Performance evaluations for supervisors participant guide

Performance Reviews for Supervisors
Kevin R.Thomas, Manager,Training & Development · Office of Human Resources · kevin.r.thomas@williams.edu · 413-597-3542
May 19, 2016
kevin.r.thomas@williams.edu
413-597-3542
Manager, Training and Development
Office of Human Resources
Presented by Kevin R. Thomas
Performance Evaluations for Supervisors
• Name
• Where you work
• What you hope will come from reviewing your
employee/s
Introductions
Page 1

• Confidentiality
• Participation
• Listening
• Judgement free zone
Ground Rules
• Program Overview
1. Nuts & Bolts
2. Build Trust
3. Provide Positive Feedback
4. Provide Feedback
5. Ask for feedback
6. Describe the Path Forward
Agenda
Page 2

Performance Development Process
Nuts & Bolts
Update
job dx
Employee
Self-
Evaluation
Write
Evaluation
Share written
Evaluation
Performance
Evaluation
Meeting
Edit
Evaluation
if necessary
Signatures
Copy &
Forward
Anatomy of the Form
Nuts & Bolts
Page 3

of 5
PERFORMANCE DEVELOPMENT EVALUATION FORM
Employee Name: Evaluation Period:
Title: Reports To:
Department:
INTRODUCTION
Williams is committed to the practice of meaningful, timely and productive performance
development for all staff. Thank you for supporting this commitment. The goal of the
performance development process is to reach a mutual understanding of the expected
standards of performance, and rate the employee’s performance based on those standards.
This document and the accompanying guide are important tools in maximizing the performance
evaluation experience. Please take the time to think through and complete all sections of the
form. This will become part of the employee’s personnel record, and may be used in decisions
concerning advancement, future training needs, performance-related salary adjustments, or
possible disciplinary actions.
CORE COMPETENCIES
Instructions
Competencies are grouped into three broad headings: expertise, professionalism, and
interpersonal skills. Ratings are required for each of the competencies. Comments and
examples are required for each broad heading.
Rating Scale
Rating Definition
Exceptional Performance far exceeded expectations; exceptionally high quality of
work performed in all essential areas of responsibility, resulting in an
overall quality of work that is superior. Annual goals were met or
exceeded. The rating is achievable infrequently.
Exceeds expectations Performance consistently exceeded expectation in all essential areas
of responsibility, and the quality of work overall was excellent.
Annual goals were met.
Meets expectations Performance consistently met expectation in all essential areas of
responsibility, at times possibly exceeding expectation, and the
Page 4

quality of work overall was very good. The most critical annual goals
were met.
Improvement needed Performance did not consistently meet expectations. Performance
failed to meet expectation in one or more essential area of
responsibility, and/or one or more of the critical goals were not met.
Unsatisfactory Performance was consistently below expectations in most essential
areas of responsibility and/or reasonable progress toward critical
goals was not made. Significant improvement is needed in one or
more important areas. A Performance Improvement Plan to improve
performance, including timelines, must be attached to this document
and monitored to measure progress.
Expertise
Competency Rating
Expertise: Demonstrates the knowledge and skills that are needed to perform
the job.
Innovation, problem solving, and critical thinking: Identifies and resolves
work problems using innovative and creative ideas with the goal of
continuous improvement.
Resource Management: Effectively manages and utilizes the college’s time,
money, materials, and human resources consistent with the institution’s
priorities, and the principle of sustainability.
Comments and Examples:
Professionalism
Competency Rating
Accountability and responsibility:
Follows through on professional commitments (including attendance and
punctuality) and takes personal ownership of one’s work.
Service to constituents: Identifies and responds to the needs and
expectations of internal and external constituents.
Page 5

