University of Wisconsin-Stevens Point



University of Wisconsin-Stevens Point

Classified Staff

Performance Review and Work Planning Manual

Performance Review and Work Planning Policy

Performance review and work planning is a learning process whereby each employee’s job performance is consciously analyzed and channeled to result in more effective attainment of organizational goals through the enhancement of employee performance. Reviews must be done at least annually according to state statute. Except for non-represented employees, monetary rewards are not linked to the reviews.

Effective learning through planning and review is an ongoing process between supervisor and employee, and includes:

1. Daily comments,

2. Periodic discussion of areas of special concern, and

3. Annual (or more frequent) summary conferences of overall responsibilities and performance.

Each of the three elements of the performance review and work planning process is necessary to the entire system, and each contributes to the overall objective of achieving high-level performance through employee development. Using these elements provides frequent and meaningful feedback to the employee. To make the process most beneficial, employees are encouraged to actively participate and comment during the conference.

Written summaries of the results of performance review and work planning conferences:

1. Provide an outline for the employee of what is expected, and

2. Aid both supervisor and employee in evaluating and facilitating progress toward job expectations.

The Performance Review Conference

A performance review conference is any discussion between supervisor and employee in which at least one job responsibility is discussed and work recommendations are made. Just saying “you’re doing all right” is not enough. Discussions need to state how well the employee is really doing and, if necessary, how performance might be enhanced.

Preparing for the Conference

To get the most out of a performance conference, both parties must prepare before the meeting. Start by reviewing last year’s performance review form and the most recent job description.

1. Identify the employee’s responsibilities. The supervisor must have a clear understanding of what the employee’s job is—not just the job title, but what the individual is expected to do. Supervisor and employee should be able to state standards of performance in terms of expected results and their appropriate completion deadlines.

2. Compare actual to expected performance. On all major aspects of the job, the supervisor must compare what the employee is actually doing to what should be done, making notes of important points to discuss with the employee in the conference. If appropriate the supervisor may want to cite previous concerns as examples of learning experiences for the future.

3. Remember the purpose of the conference. The purpose is to aid in improving performance. Both parties should avoid criticism. Research shows that a positive, helpful, forward-looking approach facilitates improvement and advancement better than criticism.

4. Arrange for the conference. Arrange a time and place for the conference, which will allow a private discussion. Several days before the meeting the supervisor should remind the employee that the purpose of the meeting is to discuss job responsibilities and to plan for the next period. The employee should be an active participant in the meeting and be prepared with a list of items of concern to discuss.

Conducting the Conference

1. At ease, please. Both parties should be prepared to:

a. Define responsibilities.

b. Discuss current responsibilities and any barriers to meeting them.

c. Plan work responsibilities for the future, incorporating ways to overcome barriers and provide development.

The employee should feel free to express himself/herself. Both supervisor and employee should listen to each other in a friendly way, respecting feelings and opinions. Even if disagreement surfaces, DON’T ARGUE.

2. Define responsibilities. Be sure both participants agree on what the employee is expected to do. There can be situations where the employee is not really clear about the scope or content of the job. The employee should state what he/she thinks the job is, which may be different from the supervisor’s understanding. Different understandings of the job will affect how each participant evaluates performance.

3. Come to agreement about responsibilities. THIS IS IMPORTANT.

Research has shown that on the average a supervisor and employee have 75 percent agreement on what the job responsibilities are. In this case an employee who thinks he/she is performing his/her duties at the 100 percent level may only be meeting 75 percent of the supervisor’s expectations. Time spent reaching agreement on what is expected can result in a huge payoff in desired results without an increase in the effort exerted.

4. Employee goes first. The employee should begin a conference with his/her definition of the responsibilities and self-evaluation. This allows the supervisor to react to what is said and add other comments. If the employee is reluctant to begin talking, the supervisor may have to suggest a subject for discussion. For example, “One of the responsibilities that comes to my mind is . . . How satisfied are you with your performance of this?” The employee should have adequate time to respond. The supervisor should not feel obligated to fill all silences with talking.

