According to Supervisors. .
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Take too long to write.
People only want good news.
It’s about “Show me the money!”
Don’t improve performance.
Employees say. . .
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Never get one or it’s late.
All checkmarks and no examples.
No guidance about what to do differently.
No link between performance and pay.

Why Write Performance Reviews?
• Opportunity for formal written feedback and dialogue about
development.
• Emphasize a “performance” culture.
• Reinforce expectations & recognize achievement of them.
• Generate documentation and a record (+ and -).
• Justification for employment decisions.
Performance reviews should clarify:
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What is expected of me?
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Why is it important?
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How am I doing?

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Performance Management
Continuous interaction
Part of the ongoing “routine”
Ongoing development
Observations with feedback for small incremental changes
“Real-time” here-and-now orientation
COACHING
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Performance Review
Singular meeting (2x’s/yr)
“Dedicated” time
Development “plan”
Summarizes results against expectations
Documentation of past events
EVALUATION

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Contrast/Comparison
Central Tendency
Familiarity/Similarity
Halo/Horns Effect
Recency
Length of Service
Prior Reviews

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Keep a record of examples & samples.
Note successes and lessons learned.
Document as events occur.
Note dates, times, objective measures.
Include important items, not every routine action.
“Deliberative” notes & samples.
Copy & paste: emails, portions of electronic documents, sample work.
You have the opportunity to influence your review by what you choose to write and how you write it!

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Provide specific examples or quantitative, measurable information to demonstrate progress compared to a target.
Give more examples of important information as evidence for a very high (Top) rating or for a very low
(Requires Improvement) rating.
Use different examples for each goal/ expectation/competency.
Keep your comments descriptive and succinct. (Focus on facts & measures. No generalities, labeling or personality traits.)
Use correct grammar, punctuation, spelling. OR, a bulleted list of accomplishments if there are several instead of a narrative paragraph.

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Objective quality-quantity-date information that directly supports the level of attainment.
Description of specific related activities; references to a work sample, project, incident.
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Specific examples that show obvious connection to each competency.
Incorporate phrases from Appraisal Wizard along with a specific incident involving you.
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General summary regarding the level of performance.
Reiteration of key positive highlights/ progress achieved.

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“This young lady has delusions of adequacy.”
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“Works well when under constant supervision and cornered like a rat in a trap.”
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“He brings a lot of joy whenever he leaves the room.”
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“Got a full six-pack but lacks the plastic thing to hold it all together.”

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Opinion or Vague
-Self-
I am organized and efficient in performing my daily tasks in a timely manner.
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Fact (Specific)
-Self-
Utilize a “5 Top Priorities” list to plan my daily tasks and accomplished all assignments on or before requested deadlines.
Reorganized electronic folders in June 2010 by project areas to enable faster retrieval.
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Improved quality & satisfaction of learning programs in 2010.
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Increased 2009 program fillrate to 95% vs. avg of 67% in
2008. Overall rating average of 9.7 vs. 8.3 during same time.
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Supervisor Comment
Disorganized and does not multi-task well.
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Supervisor Specific Comment
Filing items by project name and on department drive will enable faster retrieval/updates by Pat & others despite phone/people interruptions
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Negative Tone
-Supervisor-
Fails to follow customer request instructions which causes customer problems.
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Instructive Tone
-Supervisor-
Needs to read all information on request form & obtain customer confirmation of plan before executing event details.
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Rater Bias
-Self-
“Received excellent patron feedback on
Fall performance series. ( Recency)
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Specific Examples
-Self-
Consistently increased patron satisfaction ratings from Winter (7.2) to Spring (7.9) to Fall (9.1) by implementing patron suggestions noted on evaluations.

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TOP
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Exceeds expectations in most aspects of the job frequently.
Goes above and beyond what is asked.
Thinks ahead. Is proactive. Seeks improvement.
Solves problems independently.
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VALUED
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Meets expectations in all major aspects of the position and exceeds some.
Sometimes goes beyond what is asked.
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Takes initiative to solve problems.
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Seeks learning and improvement.
DEVELOPING
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New to the position or some duties are new.
More training/learning is needed to be fully performing all aspects of the job at the desired level.
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Performance does not meet expectations for fully experienced person.
DEVELOPING
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New to the position or some duties are new.

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People rarely remember what they are told.
What they remember usually wrong.
WRITTEN COMMENT Sections
Strengths: Describe TWO things they do well.
Development Areas: Name ONE area they need to improve and ONE item they need to learn or develop further.
Action Steps: Describe ONE to THREE specific actions they need to take to achieve the next level of performance.
Overall Comments: Describe their value to the organization