AIT Performance Management for staff by AITasia

Guide to AIT Performance Management For Staff

Office of Human Resources Services

Contents INTRODUCTION .......................................................................................................................................... 2 Scope of the Document............................................................................................................................. 4 INITIATING THE PERFORMANCE MANAGEMENT PROCESS: ................................................................ 5 Evaluation Structure: .............................................................................................................................. 5 Evaluation Timeline: ............................................................................................................................... 5 FRAMEWORK FOR WORK PLANNING ..................................................................................................... 6 I. Phase 1: The Individual Work Plan and Goal Setting ...................................................................... 7 Success Criteria ................................................................................................................................. 8 II. Phase 2: Progress Review (Mid-Point Review) ................................................................................ 9 Monitoring and Coaching .................................................................................................................. 9 Monitoring .......................................................................................................................................... 9 Coaching .......................................................................................................................................... 10 IV. The Performance Improvement Plan (PIP) ..................................................................................... 11 How to Prepare for Progress Review – Employee Checklist ........................................................ 12 How to Prepare for Progress Review – Supervisor Checklist ...................................................... 13 V. Phase 3: Employee Self-Assessment and Immediate Supervisor Feedback (End-of-Cycle) ..... 14 Employee Preparation ..................................................................................................................... 14 Immediate Supervisor Preparation ................................................................................................. 15 Immediate Supervisor Feedback .................................................................................................... 15 Preparing for a Performance Review – Checklist for Employee Self-Assessment ..................... 16 RATINGS GUIDELINES............................................................................................................................. 17 Overall Ratings...................................................................................................................................... 17 Overall Performance Rating Guideline ................................................................................................ 18 ADDITIONAL INFORMATION: ............................................................................................................... 20 I. Summary of Employee, Immediate Supervisor, and Second Level Supervisor Responsibilities ........................................................................................................................... 20 II. Competencies: ............................................................................................................................. 21 III. 9 Ways to Give an Effective Employee Feedback ..................................................................... 23 IV.Listening Skills ............................................................................................................................ 24

AIT Performance Management INTRODUCTION Performance evaluations, which provide employers with an opportunity to assess the contribution of their employees to the organization, are essential to the growth and development of an institution. Although performance evaluations can be perfunctory, often because of the time involved and the difficulties of critiquing employees with whom they work closely, a reliable performance evaluation tool outweighs these challenges. When done as part of a performance evaluation system that includes a standard evaluation form, standard performance measures, guidelines for delivering feedback, and developmental opportunities, performance evaluations can identify acceptable levels of performance, promote staff recognition and effective communication, and motivate individuals to do their best. The primary goals of a performance evaluation system: 1. The annual performance evaluation results will be used for the purpose of determining staff training and development needs. 2. Highly effective evaluations are a learning and development tool that aims to increase the performance of all employees. This performance is compared and measured against clearly defined goals, job expectations, and standards of AIT. 3. Promoting communication and ongoing feedback between staff members and immediate supervisors. 4. The performance evaluation allows all employees to be objectively assessed and provided feedback that recognizes their accomplishments and hard work, and offers rewards/incentives based on the performance. In addition, it is an opportunity to highlight areas where improvement is needed. The process is not only completing a form, it is also about immediate supervisors and employees making the most of an opportunity to engage in high quality discussions about performance, development, and goals. Employee performance evaluation at the Asian Institute of Technology (AIT) is an integral component of the continuous enhancement of learning for all stakeholders. The annual performance evaluation results will be used for the purpose of determining employee training and development needs, employment contract administration as well as merit increments. “Effective performance management systems typically include the following three broad elements: goal setting, monitoring, performance review and a performance improvement process.”

