Prepared by

SOCCCDOffice of Human Resources

<<<<Performance Evaluations

Evaluator TrainingEvaluator Training

The Importance of Feedback

Barriers to Effective Feedback

Self-assessment for the Evaluator

What your Employees want to know

Characteristics of Effective Relationships

Communication

Feedback and Coaching Tips

Helping our Employees Succeed

<< Topics

Think back to a situation where a person’s feedback significantly changed your thinking - creating a real “ah-ha,” opened doors for you (figuratively or literally), or told you your behaviors were impacting others.

-- What made this feedback memorable?

-- What characteristics or qualities did the person exhibit that made you listen to his/her feedback?

-- What impact has this piece of feedback or this relationship had on who you are today (personally and/or professionally)?

Think back to a situation where a person’s feedback significantly changed your thinking - creating a real “ah-ha,” opened doors for you (figuratively or literally), or told you your behaviors were impacting others.

-- What made this feedback memorable?

-- What characteristics or qualities did the person exhibit that made you listen to his/her feedback?

-- What impact has this piece of feedback or this relationship had on who you are today (personally and/or professionally)?

<< Remembering an Evaluator

<< Barriers to Effective Performance Evaluations

<< Barriers to Effective Performance Evaluations

Evaluating a person’s performance can raise uncomfortable feelings

Evaluator is afraid or dislikes confrontation

Risk of offending the employee

Too busy with other pressing issues

Lack of confidence or practice at writing an effective evaluation

Evaluation form is intimidating – takes too much time to complete

<< Self-Assessment Coaching Style

<< Self-Assessment Coaching Style

Do I have difficulty telling someone they “missed

the mark” without putting them down? Do my employees know at least two specific

things they can do now to develop and grow as professionals?

Do I have an open door policy?

Do I give timely feedback? Do they understand exactly what is expected of

them? Do I acknowledge their accomplishments?

<< Your Employees Want to Know . . .

HowHow

WhatWhat

DoDo

WhatWhat

WhatWhat

Four out of five deal with the future!Four out of five deal with the future!

kind of assistance can I expect?kind of assistance can I expect?

is expected of me before the next review is expected of me before the next review period?period?

I have a chance for advancement?I have a chance for advancement?

can I do to improve?can I do to improve?

am I doing?am I doing?

High levels of trust

Positive regard and respect

Understanding of each others’ values

Openness

Valuable information exchange and feedback

Opportunities for achievement and learning

Ability and readiness to solve problems

High levels of trust

Positive regard and respect

Understanding of each others’ values

Openness

Valuable information exchange and feedback

Opportunities for achievement and learning

Ability and readiness to solve problems

<< Empowered Evaluator/EmployeeRelationships are

Characterized by . .

Caring, concern, trust, open dialogue

Positive Recognition

<< Create a Culture of Communication

Preparing for your meeting with your Employee:

Think about what you want to give and receive from this relationship

Meet with your Employee to:Develop roles, expectations, and tasks

Discuss and agree on confidentiality

Discuss and agree on goals

Set up schedule for future meetings

Preparing for your meeting with your Employee:

Think about what you want to give and receive from this relationship

Meet with your Employee to:Develop roles, expectations, and tasks

Discuss and agree on confidentiality

Discuss and agree on goals

Set up schedule for future meetings

<< Meeting with your Employee

<< Goal Setting Process

Provide guidanceProvide guidanceand support in and support in developmentdevelopment

Identify strengthsIdentify strengths& opportunities for & opportunities for

improvementimprovement

Drives basicDrives basicexpectationsexpectations

Establish goalsEstablish goalsand identifyand identify

specific actionsspecific actionsto help to help

employeeemployeemeet goalsmeet goals

Skills &Skills &KnowledgeKnowledge

Strengths & Strengths & OpportunitieOpportunitie

ss

Goals Goals & &

ActionActionss

Used to: Develop a shared understanding

of position roles and responsibilities

Communicate the underlying expertise required to be successful in one’s job

Ensure consistency in employee expectations and performance measurement

<< Knowledge, Skills & Abilities Assessment

<< PerformanceStandards

Performance Standards should be:Performance Standards should be:

Achievable – employee must be able to control the outcome

Active – describes the desired outcome

Achievable – employee must be able to control the outcome

Active – describes the desired outcome

Measurable – quantity, quality, timeliness Observable – ability to see it happen and/or

identify the effect or outcome Reliable – criteria established and agreed upon

Measurable – quantity, quality, timeliness Observable – ability to see it happen and/or

identify the effect or outcome Reliable – criteria established and agreed upon

<< Supporting EmployeeSuccess

Supporting career goals and preparing our employees for success in the District

How will we accomplish our objective?

Performance management system with guidance and tools for:

Expectations Framework Goal Setting

Expectations Framework Goal Setting

Counseling/Coaching Mentoring Feedback

Counseling/Coaching Mentoring Feedback

Purpose:To evaluate individual

performance relative to skills, knowledge, abilities

and achievement of individual goals

Purpose:To evaluate individual

performance relative to skills, knowledge, abilities

and achievement of individual goals

<< Performance Evaluations

The Performance Evaluation

Review the Past

Analyze the Present

Plan for the Future

<< Preparing for the Performance Discussion

<< Discussing Unsatisfactory

Performance

Focus on behavior and performance: Specify desired changes

Identify desired outcome

Elicit ideas for improvement

Focus on the future - where you want them to go

Put feedback in perspective

Focus on behavior and performance: Specify desired changes

Identify desired outcome

Elicit ideas for improvement

Focus on the future - where you want them to go

Put feedback in perspective

Invited by the recipient

Given with care and attention

Specific and behavioral

Fully expressed

Non-judgmental

Correct and verifiable

Checked and clarified

Well-timed

Invited by the recipient

Given with care and attention

Specific and behavioral

Fully expressed

Non-judgmental

Correct and verifiable

Checked and clarified

Well-timed

<< To be Effective, Feedback should be . .

<< Effective Coaching

Advise the way you would like to be advised

Talk with - not at your employees

Avoid surprise messages

Offer support, advice, follow-up, action plans

Show respect, empathy and understanding

To Improve:

Morale Productivity Efficiency Overall Job Performance Work Environment

To Improve:

Morale Productivity Efficiency Overall Job Performance Work Environment

<< Why do all this?

SUCCESS

<< Helping Our Employees Succeed

The Evaluator/Employee relationship is a shared dynamic one which creates an environment in which personal growth is possible and imparts new knowledge and insight.

The Evaluator/Employee relationship is a shared dynamic one which creates an environment in which personal growth is possible and imparts new knowledge and insight.

Commitment to the Individual:

Training

Support & Feedback

<< District Philosophy

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??

<<<<QUESTIONS?

Contact:Office of Human Resources

South Orange County Community College District(949) 582-4850