Professional Development: Seeks opportunities to expand work-related
knowledge, skills, and expertise.
Interpersonal Skills
Competency Rating
Communication:
Proactively shares information. Effectively communicates both verbally and in
writing. Demonstrates effective listening skills. Handles confidential
information appropriately.
Collaboration:
Works effectively as part of a team. Solicits input and assistance from others.
Makes time to help colleagues. Exhibits courtesy and respect.
Affirming and Enabling Diversity:
Contributes to creating an environment where we all can live, learn, and
thrive. Acknowledges and values the unique differences that make us who
we are. Provides service in a way that demonstrates sensitivity and
responsiveness to the unique identities of all members of the Williams
community.
Developing others:
Guides and supports the professional development of others through
coaching, training, and mentorship.
GOALS
Prior Goals
Page 6

Instructions: If goals were set for the prior period, list each goal and comment on progress.
Goal Comment
1.
2.
3.
Future goals
Instructions: Identify goals for the next evaluation period. At a minimum, include one job-
related goal and one professional development goal. Goals should be Specific, Measurable,
Achievable, Relevant and Time-bound (SMART).
Goal Due date
Supervisor Comments on Overall Performance:
Employee Comments (optional, may be submitted separately):
SIGNATURES
Page 7

Employee and Supervisor acknowledge that they have met to review the performance
evaluation. The employee may attach comments to the evaluation if desired. After Department
Head and Senior Staff approval, all signers receive a copy of this evaluation and it will become
part of the personnel record.
Employee:
Signature: Date:
Name: Title:
(Signing indicates you have received this performance review, not that you necessarily agree
with it.)
Check if you have attached comments to this document.
Supervisor:
Signature: Date:
Name: Title:
Department Head (as appropriate):
Signature: Date:
Name: Title:
Senior Staff Member:
Signature: Date:
Name: Title:
Page 8

1. Nuts & Bolts
2. Build Trust
4. Provide Feedback
5. Ask for feedback
Agenda
• Accountability – timelines,
follow through
• Meeting decorum
• Warm up – demonstrate
interest in them personally
• Find out about their path to
progress
• Demonstrate commitment to
bringing out the best in them
Build Trust
Build Trust
Page 9

With your partner, find 1 strategy
you will use to develop trust or 1
trust building message you will
communicate.
Your Turn!
Build Trust
Page 10

Trust Building Worksheet
What is one strategy you will use to develop trust with your direct
report during their performance review.
OR
What is one trust building message you will communicate to your direct
report?
Page 11

1. Nuts & Bolts
2. Build Trust
4. Provide Constructive Feedback
5. Ask for feedback
Agenda
The Key Formula
Provide Positive Feedback
Behavior Impact
A vivid picture
of your
employee’s
accomplishments
Page 12

• Examples of positive
feedback.
Your Turn
Page 13

Positive Feedback Notes
Page 14

• Brainstorm with your
partner:
– How can you measure the
quantity and quality of your
employee’s work?
– How can you develop new
measures?
Measuring Performance
1. Nuts & Bolts
2. Build Trust
4. Provide Constructive Feedback
5. Ask for feedback
Agenda
Page 15

• Social Needs Are Primary
• Brain is Wired to Notice
Threats
• Feedback can easily be seen
as a threat to:
o Status
o Certainty
o Autonomy
o Relatedness
o Fairness
• When the threat response is
triggered, fight and flight
reactions are likely.
Managing the Threat Response
Provide Constructive Feedback
• Imagine your boss comes by your
desk and says:
“Can you come into my office?
• How do you feel?
• When you come into the office, your
boss closes the door and says:
“I need to give you some feedback.”
• Now how do you feel?
Threat Response: Example
Page 16

Explain what you don’t intend as
well as what you really want.
Example:
“I don’t want to communicate any
disrespect for you or your
expertise. I just want to explore
some options for how we can
solve this problem together.”
Use Contrasting Statements
• Feedback works best when it is:
– Immediate
– Specific
– Behavioral
– Supportive
Principles
Page 17

