BISHOP ANSTEY HIGH SCHOOL EAST

AND

TRINITY COLLEGE EAST

PERFORMANCE MANAGEMENT GUIDE

Administration Units Edition

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TABLE OF CONTENTS

Vision and Mission 4

Core Values 5

Introduction to Performance Management System 7

Managing the Performance Management Cycle 8

Phase 1 – Performance Planning 11

Department Goal Setting 12

Steps for creating SMART objectives 13

Employee Professional Development Plan 20

Phase II – Performance Monitoring and Feedback 24

Correcting Poor Performance 27

Phase III – Performance Review 29

Overall Performance Ratings 34

Performance Improvement Plan 37

Disagreement 38

Appeals 39

Recognition and Reward 40

Summary of PMAP form 42

Glossary of Terms 44

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Welcome to the Performance Management System (PMS) manual. This manual contains

detailed explanations regarding the entire performance cycle and its various components.

The information contained in this manual is applicable to all full-time employees of Bishop

Anstey High School East and Trinity College East (B.A.T.C.E.).

The Manual aims to:

Provide comprehensive information to all employees outlining the essence of each

stage in the Performance Appraisal Process;

Document the flow of the performance process with the academic year;

Provide comprehensive information on completing the performance management

appraisal form;

Enable new employees to familiarize themselves with the Performance Management

System and the practices that may be developed and followed to produce the

intended results.

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B.A.T.C.E. strives to create and maintain an environment that emphasizes the importance of relating

work performance to its mission. The performance assessment and management system supports

that commitment. In fact, it is the means by which individual accountability is established and

maintained. However, a fully integrated performance management process begins with a clearly

defined organizational strategy that includes a statement of the organization’s mission, vision and

core values.

VISION / MISSION STATEMENT

We are generating a liberal learning environment, grounded in teamwork, committed to

academic excellence,

the all-round development of the individual and

the encouragement of leadership and self-expression at all levels of the school system.

We are committed to the efficient and effective use of technologies at our disposal and to

continuous improvement of the curriculum, which is designed to prepare the student for the world

of work and to lead a moral, spiritual and creative life as a responsible member of society.

B.A.T.C.E strategy to achieve our vision and mission is therefore based on the following six

(6) Pillars:

Academic Excellence

All Round Student Development

Spiritual and Moral Grounding

Technology Leadership

World of Work

Sustainable Development School

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CORE VALUES

The pillars are support by our core values. An organisational value is “a belief that a specific mode

of conduct is preferable to an opposite or contrary mode of conduct” according to Rokeach (1973,

The Nature Of Human Values). Core values are, in fact, those shared beliefs that guide decisions and

behaviours as people conduct day-to-day work and interact with each other. They are a reflection of

the culture of the organization and should drive the climate.

At B.A.T.C.E our five (5) core values create our environment and are based on fundamental respect

for the rights, aspirations and dignity of every individual, co-worker, and others with whom we

come into contact on a daily basis. They are the cornerstones that guide our self-expression and

conduct in fulfilling our vision. They are considered the foundation for performance management

and every employee is expected to incorporate the core values into their daily work.

RESPECT

Listen to all points of view for possibilities.

Act quickly and decisively on the contributions of students, staff and the community.

"We will save each one's dignity and guard each one's pride."

INTEGRITY

Honoring one's word. Saying what you will do and doing what you say. When you know you

won't be doing what you say, communicate.

Being honest in your dealing with others.

OPEN AND HONEST COMMUNICATION

We promise to establish and maintain a safe space where people can communicate without fear

of retribution.

Management by fact is the key to effective planning, operational decision making at all levels,

teacher and staff involvement, and leadership.

INTELLECTUAL AND CREATIVE INQUIRY

We are committed to innovative methods that allow every interaction/project to be an

opportunity for exploring new possibilities for teaching and learning.

High performing organizations create cultures that seek to evaluate and improve everything

that they do.

Learning takes place through feedback between processes and results prompted by learning or

continuous improvement.

SERVICE

Recognizing and responding to the needs of others, the school and the community.

One critical aspect of service is leadership. We support others by being leaders ourselves.

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Our schools’ aim is to help all students achieve their full potential and to lead moral, spiritual

and creative lives as responsible members of society. Here, there is a great emphasis on the

partnership between the students, parents / guardians, the church and the community.

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INTRODUCTION TO THE PERFORMANCE MANAGEMENT

Definition of Performance Management

Performance Management is a formal and regular process for assessing and managing individual

performance for all employees. It is a management process to support the school and its employees

to achieve its organizational goals.

It is also about agreeing on the behaviours and values to be demonstrated when undertaking work

and identifying employees’ development and activities to ensure they work to their full potential.

B.A.T.C.E’s strategic goals aim to achieve:

All round (including moral and spiritual) development of the individual

Academic excellence

Efficient and effective use of technology

Encouragement of leadership and self-expression at all levels of the school system

The job of each employee should contribute to one or more of these goals. On a yearly basis,

specific objectives derived from B.A.T.C.E’s strategic plan are set in each of these pillars by the

School’s Board of Management with input and collaboration from stakeholders including parents

and teachers. These objectives are discussed and agreed with Principals and Department Heads and

each department in turn then create their departmental improvement plans from the objectives. As

a consequence of this, the success of the schools is determined through the carrying out of each

staff members’ everyday responsibilities or where applicable the specific objectives set

individually, jointly with another person or as a member of a team. Effective performance

management therefore aligns the efforts of all employees with the B.A.T.C.E’s goals and promotes

consistency in performance review.

Admittedly, assessing and managing employee performance is not a casual undertaking. It is a

continuous and, sometimes, complex process. Nonetheless, it is a primary responsibility of those

holding positions that supervise others. Done correctly, it is a tool that can enhance the operation of

the schools, recognize employees for good performance encourage professional development and

provide employees with recommendations for improvement.

Objectives of Performance Management It is therefore hoped that the process will achieve the four main primary objectives of a

performance management system which include: Increased Communication, Improved Performance,

Employee Development and Human Resource Management.

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Increased Communication

Improving communication between managers and staff members

Clarifying job responsibilities and standards

Giving staff members feedback on their performance

Improved Performance

Establishing challenging and mutually agreed-upon performance goals in support of

departmental objectives

Encouraging individuals and departments to strive for continuous improvement and quality

Identifying and eliminating obstacles to performance

Employee Development

Focusing upon and addressing employee growth and career development

Recognizing individual and departmental performance

Optimizing employee skills, abilities and interests for mutual benefit

Human Resource Management

Justifying employment actions such as promotions, work assignments, training, discipline

Planning for staffing, training, resources and other issues

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KEY COMPONENTS OF PERFORMANCE MANAGEMENT

Managing the Performance Management Cycle: What is?

