April 24, 2013
EVALUATION TRAINING
Brought to you by
BADS
Annual Performance Evaluations
Policy: Each year every full-time employee and every part-time regular employee of the college
shall be evaluated for his or her performance within his or her employment contract, job
description and specific work assignments.
Expected Outcomes from Effective Performance Evaluations:
· Improve communication between supervisor and employee
· Identify strengths and weaknesses for employee’s personal growth
· Provide for quality control
· Create a sense of equity in expectations across the unit
· Allow for an on-going evaluation
· Enable career development
· Provide feedback for reinforcing good performance
· Provide an opportunity to adjust goals and workload as needed
· Communicate clear expectations/objectives at all levels
Think about experiences with performance evaluations of your work.
Think about experiences with evaluating other’s performance.
Evaluation Timeline
Evaluation Training
April
Employees submit self-assessment to supervisors
by May 15
Supervisors:
 Prepare evaluations with employee input from the self-assessment
 Schedule evals for each direct report according to deadline charts
May 15-31
Evaluations completed and FY14 goal setting finalized
June
Second-Line Supervisors review departmental goals
June
All completed evaluations submitted to HR for scanning to HR Portales
July 5-15
Supervisors collect and give feedback (ON-GOING)
Mid-year Check-up:
Review and update campus, departmental and individual goals
July 1–June 30
January
Overview - Evaluation Process
Employee & First-Level Supervisor
· The supervisor reviews the employee’s self-assessment and incorporates this written feedback into the
evaluation the supervisor is preparing.
· Following the discussion, the supervisor will adjust, if necessary, the written evaluation to the employee for
review and signature by both, with a copy to be retained by each.
· In addition, the supervisor and employee will set performance expectations for the coming performance
evaluation period, and both will keep a copy for their reference throughout the year.
First-Level Supervisor & Second-Level Supervisor
· The current year’s signed evaluation form will be forwarded to the second-level supervisor for review.
· Following the first-level supervisor’s evaluation, the completed form will be forwarded to The Office of
Human Resources by the second-level supervisor to be placed in the employee's personnel file.
Second-Level Supervisor Procedure
· Review the entire department’s evaluations at one time to prepare for the first-level supervisor’s evaluation
as a supervisor.
· During the first-level supervisor’s evaluation, pose the following questions:
1. What accomplishments did the department make as a whole in the past year?
2. What are the professional development needs of the department, as a whole and individually?
3. What are the departmental goals for the upcoming year? How can I help you achieve them?
4. What are the personal supervisory goals of the first line supervisor?
5. When, in the next month, will you provide me with your individual and department goals for the next fiscal
year?
Recommendations for the
Evaluation Meeting
The Setting
 Give advance notice
 Prepare ahead
 Meet at a convenient location
 Keep the meeting private – no interruptions
 Meet during regular business hours
 Set aside 1 to 1 ½ hours
Body Language
 Sit Side-by-Side
 Make eye contact at least 80% of time
 Use comfortable body posture
 Be aware of “layers of authority”
 Use voice tone of mutual trust
 Keep in mind what people remember
 55% body language
 35% tone of voice
 10% actual words
Always conclude with a review of agreements, a “thank you” and a handshake.
Performance Ratings
How to Rate an Employee’s Performance
Evaluations are based on consistent patterns and behaviors, (not one time or
occasional) during the entire 12 month review period. Also, without written and agreed
upon goals that have guided the employee for the past year, you are unable to rate an
employee on anything outside their job description.
NOTE: Many employees feel their work is not appreciated if they receive a rating of 3 Satisfactory. Assure the employee that s/he is doing the job s/he was hired to do, in a
timely manner and with quality work. This is also an opportunity for you to share your
thoughts on how a “4” or “5” rating could have been achieved.
Performance Ratings (cont’d.)
Performance Rating 5 – EXEMPLARY
Examples: Exceptional high quality work, extensive knowledge, eager, takes initiative, self-starter, logical and decisive, enthusiastically accepts
suggestions, cooperative, goes out of the way to be helpful, greatly exceeds workload requirements, actively helps other departments in
addition to their job responsibilities, demonstrates concern for safety of others, clear understanding and demonstration of ENMU-Ruidoso
policy and procedures.
