PowerPoint Presentation• Reading time: 30 min
Learn how to: • Prepare and conduct effective performance
conversations
• Provide continuous feedback
• Support employees in their development
In a snapshot:
The role of leaders in the process.
Prepare for the Common Review Process and what’s new for
leaders.
PERFORMANCE MANAGEMENT: LEADER GUIDE
Why Performance Management Matters
• Align individual’s goals with business goals – determine how the
job of each employee can further the overall goals of Baptist
Heath.
• Keep employees engaged through feedback – this will foster
loyalty and motivate employees to continue to achieve.
• Focus on individual’s strengths and opportunities – examine each
employee individually to partner in evaluating all aspects of their
development and growth.
• Foster retention, productivity and innovation – stay on top of
the needs of your employees to ensure employee retention as well as
increase productivity and promote innovation.
• Promote fairness and transparency – ensure that employees feel
they are treated fairly; employees are not surprised by leadership
decisions; employees identify and deal with performance issues
prior to the annual evaluation.
Align individual's goals with
strengths and opportunities
Foster retention, productivity
• The performance management cycle begins with setting business and
developmental goals.
• Performance is then tracked against the employee’s achievements
and then progress is evaluated, usually in a formal common review
meeting.
• An informal midyear check-in discussion is also
recommended.
• The results of the formal performance review meeting feed into
the organization’s merit system and are also used in decisions
regarding future employee’s growth, development and
retention.
The Performance Management Cycle
• Developing and setting performance expectations with employees •
Communicating and documenting throughout the performance management
cycle about employees’
performance and development • Recognizing and rewarding successful
performance through the cycle • Coaching for improved performance
and taking corrective action as necessary • Ensuring that employees
have the tools, resources and training, and development activities
needed to carry
out their duties successfully
Leader Preparation
• As the common review date approaches, set a date and time to meet
in advance. The time should be convenient for both you and the
employee.
• You have 2 months to complete the process for all your direct
reports.
• Be sure there is enough time allotted (1 – 1.5 hours) for the
discussion and that this time will be free from
interruptions.
• Select a place that is private and provides a confidential
environment.
• Remind the employee of completing the Online Self Evaluation
Assessment.
• Gather information such as the job description, individual
development plans, goals and objectives from last year, and the
prior year’s evaluation.
• Consider the employee’s areas of responsibility and essential job
functions.
• Review employee’s self-assessment, peer’s input and additional
feedback received.
• Complete the performance evaluation online and be ready to
discuss with the employee.
5
Self-Evaluation, Peer Feedback, and Others’ Input
• Input from peers and others is feedback that you collect from
your employee’s work contacts (coworkers, internal clients, or
others); invite your employee to submit names of appropriate
respondents
• This enables you to get a well-rounded perspective on the quality
of an employee’s work and their interpersonal effectiveness
• Keep in mind that the peer feedback MUST be confidential; you are
compiling summarized comments and looking for trends and
patterns
• Coaching should be provided to the individual on how to interpret
their feedback and how to use it for development planning
• Feedback should measure specific behaviors and key competencies
associated with job performance and success; they should be asked
in behavioral terms and be actionable
• Research shows that performance, morale, and engagement can
actually decline if peer reviews are not done well or if the
feedback is negative and the employee gets upset; manage the
process carefully!
Self-Evaluation, Peer Feedback, and Others’ Input
• Builds strong individual accountability
• Develops or improves communication and working relationships with
their supervisor
• Provides recognition and an understanding of the employee’s role
in contributing to department and overall business goals
• Allows employees to participate in a meaningful way in the
performance management process
• Encourages employees to take responsibility for their
performance
• Clarifies expectations for employees to direct their
efforts
• Helps employees better understand the bases for personnel
actions
• Helps with career development and growth
6
Online System Evaluation Process Review
The online performance application is used to manage the annual
employee performance evaluation process. The employee evaluation
process consists of five steps:
Visit the Performance Management Website Leadership Tools to access
the step by step system guides and job aids.
Who is eligible?
• Non-leaders will receive an e-mail notification to begin their
self-evaluation process in PeopleSoft.
• The process begins with an employee self evaluation.
• Leader then reviews the self evaluation and evaluates
performance. Afterwards, employee and leader have a face-to-face
meeting to discuss ratings, goals and performance overall.
• Leader and employee then sign-off and submit the performance
evaluation.