5. Listen and communicate. By having the employee tell his/her own evaluation, the supervisor can understand more about the employee’s views about the job, performance, and ways of improving performance. Understanding requires active listening on both sides and an occasional summary by the supervisor of what the employee is saying. If the summary does not agree with what the employee intended, both parties will have a chance to clarify and work out the misunderstanding. If the employee is upset, the supervisor should give him/her some time to express his/her feelings. Afterwards, the individual will probably be better able to discuss the issues that caused the emotional reaction.

6. “Get through” on important points. The supervisor will generally want to discuss a number of issues with the employee, but if misunderstanding or disagreement on important points arises during the conference, keep in mind that it is more important to clarify a few issues than to touch on many.

7. Consider future job expectations.

a. What are reasonable expectations for the employee?

b. Should there be changes in priorities?

c. How can the employee improve or expand performance?

d. How can the supervisor help the employee meet objectives?

8. What if the employee overvalues his/her contribution? If the employee evaluates his/her performance more favorably than the supervisor does, the supervisor should be sure to understand what is being said by listening and restating the employee’s ideas. If this is an important aspect of performance and there is still disagreement, the supervisor must make his/her view clear, using specific examples of performance to illustrate. If the employee does not recognize the examples as performance problems, the supervisor must help him/her understand what the problem is. Change cannot occur until the employee knows what or how to change.

9. What about the employee who performs below expectations? The supervisor needs to give extra attention to the employee who performs below expectations. He/she must know exactly where performance is weak and how to improve to become a satisfactory worker. Together the supervisor and employee should work toward improvement with the supervisor offering help and support where needed.

10. What is the supervisor’s responsibility? Supervisors must be sensitive to how they can assist their employees in improving performance. In some cases supervisors may have to admit that their inadequate communication of expectations may have contributed to the situation and they may need to improve their performance as supervisors before they can help their employees to improve.

Tips for a Successful Conference

1. Put personal biases aside. Make a real effort to avoid letting personal feelings control the evaluation of performance. Personality, beliefs, or spare time activities usually do not affect job performance. Personal likes or dislikes between employee and supervisor should not bias the evaluation of an employee’s performance.

2. Keep it focused on the individual being evaluated. A conference is personal between the supervisor and employee. The employee is concerned about his/her own performance and wants to know that the discussion is confidential. Comparison between employees destroys confidentiality and implies favoritism.

3. Use compliments wisely. The purpose of the conference is to plan for growth. When the supervisor is too complimentary it gives the impression there is no need or no way to improve. Although it may be easier for the supervisor to say nice things, it doesn’t help the employee grow in the job nor does it help the supervisor improve department performance.

4. Cut the criticism. While every employee has room to improve, the conference should not stress improvement to the point that the employee feels he/she hasn’t done anything well enough. Recognition of good performance comes in part by setting “maintenance” objectives for some responsibilities.

5. Forget the small stuff. Avoiding major or difficult issues will not make them disappear. It is the supervisor’s obligation to discuss major aspects of job performance that are essential to the employee and the unit.

6. Be flexible. Each person has an individual style and there is no “one best way” for doing most things. Generally an employee will be happier and more productive if given some discretion in his/her work. Unless it is absolutely necessary, the supervisor should avoid dictating to an employee, especially when a satisfactory means of achieving an objective has already been worked out.

7. Be clear about expectations. The primary purpose of the review session is to communicate and establish performance plans. To verify that the objective has been achieved and to confirm understanding, the supervisor must follow up with a written summary of the session.

8. Be realistic. Before each conference, supervisor and employee should know what they intend to accomplish and should work toward those objectives in the session. After the session, evaluate its success. There will always be some sessions that will not accomplish what was expected. Analyze whether goals for the session were too high or if future sessions could be more effective.

Be brief. Be clear. Be realistic. LISTEN!

Guide for Holding Conferences

When to Hold a Conference

1. Hold a conference when there is a CHANGE in the employee’s assignment or project.

a. If there is a NEW assignment or project.

1) Have other responsibilities changed?