Performance Rating 4 – COMMENDABLE
Examples: Consistently worthy of praise; few revisions required, completes work on time with own initiative, supports suggestions and change,
promotes team work, accepts responsibility beyond normal requirements, dependable, strives to be helpful, frequently meets deadlines,
exercises care in following ENMU-Ruidoso policy and procedures.
Performance Rating 3 – SATISFACTORY
Examples: Consistently and fully meets requirements with a satisfactory performance, proceeds alone in performance of routine duties and
assignments, accepts suggestions and change, willing to compromise, willing to be helpful, usually meets deadlines, follows ENMU-Ruidoso
policy and procedures.
Performance Rating 2 – MARGINAL
Examples: Barely within the standard or quality expected. Requires training to improve job performance, work needs constant revision and
correction, needs excessive guidance and supervision to finish task, defers decisions to others, has difficulty accepting suggestions and change,
tends to be uncooperative, resists acceptance of responsibility, frequently unavailable, reluctantly helpful, miscommunicates creating more
problems, occasionally meets deadlines, needs more training in ENMU-Ruidoso policy and procedures.
Performance Rating 1 - INADEQUATE
Not enough or not good enough, failing to reach an expected or required level. Lack of knowledge, skills or willingness to meet required job
performance as defined in goals and job description.
Enforcement
 Supervisors who do not complete an evaluation of all
employees they supervise by the 15th of July shall be notified by
Human Resources in Portales to complete such evaluations.
 Failure of a supervisor to complete evaluation of all employees
by the last day in July may result in disciplinary action.
 If an employee’s evaluation has not been completed by the end
of July, the employee shall be justified in filing an appeal that
names his or her supervisor as a respondent.
Goal Setting
WHY? WHY? WHY?
Because…
• Completing the Goals and Duties section of the Annual Performance Evaluation is
required by ENMU for all employees.
More Importantly…
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Goals give us purpose and help focus our activity
Goals motivate and energize us
Goals help us stay proactive instead of reactive
Goals are the basis for decision making
Goals set standards for improvement
Goals enable us to measure progress
Goals connect us to ENMU as a whole
Consider This…
If you are having difficulty identifying your goals / team member goals…
Ask Yourself:
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What do I do every day to earn my paycheck?
Why does my job exist?
Why does my department exist?
What does the ideal future for my department look like?
Why does our ENMU Campus exist?
How can I improve myself, my department, ENMU-Ruidoso?
Time to get SMART
SMART Goals
 S–Specific
 M–Measurable
 A–Achievable
 R–Relevant
 T-Time-bound
SMART Stands For…
1. SPECIFIC
Describe your goal in as much detail as possible, the more clearly defined and precise, the better.
2. MEASURABLE
What is my target? How many? How much?
3. ACHIEVABLE
It means that YOU CAN complete the goal. It doesn't mean it will be easy, just that you there is going to be a
reasonable expectation of achieving each goal.
4. RELEVANT / REALISTIC
 Relevant means that the goal is important to you, to your department, to ENMU, to the Community.
 It's something that you genuinely want, that fits in with your values and beliefs, and that you are prepared to
work towards the goal.
 It is a goal that is challenging, yet it can be completed if well planned.
5. TIME-BOUND
 Put a deadline on achieving your goal.
 How long is it going to take?
Examples of Goals
General ~ Broad ~ Lofty
I want to have a lot of money $$$$
I want to write a book
Show up to work
Turn In Paperwork
Improve Time Management
Improve My Customer Service Skills
Examples of SMART Goals
General ~ Broad ~
Lofty
I want to have a lot
of money $$$$
I will to make one million within 10 years by starting an internet marketing business selling
professional development products to post-secondary institutions.
I want to write a
book
I will write a book, “University Professional Development,” that will be at least 200 pages
and complete by December 15th, 2014. I will write 3 pages every weekday.
Show up to work
I will get up daily at 6:00am, be at my office by 7:50am daily and miss no more than 3 days
in a 6 month period.
