1 Staff Performance Evaluation Training Office of Human Resources October 2014
2 Documents Suggestion: Have copies of the following documents available during this presentation Core Competencies Staff Self-Evaluation form Rating System Staff Supervisor Evaluation form Available at DSU homepage > Faculty & Staff > Human Resources > Employee Resources > Staff Evaluation
3 Performance Evaluations As part of a performance management system, a performance appraisal is a review, discussion, and assessment of an employee s performance of assigned duties and responsibilities. A performance evaluation is a tool to help enhance the efficiency of an organizational unit or an individual employee through effective utilization. To be accurate and fair, performance appraisals must be an honest and uniformly applied measurement. Communication about position requirements and fulfillment of those requirements is essential
4 Fairness A major concern of employees is that they are evaluated fairly Significance can t be overestimated; important to the outcomes of each evaluation and the success of the institutional program Fairness is defined as Objective standards equally applied to all employees Equal treatment of all employees For a successful process, supervisors can: Make fairness a priority Openly discuss your approach to fairness with all employees Demonstrate fairness of the process (without discussing another employee s evaluation or performance) Allow employees to ask questions about fairness Be willing to reflect about your application of objective standards equally and equal treatment of employees Establish standards across organizational structures
5 Benefits of Evaluation Properly applied as one method of communication between a supervisor and an employee, a performance appraisal can: Provide a forum for an exchange of ideas Promote personal growth and achievement Increase job satisfaction Evaluate progress Identify training and development opportunities Recognize growth and achievement Establish goals Enhance performance and motivation
6 Why We Evaluate A regular review can help give supervisors a better picture of an employee s abilities, application of those abilities, perspectives, and goals. Properly done, a performance review can improve not only employee performance but an employee s understanding of and attitude toward his/her job Re-establish a connection between each employee s position and fulfillment of the University mission Recognize excellent performance Reinforce good performance Identify areas where improvement or correction is needed Focus employees and supervisors on each employee s position Fulfill institutional accreditation requirements Align employee and institutional goals
7 Purpose of Evaluations: Supervisor Represents the University in required assessment process Formal communication with employee Supervising is part of his/her responsibilities, and annual reviews give substance to less formal communication that should occur throughout the year Willingness to spend the time and effort required to complete a constructive, thorough, and objective evaluation shows each employee that s/he is an important part of the unit s overall performance Part of a supervisor s performance evaluation assesses his/her annual evaluations of subordinate employees
8 Purpose of Evaluations: Employee Being accountable for the public trust inherent in working for a public institutions Reflection, honest communication and an earnest response to constructive suggestions demonstrate willingness to work toward continued program and personal improvement Renewed focus on role, essential functions, and goals Alignment of individual goals with institutional mission and unit objectives
9 Performance Management Cycle Immediate concerns: Day-to-day intervention focusing on the present Inadequate performance or unacceptable work behavior must be handled in a timely manner Formative evaluation: Monthly / quarterly exchange focusing on recent past and immediate future Less formal, but still planned and intentional Creates more successful relationships and better outcomes Summative evaluation: Annual feedback focusing on past performance and future goals Insufficient for management by itself
10 Evaluation Process Each non-probationary, full-time staff employee will complete a self-evaluation each year prior to the performance evaluation Each non-probationary, full-time staff employee will receive a complete performance evaluation each year, to be performed during the months of November, December, or January A face-to-face meeting will be conducted as part of each performance evaluation The employee will be given the opportunity to reply to the evaluation in writing The performance evaluation requires the approval of the nextlevel supervisor Completed evaluation forms will be submitted to Human Resources no later than January 30
11 Schedule of Evaluations Before November 1: Supervisors will remind each employee to complete the required self-evaluation November, December, and January Supervisors will review each employee s selfevaluation Supervisors will complete a supervisor evaluation for each employee Conferring with his/her supervisors as needed Supervisors will schedule a face-to-face meeting with each employee, giving at least 1 week s notice before the meeting
12 Schedule Continued Supervisor and employee will meet for a discussion about the supervisor s evaluation of the employee s performance Schedule evaluation meetings according to department needs Employee will be given up to 2 working days to respond in writing to the supervisor s evaluation The supervisor s next level supervisor will review and approve the evaluation The self-evaluation and supervisor evaluation forms, along with the employee response if any, will be submitted to Human Resources by January 30
13 Legal Concerns Each evaluation must accurately and honestly reflect each individual s performance Do not ignore weak or inadequate performance because it can impact your and the institution s ability to manage this employee and other employees Base evaluation on performance of requirements in job description or as otherwise assigned Evaluate performance, behavior, and work results not personality or attitude Evaluation should reflect entire review period, including variances within that time Document facts with specific examples Use objective standards applied across multiple positions that are not conditioned on an employee s status in any way (race, gender, age, veteran, disability, etc.)