2) Have performance job expectations (objectives) changed?

3) Have target dates changed?

4) Have priorities changed?

b. When a project or phase of a project or assignment is COMPLETED.

1) Was the project completed successfully? What was ineffective that should be avoided in future situations? What was effective that should be applied in the future?

2) Plan for changes in the job that result from completing a project. If appropriate, set new objectives, target dates, priorities, assignments, plans, etc.

2. Hold a conference when a predetermined TARGET DATE is reached.

a. Is progress proceeding according to schedule?

b. Repeat (clarify) job expectations to ensure that both parties still have the same understanding of what is expected.

c. Are any changes appropriate in objectives, plans, priorities, target dates, assignments, etc?

3. Hold a conference when there are SITUATIONAL CHANGES that would affect the employee’s job performance, job expectations, priorities, plans or work assignments, etc.

4. Hold a conference when PERFORMANCE PROBLEMS exist.

a. Identify the problem.

b. Present your understanding of the problem.

c. Determine the cause of the problem.

d. Discuss ways of correcting the problem.

1) Ways in which the employee could improve performance.

2) Ways in which the situation could be changed.

e. Develop a plan for performance improvement if appropriate.

f. Clarify changes in the employee’s job such as expectations, plans, priorities, target dates, assignments, etc.

g. Follow up on the employee’s progress and set a date for a follow-up conference.

5. Hold a conference when RESULTS ARE NOT BEING ACHIEVED and the deviation is important.

a. Define precisely how the actual results differ from the expected results.

b. Identify the cause of the difference between expected and actual.

c. Identify the conditions that must be modified to solve the problem.

d. Plan for implementation.

e. What is the effect on the employee’s job expectations, priorities, and assignments?

How to Document a Conference

Type a formal summary:

1. To ensure the employee understands.

2. When major changes are discussed.

3. When specific plans are outlined.

When changes are minor a handwritten note of understanding is sufficient.

How to Set and Discuss Job Performance Expectations

Since people are more committed to achieving results when they have an active part in setting the objectives, performance review and work planning conferences are designed to be participatory. There are three ways to set employee job performance expectations.

1. Some job expectations are IMPOSED from higher levels with the organization. The department does not have complete freedom to determine what services it will provide. Similarly, employees within the department may have some responsibilities “imposed” upon them. Here the conference should focus on how the employee can perform to meet the expectation or achieve the results.

2. In some cases the supervisor and employee JOINTLY DECIDE that a particular job expectation is appropriate. In this case employee and supervisor should decide together on the specifics of the expectation and how to meet it.

3. Sometimes the EMPLOYEE SUGGESTS a project that he/she feels should be done and would like to be responsible for it. At the conference the supervisor should ask how he/she can help. Without the supervisor’s commitment, the employee cannot attain the objective.

How to Write Clear Job Expectations

A result of the work planning conference should be a set of clear job expectations for the employee for the next time period. Supervisor and employee should mutually agree on these expectations during the conference and the supervisor should summarize them in writing after the conference.

Well-stated Job Expectations Should Be:

SPECIFIC: Write each expectation about results to be achieved in a particular area of performance. Example: “To provide faster service” is NOT a specific expectation. The expectation should state what service and when the results are expected.

INDIVIDUAL: Trace each expectation directly to the efforts of a single individual’s job. If job expectations are shared, employees don’t know what is expected of them.

MEASURABLE: If at all possible include some measurable indicator of progress so both supervisor and employee can evaluate progress and know when the expectation is achieved. Example: Setting a target date for a project makes it easier to see how well the project is advancing.

REALISTICALLY SET: Set expectations on the basis of analyzed needs and predicted effective means of meeting these needs. Give consideration to the amount of effort required to meet the objective and whether extra effort required for an increment of performance is well appropriated, or if that effort could be better directed to different expectations.

Types of Job Expectations

Each employee’s job should include some expectations to maintain current, satisfactory performance as well as some expectations to improve performance or expand responsibilities, thus providing for challenge and development.

