UNIT E: PERFORMANCE EVALUATION

Transcription

1 Table of Contents Performance Evaluation Page Objective Goals of Performance Evaluation Basis for Performance Evaluation Explanation of Results-Oriented Job Description Sample Results Oriented Job Description Exhibit A Review A..0 Answers to Review A.. Evaluating the Performance.. Performance Evaluation Form.. Exhibit B.. Documentation of Performance.. Exhibit C.. Evaluation Errors.. Personal Bias... Recency Bias.. Similar to Me.. Halo Effect.. Contrast..0 First Impression..0 Review B.. Answers to Review B.. Frequency of Evaluations.. Review of the Performance Evaluation.. Arranging the Evaluation Review.. Discussion of the Worker s Performance.. Development of Progress Plan.. Workers Needing Improvement.. Workers Not Needing Improvement.. Resources for Improvement.. Distribution of Performance Evaluation Forms.. Review C.. Answers to Review C..

2 0 Page Summary. Learning Activities.0 Activity : Complete a Performance Evaluation. Activity II: Role-play a Performance Evaluation Review. Activity Materials Activity Checklist. Test. Test. Keys for Tests.0

3 0 0 0 PERFORMANCE EVALUATION Evaluating and reviewing each technician s job performance is an important part of a manager s job. An honest evaluation and tactful review of an employee s strengths and weaknesses should result in a plan of specific activities which will help the employee correct an inadequate performance or further develop knowledge and skills. This unit has been designed to help the manager understand the reasons for performance evaluations and to recognize effective, legal ways to conduct evaluations. OBJECTIVES Upon completion of this unit, you should be able to:. List the goals of performance evaluations.. Describe a legal basis for performance evaluation.. Describe an effective method to evaluate performance.. Describe aspects of an effective review of a performance evaluation. Goals of Performance Evaluation Goals for the evaluation of performance in school food service have been established to encourage employee improvement and development. These goals are as follows:. To identify those areas in which a technician exceeds performance expectation and to commend the employee.. To identify those areas in which a technician does not meet performance expectations and to jointly (manager and technician) develop a plan for improvement.. To encourage and assist technicians to plan other activities for growth and development of knowledge and skills.

4 0 0 0 Basis for Performance Evaluation Recent court cases have held that employees must be evaluated solely on their job performance, not on character traits such as attitude, initiative, dependability, and personality. The performance evaluation must be objective and nondiscriminatory. Objectivity can be provided by comparing an employee s performance to a written performance standard which is communicated to each employee. A performance standard is a description of the degree or level of competency expected of every employee. The following performance evaluation method reflects current thought regarding the legality of performance evaluations. However, school systems are not required to use the evaluation method discussed in this unit. If your school system uses a different method discuss the method used with your preceptor. Explanation of Results-Oriented Job Description Before a technician s performance on the job can be judged fairly, the employee must be told what is expected, not only what job tasks to perform, but how well the employee is expected to perform them. Traditionally, employees have been given job descriptions which listed each of the job tasks they were to perform, but they were not told what level of performance was necessary. Thus, traditional job descriptions are not an adequate basis for performance evaluation. A kind of job description, called the Results-Oriented Job Description, lists each job task, a performance standard for each job task, and any condition on which the standard depends. The performance standard identifies objective performance expectations for each task. The standard should specify quantity, quality, timelines, or degree as much as possible. The condition indicates how often a task is performed, the circumstances, determining the difficulty of its completion, and the written or supervisory instructions available to assist the employee in performing the task.

5 0 0 Performance standards are difficult to define for many job tasks, but expected levels of performance must be described if employees are to be held responsible for performing at those levels. Developing the performance standard for each job task will require the identification of the desired outcome of each job task; developing the conditions will require consideration of materials, equipment, written guidance, supervision, or assistance available within the school system to complete each task. The manager should review the job description with a new technician when the technician is hired, and then the manager should give the employee a copy. This procedure guarantees that each employee is informed about the job tasks for which the employee will be responsible and the level of performance expected on the job. Sample Results-Oriented Job Description A sample Results-Oriented Job Description for school food service technicians (Exhibit A) is given on the following pages. The job description lists the various job tasks performed by school food service technicians in schools. Each Job Task is listed in the left column, with its Conditions in the center column, and it s Performance Standard in the right column. The sample Results-Oriented Job Description will need to be adapted for each school and/or each school system. Some tasks listed may not be performed by technicians in every school, and some tasks performed by technicians in your school may not be listed. Conditions and performance standards will need to be adapted because they will vary according to assistance available and management expectations. If this performance evaluation method is used by your school system, your supervisor will probably wish to adapt the Results-Oriented Job Description for use on a system-wide basis.