14 Requirements & Expectations = Standards Each position has duties and requirements that must be fulfilled Each supervisor has expectations as to how each of those duties and requirements should be fulfilled These are the standards for performance The performance evaluation process involves establishing and communicating those standards Objective standards for each performance measure must be established. These standards should be: Directly related to outcomes The same across positions for all employees
15 Behaviors + Results = Performance Employee performance is comprised of an employee s behaviors and the results or outcomes of those behaviors Performance is not personality or attitude although performance can be impacted by those factors Focus on performance and use specific examples Apply objective standards to performance
16 Review Previous Evaluation If the employee has received an annual or probationary performance evaluation within the last three years, refer to that Include previously established goals If the employee has not received such an evaluation, then begin with the position description If goals were not previously established, skip that section for this year and focus on core competencies Create SMART goals for next review cycle
17 Analyze Performance Analyze objective standards and employee s performance to identify gaps Ascertain the cause of each gap Process or system: Insufficient resources? Insufficient time? Lack of support? Unattainable goal? Individual or personal: Lack of skills? Needed training? Specific behaviors? Underperformance? Determine a method (or methods) of removing gaps between standards and performance
18 Core Competencies The ad hoc committee focused on a model based on core competencies a set of demonstrated skills and behaviors deemed essential to fulfilling the University mission The previous evaluation system focused largely on the quality and quantity of an employee s work, but the committee wanted to go beyond the job description and assess additional qualities the University needs in its employees The committee aggregated the core competencies into eight areas that apply to all staff employees Each area includes a variety of characteristics that should be used to assess an employee s contributions, strengths, and areas for improvement
19 Core Competencies Both employees and supervisors are asked to use the core competencies in the evaluation process so the entire organization is basing evaluations on the same standard The committee expects that most employees will have strengths and weaknesses in different competency areas, and even within a single competency area The content of the core competencies will be evaluated each year, and it is expected that revisions will be made on a regular basis Your input is welcome as part of that process Each competency can be turned into a question to assess an employee s performance Does the employee...? Is the employee...?
20 8 Core Competencies The 8 areas of competency selected by the committee are: 1. Quality & Quantity of Work 2. Initiative & Problem Solving 3. Knowledge 4. Serving Others 5. Communication 6. Teamwork 7. Time & Resources 8. Safety & Security
21 Core Competencies: 1. Quality & Quantity of Work Evaluates work product This competency is based on the essential functions of the employee s job description with evaluation formed by applying professional standards, focusing on: An employee s proficiency in producing work The level, quality, and quantity of work Meeting established deadlines and schedules Additional elements are included: Thoroughness, accuracy, efficiency, and attention to detail Independent work without the need for constant supervision If the employee s job description does not reflect current duties, this evaluation process is an opportunity to request changes.
22 Rating Uneven Criteria Does an employee have to demonstrate strength in every aspect of each competence to have a high rating in that area? Examples: Employee meets established deadlines but does not demonstrate appropriate attention to detail or Employee demonstrates accuracy but does not work independently
23 Rating Uneven Criteria Continued The committee chose the competencies because they believe represent skills and behaviors required of all staff employees in all positions at DSU If an employee demonstrates strength in one part of a competency and weakness in another, the supervisor should: Discuss and document both the strength and the weakness Average the score for both to determine rating for that competency area
24 Core Competencies: 2. Initiative & Problem Solving Examines the ability to think critically and take appropriate action The committee believes that each employee needs to demonstrate appropriate initiative for DSU to fulfill its mission. This includes: Seeking additional responsibilities as time permits Adapting to new situations and changes Each employee is likewise charged with improving efficiency: Is the employee receptive to new ideas? Does the employee contribute new ideas, methods, processes, or procedures? Does s/he take or recommend effective action?
