferable Past performance was acceptable

15. Solving “Can’t Do” Problems Resources Expectations Training Ability

16. Solving “Won’t Do” Problems  Provide help as if it were a "can't do“ problem  Establish consequences if the behavior or actions continue  Establish open and honest communication through a “helping” versus “punishing” attitude

17. Coaching Steps (Changing Behavior) 1.Be specific with your feedback  Where expectations are being met  Where expectations are not being met  Where opportunities are being lost 2. Listen and gain agreement to change  Empathize with their concerns  Get agreement to change

18. Coaching Steps 3.Identify possible solutions  Invite and make suggestions  Give and invite reactions 4. Summarize suggestions and steps agreed upon 5. Develop performance improvement/action plan

19. Developing an Improvement Plan 1.Clearly state the goals in measurable and observable terms 2.Probe to find out if the employee's view of the goal matches yours 3.Ask the employee for suggestions or ideas 4.Develop and document the action plan 5.Establish a follow-up date 6.Reassure the employee that you will do everything possible to assist in the process

20. Performance Feedback  Informal process Day-to-day coaching Documented discussions and action plans  Formal process Annual documented performance appraisal

21. Performance Appraisals Two Perspectives Unknown Being judged Supervisor's reaction Impact on present and future Supervisor's perceptions— not reality Look like a dummy; regret later Employee Perspective Fearful Apprehensive Anxious Uncertain Defensive Self- Conscious Feeling Unknown Playing "God" Employee's reaction Impact on employee motivation My perception is correct— confrontation Want this to be positive—show I care and am capable Supervisor Perspective

22. Planning The Evaluation Meeting  Review performance against expectations and goals  Secure feedback from others where appropriate  Develop draft performance evaluation document to use as discussion point in meeting  Schedule meeting  Ask employee to complete self-assessment and bring to the meeting

23. Opening The Meeting  Conduct the meeting in a private place  Restate the purpose for the meeting and your philosophy on the purpose of the performance appraisal  Outline the agenda of the meeting  Tell the employee that you encourage questions or ideas

24. Positive Performance Discussion  Make a general reference to the performance  Give specific examples of the performance  Mention personal qualities that contributed to the performance  Mention benefits of the performance to you and the department or company

25. Not-so-positive Performance Discussion  Summarize areas that have not improved or have not improved to the level expected  Summarize expectations  Secure commitment to change  Secure understanding of consequences

26. Complete the Performance Appraisal Form  After the meeting finalize the performance appraisal document  Provide copy to employee  Reserve a copy for the personnel file  Start the cycle again – schedule time to discuss goals for the coming year

27. Summary  If you plan and coach, the appraisal process is much easier – no surprises, no defensiveness  If you plan and coach, the employee is motivated and owns the outcomes  If you plan and coach, you are managing performance

29. Questions? krobinson@summerlearning.org egilbert@summerlearning.org