Planning & Conducting Annual Performance Evaluations for Staff

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Planning ConductingAnnual Performance
Evaluationsfor Staff

• Performance Evaluation Training for Supervisors
• Pat Hawthorne
• Library Human Resources
• May June 2008

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Training Agenda

• Introductions Sign-in Sheet
• Housekeeping
• Plan for the Session
• Staff Training Session Overview
• Overview of UCLA Library Process
• Planning for the Annual Process
• Involving the Employee
• Setting Performance Standards Goals
• Evaluation Forms Drafting the Narrative
• Using the Ratings
• Summary Follow Up

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Discussion Question

• What is the one thing you think employees want
  you to do
• in regard to their
• annual performance evaluation?
• HINT Answer as a supervisor!

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What Supervisors Think Employees Want

• Employees want exceeds expectations in all
  categories and overall.
• Employees want to know where they are doing well
  and where they can improve.
• Employees want to know if they are getting a
  raise or not.
• Employees want fairness.
• Employees want to know deadlines and what they
  need to turn in when.
• Employees want to know whats different about the
  process than before.

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Discussion Question

• What do you as a supervisor
• want to accomplish
• in the evaluation process
• for your employees?

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Discussion Question

• What is the one topic, question,
• or concern
• you want covered here today?

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Overview of UCLA Library Process

• Annual Calendar (February October cycle)
• Internal calendars with departments and divisions
• Evaluations due to LHR on August 22, 2008
• All full- and part-time career staff
• Not academics (librarians), limited appointment
  staff or students
• Covers last fiscal year (July 1 June 30)
• Done by current supervisor
• Current supervisor gathers input from previous
  supervisor
• Evaluate on performance of job duties work plan
  progress
• Evaluations must be signed by employee,
  supervisor, and supervisors supervisor
• All evaluations go to University Librarian

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Types of Employees

• Policy-Covered Employees (Non-Represented or 99s)
• Represented Employees (Covered by a Collective
  Bargaining Agreement)
• AFSCME (SX)
• CUE (CX)
• UPTE (TX)

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Relationship to Salary

• Policy-Covered Employees (Non-Represented or 99s)
• Merit based increases on October 1
• Represented Employees (Covered by a Collective
  Bargaining Agreement)
• Increases as stipulated in contract by year
• AFSCME (SX) ___________________________
• CUE (CX) ______________________________
• UPTE (TX) _____________________________
• Availability of state funding is critical!

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Planning for the Annual Process

• Ensure there are no surprises for employees in
  the process!
• Plan ahead. Do not procrastinate. Do not rush
  through the process.
• Develop an internal calendar for yourself and
  your unit and announce internal unit deadlines
  and due dates as appropriate.
• Prepare employees for the process.
• Start with the job description.

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Planning for the Annual Process

• Involve the employee by asking for input.
• Have an initial meeting with the employee before
  giving them the written evaluation.
• Draft evaluation using a variety of data.
• Review last years evaluation.
• Share the draft evaluation with the employee
  prior to the final performance evaluation
  meeting. Discuss, make changes as appropriate,
  and finalize.

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Planning for the Annual Process

• Ask the employee about long-term career goals.
  Identify areas for improvement.
• Focus the content on the review period.
• Keep ratings in perspective.
• Do a final edit before printing out for
  signatures.
• Attach the appropriate documents.
• Submit to supervisor then to LHR.

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Evaluation Components

• REQUIRED
• Evaluation Form w / ALL required signatures
• Individual Work Plan End-of-the-Year Status
  Report (Last Years Work Plan with status or
  progress reports)
• Individual Work Plan for Next Fiscal Year
• OPTIONAL
• Employee Input
• Self Evaluation
• Narrative Report
• Activities Accomplishments Report
• Job Description Update

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Involving the Employee

• How have you involved employees in the past in
  the process?
• What techniques/practices worked well?
• What techniques/practices did not work well?
• What are you thinking about doing or planning to
  do this year?

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Setting Performance Standards

• Performance standards define satisfactory
  performance that meets expectations NOT
  excellent performance that exceeds
  expectations.
• In setting standards, consider these elements
• Quantity of output or work
• Quality of output or work
• Timeliness of results
• Manner of performance
• Effectiveness in use of resources

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Setting Performance Goals

• Performance goals are not performance standards.
  
• A performance goal can be stated in a manner as
  to exceed expectations, i.e. you can strive for
  excellence.
• Goals should be SMART
• Specific and detailed as possible
• Measurable
• Achievable by the employee
• Relevant to the department and organization
• Time bound/sensitive

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Evaluation Forms

• UCLA Form All Job Categories Form
• UCLA Library Form All Job Categories Form
• UCLA Form Duties Specific Form
• Narrative Format
• Customized Departmental Form

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Using the Ratings

• Exceeds Expectations
• Meets Expectations
• Partially Meets Expectations
• Does Not Meet Expectations

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Rater Errors

• Recency Effect
• Initial Impressions
• Spillover Effect
• Rating Pattern Leniency or Strictness
• Central Tendency Error
• Rater Bias
• Halo Effect
• Contrast Error
• Same As Me
• Different Than Me

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For More Information

• Your Supervisor, Department Head, or Supervisory
  AUL
• LHR Contacts 310-825-7947
• Pat Hawthorne
• Eve Bailey
• Araceli Bermudez
• Terry Leonard