6 EXHIBIT A Results-Oriented Job Description; Food Service Technician TASK CONDITION PERFORMANCE EVALUATION (Expected Level of Performance) Gives and receives information. Written and spoken messages are provided by the manager and supervisor. Listens to spoken messages. Reads all written messages, including job descriptions, employee handbook, procedure manual, individual work schedule, production schedules, weekly cleaning schedules, information on employee bulletin boards, etc. Provides timely, accurate, and complete spoken and/or written information as appropriate. Requests clarification of messages, when necessary. Determines when an independent decision can be made. Assignments are given on individual work schedules, weekly cleaning schedules, Correctly decides when to ask for directions from the manager. Makes appropriate decisions regarding assignments. etc. Follows policies and procedures. A copy of the employee handbook is provided to each Complies with all school food service and school board policies and procedures. employee. Policies and procedures also are listed in a procedural manual for each school. Usage and cleaning of equipment. Operating and cleaning instructions are provided in the procedural manual. Operates equipment according to established procedures. Cleans equipment immediately after use. Performs regular equipment maintenance. Assigned maintenance tasks are listed on individual work schedule and/or weekly cleaning schedule. Maintenance procedures are listed in the procedural manual. Completes regular equipment maintenance as assigned by the manager.

7 Uses standardized recipes. Prepares meals using correct food preparation techniques. Checks food quality during preparation. Promotes school food service to students, faculty, administrators, parents, and the community. Stores deliveries. Uses safe working procedures; corrects and/or reports unsafe working conditions. Follows approved personal hygiene techniques. Uses approved sanitation techniques in food handling. Assigned food preparation tasks are listed on the production schedule. Adjusted standardized recipes are provided by manager. Correct food preparation techniques are taught by the manager, by the supervisor, and in the Phase I Training Programs. Quality standards for menu items are provided in the procedural manual. Special projects to promote school food service are planned by the manager. Storage procedures are listed in the procedural manual. Safe working procedures are taught by the manager, by the supervisor and in the Phase I Training Program. Personal hygiene requirements and dress code are listed in the employee handbook. Acceptable sanitation techniques are taught by the manager, by the supervisor, and in the Phase I Training Program. Completes food preparation tasks daily as assigned by the manager. Follows recipes as written. Measures correctly. Prepares food according to established food preparation techniques. Just-in-time cooking used to prepare foods as assigned by the manager. Samples items prepared using approved tasting techniques, reports immediately to the manager any knowledge of food not meeting quality standards. Smiles and responds politely to all school food service participants. Speaks well of school food service in front to others. Participates actively in special projects to promote school food service. Stores refrigerated and frozen foods immediately after checking in and dating by the manager. Stores all foods and supplies according to established procedures. Follows established safety procedures and precautions; corrects any unsafe working condition or reports the condition immediately to the manager. Complies with personal hygiene and dress code requirements. Follows established sanitation procedures for food handling.

8 Uses approved sanitation techniques for cleaning the facility. Serves correct portions and reports amount of food used and left over. Maintains correct holding temperatures of food. Uses food merchandising techniques. Other related duties as assigned by manager. Cleaning tasks are assigned by the manager. Cleaning equipment and supplies are furnished by the manager. Cleaning procedures are listed in the procedural manual. For serving each menu item, the correct portion size and proper portioning tool are provided, or a sample portion is demonstrated by the manager. A form for recording food used and left over is provided by the manager. Refrigeration and hot holding equipment, in proper operation, are provided in the facility. As schedule for checking food temperatures and a stem thermometer are provided by the manager. Garnishes, as well as foods to be garnished, are assigned by the manager. Completes daily and special cleaning tasks as assigned by the manager according to established procedures. Uses the correct portioning tool and serves the portion size assigned; accurately records foods used and left over foods. Keeps hot foods above 0 degrees F and cold food below 0 degrees F. Checks hot and cold food temperatures with a metal stem thermometer as assigned by the manager to ensure correct temperatures. Garnishes foods as assigned by the manager. Keeps the serving counter neat, clean, and free of spills while serving.

9 0 0 0 RESULTS- ORIENTED JOB DESCRIPTION: FOOD SERVICE TECHNICIAN Training Provided: Technicians training courses cover all duties. Supervision Received Supervised by school food service manager. Environment Facility o Hot, humid area. o Contact with water, detergents, and sanitizers. o Drastic temperature changes (when entering and existing walk-in refrigerators and freezers). o Hard floors. Social o Sharing equipment and information with others. Abilities o Ability to lift and carry pounds. o Ability to lift up to 00 pounds with assistance. o Ability to stand or walk up to ½ hours per day. o Ability to push or pull equipment such as food carts and mop buckets. o Ability to complete simple math problems involving addition, subtraction, multiplication, and division. o Ability to read at fifth grade level. o Ability to communicate. o Ability to write. Promotion Possibilities With successful completion of high school or G.E.D. and the State Department of Education s School Food Service Manager Training Program and Exam, a technician would be eligible for consideration for the School Food Service Manager position. Reviewed and Agreed to Date Employee Received by Date

