2010 Performance Evaluation Process
Information Session for Staff
Discussion Overview
 Effective Performance Management Process Components
 2009 Performance Evaluation Summary
 Process Enhancements
 Results
 Preparing for your 2010 Performance Evaluation
 Process Enhancements
 Tools and Tips for Completing Your Self-Evaluation
Components of an Effective Performance
Management Process
 Connects individual performance to SU’s Mission, Vision,
Values and Strategic Initiatives
 Measures and Recognizes Individual Performance and
Contributions
 Promotes Excellence and Professional Development
Connects to Mission, Vision, Values &
Strategic Initiatives
Job Description
Professional Dev.
Individual
Mission, Vision, Initiatives
Policies, Procedures,
Expected Competencies
Division/Department
Mission, Vision and Values
Strategic Initiatives
Policies, Procedures, Expected Competencies
University
2009 Performance Evaluation Summary
Enhancements
 Professional Competencies linked to University Mission,
Vision and Values
 Option of Narrative or Structured Format
 Overall Rating, expanded to 5-point scale
 Refined Goals Section
 Solicited information on Development Needs and,
Supervisory Support and Improvement Opportunities
2009 Performance Evaluation Summary
Results
 Overall University Completion Rate = 84%
 Professional Skill Development Needs Expressed
 Supervisory
 Communications
 Project and Time Management
 Software/ OIT
Preparing for your 2010 Performance Evaluation
 2010 Evaluation Process Enhancements
 Performance Evaluation Overview/Timeline
 Tips on Preparing Performance Evaluations
2010 Staff Evaluation Process Enhancements
 Further Refined Rating Definitions
 Created separate Self-Evaluation and Supervisor
Evaluation Forms
 Addition of Supervisory/Leadership Competency
Section
Performance Evaluation Overview and
Timeline
 Set date and time for an evaluation meeting
 Prepare for the meeting, including completion of a
performance evaluation form
 Exchange evaluations forms prior to the meeting date
 Meet to review and discuss performance and set forth
plans for the future
 Supervisor and employee finalize evaluation forms, and
submit to HR by August 31st
Preparing your Self-Evaluation
 Review your personal performance over the past year.
 Assess your performance and accomplishments against
your goals.
 Identify your accomplishments and achievements.
(planned and unplanned)
 Identify areas in which you need to develop or improve
 Consider your current level of job satisfaction and what’s
behind it.
 Consider what suggestions you would make to improve
and develop your work unit and/or department.
Helpful Information
 Job Description
 Your Resume/Application
 Previous Performance Evaluations, Goals
 Feedback from students, colleagues, others
 Notes from Performance Meetings, Work Samples,
Training Sessions Attended, etc.
Suggestions and Ideas
Solely for Employee’s Reflection/Comment:
 What feedback do you wish to offer your direct
supervisor on ways he/she can help you excel in your
position and support you in achieving your
professional goals?
 What suggestions do you have for your position, work
group, department or the university?
Overall Performance Rating
 The scale of 1-5 is used with specific definitions for each
point on the scale.
 Consistency between ratings and comments on
performance, goals and professional development needs
 Use whole numbers when rating a specific job
performance area or overall performance.
Performance
Not Acceptable
Needs
Performance
Development
1
2
Performance is
Performance meets
consistently below most of the job
job expectations.
requirements but
A corrective action requires more than
plan has been or is usual supervisor
being developed to follow-up and
achieve specific
direction.
results.
Employee will
Employee’s
require additional
performance will
education and
be review again
coaching from the
according to the
supervisor in order
corrective action
to consistently
plan’s objectives
meet job
and timeline.
expectations.
Meets
Expectations
3
Performance
consistently meets
and sometimes
exceeds job
requirements. All
critical goals are
achieved. Results
are consistent with
those of a fully
trained, highly
competent
employee. Over
the past year has
made the expected
contributions to the
department.
Exceeds
Expectations
4
Performance
consistently meets
and frequently
exceeds job
requirements and
established goals.
Results frequently
exceed competent
peers in the same
or similar
positions. Over the
past year has made
a significant
contribution to the
department.
Outstanding
5
Performance and
demonstrated
expertise is
consistently at a
superior level.
Employee achieves
outstanding results
and models
effective behaviors
that are an
inspiration to
others. Over the
review period,
employee has
consistently made
exceptional or
unique
contributions to the
department.
Goal Setting
Goal setting is completed as part of the annual evaluation process.
As you review accomplishments and performance for the previous
period, you also set goals for coming year.
Both the employee and supervisor should agree on the goals.
 What’s a goal?
Specific statements that describe results to be achieved
 What’s a task?
The steps needed to accomplish a goal
 SMART Goals
Specific
Results Oriented
Measurable
Time Bound
Achievable
Evaluation Meeting Preparation
 What are the important items you want to discuss at the
meeting?
 Is there one central message or critical point to be
addressed?
 What questions do you have for the meeting?
 What do you want to get out of this meeting?
 In what ways will you actively contribute to a meaningful,
constructive and productive dialog?
At the Evaluation Meeting
 Make sure the time and place are planned; allow for
enough time; no interruptions; a comfortable setting.
 Be prepared. Know your goals for the meeting, have
examples ready.
 Listen. To have a full picture, you need the other person’s
perspective.
 Be candid—get to the point.
 Be constructive in feedback
The Five Levels of Listening
1.
Listening to UNDERSTAND
2.
Listening for APPLICATION
3.
Listening to TELL MY STORY
4.
Listening for JUDGMENT
5.
NOT Listening
Giving Feedback
Constructive Feedback is:
 descriptive of behavior and impact
 specific not general
 directed at behavior that can be changed
 interactive to ensure clear communication
 stated in the first person to assign responsibility
 based on observed behavior
 balanced
Receiving Feedback
 Breathe! – it helps the body to relax and the brain to focus
 Listen Actively to understand the other’s perspective
Paraphrase and Ask Questions to ensure you are accurately
receiving the intended message
 Take time to absorb what you heard
 Take responsibility for your actions and behavior
 Focus on the whole message, not just one or two aspects
Next Steps…
 Look at your goals regularly
 Meet with your supervisor regularly to review your
progress
 Notice and communicate changes in yourself and others
 Give feedback throughout the year
 Celebrate your successes
 Learn from your mistakes
 Keep in mind that this is a process – not an end in and of
itself