25 Core Competencies: Initiative & Problem Solving Problem solving and decision-making are required in all positions. In this and other competencies, the employee should be evaluated based on actual, demonstrated behaviors Does the employee: Understand and respond to problems perceived by others Appropriately gather and evaluate relevant information Identify key issues Develop a course of action to address issues in a timely manner Involve other parties as appropriate Seek assistance and direction when necessary
26 All Criteria in a Competency Area? Does an employee need to meet ALL the criteria in a core competency category? Again, the committee chose competencies they believe represent skills and behaviors required of all staff employees in all positions at DSU For example, if an employee demonstrates strong problem solving abilities yet weakness in initiative, the supervisor should: Discuss and document both the strength and the weakness Average the score for both to determine the rating for Initiative & Problem Solving
27 Core Competencies: 3. Knowledge Assesses efforts to remain current and increase knowledge and skills This section requires an employee to posses, apply, maintain currency in, and use the following in his/her job: Information Methods Skills and techniques Technology Policies and procedures An employee is also asked to stay informed about new developments in his/her own role, in the department, and in the University
28 Core Competencies: Knowledge Continued As a corollary to maintaining knowledge, an employee is also evaluated on: Welcoming and applying feedback Identifying one s own strengths and weaknesses Working to emphasize strengths and improve weaknesses Participating in training and education to improve job-related: Skills, knowledge, competencies, abilities
29 Core Competencies: 4. Serving Others Considers behavior and attitude toward external and internal customers and colleagues The committee felt strongly that serving our internal and external customers, including students, faculty, other staff, community members, and others is essential to DSU s success Questions to ask when evaluating an employee s customer service include whether the employee: Uses good service techniques across formats Is courteous, empathetic, and friendly Supports and appropriately represents DSU Responds accurately and promptly Improves processes to improve service
30 Core Competencies: Serving Others Continued DSU s mission statement values diversity. As such, an employee must: Adapt to different personalities, communication styles, and cultures Behave respectfully toward and value individual differences Build a climate of openness and inclusiveness Support a diverse environment throughout the University In addition, an employee is asked to collect input from customers and identify actions plans to improve service to internal and external customers
31 Core Competencies: 5. Communication Measures effectiveness in communicating with others An employee must demonstrate professional communication in all formats with a variety of people, including responding in a timely manner and requesting clarification as needed An employee must consult with others who will be impacted by an action or decision, including providing information and fostering information sharing Finally, each employee must project a professional appearance and attitude
32 Core Competencies: 6. Teamwork Gauges success at working collaboratively Everyone s job at the University requires working with others in formal and informal teams Supervisors are asked to rate each employee on: Working cooperatively Understanding interrelationships between dissimilar department functions and different departments Striving to improve team processes and functions Valuing group success as well as individual achievement
33 Core Competencies: Teamwork Continued To work as a member of a team, an employee must: Respond appropriately to criticism and suggestions Accept supervision and direction Demonstrate flexibility in scheduling and work assignments to meet department needs Actively participate in meetings Exhibit leadership within the team Assist or direct colleagues through cohesive action Provide information to others An employee must also manage conflict, develop resolutions, and seek collaborative solutions
34 Core Competencies: 7. Time & Resources Appraises use of work time and University resources An employee demonstrates punctuality and reliability, and documents any absences An employee must be personally accountable and responsible for self and work output An employee s ethical standards and trustworthiness are exemplified by: Using work time for work activities Focusing on department and University goals Planning and prioritizing work; establishing priorities Utilizing organizational skills Appropriately caring for and maintaining University property and equipment
35 Core Competencies: 8. Safety & Security Considers attention to physical safety and information security Safety: Maintaining a safe work environment Adhering to safety rules and policies Participating in accident prevention Meeting health, safety, and physical security requirements Security: Maintaining information security and confidentiality Maintaining a secure work environment Adhering to information security requirements and policies
36 Are there exceptions? What if a competency or a criteria within a competency doesn t apply to a particular employee? The committee selected the competencies and the criteria within them in the belief that these apply to all DSU employees The only exception may be Safety & Security, where not all positions have both responsibilities In that case, the supervisor should document which criteria is being applied (safety or security) and that the other doesn t apply
37 Documentation The Core Competencies explain what is expected of each employee Each staff employee s performance in documented on at least an annual basis in: Self-Evaluation Supervisor Evaluation Employee Response Next Level Supervisor Review & Approval All forms are available under DSU Homepage > Human Resources > Forms
38 Staff Self-Evaluation Form To be completed by employee prior to supervisor evaluation. Supervisor should use self-evaluation to assess employee s understanding of position, responsibilities, and performance and to inform the supervisor evaluation. The form can be expanded, employees can use a list or paragraph format as they choose, and additional documents can be attached. Most important duties: Does employee s perception align with job description?