MAINTAIN current satisfactory performance

In those areas of responsibility where the employee is currently performing well and where improvement is of no particular value, set the expectation to maintain this level of performance rather than encouraging improvement. It is important to include maintenance expectations when planning future responsibilities because the time and effort required for them affects the adding or expanding of other responsibilities.

IMPROVE satisfactory performance

In other responsibilities an employee’s performance may be satisfactory but growth is desired. Be careful that the additional improvement desired is worth the extra time and effort required to achieve it. Both supervisor and employee must understand what improvement is expected and how it will be measured.

SOLVE problems

During the conference, problem areas may be identified. Clarify job expectations so that the employee understands the problem and can work toward resolution. Problem solving might include developing better or different ways to complete a task.

PROVIDE new opportunities

The conference may identify areas in which the employee could assume new responsibilities that would benefit the department and provide for further personal development.

CHALLENGE

Each employee should have a realistic amount of challenge in the job. Write job expectations and assume they will be achieved, but also recognize that challenging expectations have a greater possibility of not being attained than non-challenging expectations. Don’t write overly conservative objectives just to guarantee success. If, in the course of performance toward a challenging expectation, it becomes clear that there are greater difficulties than expected, the supervisor should work with the employee to reduce the difficulties or, if necessary, redefine the expectation more realistically.

PRIORITIZE expectations

Job expectations must be integrated so that the job as a whole represents a reasonable amount of work with known priorities. If priorities are not established or do not show how expectations are interrelated, the employee will still not know what is expected.

Suggestions to Supervisors for Coping

with Staff Reactions to Evaluations

Listed below are some suggestions for handling reactions to a performance review/evaluation discussion. Realize that stereotyping like this is not completely realistic since some reactions fall into more than one category. Overall, however, you should get good results from following these suggestions.

1. The employee accepts your appraisal and indicates a willingness to make changes toward better performance.

• For average, successful employees this reaction occurs more often than all the others.

• Some employees may express genuine surprise at some aspects of your evaluation of their work, but their response is positive and friendly rather than defensive.

• Employees usually respond enthusiastically when told their work is satisfactory and you offer plans for self-improvement and growth. There is no greater motivating force than for an employee to be secure in his/her position and know there is an opportunity for advancement.

• Employees are likely to ask you to elaborate on any constructive criticism you offer. This will give you a chance to discuss the whole situation at the employee’s request.

• Most employees try to improve immediately after an evaluation. You can expect them to come back with evidence of their improvement, asking for further suggestions and help.

• If you are frank and honest in your evaluations, you will gain a reputation for being a “square shooter.” This can be a great help toward efficient, cooperative performance of normal day-to-day operations.

• Some employees may feel that the evaluation is a personal favor from their supervisor. Relationships will be smoother and closer if you show a genuine interest in helping employees see their strengths and weaknesses and offer to help.

• Even successful people need frequent reassurance that their work is satisfactory. Realize that even your best people may need to hear this assurance from you often. Don’t assume they know their work is OK just because there are no problems.

2. The employee doesn’t agree with your appraisal or constructive criticism, has evidence to show that your evaluation is not accurate, and disagrees constructively and unemotionally.

• Restate your position, but don’t try too hard to get the employee to accept your point of view right away.

• The employee’s disagreement with you may come from his/her personal makeup, experience on the job, or other factors within the individual which will be difficult for you to understand at the outset.

• Expect some disagreements to be based on your personality and your role as supervisor. This should not handicap regular communication with the employee. It is normal to have different values, motivations, outlooks, etc. from coworkers and still get along in the workplace.

• Listen carefully to find out why the individual does not agree. Check the reliability of your own facts and their criticisms. Prepare yourself for future discussions with additional evidence about the employee’s performance.

• Say you will check into the matter. If necessary, ask the individual about the reliability of his/her information. Have the employee think over his/her position and you do the same.

• Realize that experienced supervisors admit they often learn from the employees they are evaluating. You may have been given incorrect information about the situation and should appreciate receiving additional facts.

• Be willing to change your evaluation in light of more evidence. Evaluations are not cast in stone. As people change, so should our opinions of them.