10 Review A Directions: Complete the following. If necessary, review the previous material. A. List the three goals of performance evaluations in school food service B. Give the two kinds of information included for each job task in a Result- Oriented Job Description.. 0. C. Mark with T if correct, F if false.. A traditional job description does not explain the level of performance expected from an employee.. Recent court cases show that an employee may be evaluated on attitude and personality.. The manager should give a new employee a copy of the employee s job description. 0 TURN THE PAGE AND CHECK YOUR ANSWERS 0

11 Answers - Review A Directions: Complete the following. If necessary, review the previous material. A. List the three goals of performance evaluations in school food service.. Identify performance which exceeds performance expectations and commend technician. 0. Identify areas in which a technician does not meet performance expectations and to develop a plan for improvement.. Encourage and assist technicians to grow and to develop knowledge and skill. B. Give the two kinds of information included for each job task in a Result- Oriented Job Description.. _Condition 0. _Performance Standard C. Mark with T if correct, F if false. T. A traditional job description does not explain the level of performance expected from an employee. F. Recent court cases show that an employee may be evaluated on attitude and personality. T. The manager should give a new employee a copy of the employee s job description. 0

12 0 0 Evaluating the Performance The manager has the responsibility to evaluate the technician s performance. To evaluate fairly and consistently, a standard form needs to be used for all employees. The manager also needs to document the evaluation and to avoid common errors in evaluation. Performance Evaluation Form A sample performance evaluation form (Exhibit B) is shown on the following pages. The sample evaluation form has been developed from the Results-Oriented Job Description. The employee s name and the dates for the period of time for which the evaluation is made are placed in the blanks at the top right of the form. The first section of the performance evaluation has three columns. The left column lists all the job tasks from the Results- Oriented Job description. The center column is for recording the level of performance of each job task by the employee. (Performance will be evaluated as either exceeding expectations, meeting expectations or needing improvement. Not applicable will be marked if the employee does not perform the job task.) The right column has a Comment Section for each job task. The manager must justify evaluation is Need improvement or document why an employee Exceeds expectations by recording actual examples of superior or inadequate performance by the employee in the Comments section. The second section of the performance evaluation form is devoted to performance planning. This planning will be discussed in the section dealing with the evaluation conference.

13 Exhibit B PERFORMANCE EVALUATION: FOOD SERVICE TECHNICIAN Employee Name Evaluation Period Section TASK PERFORMANCE COMMENTS Gives and receives Exceeds expectations information. Meets expectations Determines when an Exceeds expectations independent decision can Meets expectations be made. Follows policies and Exceeds expectations procedures. Meets expectations Uses and cleans Exceeds expectations equipment. Meets expectations Performs regular equipment Exceeds expectations maintenance. Meets expectations Uses standardized recipes. Exceeds expectations Meets expectations

14 PERFORMANCE EVALUATION: FOOD SERVICE TECHNICIAN TASK PERFORMANCE COMMENTS Prepares meals using Exceeds expectations correct food preparation Meets expectations techniques. Checks food quality during Exceeds expectations preparation. Meets expectations Promotes school food Exceeds expectations service to students, faculty, Meets expectations administrators, parents, and the community. Stores deliveries. Exceeds expectations Meets expectations Uses safe working Exceeds expectations procedures; corrects and/or Meets expectations reports unsafe working conditions. Follows approved personal Exceeds expectations hygiene practices. Meets expectations Follows approved personal Exceeds expectations hygiene practices. Meets expectations

15 PERFORMANCE EVALUATION: FOOD SERVICE TECHNICIAN TASK PERFORMANCE COMMENTS Uses approved sanitation Exceeds expectations techniques for cleaning the Meets expectations facility. Serves correct portions and Exceeds expectations reports amounts of foods Meets expectations used and left over. Maintains correct holding Exceeds expectations temperatures of food. Meets expectations Uses food merchandising Exceeds expectations techniques. Meets expectations Exceeds expectations Meets expectations Exceeds expectations Meets expectations Exceeds expectations Meets expectations

16 PERFORMANCE EVALUATION: FOOD SERVICE TECHNICIAN Section II PROGRESS PLAN: This is a plan for improvement and/or staff development. It is to be completed jointly by the manager and the technician. Next to each activity, list the proposed completion date. Activity Proposed Completion Date 0 Progress Plan jointly agreed to: Technician s Name: Manager s Name: Date Date

17 0 Documentation of Performance To prevent bias and other common mistakes in evaluation, the manager should maintain a log or diary of those significant incidents in each employee s job performance that indicate effective or successful action and those that indicate ineffective or unsuccessful performance. Maintain the log in a notebook kept for the purpose or keep a sheet for recording in each employee s file. Jot down brief notes describing significant examples of employee performance. (See Exhibit C on next page.) Keep the notebook and the employee files in a locked cabinet or desk drawer, or other private, secure place. The performance log will provide an objective basis for evaluating each employee s work performance. The manager will compare the specific examples of performance noted in the log to the job performance standards to evaluate the worker s performance. There will be less likelihood of vague impressions, bias, or other common mistakes affecting the evaluation since specific examples of employee performance throughout the evaluation period can be recalled from notes and cited to justify an evaluation of Needs Improvement or to document why performance Exceeds Expectations. 0 To give a fair evaluation, a manager must observe and record many examples of a worker s performance. Observe workers at different times of the day and different days of the week. Observe how workers perform all their job tasks listed on their job descriptions.