Constructive Feedback: Directive
• Use for simple, minor situations, as a first attempt to solve a problem.
Behavior Impact
Positive
Future
Alternative
Constructive Feedback: Non-directive
1. Use behavior + impact to describe what you are seeing.
2. Ask if they have additional information you should know. Listen.
3. Ask them for their interpretation. Listen.
4. Ask questions to ensure they are taking ownership of the problem.
5. Brainstorm solutions, negotiate, set a time to check in on progress.
Behavior Impact
Problem
Solving
Inquiry
Page 18

Fishbowl!
Page 19

Constructive Feedback Notes
Page 20

Constructive Feedback Formula Worksheet
What are the specific behaviors that you believe have had a negative impact?
In your view, what has been the negative impact of the behaviors you have seen?
What is the positive future you would like to create with this person?
Page 21

Create the Invitation
Write a script for how you will open the constructive feedback discussion.
Page 22

1. Nuts & Bolts
2. Build Trust
4. Provide Feedback
5. Ask for feedback
Agenda
• Do you:
• Want to know how you can support your direct reports in
bringing their best?
• Open to changing your behavior the same way you are
willing to change the behavior of others?
• Believe your staff may have information and expertise
that could be useful to you?
How Open Are You to Upward Feedback?
Ask for Feedback
Page 23

• Employees resist offering
feedback because:
• They have been burned in
the past.
• They don’t believe the
invitation is genuine.
• They fear threatening your
status, as you may
retaliate.
Threat Response, Part 2
Ask for Feedback
• Routinely invite feedback
• Appreciate feedback
immediately, consistently.
• Listen attentively.
• Take some action, however
small, on the basis of
feedback.
Creating Safety
Ask for Feedback
Page 24

• Encouraging cues / body
language
• Open-ended questions
• Mirroring statements
“I hear you saying x.”
• Validating statements
“I can understand where you
are coming from when you say
x, because y.”
Basic Listening Skills
Ask for Feedback
You don’t have to agree.
You don’t have to agree totally.
You don’t have to agree right
away.
Identify interests
Follow through on your
commitments.
Set a time to check in on
progress.
Responding to Requests
Ask for Feedback
Page 25

1. Nuts & Bolts
2. Build Trust
4. Provide Feedback
5. Ask for feedback
Agenda
• Identify critical goals for:
– success in their current role
– long term professional
development
Define Goals
Describe the Path Forward
Page 26

• Improve the procedure for responding
to student health emergencies.
• Minimize the amount of food waste.
• Communicate more clearly with clients.
• Complete entry of 20,000 records into
database with 0 errors by the end of
next week.
How could these goals be improved?
• Get to know their strengths
by asking them about their
peak professional
experiences.
• Offer a strengths
assessment.
• Include a goal that builds on
their strengths.
Find Opportunities to Help Them Use
Their Strengths
Page 27

• Goal Setting Worksheet
Your Turn!
Page 28

Goal Setting Worksheet
Draft a goal for your employee’s next review year. Use the SMART formula.
Self-rating.
Is the goal …
Specific Measureable Attainable Relevant Time-
Bound
□ □ □ □ □
Peer Rating
Rate the goal on how well it meets the SMART criteria. Is the Goal …?
Not At All Slightly Somewhat Absolutely
Specific □ □ □ □
Measurable □ □ □ □
Attainable □ □ □ □
Relevant □ □ □ □
Time-Bound □ □ □ □
Discuss your feedback with your partner.
Page 29

Links coming via email:
Contact Kevin Thomas at 413-597-3542
or email kevin.r.thomas@williams.edu
Questions?
• Course page link to all course materials
• Program evaluation link, feedback welcome
Page 30

Performance evaluations for supervisors participant guide

More Related Content

What's hot (20)

Viewers also liked (13)

Similar to Performance evaluations for supervisors participant guide (20)

More from eph-hr (20)

Recently uploaded (20)

Performance evaluations for supervisors participant guide