For the performance management system to be effective, it is necessary for managers, supervisors

and support staff to understand the entire performance management and appraisal process. In

other words, employees need to see the “Big Picture” in order to recognize how the various parts of

the system fit together. This can be achieved by looking at all of the system’s parts, individually, and

then studying how the various parts relate to one another. One of the best methods to accomplish

this is to look at each of the parts of the process sequentially. Those parts include:

a. Performance Planning

b. Professional Development

c. Monitoring Employee Performance

d. Evaluating Employee Performance

e. Recognition – provides information on rewarding good performance.

Figure 1: Performance Management Cycle

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Figure 2: Performance Management Process

What to do ………. How to do it ……………

Phase 1

Planning

( Determining and Agreeing

Objectives

Establishes performance expectations and goals for employees to

channel their efforts toward achieving school’s objectives.

Objectives and Performance Expectations

Phase 2

Creating the Development

Plan

Provides information on the importance of evaluating and addressing

employee development to increase the effectiveness of departmental

outcomes.

Phase 3

Supervision

( Monitoring and Feedback)

Provides information on the requirements to conduct at least one

formal interim review for all employees.

Feedback and Coaching

Recording of Meeting

Feedback and Coaching Log

Phase 4

Review/Assessment

A performance appraisal is a formal system of review and evaluation

of the individual. It provides information on performance against the

expectations and standards in an employee's performance plan and

assigns an overall rating of record.

1) Quarterly Reviews

2) Mid- term Review

3) Final Review

Phase 5

Recognition /Reward &

Renewal

Provides information on rewarding good performance.

Once the review of last year's performance is completed, the employee and manager begin to plan for the next performance cycle.

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PHASE 1 – PERFORMANCE PLANNING SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG

Performance planning is the first stage of the performance management process, during which the

supervisor and employee accomplish several goals: discussing the expectations for the objectives or

accountabilities, and discussing the expectations associated with the set of Core values.

At the beginning of the school academic year, the supervisor and employee will review the schools

and the department’s objectives for the respective year, the employee’s previous year’s

performance appraisal form and his/her job description.

To conduct a comprehensive performance assessment, all components of the employee’ job

position that will be used to evaluate the employee must be determined. Accordingly, after a full

performance planning session (s), the employee and the supervisor should decide upon the

following:

1. Objectives to be accomplished during the given performance period

2. Measures indicating success in each objective

3. Cove values that must be demonstrated

4. Manner in which monitoring and feedback will occur

5. The employee’s development needs

The performance planning session must be completed no later than:

All Administrative Units: September 30th each year

Heads of Departments, Vice Principals, Principals: September 1st each year

For the new employee, this discussion must occur within the first month on the job.

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Department Goal Setting

1st PILLAR ACADEMIC EXCELLENCE

DEPARTMENT

GOAL

“To attract, motivate, develop and retain staff whose performance

is necessary for the organization to achieve its strategic goals, in

an environment that is comfortable, safe and conducive to high

performance standards.”

OBJECTIVE (A)

OR

To implement the new performance management system for

Academic and Administrative staff by August 31, 2014 using clearly

defined processes and guidelines so employees and supervisors can

more competently evaluate performance.

OBJECTIVE (B) To anticipate staffing needs and develops action plan to fill full time or

part time positions within 45 days of a vacancy and within stipulated

budget for recruitment and selection.

Setting objectives is a key part of the performance management process. Objectives that are

challenging yet achievable, and aligned to the needs of the department and the employee, will

contribute to raising students’ achievement and attainment.

An objective can be defined as a measure the manager must focus on improving or accomplishing

for the evaluation year. Objectives are:

Statements of targets to be achieved within a specified period of time.

Based on the department’s overall priority goals and objectives, and those critical to the

work unit.

Not a restatement of the regular activities of the job.

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EXAMPLE: Work Activity: Determine acquisition strategies for a computer system Performance Objective: By the end of the fiscal year, present two acquisition plans for a new

human resource information system based on a thorough analysis of customer needs,

capabilities, and cost/benefits.

Steps for creating smart objectives/accountabilities:

Step 1: Identify the main task and activities to write standards for, by identifying the most critical components. In determining the major responsibilities of the job, the employee and the supervisor will consider

those duties that are essential to the job. These are the duties that the jobs are really established to

perform and if they were not performed would severely impact the nature of the job. They are

distinct from marginal functions, which are peripheral to the core duties.

a) Review the job description

Review the job description to ensure that information is accurate and up to date. An employee’s

functional job description contains the responsibilities, tasks, competencies, education, and

experience required to perform a specific job position. Reviewing the job description therefore:

clarifies duties and responsibilities that are unclear to the employee;

helps the supervisor know what the employee does on a daily basis; and

highlights areas of the job that need special attention

Job Activity

Performance Expectations

Objectives/

accountabilities

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b) Review most recent performance documents

The supervisor and the employee should review the most recent performance documents: the

Annual Performance Appraisal, the Interim Performance Reviews, or the Performance

Improvement Plan. Reviewing these documents can help to determine:

o A realistic idea of the contribution the employee can make to the unit's Annual Plan

for the performance period

o Strengths

o Overall performance trends

o Areas that need improvement or monitoring

o Skills, knowledge and abilities that need development

o How closely performance must be monitored and the frequency of coaching and

feedback that may be needed

o Realistic, yet challenging, objectives for the coming year

o The kinds of development activities that would help the most and make the most

sense

o Concerns or issues about meeting performance expectations.

What is the role of each employee in the team?

Identify stakeholders. Who receives the employee’s services? What does the

immediate supervisor, co - workers, students and administration of the school

expect from the employee’s work?

Example: Key Task or Activity

o Prepares laboratory reagents, cultures and solutions

o Oversees library department desk

o Develops and maintains complex files and databases

Step 2: Identify General Measures for each key task or activity.

Performance standards provide the employee with specific performance expectations for each

major duty or key result area. They are the observable behaviors and actions which explain how the

job is to be done, plus the results that are expected for satisfactory job performance. The purpose of

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performance standards is to communicate expectations. Keep in mind that good performance

typically involves more than technical expertise.