18 EXHIBIT C DATE OBSERVED PERFORMANCE Example- Celeste Landry - minutes late to work. Behind in assignments until lunch time. Required assistance to complete salads for lunch. - Gets into heated discussion with Martha Johnson before lunch. Failed to smile at students and to respond politely to them and teachers. 0- minutes late to work. Uniform wrinkled and not fresh. Held up by train. 0- Suggested ideas for Halloween activities and volunteered to be in charge of decorations. 0-0 Stayed 0 minutes late to complete Halloween decorations. 0- Cafeteria received many compliments on decorations. - 0 minutes late to work. Just running late. - Our cook out sick. Celeste took cook s share of work and tasks. Excellent Job! - Absent. Did not call in until : am. Sick.

19 Evaluation Errors All performance evaluations are subject to errors made by the evaluator. Some common errors that managers can make when evaluation technicians fall into these categories: personal bias, recency bias, similar to me, halo effect, contrast, and first impressions. 0 Personal Bias - Evaluations can be influenced by the evaluator s preconceived ideas about an employee because of the employee s race, color, religion, sex, age, national origin, or handicap. Managers must learn to identify and confront their own prejudices to make certain they do not influence their evaluation of technicians. Recency Bias - Since people remember recent events more vividly, some performance evaluations have what is called a recency bias. This error occurs when the manager forgets earlier performance and evaluates the worker on the events of the last several weeks. 0 Similar to Me As a manager, you may see a worker who, in certain ways, reminds you of yourself. The worker may perform well in some areas, such as being on time or being neat and tidy. On the other hand, the worker may do negative things that remind you of yourself. Maybe the employee dislikes cleaning up after completing a task, or using recipes when cooking. You might look at this employee and think, That employee is like me. The similar to me judgment causes problems in evaluation. In an attempt to be fair, some managers may be too harsh when rating a person whose methods are similar to their own. Others may over-rate such a person. In either situation, the similar to me judgment can lead to an unfair evaluation. 0 Halo Effect The halo effect happens when a worker who performs one task well tends to be rated highly on all tasks or when a worker who performs one task badly tends to be rated poorly on other tasks. Once again, the halo effect means an unfair evaluation.

20 Contrast Evaluation by contrast is another common mistake. It is tempting to rate a worker by comparison to the best worker in the kitchen. What if the best worker s performance is so good that no one comes close to it? Or what if the best worker really is not performing very well? A worker s performance can be evaluating only by comparing it to a standard, not by comparing it to that of another worker. 0 First Impression If a new worker is slow to learn how to do the job, a manager may tend to label the employee as slow, even after improvement. The manager cannot seem to forget how poorly the worker first performed. The reverse is also true. If a new worker is good at the job, a manager may continue to highly rate the worker, disregarding the later performance. It is hard to forget first impression. But to be fair, you must rate the employee s performance of each task for the evaluation period without letting first impression affect your evaluation. 0

21 Review B Directions: Underline the correct answer. If necessary, review the previous material In completing a performance evaluation form, the evaluator needs to explain a ( meets expectations, needs improvement ) rating.. A performance log should be completed (at the same time each week, at different times during the week).. Rating a worker high on all tasks because of high performance on one task is the ( halo effect, necessary bias ).. Rating other workers in relation to the best worker is ( personal bias, contrast ).. Continuing to rate a worker based on the work performance of the first weeks on the job is rating by ( recency bias, first impressions ). TURN THE PAGE AND CHECK YOUR ANSWERS

22 ANSWERS REVIEW B Directions: Underline the correct answer. If necessary, review the previous material In completing a performance evaluation form, the evaluator needs to explain a ( meets expectations, needs improvement ) rating.. A performance log should be completed (at the same time each week, at different times during the week).. Rating a worker high on all tasks because of high performance on one task is the ( halo effect, necessary bias ).. Rating other workers in relation to the best worker is ( personal bias, contrast ).. Continuing to rate a worker based on the work performance of the first weeks on the job is rating by ( recency bias, first impressions ).

