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Copy of Performance Reviews that Don't Suck

Helpful for all managers, no matter how long in a managerial role, to review tips and tricks of performance management.
by Elizabeth Hill on 29 April 2014

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Transcript of Copy of Performance Reviews that Don't Suck

Foundations
Life Cycle
Planning
Coaching
Appraisal- The Review
Planning
Reviewing
Coaching

Performance Management Training for Supervisors
attitude
knowledge
skills
abilities
competencies
Conclusion:
.Fair and Consistent manner
.Recognition when deserved
.Encouragement when needed
.Supervisor must become skilled in performance appraisals
.time in=results
common problems & potential solutions
.halo effect
.leniency
.central tendency
.recency effect
.past vs current performance
.unclear standards
.bias
.focus on performance, not personality
Performance Management is...
Employee Foundation
Step one.
Ground Preparation
Get to know our new appraisal form and handbook.



Review the Position Description for any modifications or updates required.



Keep notes throughout the year regarding the performance and/or nonperformance issues to be discussed with the employee.



Review prior appraisals to compare progression or regression.



Establish a predetermined meeting time so the employee has time to gather own thoughts and personal goals.
Step Two. Plant the seed.
Invite employee to actively participate in the feedback. Often, they are very aware of their own performance.
Emphasize: Your feedback is for the betterment of the employee and the employment relationship. Your comments are constructive and objective.
Stick to the facts.
be positive.use praise.give no surprises
Specifics: Give examples of strengths & areas for improvement. Easy to do if you keep notes throughout the year.
During performance reviews, a manager helps the employee see how their objectives fit with those of the University.
goal setting

Be SMART
Goals should be simplistically written and clearly define what needs to be done.

Specific is the What, Why, and How of the S.M.A.R.T. model
Goals should be measurable, having tangible evidence that they have been accomplished. Usually, the entire goal statement is a measure for the project, but there are usually several
short-term or smaller measurements built into the goal.
Specific
Measurable
Attainable
Goals should be attainable; they should stretch the employee slightly so they feel challenged, but defined well enough so that they can achieve them. The employee must possess the appropriate knowledge, skills,
and abilities needed to attain the goal.
Relevant
Goals should be directly related to the job, a development plan or the University's or departmental goals.

Goals should measure outcomes, not activities.

Goals should be results-orientated.
step four. last words
Ask the employee if they have any questions or anything to discuss
Ask for suggestions they have for the department/ University or how you might be able to assist them in their role. Basically, you are asking for constructive criticism, too.
Establish a follow up meeting to touch base again. Recommended halfway through the review period.
Give them a copy of the review
Have the employee sign and date the original review form
documentation
Send the original to HR for the employee's file.
five. documentation.....read it again. documentation.
Performance Management Cycle
Provides periodic reviews of progress
Provides the employee with a clear idea of what is expected – goal setting
Formal review of goals, performance and core competencies
Planning
Coaching
Reviewing
Example:
By August 1, 2014, implement a new performance management system for Non-Instructional Academic and Classified Staff using clearly defined processes and guidelines so employees and managers can more competently evaluate performance and develop their careers.
Explanation of Example:
“Implement a new performance management system for Non-Instructional Academic and Classified Staff ”
= what


“using clearly defined processes and guidelines”
= how

“so employees and managers can competently evaluate performance and develop
their careers
= why
Example:
By August 1, 2014, implement a new performance management system for Non-Instructional Academic and Classified Staff using clearly defined processes and guidelines so employees and managers can more competently evaluate performance and develop their careers.

Explanation of Example:
The essential metric is whether or not the system is operational by August 1st
Example:
By August 1, 2014, implement a new performance management system for Non-Instructional Academic and Classified Staff using clearly defined processes and guidelines so employees and managers can more competently evaluate performance and develop their careers.
Explanation of Example:

In order for the employee to reach this goal, they must have a skill set, in this case in the area
of performance management, that allows the employee to understand the nature of the goal, and the goal must present a large enough challenge for them to remain interested in and committed to attaining it.
Employees can meet most any goal when they plan their steps wisely and establish a time frame that allows them to carry out those steps. As they carry out the steps, they can
attain
goals that may have seemed impossible when they started. On the other hand, if a goal is impossible to attain, they may not even try to accomplish it.

Attainable goals motivate employees.
Impossible goals demotivate them.
Example:
By August 1, 2014, implement a new performance management system for Non-Instructional Academic and Classified Staff using clearly defined processes and guidelines so employees and managers can more competently evaluate performance and develop their careers.
Explanation of Example:

The result of this goal is a process that allows employees and managers to more
competently evaluate performance and develop their careers, not the individual
activities and actions that occur in order to make the goal a reality.
Goals should be linked to a time frame that creates a practical sense of urgency, or results in tension between the current reality and the vision of the goal. Without such tension, the goal is unlikely to produce a relevant outcome.
Time-based
Position Descriptions
Mission
Strategic Planning
Departmental Goals
University Foundation
The University of Wisconsin-La Crosse provides a challenging, dynamic, and diverse learning environment in which the entire university community is fully engaged in supporting student success. Grounded in the liberal arts, UW-L fosters curiosity and life-long learning through collaboration, innovation, and the discovery and dissemination of new knowledge. Acknowledging and respecting the contributions of all, UW-L is a regional academic and cultural center that prepares students to take their place in a constantly changing world community.
Example:
By August 1, 2014, implement a new performance management system for Non-Instructional Academic and Classified staff using clearly defined processes and guidelines so employees and managers can more competently evaluate performance and develop their careers.

Explanation of Example:
August 1st, 2014 provides the employee with a time-bound deadline.
New Rating System
Outstanding
Exceeds Expectations
Meets Expectations
Below Expectations
Unsatisfactory
EXamples of More Goals
:
Develop and implement a security system for computer access no later than July 20xx that will provide reports identifying the user and frequency of access.
Develop and facilitate monthly orientation sessions for new employees by December 20xx.
Listen. You could hear new insights or creative ideas.
Discuss performance, not personality
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