An effective performance management process, while requiring time to plan and implement, can save you and the employee time and energy.
Performance goals should link to the strategic goals and initiatives of the College, the Department and the individual work unit. They include the specific tasks an employee is responsible for achieving to help meet unit goals. Goals can be project based, related to performance standards or process improvement.
Decrease work order response time by 10 percent during opening week of fall semester over the prior year.
Facilitate a smooth transition to new office location with no down time in services provided.
Introduce ( process, product, system, technology) to the campus by piloting 25 percent of potential users in Year 1 and implement the remaining 75 percent in Year 2.
Design a new departmental/program website layout and make operational by December 31.
Developmental goals are directly tied to an employee’s personal development. They can be related to attainment of new skills, knowledge or competency level or can be for career advancement.
Develop ( or improve) skills and expertise in (software, skill, activity, knowledge around a policy, law, procedure etc.) by attending a workshop/course/seminar/conference before the end of the fall semester.
Join a College committee and engage with that committee during the fiscal year.
Identify a co-worker in the department and spend 30 minutes per week for four weeks observing and shadowing this individual to gain a high level understanding of his/her contributions.
Performance appraisals have the following main objectives:
1. To evaluate how the job has been performed, to discuss the performance with the employee and to determine future goals.
2. To evaluate short- and long-term goals previously set.
A true performance appraisal has many facets. It is a continuous process which should not be restricted to just an annual review form. Department heads, supervisors or department chairs should carry out informal, regular discussions with their employees throughout the year and summarize more formally in writing the annual performance appraisal. The informal discussions should establish the following:
a. How the job is going (giving praise where due and criticism where necessary)?
b. What are their strengths and how can we build them?
c. What areas may need improvement, if any?
d. What requirements there may be for training (informal and formal), coaching, guiding, etc.
e. What specifically is expected of the employee over the next three-to-six month period?
Frequent communication provides the opportunity for both you and your employees to check perceptions against reality. When both of you have an accurate understanding of what the other person is thinking, communication and performance will improve.
USPS employees are expected to have a probationary evaluation six (6) months from their initial hire date and an annual evaluation. If the timing of the annual and the probationary coincide, only one appraisal needs to be completed. If a USPS employee has been promoted or transferred, the employee is expected to have another probationary evaluation six (6) months from the promotion or transfer date.
Law Enforcement Officers serve a 12-month probationary period. If a Law Enforcement Officer has been promoted or transferred, the employee is expected to have another probationary evaluation 12 months from the promotion or transfer date.
The transfer or promotion date will be the new anniversary date in the new position title.
Annual performance appraisals are required to be completed and submitted to Human Resources by August 31 of each year.
The main purpose of the interview is to ensure that all supervisors give their employees feedback on how they see him/her. A frank and honest appraisal interview helps the manager and the employee to find a mutually and acceptable way to work out improvement in areas where improvements are attainable.
The annual performance appraisal interview should:
1. Enable the evaluator and the employee to analyze past performance, using as a basis the comments, ratings, remarks, and goals noted on the previous appraisal as well from your written comments generated from informal discussions throughout the year.
2. Enable the parties to discuss strengths and how to build on them. The parties should also discuss and agree on what can be done to improve performance in those areas where improvement is needed.
3. Enable the parties to discuss, identify, and agree on future goals for the coming year.
4. Provide an opportunity for finding out what the employee’s thoughts are on his/her future training and employment and to provide an opportunity for these to be recorded.
The interview in reality should be a discussion. Two-way communication is essential if full advantage is to be gained, and as much input should come from the individual being evaluated as from the one conducting the evaluation.
Please click on Steps on How to Conduct a Successful Appraisal Interview
See Bloom’s Taxonomy of Action Verbs for additional information
The working environment is extremely important to each of us and should be a very positive factor in that we spend the majority of our adult life in career pursuits. To this end, the College makes every effort to enhance the working conditions and expects employees to accept a similar responsibility.
Occasionally, it becomes necessary to correct employee work habits or for the employer to call attention to inequities or other work-related problems he or she encounters. While these actions are normally attempted and accomplished in an informal, personal setting, it sometimes becomes necessary to pursue more formal avenues of corrective action and/or recourse.
Such actions should not be taken lightly or initiated indiscriminately by the employee or employer if we are to achieve a positive employee/employer relationship. Please contact Human Resources for assistance before undertaking corrective action.
In most situations, an employee’s violation of College’s or departmental policies may be corrected by the supervisor’s verbal statements calling such violations, abuse, etc. to the attention of the employee. Occasional, infrequent, or violations of a non-severe nature might even be overlooked. However, should such violations become chronic, lead to major infraction of College policy, or otherwise become a distraction to efficient departmental operations, a Coach and Counsel might become a supervisory option in identifying the problem and recommending appropriate means of resolving the deficiency.
Employees who feel they have been incorrectly coached and counseled may follow the informal grievance mechanism in having the action reviewed by upper level management in their organizational structure. Coach and Counsel’s are not grievable through the formal grievance process.
Coach and Counsels are not required in supporting, or initiating, written reprimands but may be referred to in the event such formal actions are required.
Coach and Counsels for USPS and PBA employees are considered non-disciplinary actions and are considered invalid if the employee has maintained a disciplinary record for more than one year.
Following the employee’s counseling and/or Coach and Counsel forms, further disciplinary action may be required if situations are not corrected. Certain actions, even if not chronic, may lead to an immediate written warning.
All written warnings should be well documented to include the nature of the infraction(s), policy violated, prior counseling attempted (depending on the seriousness of the offense), and the recommended disciplinary action, if any, and any future disciplinary action, if cited deficiencies are not corrected. Employees receiving written warnings have the right to a complete review and explanation of the charges and supervisors are encouraged to use this document in a constructive manner.
See the respective Collective Bargaining Agreement for complete information.