39 Staff Self-Evaluation Form Accomplishments: Should be related to previous year s goals if/when those are implemented, Until then use to assess employee s perception of own performance. The next three sections ask an employee to assess his/her own strengths, weaknesses (called areas for growth), and future goals using core competencies and/or competency criteria An important section asks an employee to share what the institution can do to help them accomplish his/her goals (i.e. training, equipment, software, assistance, etc.)
40 Changes to Job Description An up-to-date job description is essential for employees, supervisors, and the institution An employee is asked to suggest revisions to their job descriptions to be reviewed by the supervisor Supervisor can submit suggested changes to job descriptions as part of supervisor evaluation, which will be reviewed for applicability to the staff position s grade Job descriptions are available on the HR web page under Compensation
41 Supervisor Evaluation The supervisor is expected to use an employee s self-evaluation as data in the supervisor evaluation but to formulate assessments and ratings based on the supervisor s experiences and observations throughout the evaluation period The supervisors and employee should refrain from discussing other employees as much as possible during the evaluation process, focusing instead on the employee being evaluated The Staff Annual Review form is located on the HR website under Forms
42 New Rating System The committee developed a new, expanded rating system to be used in supervisor evaluations, available on the HR website under forms. The available rating are: 5: Exemplary Consistent exemplary performance that far exceeded goals, expectations, and requirements throughout the rating period due to exceptionally high quality of work performed in all essential areas of responsibility And an extraordinary or unique contribution in support of department goals or the University mission. The exceptional / unique contribution must be specifically identified by the supervisor. 4: Highly Effective Performance frequently and consistently exceeded goals, expectations, and requirements in all essential areas
43 New Rating System Continued 3: Proficient Performance consistently met goals, expectations, and requirements in all essential areas of responsibility, at times possibly exceeding expectations, and the quality of work overall was very good. Most annual goals and all essential goals were fulfilled. 2: Improvement Needed Performance did not consistently meet goals, expectations, and requirements performance failed to meet expectations or requirements in some areas of responsibility, and/or one or more goals were not met. A 2 rating on a specific section of an employee s performance evaluation strongly suggests that the supervisor and employee should discuss specific methods the employee can use to improve performance.
44 New Rating System Continued 1: Unsatisfactory Performance was consistently below goals, expectations, and/or requirements in most areas of responsibility, and/or reasonable progress toward goals was not made. Significant improvement is needed in one or more important areas. A 1 rating on one of more specific portions of an employee s performance evaluation requires the supervisor and employee to develop a plan for improving performance. An overall 1 rating requires a written development plan to correct performance, including timelines which must not exceed 120 days, which must be submitted to the Human Resources Office within 30 days of evaluation date and must be monitored to measure progress. Follow up report must be submitted to HR not more than 120 days from date of development plan.
45 Core Competency Ratings In the supervisor evaluation, supervisors will assign a rating (1 to 5) to each competency area Specific information should support each rating Supervisors are not limited in how many employees can receive an Exemplary rating (5) in one or more core competency areas, but they are limited in how many employees can receive an overall rating of Exemplary (5) Competency area ratings must support an employee s overall rating
46 10% Limit The committee established a limit of the number of full-time employees who can receive an overall Exemplary (5) rating A 10% limit applies at each level of supervision. If a unit has fewer than 10 employees, the supervisor should consult with the next level supervisor to determine eligibility for the Exemplary rating which would have to be shared with other supervisory units
47 Staff Evaluation Annual Review Form The supervisor evaluation, like the self-evaluation form, is expandable when more space is needed The supervisor documents the evaluation on this form beginning with requested changes to the employee s job description The previous year s goals are listed Performance on the prior year s goals is evaluated in the next section Results of the goal (success or issues that arose) should be documented If no goals have been created in the past, skip this section and focus on Core Competencies and creating goals for the next evaluative period
