Developing Performance Goals and Standards Strategies for Supervisors
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1 MC Talent Management System Developing Performance Goals and Standards Strategies for Supervisors When a supervisor is working with his or her employees to develop performance goals and standards, sometimes a situation can occur where the employee is over- or under-ambitious, or unclear. This resource is designed to help supervisors work through those situations to reach at least one SMART goal for each employee. To view a specific article, click on the title. Contents Cannot Meet the Performance Standard... 2 Commits to Too Many Performance Standards... 3 Complains That Others Have Easier Performance Standards... 4 Does Not Know How to Express a Performance Standard... 5 Does Not Take the Planning Process Seriously... 6 Does Not Understand the Broad Goal... 7 Has Not Made a Genuine Commitment... 8 Sets Performance Standards that Are Not Measurable... 9 Sets Performance Standards Too High Sets Performance Standards Too Low
2 Cannot Meet the Performance Standard Several months ago, the supervisor and employee agreed to a commitment to a plan that both believed was realistic. Events have proved them wrong, and the project is well over the budget, taking more time, and needs additional resources. Now the employee is concerned that he/she will get a poor performance evaluation because of the situation. o With the data available when we discussed the plan, the budget was realistic. o The additional needed time is due to external events. o Since it was out of my control, I don t think my performance evaluation should suffer. When unanticipated circumstances make it difficult for an employee to meet performance standards, the supervisor often can re-examine and make adjustments to accommodate the changes. Review what happened with an eye to avoiding such occurrences in the future. If the review substantiates the employee s view of events, make appropriate adjustments in the plan: for example, revise the budget upward or cut back on the scope or grant an extension of time. Hold frequent progress reviews and agree upon the performance standards while the variance is small. 2
3 Commits to Too Many Performance Standards The supervisor has communicated a plan to an employee and asked for his/her view of it. The employee has suggested eight performance standards he/she can make to support the plan. o Oh, I can think of lots of performance standards. In order to concentrate on the most critical performance standards, it is a good practice to limit the number to the five most important. Let the employee know you appreciate his/her enthusiasm and cooperative attitude. Review the key results the plan is supposed to accomplish. Then help the employee rank the ideas and select a maximum of the five most promising. Consider asking other employees to commit to accomplishing one of the other ideas suggested by this employee. 3
4 Complains That Others Have Easier Performance Standards While discussing performance standards with the supervisor, an employee claims that he/she is being asked for a higher level of performance than someone else. o He/she has it a lot easier than I do. o His/her performance standards are lower than mine and he/she doesn t have to produce as much. The employee is objecting to what appears to be a disparity in how plans are administered. Ask employees to give you specific examples of the disparity. Point out that he/she does not have complete information about the other person s broad objectives or how his/her performance standards support the plan. Explain the broad goal of the plan as it affects him/her. Challenge the employee to perform to his/her full capacity and review the rewards for doing so. 4
5 Does Not Know How to Express a Performance Standard After the supervisor shares objectives with the employees and asks each to develop his/her own performance standards, one employee privately asks for help writing performance standards. o It s embarrassing to admit this, but I don t understand how to do these performance standards. o I m not real good with words. Some employees will need help when it comes to developing performance goals and standards. Often they are reluctant to ask for help, and supervisor must be sensitive to this need. Help the employee with the performance standards, either on the spot or set a time when you work without interruptions. Be sure the performance standard has a specific action to be performed in a certain time limit, it is attainable, and that results can be measured. Develop your skills at stating performance standards, and share your well-stated performance standards with your employees. Suggest that employees develop their performance standards in teams, and structure the teams so that each has someone skilled at constructing performance standards. 5
6 Does Not Take the Planning Process Seriously After meeting with the supervisor to discuss the unit plan, an employee complains to coworkers that this is just a paper drill. o This is such a stupid ritual. o Nobody takes these plans seriously, but I ll play their little game. If watched closely, the employee will comply with the plan; otherwise, he/she will ignore the objectives of the performance standard. Meet with the employee to let him/her know how important the plan is to both you and upper management. Show the direct relationship between the performance standards set by co-workers and the organization s bottom-line results. Point out that the employee s performance will be measured by how well he/she can plan and meet performance standards. Make it clear that there will be regular reviews to see how employees are meeting their performance standards. 6
7 Does Not Understand the Broad Goal The supervisor has communicated the broad goal of the plan to an employee and he/she is creating irrelevant performance standards. o I can t really think of anything that will help you meet the goal. o The plan doesn t make much sense anyway. The employee does not understand how his/her efforts contribute to the overall mission of the organization. Review the broad goal of the plan with the employee, taking special care to pint out how the employee s job functions contribute to its accomplishment. Present the information in an alternative form, e.g., charts, graphs, diagrams. Prompt the employee s thinking with some suggestions of ways he/she can contribute to the goal; then, use active listening skills to determine if the employee has made a genuine commitment to the plan. Suggest the employee discuss with a co-worker his/her understanding of the goal. 7
8 Has Not Made a Genuine Commitment During the planning meeting, an employee agreed to the performance standards suggested by the supervisor. The supervisor felt confident the employee would meet the commitment only to find at the first review, two weeks later, that the employee had never been comfortable with the performance standards. o I know I said I d to that, but I wasn t happy about it. o I never did think it was practical. The supervisor did not confirm the employee s commitment initially. When genuine commitment to performance standards is lacking, it is unlikely that employees will work hard to achieve the targets. Use probing questions to find out why the employee does not think the idea is practical. If the employee s view has merit, adjust the performance standard; if it does not have merit, deal with reservations one by one. Be clear in the final outcome and be deliberate about confirming the employee s commitment. 8
9 Sets Performance Standards that Are Not Measurable The supervisor has explained the departmental objectives to employees and asked each person to develop three performance standards that will help the unit achieve its objectives. One employee s performance standards are not measurable. o My performance standard is to cooperate with the rest of the group to increase productivity. The employee has stated the performance standard in unclear language and the results are not measurable. Ask the employee to describe what specific actions he/she will take to cooperate with the group. Ask the employee to name the individuals in the group. Ask the employee to state the productivity increase in percentage or quantity terms. Ask the employee to state a target date for accomplishment of the increases. 9
10 Sets Performance Standards Too High The supervisor has explained the departmental objectives to employees and asked each person to develop three performance standards that will help the unit achieve its objectives. One employee s performance standards are so ambitious that they probably will be unattainable. o When you put your mind to it, anything is possible. Overly optimistic about what he/she can accomplish, this employee is apt to become demotivated as a result of the struggle to meet an unrealistic target. Help the employee analyze the performance standards, pointing out in what way they are unrealistic. Let the employee know that it is important for him/her and for the organization that the performance standards be attainable because one the commitment is made, further plans will flow from that commitment. Have the employee review similar projects to develop realistic data on which base estimates. Ask the employee to consult with another employee to see how he/she develops realistic performance standards. 10
11 Sets Performance Standards Too Low The supervisor has explained the departmental objectives to employees and asked each person to develop three performance standards that will help the unit achieve its objectives. One employee s performance standards are so conservative that the group will not meet its goals. o This is the best I can do. o Higher targets would only be wishful thinking. The employee has set performance standards cautiously in order to avoid committing to an end result that he/she does not believe it attainable. Ask employee to explain how he/she arrived at the performance standard(s) Advise employee about the attainability of the performance standard. Appeal to this employee s sense of team spirit. Discuss achievability of performance standards with another employee. 11
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