Effective performance management improves overall organizational performance by encouraging a high level of involvement and motivation, and increased employee participation in the planning and delivery of work with respect to the strategies of AIT. The Strategies of the Asian Institute of Technology are: 1. Innovation: by embracing innovation in education techniques, learning, research, and academic offerings 2. International: by being international, expanding global networks, partnerships, and taking advantage of the BRI countries 3. Enterprises: by working with enterprises to offer more industry relevant short courses and degrees, internships, and applying new knowledge to the benefit of businesses 4. Entrepreneurship: by nurturing entrepreneurship, establishing an Entrepreneurship Center, including a minor in entrepreneurship, and promoting a start-up spirit, including knowledge transfer to start companies 5. Stakeholders: by caring for stakeholders, placing students at the core, cultivating alumni relations, a sense of work pride, and the adoption of a service and welcoming mindset 6. Support: by broadening support, expanding government and NGO support, creating naming opportunities, and soliciting donations for both research and infrastructure requirements

Benefits for Staff Members By participating in the performance management process, employees: ➢ Are encouraged to undertake self-evaluation and set their own goals; ➢ Have increased opportunities to gain feedback and discuss with their immediate supervisors their ongoing development, including learning and their own career development; ➢ Gain a fuller picture of their performance and identify areas which need improvement

(competencies, skills, and behaviors that are directly related to successful performance on the job) ➢ Keep track of their accomplishments throughout their AIT career; ➢ Provide information to the Institute on their accomplishments and potential for their future assignments and development needs.

Benefits for Immediate Supervisors For immediate supervisors, the performance management process: ➢ Provides an opportunity to guide and clarify to each employee the expected performance and assigned tasks, results expected, and competencies to be demonstrated by each individual; ➢ Provides a means to motivate employees by defining how their individual performance contributes to the overall goals of the Unit;

➢ Provides guidance to each employee on areas which need improvement; ➢ Provides a structured means to address performance gaps early on so that both the immediate supervisor and the employee are clear on what must be done to bring performance up to the expected standard.

Benefits for the Institute For AIT, the performance management process will: ➢ Serve as a standardized tool to objectively evaluate employee performance and if needed, it can be used to support disciplinary procedures in a fair and equitable manner and contract administration (renewal/termination);

➢ Encourage a high level of employee participation in the planning, delivery, and evaluation of work; ➢ Give managers the responsibility and accountability for managing and motivating their employees.

➢ Promote a culture of high performance and continuous learning;

Scope of the Document This document is designed to assist employees and their immediate supervisors by providing detailed guidance on the execution of performance management at AIT.

✓ Provide information on how to conduct ✓ effective dialogue concerning performance issues ✓ A helpful checklist for employees and immediate supervisor to guide the performance management process ✓ Suggestions on preparing goals and success criteria, and performance improvement plans ✓ Guidelines on how to rate your subordinate

INITIATING THE PERFORMANCE MANAGEMENT PROCESS: Performance management is an ongoing process that is geared toward focusing work within a Unit, clarifying performance expectations at the beginning of each performance period, allows supervisors and employees to monitor their performance progress through ongoing dialogue and a mid-point review, and objectively and fairly evaluating performance at the end of the period. End-of-cycle evaluation, in turn, becomes useful in planning for the following year, and for development in general.

Evaluation Structure: ● ● ● ●

Employee Category: All staff positions Evaluator: Immediate Supervisors / Unit Heads (as first appraisers) The evaluation form is completed by the employee and immediate supervisors / unit heads The evaluation is divided into four parts: 1. Cover Form 2. Phase 1: Goal setting (narrative with discussion) 3. Phase 2: Progress evaluation (informal discussion) 4. Phase 3: Final reflection, self-assessment, and feedback (narrative and discussion)

Evaluation Timeline: Phase 1: Goal setting Strategy (August-September)

Employee: Set goals and strategies for the appraisal year

Employee: Discuss the goals and strategies with Immediate Supervisor

Immediate Supervisor: Approve and provide guidance

Phase 2: Mid-point review: Progress Evaluation (January – February)

Employee: Evaluate the progress and accomplishments *Employee can request to set new/amend Goals if required

Employee: Discuss with Immediate Supervisor the progress, achievements, and difficulties faced

Immediate Supervisor: Informal evaluation and guidance *Place employee on action plan if required

Phase 3: End-of Cycle: Reflection, Self-Assessment and Feedback (June-July)

Employee: Completes reflection and self-assessment of deliverables and performance

Immediate Supervisor: Completes competency assessment and performance evaluation of employee

Immediate Supervisor: Discuss with employee final reflection, evaluation and expectations for the coming year

FRAMEWORK FOR WORK PLANNING Individual work plans should cascade down from the objectives and work plans of the Department or Unit. Primary responsibility for the timely implementation of the performance management process rests with the immediate supervisor, though as a staff member, you play a very important role in the process. It is important that the immediate supervisor meet with employees in their work unit, either as a group or individually, to ensure that everyone understands the goals and work standards. In cases where an employee reports to more than one supervisor, one first reporting officer should be designated who will oversee the performance evaluation process, with additional supervisors providing input, as appropriate.