Performance standards are:

Based on the position, not the individual

Observable, specific indicators of success

Meaningful, reasonable and attainable

Used to describe a "fully satisfactory" performance once an employee is trained

Expressed in terms of quantity, quality, timeliness, cost, or outcomes

Performance expectations therefore are the “how” or “how well” of the objective. They specify the

ways the supervisor can measure whether goals or objectives have been reached and how well

activities have been performed. Objectives or Accountabilities are expressed in terms of quantity,

quality, time, cost, effect, manner of performance, or method of doing.

Quality

Describes how well the work must be accomplished. It specifies accuracy, precision,

appearance, or effectiveness.

e.g., 95% of documents submitted are accepted without revision.

Quantity

Specifies how much work must be completed within a certain period of time. The supervisor

must have a system to ensure that quantity standards are accurately tracked and measured.

e.g., answer the telephone by the 3rd ring

Timeliness

Answers the questions, by when? , How soon? , or Within what period?

e.g., all work orders completed within five working days of receipt.

Manner of Performance

Describes conditions in which an individual's personal behaviour has an effect on performance

e.g., Answers telephone calls within three rings and is friendly, courteous and helpful

to callers. (Combination of Timeliness and Manner)

Method of Performing Assignments

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Describes requirements; the policies, procedures and technical considerations that are applied

to complete the task.

e.g., 100A Forms are completed in accordance with established office procedures.

Effective Use of Resources

This is used when performance can be assessed in terms of utilization of resources: money

saved, waste reduced, etc.

e.g., the computer handbook project will be completed with only internal resources.

Example: Action or activity ……Jump over the bar….. how high? Five feet. That is the standard. Without hitting the bar or breaking a leg. That is the expectation (or condition)

Being able to measure Performance Objectives is a critical piece in the successful completion of any

performance development plan and accountability review. Therefore, a key element to writing a

successful Performance Objective is to identify the means of measurement.

Choose Specific Measures for parts of the job that align with the departmental goals and

values.

Is there a number or percent that could be tracked?

Who can judge that the task was done well?

What are the factors that person would look for?

Sample Objectives or Accountability

a) To develop and submit the department’s budget according to prescribed

format before April 1, with no modifications requiring more than two (2) days

of work in revising the document after that date.

Breakdown: Activity: To develop and submit the department’s budget

Method of Performing assignment: According to prescribed format

Timeliness: Before April 1

Manner of Performance: With no modification requiring more than two (2) days’ work in

revising the document after the date. (Combination).

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Sample Objectives or Accountabilities

b) Develops policies, and /or interprets and implement all human resource policies and

procedures by July 31, 2014 such that:

Policies are clearly written and include all necessary components

All pre – approved steps have been followed to include necessary input from

concerned parties

Communication regarding policies is effected by June 30 and done in an

unambiguous, customer friendly manner.

c) Prepares all laboratory reagents, cultures and solutions such that:

All reagents, cultures and solutions are prepared with extreme accuracy

All reagents, cultures and solutions are stored in accordance with Health and

Safety regulations

All specified safety regulations are followed

Stocks are kept in supply and an inventory report submitted to Vice Principal by

5th day of each month

Step 3: Check your standards against the SMART framework. The SMART Model is a tool used to ensure that agreed–upon Objectives or Accountabilities will lead

to the desired result and can be measured and/or evaluated. Writing clear, specific Objectives is a

critical step in maximising the performance management process. Answering the questions in the

chart below will help write an Objective that meets the SMART Model criteria.

If “no “is an answer to any of these questions, rewrite the Objective to make sure it meets the criteria.

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Step 4: Verification and recording of performance

Being able to measure performance objectives is a critical piece in the successful completion of any

performance plan and accountability review. Therefore another key element is the identification of

how and where the evidence about the employee’s performance will be gathered. Specifying the

performance measurements when the responsibility is assigned will help the employee keep track

of his progress, as well as helping you in the future performance discussions.

o Direct Observation - Observing the employee while they perform day-to-day activities.

o Written Material - Any form of written material that the employee creates, generates or

reviews, such as letters, reports or forms that are used as part of the job.

o Notes from other employees/supervisors - The supervisor should keep a copy of any

notes that have been written about the employee. These notes may be part of a system of

monitoring the services being provided, or they may be specific to a situation.

Specific Is it clear exactly what the employee will do?

Measurable Is it clearly defined and understood both by employee and by manager or

supervisor how success will be measured? (Survey results, activity report, project

completion, etc.)

Attainable Is it realistic to expect completion of this Objective as it is written?

Relevant Does completion of this Objective support the goals of the department, division or

institution, and is it within the scope of the position?

Time bound Does the Objective include a specific date for completion?

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o Notes from the Employee - The employee is supposed to keep the supervisor informed of

their progress and any problems that might be keeping them from doing their job as well as

they would like. At the end of the year, these notes can help a supervisor remember a

specific situation where the job performance was excellent or unacceptable.

o Supervisor’s own notes - If the supervisor notices an accomplishment or a problem, but

doesn’t have the time at the moment to have a brief Coaching session, the supervisor may

write a note and put it in a file to refer to later

Supervisor’s (Evaluator) Role

To conduct a comprehensive performance assessment, the supervisor needs to determine all of the components of the position that will be used to evaluate the employee. The Performance Management Appraisal Process (PMAP) form for the administrative staff will therefore be comprised of the following four (4) main components:

o Key Result Areas ( objectives) based on the school’s Pillars/Department’s goals;

o Key Accountabilities ( job description)

o Core Values ( behaviours)

o Development and evaluation of professional goals.

Core Values (Behaviours)

Core values the values should underlie the work, how staff interact with each other, and which strategies are employed to fulfill our mission. They are the practices that are used or should be

used every day in everything which is done by the employee. Values at work assist us by:

o Providing a framework for how we treat one another at work.

o Helping us make sense of our working life and how we fit in the big picture.

o Creating an environment conducive to job satisfaction as well as finding work which is

exciting and challenges

o Differentiating one organisation from another

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The supervisor and employee should discuss the core values and indicators that will be used in the

assessment of performance. For each of the core values highlighted in Section 5 of the PMAP form,

a definition has been provided in the Manual and behavioural indicators intended to develop the

awareness of the value and assess evidence/frequency of use has been assigned.

The core behaviours are closely tied to the organization’s mission and strategic initiatives and

signify criteria for success as an employee. Core behavioural expectations apply to all

administrative employees.

Employee Individual development

The Professional Development Goals and Plans, which is specifically aimed towards areas of

performance that either need improvement or where additional knowledge or skill, could enhance

current performance or prepare an employee to perform different or higher level assignments.

This is not intended to imply substandard performance but rather to identify areas on which the

employee will focus for improvement and/or professional growth over the next assessment period,

as well to identify ways the supervisor may provide assistance in achieving these goals. Note that a

development goal can also cross over several years, if the need is linked to the employee’s career.

