the performance management guide.final version.pdf

7/28/2019 The Performance Management Guide.Final Version.pdf

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The PerformanceManagement Guide

A guide to planning and managing performance forColumbus State Community College


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PURPOSEPURPOSEPURPOSEPURPOSE OF THIS MANUALOF THIS MANUALOF THIS MANUALOF THIS MANUALThis guide is intended to be used by all Columbus State Community College (CSCC)

administrators and staff covered by the PERFORMs initiative. It provides directions, tips, andresources for effectively managing your own or others performance at Columbus State.

TABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTS

Philosophy and Rationale3

CSCC Approach to Performance Management..4

Performance Planning.5

Performance Cycle...5

Completing a Planning Guide.6

Employee Vision of the Future...6

Job Descriptions...7

Key Responsibilities.7

Operational Goals.8

Competencies.10

Professional Development Goals.12

Service Goals..13

Mid-Year Progress Discussion.14

Performance Reviews15

Self-Reviews15

Summary of Success Narrative18

Completing an Annual Review.19

Preparing for the Annual Review Meeting: For Supervisors...22

Preparing for the Annual Review: For Employees....24

Rating Scale25

The Probationary Review..26

Key Terms27


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Philosophy and RationalePhilosophy and RationalePhilosophy and RationalePhilosophy and Rationale

Columbus State Community College recognized the need to attract and retain talentedadministrators and staff to achieve its strategic goals. In 2005 a cross-campus committeereviewed its compensation system and a survey of employees was completed. The result wasa broad banding compensation system which reduces the number of job classifications, butincreases the size of pay ranges.

The survey also showed that employees wanted to be compensated and recognized for threemain areas:

1. performance/merit

2. professional development/competency

3. years of service (productivity)

These three criteria form the basis for the compensation philosophy CSCC uses to connectcompensation with performance in what is known as a pay-for-performance system. Thiscompensation system will be implemented during the 2009-2010 performance year.


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CSCCCSCCCSCCCSCC Approach toApproach toApproach toApproach to PerPerPerPerformance Managementformance Managementformance Managementformance Management

To ensure that performance management is approached in a comprehensive and consistentmanner across campus, an initiative called PERFORMs was launched in 2008 to create aframework for processes, procedures and employee development. PERFORMs is an acronymwhich stands for Program for Employee Recognition Founded on Opportunities, Results andMeasures.

The key concepts guiding this approach are:

Partnership between supervisor* & employee

Defining outcomes & clarifying expectations

Providing coaching & regular feedback

Identifying development needs & opportunities

Creating an environment of accountability and commitment

Recognizing & celebrating success

To assist with documentation of performance, an electronic performance management systemwas developed. It is housed in the COOL system, also used for tracking of the hiring processand position descriptions. The performance management of each employee using COOL istied to his or her position description.

The performance management process in the COOL system is completed in three steps;planning, mid-year and annual review. Performance planning is done using a Planning Guide.Half way through a performance year, a Mid-Year Progress Discussion is completed todocument progress toward the plan and make necessary adjustments. Finally, an AnnualReview that includes an employee Self-Review and documents accomplishments and ratesoverall performance for the year.

This system retains all documents for historical purposes and provides a consistent format fordocumenting performance throughout the year.

* Supervisor in this manual is a general term that refers to anyone who is in asupervisory role with an employee at any level in the organization. It is notnecessarily a position title.


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Performance PlanningPerformance PlanningPerformance PlanningPerformance Planning

Performance planning is an important part of the strategic planning process in anyorganization. It is where the organizational plan meets and directs the day-to day work ofindividual employees. It is important that during this step all employees have a clearunderstanding of how their work contributes to the overall mission and strategic goals.

Research has shown that individuals are most successful when they are clear about what theyare expected to do. The success rate increases when expectations, or goals, are written downand measured appropriately. Whenever possible, it is recommended that individualperformance plans need to flow, or cascade, from the priorities of the organization, division,department, and work units. When planning for individual performance the priorities of theannual budget should be kept in mind .

At Columbus State Community College it is the responsibility of both the supervisor andemployee to work in partnership to develop key responsibilities, expectations, goals, andaction plans.

Performance CyclePerformance CyclePerformance CyclePerformance Cycle

A performance year is the 12-month period during which an employees individual performanceis planned for and reviewed. CSCCs performance year begins July 1 and runs through June30 of the following year. This cycle also coincides with the annual budget cycle.