3. The employee agrees completely and almost too easily. You suspect the person does not understand or is holding back any objections.

• Get the employee to restate what you said. (Example: “Jane, I’ve been talking a lot here and I may have gone too fast. Why don’t you review for me what I’ve said?”)

• Be sure the individual’s agreement is genuine and not a device for complimenting you as a way to avoid accepting the need to improve. When criticism is offered some people agree too easily thinking it will lessen the need to take action for improvement.

• Emphasize what is to be done about change, improvement, or development. If the employee accepts your evaluation, get a strong commitment about what he/she will do about it. Also, outline how you plan to follow up on the plans for improvement.

4. The employee avoids personal blame and shifts focus of attention to others.

• Listen rather than halt the recital. If you stop the employee, you might send him/her somewhere else with the complaints.

• Remain impartial and fair-minded. Above all, don’t let the employee see that his/her irrational conduct upsets or annoys you. Do not let your words or actions convey any distress you might be feeling.

• Try to find out why the employee blames others. What inadequacy does the person have that makes it impossible for him/her to accept justifiable blame?

• Ask yourself how you can help this person to feel successful enough so that he/she will not need to use such an escape or excuse to cover up shortcomings.

• Directly or indirectly compliment the person for willingness to assume responsibility where you find any evidence that he/she has done so. Help the employee realize that acceptance of blame, when accompanied by determination to improve, is not a disadvantage.

• Watch carefully during future evaluations to see whether the employee grows in willingness to assume responsibility for failures.

• After a few evaluations have been handled in this way, determine whether the employee’s blame-avoidance is basic in his/her personality and requires psychological counseling, or whether it is based on factors in the work environment which you can help the employee recognize and change.

• Sometimes it helps to put the employee in closer contact with the individuals or groups that are the source of dissatisfaction. Assign the employee to committees, give him/her special projects, and find other ways to put him/her in closer association with capable people whose abilities he/she underestimates.

5. The employee wants to quit. This is a good employee and one you would like to keep.

• Ask why. The employee may not be too clear on the reasons, but perhaps the emotional release of reviewing them will be enough. If the reason for wanting to leave is based on some failure you recognize in your unit, take prompt action to correct it. If this comes as a surprise, it may mean that you have failed to keep in close enough contact with the employee and/or what is going on in the unit.

• Do not be afraid to assure the employee of your respect for his/her ability. Some employees talk of leaving only because they are not sure they are wanted in their present jobs. Even if the employee is successful, he/she may need the reassurance of hearing it directly from you.

• If the employee is accepting temporary advancement with some other company in place of an ultimately better future with you, outline the growth possibilities in his/her present position. Show all the advantages of staying.

• If the employee has a better offer elsewhere and you truly wish to retain him/her, look carefully at all the rewards/benefits of staying. Can they be increased?

• Try to keep the individual from making harsh statements that will make him/her feel he/she has no alternative but to leave.

6. The employee is too eager for promotion or financial reward.

• If the employee insists upon immediate financial reward after a favorable evaluation, remind him/her that financial incentives are prohibited by state statute from being linked to performance review.

• The topic of reclassification may also surface during the review session. However, reclassification, by definition, involves “job change.” Steps toward reclassification may be in order if a position has changed on a permanent basis so that the assigned duties and responsibilities are of a higher level. The change must be in effect for at least six months before reclassification procedures can be initiated. Quantity and quality of work, in itself, does not qualify as sole justification for reclassification.

• The insistence for immediate promotion or salary increase may be a desire to see a tangible reward for work well done. Be sure you make full use of intangible rewards such as assignment to work on higher-level problems, release from routine operations to attend conferences or training schools, etc.

• If too many of your employees insist upon overly rapid rewards, perhaps you are stressing opportunity, promotion and advancement too much. Evaluate employees first to improve performance in the present job and only secondarily to prepare for promotion. Emphasize that present success must precede promotion.

• The employee may not deserve advancement. It is your responsibility to get the employee to see this. You might not be able to accomplish this at the first meeting.