Like the performance management cycle, the employee development process begins with

identifying the areas where the employee needs to develop or would like to develop; followed by

regular feedback throughout the year, with an update on the progress at the end of the year

The Supervisor and the employee will identify where improvement and or developmental

experiences may be appropriate and discuss with the employee various options for achieving the

desired result. Training and education courses are only one option that may be available for

addressing the need. The supervisor and the employee both are responsible for ensuring that the

employee has opportunities for improving performance and should develop an action plan and

monitor it throughout the rating period.

Where applicable, coordination should occur with the Human Resource Department and Library Services Departments if necessary. Examples of Performance Development Activities

o Self – Instructional :

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Completing systematic instructions at the learner’s own pace.

o Directed Reading :

Selecting and assigning appropriate, work – related literature for study and discussion.

o Problem Solving:

Making an assignment involving research, problem solving or innovation that requires

creativity and logic.

o Delegation :

Reviewing the work and tasks at hand and making assignments based in part on the

development value of the assignment

o On - the – Job – Training :

Imparting knowledge and skills using specific adult training model.

o Job Enrichment :

Developing new assignments to provide challenge and to develop new skills.

Building a SMART Performance Development Plan

Each employee should have at least one, but not more than three (3) development goals at any one time which should be:

STEP 1: Identify Target areas of Performance Improvement or Development

STEP 2: Identify Action Steps

Examples include: On-the-job activities -- Seeking input from others

Seeking feedback from others

Learning and practicing new skills

Taking on new tasks or responsibilities

Training -- Skills training

Academic training

STEP 3: Determine Resources

Examples include:

Support required from supervisor

Support required from the Human Resource Department

Books, Magazines, DVDs from the School Library

STEP 4: Outline a Timeframe

Be focused: Start with one issue. Don’t work on more than two to three at a time.

Be conservative: Allot enough time to realistically complete action steps.

Be committed: Identify important milestones, and stick to them.

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STEP 5: Specify Outcome Measures

Objective measures: Time spent, number of corrections, gaps between ideal and actual,

completion of workshop or course, measures of quality or productivity

Subjective measures: Ratings from others

STEP 6: Monitoring Process

The developmental plan will be monitored by the immediate supervisor and discussed at the Interim or mid- term review and at least once as part of a post- observation conference

Employees will be given appropriate assistance in implementing professional growth plans. Sample Developmental goals:

Attend training on Moodle in order to enhance collaborative strategies of reading

comprehension for students in forms 1 – 3. Moodle training to be completed by October

31, 2013.

Present at 2 or 3 key meetings with administrative staff to explain the performance

management process and the revised appraisal form to supervisors and managers.

Identify these opportunities with immediate supervisor at in the beginning of the new

academic year and at mid– term. First meeting to be held on September …….. 2014.

Get on the agenda for at least one of the internal meeting each month and deliver a

brief presentation on improving library use in the school. Meet with the immediate

supervisor to critique these presentations within three (3) days of the meeting.

Pursue and complete Associate Degree in Library Studies by August 31, 2017 in order to

attain the certification and the technical skills and abilities to qualify for upgrading.

Results slip to be submitted to immediate supervisor and HR Department at the

completion of each semester.

Employee’s Role in Performance Planning

The employee should ensure that his objectives:

o are clear, concise, realistic, achievable and measurable;

o relate directly to his job description and the department’s goals

o focus on issues over which he has direct influence/control;

o take into account any issues in his working environment that may impact

negatively on his ability to meet an objective;

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o Communicate what information, resources, tools, training, and supervision will be needed ;

o Ask questions to clarify information given. .

The performance planning dialogue between the supervisor and the employee or group should

therefore:

o Outline the department’s goals and objectives

o Establish and agree upon the employee’s performance expectations

o Clarify what the employee will be evaluated on and

o Set the stage for ongoing feedback and coaching throughout the year

It is important that the supervisor documents the agreed-upon key results areas

and the key accountabilities on the performance planning worksheet and provides a copy

to the employee The supervisor should also record the agreed upon objectives and

accountabilities in Section 1 of the Performance Management Appraisal Form.

Performance Planning Dialogue between a supervisor and employee to establish clear, specific performance

goals and expectations at the beginning of the performance cycle

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PHASE 2 – PERFORMANCE MONITORING AND FEEDBACK

SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY AUG

MONITORING AND FEEDBACK

Monitoring

For a performance management system to be effective, employee progress and performance must

be continuously monitored. Monitoring day-to-day performance does not mean watching over

every aspect of how employees carry out assigned activities and tasks, but rather focus their

attention on results achieved, as well as individual behaviours and team dynamics affecting the

work environment. During this phase, the employee and manager should meet regularly to:

Assess progress towards meeting performance objectives

Identify any barriers that may prevent the employee from accomplishing performance objectives

and what needs to be done to overcome them

Share feedback on progress relative to the goals

Identify any changes that may be required to the work plan as a result of a shift in organization

priorities or if the employee is required to take on new responsibilities

Determine if any extra support is required from the manager or others to assist the employee in

achieving his or her objectives

Performance Coaching and Feedback

Supervision is the regular, contact between a supervisor and an employee in which to monitor and

reflect on practice; review and prioritize work with individuals; provide guidance and support and

identify areas of work that need development

The supervisor must give the employee balanced, constructive and ongoing feedback – both

positive and negative – which is focused on improving the employee’s performance. This feedback

should be given verbally and then appropriately recorded in writing.

The ongoing two-way discussions between the supervisor and the employee, will therefore involves

informal conversation or notes as well as more formal coaching meetings.

Coaching includes a variety of activities such as:

Observing performance

o Providing instruction

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o Directing employee’s efforts

o Providing encouragement

o Correcting poor performance

o Recognizing excellent performance

o Listening to employee concerns and ideas

o Removing barriers to performance

Performance Feedback

Staff have regular, recorded supervision meetings at least once every 3 months with their

supervisor in addition to regular contact on day to day practice.

Formal and informal supervision

‘Formal’ supervision will be recognised by regular, planned, private, one to one meetings, on an on-

going basis between the employee and the supervisor.

Even when staff and supervisors work closely together, it does not eliminate the need for private

one-to-one time together on a regular basis. The focus of these sessions is wholly on the individual,

their performance, their development, and any issues from their work that do not arise on a day to

day basis.

Responsibilities of Supervisors

Supervisors must ensure that supervision takes place for all staff for whom they have

responsibility. It is the responsibility of supervisor to ensure that sessions are planned and

prepared and that there is an auditable record of sessions.