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Completing a Planning GuideCompleting a Planning GuideCompleting a Planning GuideCompleting a Planning Guide

The completion of a Planning Guide is the first task of an employee and supervisor in theannual performance management process. This planning is completed in partnership betweenthe supervisor and employee. It is completed by July of each year and reflects theperformance standards, tasks and goals of the employee for the coming year. Whilesupervisors initiate the process the development of the plan is ultimately the employees tocomplete as it will be his or hers to carry out.

The format of the Planning Guide is similar to that of the actual Annual Review. The content ofthe Planning Guide can be adjusted during the performance year. It is not intended to be allinclusive and additional activities or responsibilities may need to be completed by an employeein order to meet the needs of the position or department.

Employee Vision for the FutureEmployee Vision for the FutureEmployee Vision for the FutureEmployee Vision for the Future

The preliminary activity of a Planning Guide is an Employee Vision of the Future. It consistsof four sets of questions related to the employees successful performance in their job,strengths, development areas, suggestions for improvements and perceived roadblocks.

The purpose of the Employee Vision of the Future is to:1. Candidly gather feedback from the employee.

2. Look for opportunities to guide discussion between the supervisor and employee incompleting the Planning Guide.

It is intended to provide an opportunity for the employee to reflect on the past year and plan forthe work of the next.

Nothing included in the Employee Vision for the Future will appear on the Mid-Year ProgressDiscussion or Annual Review, and will not be rated. Completing it is optional, but it isrecommended as a communication tool.

Suggested ways for input from Employee Vision for the Future to be used in developingthe Planning Guide:

Discover training or resource needs

Gather ideas or opportunities to make the department or work more efficient

Identify skills or hidden talents

Voice ideas for future direction

Identify road blocks in processes or department


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Review Job DescriptionReview Job DescriptionReview Job DescriptionReview Job Description

Each year, at the beginning of the planning process, the employee Job Description isreviewed for accuracy. All changes need to be written and sent to the appropriate HREmployment Representative. There are two recommended ways to make these changes. Thefirst is to print the Job Description and submit with handwritten changes. The second is tocopy and paste the Job Description onto a Word document and use an editing tool, such asTrack Changes, to identify the changes.

Key ResponsibilitiesKey ResponsibilitiesKey ResponsibilitiesKey Responsibilities

The first step of performance planning is to identify the 5-7 Key Responsibilitiesof theemployees job. A Key Responsibility is a significant or main area of work, the reason for theposition. They are often broad enough that multiple tasks performed on a daily basis fall underthem. However, if a task is central to the work of an employee it can be a key responsibilityitself. These do not typically change from year-to-year unless there has been a major changeof responsibilities. Ideally the employee will identify these and share them with the supervisorfor feedback and agreement.

Once Key Responsibilities are formally established it is necessary to identify expectations,targets and standards for how performance will be measured.

What will it look like if that key responsibility is performed well?

How will the supervisor and employee know the key responsibility has beenaccomplished?

When planning Key Responsibilities, both the supervisor and employee should make notes onthe desired outcomes describing how success in this area will be demonstrated. A good ruleof thumb for doing this is that it would enable an objective third party to be able to look atdocumentation and know whether or not the employee met the expectation for thisresponsibility .

Quick Tips

Key Responsibilities describe main areas of work. Performance standards should be specific and clear.

Measures should identify how performance can be documented.

Targets should be reasonable, attainable and within the influence or control of theemployee.

Examples

Manage XYZ database.

Greet students coming into office and identify who they need to see.


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OOOOperational Gperational Gperational Gperational Goalsoalsoalsoals

The main purpose of Operational Goals is to provide direction, and specific targets for anemployees day-to-day work. They typically change from year-to-year and may be specific to a

job-related function, a project, or linked to a larger goal at the College or divisional level(cascading). Individual operational goals should contribute to the needs and priorities of thedepartment and division, when possible. They should be established based on conversationsbetween the employee and supervisor. It is best if these can be reached by mutualagreement.

Every employee must have at least one (1) operational goal. However, the number of goalsmay vary by employee or department. Administrators, for instance, may have significantlymore. It is also important for goals to have clear performance standards or measures. Again,

as with Key Responsibilities, what will it look like if the goal is accomplished? Details thatclarify the measure can be documented in the desired outcomes box.

Each goal must be written in the SMART format meaning specific, measurable, attainable,results oriented and time bound.