I. Phase 1: The Individual Work Plan and Goal Setting As an employee of AIT, you are expected to draft your individual work plan in consultation with your immediate supervisor. This work plan establishes a framework for personal accountability so that it is clear what is expected for the performance cycle. The plan should include the goals and success criteria and the competencies to achieve the goal.

Talk to Your Team: Immediate Supervisors are responsible for initiating the discussions with each employee about their work plan.

Setting performance goals should be a shared responsibility between the immediate supervisor and the employee that builds commitment and ownership. It sets the stage for effective communication regarding expectations that are mutually understood. Performance management starts with clearly defined goals and objectives, it must be specific to the role and responsibilities of an employee. As an employee it is important that you clearly understand: •

how your contribution fits into the overall vision, strategies, and goals of the institution; 7

• •

what exactly you are expected to achieve; what constitutes successful performance (in other words, the criteria by which your performance will be judged).

As immediate supervisor you must remember: • • •

All goals need to be aligned to the Institute’s vision and strategies, as well as the departmental/unit goals. As the immediate supervisor, it is your responsibility to help your employees understand how their work directly links to the departmental/unit goals. As the immediate supervisor, it is critical that your employees understand the importance of their role and how they contribute to the success of the Institute. Knowing how one contributes increases levels of engagement and motivation.

One effective approach to developing goals and performance expectations is to follow the SMART model as a guide. • Specific: the goal should be clearly defined and highly specific to the role • Measurable: the goal should establish concrete criteria for measuring progress toward the attainment of each goal set. • Attainable – develop a goal that is achievable • Relevant - the goal should be pertinent to the employees role, or should benefit the employee directly. • Time-Bound – within set timeframes. Setting a timeframe for the goal helps quantify it further, and helps keep attaining the goal on track.

Success Criteria For goals to be measured, consider the following critical components in writing effective goals: 1. QUALITY: How well? What level? 2. QUANTITY: How many? What number of frequencies? 3. COST: how much/at what investment? 4. TIME: By when? Each employee will set different goals and/or performance expectations when writing a work goal and your goals may fit into one of the following categories: On-going Goals

These are the outputs related to progress/standards for on-going duties and responsibilities.

Problem-Solving Goals Innovative Goals

These goals focus on what needs to be improved based on analysis of current problems. These goals look at what is already done well, but can be improved, or what new ideas can be introduced. 8

Behavioral Goals

Stretch Goals

Development Goals

II.

Goals may be based on certain behaviors. These goals are expected to be accomplished continuously. Behavioral goals are "how" things need to be accomplished. Goals that are especially challenging to reach are sometimes referred to as stretch goals. Stretch goals are usually used to expand the knowledge, skills and abilities of high-potential employees. These goals are meant to create opportunities for staff to develop their competencies, stay current in skills and knowledge, assign challenging work to move staff members toward their career goals.

Phase 2: Progress Review (Mid-Point Review)

Both the immediate supervisor and employees are encouraged to take the initiative to have on-going performance discussions throughout the performance period. These can happen weekly, monthly, or more spontaneously, as appropriate – and ‘best practices’ involve a mixture of formal and informal feedback. The mid-point review provides a formal opportunity to ensure that such discussions occur at least once mid-way through the reporting cycle. Open communication on performance helps both the immediate supervisor and the employees to assess how work is progressing. Ongoing dialogue is also a means of holding employees accountable for agreed performance expectations. At this stage, the employee can discuss with the immediate supervisor what has been accomplished, how achieving the goals has been progressing, and difficulties faced and can request to set new/amend goals if required. Likewise, the immediate supervisor comments on the progress on goals to date, areas that require further support and assistance, and sets/amends goals if required.