Responsibilities of the Employee

Employees are responsible for attending supervision sessions as arranged with a positive attitude

to discussing and reflecting on their work. They are also responsible for implementing any course

of action agreed.

Recording

The recording of supervision sessions is the responsibility of the supervisor. The record should

be detailed enough so that it is auditable at a later date. An outline of decisions or action points

with reasons and a summary is normally adequate. The record should be signed and dated by

the supervisor and the employee. Any disagreements about content should be recorded.

Records should be typed rather than handwritten if possible. If this is done by anyone other

than the supervisor (e.g. administration staff) this must be agreed with the employee

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The supervisor should maintain (hard) copies of supervision records. These may be accessed

for review in specific circumstances. The supervisor should control access to supervision

records and all records should be appropriately secured.

Access and confidentiality

Supervision records are private but not confidential. They are the property of the organisation,

not the individual. Supervisors will need to discuss the content of supervision sessions with

others on occasion - e.g. their own line managers. This should always be with the knowledge of

the employee.

Other people may sometimes require access to supervision records.

These might include:

Managers providing cover in the absence of line manager.

Human Resource Department

Director

Sources of Feedback

Feedback can also come from many different sources: managers and supervisors, co – workers and

other employees. However feedback occurs, certain elements are needed to ensure its effectiveness.

Specificity

Feedback works best when it relates to a specific goal. Establishing employee performance

expectations and goals before work begins is the key to providing tangible, objective, and powerful

feedback. Telling employees that they are doing well because they exceeded their goal by 10% is

more effective than simply saying "you're doing a good job."

Manner

Feedback should be given in a manner that will best help improve performance. It must be accurate,

factual, and complete. When presented, however, feedback is more effective when it reinforces

what the employee did right and then identifies what needs to be done in the future.

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Correcting Poor Performance

In most situations, the employee performs up to expectations. This, however, is not always the

case. During the monitoring cycle, the supervisor may notice that an employee may have

performance deficiencies— gaps between performance standards and actual results. It is the

supervisor’s responsibility to take action to help the employee get back on track.

As part of the Coaching process, a supervisor needs to know what is causing the deficiency. How the

problem is handled depends on the underlying cause:

Lack of ability/skill - An employee may not be performing up to expectations because they

don’t have the knowledge, skills and abilities to do the work. The supervisor may need to

create a developmental plan that includes special training, extra coaching and classes.

Obstacles - An employee may not be doing well because they are discouraged or facing

some sort of barrier. The supervisor will need to determine if the barriers are external or

internal. Once the supervisor and employee have identified the barrier, they can talk about

how to remove or work around the barrier.

External - An external obstacle may be an uncooperative relationship with someone such

as another employee or immediate supervisor or a physical limitation of the work space,

unavailability of the proper equipment or appropriate resources.

Internal - An internal barrier may be a lack of confidence, initiative, or self-control. The

employee may have personal problems such as family stress, health problems or substance

abuse problems with drugs or alcohol. The supervisor may recommend that the employee

attend a workshop on self-esteem or assertiveness training or that they seek medical help

or refer the employee to the Employee Assistance Programme.

Unwillingness - Sometimes an employee is unwilling or unmotivated to do the job. The

work may be unchallenging or uninteresting to the employee, or the environment may be

unappealing and discouraging.

Poor performance or nonperformance should be considered promptly as unaddressed problems

have the potential to escalate and are very likely to have a negative effect on morale and

productivity of the employee, the students and the department.

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What should the supervisor do about nonperformance or poor performance?

a) The supervisor should meet with the employee in a quiet location away from distractions

and interruptions and define and provide specific examples to ensure that the employee

understands exactly:

• What the issue is.

• Why it is a problem

• How it impacts in the workplace

• Why you are concerned.

Explain the outcomes you want to achieve from the meeting.

b) Give the employee the opportunity to respond and put their case forward. Listen to their

explanation of why the problem has occurred.

c) Work out a solution with the employee. An employee who has contributed to the solution

will be more likely to support the process.

d) Develop a clear plan of action with the employee to implement the solution. The action plan

should include performance improvement milestones and timeframes. Schedule the next

meeting with the employee to review and discuss their performance against the agreed

action plan.

e) Keep a written record of all discussions relating to poor performance, including action to be

taken. You may need to refer to these if further action is required.

f) Monitor the employee’s performance and continue to provide feedback and encouragement.

You will need to work with the employee to ensure that performance improvements are

sustained.

Performance Monitoring Two-way discussions which focus on recognizing employee excellence and areas for improvement

and learning, as well as identifying barriers to performance.

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PHASE 3 - PERFORMANCE REVIEW

SEPT

OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY

AUG

INTERIM END OF YEAR

The Review Phase is the culmination of the hard work that the supervisor and an

employee began with the Planning session and continued all year with the Coaching sessions.

As indicated by the above graphic, a performance review takes place twice during the year.

i) the Interim or Mid-year Review; ( January – February)

ii) the Year– end Review; (July – August)

Interim or Mid – Year Review

Interim or mid–year appraisal refers to the performance assessment and feedback session which

takes place at the end of the second term. This performance assessment is done to check whether

the employee is going as per the planned performance schedule or not. This is an important

interim checkpoint which can provide the employee an opportunity for course correction or

realistic revision of the objectives.

It is designed as a formal opportunity for the employee and the supervisor to jointly consider

progress towards the performance objectives and development objectives set out in the

performance planning stage. Together the supervisor and the employee will:

Look at and assess what and in what way(s) the employee has achieved;

Identify any problems, and areas for development/improvement;

Amend the performance objectives or development plan if necessary.

The employee should be allowed time for preparation before a one-to-one meeting. This

includes practical issues such as clearing time in his/her work schedule and preparing for

the meeting itself.

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The following should be considered before the parties meet:

1. Objectives and accountabilities

2. Achievements

3. Relationships ( team)

4. Self-development

5. Changes

The purpose of this discussion is dynamic, rather than evaluative. Feedback, to be valuable,

needs to be timely and specific. This is one of the reasons the interim conversation can be

so much more powerful than relying only on an assessment at the end of the cycle.

Feedback needs to be descriptive, rather than judgmental.

There is no formal rating of the employee’s performance issued at this time and

there may be further developmental needs identified at this point.

Year – end Review/Annual Appraisal Assessment

The annual appraisal assessment process is a final stage of the Performance Management System

during which the supervisor and employee review the objectives/accountabilities and behaviours,

and the results attained in relation to goals set for the academic year.