Specific

Specific means that an observable action, behavior, or achievement is described.

A goal should describe the specific work of the employee.

In being specific a goal should give someone unfamiliar with the position an idea ofwhat type of work the employee does on a daily basis.

The objective or goal should be specific about the resultnot the way it is achieved.

Measurable

A good measure will let an employee know how he or she can identify when a goal hasbeen accomplished.

It should measure the result oroutcome. Sometimes it is helpful

to measure what is done along theway (outputs) as an indicator orprogress, but most goals focus onthe results.

All measures are not numbers,sometimes they are objectivequality standards.


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When determining a measure the most common are:

a) QUANTITY: These can be numbers, percentages, rates or frequencies. If

there are already targets or project numbers they can become the goal.Make sure to identify how the data will be tracked.

b) QUALITY: To identify a quality measure start with outside sources (i.e.national or industry standards, requirements of state or federal funders,best-practices of community colleges, colleges in Ohio). If there are noneexisting, discuss what it would look like if it were successful and identifyhow that will be known or captured. Then, use existing data collectionsources or put them in place as needed. As long as everyone is aware ofwhat the measure is and how it will be measured, a quality measure canbe developed internally.

c) Other measures include: COST: This may be stated in cost-savings,usually at a department or divisional level. TIMELINESS: In SMART goalsone is usually already present.

Attainable

It is important to ask if a goal can realistically be accomplished in the time allowed withthe given resources.

It is important to ask if the necessary resources available such as time, equipment,money, etc.

The best goals, or objectives, require employees to stretch to obtain thembut they arenot extreme.

Goals set too high or too low become meaningless or frustrating, and may come to beignored.

Results-oriented

Results oriented means that things get done and goals are accomplished.

Make sure that there is an outcome, or result, for a goal.

Individual results need to support the plans for the department and division.

Time-bound

It is necessary with goals to have deadlines.

Goals should be limited to the performance year in which they are to be completed.


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Examples

By February 1, 2010 update XYZ database to include all student cougar ID

numbers.

Schedule appointments for students within 24 hours and send email to facultymember that includes date, time and a brief description of issue.

Run service report on 15th of each month and produce a summary, usingtemplate, for all department staff to be distributed at staff meeting on followingWednesday.


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CompetenciesCompetenciesCompetenciesCompetencies

The third step of performance planning is to review the seven Core Competencies.Competencies are a skill set required to successfully perform a job at a high level, or what aperson must demonstrate to be highly effective in a position. Where goals focus on what anemployee does, competencies focus on how the work is done.

There are seven core competencies which have been identified as critical for all positions atthe college. These competencies were identified as the most important general areas of skills,knowledge or abilities for employees of the College in order for it to be a high performingculture.

Each of these competencies may be demonstrated in slightly different ways, depending uponthe department. How they might be demonstrated and standards of expected behaviorrelated to each should be discussed by the supervisor and employee, both individually and instaff groups. Additionally, a discussion of individual strengths and areas for developmentshould take place. Examples and notes for each competency should be documented in thePlanning Guide.

Quick Tips

Discuss how each competency might be demonstrated using possible examples.

Discuss individual areas of strength and areas for development.

A common understanding of expectations related to each competency ensures a higherlikelihood of meeting expectations and preventing issues or miscommunication.

Discuss examples from past years performance, use documentation from the review tosupport these conversations.


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Professional Development GoalProfessional Development GoalProfessional Development GoalProfessional Development Goal

Areas of challenge identified in previous Annual Reviews, or in an Employee Vision of theFuture, are good places to begin planning for a Professional Development Goal (PDG).

A Professional Development Goal focuses on the development of a skill, knowledge orability needed to be successful. It must enhance an employees ability to perform in a current,or desired position, or as an employee of the College. Each employee must have at least oneProfessional Development Goal. As with any goal, a PDG, must support the priorities of theCollege based on the current budget. All goals included in a Planning Guide are subject toapproval by an employees supervisor.

Professional Development Goals should be written using the same SMART criteria asOperational Goals. A key component in the person meeting expectations for this goal is theapplication of the learning. All development goals must be able to be applied to the work orfor the good of the College. It will be necessary to identify specifically how these goals will beapplied as part of the performance planning process.

Examples

Attend Advanced Camtasia training and use information to develop multimediapresentation on the correct way to write a Professional Development Goal.