48 Annual Review Form continued The 8 core competency areas follow in order, exactly as they appear on the Core Competencies document A rating (1-5 based on Rating System) is assigned for each area Supervisor comments and/or suggestions for improvement should support each area s numerical rating Note strengths and/or weaknesses in each area to justify rating
49 Additional Competency Areas Two additional competency areas are required for an employee who has: Supervisory responsibility for 3 or more full-time employees Can be used for an employee who supervises (including completing annual reviews for) one or two employees, but it is not required Management responsibility Used for an employee with budgetary authority or a duty to supervise major projects or large resources
50 Supervisor Competency Criteria Judges performance of supervisory responsibilities The committee felt strongly that a supervisor s performance of his/her supervisory duties should be a significant portion of that employee s evaluation. Supervisors will be evaluated on their performance: Selecting qualified employees in the hiring process Training and leading personnel Furthering diversity and equal opportunity Demonstrating understanding of employee s work responsibilities Defining clear expectations for employees Helping employees develop professionally
51 Supervisor Criteria continued Conducting accurate performance evaluations Providing a shared vision and fostering teamwork Establishing meaningful goals and prioritizing unit s workload Delegating responsibilities effectively Enforcing rules and policies fairly Responding to poor employee performance Continuing to develop as a leader and supervisor, including training and achieving individual goals
52 Management Competency Criteria Indicates ability to manage projects, budgets, and resources The committee recognizes the importance of appropriate management of fiscal resources and believes that employees charged with those responsibilities should be appropriately evaluated on those facets of their job duties, particularly: Demonstrates honesty, integrity, and respect for University resources Develops realistic and accurate budgets and monitoring the unit s fiscal activities
53 Management Criteria continued Initiates change and improvement in methods and procedures Stays current with training and anticipates needs Plans for current and forthcoming needs in budget, space, staff, supplies, equipment, etc. Advocates for unit s needs with administration Oversees utilization of unit s resources Maintains and improves service levels Effectively controls unit work and projects while ensuring product and services meet customer needs Understands and supports University policies and institutional decisions
54 Goals Developing goals for the next calendar year is an important part of the evaluation process Supervisor is responsible for assigning goals with meaningful discussion and input from the employee Goals should not detail daily duties Goals should set priorities Goals should define larger challenges that the employee will work toward during the year Additional pages or a worksheet can be used for goals
55 SMART Goals Goals should follow the SMART model by being: S - Specific M Measureable A Attainable R Realistic T Time Bound A worksheet for developing and tracking SMART goals with your employee is available on the Human Resources website under Forms
56 S - Specific Defines specific results and includes concrete information about what will be accomplished Goals should be precise and clear Don t be too broad Be clear Don t be ambiguous Include what will be done, how it will be done, and why it will be done Example: Develop a new staff evaluation program based on a core competencies model to include both a self-evaluation and an annual supervisor evaluation.
57 M Measureable Include a method of determining whether the goal was accomplished Often quantifiable (how much, how many, when) Use concrete, objective criteria such as behavior Can include measurement instrument (such as a budget, survey, spreadsheet, or other documentation) Example: The new evaluation program will receive formal approval from the staff associations and University administrators. A survey will assess feedback from both employees and supervisors after the first year to determine where improvements can be made.
58 A Attainable The goal should challenge the employee The goal should be ambitious but attainable, going beyond day-to-day duties The goal can be Performance-based (to accomplish a project) Developmental (to improve or enhance the employee s skills and abilities) Developmental goals should be directly related to a core competency area A multi-year goal should be broken down into 1-year increments for evaluation purposes Example: The evaluation program proposal will be based on best-practices at other post-secondary institutions as well as research published in scholarly journals.
59 R Realistic The goal should be relevant to the unit s mission, be realistic for the employee to accomplish within the employee s scope of responsibility, and focus on actual results If the employee is a supervisor, goals can include the work of other employees who report to him/her If the employee does not have supervisory authority, goals should not depend extensively on the performance or behavior of others Example: Input from a variety of stakeholders will be sought to create a proposal for a efficient and fair staff employee performance evaluations.