It should be a dialogue, and be built upon observations, results and achievements. This process

includes a self-assessment by the employee, discussion and the completion of the appraisal form by

his/her immediate supervisor. Preparation is important, and should involve both the employee and

the supervisor.

Preparation for the meeting

a) The employee should be requested to prepare for the meeting at least 2 weeks before the review meeting.

b) The supervisor must give the employee an opportunity to provide his or her own

impression their job performance for the rating period, and to provide their own evidence.

The employee is therefore asked to assess himself by completing the copy of the PMAP

form in their possession from the Planning Stage. Evidence may include information

provided from the :

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Job description

Planning worksheet and the performance standards assigned

Sample of work completed

Reports and records

Letters of commendation and/or criticism

c) Prior to the review meeting. The supervisor may also prepare a PMAP form for the

employee using these notes and following documents:

• Direct Observation - Observations of the employee while they perform day-to-day

activities.

• Written Material - Any form of written material that the employee created, generated or

reviewed, such as letters, reports or forms that are used as part of the job.

• Notes from other employees/supervisors – Copies of any notes that the supervisor kept

that has been written about the employee by other employees, supervisors or managers.

situation.

• Notes from the Employee - Copies of notes that has been submitted to the supervisor by

the employee with regards to their progress and of any problem that may have been given

keeping the employee from doing his/ her jobs

• Supervisor’s own notes - The supervisor’s notes on any accomplishments or problems

faced by the employee during the entire performance period.

During the review meeting

i. The supervisor must review the employee’s performance and measure the performance

against the performance results agreed to for the academic year.

ii. These results must be filled in on the Performance Appraisal form; Section 2 and Section 3 if

it is the interim (mid – year) review and Sections 1, 3, 4, 5 when completing the final review

for the academic year.

iii. The supervisor must provide feedback on the employee’s performance and identify the

problems experienced, as well as the factors which may have been beyond the employee’s

control.

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iv. The employee must be given an opportunity to comment on the feedback and to provide an

explanation with regard to performance.

v. The supervisor and employee must agree on and write down any training, development,

etc., required.

vi. The supervisor and employee may discuss the changes needed to be made to the objectives

and priorities in the employee’s performance plan for the new academic year. The

discussion may involve accommodation for uncontrollable factors, any adjustments to the

performance results, any performance difficulties and/ or strategies for resolution. This

discussion should be recorded in writing.

. vii. The supervisor assigns a final rating and both parties sign the appraisal report. The signing

of the report by the employee does not mean that the employee agrees with the content or

rating of the report. Signing the appraisal form confirms that the employee has read and

understood the contents of the document.

viii. The employee should respond appropriately to the performance rating and agree on

relevant process to be followed:

o Where the employee’s performance has been rated exceptional or outstanding, the

supervisor will congratulate the employee on his or her performance.

o If the employee’s performance has been rated quality, commend the employee on having

performed in a satisfactory manner. If necessary, highlight areas of possible improvement

by conducting a performance improvement discussion.

o Where the employee’s performance has been rated as Improvement Required, the

supervisor should explain to the employee that his or her performance has not met the

required standards, but that there is a commitment to assist him or her to improve on it.

o The supervisor will then arrange a meeting with the employee to develop a

Performance Improvement Plan.

After the performance interview:

o Pass the PMAP Form to the Reviewing Officer (Principal/Head of Department/

Director) for the final signature

o Make copies of the PMAP form. Give a copy to the employee and keep another

for the department

o Forward the original appraisal form to the Human Resource Department

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o If an employee disagrees with the overall rating and attempts to resolve the

contention in the Department fails, then the signed PMAP form together with

relevant comments from the employee, supervisor and the reviewing officer

must be submitted to the HR Department for review and resolution within 10

working days of the performance interview.

o Note that the Senior Human Resource Officer must review the appraisal

form PRIOR to discussion with the employee if employee is/was receiving

formal performance counselling during the year and for any appraisal

rated as “Improvement required”.

Performance Review Cumulative two-way discussion and written documentation focusing on employee

performance: areas of excellence, goals for improvement and development needs.

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Overall Evaluation of Performance (Rating of the Appraisal form)

In determining a performance rating, it is important that the supervisor look at the Performance

Plan holistically while considering circumstances that may have had an impact on the objectives set

out in the Performance Plan. Accordingly, when assessing the performance results, a supervisor

must take a wide variety of factors into consideration, including:

o The extent to which the employee worked diligently and consistently towards the implementation of the actions identified in the Performance Plan;

o The effectiveness of efforts made to overcome challenges faced by the

employee in carrying out the actions identified in the Performance Plan;

o The actual goals achieved, or not achieved, by the employee;

o Behaviours associated with the core values should be evident, convincing and consistent to

be regarded as “Met Expectations”.

o The rationale provided by the employee for goals not achieved;

o The demonstrated ability and willingness of the employee to implement

actions to address the goals not achieved

Overall evaluation summary: The following rating definitions have been established to provide an equitable evaluation process to improve communication, define performance expectations, improve job productivity, and summarize job performance. Overall Performance Rating Scale Exceptional: Performance during appraisal period was consistently superior and

significantly exceeded expectations of the position. Outstanding: Consistently performs at a level that meets and often exceeds

expectations of the position. Quality: Satisfactory performance. Consistently displays competent

performance that meets the basic expectations of the position. Improvement Required: Meets minimum job expectations, but needs improvement in key

areas of accountability or describes the performance of a new employee who may be still developing the required level of

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competency for the position.

A rating rubric is provided to assist with the rating of performance in the following areas of the

Final Report:

Objectives or Key Result Areas & Accountabilities

Core Values

Professional Development

Professional Responsibilities (leaves and punctuality)

Level 4 (E): Exceptional

Performance far exceeded expectations due to exceptionally high quality of work performed in all

essential areas of responsibility, resulting in an overall quality of work that was superior. This

employee will have been awarded the under mentioned ratings:

a) “ Exceptional “ ratings in 6 to 8 performance areas

b) “Met Expectations” in core values indicators with no “ Improvement Required “ ratings;

c) Met Expectations” in professional development with no “ Improvement Required “

ratings;

d) Sick and Personal Leave : less than 15 working days per year;

e) Punctuality: less than 4 times per month.

Level 3 (OS): Outstanding Performance consistently exceeds expectations for most major accountabilities and meets for others. The employee whose overall performance is rated as “Outstanding” will be expected to have been assigned the following ratings:

a) “ Outstanding “ ratings in 6 to 8 performance areas

b) “Met Expectations” in core values indicators with no “ Improvement Required “ ratings;

c) Met Expectations” in professional development with no “ Improvement Required “

ratings;

d) Sick and Personal Leave : 15 working days per year;

e) Punctuality: no more than 4 times per month.