I will turn in Weekly Planner by 10am Monday mornings, Obligation Report on last Thursday
of each month, SESP Report on last Thursday of every quarter.
Turn In Paperwork
Improve Time
Management
Improve My
Customer Service
Skills
Specific ~ Results-Oriented ~ Action
I will respond to all emails and outstanding phone calls for the first and last half hour of
every work day. I will close my door from 9 to 11 every morning to process reports. I will
only hold open office hours from 1 – 3 daily.
I will complete KeyTrain online Customer Service Skills Training through NM Workforce
Connection by September 20th, 2013 and present HR with a completion certificate for my
personnel file.
FY14 Personal Goals
Set 3 SMART goals specific to your job or your professional development
Goal
Statements
Goal One:
Goal Two:
Goal Three:
Specific
Measurable
Achievable
Realistic
Timeline
What is the Big Picture?
FY 14 ENMU-Ruidoso Highlights of some selected Campus Goals
 Increase PHI THETA KAPPA Completion Initiative by 100% from
84 in 2013 to 168 by end of Spring 2014.
 Successfully implement the redesigned Development Education
courses through Student Services, tutoring, instruction and
partnering with ABE.
 Learn the criteria and how to track the data required for the
Aspen Institute.
Back on Track
Completion of Prior Year Goals
1.
2.
3.
4.
5.
6.
7.
Increase student success resulting in a lower percentage of courses
with D, F, W by 5%. NOTE: Of 207 courses offered in Fall 2012, 42%
reported more than 30% of the grades as DFW.
All full time faculty will use Early iQ/Back on track during Fall 2013
and at least 50% of Resource faculty by end of Spring 2014.
Increase the percentage of At Risk Students who complete
certificate of degree from ENMU Ruidoso by 10 % by end of Spring
2014.
Establish baseline date of students failing before midterm grades by
end of Spring 2014.
Increase the retention percentage of fulltime, first time students to
meet or exceed the state averages by end of Spring 2014.
Establish and implement Back on Track student Action Plans to
increase attendance.
Increase enrollment by 100 students by end of Spring 2014.
Instruction Goals
 Student Services to maximize the website for promotion of
streamlined and efficient procedures, list of all degree plans, a
career advising tool and get traffic to the website.
 Learn the process, identify resources and complete a Federal
Grant Application for a minimum of $1.5 million.
Expansion Goals
 Pass NMAAC “Community College District Expansion Act” in
the Spring 2014 Legislative Session.
 Increase efficiency, ease of use and security for the front of
the building.
Community Outreach Goals
 Visit each Lincoln county Middle and High School to assist with
apps for admissions & financial aid.
 Increase Native American enrollment from 89 Mescalero
students to 120.
 Foundation: Increase Foundation Scholarships from 30 (in 2013)
to 60 (in 2014).
Now for your FY14 Goal Challenge
 DEPARTMENTAL GOAL – As a department determine your
role in accomplishing a departmental goal.
 CAMPUS GOAL – Choose at least one highlighted goal that
falls outside your department to work towards as a team for
FY14
Department and Campus Goal
Goal
Statements
Department
Goal #4:
Department
Goal #5:
Campus
Goal #6:
Specific
Measurable
Achievable
Realistic
Timeline
Campus Values
1. Student-Centered Service
2. Integrity
3. Professionalism
4. Initiative
5. Forwarding the Mission and Goals of the Institution
6. Outreach
Campus Values
Criteria 2 – Campus Values
Rank each value, ranging from 1-5 (low to high) and provide examples how the individual exemplifies the values.
1. STUDENT-CENTERED SERVICE – Engaging students in conversations to clarify their needs, requests and issues and arranging for
them to meet the personnel who can assist. Modeling polite customer service interchange and responses to all students.
2. INTEGRITY – Understanding the importance of ethical behavior. Being relied upon to uphold policies and procedures, rules and
laws governing the institution.
3. PROFESSIONALISM – Speaking in a professional manner. Making sure the appearance of the office or work space is appropriate
for a college setting. Supporting advanced training on issues such as sexual harassment, communication patterns, conflict
resolution, etc. Seeking professional development opportunities for improvement.
