Developing and Keeping Good Employees: Job
Descriptions &Performance Appraisals
Presented by
Nacole Guyton
Grantee Specialists
RIV T/TA Network
Prepared for the Office of Head Start by ICF International
1
Job Description Agenda
•
•
•
•
•
•
•
Head Start Performance Standards
Job Description Defined
Defining Job Specifications
Job Descriptions vs. Position Descriptions
Writing Job Descriptions
Elements of a Job Description
Advantages of Effective Job Descriptions
Prepared for the Office of Head Start by ICF International
2
Head Start Performance Standards
• 1304.52 Human resources management.
• (a) Organizational structure.
• (1) Grantee and delegate agencies must establish
and maintain an organizational structure that
supports the accomplishment of program objectives.
This structure must address the major functions and
responsibilities assigned to each staff position and
must provide evidence of adequate mechanisms for
staff supervision and support.
Prepared for the Office of Head Start by ICF International
3
Head Start Performance Standards
1304.52 Human resources management.
• (2) At a minimum, grantee and delegate agencies
must ensure that the following program
management functions are formally assigned to and
adopted by staff within the program:
• (i) Program management (the Early Head Start or
Head Start director); (ii) Management of early
childhood development and health services,
including child development and education; child
medical, dental, and mental health; child nutrition;
and, services for children with disabilities; and
Prepared for the Office of Head Start by ICF International
4
Job Description Defined
• A job description is a written description of a
job which includes information regarding the
general nature of the work to be performed,
specific responsibilities and duties and the
employee characteristics required to perform
the job.
Prepared for the Office of Head Start by ICF International
5
Job Specifications
• Job specifications are the personal/individual
requirements expected from the employee.
• They list any educational requirements,
desired experience and specialized skills or
knowledge required.
• Job specifications complement job
descriptions.
Prepared for the Office of Head Start by ICF International
6
Examples of Job Specifications
Education
• Masters Degree in Educational Leadership or Early Childhood Education, or
related field, and a minimum of three years professional leadership
management and/or supervisory experience.
• Significant experience in administration, including balancing regulatory
requirements with budget constraints and growing community needs. Head
Start/Early Head Start experience preferred.
• Strong knowledge of theories and practices of Early Childhood
Education/Development and Family/Social Services.
• Experience in design and delivery of training.
Prepared for the Office of Head Start by ICF International
7
Knowledge, Skills and Abilities
• Sustained concentration and ability to handle multiple tasks often
simultaneously.
• Significant diagnostic and problem solving skills.
• Ability to direct and assess the performance of program supervisors and
consultants.
• Ability to handle highly stressful and sensitive situations in a
professional manner.
• Ability to work independently and maintain professional boundaries and
confidentiality.
• Frequent sitting for long periods using computer keyboard, telephone
and other office machines.
• Strong organization and time management skills, ability to meet tight
deadlines.
Prepared for the Office of Head Start by ICF International
8
Job Descriptions vs. Position
Descriptions
 Job descriptions document the general nature of the
work to be performed. They include general
responsibilities and duties as well as the employee
characteristics required. They are used for job
classification and as a basis for position descriptions.
• Position descriptions customize responsibilities to
departmental needs including supervisory
relationships. They focus on outcomes and
accountabilities rather than duties. They define the
employee’s specific duties and are used to manage
performance.
Prepared for the Office of Head Start by ICF International
9
Writing Job Descriptions
• Focus solely on the job.
•
•
•
•
•
– Avoid the “wish list” of skills or personality traits.
– Focus on the work not the person.
Use action verbs
Use clear, concise and easily understood language
Allow for flexibility
Consider future organizational needs:
– Keep in mind the changing needs of the organization to help identify
gaps in workforce.
– Speak with managers/major decision makers to determine future hiring
needs.
List job tasks by priority
– Organize the list from most essential tasks to least essential tasks.
Prepared for the Office of Head Start by ICF International
10
Action Verbs
•
•
•
•
•
•
•
•
•
•
•
•
•
Accumulate
Administer
Advise
Allocate
Approve
Collaborate
Collect
Communicate
Compile
Conduct
Consult
Counsel
Create
Prepared for the Office of Head Start by ICF International
•
•
•
•
•
•
•
•
•
•
•
•
•
Delegate
Deliver
Develop
Direct
Distribute
Draft
Edit
Educate
Establish
Estimate
Formulate
Furnish
Gather
11
Action Verbs
•
•
•
•
•
•
•
•
•
•
•
•
•
Guide
Interact
Invent
Issue
Manage
Market
Motivate
Negotiate
Obtain
Order
Participate
Plan
Present
Prepared for the Office of Head Start by ICF International
•
•
•
•
•
•
•
•
•
•
•
•
•
Provide
Reconcile
Recruit
Research
Review
Solicit
Solve
Submit
Supervise
Supply
Test
Train
Translate
12
Writing Job Descriptions
• Be specific
• Avoid any reference to protected class or
prejudicial language (i.e., race, color, gender,
nation origin, disability, etc.).
