Supervisor s Guide to Performance Evaluation

Transcription

1 Supervisor s Guide to Performance Evaluation City of Newport News Performance Evaluation Review Team h t t p s : / / p e d i. n n g o v. c o m Page 1

2 Table of Contents Introduction 3 The Objectives the Performance Evaluation 3 Core Competencies 4 City Vision Statement 4 Core Values 5 The Performance Evaluation Process 6 The Performance Evaluation Steps 7 Performance Evaluation Appeal Process 8 When Performance Evaluations Are Conducted 10 How to Write SMART Goals 11 How to Make Goals Measurable 11 Preventing Rating Bias 13 Questions to Stimulate Communication 14 h t t p s : / / p e d i. n n g o v. c o m Page 2

3 Introduction A formal performance evaluation process is an opportunity for supervisors and employees to collaborate on an employee s performance, goals and developmental activities. It is an occasion for constructive discussion that will assist both the supervisor and the employee in becoming more effective. This guide has been created to assist supervisors through the evaluation process. The guide discusses the objectives of a performance evaluation, provides some suggestions on how to make performance evaluations more effective, and explains the City of Newport News process for evaluating employee performance. How can a supervisor ensure that they are providing employees with the guidance and direction they need to be successful and, in the process, ensure the success of the City? The performance evaluation process will help supervisors manage the people who work for them more effectively. The process will help build a climate of trust, open communication, and candor through empowering others. It will also provide employees with the tools they need to contribute more to the overall success of the City. The process facilitates objective discussions on an employee s performance, builds on demonstrated strengths, and develops strategies for improvement. The evaluation of an employee s job performance is one of the most important tasks a supervisor performs. In reality, employees want to know how they are doing. Employees want honest feedback from their supervisor. If handled properly, employees take constructive criticism as a positive step toward improving their performance, and welcome their supervisor s suggestions. In fact, if a supervisor does not provide any feedback, employees will not know if their performance is acceptable or not. The Objectives the Performance Evaluation As a guide for personnel actions Performance evaluations gather data required for making objective decisions for personnel actions. The utilization of reliable performance information helps managers make careful, defensible employment decisions. As an opportunity to reward employees Rewards provided to employees reinforcing good work should be based upon performance. Without accurate performance data, rewards are distributed subjectively, creating an environment that is seen by employees as inequitable. Performance evaluations also provide intrinsic rewards since outstanding performers receive positive recognition for their efforts. As a tool to provide employees with information they can use for their own personal and professional development h t t p s : / / p e d i. n n g o v. c o m Page 3

4 Most people want to know how they are doing and where they need to improve. The performance evaluation provides an opportunity for feedback about the quality of work being performed and what can be done to become more effective. As a resource for identifying training needs for the organization The performance evaluation process provides useful information for developing training programs for employees. Comparing current abilities of the employee and the necessary skills for effective performance helps to identify relevant training needs. As a device to integrate human resource planning with other personnel functions Performance evaluations are one of the building blocks for human resources planning. Performance evaluations provide an assessment of the knowledge, skills and abilities of employees, their potential for development and added responsibility, and allows for an assessment of the types of new positions that the organization needs to create or the types of skills desired in new hires. Core Competencies The City of Newport News prides itself in being a high performing organization where each employee accepts responsibility for moving the organization forward. The City s philosophy regarding the nature of people is that each employee possesses some degree of leadership, management, technical, and team skills. While levels of responsibility in these skills may vary depending upon the position, each employee is held accountable for developing their competencies in each of these areas to maximize their performance. To ensure that all employees are being held to this higher organizational standard, the evaluations have been developed to assess performance in each of these areas. City Vision Statement Newport News is a City where people choose to live and visit. It is a dynamic community in which to work, play, obtain an education, do business and most importantly, raise a family. Newport News has a sense of place and, unity. The City offers hope, promise, and vast opportunities for its citizens and businesses to progress and achieve in all endeavors. Progressive growth and innovative economic development make Newport News the City of choice. h t t p s : / / p e d i. n n g o v. c o m Page 4