Monitoring and Coaching Monitoring The monitor phase allows the supervisor to keep track and assess the progress made by the employee based on the work plan that was earlier agreed. Monitoring is to review what has occurred in the interim, in relation to achieving those goals and objectives written a few months ago. It is where feedback is very important. Supervisors need to be mindful that ‘feedback’ does not mean catching people out when they are off-task or slipping behind; feedback goes both ways. An employee needs to feel comfortable to give feedback to a supervisor about obstacles to agreed goals, solutions for their challenges, and accurate progress reports.

Positive feedback is also a powerful motivator. Catch people doing the right thing and acknowledging it publicly where appropriate can do more for productivity and culture than a monetary reward. It is vital to document in detail the advances, challenges, solutions, and notable situations throughout this time, in relation to the goals that were laid out in the planning phase.

Constructive feedback encourages a discussion after the person gets the feedback. As a result, supervisors and employees can learn more about the situation and, if needed, set a positive course of action.

Coaching The way to engage employees is to actively involve them in the problem-solving process and encourage them to take responsibility for their own professional development and success on the job. This will not only improve productivity, but will also build job satisfaction and motivation as employees begin to participate in decisions that affect their job performance. Coaching employees requires a continuous effort to make it a part of management practices. Use the following tips in coaching employees. 1. Delegate: Articulate the results wanted, set parameters, determine what support the employee needs, and set times to conduct progress reviews along the way. 2. Give performance feedback: State what observed, be specific and direct, show sincerity, and communicate face-to-face for both positive and negative performance efforts. 3. Motivate employee performance: Give timely recognition for a job well done and provide favorable assignments that challenge employees and meet business needs at the same time. 4. Mentor employee growth: Pass on words of wisdom that guide behavior for success and ask employees for ideas to make improvements and solve problems. 5. Focus employee performance: Collaboratively set goals with action plans that define the key steps for achieving the goals. 6. Set meaningful goals: Define the results that need to be achieved and how the goals will be measured. 7. Assess employee performance: Do not wait for the annual review. Meet one-on-one with each employee at least once per quarter to review performance; adjust plans accordingly to keep priorities current. 10

When conducting coaching session: ✓ create a comfortable coaching environment ✓ choose an appropriate time and place of coaching ✓ establish rapport and clearly state the purpose of the meeting.

IV. The Performance Improvement Plan (PIP) As soon as a performance shortcoming is identified, the immediate supervisor should discuss it with the employee and take steps to rectify the situation, such as the development of a performance improvement plan, in consultation with the employee. The Performance Improvement Plan (PIP) is designed to facilitate constructive discussion between an employee and the supervisor and to clarify the work performance to be improved. It is implemented, at the discretion of the supervisor, when it becomes necessary to help an employee improve their performance. The supervisor, with input from the affected employee, develops an improvement plan; the purpose of the activities outlined is to help the individual to attain the desired level of performance. In certain cases, it is recommended that the immediate supervisor and the Department Head consult OHRS to ensure consistent and fair treatment of the employee. The supervisor will monitor and provide feedback to the employee regarding their performance on the PIP. If a performance issue becomes more severe, the immediate supervisor may take additional disciplinary action in accordance with the Institute’s policy on Disciplinary Process.

The Performance Improvement Plan Form Employee Name: Title: Unit/School: Date: Performance in need of improvement: (List the goals and activities the employee will initiate to improve performance. Include skill development and changes needed to meet work performance expectations.) Targeted date for improvement:

Expected results - list measurements, where possible: Dates to review progress by the employee and supervisor: Progress at review dates: Employee Signature: Date:

Supervisor Signature: Date:

How to Prepare for Progress Review – Employee Checklist o

Plan for the discussion: Review agreed work plan goals and expectations; any changes in the work plan since the last discussion; review examples of completed work, exceptional performance, and under performance.

Bring a concrete proposal regarding your short, medium, or long-term career plans: Explain the benefits of your proposal to the unit. Invite your supervisor’s ideas and suggestions. Discuss your proposals with positive energy!

Come prepared with facts and figures: prepare a summary list of all that you have done, facts and figures or proof of your work, including challenges or problems you faced, how you dealt with them, and the results.

Ask for priority goals: Request that your supervisor share the priority goals of the unit for the remainder of the reporting period. Ensure that your personal goals are in alignment.