23 Frequency of Evaluations 0 The school food service supervisor will schedule dates during which managers will make and review performance evaluation of technicians. Performance should be evaluated at least once during the school year. Some school systems may elect to evaluate performance of new employees, or employees not meeting performance standards, twice annually and to review performance of the remaining employees once annually. Semiannual performance evaluations help diffuse what is called the Santa Claus effect the tendency for an employee s job performance to improve several weeks before an evaluation, just as a child s behavior tends to improve several weeks before Christmas. Review of the Performance Evaluation After the manager completes the first section of the performance evaluation form, the manager must review the evaluation with the technician. An evaluation that is not discussed is not helpful to the manager or to the technician. Aspects of the review include arranging for the review, discussions of the worker s performance, and development of a progress plan. 0 Arranging the Evaluation Review Schedule the review for a time when both you and technician will be able to complete the review without interruptions. Choose the best place for the review. A neutral place, such as a private corner of the cafeteria, the school guidance office, or an empty classroom, is better for the review than the manager s office because such a location allows the manager and the technician to meet as equals. But the most important condition is privacy. The manager s office should be chosen if it is the only private place. Notify the employee in advance of the time, place, and purpose of the meeting. Ask the employee to think about the job, any problems that may be present and activities that would improve or further develop knowledge and skills on the job. 0 Discussion of the Worker s Performance If the manager has done a good job of providing employee feedback concerning daily job performance, there should be no surprises for the employee in the performance evaluations. In fact technicians should be able to evaluate their own performances as accurately as that of the manager. Managers should never save up complaints or problems for the performance evaluation.

24 Open the performance review by reassuring the worker that what is said in the interview will be kept confidential. Then review the goals of performance evaluation in school food service and the employee s Result-Oriented Job Description with the employee. 0 Next, ask the employee general questions so as to let the employee take the initiative in identifying work-related strengths and weaknesses. For example, ask, How do you feel your job performance compares to the Performance Standards? Where do you feel you exceed job expectations and where do you think you need improvement? Such questions generally will help employees explain their strengths and weaknesses. Workers who identify their problems usually will not feel hurt or resentful and will be more interested in developing a plan for improvement. 0 If workers do not state their strong points and problems, then you will have to state them. Most workers do a good job in most things they do. Identify the good things the worker is doing and encourage that worker to continue doing those good things. Let employees know their efforts are appreciated. Also discuss the worker s performance problems. Make sure the worker understands what actions need to be corrected. Explain what is wrong in a positive fashion. Tell the worker what should be done to meet performance expectations. Tell the worker what needs to be learned to meet performance expectation. Tell the worker what obstacles must be removed before the task can be performed to meet the standard. Develop of Progress Plan A major outcome of the performance evaluation should be improvement in the worker s performance. A mechanism for a technician s improvement or development is a Progress Plan that is jointly developed and agreed upon by the manager and the technician. The Progress Plan is recorded in Section II of the Performance Evaluation Form. 0 Workers Needing Improvement Performance improves if the worker helps to set specific goals and plans how improvement will be attained. If the worker has received an evaluation of Needs Improvement on any of the job tasks, ask if the employee has any suggestions for activities or training to improve job-related knowledge or skills in the area that needs improvement. You also should have some training activities in the Progress Plan section of the performance evaluation form. Set a time by which the training activity will be completed and schedule a meeting to review the activity.

25 Workers Not Needing Improvement Workers who did not receive Needs Improvement evaluations also will need to make a Progress Plan. Workers should be encouraged to develop skills and knowledge that will help them grow and do a better job. Development of knowledge and skills give workers self-confidence, greater job security, and a better chance for promotion and advancement Resources for Improvement Some resources for training activities for improvement or development are the following: The school food service manager. The school food service supervisor. Other individuals within the school system. Outside sources to which the individual could be referred (such as programs available through vo-tech schools, the National Food Service Management Institute (NFSMI) now called the Institute of Child Nutrition (ICN) the School Nutrition Association, and Louisiana School Nutrition Association. Other training materials from the Louisiana Dept. of Education. Training materials from other sources (local school system training materials and training materials prepared by commercial food service organizations and other food service councils, boards, and associations). Distribution of Performance Evaluation Forms When the Progress Plan has been completed and joint agreement has been made, it should be signed by the manager and the technician. Two copies of the completed performance evaluation form should be made. A copy of the evaluation should be given to the employee, a copy should be sent to the school food service supervisor, and the original should be placed in the employee s file.

26 Review C Direction: Mark with a T if correct F if false. If necessary, review the previous material To be beneficial, a performance evaluation must be discussed with the employee.. The Santa Clause effect occurs when employees tend to perform better during the few weeks before evaluation.. To keep the employees from being nervous, do not inform the employee in advance about the performance review.. The manager should save any complaints for discussion at the performance review.. The performance review should be conducted in a private location without interruptions.. An important aspect of a performance evaluation is the development of a progress plan for improvement.. Workers who are performing at the expected level do not need to develop a progress plan to improve their skills and knowledge.. The employee and the school food service supervisor should get copies of the employee s evaluation. TURN THE PAGE AND CHECK YOUR ANSWERS

27 ANSWERS - REVIEW C Direction: Mark with a T if correct F if false. If necessary, review the previous material T. To be beneficial, a performance evaluation must be discussed with the employee. T. The Santa Clause effect occurs when employees tend to perform better during the few weeks before evaluation. F. To keep the employees from being nervous, do not inform the employee in advance about the performance review. F. The manager should save any complaints for discussion at the performance review. T. The performance review should be conducted in a private location without interruptions. T. An important aspect of a performance evaluation is the development of a progress plan for improvement. F. Workers who are performing at the expected level do not need to develop a progress plan to improve their skills and knowledge. T. The employee and the school food service supervisor should get copies of the employee s evaluation.