5 Core Values This City has identified core values associated with successful job performance: Commitment Excellence We are dedicated to delivery of the highest quality of services to our community by supporting a well trained, motivated, innovative, and diverse City workforce. Responsive to Public Service We are proud to be public servants, to work in the public interest, and to serve the greater good. We are responsible for the prudent, efficient, and productive use of resources entrusted to us by the citizens of Newport News. Leading by Example We communicate these values and attitudes throughout the organization and model these behaviors ourselves. Ethical Culture We ascribe to the highest standard of integrity, fairness, equity, and honesty in all of our actions. Caring Customer Service We treat all customers in a fair, respectful, compassionate, and responsive manner and strive for each public interaction to result in a positive experience. Responsive Decision-Making We make timely decisions based on data analysis and sound judgment, with sensitivity to the needs and values of our community. We recognize the value of consensus building and, as appropriate, the need for independent decision-making. Maximizing Employee Potential We foster an atmosphere of trust, respect, and collaboration among employees. We strive to provide the resources, learning opportunities, and recognition for effective performance and continual improvement. Collaboration Communication We communicate actively and effectively upwards, downwards, and across the organization Teamwork For Newport News to attain its full potential, we must, as a matter of habit, work collaboratively in sharing resources, information, and ideas. We actively solicit participation in decision-making at and across all levels of the organization. h t t p s : / / p e d i. n n g o v. c o m Page 5

6 The Performance Evaluation Process The City of Newport News performance evaluation system recognizes and respects the voice and value of every employee. Based on the City s core values, it seeks to create and maintain a committed, caring, collaborative, effective and respectful work environment where a mutually beneficial relationship is demonstrated in the cohesive achievement of the City s goals. Purpose: The purpose of the performance evaluation is to assess employee performance and enhance the potential for growth and success. Evaluations should give opportunities for departments, divisions and individuals to create, review and refine goals and objectives, designed to put the City s values into practice through the daily work of each employee. Performance Evaluations Should: Enhance the trust relationship between the employee and their supervisor by establishing and encouraging an open and clear dialogue that creates mutual understanding of performance expectations, standards and direction on how to best reach them by: Notifying employees of changes in the job requirements so evaluations are fair and equitable. Maintaining or improving job satisfaction and morale by letting employees know their supervisor is interested in their job progress and personal development. Providing an opportunity for each employee to discuss job concerns and career goals with their management. Applying consistent standards of evaluation without undue favoritism across all levels within the organization. Holding managers accountable for fair assessments and demonstrating consistent application of standards of conduct, as well as establishing warning flags to upper management for questionable evaluations. Develop mutually beneficial goals that align with those of the division, department and City by: Identifying and establishing the employee s individual goals and communicating how they contribute to the goals of the division, department and City. Developing a personalized plan including the needed mentoring and training for each employee to reach their goals. h t t p s : / / p e d i. n n g o v. c o m Page 6

7 Measuring how well goals and objectives are communicated as well as accomplished. Regularly reassessing established goals throughout the year and plans for meeting them, for relevance. Identify successes and where improvements have been made: Recognizing and rewarding successes where improvements have been made in performance. Recognizing skills, experience and education gained. Providing growth and advancement options for the employee. Identify areas in need of improvement and how improvement can be accomplished: Identifying specific, measurable areas that need improvement. Identifying what knowledge, skills and abilities are needed for improvement. Determining where communication needs to be improved and how to do so. Providing a collaborative approach where employee and supervisor can mutually develop customized performance measures to assess the degree to which the employee s goals were achieved. The Performance Evaluation Steps Annual performance evaluations are an opportunity to evaluate past performance and set a course for the future. It is important to communicate to employees what is expected of them in performing their job. How expectations are communicated is very important. An environment that encourages open and honest communication is the best way to improve the quality of the work being done. Annual performance reviews are conducted for all employees during the month of May, with submittal of completed evaluations to Human Resources by June 1. The minimum period on which an appraisal may be based is 30 calendar days. The following are the recommended steps when conducting a performance evaluation. Step 1: Pre-Meeting Preparation Inform the employee at least one week in advance of the performance meeting. Ensure that you set aside sufficient time for the meeting. Select a location for the meeting which is private. Inform the employee that any material that they believe is relevant to the evaluation process will be considered and that they must bring it with them at the time of their meeting. h t t p s : / / p e d i. n n g o v. c o m Page 7

8 Regularly maintain and update files on all assigned employees. Maintain a working file for each employee where exceptional (positive and negative) behaviors are documented. Document based on facts, not hearsay or emotions. Review the documentation and counseling records over the previous year and highlight important points. Assemble all facts pertinent to the evaluation. Review the job description before the employee is evaluated. Be sure the employee understands the responsibilities and has the necessary tools to perform effectively. If the job description is not accurate, request a review by Human Resources. Review the previous year s established goals and whether the employee succeeded in meeting the goals. If not met, determine if there were extenuating circumstances which led to the goal not being met. Seek input from any others, as appropriate, who may have worked in a lead capacity or on a team with the employee. Be prepared to answer the employee s questions. Develop a draft action plan that can be modified based upon discussion with the employee. Consider utilizing time after the employee is evaluated to have an open discussion about supervisory skills and what can be done to support positive change. This is a time where the employee and supervisor can discuss methods on how to improve their relationship. Complete a draft of the performance evaluation form based upon observations. It is recommended that supervisors review the completed form with higher level(s) of supervision before meeting with the employee. Step 2: Conduct the Performance Evaluation Meeting Start the meeting by helping the employee feel at ease. During discussions, confine comments to performance based issues, and be specific. Listen and ask questions. Do not argue with the employee. Do not use sarcasm or make negative remarks which can be construed as personal. Have an open discussion with the employee. Consider asking the employee to evaluate themselves in terms of total performance. Ask the employee what he or she sees as strengths and weaknesses. Share observations with the employee of other areas in which he or she demonstrates strengths or challenges that need improvement. h t t p s : / / p e d i. n n g o v. c o m Page 8

