Prepared by SOCCCD Office of Human Resources
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Transcript of Prepared by SOCCCD Office of Human Resources
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Prepared by
SOCCCDOffice of Human Resources
<<<<Performance Evaluations
Evaluator TrainingEvaluator Training
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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
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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
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<< 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
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<< 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?
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<< 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?
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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 . .
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Caring, concern, trust, open dialogue
Positive Recognition
<< Create a Culture of Communication
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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
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<< 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
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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
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<< 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
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<< 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
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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
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Review the Past
Analyze the Present
Plan for the Future
<< Preparing for the Performance Discussion
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<< 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
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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 . .
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<< 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
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To Improve:
Morale Productivity Efficiency Overall Job Performance Work Environment
To Improve:
Morale Productivity Efficiency Overall Job Performance Work Environment
<< Why do all this?
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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.
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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