28 0 0 0 SUMMARY. Evaluating and reviewing a technician s job performance is part of a manager s job.. Goals of performance evaluation are the following: To identify those areas in which a technician exceeds performance expectations and to commend that employee. To identify those areas in which a technician does not meet performance expectations and to jointly develop a plan for improvement. To encourage and assist technicians to plan other activities for growth and development of knowledge and skills.. Legal bases for performance evaluations are as follows: Objective. Nondiscriminatory. Comparison to a performance standard. Cannot be character traits.. A Results-Oriented Job Description: Lists job tasks. Lists conditions for task performance. Lists expected performance level for each task (performance standard).. A performance evaluation indicates the level of an employee s performance for each job task. Exceeds expectations. Meets expectations. Need improvement. Not applicable.. Explanations should be provided for ratings of exceeds expectations or needs improvement.. A performance log of examples of performance at different times on different days should be kept to document performance evaluation.

29 The following are common evaluation errors: Personal Bias Halo Effect Recency Bias Contrast Similar to Me First Impressions. Performance evaluations are conducted at least once a year and sometimes more often, depending upon the policy of the school system. 0. The review of the performance evaluation: Is private and without interruptions. Occurs after the employee has had time to prepare. Begins by assuring the worker that what is said will be kept private Lets the technician take the initiative of identifying work-related strengths and weaknesses. Covers the employee s strengths and weaknesses in relation to the Results- Oriented Job Description. Includes development of a Progress Plan to improve or develop skills and knowledge.. Resources for improvement or development of skills and knowledge: The school food service manager. The school food service director. Other individuals within the school system. Outside sources to which the individual could be referred (such as programs available through vo-tech schools, the National Food Service Management Institute (NFSMI) now known as the Institute of Child Nutrition (ICN) the School Nutrition Association, and Louisiana School Nutrition Association. Other training materials from the Louisiana Dept. of Education. Training materials from other sources (local school system training materials and training materials prepared by commercial food service organizations and other food service councils, boards, and associations). The original of the Performance Evaluation Form should be placed in the employee s file and copies given to the employee and to the school food service supervisor.

30 0 0 Learning Activities This unit has been designed to help school food service managers conduct accurate and non-bias employee evaluations. The purpose of this training is to enable you to evaluate employees and to share areas of improvement as well as assist employees to strive to be better in areas they have already mastered. General Instructions The following learning activities must be performed to successfully complete the unit. Your preceptor will provide guidance as you carry out the activities. The activity checklist indicates steps where approval is necessary. You should use a notebook to record the steps in the activities. Describe your plans and report the results of the activities. Be sure to include suggested changes. Mistakes may be the best teacher, so do not worry about being perfect. Concentrate on improving your skills. Specific Activities Specific activities are described which will enable you to apply the information in the unit. Follow the steps listed to develop your skill in sharing information. 0

31 0 Activity I. Complete a Performance Evaluation. Use the Results-Oriented Job Description and the Performance Evaluation Form in the materials at the end of this section to complete a Performance Evaluations for Celeste Landry.. Assume that Celeste Landry has your position in your school food service. Using the performance log on Celeste Landry. Complete the performance evaluation. a. Evaluate performance for each job task according to one of the four descriptions. b. Explain any evaluations of exceeds expectation or Needs improvement.. Discuss the performance evaluation with your preceptor.. When you and your preceptor are satisfied with your skill in completing a performance evaluation, have your preceptor date and initial your activity checklist. 0

32 0 0 0 Activity II. Role-play a Performance Evaluation Review. Using the performance evaluation completed in Activity I, role-play a performance review. Your preceptor may play the role of Celeste Landry and you role-play her manager.. Inform the employee in advance of the review and give her suggestions to prepare for the review.. Arrange a private location with no interruptions.. Begin by reassuring the technician that what is said will be kept confidential.. Review the goals of performance evaluation.. Review the Results-Oriented Job Description.. Encourage the employee to take the initiative in identifying her strengths and weaknesses.. Be certain the strengths and weaknesses are stated (you do it if the employee does not).. Be certain the employee understands what must be done to meet expectations of performance. 0. Work with the employee to develop a Progress Plan. a. List activities to improve skills and knowledge. b. List dates for completion of each activity. c. Schedule a meeting to review each activity. d. Have form signed by manager and employee.. Provide the employee with a copy of completed form.. When you and your preceptor are satisfied with your skill in conducting a performance evaluation review, have your preceptor date and initial your activity.