Discuss ways to enrich your current job: 12

Request that sufficient time be set aside for the discussion and at a time when your supervisor is not dealing with unanticipated emergencies

Be prepared to comment on your performance: Your supervisor will likely ask you to comment on your performance during the reporting period. Base your response on concrete examples of meeting or exceeding goals, or goals unmet. Listen carefully to your supervisor’s perspectives on your performance. If the comments are overly general, request specific examples to increase clarity: Ask your supervisor to restate their comments if they remain unclear.

This might include, (for example), greater autonomy, increased feedback, more inclusion or participation in discussions related to your work, greater variety in tasks assigned, assuming on new challenges and learning, and the opportunity to work on task forces or project teams. o

Ask career related questions: “How am I progressing with developing my competencies? “Are my mobility goals realistic?” “What additional skills do you think would enhance my chance for a move?” “What type of developmental assignments in my current position would enrich my professional experience and skills portfolio?”

Give feedback: If you feel there is something that your supervisor could do more of or less of to be supportive to your work, let them know. Also provide feedback on the regularity and clarity of their performance feedback to you. If you work better with more regular feedback, positive or negative, say so.

How to Prepare for Progress Review – Supervisor Checklist o

Plan for the discussion: Review agreed work plan goals and expectations; any changes in the work plan since last discussion; review examples of completed work, exceptional performance, and underperformance that you have recorded.

Set aside sufficient time for the meeting: Avoid phone, email, or visitor interruptions. Recognize difficult discussions will take longer.

Begin by asking for information: Ask the employee to highlight achievements during the reporting period. This should focus on work plan objectives or expectations regarding deliverables, things to be produced, and services to be rendered. Ask for concrete examples.

Listen carefully without interruption.

Express appreciation for work that went well and competencies that have been demonstrated in achieving the work plan goals and expectations: Discuss performance gaps and what should be done to close them. If necessary, discuss a performance improvement plan. The plan should be detailed regarding what is to be done, by whom, when and how with a follow-up discussion meeting scheduled.

Ask staff what you, as their supervisor, can do more of or less of, to support their work: Ask employees if they are satisfied with the frequency and clarity of your feedback on their performance.

Discuss longer-range career development plans: Revisit short, medium, and long-term professional goals and steps taken to reach them. Review and, if necessary, revise previously agreed on learning/training plan. 13

Comment on the examples given: including areas of agreement and reinforcement of what the employee has said. Offer any comments on different views of performance based on concrete examples. Explain the impact of negative performance on the work unit or team. Restate or update departmental/work unit work priorities: Check for understanding on goals and expectations for the months ahead.

Prepare any disagreement you might anticipate.

Base your performance ratings on concrete observable examples of performance: Examples are particularly important in justifying higher or lower ratings. Ratings should not be given arbitrarily to meet the demands of a predetermined unit bell curve.

Dialogue is the KEY to a productive performance meeting. For employees, having a sense of progress is motivating, since knowing the work is going well promotes a sense of accomplishment.

V. Phase 3: Employee Self-Assessment and Immediate Supervisor Feedback (End-of-Cycle) The end-of-cycle evaluation is the culmination of the performance management process each year. If the work plan and mid-point review have been done well, and if discussions to review work in progress have taken place, the end-of-cycle evaluation will flow naturally.

Employee Preparation Prior to the end-of-cycle evaluation meeting between the immediate supervisor and the employee, it is a good idea for the employee to review what was accomplished in the work plan, how the competencies were demonstrated in carrying out the work plan, and the learning undertaken during the reporting period (see checklist on page 16).

Employee Self-Assessment Self-Assessment allows an employee to reflect on their own performance. A self-assessment should be brief, and highlight the major accomplishments of the reporting cycle. A self-assessment is not intended to be a rewritten job description or work plan. 14

Ideas on what to include in a self-assessment are: • • •

• •

The most significant accomplishments achieved during the evaluation period Additional work and learning activities that demonstrate an employee’s skills and competencies, contributions to the work of the Organization. Have there been any special circumstances that have helped or hindered an employee in doing their job this year? If yes, how did they affect their work, and what were the circumstances? Since the last review period, has the employee performed any new tasks or additional duties outside the scope of their regular responsibilities? (be specific). What are the employees goals for next year and what action will be taken to accomplish these goals?

