Preformance
13 May 2011•0 j'aime•1,285 vues
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Preformance
- 1. إجراءات تقييم الأداء at the University of Wyoming
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- 3. الطريقة مش كدة
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- 14. تقييم الأداء استثناء التوقعات تعدد التوقعات ادني التوقعات الغير متوقع
- 15. تقييم الاداء ( تابع .)
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- 23. عمليات تقييم الأداء اعداد الاجتماع اجراءات اعداد التقييم المتابعة
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- 25. دورة إدارة شئون الموظفين وصف الوظيفة تقييم الاداء التدريب والتغذية الرجعية
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Notes de l'éditeur
- There are two objectives for this training: Introduce the new performance evaluation system Develop evaluator skills
- Sends the message that you care about the employee’s performance as well as them as a person. “ The Performance review may be used as the basis for personnel decisions, including such things as career development, salary increases, and disciplinary action, if appropriate.” It should be considered when allocating merit salary increases. The words goal, objective, and duty will be used interchangeably in the new system.
- General Information - This Presidential directive establishes guidelines for conducting performance evaluations for staff employees. Performance reviews are designed to determine how well employees achieve their established goals, perform job duties, and interact with customers, coworkers, and team members. Time Requirements – All regular staff employees should receive a performance evaluation at least once a year. The documents must be received in the Human Resources Department by March 15 th of each year. The evaluation period will be the prior calendar year. For mid-year change, the new and previous supervisors should consult with each other.
- Citizenship – factors to be considered: Initiative, Personal responsibility, Professionalism, Presence at work, Cooperation, Workplace behavior, Attitude, Customer or interpersonal interaction, Civility, etc., as defined by unit No more than 20% is recommended A duty is a clearly established responsibility or requirement of one’s job and found on an employee’s job description. Examples include maintaining a database, preparing travel requests, and scheduling meetings. A goal is a statement of specific work-related achievement to be accomplished within a specified time frame. Examples include developing a data base, implementing a reorganized filing system, and developing a new scheduling system. While goals are not specifically listed on a job description, they should reflect it. Duties are necessary, but growth tends to occur more rapidly when we focus on setting specific goals.
- Points are awarded based upon the employee’s performance on each essential function. Exceptional (4 points) – If performance is well above expectations, then special note should be made. For employee evaluations to retain credibility, supervisors should use this rating sparingly. Above Expectations (3 points) – Performance at this level is consistently above average as compared to the stated performance standards. Meets Expectations (2 points) – Performance is at or slightly above the standard. This level is what one would expect from most competent, experienced employees. The minimum required to earn a merit increase in pay. Below Expectations (1 point) – Performance is somewhat below the minimum acceptable standard for this job duty. However, there is potential to improve the rating within a reasonable time frame. Unacceptable (0 points) – Performance on this duty is well below standard, and there is serious question as to whether the person can improve to meet minimum requirements in a reasonable time frame.
- 2.5 is the Overall Evaluation.
- Specific – Objectives are detailed and focused. Action verbs such as evaluate, complete, develop, define, identify, learn, provide, and maintain, are often used. Measurable – Objectives must be quantifiable so that it is clear when it has been reached. Cost (reduce expenditures by x dollars), time (shorten process time by x hours), quantity (serve x more clients per day), quality (decrease customer complaints from x to y), and percentage of time (increase child car restraint usage by x%). Achievable – Objectives can be a “stretch,” but must be attainable and realistic. They should not be too easy or too hard. Within the employee’s control or influence. Results-focused – Achievement of objectives is measured by outcomes (not activities) such as products, deliverables, and accomplishments. The outcome is a result of activities. Objectives should be relevant to UW’s mission and goals. Time-focused – Achievement of objectives has a specific deadline and it is clear when has been accomplished. A target date is defined. Objectives should: Be relevant to essential duties Be compatible with the PDQ Be tied to departmental goals Specify needed training According to other sources: “ A” is attainable “ R” is realistic or relevant
- An employee may perform the actions of a task in a satisfactory manner, but not accomplish the desired results (may provide information in a courteous manner, but provide incorrect information). A combination of numeric and descriptive standards is usually desirable for individual tasks. They are complimentary. Think in terms of quality, quantity, time, and cost effectiveness. Should differentiate between satisfactory and unsatisfactory performance.
- This is a continuous process, not an event, with activities throughout the year. Preparation Involve the employee Gather information The Appraisal Meeting Put the employee at ease Be positive and listen Agree on mutual goals Follow-through Regular, positive feedback Coaching is the key
- The personnel-management cycle consists of three parts: The job description Ongoing feedback and training The performance appraisal The job description should be an accurate reflection of what is expected of the employee.
- Be objective – judge the work results, not the person Be honest and candid Be consistent Document every step in the process Do it by the book – follow UW policies Don’t talk too much Ask for employee’s opinion Close the discussion: Summarize the meeting Sign the appraisal form Thank the employee and explain the next step
- Varying standards – evaluations must be consistent. Recency/primacy – People have the tendency to remember what happens first or last. Bias – race, color religion, sex, national origin, disability age, veteran status, sexual orientation, political belief. Evaluation patterns – The tendency of an evaluator to rate most people the same, always too lenient, always too strict, etc. Halo/Horns effects – The biased view that everything a person does is good or is always bad. Contrast error – A person is rated an excellent performer only because he/she is in a poor group or visa versa.
- Coaching – reinforce, correct, teach new skills, mentor; meet regularly to review progress, add/change goals, provide feedback, reinforce or redirect; keep records and documentation throughout the year