In the System: The “Bulk Rate” Feature
Leaders can group employees (by job title) and rate goals,
competencies and overall performance at the same time.
The performance evaluation for your direct reports may be completed
using a traditional approach where you click on the task for each
employee’s evaluation and rate their Job Functions and
Competencies; OR, you may use the “Bulk Rate” feature allowing for
the simultaneous rating of employees who occupy the same position
and job functions.
You may also use both options by switching between traditional and
bulk evaluation forms. The ratings are saved as you enter them in
either of the two forms.
• On the next page you can explore the step by step how-to
guide.
• To learn more, access the “How to Bulk Rate Video Simulation and
Job Aids” in the Performance Management Page or People Soft Manager
Self-Service.
8
PERFORMANCE MANAGEMENT: LEADER GUIDE
Bulk Rating: Step-by-Step Process
Leaders can group employees (by job title) and rate goals,
competencies and overall performance at the same time.
The performance evaluation for your direct reports may be completed
using a traditional approach where you click on the task for each
employee’s evaluation and rate their Job Functions and
Competencies; OR, you may use the “Bulk Rate” feature allowing for
the simultaneous rating of employees who occupy the same position
and job functions.
You may also use both options by switching between traditional and
bulk evaluation forms. The ratings are saved as you enter them in
either of the two forms.
9
Gathering Feedback
Rating Scale
Performance will be rated 50% based on Essential Job Functions and
50% based on Core Competencies as shown on the following rating
scale.
10 Essential Job Functions- 50% Rating Scale: 5 – Substantially
Exceeds Expectations 4 – Exceeds Expectations 3 – Meets
Expectations 2 – Minimally Meets Expectations 1 – Does Not Meet
Expectations
10 Core Competencies- 50% Rating Scale: 5 – Towering Strength 4 –
Talented 3 – Skilled 2 – Needs Improvement 1 – Career Staller/
Unskilled
Rate each essential job function from 1 to 5 and
each core competency from 1 to 5.
The system will average the functions and the
competencies and provide the overall score.
To consistently evaluate competencies use the electronic
file:
Employee Core Competency Evaluation Guide
Consider the following:
• The guide defines key behaviors required of all employees in
order to be successful.
• Assessing how well individuals demonstrate these behaviors is key
in providing valuable feedback and communicating expectations
during the evaluation process.
• Consider offering balanced and timely feedback during the
performance conversations. Avoid generalizations and non-factual
input.
14
How to use the Rating Scale:
• Review the description and rating guidelines on each of the areas
presented in the review system.
• The rating scale requires to rate the different areas using whole
numbers such as: 1, 2, 3, 4 and 5.
• There is an area for comments where you can further explain the
reasoning on your rating.
• Once you have evaluated each behavior and descriptor, rate each
area based on the rating guidelines below:
How to use the Rating Scale:
If you have an employee who has been in a role less than 6 months,
the recommendation is that all new employees should be proficient
in all job functions at hire. For example, all Clinical Partners
need to know how to measure intake and output. Even if I have not
seen Jane Doe do it, unless there is evidence that she can’t, the
expectation is that she is doing it to standard. “That is a 3 –
Skilled”
15
Actions Reflect On
Gather Information
• Gain understanding of each competency by reviewing its definition
and list of behaviors (unskilled, skilled, above & beyond
behaviors). Review the competency rating tool.
In addition, when assessing each competency: • Gather objective
information (productivity reports, numbers, etc.). • Gather
qualitative information (thank you emails, kudos, performance logs,
patient
feedback, peer input, disciplinary actions, and samples of work
product).
Ask Your Self • What are the competencies/behaviors the individual
has demonstrated consistently over the year?
• To what extent has the individual achieved his/her developmental
and/or performance goals?
• Has the individual struggled with any particular competency or
essential job function?
• What is inhibiting the progress toward achieving those goals:
lack of training, resources, poor direction, or anything
else?
Draw Conclusions
• Assess performance. Did the individual meet the requirements and
goals that were set for the year? Why or why not?
Use the 1 to 5 rating scale to assess the job functions and
competencies based on your evidence.
