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Performance Management Procedural Job Aid

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Deborah Nichols

on 30 June 2014

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Transcript of Performance Management Procedural Job Aid

Performance Assessment
Formal: Quarterly in class observations
Informal: impromptu in class
Data Analysis
Review student progress
Revision of student and teacher goals to reflect present performance
Work Samples
Lesson plans
Student assessment(s)
Parent Communication
Letters to parents
Documentation of all parent communication
Monitor professional goals
Performance Review
Effective Lesson Planning
Lessons provide a variety of activities; lessons are differentiated to address all learners
Assessments align with learning objectives
Continuous timeline for teacher and student goals
Effective Teaching Techniques
Goals and expectations are explicit and expressed at the beginning of each subject
Methods align with subject
Variety of teaching strategies
Positive reinforcement of student engagement
Effective Communication with Students
Respectful communication among students and teacher(s)
Clear and precise communication is used
Build positive relationships with students
Classroom Management
Establishes and enforces classroom rules constantly
Manage disorderly behavior appropriately
Implementation of student created incentives to assist with classroom behavior
Teacher Responsibilities
Support school vision and mission
Build positive and consistent relationship with parents
Empathize with students and family
Ensure that all students are learning and are showing growth
Performance Renewal and Recontracting
Teacher receives tenure after 3 years
Satisfactory rating ends mentoring
Unsatisfactory extends the contract only one more year
Teachers that receive an unsatisfactory rating can be referred to the consultant for mentoring
The journey of effective performance management requires the consultant to be prepared and equipped with key prerequisite skills and tools to proceed with an effective process.
Performance Planning
Performance Execution


Employee Name:
Prospective employee

Review Period:


Team A


Zero to 2 months

 The department’s goal is to ensure each learner is given the opportunity to learn, apply, and utilize the skills taught in prospective careers
 Each educator is required to find various methods to engage, teach, and apply techniques to accommodate diverse learners’ learning styles

2 to 4 months
 Educators will be evaluated quarterly to ensure he or she is fulfilling one’s duty
 Each educator will be evaluated and provided constructive criticism

4-6 months
 Workshops, meetings, and professional development courses will be provided for educators to improve his or her skills and professional progression.


What to do and when to do it
"...an integrated-systems approach to performance improvement.' (Pershing, 2006, p. 37)
Performance Management Procedural Job Aid
Rachel Colgan, Gabriela Del Valle, Hanan Mohamed, Deborah Nichols, Dewayne Robinson
June 30, 2014
Sandy Griswold
Building Tomorrow Today, (2014). Teacher Performance Evaluation. http://www.nctq.org/docs81-07.pdf

Pershing, J.A. (Ed.). (2006). Handbook of Human Performance Technology (3rd ed.). San Francisco, CA: Pfeiffer

Russell, Susan. 2014. Designing a job aid. Retrieved from http://www.astd.org/Events/International-Conference-and-Exposition/ICE-Speaker-Kit/~/media/Files/Speaker%20Information/DesigningaJobAid.ashx

Ensure course content covers required educational requirements
Annotate class attendance and course assignment grades
Enforce classroom management

Observe employees’ performance
Provide constructive criticism
Implement better solutions

Provide workshops, training, and team meetings
Provide essential reading material
Implement certificate programs

Effective communication and listening skills
Strong reading and writing skills
Utilize technology, phones, and other devices to actively communicate

Track and measure:
Observe educators’ performance
Student- faculty ratio
Learners’ performance

Basic keys and landmarks of an effective PIT
Principals of performance
Work Environment
System(s) viewpoint
Systematic Approach

Focus on results (Pershing, 2006) and work according to the pre-set goals to reach results.
Employ system's viewpoint
Work conditions
Organizational culture
Overall performance
The HPT must add value to the organization
Build partnerships
Positive communication with all stakeholders
Think systematically
Understand organizational needs
Data to be analyzed
Desired results
Action plan and execution
Evaluate for results and success

Focus on individual motivation
Level of commitment
Individual contribution
Understand alignment between organization and individual needs, goals and final product
Provide and employ resources to increase individual compliance with the process
Consistent and positive feedback to keep individuals motivated and on track
Communicate plan, goals, skills, activities, and success with positivity to facilitate the work
Other variables
Build trust in plan, planner and results
Increases positive contributions and trust in interventions
Provide variations in plan to meet needs, values, and goals of individuals and the organization
"Take time to envision everything that could possibly happen during your project and plan your responses. Then, should the unexpected occur, you will have many good ideas to draw from in response as well as the confidence to invent something on the spot if necessary". (Pershing, 2006, p. 51)


Zero to 2 months
4-6 months
 Specific skills needed are: competence, patience, various teaching methodologies, and building a rapport amongst learners
 Ensure to use effective communication and listening skills
 Complete new hire orientation

2 to 4 months
 Complete online leadership courses bimonthly
 Create goals and objectives
 Adhere to all institutional policies

4-6 months
 Review goals and objectives and discuss progress
 Create a timeline to ensure that all course material is completed and graded in a timely manner


Zero to 2 months
 Track students’ performance through observation, assessments, and hands-on learning practices
 Set times and dates for all assignments to be completed and turned in

2 to 4 months
 Utilize lesson plans to ensure material is covered thoroughly
 Be on time for work, prepared, and inform supervisor of any mishaps that may occur causing one to be absent

4-6 months
 Build a rapport with colleagues
 Actively converse with parents and/ or guardians



Zero to 2 months
 Express goals, objectives, and determine the employees’ visions

2 to 4 months
 Specifically state issues, answer questions, and remain observant
 Compare actual and expected performance

4-6 months
 Always utilize various techniques and workshops to assist educators in his or her personal and professional development
 Return evaluations

current performance vs. expected results (Pershing, 2006, p. 42)
The "W" questions:
Current performance & suggested solutions
Design & Develop solutions
& Change management
Plan &
What is a Performance Management Job Aid?
"Allison Rossett and Jeannette Gautier-Downes, authors of A Handbook of Job Aids, maintain that job aids serve to provide information, support procedures, as well as coach perspectives, decisions, and self-evaluation." (Russell, 2014) Subscribing to this definition and applying it to a systematic approach to organizational improvement, a performance consultant develops an effective plan to create and reach organizational goals. The plan should address organizational and individual needs. Aligning these needs with desired outcomes increases buy in from all stakeholders.
The takeaway from all of this information should be the importance of having a well structured plan. An effective consultant understands the importance of the organization but, more importantly, the importance of the individuals within the organization. If the needs of the individuals are not met at the grassroots level of the plan, it is not likely that each stakeholder will comply with or participate in any proposed interventions. Every stakeholder must be considered in order to reach the desired outcome.
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