It is important that an employee reviews their own work plan and be prepared to discuss the challenges and accomplishments that occurred during the reporting cycle in order to be wellprepared for the end-of-cycle evaluation meeting.

Immediate Supervisor Preparation To prepare for the appraisal discussion, immediate supervisors should begin by reviewing each employee work plan (including values, competencies and development plan) as well as the informal progress review.

Immediate Supervisor Feedback The immediate supervisor rates the employee based on the performance factors that best describes the employees performance during the period under review. The immediate supervisor provides an overall recommendation based on these performance factors. The immediate supervisor and the employee then meet at the end of the performance cycle to discuss the employees overall performance and the competencies demonstrated in achieving the work plan and goals. These are discussed, along with any changes or comments from the informal progress review, to assess achievements throughout the year. Both the employee and the immediate supervisor are then provided opportunity to comment on the overall period under review. The importance of setting clear goals/performance expectations in the individual work plan becomes evident at this time. This is when the value of concrete goals defined in ‘SMART’ terms (specific, measurable, achievable realistic and time-bound) is most clearly seen. They make it much easier to evaluate the performance outcomes against performance expectations. 15

A well-done performance appraisal can be an excellent tool to help improve employee engagement and performance. It also provides an opportunity for supervisors to build stronger relationships of trust with their employees and can lead to greater work satisfaction.

Preparing for a Performance Review – Checklist for Employee SelfAssessment o Review the work plan and note achievements, as well as goals not met. Analyze each of the work plan objectives or goals for the reporting period and write down what was delivered, produced, or otherwise achieved. Write out examples of achievements. Identify achievements that went beyond what was expected, and, assignments that were uncompleted. Highlight the gaps between the specific goals and what was actually achieved. Analyze reasons for not reaching closure on assignments. o Reflect on the extent to which assignments were found challenging. Record any thoughts on how to make them less challenging, or, list some additional assignments that you think would stretch your capacity and enrich your professional experience more. o Looking back on the reporting period, was your performance affected in any way by skill or competency gaps? For example, do you need to improve your IT, management, communication, planning and organizing, or client service skills? Are there any internal training opportunities that would help you develop your competencies?

o Are there ways you think the current job could be enriched? o Are you aware of how your interpersonal style has impacted others? Have you been able to maintain good interpersonal relationships, up, down, or with peers? Are you satisfied with how you manage impulsive feelings (your ability to stay composed, positive and unflappable even in trying moments)? o Reflect on the nature of support received in implementing work plan assignments. Do you feel your supervisor could have done more of/less of anything to support your work? o Have you done any serious career planning during the reporting period? Do you have a career plan with some career goals for next 3-5 years? Have you considered opportunities for lateral mobility, mission assignments or testing new areas of work? What more do you think you can do to stretch your skills?

RATINGS GUIDELINES When rating an employee on different factors, base the ratings on how well the employee performed in their job. Provide specific examples and documentation to justify the performance rating given for each factor. As appropriate, before discussing the end-of-cycle performance evaluation with the employee, the immediate supervisor should discuss the evaluations of all employees who report to them with the next level supervisor (HoD/Dean). This will help to ensure consistency and fairness across the unit. The final overall evaluation for the employees performance during the performance period should be determined according to the rating descriptions for assessing overall performance given below. The immediate supervisor needs to consider both the achievement of the goals as described in the work plan and the demonstration of the relevant competencies.

Overall Ratings It is expected that the performance of most employees will be found to be fully successful, assuming they have met the performance expectations agreed in the work plan, that their performance meets the standards of the Organization. This rating establishes full satisfaction with the work performed and shall be so viewed when employees are considered for renewal of a fixed term appointment or selection for a post at the same or a higher level. In all cases, evaluation ratings must be explained by comments, including documents or examples as needed. For ratings other than “meets expectations” the immediate supervisor’ comments must include specific examples of the work performed or not performed that justify the rating.