16
Best Practices for an Effective Feedback Conversation:
• Prepare, Prepare, Prepare! • Choose the proper setting and set
the right
tone for the discussion • Welcome the employee • Review the online
system/draft together and
finalize • Listen and take notes • Maintain good eye contact and
attentive
posture • Reflect back your understanding of what s/he
has said • Don’t interrupt, but ask questions only for
clarification • Don’t be too quick to pass judgment • Focus on the
expectations that have been set
at the beginning of the review period
• Focus on specific behaviors and results, not personality
• Ask for the employee’s opinions and ideas on how to approach work
or resolve problems
• Focus on the future, not on the past • Emphasize strengths, as
well as areas that
need improvement • Be candid and be prepared to discuss
questionable items • Support the employee’s effort to improve • Set
goals, expectations and standards for the
next evaluation • Agree to meet regularly with the employee
during the evaluation period • Discuss development plans with
the
employee • Summarize the session
Common causes of poor performance
Feedback techniques for the conversation
18
Identify Performance Gaps and Opportunities
• If the employee’s performance is not meeting expectations and you
have identified areas in his/her review that are rated a 1 – Career
Staller or a 2 - Needs Improvement , use the appropriate
definitions provided in the competency rating tool to provide this
feedback.
• Seek the root cause and ask: Why do you think this particular
competency has fallen short?
• Listen carefully to the response; give your employee the first
opportunity to identify the cause. Compare your notes from his/her
self-review to start having a dialogue.
• If you do not get adequate information from the employee in the
reply, probe with other questions such as: • Could the problem be
that you need more information or training? • Are you not getting
sufficient support from me or from other team members? • What
obstacles do you think you faced?
• Invite the employee to take a look into the skilled and unskilled
behaviors that relate to the rating of the competency or job
function.
• Continue probing until you get to the source of the
problem.
• Identifying the root cause of performance gaps will create an
environment of objectivity in which you and your employee can
contribute in positive ways. The employee will feel less on the
defensive and be open to working together with you to address ‘the
cause,’ which may be outside the employee’s control.
19
20
As you review performance gaps, keep in mind that poor performance
may have some other causes. If you can identify them, you may be
able to assist with some of the issues.
• Not understanding the processes. This is the place to start. What
are the employee’s understanding of the processes and expectations?
Provide feedback and coaching when failures to the processes or
protocols happen. Remember, this should not be a surprise to the
employee during the evaluation meeting.
• Personal problems. Something of a non-work nature may be the root
cause of poor performance. You can refer the employee to the
available resources such as the Employee Assistance Program
(LifeWorks, and or Pastoral Care).
• Relationship conflicts at work. The workplace is a common place
for conflict. Jealousy, competition for attention or for promotion,
or simply a visceral dislike may produce conflict that impairs
performance. If you can get to the bottom of the conflict, you may
be able to neutralize it.
• Work overload. Even the most committed employee will burn out if
the demand increases at a very fast pace. Review how you are
allocating the workload. Has the bar been set unreasonably
high?
PERFORMANCE MANAGEMENT: LEADER GUIDE
21
The following suggestions can help you offer more useful
feedback:
• Encourage the employee to articulate points of disagreement.
Again, this will create an opportunity to get his or her view on
the situation.
• Avoid generalizations such as “You just do not seem involved with
your work.” Provide specific comments that relate to the job. For
example, “I have noticed that you haven’t offered any suggestions
at our service improvement meetings. Why is that?”
• Be selective. You do not need to recite every shortcoming or
failing. Stick to the issues that really matter.
• Give authentic praise as well as meaningful criticism.
• Focus constructive feedback toward problem solving and
action.
Move from observation to discussion:
Step 1:
Talk with the employee with an open mind. Use observed actions and
behaviors – leave suppositions about the person’s motivations out
of the conversation. For example, Luis’s leader could begin by
saying something like this:
”Luis, your last three clinical education needs reports have missed
some important information. They did not say all we needed to know
about the status of our most important initiative for the stroke
prevention program.
That’s information we must have.”
Then, cite the impact of the person’s performance problem or
problematic behavior on individual or group goals and on
coworkers:
“When the nurse manager requests the status on the information for
our stroke prevention plan, I cannot say ‘I’m not sure yet’. I need
key information on the items we will be covering for the staff
training and
preparation for clinical education key standards on this topic. I
depend on you as the clinical educator – and person in charge – to
lead everyone else in our department to commit to this plan.”
PERFORMANCE MANAGEMENT: LEADER GUIDE
Step 2:
When describing performance gaps and their impact, be truthful and
frank. People benefit from honesty, even though they do not like
receiving negative news. Be open, but professional, by leaving
motives out of your discussion. Otherwise, the person is likely to
feel that he or she is under a personal attack.
