Employee Performance Management Training
2 Employee Performance Management Training Session 1: Importance of Managing Performance Session 2: Setting Goals Session 3: Creating Performance Appraisal Form Session 4: Performance Appraisal Process Session 5: Performance Appraisal Preparation Session 6: Scoring and Tying PAs to Raises
3 Session 1- Managing Performance
4 Advantages of Performance Management Performance based conversations Targeted staff development Encouragement Rewards good performance Underperformers identified and eliminated Documented history of performance Succession planning
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7 Session 2 Setting Goals
8 Performance Management Training Session 1: Importance of Managing Performance Session 2: Setting Goals
9 Why Set Goals? Goals provide direction. Goals tell you how far you ve traveled. Goals help to make your overall vision attainable. Goals clarify everyone s role. Goals give people something to strive for.
10 Goals Need to be SMART Specific Is the goal specific enough for clarity? Measurable Is there a way to measure the success of the goal? Attainable Is the goal truly attainable? Realistic Is the goal realistically written? Timely Is there a timeline associated to the goal to ensure a completion date?
11 Example Goal: Lose Weight Is it specific? Is it measurable? Is it attainable? Is it realistic? Is it timely?
12 SMART Goal: I will lose 15 pounds, in three months, starting January 2 nd, by exercising 30 minutes a day, cutting out desserts and snacks and controlling portion sizes. Is it specific? Is it measurable? Is it attainable? Is it realistic? Is it timely?
13 Goal: Increase church membership. Is it specific? Is it measurable? Is it attainable? Is it realistic? Is it timely?
14 Smart Goal: Increase church membership by 10% (400 to 440 members) by 12/31 by adding a Spanish speaking service. Is it specific? Is it measurable? Is it attainable? Is it realistic? Is it timely?
Example Goal Document 15 Increase church membership by 10% (400 to 440 members) by 12/31 by adding a Spanish speaking service. Objective Action Steps Resp. Person Team Members Due Date Measured By: Status Add Spanish Speaking Service Focus Group Identify Translator Pastor Joe Smith Stacey Jones Stacey Jones Feb. 15 March 30 Feedback Data Translator Commit. Completed Completed Determine Day/time Pastor Joe Smith April 15 Final Day/Time In Process Marketing Plan Stacey Jones May1 Distribute In Process Begin SS Service Pastor Joe Smith July 1 Service Begins
Management Balance 16 Goals Day-to-Day
17 Session 3 Creating PA Form
18 Performance Management Training Session 1: Importance of Managing Performance Session 2: Setting Goals Session 3: Creating PA Form
19 Creating a PA Form Identify performance measures (dimensions) - what will the employee be assessed on? Look at organizational values, ie: customer focus, teamwork, communication, goal achievement.
Example Dimensions 20 Teamwork: Employee values team interactions and works effectively with others. Is a team player and helps encourage and orient new team members. Employee is able to balance personal effort and project team effort. Communication: Employee communicates professionally with others and shares thoughts and ideas appropriately. Listens to others, asks clarifying questions, and controls emotions under pressure.
Example Dimensions 21 Customer Focus: Employee understands who their customers are and proactively responds to customer needs and adheres to ministry service standards. Attendance and punctuality: Employee shows up for work at assigned time and provides ample notice when unable to come to work. Uses designated time off forms to request time away from job.
Example Dimensions 22 Job knowledge: Employee understands every aspect of job tasks and responsibilities and proactively updates job skills. Employee offers assistance to help others improve skills.
Example Rating Scales 23 Strongly Disagree Agree - Strongly Agree Never Sometimes Always Of no importance Moderately important Extremely important Dissatisfied Satisfied Extremely satisfied Unsatisfactory Meets expectations Outstanding
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26 Session 4 PA Process
27 Performance Management Training Session 1: Importance of Managing Performance Session 2: Setting Goals Session 3: Creating PA Form Session 4: PA Process
28 Setting Expectations Goals Job Description Continuous Communication/Coaching
29 Tip Whenever you recognize a problem with your employees performance, mention it to them, make a note of it and drop it in their file. Similarly, whenever your employees do something great, mention it to them, make a note and drop it in their file.
Example Note Taking Log 30 Name Date Time Incident Description Maggie Jones January 3 11:00 am Maggie did a great job by proactively preparing for the staff presentation. February 9 9:00 am Maggie arrived 45 minutes late for work. April 6 1:00 pm Noticed that the quarterly board report had three typos. June 12 6:00 pm Maggie stayed late without being asked to finish report for John. Persons Involved Maggie Jones Maggie Maggie Maggie Action Taken Stopped by Maggie s desk and thanked her for taking care of the presentation. Stopped by Maggie s desk and reminded her of tardy policy. Pointed out typos and coached Maggie on proofing techniques. Thanked Maggie for going above and beyond to finish the report.
31 Why Do Performance Appraisals? Performance Appraisals should be used to reinforce positive behaviors and course correct where needed. A time to reflect and celebrate accomplishments of the past 12 months.
32 All employees want to know whether they re doing a good job. Formal performance evaluations force managers to communicate performance results both good and bad to employees.
33 If you don t monitor desired performance, you won t achieve desired performance. Don t leave achieving your goals to chance; develop systems to monitor progress and ensure that your goals are achieved.