Overall Performance Rating Guideline

EXCEEDS EXPECTATIONS* • • • • • •

•

Performance is exemplary and exceeds all expected standards as per the job description. Completes significant and unexpected goal that was added during the performance cycle, while successfully completing all originally established goals in the work plan. Demonstrates core competencies and values outstandingly. Delivers outputs beyond expectations. Maximizes outputs by introducing innovative methods. Introduces new idea, concept or process on his/her own initiative and effectively pursues necessary details for successful implementation, resulting in efficiency/financial gains for the Organization. Performs functions in an unexpected situation that were not part of the original work plan for an extended period.

DOES NOT MEET EXPECATIONS Does not meet defined success criteria or performance expectations for the majority of the goals/key results. Quality and quantity of work are inadequate for the position. Work output do not meet the minimum requirements expected. Demonstrates little or no contribution to organizational goals. Fails to meet own work objectives. Is inattentive to organizational priorities and administrative requirements. Has poor work habits resulting in missed deadlines/incomplete work. Work relationships with colleagues are strained. Fails to respond to client needs. Shows lack of response to the supervisor’s corrective efforts. Specific, repeated examples of unsatisfactory performance have been communicated to the employee both verbally and in writing, along with specific expectations and suggestions for improvement.

• • • • • • • • • • •

MEETS EXPECTATIONS Performance meets acceptable and expected standards as per the job description. Performs assigned responsibilities consistently well. Completes all critical activities in a timely manner. Keeps supervisor informed of work issues, alterations and status. Effectively applies technical skills and knowledge to get the job done and ensure that organizational goals are met. Shows good work habits, follows established work schedule and completes projects and tasks thoroughly. Meets deadlines with consistently acceptable levels of productivity. Provides reliable input and recommendations. Demonstrates solid team skills, learns from mistakes and contributes in a positive way to the overall work climate in the division. Shows interest in developing new knowledge and skills. Makes clear progress toward identified goals in previous performance review.

Important Reminder: 1. A rating of “Exceeds Expectations” or “Does not Meet Expectations” should be supported by evidence (anecdotal or documented). 2. Any rating of “Does Not Meet Expectations” requires an agreed upon and monitored improvement plan.

ADDITIONAL INFORMATION:

Summary of Employee, Immediate Supervisor, and Second Level Supervisor Responsibilities The employees responsibilities: • • •

Seeking to understand larger organizational goals; Soliciting clarification on goals/ performance expectations; Preparing the draft work plan and development plan for discussion;

• • •

Sharing work-related information with the supervisor and the team; Contributing to work unit success; and Preparing for end-of-cycle discussion.

The immediate supervisor responsibilities: • •

•

Establishing and communicating the direction for the unit; Establishing and discussing clear and challenging goals/performance expectations with employees in their individual work plans; Initiating and maintaining open communication regarding work issues and coaching for improved performance as needed; Holding a formal, mid-point review;

•

Providing regular performance feedback to the unit as a team and to individual employees; After the end-of-cycle discussion with the employee, providing end-of-cycle evaluation and comments. (The written comments should be consistent with the overall rating assigned.) In some cases, incorporate comments from additional supervisors.

The second level supervisor ( i.e. HoD/Dean) responsibilities: •

•

Providing input on the performance management process throughout the cycle, including timeliness and thoroughness of work planning, feedback and end-of-cycle evaluation; Providing ongoing feedback, including in the evaluation of the immediate supervisor of their employees; Holding the immediate supervisor accountable for evaluating employees in accordance with performance management system guidelines;

•

Reviewing the performance management system of employees who report to the immediate supervisor and providing comments, if so desired; and Evaluating the immediate supervisor on managing performance including compliance with the performance management system process and procedures.

II.

Competencies: Professionalism • • • • • •

Shows pride in work and in achievements. Demonstrates professional competence and mastery of subject matter. Is conscientious and efficient in meeting commitments, observing deadlines and achieving results. Is motivated by professional rather than personal concerns. Shows persistence when faced with difficult problems or challenges. Remains calm in stressful situations.

Interpersonal Skills • • • • • •

Works effectively with people from all backgrounds. Treats all people with dignity and respect. Treats men and women equally. Shows respect for, and understanding of, diverse points of view and demonstrates this understanding in daily work and decision making. Examines own biases and behaviours to avoid stereotypical responses. Does not discriminate against any individual or group.

Communication • • • • •

Speaks and writes clearly and effectively. Listens to others, correctly interprets messages from others and responds appropriately. Asks questions to clarify, and exhibits interest in having two-way communication. Tailors language, tone, style, and format to match the audience. Demonstrates openness in sharing information and keeping people informed.