When people feel they are being personally attacked, they become
defensive and unreceptive to what you have to say. Here’s an
example of an assumed motive:
“Luis, your failure to provide critical information in your reports
tells me that you are either hiding bad news or that you do not
like this type of work.”
Consider the following possible reasons for poor performance:
• Did I give the employee adequate training? • Does the employee
have the skills/competencies necessary for the job? • Does the
employee understand what I expect? • Have I provided the employee
with adequate tools and
resources? • Are there any rules or systems in place that make
it
difficult for the employee to perform well? • Has anything changed
in the employee’s work situation? • Has anything happened in the
employee’s personal life
that could be affecting his or her work?
Other Considerations for the Performance Conversation
• Be an active listener. To learn as much as possible from your
discussion, practice active listening. Active listening encourages
communication and puts other people at ease. An active listener
pays close attention to the speaker and practices these good
listening skills:
• Maintain eye contact • Smile at appropriate moments • Be
sensitive to body language • Listen first and evaluate later •
Never interrupt except to ask for clarification • Indicate that you
are listening by repeating what was said about critical
points
such as, “So if I hear you right, you are having trouble
with…”
Active listening is one of the best tools for getting people to
talk – and you want them to do most of the talking if your goal is
to understand what is going right or wrong. You will learn
practically nothing when you are talking.
PERFORMANCE MANAGEMENT: LEADER GUIDE
23
• Ask the Right Questions. Asking the right questions will help you
understand the other person and get to the bottom of performance
problems, or identify areas of opportunity. Questions can be asked
in two forms: open- ended and closed. Each yields a different
response. Open-ended questions invite participation and idea
sharing. Use them to get the other person involved and for these
purposes:
• To explore alternatives: “What would happen if….?” • o To uncover
attitudes or needs: “How do you feel about our progress to date?” •
o To establish priorities and allow elaboration: “What do you think
the major issues are • with this project?”
Closed questions, in contrast, lead to yes or no answers. Ask
closed questions for these purposes:
• To focus the response: “Is the project plan for the unit on
schedule?”
• To confirm what the other person has said: “So, is scheduling
your time your biggest obstacle?”
Consider using open-ended questions when you want to find out more
about the other person’s motivation and feelings. This line of
questioning can help you uncover the other person’s views and
deeper thoughts on their course of action and performance items.
This, in turn, will help you formulate better advice.
A Recap – The process shared will eventually help you identify the
cause of any performance gaps and problems. The cause may be a
skill deficiency, poor time management or personal work habits and
accountability, lack of motivation, conflict with other employees,
or poor direction on your part. Whatever the cause, having
identified it with the employee, you are now in a position to do
something about the performance gap. In many instances, doing
something involves coaching and having a development plan.
PERFORMANCE MANAGEMENT: LEADER GUIDE
Delivering Performance Management Feedback:
After you have drawn conclusions about an employee’s performance,
ask yourself the following questions. If you can answer yes to any
of them, then you’ve fallen prey to a common evaluation error—and
you must rethink your conclusions.
Question YES/NO
• Have I rated the employee more highly than he or she
deserves?
• Did I unfairly blame the employee for bad events or unfairly take
credit (or give credit to someone else) for good events?
• Did I allow my first impressions to color what the employee did
during this evaluation period?
• Did I allow one aspect of the employee’s performance to
dominate?
• Did I judge the employee more favorably because of our
similarities?
• Did I judge the employee less favorably because of our
differences?
• Did I gravitate to the middle to make this evaluation easier on
myself?
• Did I ignore anything exceptionally good or bad about the
employee’s performance?
• Did I unfairly paint the employee as being either all good or all
bad?
• Did I place too much weight on recent events?
• Have I made assumptions about or stereotyped the employee?
• Have I accurately described the employee’s performance without
fear of making the employee mad or of hurting the employee’s
feelings?
24
25
Tool: Creating Developmental Goals
Goals should be set with employees, not for employees.
The purpose of setting goals is to give employees targets to focus
on. If the employee hasn’t participated in establishing these
goals, she or he is less likely to actively work on achieving them
and finding them motivating. Involving employees in the
goal-setting process is critical.
Employee Goals are projects or assignments related to the
individual’s specific job that help meet unit/department goals and
have specific measurements and deadlines. What, exactly, is this
person supposed to accomplish in the next six months? The next
year?