4. INITIATIVE – Proposing new ideas for improvement, refining processes, making the campus more student-friendly, identifying
topics for professional development, volunteering for additional assignments, etc.
5. FORWARDING THE MISSION AND GOALS OF THE INSTITUTION – Helping or mentoring students in formal programs and
informally; knowing and working towards campus goals.
6. OUTREACH – Getting involved in campus initiatives or programs from other areas of the college. Volunteering to help students,
helping student transition to college, participating and attending student programs and events, having a can-do spirit.
Student Centered Service
Engaging students in conversation to clarify their needs, requests and issues and arranging for
them to meet the personnel who can assist. Modeling polite customer service interchange and
responses to all students.
Describe how this value was demonstrated:
Business Affairs: Brainstorming and collaborating with FA and Student Service to provide the best
service during financial aid disbursement and voids for non-payment at the beginning of the
semester
Physical Plant: Making sure the environment in which our students learn and the facilities staff and
faculty work in are always clean and presentable.
Student Services: When interacting with students tries to provide all the necessary information
and resources they may need to fully understand why they are taking the class and to make sure
they leave the Student Services satisfied with their choice of classes.
Community Ed: Working with students, faculty, staff and public on a daily basis to register, market,
and explain the different program offered through Community Ed.
IT: Working with students, faculty and staff to identify and resolve any IT issues the students may
have.
Integrity
Understanding the importance of ethical behavior. Being relied upon to uphold policies
and procedures, rules and laws governing the institution
Describe how this value was demonstrated:
 Reading, understanding, upholding, and complying with the different policies and
procedures of the institution and my department on a daily basis
 Taking pride in everyday duties and the resonsponsibility of representing ENMURuidoso on campus and in the community
 (*quick explanation from Amber)
 All departments
Professionalism
Speaking in a professional manner. Making sure the appearance of the office or work
space is appropriate for a college setting. Supporting advanced training on issues as
sexual harassment, communication patterns, conflict resolutions, etc. Seeking
professional development opportunities for improvement .
Describe how this value was demonstrated:
 Conducts yourself in a professional manner when interacting with faculty, staff,
students and public
 Understanding the importance of training for professional and self-improvement
and attending training when offered throughout the year
 All departments
Initiative
Proposing new ideas for improvements, refining processes, making the campus more
student-friendly, identifying topics for professional development, volunteering for
additional assignments, etc.
Describe how this value was demonstrated:
 Expressing and collaboration of ideas with resources. Continue revisions and
streamline of existing forms or policies used by department to make sure all
necessary information is being captured
 All departments
Forwarding the Mission & Goals of
the Institution
Describe how this value was demonstrated:
 Understanding the overall goals by the College President and mission statement in
the catalog. Knowing and understanding as an employee how our contributions can
achieve the goals set by the President, department, and your personal goals
 All departments
Outreach
Getting involved in campus initiatives or programs from other areas of the college.
Volunteers to help students, helping students transition to college, participating and
attending student programs and events, have a can do spirit
Describe how this value was demonstrated:
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Campus Challenge-Served on at least one committee
Safety and Security Council
Developing or partnering to create campus trainings
Festival of Lights float for ENMU-Ruidoso
Aspen Fest float for ENMU-Ruidoso
Annual Nogal Clean up
Relay for Life of Lincoln County
Cowboy Symposium: Information booth
Ruidoso Kite Festival
Activities not directly linked to the college but as an employee you are representing
yourself and ENMU-Ruidoso
 All departments
Feedback
 Let the Games Begin!
 I need four volunteers to step into the hall with Devonna.
 Devonna will give you your instructions.
Find the Ball:
An Exercise in Feedback
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OBJECTIVE: To experience different feedback "styles" and get a feel for the effects that they have upon the receiver. The lesson
that you're trying to drive is how specific feedback that is delivered in a positive way really does impact someone's performance.
