writing effective performance appraisals
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Writing Effective Performance Appraisals
Performance and Staff Development Program
2011
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Performance and Staff Development Program Goals
Provide accurate written feedback on performanceand accomplishments for appraisal cycle
Establish performance goals/expectations for coming
cycle
Address professional development needs using
competencies or other feedback
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Writing Effective Performance Appraisals
Prepare Gather relevant performance documentation
Progress reports, letters, commendations, performance letters
Refer to goals/expectations and professional developmentfor appraisal year
Advise staff that appraisals are being completed
Ask staff to complete Self-Appraisal Worksheets and review
these prior to finalizing appraisals
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Assess performance results against establishedexpectations/goals Consider any extenuating circumstances
Describe performance results in detail: helps staff member understand how successful s/he is in performing jobduties
lets staff member know where performance did and did not meetexpectations
include accomplishments, strengths and areas needing enhancement orimprovement
Provide supporting examples to further clarify the assessmentof performance
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Example of Effective Feedback to Susan about Exchange EmailProject
Susan, you successfully migrated our email to the ISC ExchangeEmail system by December 1, the established deadline for thismigration. In addition, you placed on the shared drive easy tounderstand tips (in Q & A format) for using the new exchange
systems and held lunch time training sessions for the staff. Aspreviously discussed, I received many compliments from the staff onhow you handled this migration with minimal downtime of theircomputer systems. They also praised you for the support andorientation you gave them in understanding the features of the newemail system. We recognize that you had to work long hours andsome weekends during this transition and appreciate your diligent
efforts. Because of your outstanding efforts we transitioned to thenew system in a very systematic and effective way without anyadverse impact on our daily operations.
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Setting Clear Expectations
Help staff understand responsibilities
Provide measures against which performance results are
assessed Provide clear strategic direction for next appraisal cycle
Set foundation for effective performance management
Enhances staff productivity
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How do expectations and job duties differ? Job duties define what a person does.
Expectations define how the person should perform the jobduties.
Expectations focus on end results, not just activities.
Sample Job Duty and Expectation
Job Duty: Implement new software and computer programs
Expectation: Transition entire department to the ISC ExchangeEmail System by December 1. Establish transition plan for review
and approval by October 15. Plan should include strategies fororientating and training staff on the new system. Transition mustbe performed with minimal computer system downtime andminimal interruption to daily departmental operations.
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Types of Expectations
Quantity or Output
Focus on results; often involve numerical measurement
Example: 15 job tickets should be accurately processed each
day.
Quality or Behavior Expectation
Focus on means, method for achieving goal
Example: When you receive a customer complaint, you shouldactively listen to his/her concerns, document the complaint in
writing, thoroughly investigate the complaint, take theappropriate action to resolve the complaint and communicateresults to the customer within 2 working days.
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Use S.M.A.R.T.S. criteria to writeexpectations:
Specific
Measurable
Achievable
Results Oriented
Time Bound
Stretch
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Addressing the professional development needs ofstaff:
Increases individual staff performance and effort
Enhances the skills and abilities of the workforce
Improves overall productivity
Increases staff commitment and engagement
Retains a highly qualified, diverse workforce
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Professional Development Feedback can entail:
Identifying competency areas staff member needs to enhance
Competencies listed in Guidelines or on Performance and StaffDevelopment Plan (Long Form) on HR website
Formal or informal training
Developmental assignments
Assignment to a project team
Designing or revamping a program, process or system
Training/mentoring others
Discussing and formulating career plans
Consult with Penns Career Coach (215-898-1371)
http://www.hr.upenn.edu/Learning/Career.aspx
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Discuss and document in the performance appraisal:
How staff member demonstrated competencies identified
for current appraisal cycle
Competency areas that need further development
Competencies that staff member should address in
upcoming appraisal cycle to enhance development
Staff members professional development and career plans
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Feedback on competencies should: be detailed, qualitative
help staff members professional development
discuss in detail how staff member demonstrates the
competency, using supportive examples
advise staff member on how competency area could
be further developed
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Instead of this feedback:
You have good communicationskills.
Consider writing:
Your oral and writtencommunication is clear, accurateand thorough. The monthlyreports you submitted were
complete, easy to understand andrequired little to no modification.You can enhance yourpresentation skills by taking atraining course on EffectivePresentations and implementing
the course recommendations intoyour upcoming presentation tostaff and faculty.
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Program uses a 5-tier overall rating system: Staff member's performance consistently exceeds established
goals/expectations for the position and is clearly outstanding
overall.
Staff member's performance consistently meets and frequently
exceeds all established goals/expectations for the position. Staff member's performance consistently meets established
goals/expectations for the position.
Staff member's performance meets some, but not all,
established goals/expectations for the position and
improvement in specific areas is required. Staff member's performance is unacceptable for the position
and significant improvement is required.
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Things to consider when selecting the overall rating:
Did the staff member achieve all of the expected goals/expectationsfor this appraisal cycle?
Did the staff member achieve some but not all goals/expectations forthis appraisal cycle? If not, were there extenuating circumstances
which affected the staff member's ability to achieve the desiredresults?
If applicable, how did the staff members performance surpass thedesired results? How often did the performance surpass the desired
performance results?
What impact did the staff member's performance have on theattainment of the department's goals and objectives?
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When completing appraisals remember:
Give accurate, honest, detailed feedback
Be fair and consistent
Take into consideration the entire appraisal cycle, including extenuating
circumstances that affected performance
Feedback should summarize the verbal/written feedback given to staffduring the appraisal cycle. (There should be few surprises.)
Include feedback and discussion on professional development
Differentiate overall ratings based on actual performance results
obtained
This is an important decision that should support other employmentdecisions and comply withUniversity policies
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Performance and Staff Development materials are
available online at:http://www.hr.upenn.edu/StaffRelations/Performance/Default.aspx
Call your school/center Human Resources
representative or the Division of Human Resources
(215-898-6093) for questions or training
Appraisals must be completed and in PerformanceAppraisal Database no later than June 1, 2011.
(Schools/centers may set earlier deadlines.)