Improve time management skills to be demonstrated by the turning all reports inon time to supervisor for the 2009-2010 performance year.


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Service GoalService GoalService GoalService Goal

The final component of the Planning Guide is the identification of the Service Goal. Everyemployee is a valuable part of the College and has an effect on the success of the Collegemeeting its goals. Service is more than just doing your job; service is how you add value tothe College.

Over time, an employee gains valuable knowledge and experience, becoming morecomfortable with the environment. As a result the service an employee can offer to theCollege changes with time. Each year, a Service Goal is an opportunity for an employee todemonstrate what value he or she adds as a result of added experience.

For a Service Goal every employee is to establish a goal demonstrating how, based on his orher knowledge and experience, to make the College more efficient or more successful inmeeting its goals. Service might be participating on committees, or assisting in events or usingunique talents to make a work unit, department or division more efficient. It can be a processimprovement at the individual, department or divisional level. It could be seen as an individuallevel version of the AQIP process. This goal may, or may not, directly relate to what theindividual does in his or her position.

Examples

Serve on AQIP campus parking committee for 2009-2010 academic year.

By May 15, 2009 research and report on three best-practices for creating newstudent information filing system.


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MidMidMidMid----Year ProgressYear ProgressYear ProgressYear Progress DiscussionDiscussionDiscussionDiscussion

The Mid-Year Progress Discussion, is a meeting between a supervisor and an employeethat takes place between December and January at the mid-point of the performance year. Itspurpose is for both the supervisor and the employee to review the Planning Guide and ensurethat every employee is on track to be successful in meeting performance goals andexpectations by the end of the performance year. Progress toward accomplishments andchallenges should be documented for each key responsibility, competency and goal. Basedon these discussions, changes or revisions can be made to goals and standards if conditionsor priorities have changed.

Additional benefits include:

Comparing perceptions about performance and resolving any differences Clarifying standards of performance and expectations

Identifying areas where problems or challenges exist or are emerging, and providing anopportunity to correct them before the end of the review period

Recognizing accomplishments and reviewing documentation Providing specificfeedback on performance outcomes and behaviors

Ensuring goals will be accomplished

Identifying areas where professional development might be needed

While only one performance progress discussion is required to be documented during the

performance year, the key to the success in any working relationship is effective two-waycommunication and feedback. It is expected that beyond the Mid-Year Progress Discussionthere are many other formal and less formal conversations occurring throughout the year. Thisis what constitutes the coaching process. It is important to document examples when anemployee meets and does not meet expectations for his or her responsibilities. This is neededto complete the annual review or if discipline becomes necessary.

When changes are necessary as a result of the Mid-Year Progress Discussion, the PlanningGuide will need to be unlocked and returned by Human Resources. The supervisor andemployee will need to make the changes on the Planning Guide and resubmit it so that they

will be included on the Annual Performance Review.


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The PerformanceThe PerformanceThe PerformanceThe Performance ReviewReviewReviewReview

Performance Reviews are a key tool for managing individual performance and supportingorganizational effectiveness. Annual Performance Reviews are an opportunity to summarizeperformance in all areas relating to an individuals work during a performance year. The resultof the Annual Performance Review will directly tie to the level of compensation for eachemployee. A performance review is intended to be a summary of performance, feedback andcoaching throughout the year. It is not the time to provide feedback on newly identified issues.Ideally both the supervisor and employee will have the same general perception of theperformance prior to beginning the review process. There should be no surprises about theperception of performance for employee or the supervisor. Issues need to be discussed asthey occur during the year as part of coaching discussions.

Employee SelfEmployee SelfEmployee SelfEmployee Self----ReviReviReviReviewewewew

The philosophy of PERFORMs is to provide employees with the responsibility to beaccountable for their work and the opportunity to achieve and be rewarded for theirsuccesses. The Self-Review is the time for the employee to document and provide evidenceto their supervisor of their achievements for the year, their level of performance and how thatwork affected the goals of the College or division.

An effective Self-Review is based upon evidence; it is objective. The person assesses theiryears work performance based upon results of consistent performance and providesexamples as necessary. The Self-Review is not subjective or personal, or based upon afeeling or thought; it is evidence-based, which can be supported and provided to thesupervisor. The self-review is both an opportunity for the employee to reflect on his or her ownperformance and provides information for the supervisor to consider in the Annual Review.


