Managing Employee Performance, Lecture notes of Performance Evaluation

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Human Resources

Training

Performance

Management Training

Module 2:

Managing Employee

Performance

Table of Contents

• Learning Objectives ...................................................................................
• Expectations Of You As A Leader ............................................................
• Setting and Communicating Expectations ..............................................
• Workplace Expectations ............................................................................
• Performance Expectations ........................................................................
• Coaching and Feedback ..........................................................................
• Performance Appraisal Guidelines ........................................................
• Employee Development ...........................................................................

Managing Employee Performance

Learning Objectives:

The focus of this training module is to:

 Describe the elements of a successful performance management system.

 Write workplace and performance expectations and standards utilizing a variety of tools.

 Utilize the Reinforcing and Redirecting feedback model for effective communication with employees.

 Describe the elements of an effective performance appraisal.

 Work with employees to define job training and career development goals.

Managing Employee Performance

The following diagram shows the cyclical nature of managing employee performance and various elements of the Performance Management Cycle:

Performance Expectations And Standards

Preparation For Appraisal

Performance Appraisal

Coaching and Ongoing Feedback

Position Descriptions

Developmental Planning

Managing

Performance is a

Cyclical,

Ongoing Process

Setting and Communicating Expectations

Leaders drive performance and accountability by helping people understand what is expected of them and gaining their commitment to achieving it. When leaders effectively set expectations, people feel more motivated to perform well because they see how their efforts make a difference.

Position Descriptions

Performance Expectations Developmental Planning And Standards Managing Performance is a Cyclical, Ongoing Process Enhanced employee productivity is closely related to an employee’s understanding of what’s expected of them. Without clear expectations employees can easily lose focus and managers will find it more difficult to manage work progress and results.

Lack of expectations can also create unnecessary surprises and misunderstandings during the annual performance appraisal.

There are two types of expectations that need to be identified and communicated with employees:

 Workplace Expectations, and

 Performance Expectations.

Performance Appraisal^ Coaching and OngoingFeedback

Preparation ForAppraisal

Performance Expectations

Workplace Expectations

Workplace Expectations are shared with all employees, typically in writing, and are directed towards behavior and conduct in the workplace.

Tools to Use When Creating Workplace Expectations

1. Western Oregon University Mission and Values
2. Western Oregon University policies and procedures
3. Oregon University System policies and procedures
4. Unit Guidelines and Desk Manuals
5. Employee Handbook
6. Position Descriptions
7. Current Union Contract

Tips to Consider

1. Actively listen – this will help to hear when the expectations may be misunderstood, not being followed, being followed, need to be re- communicated or need to be revisited.
2. Lead by example – when the management team follows the expectations, staff will more than likely do the same.
3. Recognize staff for meeting or exceeding the expectations.
4. Hold staff accountable – if staff aren’t held accountable to meet the expectation…then it is not an expectation.
5. Regularly communicate the expectations – use day to day interactions with staff to refocus on the expectations.
6. Carefully choose the method of communicating expectations. (E- mail, voice mail, letter, staff meeting, one on one, stand-up meeting, etc…). Cover the expectations in person and use e-mail only as a follow-up to put what was discussed in writing.

Performance Expectations

Performance Expectations are the basis for appraising employee performance. These expectations are written specifically for the employee based on their current workload and position description.

A shared understanding about what supervisors expect from employees is essential for employee success and for good supervisor-employee relations.

Without clear expectations, employees can waste effort doing work that has to be done over, waste time doing unneeded work, and worry about not knowing if they are doing the right things.

With clear expectations, on the other hand, employees understand why they are doing their work, what exactly they should be doing, and the relative importance of different parts of their jobs.

When performance is measured, performance improves.

~ Thomas S Monson

 Manner of Performance : describes conditions in which an individual's personal behavior has an effect on performance; e.g., assists other employees in the work unit in accomplishing assignments.