– Example of what to avoid: Heavy lifting required - only
male candidates may consider this position or
bilingual ability required – only Hispanics will be
considered.
• Have reasonable expectations
• Setting the “bar” too high or too low can affect candidate pool.
Prepared for the Office of Head Start by ICF International
13
Writing Job Descriptions
• Be consistent
– Define terms like “may,” “occasionally,” and
“periodically”.
• Obtain input from others
– Solicit information from employees,
managers/supervisors, etc.
• Include a miscellaneous clause (i.e., other
duties as assigned)
Prepared for the Office of Head Start by ICF International
14
Elements of a Job Description
• Title
– Communicates the level, responsibility and type of
work.
– Use titles that are common in your industry.
• Employment status
– Full-time, Part-time, Temporary.
• FLSA status (exempt or nonexempt)
Prepared for the Office of Head Start by ICF International
15
Elements of a Job Description
• Location:
– Address and/or city where job will be located.
– Include information if position does not report to
a specific location.
Prepared for the Office of Head Start by ICF International
16
Elements of a Job Description
• Duties/responsibilities:
– List duties/tasks:
• Major or minor
• Include essential functions of the job
– Include knowledge, skills and abilities necessary to
perform job.
– Incorporate decision-making requirements.
– Add scope of authority (i.e., hiring/firing).
– Include description of complex tasks.
Prepared for the Office of Head Start by ICF International
17
Elements of a Job Description
• Qualifications
– Work experience:
• Years in field required.
• Include information if years of experience will be considered.
– Education:
• High School Diploma or equivalent, BA/BS, MBA, PhD, etc.
• Include information if equivalent combination of education and/or
work experience (as opposed to education only) will be
considered.
– Certifications:
• Examples: PHR/SPHR/GPHR, Certified Nursing Assistant, Certified
Public Accountant, Certified Compensation Professional, Certified
Financial Planner, Certified National Real Estate Agent, Electrician,
etc.
Prepared for the Office of Head Start by ICF International
18
Elements of a Job Description
• Qualifications (cont’d):
– Licenses:
Examples: Doctors, Nurses, Lawyers,
Dietician/Nutritionist, etc.
– Desired work traits (ability to work independently, etc.)
– Computer skills
– Communication/Interpersonal skills
• Special considerations (working conditions):
– Physical requirements
– Travel
– Work hours (on-call, overtime consideration, etc.)
Prepared for the Office of Head Start by ICF International
19
Advantages of a Well-Written Job
Description
• Establishes responsibilities
• Establishes performance guidelines
• Limits legal exposure to issues such as equal
opportunity and discrimination laws
• Aids in the establishment of the Fair Labor
Standards Act (FLSA) classification (exempt vs.
nonexempt)
• Helps to establish pay levels
Prepared for the Office of Head Start by ICF International
20
Advantages of a Well-Written Job
Description
• Helps to manage employee expectations
• Serves as tool for recruitment and employee
selection
• Assists in determinations of Americans with
Disabilities Act (ADA) reasonable
accommodation
• Assists with employee career development
• Supports the succession planning process
Prepared for the Office of Head Start by ICF International
21
Principals to Remember
Do
•
•
•
•
•
•
•
•
Give realistic and descriptive job titles
Identify the FLSA exempt or non Exempt status
Keep the summary brief
List primary duties, tasks and responsibilities
Identify essential job functions
Review the KSA’s and make sure they are job related
Secure approval and dates
Include appropriate disclaimers
Prepared for the Office of Head Start by ICF International
22
Principle to Remember
Don’t
• Include demeaning titles
• Include gender-specific titles
• Include percentages
Prepared for the Office of Head Start by ICF International
23
Quiz
What is a job description?
• A job description is a written description of a
job which includes information regarding the
general nature of the work to be performed,
specific responsibilities and duties and the
employee characteristics required to perform
the job.
Prepared for the Office of Head Start by ICF International
24
Quiz
What are some tips to consider when writing a
job description?