9 Identify problem areas. Show documentation if the employee contests the evaluation. There should be no surprises for the employee. If the problem is ongoing, stress the need for improvement and consequences of failure to improve. Ask the employee why the problems or challenges exist. Don t speak during this time; use active listening to get the employee to open up. Probe to see if the problem is related to lack of training, motivation, personality conflict, misunderstanding about the expectations, responsibilities or procedures. Once the source of the problem has been identified, get input from the employee regarding how it can be solved. Recognize improvements where they have been made and discuss lack of progress, where evident. With the employee, set and agree on new goals for the next review period. Establish indicators of good performance with the employee. Make sure both supervisor and employee have the same understanding of the goals and the measures established. (See Goal Setting Section) Rate the employee based on established expectations in relation to their job description. Do not consider personal issues or make comparisons against others. The supervisor must be able to substantiate the reason(s) for any rating given. Document the meeting through the performance evaluation form and make changes to the draft document based upon the discussion with the employee. Include the goals and the timetable agreed upon for improvement in areas where needed. Use specific and precise words related to the performance in the written evaluation. The supervisor should read each rating and determine the level at which the person being evaluated is performing. The written justification in the comments section should be completed regardless of the overall rating received. If the employee is in agreement with the completed evaluation, the employee should sign the form indicating it has been discussed with them. They may state any comments accordingly, within five (5) working days. If the employee refuses to sign the form, the supervisor should so note on the evaluation. Once the evaluation is completed, this is an opportunity for the supervisor to obtain feedback about their management style. Ask questions of the employee to find out what they think and where they would like to see improvements. This is a time for open communication between supervisor and employee to explore how skills can be enhanced. h t t p s : / / p e d i. n n g o v. c o m Page 9

10 Step 3: Post-Meeting Requirements The evaluation is reviewed by each successive level of departmental supervision and management as designated by the department. Meet periodically throughout the year with the employee to review progress. Give the employee a copy of the completed evaluation and performance plan after obtaining all signatures. Review all of the evaluations performed to ensure that rater errors have not occurred. This is likely seen in cases where all employees are rated high, low, or average. Be aware of rater errors and work to overcome them. (See Section on Rater Errors) Provide any additional training or provide other resources to the employee to help improve performance. Performance Evaluation Appeal Process If an employee disagrees with the evaluation, the employee may request a review through each successive level of departmental supervision and management designated by the department. If these reviews do not resolve the employee s concerns, the employee or the department head may request an administrative review by Human Resources. The request for this review must be initiated within 30 days of the initial date the supervisor reviewed the evaluation with the employee. Human Resources will determine if appropriate policies, procedures and guidelines have been followed, but will not change any evaluation rating. This review is an administrative procedure and has no connection with any other City or departmental appeals or grievance procedures. Supervisors must inform employees of their right to an administrative appeal at the time of their performance evaluation. The employee begins this process by informing his or her supervisor of their intent to appeal the evaluation. The rating supervisor should meet with this employee as soon as possible to discuss any concerns he or she may have or any discrepancies the employee feels are warranted. When Performance Evaluations Are Conducted Probationary Evaluations During the employment probationary period, each employee is formally evaluated quarterly to provide counseling and to determine the employee s adjustment to the position. (Employees in positions with probationary periods that exceed 12 months shall be formally evaluated every three months until the completion of the probation). h t t p s : / / p e d i. n n g o v. c o m Page 10