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Self-reviews are used to:

Summarize the years work by the employee for the supervisor

Continue the dialogue with the supervisor Encourage personal growth and self reflection

Facilitate development and ownership of the work

Identify a years worth of documented accomplishments

The most effective way to ensure that a Self-Review demonstrates the performance of the yearis by using documentation. It is important for every employee to determine the best way todocument his or her own performance. This is not only the responsibility of the supervisor. Inorder to support a meets expectations or exceeds expectations rating it is best to haveexamples of the work or accomplishments. There are several ways for employees todocument performance that will make completing a Self-Review easier, more thorough andeffective. They may vary in style, type, timing or amount of work, but ultimately they are anopportunity for an employee to be honest about what he or she does well and share that with asupervisor.

Ways to Document PerformanceWays to Document PerformanceWays to Document PerformanceWays to Document Performance

Create a file folder with samples of work

Use an electronic folder to store samples and communication (i.e.emails)

Keep a running monthly list of projects and activities completed

Have a detailed journal or log of progress and accomplishments Use weekly, monthly or quarterly reports as a form for capturing accomplishments

Send an email to supervisor or self summarizing progress and/ or accomplishments

Notes from report-outs in staff meetings or one-on-one sessions with supervisors

A journal of reflection and thought about learning and how to apply it

A self-review can be a valuable opportunity to learn what the next stage of growth is in ourcareer. A self-review that shows thought and objective effort is an indication of how importantyour career is to you, especially if you want others to take your career as seriously as you do.


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Quick TipsQuick TipsQuick TipsQuick Tips

Critical elements for an effective self-review:

Take time to reflect on the entire year including accomplishments, challenges,competencies and application of new learning

Be objective and thorougho Specifico Data driven examples

Be honest, not brutal

Collect documentation of achievement

o Reports, data, facts

o

Project resultso Survey results

o Emails, commendations, letters

Every item in the Self-Review should be supported by some piece of evidence or example thatis reflective of consistent work. If the rating is meeting expectations, note in the commentssection the evidence to support that rating. Be as specific as possible. Remember thestandard of meeting expectations is to do that job well on a consistent basis, and sometimesexceeding the expectations; if the rating is exceeding expectations provide evidence of howthe performance went well beyond doing that part of the job. Wherever possible, link

performance results and the impact, on college, division, or department goals.

If a result was a significant achievement that went above and beyond what was expected,anticipated, or had a significant impact, note that success in the SignificantAccomplishments box of the Self-Review.


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SuSuSuSummary of Success Narrativemmary of Success Narrativemmary of Success Narrativemmary of Success Narrative

Most important reports or documents whichcontain data and are intended to be read by othersare accompanied by a cover letter. The sameprinciple is applied to cover letters for employmentresumes - to indicate to the reader why anindividual is the best and most qualified person forthe position.

Beginning with the 2009-2010 Annual Reviewevery employee will be required to submit a similarSummary Narrative, or cover page, for a Self-

Review. It is important to clearly and briefly summarize accomplishments for the year andhow they affected the goals of the department, division or the college. This summary giveseach employee an opportunity to make a case for how his or her overall performance shouldbe seen. Every year it is an opportunity to demonstrate overall competency.

Quick Tips

In a short narrative summary highlight:

Achievements for the year Impact on College, division, or department goals What work was the most engaging What skills helped achieve success What were the challenges experienced


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Completing aCompleting aCompleting aCompleting an Annual Reviewn Annual Reviewn Annual Reviewn Annual Review

The most effective Annual Reviews are those which are viewed as meaningful to theemployee and are an accurate reflection of the work performed. Reviews need to be asobjective as possible so that facts, not the subjective feelings of the supervisor, determine theperformance ratings.

There are two primary factors which determine the rating on any performance indicator: theevidence (performance outcomes and observed behaviors) and documentation of coachingandperformance meetings with the employee throughout the year.

These two items make the performance review both objective and consistent in the feedbackfor the entire year (review period). They also eliminate the most prevalent rater errors which

may affect performance assessment.

Every rating should be accompanied by a comment which is reflective of the supportingevidence. A rating of an employee's performance does not provide value to the employeewithout a written comment. From an employees perspective, this is what makes a ratinglegitimate and useful. It can head off disagreement if it is based upon the evidence.

Comments should be specific and data driven whenever possible, and highlighting anexample which reflects the consistent performance of the employee. The comment shouldreflect job-related outcomes or behaviors, and be supported by documentation of results orobservations. Comments may confirm achievements or be focused on needed improvements,

depending on the nature of the rating.

