Performance Development Information Session for Supervisors
- 1. Performance Development Information Session for Supervisors Kevin R. Thomas Manager, Training & Development x3542 kevin.r.thomas@williams.edu
- 2. Objectives • Obtain basic knowledge needed to complete and submit written performance evaluations: – Updating job description – Obtaining self-evaluation from staff – Collect info and draft review • Past performance • Goals for next year – Conduct the performance evaluation conversation – Finalize and submit the evaluation • Answer your questions • Identify resources for further learning
- 3. Why Performance Development? • “In our survey, almost two-thirds agreed that ‘my performance and possibilities for success in my career would have increased substantially if I had been given more feedback.’” – Zenger/Folkman • Substantial performance conversations increase employee engagement and solve performance problems.
- 5. Agenda – Updating job description – Obtaining self-evaluation from staff – Collect info and draft review • Past performance • Goals for next year – Conduct the performance evaluation conversation – Finalize and submit the evaluation
- 6. Updating Job Description • Meet to review current job description – If you don’t have a copy, HR may have a copy – If you need to start from scratch, use the form at http://hr.williams.edu/forms/ under Performance Development • Discuss any changes in the job description that need to be documented • You may have your staff member first draft the updates, or you may do it yourself. • Forward updated job description to HR by email to hr@williams.edu • If you think changes merit additional compensation or a change in title or grade, speak to the Danielle Gonzalez, Assistant Director of HR.
- 7. Agenda – Updating job description – Obtaining self- evaluation from staff – Collect info and draft review • Past performance • Goals for next year – Conduct the performance evaluation conversation – Finalize and submit the evaluation
- 8. Obtaining Self-Evaluations from Staff • An assignment like any other • Clearly identify the objective and deadline • Explain the value of the task – Gives employee a voice in the evaluation process – Provides important information to you in writing the review • Offer support and guidance • Hold people accountable • Be prepared to give feedback on the quality of the self-evaluation as a work product
- 9. Agenda – Updating job description – Obtaining self-evaluation from staff – Collect info and draft evaluation • Past performance • Goals for next year – Conduct the performance evaluation conversation – Finalize and submit the evaluation
- 10. Gathering Information • To get a complete picture of your employee’s performance, you need to gather information from many sources. The total picture of your employee’s performance Colleagues Employee’s direct reports Employee’s self- evaluation Your own observations Dotted line reports Clients, customers, vendors
- 11. Gathering Information • Your own observations: – Previous year’s review – Dept. employee file and personnel file (esp. if you are a new supervisor to an employee that was here before you) – Notes from 1:1 meetings – Emails – Work products
- 12. Writing the Review: Anatomy of the Forms
- 13. Rating Competencies: Assessment Tendencies Positive Tendency Giving all employees positive assessments overall Strictness Tendency Giving employees only constructive, critical feedback; overly demanding Central Tendency Playing it safe by giving employees the same type and content of assessment Halo Effect Assessment is based on a general impression of overall performance not specific, individual performance Similar to Me Assessment is based on perception that those with certain values/habits similar to yours are successful Recency Effect Looking only at recent events, a snap shot instead of the long view over the entire assessment period Past Performance Effect Being influenced by past performance rather than performance within the current cycle Contrast Effect Direct comparison of staff member to others at same or higher levels, rather than performance on goals Positive Tendency Giving all employees positive assessments overall
- 14. Writing the Review: The Key Formula Behavior Impact Alternative Positive Behavior (if necessary) Encourages continued positive performance or improved performance
- 15. Agenda – Updating job description – Obtaining self-evaluation from staff – Collect info and draft evaluation • Past performance • Goals for next year – Conduct the performance evaluation conversation – Finalize and submit the evaluation
- 16. Writing the Review: Future Goals • Use the SMART formula
- 17. Agenda – Updating job description – Obtaining self-evaluation from staff – Collect info and draft evaluation • Past performance • Goals for next year – Conduct the performance evaluation conversation – Finalize and submit the evaluation
- 18. Before the Conversation • Determine how you as the manager want and need to ‘show up’ • Recognize your emotions and their influence on you • Anticipate employee’s reaction • Identify open ended questions • Plan for meeting to be free of outside interruptions • Consider location setting and timing
- 19. Before the Difficult Conversation • Realize difficult conversations are part of life. • Approach each conversation as an opportunity to learn about the staff member’s point of view, as well as a chance to re‐align performance with expected positive outcomes • Assume that you don’t know the staff member’s motivations; be curious. • Consider factors contributing to situation • Review notes
- 20. During the Conversation • Invite employee to express opinion • Avoid extreme characterizations – Ex. “You always/ never” • Be specific • Use Behavior + Impact statements (+alternative positive behavior)” to make your feedback credible • Be supportive, ask how you can help to solve any problems • Emphasize problem solving attitude • Determine next steps – agree to disagree if appropriate
- 21. Agenda – Updating job description – Obtaining self-evaluation from staff – Collect info and draft evaluation • Past performance • Goals for next year – Conduct the performance evaluation conversation – Finalize and submit the evaluation
- 22. Questions?
- 23. Resources for Further Learning • http://hr.williams.edu/staff- development/perf-dev/perf-dev-training/
- 24. Thanks! Program evaluation link will be sent by email. Kevin R. Thomas Manager, Training & Development x3542 kevin.r.thomas@williams.edu
- 25. Coda on Motivation Drive by Dan Pink • Research shows: – Bonuses only work for tasks that require only mechanical skills. – For more complex tasks, larger rewards lead to poorer performance. – Pay only motivates us if we’re worried about it. • Instead, research shows the following factors are more motivating: – Autonomy – Mastery – Purpose
Editor's Notes
- #26: http://www.youtube.com/watch?v=u6XAPnuFjJc http://www.youtube.com/watch?v=rrkrvAUbU9Y http://www.worldcat.org/title/drive-the-surprising-truth-about-what-motivates-us/oclc/311778265&referer=brief_results