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Level 2 (Q): Quality

A solid performance, this employee met performance expectations at an acceptable level.

An employee whose overall performance is rated as “quality” is expected to be has been assigned

the following ratings:

a) “Quality” ratings in 6 to 8 areas of performance;

b) “Met Expectations” in core values indicators with no “ Improvement Required “ ratings;

c) Met Expectations” in professional development with no “ Improvement Required “

ratings;

d) Sick and Personal Leave : 15 working days per year;

e) Punctuality: generally 4 times per month.

Level 1 (I): Improvement required/ In Development The employee whose overall performance is rated as “Improvement required” is expected to have

been assigned “Improvement required” in three (3) or more areas.

He/ She will have typically met performance expectations but occasionally failed to meet

expectations. Note however that this employee may be new to the task or position and may still be

developing the required level of competency. An “improvement required” may be used to depict

the following performers:

a) An employee who is new to the profession and is becoming familiar with the duties

and responsibilities of the position;

b) An experienced employee who has been given new or additional new

responsibilities;

c) An experienced employee who is not performing at the expected level of

competency.

With respect to this rating, the supervisor is required to indicate clearly indicate his or her

comments which category describes the employee and should be able to point out the specific

deficient areas of performance and the pertinent needs of the employee. A formal performance

improvement plan will be prepared for the employee belonging to category “3’ (an experienced

employee is not performing at the expected level of competency).

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The Performance Improvement Plan (PIP)

When the overall rating of an employee’s performance is “Improvement Required” the

School will provide a maximum of two (2) years assistance through the Performance

Improvement Plan process before resorting to separation. The process is as follows:

1. Once there is no disagreement on the “Improvement Required” rating, a Performance

Improvement Plan should be completed and submitted to the HR Department, within three

(3) weeks of the submission of the signed appraisal form.

2. The supervisor should identify the area(s) needing improvement supported as much as

possible by documentation such as formal observations and written work samples. The

supervisor and the employee must develop an appropriate plan or programme with any

particular organizational or personal factors affecting the employee being taken into

account.

3. Corrective actions may take the form of :

appropriate training,

support and encouragement, and

the provision of clear guidelines as to what improvement is expected by the next

performance cycle.

4. At the PIP conference , the supervisor must ensure that the employee is aware of:

o the performance deficiency

o the necessary level of performance

o the strategies needed for improvement

o the documentation of strategy implementation

o the resources available for assistance

o the method of documentation and evaluation

o the consequences of failure to improve

o the timeline guiding the implementation of the PIP including follow-up reviews

within a reasonable period of time.

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5. If the employee receives a “Quality” or above performance rating for two (2) consecutive

quarterly reports, he/she shall be removed from the Performance Improvement Plan and

the normal process will pertain.

o If the employee receives another overall rating of “Improvement Required” at the end of

another performance cycle disciplinary letter will be issued. The employee will be given a

final year to improve his/her performance to at least “Quality Contribution” or face

separation. Quarterly appraisal reports detailing overall performance ratings will continue.

DISAGREEMENT/APPEALS

Stage 1

The employee may formally record any dissatisfaction he/she may have with the performance

appraisal and such dissatisfactions must be raised with supervisor within 10 working days of

completing the appraisal session. He must sign the appraisal form as confirming that they have

seen and read the contents. In the Employee’s Comments section, the employee will clearly detail

the disagreement with the appraisal report and provide written evidence to support the

disagreement.

Stage 2

If after further discussion with the supervisor, the employee maintains the disagreement with the

appraisal, the matter should be escalated to the Reviewing Officer (Departmental Head or Director)

to be resolved, where the Departmental Head is the evaluator, the employee may raise the issue

with the Director. Note that the supervisor should respond in writing to each concern that has been

raised by the employee.

Within ten (10) working day of receiving the signed appraisal, the Reviewing Officer will

investigate and take account of comments made by the employee and the supervisor. The

Reviewing Officer may decide that the appraisal should remain unchanged or may add observations

of his own and recommend that the appraisal is adjusted in accordance with his position on the

matter.

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Stage 3

If the discussions with the Reviewing officer are also unsuccessful, then the report should be

completed and signed off by all parties (employee / supervisor/ Reviewing Officer) and the PMAP

form together with the comments provided by each party should be forwarded to the Human

Resource Department for review and resolution.

APPEALS

Within fifteen (15) working days of receipt of all the documents in the HR Department, a

Representative from the HR Department would review the comments/evidence and

documentation submitted by the parties and attempts to resolve the disagreement.

In addition to the written documents, the Senior Human Resource Officer may interview all

the parties involved or the employee and the evaluator to gather any further information,

which may be pertinent to the resolution of the matter.

If the Human Resource department fails to resolve the disagreement, the matter will be

considered by a three member appeals committee appointed by the School’s Board of

Management. The appeals committee shall act on the appeal within 20 working days. The

decision of the appeals committee will be final.

The employee will be responsible for presenting sufficient facts to support the claim that

the performance ratings should be changed. The proceedings before the committee shall be

informal and based on the written submissions and presentations by the employee and the

evaluator.

The Appeal Committee will provide the decision in writing which will be provided to the

employee and the evaluator whose decision was the subject of the appeal.

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REWARDS AND RECOGNITION

Employees are motivated by both intrinsic and extrinsic rewards. An effective reward system recognizes both sources of motivation. To ensure that the reward system is effective and motivates the desired behaviours, it is important that rewards are based on and linked to performance. Rewarding performance fairly is a supervisory responsibility and may be provided by the immediate supervisor and /or the other Leadership Team members (Head of Department, Director). Recognition should occur regularly, not once a year at the end of the annual performance review. Praise and acknowledgement Praise and acknowledgement from supervisors /managers is amongst the most important motivators for employees. Employees want to be recognized and valued for their contributions and recognition of positive accomplishments should also be part of regular discussion and coaching sessions with employees.

Points to Remember When Giving Recognition

Make it specific. It is useful to think about what, in particular, is good about what the employee has done so that you can refer to that very early in the conversation.

Talk about it. Starting a conversation gives you an opportunity to tell the individual why what they did was so good. The message reinforces how what they did is important to the department.

No “sting in the tail.” Don’t ruin the recognition by saying “Well done, but….” Put it on record. This should be used in addition to delivering the message verbally, face to

face and as soon as possible. These records will be an important part of your performance discussions with your employee(s).

