Performance Feedback Guide

Transcription

1 Performance Feedback Guide Designed to Understand each employee s strengths; Value each employee s contributions; Help each employee see and realize his or her fullest potential; Accomplish the IHLS Mission and Goals; While Preserving the Values of IHLS. November 2013

2 PERFORMANCE FEEDBACK PROGRAM The performance feedback program involves a systematic process by which the Illinois Heartland Library System can engage each of its employees in reaching his or her fullest potential while working together to: Improve organizational effectiveness; Accomplish IHLS mission and goals; and Stay true to IHLS values Performance feedback components which are critical for an effectiveness process include: A commitment of time by supervisors to meet and routinely talk to the employees they supervise; A consistent process across IHLS; On-going feedback at least quarterly; A self-evaluation component; Reviews that are Mission centered, fair, effective, and flexible; Criteria that reflect IHLS culture; Feedback criteria for which the person being evaluated can directly impact the outcome; Evaluation processes and tools that are seen as meaningful to both the supervisor and the employee being evaluated; A clear, mutual understanding of expectations; Criteria that is based on objective behavior, performance, and outcomes; An emphasis on organizational and professional goals and plans for the future; When appropriate, documented suggested alternatives to deal with undesirable behavior or performance. 2

3 The Performance Feedback Program incorporates Planning, Monitoring, Evaluating, Developing, and Rewarding. Planning The first step in the process is planning. This includes: Having a job description which outlines the essential functions of a job and the required skills, knowledge, and abilities. Supervisor setting expectations for performance and goals for individuals to help direct their efforts toward the achievement of organizational goals. For the first year, use goals ONLY if they were clearly established and documented at the BEGINNING of the year. Employees getting involved in the planning process to enhance understanding of the goals of the organization, what needs to be done, why it needs to be done, how well it should be done, and what success looks like. Setting the stage for regular feedback and coaching throughout the year with specific feedback sessions held at least quarterly. Performance elements and goals should be SMART: Specific: Measurable: Achievable: Results oriented: Time bound: Expected results should be specified. Describe what will be measured and how. Goals should be realistic, attainable, and agreed upon. However, it may be designed to serve as a challenge in order to make room for professional growth. While initially goals may be focused on activities, eventually goals should be focused on the desired end results and outcomes. Goals must have deadlines for completion. Benchmark deadlines along the way may also be helpful. Through meaningful planning, employees are held accountable as individuals for work assignments and responsibilities. Employee performance plans should be flexible so that they can be adjusted for work requirements and changing program objectives. When used effectively, these plans can be beneficial working documents that are discussed often, and not merely paperwork. 3

4 Monitoring (and Providing Feedback) Monitoring involves measuring performance and providing ongoing feedback to employees on their progress toward attaining their goals. Projects and assignments should be monitored continually. The intent of giving feedback should always be to help for the purpose of professional and personal improvement. Feedback impacts self-esteem. Redirecting feedback is a style used to address issues without personally attacking the employee. Feedback should be restricted to job-related behaviors not personal values, beliefs or assumed motives. SUPERVISOR-EMPLOYEE FEEDBACK It is highly recommended that when possible a coaching approach be used. Using this approach, feedback is given to employees on a regular basis Monitoring performance should include the following activities: Conducting progress reviews where performance is compared against their elements and goals. Ongoing monitoring (including progress checkpoints) to provide the opportunity to check how well employees are meeting predetermined goals and to make changes to unrealistic or problematic goals. It involves informal conversation, as well as more formal coaching meetings and written documentation. Employees should request discussion and/or clarification whenever needed or desired. Identifying unacceptable performance at any time, not just during the appraisal period and providing assistance AND suggestions to address such performance immediately rather than waiting until the end of the period when summary ratings are given. 1. Feedback should be relevant to the individual's job Feedback should be provided on issues that are important to the individual's success and the priorities of his or her job. Irrelevant issues should not be discussed. 2. Be direct and discuss observed behavior(s) Discussions should be based on supervisor s actual observations and perceptions, unless observations have come to your attention based on observations by the supervisor s supervisor, has been a reoccurring pattern, or is otherwise well documented. 4