60 T Time Bound The goal must have an end point Short-term goals (30 days or less) should have an end date Example: Research will be concluded by November 1 Long-term goals (3 months or more) should have intermediate checkpoints Example: The staff associations will have a draft of the proposal to review by March 1 University administration will receive the final proposal no later than May 1 Implementation will take place by July 1
61 Evaluating Goals During the Year The supervisor and employee may modify goals during the year Check on goals at least quarterly, preferably monthly Things that may effect your ability to achieve a goal: New or different duties or priorities New unit goals Staffing changes Lack of expected resources Personal factors The supervisor and the employee should adjust goals as needed The supervisor and employee will document any changes and the reasons for them in the next annual review
62 Overall Rating The supervisor will assign an overall rating (1 to 5) for the entire evaluation Ratings in the individual competency areas must support the overall rating Because one competency area may be the predominant responsibility in an employee s job description, supervisors are not required to average the area rankings to determine the overall ranking If an overall ranking is different than the average of the competency area ratings, the supervisor should provide an explanation for the variance in the comments Work with the next level supervisor(s) to set eligibility for overall Exemplary (5) ratings as previously described
63 Not About Discipline One problem that can arise in supervisor evaluations can be unintentional. Combining a discussion about discipline and performance goals is not a good idea The annual review is ideal for discussing strengths and weakness, including assessing previous corrective actions, but it isn t the best venue for instigating new disciplinary concerns The annual review and the associated face-toface meeting is not a disciplinary session. Inappropriate behavior must be dealt with when observed using 4-26 Corrective & Disciplinary Action
64 Common Evaluation Errors Issues arise when a supervisor is not aware of potential pitfalls in evaluations that can hamper fairness or impact an employee s perception of fairness in the evaluation process: Excessive leniency: Rating an employee higher than deserved to avoid bad feelings or hoping an employee will improve performance by growing into the position if praised Excessive severity: Rating an employee lower than deserved to motivate the employee or show there is room for improvement Centrist tendency: Rating an employee at or near the middle (3) or upper middle (4) to avoid needing to justify ratings Halo effect / Pitchfork effect: Allowing a single strength, weakness, or incident determine the overall rating
65 Common Errors continued Opportunity bias: The employee is credited or blamed for circumstances or factors beyond his/her control Recency effect: The rating is based on an evaluation of only the recent past, not the entire evaluation period (also known as What have you done for me lately? ) Length of service bias: Giving credit for longevity or institutional knowledge; equating length of time in a position with good performance Rating the position (instead of the employee): Assigning higher ratings to an employee in a position the supervisor or the institution considers more important or more difficult Similar to me bias: The tendency of a supervisor to give higher ratings to an employee who are similar to one s self
66 Schedule Allow an employee at least one week to complete self-evaluation Schedule the face-to-face meeting at least one week in advance Schedule minutes for meeting Allow the employee at least two work days to submit written response to your evaluation Leave enough time for your supervisor to review and approve prior to sending self-evaluation and supervisor evaluation to HR by January 30
67 Prior to Face-to-Face Meeting Determine your objective performance standards for each area and prepare to clarify them to your employee Confer with your supervisor and colleagues as needed to ensure common standards Rate each core competency area based on those standards and write comments justifying those ratings with examples Evaluate yourself as the supervisor of this position and make goals / plans for improvement
68 Face-to-Face Meeting Choose a private location Place the employee at ease. Consider sitting at a table rather than at a desk. Create a relaxed and friendly atmosphere. Talk about core competencies rather than minor details Avoid ambiguity and abstraction Avoid emotional or negative language Avoid confrontation or argument Avoid lecturing Point out how you have utilized the employee s selfevaluation
69 Face-to-Face Meeting continued Go through your evaluation, discussing each section and the goals you are setting Share feedback received from others Listen. Really listen. Ask questions. Don t interrupt employee. Take notes. Restate the employee s comments to confirm your understanding Negotiate a resolution or path forward If consensus is not possible, schedule a second meeting in a few days
70 Building Motivation As stated earlier, performance evaluations can be a key motivator and factor in job satisfaction for employees. To increase this possibility: Discuss a limited number of key issues; don t overload the employee Avoid surprises. The meeting should be built on communication throughout the year Relate employee s position and work to fulfilling unit goals and University mission Point out achievements and strengths, noting progress toward previous goals Concentrate on constructive suggestions to improve weaknesses rather than criticism Frame poor performance as opportunities for improvement or growth
71 Motivation continued Discuss performance and behavior; do not refer to personality or interpret motives Avoid discussing personal issues or problems Recognize relevance of employee s point of view to the employee Ask questions and listen to the answers Keep an open mind Discuss poor performance as areas for improvement or growth Suggest action plan for growth and improvement Build a plan for the coming months, including when to meet again for informal follow up Thank the employee for his/her efforts in support of the University mission
72 Additional Resources Evaluation forms can be found at DSU homepage > Faculty & Staff > Human Resources > Forms Also available on the Staff Evaluation web page: Job descriptions Evaluation Flowchart Evaluation Checklist Goals worksheet