• Focus on the job, use action verbs, allow
flexibility, consider future department needs,
avoid reference to protected class or
prejudicial language, etc.
Prepared for the Office of Head Start by ICF International
25
Quiz
What is included in a job description?
• Title, Employment Status, FLSA Classification,
Location, Duties, Qualifications, Education,
Certification, Licenses and Special
Considerations.
Prepared for the Office of Head Start by ICF International
26
Quiz
Why it is important to have well-written and
updated job descriptions?
• To help establish duties, performance
guidelines, recruit for vacancies, establish pay
levels, limit legal exposure, career
development, etc.
Prepared for the Office of Head Start by ICF International
27
Performance Appraisals Agenda
• Performance Appraisal Defined
• Purpose of Performance Appraisals
– Head Start Requirements
• Goals of Performance Appraisals
• Advantages of Performance Appraisals
• Types of Performance Appraisals
• Models of Performance Appraisals
• The Performance Discussion
Prepared for the Office of Head Start by ICF International
28
What the Experts Say
“For many employees, a face-to-face
performance review is the most stressful work
conversation they’ll have all year. For
managers, the discussion is just as tense.
‘What a performance appraisal requires is for
one person to stand in judgment of another.
Deep down, it’s uncomfortable’,”
--Dick Grote, author of How to Be Good at
Performance Appraisals.
Prepared for the Office of Head Start by ICF International
29
Staff Performance Appraisals Defined
A written, objective evaluation of each employee
that is conducted at least annually. It contains
an assessment of the employee’s ability to
carry out stated responsibilities and success in
implementing last year’s performance goals.
The review is seen as an opportunity to set
new, mutually agreed-on goals for maintaining
and improving performance and for the
employee’s professional development.
Prepared for the Office of Head Start by ICF International
30
Prepared for the Office of Head Start by ICF International
31
Head Start Performance Standards
• 45 CFR 1304.52(i) Staff Performance
Appraisals
All Head Start staff should be actively engaged
in a process of professional development.
Annual performance reviews provide an
opportunity for staff and supervisors to meet,
discuss, and assess progress; define training
and developmental needs; and set new
professional goals.
Prepared for the Office of Head Start by ICF International
32
Head Start Performance Standards
• 45 CFR 1304.52(i) require grantees and delegate
agencies to conduct at least an annual performance
appraisal of each staff member. (i) Staff performance
appraisals. Grantee and delegate agencies must, at a
minimum, perform annual performance reviews of
each Early Head Start and Head Start staff member
and use the results of these reviews to identify staff
training and professional development needs,
modify staff performance agreements, as necessary,
and assist each staff member in improving his or her
skills and professional competencies
Prepared for the Office of Head Start by ICF International
33
Performance Appraisals
In the 2009 report to Congress regarding performance
review results for that year, 14% of the Head Start
programs reviewed were cited for performance
appraisals.
Prepared for the Office of Head Start by ICF International
34
Goals of Performance Appraisals
• To provide the opportunity for the supervisor and
employee to assess the employee’s past
performance.
• To help assess the quality and quantity of work
performed by staff members.
• To allow for continuous communication between
supervisor and employee about job performance.
Prepared for the Office of Head Start by ICF International
35
Goals of Performance Appraisals
• To offer the supervisor and employee the
opportunity to develop a set of expectations for
future performance.
• To provide for future development of the employee.
• To provide supporting documentation for pay
decisions, promotions, transfers, grievances,
complaints, disciplinary actions and terminations.
Prepared for the Office of Head Start by ICF International
36
Effective Appraisal Systems
• Define performance
expectations
• Describe measurement
tools
• Use a rating system
• Cover specific examples
• Set measurable goals
Prepared for the Office of Head Start by ICF International
37
Advantages of an Effective Appraisal
System
• Defines job duties
• Identifies work products that result from job duties
• Describes knowledge, skills and abilities (KSAs)
needed to perform job
• Identifies the value of each duty
• Job duties relate to performance expectations
• Legal protection
• Motivation system
Prepared for the Office of Head Start by ICF International
38
Appraisals Cycles Should Be
Consistent
Prepared for the Office of Head Start by ICF International
39
Traditional Appraisal Cycles
Prepared for the Office of Head Start by ICF International
40
Performance Measurement
Systems can be:
• Numerical
• Textual
• Management by Objective (MBO)
• Behavior oriented
Prepared for the Office of Head Start by ICF International
41
Performance Measurements
At a minimum the performance measurement should
provide:
• A clear sense of direction.
• An opportunity for employees to participate in
setting the goals and standards for performance.