34 Fair Relevant Complete PA Needs to be:
Fair 35 All employees should be observed and behaviors documented in the same way in terms of frequency, type of language used, harshness of judgment and interim feedback. Would you have written the same notation on a different employee? Do not overemphasize single events. Give feedback as soon as you see a problem to give employees a chance to improve.
36 Relevant The appraisal should be relevant to the performance of the job and relevant to the specific standards and/or expectations that have been established. Refer to standards/goals in force (i.e.; Service Standards, Attendance Policy, etc.) Focus on behaviors and results.
Complete 37 Monitoring and documenting should tell a complete story about the employee. Monitor the entire performance period. Note unusual circumstances that may affect the performance. Include accomplishments that indicate strong performance. Be specific on both positive and negative observations. Review your observations periodically to be sure a third party reviewing information would get an accurate picture.
38 Session 5 PA Preparation
39 Performance Management Training Session 1: Importance of Managing Performance Session 2: Setting Goals Session 3: Creating PA Form Session 4: PA Process Session 5: PA Preparation
40 What is a Rater Error? A barrier to the accuracy and credibility of performance measures is posed by a number of rater errors, perceptual biases and other sources of distortion in performance ratings.
Rater Errors 41 Halo Effect: A rater s overall positive or negative impression of an individual employee leads to rating him or her the same across all rating dimensions. Leniency Error: Rater s tendency to rate all employees at the positive end of the scale (positive leniency) or at the low end of the scale (negative leniency).
Rater Errors (cont.) 42 Central Tendency Error: is the raters tendency to avoid making extreme judgments of employee performance resulting in rating all employees in the middle part of a scale. Recency Error: is the rater s tendency to allow more recent incidents (either effective or ineffective) of employee behavior to carry too much weight in evaluation of performance over an entire rating period. This can be extreme on both ends of the spectrum.
Rater Errors (cont.) 43 First Impression Error: Rater s tendency to let first impressions of employee performance carry too much weight in evaluation of performance over an entire rating period. Similar-to-me error: Rater s tendency to be biased in performance evaluation toward those employees seen as similar to the raters themselves.
Preparation for PA 44 Decide what information should and should not be included in the final appraisal. From entire period. Information that show patterns for entire period. There should be no surprises. Block out time on your calendar. Allow at least 1 hour per employee. Organize the material.
Preparation for PA 45 Decide what information should and should not be included in the final appraisal. From entire period. Information that show patterns for entire period. There should be no surprises. Block out time on your calendar. Allow at least 1 hour per employee. Organize the material.
Preparation for PA 46 Schedule PA at an appropriate time and neutral place (if possible). Be free of interruptions. Be prepared with specific incidents of effective and ineffective performance.
PA Discussion 47 State purpose of appraisal and process of discussion. Review appraisal with employee. Probe for additional information, misunderstanding or views that differ from yours. Summarize performance discussion. Discuss goals and development plan. Have employee sign appraisal form.
Other Thoughts 48 Management must be willing to commit significant amounts of time on a regular basis to performance management. A lack of clear performance expectation and detailed performance feedback is a major source of stress for employees. Make sure employee s job description reflects what is written in their goals.
49 Session 6 Scoring and Raises
50 Performance Management Training Session 1: Importance of Managing Performance Session 2: Setting Goals Session 3: Creating PA Form Session 4: PA Process Session 5: PA Preparation Session 6: Scoring and Tying PAs to Raises
51 Scoring and Tying PA to Raises Budgeting for Raises Scoring PA Tying Scores to Raises
52 Scoring PA (based on 5 pt scale) Dimension 1 - Teamwork Score = 3 Dimension 2 - Communication Score = 3 Dimension 3 - Job Knowledge Score = 4 Dimension 4 - Customer Focus Score = 3 Dimension 5 - Quality of Work Score = 5 Dimension 6 - Goal Completion Score = 3 Dimension 7 - Overall Performance Score = 4 Total Score = 25 out of possible 35 (7X5pt possible) Average score = 25/7 = 3.5
53 How do scores ties to raises? Assumptions: 11 employees each making $10/hour. Budgeted raises = 3.5% or $8,008 (.035X$228,800). Average score (3.0) will received 3.5% increase those scoring below average will receive less, those scoring above will receive more.
54 Emp. Avg. Score % Increase Increase/hour Increase Budget Dif A 3 3.5% $10 X.035 = $.35 $ 728 B 4 4% $10 X.04 = $.40 $ 832 C 3 3.5% $10 X.035 = $.35 $ 728 D 2 2% $10 X.02 = $.20 $ 416 E 3 3.5% $10 X.035 = $.35 $ 728 F 3.5 3.5% $10 X.035 = $.35 $ 728 G 2.5 2% $10 X.02 = $.20 $ 416 H 4 4% $10 X.04 = $.40 $ 832 I 4.5 4.5% $10 X.04 = $.45 $ 936 J 4.5 4.5% $10 X.04 = $.45 $ 936 K 3.5 3.5% $10 X.035 = $.35 $ 728 Avg. Score 3.4 Total Raises $8,008 $8,008-0 -
55 Summary Importance of Managing Performance Setting Goals Creating PA Form PA Process PA Preparation Scoring and Tying PAs to Raises
56 Questions/Comments? We d love your feedback and comments: Email: patricia@smartchurchmanagement.com Phone: 314-229-4147 Contact: http://smartchurchmanagement.com/contact/