Accountability • • • • •

Takes ownership for all responsibilities and honours commitments. Delivers outputs for which one has responsibility within prescribed time, cost and quality standards. Operates in compliance with organizational regulations and rules. Supports subordinates, provides oversight and takes responsibility for delegated assignments. Takes personal responsibility for their own shortcomings and those of the unit, where applicable. 21

Creativity/Initiatives • • • • • •

Actively seeks to improve programmes or services. Offers new and different options to solve problems or meet client needs. Promotes and persuades others to consider new ideas Takes calculated risks on new and unusual ideas; thinks “outside the box”. Takes an interest in new ideas and new ways of doing things. Is not bound by current thinking or traditional approaches.

Dependability • • • • •

Being relied on to come to work and meetings on time. Complete work by a given deadline and at an acceptable level of quality. Produces consistent work. A trustworthy person “do what they says will do”. Responsive, accountable, proactive, reliable and responsible.

Leadership • • • • • • •

Serves as a role model that other people want to follow. Empowers others to translate vision into results. Is proactive in developing strategies to accomplish objectives. Establishes and maintains relationships with a broad range of people to understand needs and gain support. Anticipates and resolves conflicts by pursuing mutually agreeable solutions. Drives for change and improvement, does not accept the status quo. Shows the courage to take unpopular stands.

Problem Solving/Decision Making • • • • • • •

Identifies the key issues in a complex situation, and comes to the heart of the problem quickly. Gathers relevant information before making a decision. Considers positive and negative impact on others and on the Organization. Proposes a course of action or makes a recommendation based on all available information. Checks assumptions against facts. Determines that the actions proposed will satisfy the expressed and underlying needs for the decision. Makes tough decisions when necessary.

Motivation • Delegates responsibility, clarifies expectations and gives employees autonomy in important areas of their work. • Encourages others to set challenging goals. • Holds others accountable for achieving results related to their area of responsibility. • Genuinely values all employees input and expertise. • Shows appreciation and rewards achievement and effort. • Involves others when making decisions that affect them.

III.

9 Ways to Give an Effective Employee Feedback

1. Avoid giving unsolicited advice - unsolicited advice can create immense amount of stress for the person receiving it. Empower your employees to control the feedback agenda by helping them feel confident and comfortable enough to ask for it. 2. Be specific - employee feedback should be solutions oriented, crystal clear, and to the point. General feedback: “Your work needs to be improved” or “I wasn’t very impressed with those reports. You have to do better than that” Specific feedback: “I noticed you were late on your last two deadlines. I’d like to work with you on your time management to ensure you’re not committing to too much and completing each of your tasks in a timely manner.” 3. Come with a deep level of empathy- be ready to be sensitive to the emotions of your employees. Give them space if necessary to understand the "frustrations" you have had in their performance. 4. Don’t wait for the next review - giving employee feedback immediately following an event has the greatest impact on performance. If issues are left unaddressed, they may multiply creating a domino effect. So by the time the quarterly performance review comes around, you will be confronted with a host of issues that could have been avoided if mentioned earlier. 5. Keep it private - don’t criticize publicly; ever!. 6. Don’t take the “sandwich approach” - helping someone improve should always be the goal of feedback, but sandwiching corrective feedback between two pieces of positive feedback won’t soften the blow. 23

7. Make the conversation a two-way street - Let the receiver respond to your feedback and allow them to ask follow-up questions. 8. Focus on performance, not personality - focus on an employee behaviors (what they do) rather than on their personality traits (what they are like). 9. Keep the conversation going by following up - evaluation is tough, and it takes a lot of thought and energy to do it properly. Instead of treating feedback conversations as a oneand-done, follow up with your direct report and show appreciation when you see improvement along the way. This will show them that you care about their success, and it can motivate them to keep up the great work.

IV.

Listening Skills

1. Be attentive "you are in the here and now". 2. Stay focused, don't be distracted. 3. Maintain eye contact with the speaker. 4. Be interested. 5. Do not interrupt the speaker. 6. Control body language which include facial expressions. 7. Ask the right questions. 8. Keep an open mind.

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