Make it public. This rule is excellent advice, but be a little careful. If your department isn’t in the habit of giving recognition now, you should go gently and increase the amount of recognition steadily and consistently.

Pass praise on. When someone else recognizes a person on your team, let them know. Look for opportunities to praise people. It is important to go looking for good work.

Pay - for - Performance

A pay-for-performance component of this performance appraisal system is currently being

considered, where the method for allocating funds is based on rewarding meritorious performance.

Merit increases will be awarded on a pay-for-performance basis and are based on individual

performance achievement of an “outstanding” or an “Exceptional “overall performance rating.

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Concluding notes These guidelines seek to offer an overview of the system, process, and roles. In situations not

covered by the guidelines, the parties involved may be guided by the principles herein and must use

their initiative and common sense, and be honest, fair and just.

Constant dialogue, monitoring based on a proper record of evidence and incidents of the

employee’s performance, reviewing and appraisal should be done to ensure that employee’s

performance is managed and developed successfully.

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UNDERSTANING THE PMAP FORM As the performance management process is a year-round process, so working on the PMAP form.

Different parts of the PMP form are filled out at different times. Here is a summary of the form’s

seven sections and when each one should be completed:

a) Section 1: Name, job position, performance period, Key Results Areas with measurements

and standards, Department Improvement Plan. This section is completed during the

Planning stage at the beginning of the school’s academic year.

b) Section 2 : Interim /Mid – term review

The Interim review will involve discussion on the employee’s strengths, areas for

development and action plan. This section will be completed mid – year in the academic

year as guided by the immediate supervisor/manager.

c) Section 3: Professional Development

The employee’s professional development plan should be discussed and developed in the

Planning stage at the beginning of the academic year. The mid- year status of the plan

should be noted for insertion at Section 3 of the PMAP form and the final

results/achievement inserted at Section 3 and 6 of the PMAP.

d) Section 4: Position Accountabilities

The key job accountabilities are to be identified and selected in the Planning stage at the

beginning of the academic year and noted on the Performance Planning Worksheet and on

Section 4 of the PMAP form. The employee and supervisor will review all work related

responsibilities, with specific reference to the job description for the position. The key

responsibilities selected should be:

Sufficiently important to the position and the department and the employee can be

held accountable:

The list of key job accountabilities cover all important aspects of the job

The performance of the job accountabilities must be observable against intended

results

All key accountabilities on which the employee is appraised are important to the job

success, but all accountabilities need not be of equal importance. In fact there needs

to be some level of prioritizing of results.

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e) Section 5 – Core Values

The supervisor and the employee should review and discuss the Core values and the

behavioural indicators assigned at the planning stage. Discussion on the core values should

also take place at the interim review stage with rating being assigned at the final appraisal

review. The indicators are observable and at time measureable examples of what behaviors

could look like and are not inclusive of all behaviors that are associated with the particular

core value.

f) Section 6 – Performance Appraisal Summary

This section is the tally or summary area that captures all the rating allocated to the

employee in other relevant sections and will be inserted at the final appraisal review stage.

g) Section 7 - Overall Performance Rating.

This section is completed at the end of the final review discussion between the employee

and the supervisor and will advise the performance rating awarded to the employee for the

year’s performance.

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GLOSSARY OF TERMS

Accountabilities: Specific job tasks that describe the work of the employee, plus the performance standards that specify what is required for acceptable performance. Accountabilities are defined jointly by the employee and supervisor, and then recorded on the PMP form. This handbook provides basic instructions on how to write Accountability statements Individual performance plan (IPP): A plan which ties the employee’s performance expectations or job description to the goals of the school. It details what will be required of the employee to achieve effective performance, guide the employee’s performance and the assessment of his or her performance, and · is agreed to by the supervisor and employee (Section 1 of the form) Individual development plan: A general, but realistic, plan to assist the employee to develop his or her capacity and potential, based on the employee’s aspirations and the longer term needs of the school, and reflects the specific actions to be taken by the employee and the school. Job description: A record of · the duties, tasks, liabilities and performance outputs attached to a post; · the skills and knowledge (competencies) needed to do the work. Key Result Areas: Primary responsibilities of an Individual or the core areas for which each person is accountable. An Objective is a statement that describes:

a critical area in which an employee must perform to achieve the purpose of his/her job and to enable institution/office to function efficiently and effectively

Performance management system: A system for · managing and developing the work performance of each employee and · improving the ability of the employee and the organization to serve interest of the student. Performance appraisal: An annual assessment · of what and in what way(s) the employee has achieved at the end of the performance cycle, · which forms part of a larger process that links individual performance to the goals of the school; of how the employee’s performance can be improved through ongoing learning and development. Performance Expectations Performance expectations provide direction, clarify expected results, and help focus individual efforts. Expectations may take the form of goals and objectives or standards of performance. Expectations serve as a basis for counseling and evaluating employees throughout the year. Performance expectations should be developed jointly by the manager and employee at the beginning of the review period.

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Performance outcome: The results (products, services or information) · that an employee must supply in the short, medium or long term, · which would indicate that the performance expectations have been achieved successfully. Performance review: A formal process that occurs twice per year in the course of the performance cycle in order to look at and assess what and in what way(s) the employee has achieved, identify any problems, and areas for development/improvement; amend, if necessary, the individual performance and development agreement; and it also refers to the continuous process of feedback and problem solving that occurs more informally at mid - term (interim review) Performance standards: These are the criteria (qualitative and quantitative) which describes when the employee is performing his/her duties well. These criteria are agreed to by the employee and his or her supervisor, may be very detailed and specific, and provide the benchmark against which the employee’s performance will be evaluated. Evaluator The evaluator generally is the employee’s immediate supervisor. Additional comments can be provided for aspects of the employee’s performance that have not been addressed elsewhere on the form. Where certain factors are weighted, information is to be provided to explain the overall rating. Reviewing Officer: The reviewing officer generally is the supervisor’s supervisor. Comments from the reviewing officer should reinforce the rating since the supervisor and reviewing officer should have discussed the rating and generally agree on the employee’s standards and their achievement. The reviewer’s job includes supervising the PMP process; checking for documentation to support decisions made by the supervisor who completed the PMP form; and helping to resolve issues between the supervisor and employee. Reviewers also help ensure consistency among supervisors in the use of the PMP. Rating scale: A standard scale used for rating an employee’s performance against specific categories or levels. The Bishop Anstey High School East and Trinity College Administration uses a four – point scale with descriptions ranging from “Exceptional” to “Improvement Required”.

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