• Prompt, honest, and meaningful feedback
• Immediate and sincere reinforcement.
Prepared for the Office of Head Start by ICF International
42
Performance Measurements
At a minimum the performance measurement should
provide:
• Coaching and suggestions for improving future
performance.
• Fair and respectful treatment.
• An opportunity for employees to understand and
influence decisions that will affect them.
•.
Prepared for the Office of Head Start by ICF International
43
Types of Appraisal Systems
• There are several different types of
performance appraisal strategies to choose
from.
• Knowing there are options available should
give you the flexibility to find the right type of
appraisal method for your organization.
Prepared for the Office of Head Start by ICF International
44
Types of Appraisal Systems
• The 360-Degree Appraisal
This method of appraisal involves allowing
other employees to fill out a questionnaire
detailing their experiences with a specific
employee. The feedback of peers can be
reviewed by the manager and considered
during the appraisal.
Prepared for the Office of Head Start by ICF International
45
Types of Appraisal Systems
• General Performance Appraisal
This appraisal method involves ongoing
communication between the manager and
employee throughout the entire year.
• At the end of the year you’ll determine
whether the pre-set goals and objectives were
met, provide feedback, and set new goals.
Prepared for the Office of Head Start by ICF International
46
Types of Appraisal Systems
• Technological/Administrative Performance
Appraisal
The technological or administrative
performance appraisal focuses more on
technical skill than anything else because
these employees have specialized tasks.
They’re judged on specific skills, the amount
of work they produce/complete, and a variety
of other tasks.
Prepared for the Office of Head Start by ICF International
47
Types of Appraisal Systems
• Manager Performance Appraisal
Managers must go through the appraisal
process as well. This type of appraisal usually
covers both job skill as well as human
resource skill, as most managers usually have
clients to keep happy as well as a team to
keep organized. Most often a manager
appraisal will include feedback from team
members, usually obtained anonymously.
Prepared for the Office of Head Start by ICF International
48
Types of Appraisal Systems
• Employee Self-Assessment
This type of appraisal is one of the most
dreaded by employees as no one seems to
enjoy rating themselves.
• Most often the self-assessment is compared
to an assessment completed by the manager
and then discussion regarding the differences
follows.
Prepared for the Office of Head Start by ICF International
49
Types of Appraisal Systems
• Management by Objectives (MBO)
The essence of MBO is participative goal setting, choosing
course of actions and decision making. An important part of
the MBO is the measurement and the comparison of the
employee’s actual performance with the standards set.
• Ideally, when employees themselves have been involved with
the goal setting and choosing the course of action to be
followed by them, they are more likely to fulfill their
responsibilities.
Prepared for the Office of Head Start by ICF International
50
Types of Appraisal Systems
• The basic principle behind Management by
Objectives (MBO) is for employees to have a
clear understanding of the roles and
responsibilities expected of them.
• They can then understand how their activities
relate to the achievement of the
organization’s goal.
• MBO also places importance on fulfilling the
personal goals of each employee.
Prepared for the Office of Head Start by ICF International
51
Advantages of MBO
• Motivation – Involving employees in the whole process of goal
setting and increasing employee empowerment. This increases
employee job satisfaction and commitment.
• Better communication and Coordination – Frequent reviews and
interactions between superiors and subordinates help to
maintain harmonious relationships within the organization and
also to solve many problems.
• Clarity of goals
• Higher Commitment--Subordinates tend to have a higher
commitment to objectives they set for themselves than those
imposed on them by another person.
• Alignment of Objectives: Managers can ensure that objectives of
the subordinates are linked to the organization’s objectives.
Prepared for the Office of Head Start by ICF International
52
Models of Performance Appraisals
Prepared for the Office of Head Start by ICF International
53
Models of Performance Appraisals
Prepared for the Office of Head Start by ICF International
54
Models of Performance Appraisals
Cornell’s Performance
Management Process
Prepared for the Office of Head Start by ICF International
55
Models of Performance Appraisals
Prepared for the Office of Head Start by ICF International
56
SOLAR
• SOLAR is an online tool that can be used to help local
Head Start/Early Head Start programs establish staff
development priorities and develop T/TA goals.
• The Profiler is a database that provides skill profiles
on employees’ mastery of skills required for their
position.
• You can score and create an online Staff Skill Profile
for 6 categories of positions, such as classroom staff
for preschool and infant/toddler; managers and
supervisors, support staff.