 Method of Performing Assignments : describes requirements; used when only the officially-prescribed policy, procedure, or rule for accomplishing the work is acceptable; e.g., 100A Forms are completed in accordance with established office procedures.

Third and finally , take the Essential Function identified in the Position Description and define how the employee would “meet expectations”.

For example:

Essential Function Meets Expectations Interview high volume of applicants and collect detailed information on financial history/status.

90% of applicant financial history/status is completed and recorded accurately.

Considerations to keep in mind:

1. Written performance expectations let you compare the employee’s performance with mutually understood expectations and minimize ambiguity in providing feedback.
2. Performance expectations exist whether or not they are discussed or put in writing. When you observe an employee’s performance, you usually make a judgment about whether that performance is acceptable. How do you decide what’s acceptable and what’s unacceptable performance?
3. Establishing a baseline for measuring performance allows the supervisor to provide specific feedback that describes the gap between expected and actual performance.

Coaching and Feedback have many important applications

and functions:

- To improve performance  Look for patterns in the employee’s behavior. If you see a performance problem or a potential performance problem, determine if the employee understands what is expected, what obstacles might be preventing good performance, and whether there is a lack of skills, training, or motivation. - To maintain standard performance  Give praise to keep performance on track.  If the person wants to expand skills, allow for appropriate training. - To encourage employees to exceed performance standards  Praise to keep performance on track.  Provide training to expand skills.  Mentor for increased responsibility.  Assign special projects, when possible. - To assist employees in developing new skills  Provide training.  Give feedback to reinforce learning.

There are two types of feedback: Reinforcing and Redirecting.

1. Reinforcing feedback identifies job-related behaviors that contribute to individual, group and organizational goals and encourages the employee to repeat and develop them. In other words, use reinforcing feedback to tell employees what they are doing right. 2. Redirecting feedback identifies job-related behaviors that contribute to individual, group and organizational goals and helps the employee to develop alternative strategies. In other words, use redirecting feedback to highlight a gap between expected performance and actual performance.

The Reinforcing Feedback Conversation (Four Steps)

1. Intention Be clear with yourself so you can be clear with your employee. The purpose of the reinforcing conversation is to acknowledge behavior you want to see continued.
2. Description Describe specifically the actions or communication you are reinforcing. If the behavior can be seen or heard, it can be repeated:

Do Not Generalize: e.g. “…doing a good job.”

Be Specific: e.g. “…meeting the deadline, catching the miscalculation, acknowledging others.”

3. Effect of Behavior Tell the employee how their behavior contributes positively to the work or workplace. For example, “Your calm reply reduced the chance of conflict.”
4. Appreciation Tell the employee you appreciate the behavior and its positive impact. Thank them, if this feels appropriate or fits your style.

Second: “Is there anything that is going to get in your way of being able to accomplish ________?”

4. Ask the “First Big Picture” Question “Was there something that prevented you from/caused you to ____?”

Listening carefully to the response will give you details on the circumstances.

5. Expectation Tell the employee specifically what you want to hear or see them do in the future. For example, “From now on, when you have a disagreement with a co-worker, I expect you to find a place to discuss it calmly without raised voices, so that the public and other workers are not affected by the discussion.”
6. Ask the “Second Big Picture” Question “Is there anything that is going to get in your way of being able to make this happen?”

This question can give you information on the employee’s point of view and ways you can help assure their success in redirecting the behavior.

7. Appreciation Tell the employee you appreciate their listening to you and look forward to seeing the new behavior and its positive impact. Thank them for their time.

Feedback Tips

 People who are unmotivated to listen:

Respond by ‘contracting’ on how to engage in feedback. Two-way agreement involves both parties.

 People who are uncommitted to action:

Respond by linking the feedback to the goals of the organization.

 People who are angry or upset:

Respond by showing empathy; acknowledge the emotion; give permission; give space and time; proceed gradually; partial acknowledgement, if appropriate.

 People who disagree with you:

Respond by giving facts, examples and evidence. Explain the consequences if they disagree there is a problem.