7. The employee loses his/her temper, becomes emotional, angry, or abusive.

• Listen. Don’t argue. Don’t show disapproval.

• Be sure the employee knows that the inappropriate behavior is not a permanent black mark against him/her. It is very important that the person leaves realizing that you still have a friendly feeling toward him/her. At your next meeting be especially cordial.

• Contact the person a few days later. If he/she is still in the same mood, listen, don’t argue. Call back once more.

8. The employee seems determined to argue and denies most of your facts, evidence and opinions.

• Let the person talk freely. Listen carefully and try to find out what is basically bothering him/her and what is the cause of the resistance.

• Thank the person for bringing their point of view to your attention. Say you will look into it and talk again later.

• Avoid being drawn into an argument that may arouse emotions that might block or seriously delay an understanding.

• Don’t retreat. Be sure the employee understands your point of view and your insistence upon it. Do this tactfully, moderately, without arguing.

• Close the interview tactfully. Try again when the individual is in a better mood and after you have taken whatever constructive action is possible about the fundamental cause of the resistance. The individual may be completely cooperative and understanding in the next interview.

9. The employee is surly, not cooperative, resentful, or just passive and unresponsive.

• Try to determine why the person acts this way. Is it normal for him/her? Is he/she giving careful attention to what you say? Is it self-protection? Is he/she afraid to reveal his/her own attitude, or is it something about the job?

• Don’t be afraid of a certain amount of silence. Give ample time to think and respond.

• Watch carefully for any sparkle of interest in what you are saying. Try to get the person to talk about anything you have said that seems to strike even a small response. Ask for opinions about things important to the employee: “What do you think about thus and so?” or “What would you do in this case?”

• Reassure the person early in the interview. Talk about as many of the complimentary things as you can at the outset.

• The individual may think you have a bad opinion of him/her.

• Don’t push or try to persuade too much at one sitting. The individual may have a different attitude by the next sitting, and may be more willing to offer insight regarding the reason(s) for the dissatisfaction.

• Some employees (especially long-service employees) may resist the whole idea of evaluations or see no merit in them. Explain reasons for evaluations and show how the individual can profit from knowing where he/she stands and from laying plans for improvement. Find out what the employee’s specific objections are.

• Some employees may feel that you are trying to change habits that exist out of their own personal choice. They may resist discussing what they think are personal matters that are none of your business. Show them that certain habits (courteousness, personal appearance, punctuality, modesty) relate closely to success on the job.

10. The employee is obviously nervous and sensitive.

• Try harder to put the person at ease. Talk about things the employee knows best and is comfortable with such as a new home, a good idea recently submitted, service in a community organization, etc.

• If the employee is not participating, try to make it a two-way communication. Ask him/her to summarize what you said as a way to get him/her to start talking.

• Explain the purpose and constructive values that may come from the evaluation.

• Don’t talk about the person; talk about the job. Begin by referring to actual work situations in which he/she has done well such as a new system he/she installed, a quality improvement, a report he/she prepared.

Suggestions to Employees for Effectively Managing

Performance Reviews

1. The employee feels apprehensive as the performance review session approaches.

The performance review, if handled appropriately, is intended to be a cooperative effort between supervisor and employee where job responsibilities and objectives are mutually agreed upon so that the employee can effectively perform his/her responsibilities. It is not intended to be a disciplinary session. Although some nervousness may be a normal reaction, extreme apprehension may be a sign that the reviews are not used for the intended purpose or perhaps the sessions are not held frequently enough. In either case, the employee should share his/her feelings with the supervisor. It may be necessary for the supervisor and employee to meet more frequently to share perspectives or resolve concerns. Saving all critical issues for the annual review session is not only counterproductive, but may be the reason for employee apprehension.

2. The supervisor does not know the employee’s job responsibilities.

The performance review process as currently designed includes a discussion of employee responsibilities. The employee should bring a copy of his/her job description to the performance review session with suggestions for additions, changes and deletions. Incorporating a discussion of employee duties into the review process should help keep the supervisor informed of current job responsibilities.