5 3. Be descriptive rather than evaluative State what was observed (e.g. what the person was doing or saying) without editorializing or making a value judgment. For example do not say, Your presentation was poor! Instead say, To me, you seemed unsure of your material during your presentation this morning. Avoid focusing on the receiver's character or personality. 4. Be specific rather than general The more detail you can provide the better. (If specific examples are not provided, the receiver may ask you for them.) Building on the presentation example, you might say, I noticed you stumbled over the introduction, and there were two places where your facts did not support your conclusion. 5. Focus on the needs of the receiver, not your needs as the supervisor Try to focus on the issue and how it affected IHLS. Do not focus on yourself. The full intent needs to be for the benefit of the recipient and IHLS. Thus, a comment like, "I was embarrassed by your presentation" OR Your presentation was unacceptable to me is irrelevant. 6. Be as timely as possible Feedback that is given out of context is of little value. State observations as close to the occurrence of the actual event as possible. Summarize this feedback in the quarterly and/or annual evaluation feedback process. 7. Be sure to give the proper balance of reinforcing and redirecting feedback Over time a person should have the proper amount of reinforcing and redirecting feedback based on whether they are contributing appropriately or not. For specific ongoing conversations it is best to give either reinforcing or redirecting feedback so that there is no ambiguity in your expectations. If either party feels any uncertainty about what outcomes are desired, the employee should summarize their understanding of the conversation and submit it to their supervisor. This will help both parties feel comfortable that they understand one another. 8. Listen and ask questions Provide time for the employee to present his or her information on goals and progress. Sometimes employees are doing wonderful programs or projects that no one is aware of. Listen to the employee s issues and suggestions. Give the employee the opportunity to resolve his or own issues first by asking questions. Then provide suggestions and assistance as necessary. 5

6 9. Give feedback privately Redirecting feedback should always be given privately. If you are giving reinforcing feedback and the recipient is not embarrassed by public reinforcement, it may be appropriate to give feedback publicly. As a supervisor, consider the impact this will have on others in your group. Will they be motivated or de-motivated by the public acknowledgement? EMPLOYEE-SUPERVISOR FEEDBACK Feedback should be a two-way street. Employees should request discussions with their supervisors on an on-going basis to keep them apprised of their progress and potential issues or challenges. Feedback from employees should include Having progress reviews with supervisor where performance is compared against established elements and goals. Developing progress checkpoints with your supervisor to provide the opportunity to check the progress of goals and projects and to make changes to unrealistic or problematic goals. It involves informal conversation, as well as more formal meetings and written documentation. Assuming responsibility for unacceptable performance or performance that needs to be improved AND providing explanations and suggestions to address such performance. Asking for help, assistance, or clarification when needed. Identifying issues and when necessary, making recommendations to change or modify goals. 1. Feedback should be relevant to the individual's job Give feedback on issues that are critical to success and are priorities of the job. Do not include irrelevant issues. 2. Be descriptive rather than evaluative State what has been observed without editorializing or making a value judgment. For example do not say, It s your fault. You did not tell me when you needed it. Instead it would be more helpful to say, I did not know the project was due. In the future, it would help if we could develop timelines. Avoid focusing on your supervisor s character or personality. 3. Be specific rather than general The more detail you can provide the better. (If you do not provide specific examples, the receiver may ask you for them.) Building on the presentation example, it will not be helpful to say, You are wrong! Instead say, Let me provide additional information which may explain the situation. 6

