1. 1 A Dynamic Tool for Supervisors Performance Evaluation Training for Supervisors

2. 2 Your presenters today

3. 3 Hello HeartsClubsDiamondsSpades …….………..………….How do you define PE? What are some reasons ….……..….....……………PE does NOT get done? What can supervisors ….…............……....…… do to make PE work ? What do you want to take …...……...…………..… away from this session?

4. 4 Hello Process… Two minutes to plan how you will collect the information from everyone Three minutes to actually collect the information Three minutes to analyze the information and transfer it to newsprint One minute (for each team) to report out a summary of the information

5. 5 Introductions… Name Title/Agency/Work Unit Number of people you currently supervise Number of years you have been a supervisor

6. 6 Objectives Turn to Page 1 Participant Materials

7. 7 Agenda Morning Agenda: Overview of the PE System Communicating for PE Personal Styles Two-way Communication Developing the Performance Program Afternoon Agenda Developing the Performance Program - continued Observing and Giving Feedback Employee Development Planning Writing Appraisals and Conducting the Meeting

8. 8 Ground Rules Begin and end on time. Speak openly, share. Make an effort to understand others’ views. Stay focused: No sidebars Turn cell phones to vibrate Use a parking lot Have fun!

9. 9 Logistics

10. 10 Purpose of PE Set Clear Expectations Establish Clear Standards Provide Observation/Feedback Promote Employee Development Increase Communication

11. 11 Performance Evaluation Process ONGOING PROCESS Step 1: Create performance program and developmental activities Step 5: Conduct annual performance appraisal/rating and update of development activities Step 2: Observe and assess performance Step 4: Adjust performance program and development activities as needed Step 3: Provide ongoing feedback and dialogue on performance

12. 12 The Core of Performance Evaluation

13. 13 Detailers Tend To:  Be quiet and thoughtful  Be organized, detail oriented, thorough  Carefully consider facts and data  Focus on tasks  Focus on accuracy and completeness  Work well independently

14. 14  Be direct and to the point  React quickly and decisively  Focus on the big picture  Enjoy juggling several projects at once  Be action oriented  Focus on tasks, goals and results  Thrive on change Directors Tend To:

15. 15 Promoters Tend To: !  Focus on group process/activities  Be future focused  Avoid routine and procedure  Enjoy change and variety  Volunteer for new projects  Have high energy

16. 16 Comrades Tend To:  Focus on the people issues  Avoid conflict/strive for cooperation  Be agreeable/easy to get along with  Look for common ground  Get to know co-workers personally

17. 17 Two-Way Communication

18. 18 Performance Evaluation Process Step 1: Create performance program and developmental activities ONGOING PROCESS STEP1STEP1 Create the Performance Program

19. 19 The Performance Program To understand the job, define: Job responsibilities Tasks that meet the responsibilities Standards STEP1STEP1

20. 20 What are Task Statements? Clear description of work to be done Directly related to the responsibility May include: Outputs or products Where it is done How often it is done For whom it is done STEP1STEP1

21. 21 Steps in Identifying Tasks Turn to Page 15 Participant Materials STEP1STEP1

22. 22 Tasks and Standards Tasks – what work is to be done Standards – how well work is to be done STEP1STEP1

23. 23 Standards Clear picture of quality Objective way to evaluate Specific benchmarks STEP1STEP1

24. 24 SMART Standards Specific Measurable Attainable Relevant Time-bound STEP1STEP1 - Clear, complete - Objective, quantifiable - Realistic - Directly related to job output - Specified time frame

25. 25 Not So SMART Standards In a timely manner Showing initiative With good customer service STEP1STEP1

26. 26 Performance Evaluation Process Step 1: Create performance program and developmental activities ONGOING PROCESS STEP2STEP2 Step 2: Observe and assess performance Observe and Assess

27. 27 Behaviors Are: Actions a person takes/does not take Observable Measurable Able to be described, recorded, discussed objectively STEP2STEP2

28. 28 Problems with Perceptions Subject to misinterpretation Subjective What you think not observe Lead to defensiveness STEP2STEP2

29. 29 Performance Evaluation Process Step 1: Create performance program and developmental activities ONGOING PROCESS STEP3STEP3 Step 2: Observe and assess performance Step 3: Provide ongoing feedback and dialogue on performance Provide Ongoing Feedback

30. 30 Three Kinds of Feedback Informational Positive Corrective STEP3STEP3

31. 31 Feedback Focus on what (actions)…… ……not why (motives) STEP3STEP3

32. 32 Behavior Based Feedback Behavior you observed Specific situation Impact of the behavior STEP3STEP3

33. 33 Guidelines for Feedback  Be descriptive, specific  Make it timely  Stay future-focused  Keep records STEP3STEP3

34. 34 Performance Evaluation Process Step 1: Create performance program and developmental activities ONGOING PROCESS STEP4STEP4 Step 2: Observe and assess performance Step 3: Provide ongoing feedback and dialogue on performance Step 4: Adjust performance program and development activities as needed Adjust Program/ Development Activities

35. 35 Why Do Development Planning? STEP4STEP4 To help employees… Meet the standards of performance program Grow in their present position Keep current in their field Further their career goals

36. 36 Performance Evaluation Process Step 1: Create performance program and developmental activities ONGOING PROCESS STEP5STEP5 Step 2: Observe and assess performance Step 3: Provide ongoing feedback and dialogue on performance Step 5: Conduct annual performance appraisal/rating and update of development activities Conduct Appraisal and Rating Step 4: Adjust performance program and development activities as needed

37. 37 Writing Appraisal Statements STEP5STEP5 Participant Materials – Page 45 SMART terms keep the comments behavior based

38. 38 The Appraisal Meeting STEP5STEP5 Participant Materials – Page 47 NO surprises Prepare Structure and communication skills Follow up

39. 39 Performance Evaluation Process ONGOING PROCESS Step 1: Create performance program and developmental activities Step 2: Observe and assess performance Step 4: Adjust performance program and development activities as needed Step 3: Provide ongoing feedback and dialogue on performance Step 5: Conduct annual performance appraisal/rating and update of development activities

40. 40 Wrap up 3X5 Card – 1-2 sentence summary of the most important things from the program

41. 41 Wrap Up – Personal Planning PDP Form One or two areas for skill development Target outcomes Steps you’ll take Resources you need

42. 42