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TIME FRAME: 15 Minutes
PROPS: one golf ball
INSTRUCTIONS:
Ask for 4 volunteers from the group. Copy their names onto a flipchart or white board, then inform them that they will be called
back into the room one at a time to search for a golf ball. Ask them to leave the room.
Coach the remaining participants about the process and their roles at each stage:
 Silent Feedback: when volunteer #1 enters the room, the participants are to remain completely silent and motionless.
 Negative Feedback: when volunteer #2 enters the room, all participants should give negative feedback, no matter how
close or far away the searcher is from the ball. Be sensitive to your group, but instruct them to give the kind of negative
feedback that they might hear back in the workplace when someone is dissatisfied with their performance (and with
certain audiences - rig hands, for example - this gets kind of raw ... make sure you know your group). Participants should
NOT respond to any requests for direction or assistance (except with derision).
 Positive Feedback: when volunteer #3 enters the room, all participants should give positive but non-specific feedback (e.g.,
"attaboy," "way to go," "I really like how you get after it," etc.), no matter how close or far away the searcher is from the
ball. Participants should NOT respond to any requests for direction or assistance (except with further exclamations of "you
can do it" or "we have faith in you").
 Specific Feedback: when volunteer #4 enters the room, participants should provide specific hints and suggestions for
finding the ball, without giving it away. They should respond to yes/no questions.
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“Negative” Feedback
Implied or Stated Examples
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I don’t know what I want, but I want something different
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If you don't want this job, I'll find someone who does.'‘
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I don't pay you to think.
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You’re late. You’re taking to long.
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Don’t you understand anything.
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How could you get that wrong?
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Don’t bring this back to me until its perfect.
Stop wasting time “researching” and get your job done.
I'll take your thoughts under advisement.
Who gave you permission to do that?
Drop everything and DO THIS NOW!
Don't bring me problems. Bring me solutions.
Sounds like a personal problem to me.
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I have some feedback for you, and everyone else feels the same way.
In these times, you're lucky to have a job at all.
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I pay your salary. That means you do what I tell you to do.
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I was here late last night, and on Saturday morning. Where were you?
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What did you think “other duties as assigned” means?
Attitude or Characteristics
 1. Yelling
 2. Fuzzy expectations
 3. Unwillingness to make
decisions
 4. Unreasonable demands
 5. Indirectness
 6. Ruling by fear
 7. Defensiveness
 8. Drama
“Positive” Feedback
 Makes people feel good, boosts
their self esteem and
confidence….
 …BUT it does not provide any
direction, guidance or support in a
task.
 1. Fuzzy expectations
 2. Indirect
Specific/Productive
Feedback
Supervisors To Do’s:
Employee’s To Do’s:
 Begin with the end in mind
 Be specific and precise and
detailed about exactly what the
employee did well.
 Start with the positive
 Ask for Solutions
 Ask for Feedback
 Acknowledge Progress
 Give praise in public
 Speak up and ask for the specific
help you need from your
supervisor.
 Be sincere, and use a genuine
tone of voice.
 Be timely.
 Bring your enthusiasm.
Volunteer Debriefing
 How did you feel while looking for the ball?
 What did you think/feel as a result of the feedback you received?
 How did the feedback you received affect your performance?
 What did the feedback you received prompt you to think/feel about
the other folk in the room who were giving it?
 If this was the type of feedback that you received every day, how
do you think it would impact your desire and/or ability to keep
yourself and your teammates safe.
Feedback
 http://www.youtube.com/watch?feature=endscreen&v=tZbuzDbBbqc&NR=1
 http://www.youtube.com/watch?v=995NYeu8yK8
Reflection for Supervisors
1. What incentives do I provide my direct reports to have job satisfaction when
“just” doing their job?
2. Does my department have clearly defined written goals that each employee is
aware of and working towards?
3. What challenges do my direct reports face in “Exceeding” my expectations?
4. What have I personally done to improve my abilities as a supervisor?
Thank You!
 For your participation today!
 For showing up with your team!
 For the “BADS” that worked so hard to bring this information to you!
 And a Double Thank you for the AMAZING FY14 goals you will set and for
working super hard to accomplish them!