Preparing for Your Performance Appraisal Discussion

1
Preparing for Your Performance Appraisal
Discussion

• A Briefing for Supervisors
• A Briefing for Supervisors
• Office of Human Capital Management
• Professional Development Center
• Lynda Jones and Sara Walser
• Career Coaches
• 301-286-5794

2
Workshop Objectives

• Supervisors will learn
• preparation techniques to ensure the performance
  appraisal discussion is productive, positive, and
  motivating.
• to document, articulate and communicate important
  messages regarding the employees performance,
  accomplishments, developmental goals and
  improvement needed.
• common rating errors to avoid.

3
Supervisors Role in the Process

• Consider input from all relevant sources.
• Communicate, provide encouragement, constructive
  feedback, and show appreciation to employees
• Discuss employees training and development
  needs/requirements discuss IDP

4
Preparing for the Discussion

• Notify the employee 2 weeks in advance and
  request input for the discussion.
• Gather input from customers.
• Review feedback and develop main messages.
• Plan ways to create an open environment for
  two-way communication.
• Identify future individual and work unit needs
  for development discussion
• Determine performance element and summary rating.

5
Preparing for the Discussion

• Review and be familiar with your employees
  performance plan.
• To facilitate your review
• Keep a file of achievements/accomplishments (i.e.
  deadlines met, special projects assigned and
  completed, problems solved, etc. ), addressing
  each performance element.
• Assess the employees performance against the
  standards in the performance plan.
• Include all key work and accomplishments as well
  as routine tasks.
• Use examples from the file to develop key
  messages to be communicated.

6
Preparing for the Discussion

• Review input from the employee and how you will
  take it into consideration when deriving the
  rating.
• Review the file for a record of discussions
  regarding performance challenges, if any, agreed
  upon actions, and outcomes.
• Plan to improve deficient performance. If
  performance is assessed below Fully Successful,
  contact OHCM for assistance.

7
Considering Input

• When assessing how well the employee achieved
  goals, review the accomplishment against the
  performance standard and answer the following
  questions.
• Did performance meet expectations warrant
  praise, recognition or a pat on the back from you
  or colleagues? Why?
• Did the employee receive an award or commendation
  from a customer/client?

8
Considering Input (contd)

• Was the employee selected for special projects,
  committees or task force?
• Did the employee complete a particularly
  challenging assignment? Participate in a solution
  that improved customer service, enhanced
  efficiency, saved money/time or increased
  revenue?
• Has the employee become known throughout your
  department/agency for something?

9
Assign the Element and Summary Rating
LEVEL Element Rating Levels Summary Rating Levels
5 Significantly Exceeds (SE) Distinguished All Elements rated SE
4 Exceeds Accomplished Lowest Elem rating is Accomplished
3 Meets Fully Successful Lowest Elem rating is Meets
2 Needs Improvement Needs Improvement Lowest rating is NI
1 Fails to Meet Unacceptable a critical Elem rating Fails to Meet

• Comparing the accomplishments to the performance
  standards to determine the appropriate rating for
  each element.
• Upon determining the element ratings, determine
  the summary rating level.

• Also a Fails to Meet only in a non-critical
  element
• will yield a summary rating of Needs Improvement.

10
The Performance Narrative

• Next, you will write a performance narrative that
  clearly and completely justifies the performance
  summary rating level assigned.
• Tip Include a statement that provides
  accomplishments for each performance element.
  Remember an accomplishment is an outcome or
  result of activities and may take the form of a
  product or service.

11
Sample Element Narratives

• Element 1 Implement Mentoring Program
• Created and implemented a new agency-wide
  mentoring program with 80 participation.
• Element 2 Initiate Volunteer Program
• Expanded agencys service and maximized staff
  effectiveness by researching and recommending a
  new volunteer program with a full-time volunteer
  coordinator.

12
More Sample Element Narrative Statements

• Provided training and mentoring to first year
  students through superior planning.
• Designed a website to make information on
  upcoming events more accessible efforts resulted
  in a 20 increase in member participation at club
  events.

13
Complete the Appraisal Form

• Ensure the appropriate summary rating is
  indicated based upon the lowest element rating.
• Check the appropriate block on the cover page
  under the section labeled, Performance Appraisal
  Performance Summary Rating Level. Then sign
  and date the form.
• Ratings of Distinguished, Needs Improvement or
  Unacceptable require the approval of the
  reviewing official.

14
Important Messages to Discuss During the
Appraisal Meeting
Accomplishments Challenges
1. 1.
2. 2.
3. 3.
15
During the Discussion

• Put the employee at ease
• Discuss how the employee is doing on each
  performance element Use positive feedback to
  reduce defensiveness
• Discuss development Brainstorm solutions for
  performance improvement or enhancement
• Be prepared to listen to the employees view on
  how well she or he is accomplishing goals
• Begin and end on a positive note
• Ask what you can do to help

16
Articulating Your Assessment

• Choose one of the messages from your list.
• Think about the best way to articulate the
  message to your employee and write down two
  statements that you can use during your
  discussion session.
• 1.
• 2.