Prepared for the Office of Head Start by ICF International
57
SOLAR
Prepared for the Office of Head Start by ICF International
58
Prepared for the Office of Head Start by ICF International
59
Prepared for the Office of Head Start by ICF International
60
Prepared for the Office of Head Start by ICF International
61
Prepared for the Office of Head Start by ICF International
62
Prepared for the Office of Head Start by ICF International
63
SOLAR
• Once you complete scoring and entering your
staff profiles, the Profiler allows you to
generate reports on staff members’ skill levels
across the program.
• http://eclkc.ohs.acf.hhs.gov/hslc/ttasystem/operations/solar
Prepared for the Office of Head Start by ICF International
64
Documenting Performance
• Make sure documentation is objective
• Document performance of all employees
• Provide complete and accurate
information
• Document performance on a
regular basis
Prepared for the Office of Head Start by ICF International
Preparation for Feedback
• Keep a weekly log of individual’s performance.
– Reduces chances of rating errors
– Makes writing up an evaluation simpler
– Gives support to the rating
• Preparation should not begin a week or two before discussion
takes place; it should begin earlier.
• Allow sufficient time to write the evaluation.
– Time to review and possibly revise
Prepared for the Office of Head Start by ICF International
66
Preparation for Feedback
• Setup an agreed upon time for the discussion convenient for
both parties.
• Be Prepared!
– Know what you are going to say
– Decide some developmental opportunities before the
interview
• Arrange the room in a way that it will encourage discussion.
– Limit barriers between yourself and the employee
– No phone calls or interruptions during interview.
Prepared for the Office of Head Start by ICF International
67
Preparation for Feedback
• Set the subordinate at ease:
– Let the individual know the interview will be a two way
process. Neither party should dominate the discussion
• Discuss each dimension separately
– Get employees impression of themselves first.
– Explain yourself and your position
– If there problems in performance exist, try together to
determine the cause
– This will help point out action plans to resolve those
problems
Prepared for the Office of Head Start by ICF International
68
Preparation for Feedback
• Together setup action
places to correct any
problems
– Be specific about the
who, what, and when
– Be sure to provide some
kind of follow-up or
report back
• Close the interview on an
optimistic note.
Prepared for the Office of Head Start by ICF International
69
Communication Suggestions
• Do not control the interview
– Make it two ways
– Ask open-ended questions rather than submitting your
own solutions
• Stress behaviors and results rather than personal traits
– Say “I noticed that your weekly report has been one or
two days late this last six weeks,” rather than, “You tend
to be a tardy, lazy person.
Prepared for the Office of Head Start by ICF International
70
Communication Suggestions
• Show interest and concern
• Allow the subordinate to finish a sentence or thought.
– This includes being receptive to the subordinate’s
own ideas and suggestions.
• Be supportive - you’ve invested a lot in him or her.
• Set specific, not general, goals to be achieved
Prepared for the Office of Head Start by ICF International
71
Communication Suggestions
• Meet in a private place with the employee.
• Provide a non-threatening environment.
• Give the employee concrete examples of work
behavior that contributed to the rating.
• LISTEN!!
• Discuss problems hampering performance and work
together on solutions.
Prepared for the Office of Head Start by ICF International
72
How can I avoid upsetting my
employees with this process?
• Treat them consistently.
• Keep good documentation.
• Address performance problems when they occur. Don’t
wait until the interview to inform them. No surprises!
• Be supportive. Remain objective. Don’t play favorites.
• Be prepared for the interview.
Prepared for the Office of Head Start by ICF International
73
Principles to Remember
Do
• Make it clear at the beginning of the year how you’ll
evaluate your employees with individual
performance planning sessions
• Give your employees a copy of their appraisal before
the meeting so they may have their initial emotional
response in private
• Deliver a positive message to your good performers
by mainly concentrating on their strengths and
achievements during the conversation
» Bloomberg Business Week Management
Prepared for the Office of Head Start by ICF International
74
Principles to Remember
Don’t
• Offer general feedback; be specific on behaviors you
want your employee to stop, start, and continue
• Talk about compensation during the review; but if
you must, divulge the salary information at the start
of the conversation
• Sugarcoat the review for your poor performers; use
the face-to-face as an opportunity to demand
improvement
» Bloomberg Business Week Management
Prepared for the Office of Head Start by ICF International
75
Prepared for the Office of Head Start by ICF International
76
Resources
• http://www.eclkc.ohs.acf.hhs.gov/hslc
• Society for Human Resource Management
(SHRC)
Prepared for the Office of Head Start by ICF International
77
Questions & Comments
Prepared for the Office of Head Start by ICF International
78