7 4. Focus on the needs of the IHLS and what you need to be successful Try to focus on the issue and how it affected IHLS. Your full intent needs to be for the benefit of improvement of IHLS and the services provided to our member libraries. 5. Be as timely as possible Feedback that is given out of context is of little value. State your concerns and needs as close to the occurrence of the actual event as possible. You can summarize this feedback during your quarterly and/or annual evaluation feedback process. 6. Be sure to give the proper balance of reinforcing and redirecting feedback Request proper amounts of reinforcing and redirecting feedback based on your needs. Make sure you know the expected behavior and outcomes so that there is no ambiguity in expectations. If either party feels any uncertainty about what outcomes are desired, summarize understanding of the conversation and submit it to the supervisor. This will help both parties feel comfortable that they understand one another. 7. Give feedback privately Insist that redirecting feedback be given privately and request private discussions with your supervisor rather than complaining to others. GENERAL SUGGESTIONS It is expected that coaching will occur on an as needed basis throughout the year and may be initiated by either the supervisor or the employee. Constructive discussions include preparing and thinking about what needs to be said. An effective way to track and refer to performance related incidents/activity is to set up a "memory file." This can be as simple as a file folder. It can include notes on exceptional (positive or negative) performance or behavior by the employee. It can include copies of letters of appreciation or coaching/counseling. By keeping a memory file on each employee, a supervisor can track an employee's performance progress as well as what coaching has been provided. The employee may also want to set up a memory file to ensure all key aspects of his/her performance are recorded. Another technique is to provide periodic progress reports. The progress reports can be monthly or quarterly AND annually. Developing In order for the preceding elements of performance management to be effective, it is imperative for employee developmental needs to be evaluated and addressed. Developing in this instance means increasing the capacity to perform through training, giving assignments that introduce new skills or higher levels of responsibility, improving work processes, or other methods. Providing employees with training and developmental opportunities encourages good 7

8 performance, strengthens job-related skills and competencies, and helps employees keep up with changes in the workplace. Carrying out the processes of performance management provides an excellent opportunity to identify developmental needs. During planning and monitoring of work, deficiencies in performance become evident and can be addressed. Areas for improving good performance also stand out, and action can be taken to help successful employees improve even further Rewarding Rewarding means recognizing employees, individually and as members of groups, for their performance and acknowledging their contributions to the IHLS Mission and Goals. A basic principle of effective management is that all behavior is controlled by its consequences. Those consequences can and should be both formal and informal and both positive and, when necessary, negative. IHLS is embarking on a pay for performance process which will be shared later. Pay for performance is a reward process. Based on the type of work we do, pay for performance will not be used as an incentive to change or modify behavior or performance. However, good performance should be recognized regardless of whether there are formal awards or rewards. Letters and notes can be used. Taking time to celebrate success in meetings is effective. There are many other creative ways as well. Recognition should be an ongoing, natural part of the dayto-day experience like saying "Thank you!". Annual Evaluating/Feedback The annual evaluation/feedback is useful to summarize employee performance. This can be helpful when looking at and comparing performance over time. Within the context of formal performance feedback requirements, rating means evaluating each employee against the elements and standards in an employee's performance plan and assigning a summary rating of record. The rating of record for IHLS provides three options - assigned according to procedures included in the IHLS appraisal program. It is based on work performed during an entire appraisal period. A self evaluation must be completed at least annually. It will include asking each employee to identify his or her: Measurable achievements and accomplishments as well as the outcomes for the past year; Challenges encountered and the impact of those challenges; Support, training, or professional development needed to perform more effectively; Recommended goals for next year; Recommended changes to their job description; 8

9 Information from the self-evaluation should be used in developing the Summary Annual Performance Feedback. The rating of record and the annual feedback process has a bearing on various other actions such as potential future promotional opportunities, personal and professional development, future salary increases, maintaining relevant job descriptions, and recommending future IHLS goals. Some supervisors and employees may find it helpful to prepare and discuss mini self-evaluations monthly or quarterly. They provide opportunities to celebrate achievements and accomplishments and to identify and provide support or needed training during the year. The discussions occurring during the year also facilitate the completion of the Summary Annual Performance Feedback. Conclusion In effective organizations, managers and employees practice good performance management by executing each component of the process. Goals are set and work is planned routinely. Progress toward those goals is measured and employees get feedback. High standards are set, but care is also taken to develop the skills needed to reach them. Formal and informal rewards are used to recognize the behavior and results that accomplish the Mission and Goals. All component processes working together and supporting each other achieve effective performance management. 9