17
How to Enhance Appraisal Discussions Review
Communications

• Actively listen.
• Speak from the I perspective.
• Be assertive, not aggressive
• Effectively articulate what was done well and
  what may be improved and how.
• Focus on the future.
• Identify follow-on actions.

18
Watch Out for Critical Communication Styles

• Some people have a naturally critical
  communication style, often quick to find faults
  and slow to give praise. If your employee is
  motivated by praise, the discussion will be
  strained if you have a critical communication
  style.
• Recognize what motivates the employee.
• Be prepared with at least one positive comment
  regarding each performance element unless it
  would be dishonest.
• Anticipate a productive discussion.

19
Prepare for Defensive Communication Styles

• Some people dont take criticism well and become
  defensive when feedback is given.
• Beginning with positive feedback reduces
  defensiveness.
• Recognize what motivates the employee.
• Anticipate some defensiveness and rehearse how
  you will
• respond.
• Ensure that all important messages are
  communicated.
• If the employee becomes defensive, try to get
  back on track by looking forward, i.e., the
  employee has the potential to do well.

20
Sign the Appraisal

• Upon completing the discussion, ask the employee
  to sign and date the appraisal form under the
  section labeled, Acknowledgment.
• The employees signature is to acknowledge that
  the discussion occurred.
• The employees signature does not mean the
  employee agrees with or is satisfied with the
  rating.
• If the employee refuses to sign, do not try to
  coax the employee, write a note on the form
  indicating the employee did not wish to sign it,
  then initial and date your note.
• Give the appraisal to the employee.

21
Avoid Rating Errors

• The halo effect occurs when performance
  evaluations are based on good past performance
  the rating official rates performance Exceeds
  in all elements because of Exceeds performance
  in one performance element or a prior performance
  period or the rating official rates performance
  high because s/he has a good relationship with
  the ratee or holds similar beliefs and
  background.
• The horns effect occurs when performance
  evaluations are based on past, poor performance,
  poor performance in one performance element or on
  one occasion or the employee engages work
  methods independent of the rating officials
  methods.
• Central tendency does not appear to be a
  problem for rating officials here at Goddard,
  however, its when the rating official evaluates
  the performance of every direct report at the
  Fully Successful level.
• Leniency tendency occurs when the rating
  official rates the performance of all or almost
  all direct reports Exceeds or Significantly
  Exceeds. Generally, this results from a desire
  to avoid conflict.
• Length of service A higher rating is assigned due
  to the employees years in the position or years
  with the Agency or Center.
• Other biases Rating based upon political
  affiliation, the employees race, color, national
  origin, gender, age (40 or older), religion,
  reprisal, marital status or sexual orientation.
• Attribution bias is when poor performance is
  attributed to the employee good performance is
  attributed to the rating official, technical
  supervisor, project manager, or others.

22
Request for Reconsideration

• An employee who is dissatisfied with the
  appraisal rating or narrative may request
  reconsideration.
• During the appraisal discussion. During the
  discussion the employee may provide additional
  information to consider.
• As supervisor, upon hearing the employees
  justification for change, you may change the
  rating.
• Or, you may determine the additional information
  does not warrant a change.
• After the appraisal discussion. The employee
  may come at a later date and ask for a change.
  If you agree, you may change the rating.
• SEE HANDOUT FOR THE RECONSIDERATION AND GRIEVANCE
  PROCESS STEPS FOR BARGAINING UNIT AND
  NON-BARGAINING UNIT EMPLOYEES.

23
Effecting the Performance Plan for the Next
Period

• Discuss new objectives thoroughly.
• Consider the employees input.
• Remember the employees input is invaluable as
  one who is closest to the work and may be aware
  of barriers.
• Make changes, as needed.
• Discuss development and updates to IDP.
• Sign and date the form, under the following
  sections.
• Performance Plan Development
• Development Discussions
• There are two places to document
• Development discussion Sign and date
• Individual Development Plan offered Initial and
  date

24
Improving Performance

• Identify areas in which you would like to see a
  change.
• 1.
• 2.
• How can the employee improve these areas? (i.e.
  training, mentoring, career coaching, reading,
  practicing, professional associations)
• 1.
• 2.
• (GSFCs Career Coaches can help you with an IDP.)

25
When Performance is Deficient

• When performance is assessed below Fully
  Successful, it is considered deficient.
• Call the Performance and Work Life Dynamics
  Office (X6-4832) for assistance with developing
  guidance describing improvement needed.
• Schedule a subsequent meeting to discuss the
  counseling or performance improvement letter.

26
Lessons Learned

• Three things I can do to have a successful
  performance appraisal discussion.
• 1.
• 2.
• 3.

27
Contacts

• Contacts
• General Performance Management
• Cheryl Rosanova, Program Manager
• Performance Management Programs
• [phone]
• Recognition
• Cheryl Rosanova
• Awards Officer
• [phone]
• Handling Poor Performance
• Tina LaFountain
• Employee Relations Officer
• [phone]
• Individual Development Plans
• Lynda Jones and Sara Walser,
• Career Coaches