Having spent time up front in the performance planning process defining criteria for whatmeets expectations becomes extremely important when it is time to rate performance. Withouthaving spent time identifying what achieves a meets expectations rating level, it becomes verydifficult to differentiate between the various levels of performance.

If there are multiple employees with the same expectations it is important to use the samecriteria for every employee or identify why the criteria is different. Otherwise, the differencecan be attributed to subjectivity and preferential treatment.

It is necessary when rating performance to be honest and balanced so as to not inflateratings or be overly critical. Being reasonable about what can be accomplished and notinflating a rating of poor performance provides employees with realistic expectations andeffective feedback. If there is an on-going performance or discipline problem it should beconsidered in the rating. Also, extenuating circumstances or intervening events beyond thecontrol of the employee must be considered in the rating. It can be useful to specify what anemployee must do or show to receive a higher rating in the future.

A performance evaluation should provide direction and support for an employee who wantsto improve. It should add value to their performance. The employee should feel excited aboutthe challenges and his/her ability to meet them. If employees hear only about their failures and


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weaknesses, they'll start to believe they can't succeed. If employees get support andencouragement from their supervisor, they'll gain the desire and confidence to keep trying.When the supervisors' suggestions for improvement bring results - and recognition -employees are even more likely to listen to future suggestions and be engaged in the work.

There should be no surprises. The Annual Review should be a culmination meeting of manyprior conversations on the employees performance throughout the year. Through previousmeetings, the employee should be aware of any concerns you might have about their jobperformance. Where there are differences of opinion or lack of clarity, then clearerexpectations or standards should be communicated.

If the employee has only heard they are doing a great job, and then hears at the AnnualReview that they are only meeting expectations it may be reason for disappointment. It canbe de-motivating and then the Annual Review is not a useful tool for effective coaching and

communication.

Be alert to common rater errors in completing an Annual Review. The most common ratererror is recency, considering what has been done only in the last few months because it isfresh in your mind. This is one of the main arguments for keeping good documentation.

Other common rater errors are:

Halo or Horns Effect - This error occurs when an employee is overrated because she orhe is liked by other employees or the supervisor, is particularly good at one aspect ofthe job, or underrated when the opposite is present.

Leniency or Harshness This error occurs when raters either want to be motivating orliked at the expense of honesty, or are overly rigid and possibly unreasonable in theirexpectations.

Central Tendency This error occurs when the supervisor tends to rate every activity oremployee as "meeting expectations." This fails to recognize excellent performance orthe need for improvement. There is no differentiation in different levels of performance.

First or Fixed Impression- A momentary observation of the employee which lastsindefinitely, creating a fixed impression often leading to labeling. The employee tendsto give up and the working relationship stagnates or diminishes. Rate an employeebased upon facts of the overall performance.

Personal Bias or Projection - This error occurs when a rater gives a higher ratingbecause the employee has similar qualities as the rater, or the rater simply likes certainemployees better than others, giving them higher ratings because of these feelings.

Stereotyping-The employee is evaluated in a certain way because of an apparentmembership or association with a particular group of people.


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Contrast-This error occurswhen the employee is not assessed on what he or she hasdone, but is assessed in comparison to other individuals.

Observation or Inference-The rater uses opinions or inferences about someone to drawconclusions rather than basing observations on fact.

Quick Tips Rate the work, not the person

Be honest and fair in evaluating all employees

Be consistent in approach and communication

Make comments specific and relevant to the rating

Provide specific, detailed comments and examples

Consider the work, accomplishments and actions over the entire year


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PrepPrepPrepPreparing Foraring Foraring Foraring For thethethethe Annual ReviewAnnual ReviewAnnual ReviewAnnual Review Meeting: ForMeeting: ForMeeting: ForMeeting: For

SupervisorsSupervisorsSupervisorsSupervisors

The Annual Review is an official summation of a year-rounddialogue between the employee and supervisor. It is theculmination of many meetings, discussions, and communicationsabout an employees goals and performance for the year. It isan open, honest and professional exchange where theemployee plays an important and active role.

Its purpose is to strengthen the relationship, improve

performance, add to an employee's sense of value and link theirachievement to the goals of the College, division, or department.It also determines the employees possible compensation for thefollowing year. Just as any important business meeting requireseffective planning, the Annual Review Meeting requires the samelevel of attention. It is one of the most important roles of asupervisor in affecting job outcomes.