11 Annual Evaluations Each employee will be evaluated annually, although semi-annual evaluations are recommended. Special Evaluations Special performance evaluations may be requested for an employee any time it is deemed necessary. When an employee s performance does not meet standards, or performance declines, the supervisor should perform an evaluation. When an employee is transferred to another supervisor or the supervisor transfers or terminates, the current supervisor should complete a formal evaluation if one has not been completed within the preceding six months. Note: All evaluations shall be submitted to Human Resources for placement in the employee s personnel record. How to Write SMART Goals Goal statements should be brief and to the point. One or two sentences are usually enough. Collectively, goals should provide enough detail to guide operating decisions, yet be flexible enough to generate creativity and innovation. Write SMART goals: Specific. Anyone who reads the goal should be able to understand what is to be accomplished. Ask yourself, If someone else had to take over this goal, would that person be able to achieve the same general end results I have in mind? If so, then the goal is probably specific enough. Employees should easily understand the goal. Measurable. The measure must be related to an outcome, not input or process. Some goals are easier to measure than others are, but all goals must be measurable in some way. Quantitative measures include physical deliverables, measurable services, money and volume. Qualitative measures include quality and satisfaction. See more examples below for a specific measure associated with each goal. Attainable. Goals should be challenging yet attainable. Relevant. Goals should be aligned with the Department s and City s vision and mission. Time-specific. Since results must be measured at some point in time, it s important to include a date for expected completion. A time frame should be reasonable, yet aggressive, and be within the performance period. If a long-term goal is used, include a project milestone measure with a date that is within the performance period. How to Make Goals Measurable Measures are objective or observable outcomes that indicate if the goal has been accomplished. There are four types of measures: h t t p s : / / p e d i. n n g o v. c o m Page 11

12 1. Quantity how much/many of the goals are produced or performed. Counting is perceived by everyone to be more objective, and, therefore, should be used wherever possible. Remember to count results, not input or processes. Example: Training Specialist to conduct 20 workshops per fiscal year. Example: Reduce the number of work related injuries by 10% over last fiscal year. 2. Quality how well the goal is produced or performed. Quality can t be counted, but it can be judged. For example, the training curriculum can t be counted, but it can be judged using established criteria. The criteria become much less subjective when they are discussed with everyone involved in advance. Example: Submit vouchers within one week with at least 98% accuracy. 3. Cost at what expense the goal is produced or performed. May be measured as overall cost, or cost per unit. Example: Manage construction contracts to minimize cost overruns to no more than 2% over contract amounts. 4. Timeliness when is the goal to be produced or performed? Example: Complete all personnel actions prior to deadline. Example: Fire Department Reduce the response time to emergencies by 5%. (Continued on next page) h t t p s : / / p e d i. n n g o v. c o m Page 12

13 Preventing Rating Bias Supervisors can sometimes fall victim to rating errors. In order to avoid making subjective judgments or other rating mistakes, keep in mind these potential barriers to fair and honest performance evaluations. Halo Effect Horn Effect Comparisons Rating Error Central Tendency Strictness or Leniency Dramatic Events Latest Behavior Past Performance Status Effect Same As Me Different From Me Inflating Rating to Grant a Larger Pay Increase Correct Approach Focusing on an area of employee strength or achievement while ignoring shortcomings. Focusing on one area of an employee s weakness, while ignoring other achievements. Comparing one employee to another, instead of rating each employee individually against the stated performance expectations. Rating all employees as Meets to avoid unpleasantness with employees. If you don t tell employees how they can improve, chances are they won t. Being overly demanding or overly forgiving of employee performance, rather than comparing actual performance to performance expectations. Basing the rating on a single dramatic or recent event rather than on trends and patterns over the entire performance period. Rating is influenced by the most recent behavior, failing to recognize the most common behaviors. Relying on historical performance rather than performance during the performance period. Overrating employees in higher-level jobs or jobs held in higher esteem and underrating employees in lower level jobs or jobs held in lower esteem. Giving a rating higher than deserved because the person has qualities similar to the rater. Giving a lower rating than deserved because the person has dissimilar qualities than the rater. Manipulating ratings to produce the desired performance pay, rather than objectively evaluating actual employee performance during the period. h t t p s : / / p e d i. n n g o v. c o m Page 13

14 Questions to Stimulate Communication 1. Over the past six to 12 months, what do you think your most outstanding accomplishment was and why? 2. Which of your duties did you improve the most at over this evaluation period? 3. Were there any significant problems or obstacles that you overcame? Explain 4. Over the past six to 12 months, what duties could you have performed better? What affected your performance? 5. If you did not achieve your goals, what obstacles did you encounter that did not allow you to achieve those goals? 6. In what areas could you have used more training or experience? 7. What could I have done as your supervisor to have helped you be more effective? 8. What suggestions or ideas do you have for the department that would help you do your job more effectively? 9. Do you have skills that you are not using, are being underutilized, or that you would like to use more? If so, what are they and how can we assist you in being able to utilize those more? 10. Are there any skills that you do not have now that you would like to develop? 11. What are your long-range plans (3 years)? How can I as your supervisor assist you in achieving your goals? h t t p s : / / p e d i. n n g o v. c o m Page 14