33 0 Activity Materials (Pages are to be used With Activity I and Activity II) 0

34 TASK Gives and receives information. Determines when an independent decision can be made. Follows policies and procedures. Uses and cleans equipment. Performs regular equipment maintenance. RESULTS- ORIENTED JOB DESCRIPTION: FOOD SERVICE TECHNICIAN CONDITIONS Written and spoken messages are provided by the manager and supervisor. Assignments are given on individual work schedules, work schedules, weekly, cleaning schedules, etc. A copy of the employee handbook is provided to each employee. Policies and procedures also are listed in a procedural manual for each school. Operating and cleaning instructions are provided in the procedural manual. Assigned maintenance tasks are listed on individual work schedule, weekly cleaning schedule. Maintenance procedures are listed in the procedural manual. PERFORMANCE EVALUATION (Expected Level of Performance Listen to spoken messages. Reade all written messages, including job descriptions, employee handbook, procedure manual, production schedules, work schedules, cleaning schedules, information on employee bulletin boards. Provides timely, accurate, and complete spoken and/or written information as appropriate. Requests clarification of messages when necessary Correctly decides when to ask for directions from the manager. Makes appropriate decisions regarding assignments. Complies with all school food service and school board policies and procedures. Operates equipment according to established procedures. Cleans equipment immediately after use. Completes regular equipment maintenance as assigned by the manager.

35 TASK Uses standardized recipes. Prepares meals using correct food preparation techniques. Checks food quality during preparation. CONDITIONS Assigned maintenance tasks are listed on individual work schedule and/or weekly cleaning schedule. Maintenance procedures are listed in the procedural manual. Covers food preparation techniques are taught by the manager, by the supervisor, and in the Phase I Training Program. Quality standard for menu items are provided in the Procedural manual. PERFORMANCE EVALUATION (Expected Level of Performance Completes food preparation tasks daily as assigned by the manager. Follows recipes as written. Measures correctly. Prepares food according to established food preparation techniques. Just in Time cooking prepares foods as assigned by the manager. Samples items prepared using approved tasting techniques, report immediately to the manager knowledge of any food not meeting quality standards. Promotes school food service to students, faculty, administrators, parents, and the community. Stores deliveries. Special projects to promote school food service are planned by the manager. Storage procedures are listed in the procedural manual. Smiles and responds politely to all school food service participate. Speaks well of school food service in front of others. Participates actively in special projects to promote school food service. Stores refrigerated and frozen foods immediately after checking in and dating by the manager. Stores all foods and supplies according to established procedures.

36 TASK Uses safe working procedures; corrects and/or reports unsafe working conditions. Follows approved personal hygiene practices. Uses approved sanitation techniques for in handling foods. Uses approved sanitation techniques for cleaning the facility. Serves correct portions and reports amount of food used and left over. CONDITIONS Safe working procedures are taught by the manager, by the supervisor and in the Phase I Training Program. Personal hygiene requirements and dress code are listed in the employee handbook. Acceptable sanitation techniques are taught by the manager, by the supervisor, and in Phase I Training Program. Cleaning tasks are assigned by the manager. Cleaning equipment and supplies are furnished by the manager. Cleaning procedures are listed in the procedural manual. Correct portion size and proper portioning tool are provided, or a sample portion is demonstrated by the manager, for each menu item. A form for recording food used and left over is provided by the manager. PERFORMANCE EVALUATION (Expected Level of Performance Follows established safety procedures and precautions, corrects any unsafe working condition or reports the condition immediately to the manager. Complies with personal hygiene and dress code requirements. Follows established sanitation procedures for food handling. Completes daily and special cleaning tasks as assigned by the manager according to established procedures. Uses the correct portioning tool and serves the portion size assigned accurately records foods used and left over foods.

37 TASK Maintains correct holding temperatures of food. Uses food merchandising techniques. Other related duties as assigned by manager. CONDITIONS Refrigeration and hot holding equipment, in proper operation, are provided in the facility. A schedule for checking food temperatures and a stem thermometer are provided by the manager. Garnishes, as well as foods to be garnished, are assigned by the manager. PERFORMANCE EVALUATION (Expected Level of Performance Keeps hot foods above 0 F. degrees and cold foods below 0 degrees F. Checks hot and cold food temperatures with a metal stem thermometer as assigned by the manager to ensure correct temperatures. Garnishes foods as assigned by the manager. Keeps the serving counter neat, clean, and free of spills while serving.

38 0 0 0 RESULTS- ORIENTED JOB DESCRIPTION: FOOD SERVICE TECHNICIAN Training Provided Technicians training courses cover all duties. Supervision Received Supervised by school food service manager. Environment Facility o Hot, humid area. o Contact with water, detergents, and sanitizers. o Drastic temperature changes (when entering and existing walk-in refrigerators and freezers). o Hard floors. Social o Sharing equipment and information with others. Abilities o Ability to lift and carry pounds. o Ability to lift up to 00 pounds with assistance. o Ability to stand or walk up to ½ hours per day. o Ability to push or pull equipment such as food carts and mop buckets. o Ability to complete simple math problems involving addition, subtraction, multiplication, and division. o Ability to read at fifth grade level. o Ability to communicate. o Ability to write. Promotion Possibilities With successful completion of high school or G.E.D. and the State Department of Education s School Food Service Manager Training Program and Exam, a technician would be eligible for consideration for the School Food Service Manager position. Reviewed and Agreed to Date Employee Received by Date