To prepare for the Annual Review the supervisor should review the following documents and

organize their own evidence of employee performance:

The employees Planning Guide:

o Agreed upon performance standards, goals, expectations and measures

o Determine if they remain accurate (prior to completing the Performance Review)

The employees Summary Narrative and Self-Review

o The employee is responsible for providing evidence of their performance

o The employee can best recall achievements and obstacles for the entire year

o The self-review is an indicator of how the employee perceives and documents

their level of performance and achievements

Your own notes including those from prior dialogues with the employee on progress,accomplishments or issues (performance log)

Data, reports, survey results, observations and any other measurements used todocument performance


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As in any important business meeting a supervisor should prepare an agenda. As a guide itis recommended to use the Discussion Planner covered in the Coaching for Performancecourse and one-on-one coaching sessions. Start with an introduction and purpose for themeeting. What message should the employee to take from the review? Ensure the meetinghas value and produces the expected result a motivated employee who wants to continue toperform well or be more engaged in the work and a contributor to the goals of the department,division and ultimately the College.

Quick Tips

Set the tone: prepare an agenda and purpose for the meeting

Schedule the meeting on days and times that allow for a thorough conversation Schedule a time well in advance and inform the employee so they can prepare as well

they play an active role Provide ample time and plan for no interruptions; this is priority time Sit at a round table this is an open dialogue, not a pre-determined event Review performance standards and goals, compared to results

o Use specific, job-related behaviors with EXAMPLESo Cite specific achievements and suggestions for improvement

o Organize documentation by each section of the Annual Review formo Be honest and objective evidence driven

Prepare talking points for each section of the Annual Review based upon the evidenceo Note areas of possible discussion or disagreement based upon the employees

Self-Reviewo Note areas of ambiguity where more clarity in expectations or measurements are

needed Summarize key points at the end of each section for understanding and agreement Recognize contributions, Significant Accomplishments and value to the College Close on a positive note; celebrate success Plan for the next performance meeting using the Planning Guide Do not commit to or discuss a specific salary increase at this time


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PPPPreparing For the Annual Reviewreparing For the Annual Reviewreparing For the Annual Reviewreparing For the Annual Review MeetingMeetingMeetingMeeting: For Employee: For Employee: For Employee: For Employeessss

Be prepared to be an active participant at the Annual Review Meeting with the supervisor. Anemployee plays an important part in the process because it is the work of the employee beingdiscussed. Prepare to discuss successes, roadblocks, competencies and levels ofachievement. As in any important meeting have an agenda of things to be covered. Comewith copies of the Self-Review, narrative and documentation organized.

Quick Tips

Bring documentation: Planning Guide, Self-Review, Summary Narrative andsupporting documentation

Know the goals of the College, division, and department and how accomplishmentsimpacted their attainment

Prepare a list of talking points

Organize by each section of the review

Be positive and professional; open and flexible Invite the supervisors perspective listen

Be aware that there may be differences of opinion. As much as possible, these should beaddressed prior to the review process beginning. However, perspectives of people vary, andthat may occur with the performance review process. There also may be activities, incidents

or results that the supervisor believes more important than an employee. Discuss theseopenly, provide input, and be sure to be clear about what and why there is a difference. It isimportant to remember that a Performance Review is a summary of the work performed in ayear. It is not a declaration, good or bad, about the value of the person or their ability toperform in the future.

When there are differences, it as an opportunity for ongoing personal and careerdevelopment. Use it to clarify standards and expectations for the future. The Annual Reviewis not an ending point; it simply leads to nextyears performance planning. When there aredifferences:

Seek more ongoing communication

Clarify more specific standards,goals and expectations

Specify the types of measurementsneeded to document attainment

Be more prepared for next year,starting with the next Planning Guide


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Rating ScaleRating ScaleRating ScaleRating ScaleOn the Self-Review and Annual Performance Review each area will be rated. At the end of

each there is an overall rating. The scale for the overall rating is defined as follows:

Exceed ExpectationsEmployee clearly and consistently exceeds expectations for key responsibilities, goal andcompetencies established for the position. He or she demonstrates unique understanding ofwork beyond assigned area of responsibility; contributes to the organizations success wellbeyond job requirements. He or she identifies needs and provides unique, innovative andworkable solutions to problems. Achievements and abilities are obvious to subordinates, peers,managers and customers. He or she maintains a positive and professional manner even whenunder pressure and welcomes feedback. Employee requires little to no supervision. Note:Although used infrequently, this rating is achievable by any employee. This rating requireswritten documentation.