Writing Next Year’s Developmental Goals or Job Related Goals:
• Look at current and new unit goals
• Look at employee’s functions and how they fit
• Look at employee workload
Examples of some goals:
• Produce documentation of our business processes by the end of the
year
• Develop a team action plan to increase employee engagement by
(date)
• Process all pending patient rounding logs within 30 days of
receipt
•Increase team participation in clinical education training events
by 50%
26
Tool: Individual Development Plan (IDP)
An IDP is a documented list of goals identified by both the
employee and leader to improve performance or for professional
development. Related activities, resources, and timelines are
associated with each goal.
Writing Development Goals:
The leader and employee create the IDP together using the
information provided in the Individual Development Plan website and
following the 5-step process for development.
Goals can focus on: • Performance improvement • Performance
enhancement • Professional skill development related to needs of
unit/department/school • Career mobility
There should be at least one, but no more than two development
goals at any one time.
Examples of development goals:
• Attend training on stroke certification to develop skills as a
first responder in the neuro team; search in BHU and/or other
sources for available classes; completion date (ADD)
• Participate in the project management committee to learn project
management skills through the end of Fiscal Year (ADD)
• Sign up as a mentor in this year’s Versant Preceptor or Mentor
Program to gain a deeper perspective of the organization’s
priorities and career opportunities.
It is possible that an employee may not agree with a goal that you
as the leader knows must be met. If this happens, make sure the
employee understands that performance will be evaluated next time
to the degree in which the goal is met.
27
Goals can help you and your employee in different ways.
Routine goals Describing regular, ongoing activities
Examples:
from Finance Office (ongoing). • Round on patients daily.
Problem solving goals
Describing activities designed to remedy performance areas that
need improvement
Examples: • Check supply inventory bi-weekly and re-order as needed
to avoid
shortages starting (month/date). • Follow the protocol for
environmental services when taking care of
a nursing unit.
Examples:
• Design and implement use of spreadsheet by (date) to track
clinical
outcomes. • Dinning services: Research, test, and evaluate 3 new
vegetarian
entrees by (date).
Describing activities the employee wants to pursue for personal
development
Examples: • Register for a summer introductory course to become
more familiar
with use of a new IT system. • Volunteer to be a Big Brother within
the next 2 months.
Job enrichment goals
Expanding the current job with different activities
Examples: • Within 3 months, train with supervisor to assume
responsibility for compiling information for quarterly patient
activity report.
28
Goals can help you and your employee in different ways.
Routine goals
Examples:
· Reconcile budget & expense statements within a week of
receipts from Finance Office (ongoing).
· Round on patients daily.
Describing activities designed to remedy performance areas that
need improvement
Examples:
· Check supply inventory bi-weekly and re-order as needed to avoid
shortages starting (month/date).
· Follow the protocol for environmental services when taking care
of a nursing unit.
Innovative goals
Examples:
· Design and implement use of spreadsheet by (date) to track
clinical outcomes.
· Dinning services: Research, test, and evaluate 3 new vegetarian
entrees by (date).
Professional and personal growth goals
Describing activities the employee wants to pursue for personal
development
Examples:
· Register for a summer introductory course to become more familiar
with use of a new IT system.
· Volunteer to be a Big Brother within the next 2 months.
Job enrichment goals
Examples:
• Within 3 months, train with supervisor to assume responsibility
for compiling information for quarterly patient activity
report.
PERFORMANCE MANAGEMENT: LEADER GUIDE
The Performance Appraisal Handbook: Legal & Practical Rules for
Managers Paperback – March 28, 2007 – By: Amy DelP
Harvard Business Essentials: Performance Management: Measure and
Improve the Effectiveness of Your Employees, 2006 – By: Harvard
Business School Press
29
Slide Number 1
Slide Number 2
Slide Number 3
Slide Number 4
Slide Number 5
Slide Number 6
Slide Number 7
Slide Number 8
Slide Number 9
Slide Number 10
Slide Number 11
Slide Number 12
Slide Number 13
Slide Number 14
Slide Number 15
Slide Number 16
Slide Number 17
Slide Number 18
Slide Number 19
Slide Number 20
Slide Number 21
Slide Number 22
Slide Number 23
Slide Number 24
Slide Number 25
Slide Number 26
Slide Number 27
Slide Number 28
Slide Number 29
Slide Number 30