39 DATE OBSERVED PERFORMANCE Example - Celeste Landry - minutes late to work. Behind in assignments until lunch time. Required assistance to complete salads for lunch. - Gets into heated discussion with Martha Johnson before lunch. Failed to smile at students and to respond politely to them and teachers. 0- minutes late to work. Uniform wrinkled and not fresh. Held up by train. 0- Suggested ideas for Halloween activities and volunteered to be in charge of decorations. 0-0 Stayed 0 minutes late to complete Halloween decorations. 0- Cafeteria received many compliments on decorations. - 0 minutes late to work. Just running late. - Our cook out sick. Celeste took cook s share of work and tasks. Excellent Job! - Absent. Did not call in until : am. Sick.

40 PERFORMANCE EVALUATION: FOOD SERVICE TECHNICIAN Employee Name Evaluation Period Section TASK PERFORMANCE COMMENTS Gives and receives Exceeds expectations information. Meets expectations Determines when an Exceeds expectations independent decision can Meets expectations be made. Follows policies and Exceeds expectations procedures. Meets expectations Uses and cleans Exceeds expectations equipment. Meets expectations Performs regular equipment Exceeds expectations maintenance. Meets expectations Uses standardized recipes. Exceeds expectations Meets expectations 0

41 PERFORMANCE EVALUATION: FOOD SERVICE TECHNICIAN TASK PERFORMANCE COMMENTS Prepares meals using Exceeds expectations correct food preparation Meets expectations techniques. Checks food quality during Exceeds expectations preparation. Meets expectations Promotes school food Exceeds expectations service to students, faculty, Meets expectations administrators, parents, and the community. Stores deliveries Exceeds expectations Meets expectations Uses safe working Exceeds expectations procedures; corrects and/or Meets expectations reports unsafe working conditions. Follows approved personal Exceeds expectations hygiene practices Meets expectations Follows approved personal Exceeds expectations hygiene practices. Meets expectations

42 PERFORMANCE EVALUATION: FOOD SERVICE TECHNICIAN TASK PERFORMANCE COMMENTS Uses approved sanitation Exceeds expectations techniques for cleaning the Meets expectations facility. Serves correct portions and Exceeds expectations reports amounts of foods Meets expectations used and left over. Maintains correct holding Exceeds expectations temperatures of food. Meets expectations Uses food merchandising Exceeds expectations techniques. Meets expectations Exceeds expectations Meets expectations Exceeds expectations Meets expectations Exceeds expectations Meets expectations

43 PERFORMANCE EVALUATION: FOOD SERVICE TECHNICIAN Section II PROGRESS PLAN: This is a plan for improvement and/or staff development. It is to be completed jointly by the manager and the technician. Next to each activity, list the proposed completion date. Activity Proposed Completion Date 0 Progress Plan jointly agreed to: Technician s Name: Manager s Name: Date Date

44 Date Completed Initials Activity Checklist Performance Evaluations Activity I.. a. b. I. Completes performance evaluation.. Completes form, using log for Celeste Landry. a. Evaluates performance for each job task. b. Explains evaluations of exceeds expectations or Needs improvement. II a. b. c. d. 0. II. Role-plays a performance evaluation review.. Provides employer with suggestions in advance to prepare for review.. Provides suitable location.. Reassures employee that what is said will be confidential.. Reviews goals of performance evaluation.. Reviews Results-Oriented Job Description.. Encourages employee to take initiative to identify strengths and weaknesses.. Identifies strengths and weaknesses if employee does not.. Is certain employee understands what needs to be done to meet expectations for performance.. Develops Progress Plan with employee. a. Lists activities to improve skills and knowledge. b. Lists dates for completion of each activity. c. Schedules meeting to review each activity. d. Has form signed by both employee and manager. 0. Gives employee copy of completed form. School Food Authority: Technician s Name: Date Preceptor s Name: Date

45 0 0 0 Unit Name: PERFORMANCE EVALUATION Student s Name Date TEST Directions: Choose the best answer. When you have chosen your answer, CIRCLE the letter in front of it. There is only one correct answer for each question.. The goal of performance evaluation is a. To identify areas in which a technician exceeds performance expectations and to commend that employee. b. That the manager and technician develop an improvement plan when the technician does not meet performance expectations. c. To encourage and assist a technician to plan activities for skill development related to school food service. d. All of the above.. Employees may be evaluated legally on a. Attitude. b. Initiative. c. Performance compare to a standard. d. All of the above.. A Results-Oriented Job Description lists a. Each job task. b. A performance standard for each task. c. Conditions on which the standard depends. d. All of the above.. Smiles & responds politely to all school food service participants is an example of a. A condition for a task. b. A job task. c. A performance standard. d. None of the above.