⤓ Download the Performance Evaluation Form and Guidelines docx Performance management is a partnership between an employee and his/her supervisor to optimize performance, build effective feedback and communication, enhance employee growth and development, and develop goals that are consistent with department/college strategic plans. A performance evaluation is a part of performance management. The distinctions between the two are highlighted below.
Performance Management
Supervisors are encouraged to evaluate performance within the context of performance management. Reasons for Conducting a Performance Evaluation
Written performance evaluations shall be completed on all regular employees. (See the Performance Evaluations policy.) Evaluations occur at the following times:
Detail personal performance and accomplishments, and compare to last review
Employee Concerns about Review
Learn about Professional Development Planning
It’s performance review season, and you know the drill. Drag each of your direct reports into a conference room for a one-on-one, hand them an official-looking document, and then start in with the same, tired conversation. Say some positive things about what the employee is good at, then some unpleasant things about what he’s not good at, and end — wearing your most solicitous grin — with some more strokes of his ego. The result: a mixed message that leaves even your best employees feeling disappointed. But if you take the right approach, appraisals are an excellent opportunity to reinforce solid performers and redirect the poor ones. What the Experts Say Set expectations early Lay the groundwork Set a tone Constructively coach Hold your ground Principles to Remember Do
Don’t
Case Study #1: Understand and set goals together “During quarterly performance reviews, Jim and I had long conversations about his approaches and the great relationships he was developing. I would tell him how glad I was that people were talking to him, that he was forming these relationships. But I also told him that that we needed tangible deals,” says Ben. This happened for three straight quarters: same conversation, no deals. Increasingly, though, Ben was under pressure: Jim was spending a lot of the company’s money with nothing to show for it. “I needed to scare him into action. At the next performance review, I gave Jim 90 days to close a deal.” Nothing changed and Jim was eliminated. “Even when we sat down with HR and let him go, he was genuinely surprised,” recalls Ben. In retrospect, Ben says he went overboard in validating Jim’s spadework, and didn’t establish the right tone during their conversations. “The message wasn’t clear — Jim only heard what he wanted to hear — the positive praise about the relationship building. He ignored the demand to close deals.” Ben also should have worked harder in the beginning to understand the specifics of Jim’s job, and set clear expectations. “It was a business I wasn’t familiar with. I didn’t know how to push him in the right direction because I wasn’t exactly sure what he was doing. I had never really sat down with him and defined what success should look like.” Case Study #2: Be a better coach “One of the vice presidents at my company brought it to my attention that Peter too often used a certain crutch phrase, and that while he was a good speaker, he was very deliberate in the way that he spoke, which was sometimes too slow. She thought it portrayed a lack of energy. I thought it was a relatively minor problem but I decided to bring it up in the performance appraisal.” During the face-to-face discussion, however, Lucy chickened out. “Peter was so good at his job, that I was reluctant to give him any criticism,” she says. “I tried to couch the advice when we were discussing his strengths. But I sugarcoated it too much, and he didn’t get it.” At the very end of the conversation, Lucy highlighted areas of improvement. She told Peter to try to be more upbeat during in his presentations. The advice was too vague; Peter wasn’t sure what do with the recommendation. “The next few presentations he gave were pretty rocky. He overcompensated,” recalls Lucy. After one of his presentations, Lucy realized she needed to be more specific with her coaching. She warned him of the crutch phrase, and told him to try to speak faster. “Peter came through, and improved on every level. He still uses the crutch phrase every so often, but there is more momentum to his presentations.” *Names have been changed |