3. The supervisor lacks performance review training (i.e. does not know how to conduct the review; does not include employee in the discussion; does not provide clear expectations; leaves the entire process up to the employee, etc.).

The Personnel Office has resources available to assist with performance review training for supervisors. If the supervisor is not aware of these opportunities, the employee can use the employee evaluation section of the review form to request that the supervisor be notified of the availability of these resources.

4. The employee feels overwhelmed with current responsibilities and does not have the time to devote to the review process.

The annual performance review is not only required by state statute, but it is also an important communication tool for both employee and supervisor. If an employee is feeling overburdened with work duties, it may be a sign that a performance review is overdue. By taking the time to meet, the supervisor and employee can use that opportunity to discuss the very circumstances that are responsible for generating the excessive workload. Perhaps steps can be taken to resolve the dilemma. Performance reviews should not be viewed as an unnecessary imposition on the work schedule, but rather an essential mechanism for enhancing performance and improving the work environment.

5. The employee has difficulty setting and, in some cases, achieving results.

An open discussion with your supervisor regarding difficulty in setting and/or achieving results is to be part of the performance review. If a goal seems too vague or unattainable, the employee should ask the supervisor for help in clarifying the job expectation and breaking it into smaller, more manageable parts. The performance review session is the ideal time for working out any problems with formulating job expectations and achieving performance results.

6. The employee feels that performance reviews are not necessary. There are no incentives, no rewards.

By state statute monetary rewards cannot be linked to the reivew process except for non-represented classified employees. However, at the evaluation session the employee should explain to the supervisor how he/she feels about the lack of incentives. The supervisor needs to be aware of such employee perceptions so that he/she can pursue the possibility of developing other incentives for making the review a more worthwhile experience. The feedback mechanism at the end of the review form also provides an avenue for notifying the Personnel Office of employee feelings regarding the process.

7. The employee feels that the performance review does not measure performance.

If the performance review format follows the design of the form and the tips provided in this manual, the review session should adequately measure performance. The difficulty may occur with regard to developing clear job expectations. The job expectations should be clear, specific and measurable. An indicator for measuring progress could include techniques such as setting a target date, a specified quantity of output, a level of quality, etc. Using the present job description as a basis for developing future expectations may also be a helpful tool in preparing measurable performance objectives.

8. No action is taken on employee suggestions.

It is not always possible to implement employee suggestions. There may be reasons such as economics, logistics, demographics, etc. that prohibit implementation. The employee should request a follow-up meeting with the supervisor to investigate those reasons. Although failure to implement could be an oversight, there may be valid reasons for non-implementation. Sharing those concerns with the supervisor is a practical means for evaluating the inaction.

9. The employee fears negative consequences.

Fear of negative consequences may be related to feelings of nervousness or apprehension that is not uncommon for both supervisor and employee. However, if there is evidence that discussing job performance concerns has resulted in punitive action, steps may be taken to remedy the situation. Performance reviews are not to be used for disciplinary action. If your supervisor is using the review session for that purpose, you may contact your union steward or the Personnel Office. The evaluation section of the performance review form can be used to notify the Personnel Office of your concerns.

Keep in mind that discipline is defined as a verbal reprimand, written reprimand, etc. Supervisors should let employees know if they are not meeting job expectations. The performance review session is a good time to make sure that you understand each other. Talk in terms of specifics, not generalities. The more specific the job expectation is stated, the less chance there is for misunderstanding.

10. The employee feels that criticism is unwarranted.

Most of the time it is best to discuss the criticism and your reaction to it when it occurs during the performance review session. However, if the environment is not conducive to an immediate discussion, a follow-up meeting may be necessary. If the differences are not successfully resolved, employees are free to add a memo to their personnel file. Perhaps there was some unforeseen event that prevented completion of one or more goals and the supervisor does not sufficiently relate the details on the review form. Employees have the right to add an explanation. This clarification can be facilitated through a separate letter to the Personnel Office or employees may use the comment and/or evaluation sections of the review form to explain their position.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download