Meets ExpectationsEmployee consistently meets and occasionally exceeds expectations for key responsibilities,goals, and competencies established for the position. He or she effectively applies technicalskills and organizational knowledge to get the job done and often exceeds requirements.Results are timely and accurate. He or she recognizes, participates in, and adjusts to changingsituations and work assignments, and plans work according to organizational priorities andschedules. He or she maintains a positive and professional manner even when under pressureand welcomes feedback. Employee requires general supervision.

Partially Meets ExpectationsEmployee inconsistently/occasionally meets expectations for key responsibilities, goals and

competencies established for the position but not all requirements. Continued improvement anddevelopment is needed to fully meet expectations. He or she has difficulty anticipating orresponding effectively to crises, obstacles, and/or changes in program direction. He or shedemonstrates a willingness or ability to improve performance and resolve deficiencies that areless than satisfactory and which require that steps be taken to improve performance. Employeerequires extra supervision and/or training. Note: This rating is used for those individuals whoneed to improve or who are still learning his/her responsibilities. A written plan of improvementmay be required.

Does Not Meet ExpectationsEmployee consistently fails to meet all or most of the significant expectations for keyresponsibilities, goals, and competencies established for the position. Immediate improvement

is needed in several areas of consistent weakness. Problem areas should be monitored anddocumented. He or she demonstrates an unwillingness or inability to improve. He or she oftenfails to recognize routine problems and has poor work habits resulting in missed deadlinesand/or incomplete work products. He or she has strained work relationships and/or fails torespond to customers needs and/or lack of response to supervisors corrective efforts.Employee requires close supervision; needs special urging, reminders and follow through to getthe work accomplished. Note: This rating is used for those individuals who need immediateimprovement. A written plan of improvement is required.


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The PThe PThe PThe Probationaryrobationaryrobationaryrobationary ReviewReviewReviewReview

A probationary review will occur at the end of the probationary period for new employees. Thelength of the probationary period may vary by position, but is frequently 180 days from the startdate. This information will specifically be provided in an offer letter when an employee is hired.At the beginning of this period the supervisor will set Key Responsibilities, Operational andDevelopmental Goals, and Competencies for the new employee. These will focus on the newemployee learning about the position, department, division, and College and the establishmentof the relationships necessary to perform in the position. At the end of the probationary perioda review, using a format similar to the Annual Review, will be conducted.


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Key TermsKey TermsKey TermsKey Terms

Broad Banding: A system that allows several similar job families to be banded together,reducing the number of job classifications, but increasing the size of the salary ranges.

Competencies: A cluster of knowledge, skills, abilities, and work behaviors that has beenidentified as necessary for contributing to employee and organizational success.

Core Competency: A core competency approach identifies sets of competencies aligned withthe Colleges mission, vision, and strategic goals which are applicable to all positions.

Job Classification: A sub-group of jobs that are connected due to similarities in positionattributes, nature, scope of work, and competencies required to met business needs;

sometimes referred to as a role; i.e. 1. Technician, 2. Specialist, 3. Office Associate.

Job Description: Summarizes and lists the objectives, general responsibilities, tasks, andfunctions of a position. It may also include reporting relationships and specifications such asthe qualifications and the knowledge, skills, and abilities needed.

Job Families: Major groupings of jobs that represent the general fields of work; i.e.1.Administrative and Managerial, 2. IT, 3. Skilled Trades.

Performance Appraisal: An annual written documentation of employee performance basedon measurable outcomes of criteria established collaboratively by supervisor and employee. It

is a key tool for organizational effectiveness and the primary responsibility of each supervisorand manager to administer. Its main purposes are training and development, compensation,and personnel actions including transfer and promotion.

Performance Appraisal Criteria: The performance appraisal criteria include corecompetencies, job duties, and goals.

Performance Management: An on-going, two-way process of communication and partnershipbetween a supervisor and an employee that occurs throughout the year to supportaccomplishing the strategic plans of both. This process includes clarifying expectations,setting objectives, identifying goals, providing feedback, coaching, reviewing results, and

recognizing accomplishments.

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the performance management guide.final version.pdf

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