writing effective performance appraisals

8/7/2019 Writing Effective Performance Appraisals

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Writing Effective Performance Appraisals

Performance and Staff Development Program

2011


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Performance and Staff Development Program Goals

Provide accurate written feedback on performanceand accomplishments for appraisal cycle

Establish performance goals/expectations for coming

cycle

Address professional development needs using

competencies or other feedback


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Prepare Gather relevant performance documentation

Progress reports, letters, commendations, performance letters

Refer to goals/expectations and professional developmentfor appraisal year

Advise staff that appraisals are being completed

Ask staff to complete Self-Appraisal Worksheets and review

these prior to finalizing appraisals


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Assess performance results against establishedexpectations/goals Consider any extenuating circumstances

Describe performance results in detail: helps staff member understand how successful s/he is in performing jobduties

lets staff member know where performance did and did not meetexpectations

include accomplishments, strengths and areas needing enhancement orimprovement

Provide supporting examples to further clarify the assessmentof performance


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Example of Effective Feedback to Susan about Exchange EmailProject

Susan, you successfully migrated our email to the ISC ExchangeEmail system by December 1, the established deadline for thismigration. In addition, you placed on the shared drive easy tounderstand tips (in Q & A format) for using the new exchange

systems and held lunch time training sessions for the staff. Aspreviously discussed, I received many compliments from the staff onhow you handled this migration with minimal downtime of theircomputer systems. They also praised you for the support andorientation you gave them in understanding the features of the newemail system. We recognize that you had to work long hours andsome weekends during this transition and appreciate your diligent

efforts. Because of your outstanding efforts we transitioned to thenew system in a very systematic and effective way without anyadverse impact on our daily operations.



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Setting Clear Expectations

Help staff understand responsibilities

Provide measures against which performance results are

assessed Provide clear strategic direction for next appraisal cycle

Set foundation for effective performance management

Enhances staff productivity


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How do expectations and job duties differ? Job duties define what a person does.

Expectations define how the person should perform the jobduties.

Expectations focus on end results, not just activities.

Sample Job Duty and Expectation

Job Duty: Implement new software and computer programs

Expectation: Transition entire department to the ISC ExchangeEmail System by December 1. Establish transition plan for review

and approval by October 15. Plan should include strategies fororientating and training staff on the new system. Transition mustbe performed with minimal computer system downtime andminimal interruption to daily departmental operations.



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Types of Expectations

Quantity or Output

Focus on results; often involve numerical measurement

Example: 15 job tickets should be accurately processed each

day.

Quality or Behavior Expectation

Focus on means, method for achieving goal

Example: When you receive a customer complaint, you shouldactively listen to his/her concerns, document the complaint in

writing, thoroughly investigate the complaint, take theappropriate action to resolve the complaint and communicateresults to the customer within 2 working days.



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Use S.M.A.R.T.S. criteria to writeexpectations:

Specific

Measurable

Achievable

Results Oriented

Time Bound

Stretch



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Addressing the professional development needs ofstaff:

Increases individual staff performance and effort

Enhances the skills and abilities of the workforce

Improves overall productivity

Increases staff commitment and engagement

Retains a highly qualified, diverse workforce


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Professional Development Feedback can entail:

Identifying competency areas staff member needs to enhance

Competencies listed in Guidelines or on Performance and StaffDevelopment Plan (Long Form) on HR website

Formal or informal training

Developmental assignments

Assignment to a project team

Designing or revamping a program, process or system

Training/mentoring others

Discussing and formulating career plans

Consult with Penns Career Coach (215-898-1371)

http://www.hr.upenn.edu/Learning/Career.aspx


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Discuss and document in the performance appraisal:

How staff member demonstrated competencies identified

for current appraisal cycle

Competency areas that need further development

Competencies that staff member should address in

upcoming appraisal cycle to enhance development

Staff members professional development and career plans


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Feedback on competencies should: be detailed, qualitative

help staff members professional development

discuss in detail how staff member demonstrates the

competency, using supportive examples

advise staff member on how competency area could

be further developed



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Instead of this feedback:

You have good communicationskills.

Consider writing:

Your oral and writtencommunication is clear, accurateand thorough. The monthlyreports you submitted were

complete, easy to understand andrequired little to no modification.You can enhance yourpresentation skills by taking atraining course on EffectivePresentations and implementing

the course recommendations intoyour upcoming presentation tostaff and faculty.


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Program uses a 5-tier overall rating system: Staff member's performance consistently exceeds established

goals/expectations for the position and is clearly outstanding

overall.

Staff member's performance consistently meets and frequently

exceeds all established goals/expectations for the position. Staff member's performance consistently meets established

goals/expectations for the position.

Staff member's performance meets some, but not all,

established goals/expectations for the position and

improvement in specific areas is required. Staff member's performance is unacceptable for the position

and significant improvement is required.



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Things to consider when selecting the overall rating:

Did the staff member achieve all of the expected goals/expectationsfor this appraisal cycle?

Did the staff member achieve some but not all goals/expectations forthis appraisal cycle? If not, were there extenuating circumstances

which affected the staff member's ability to achieve the desiredresults?

If applicable, how did the staff members performance surpass thedesired results? How often did the performance surpass the desired

performance results?

What impact did the staff member's performance have on theattainment of the department's goals and objectives?


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When completing appraisals remember:

Give accurate, honest, detailed feedback

Be fair and consistent

Take into consideration the entire appraisal cycle, including extenuating

circumstances that affected performance

Feedback should summarize the verbal/written feedback given to staffduring the appraisal cycle. (There should be few surprises.)

Include feedback and discussion on professional development

Differentiate overall ratings based on actual performance results

obtained

This is an important decision that should support other employmentdecisions and comply withUniversity policies


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Performance and Staff Development materials are

available online at:http://www.hr.upenn.edu/StaffRelations/Performance/Default.aspx

Call your school/center Human Resources

representative or the Division of Human Resources

(215-898-6093) for questions or training

Appraisals must be completed and in PerformanceAppraisal Database no later than June 1, 2011.

(Schools/centers may set earlier deadlines.)

writing effective performance appraisals

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