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CAPS Module 16

Student name: __________________________________ Date: ______________

MODULE 16
Interpret the purpose and use of a performance
evaluation and complete a self-evaluation.
Objectives:

A. Understand purpose of performance evaluation.


B. Understand performance evaluation guides.
C. Complete a self-evaluation sheet.
D. Demonstrate understanding of performance
evaluation process by completing short answer
segment.

MODULE 16: INFORMATION SHEET

TO THE STUDENT: Read and study this information sheet and then complete the
student activities at the end of this module.

What is the purpose of a performance evaluation?

A performance evaluation is designed to help employees develop skills


to assist the business reach its goals, and to give the employee
opportunities for personal growth and job satisfaction.

What are the objectives of a performance evaluation?

A. To build a strong communicating relationship between supervisors


and employees so both participate freely in discussions of job
performance, career interests, company expectations, goals and
procedures.

B. To establish specific work goals with priorities and plans for


accomplishing them.

C. To let employees know how they are meeting their responsibilities


and goals and coach them on how they can improve their performance.

D. To assist management in planning personnel moves and placements


that will utilize each employee's capabilities.

© 2003. The Professional Personnel Development Center, Penn State University. 1


CAPS Module 16

E. To assemble substantiating data for use as a guide, although not


necessarily the sole governing factor, for such purposes as wage
adjustment, promotions, disciplinary action, and training needs.

Job success depends a great deal on how your supervisor rates your
performance on the job. At most companies, employees are reviewed
every six months or once a year. As a co-op student you will be rated
monthly or as designated by the individual program. During these
reviews, employees are rated on their work and social skills as well as
their attitudes towards work.

Check sheets are often used by companies to rate employee


performance. Employees are rated on job factors such as attendance,
accuracy or work, ability to work with others, ability to think problems
through, and willingness to accept responsibility. The supervisor
evaluates an employee's performance according to a rating scale such
as excellent, good, fair, or poor.

The purpose of performance ratings is to help supervisors identify the


weaknesses and strengths of their employees. After a performance
rating, a supervisor may decide that an employee's skills would be
better utilized for a different job. Therefore, the supervisor may
promote the employee to another position or transfer him or her to
another department. For example, after a performance rating, a
supervisor may decide to promote a receptionist who has expertise
working with the public to the customer service department.

As a result of the performance ratings, employees also become aware


of their strengths and weaknesses. Most supervisors show workers
their evaluations or review with them their past performance and future
with the company. This gives employees a chance to learn how they
can improve their work and become more productive employees. By
improving their job performance, they will have an opportunity to
receive salary increases and be considered for promotions. (J. J.
Littrell, (n.d.) From School to Work, pp. 263-265.)

Guides for Performance Evaluations

During a performance evaluation, an employer and an employee will


use the following tasks as a basis for evaluating:

© 2003. The Professional Personnel Development Center, Penn State University. 2


CAPS Module 16

1. Establish Performance Objectives -- The performance objectives


include both the finished work to be produced and the skills the
youth is expected to acquire during a specific period. The factors
are:

a. Period for accomplishment


b. Quality of work
c. Quantity of work
d. Work competencies
e. Work behavior
f. Standards for measuring accomplishment

2. Define Performance Standards -- Performance standards may be


very specific (number of boxes packed) or quite general (pleasant
attitude toward customers). Set standards which progress to adult
standards and which are achievable. These include:

a. Work and safety rules


b. Competencies (nature and level)
c. Work product (quality and quantity)
d. Completing work on schedule
e. Relationships with others
f. Flexibility
g. Adapt to change

3. Obtain Worker Agreement on Standards -- It is important that the


employee accepts the standards as fair and reasonable from the
beginning. This will help improve learning and performance. To
gain acceptance:

a. Discuss performance objectives


b. Describe current employer standards
c. Present standards for next period
d. Encourage questions
e. Make changes where necessary
f. Be consistent
g. Review agreed upon standards

© 2003. The Professional Personnel Development Center, Penn State University. 3


CAPS Module 16

4. Observe Work Performance -- Observing performance and


gathering evidence of knowledge, skill, ability, judgment and
willingness to do the job.

a. Compare performance with the standards set


b. Work behavior compliance with work rules and expectations
c. Maintain quality and quantity in production
d. Develop relationships with others
e. Identify performance that is outstanding or unsatisfactory
f. Search for possible causes of problems
g. Determine how you (the employer) have affected employee's
performance
h. Consider possible actions to improve performance

5. Evaluate Performance -- The purpose of the evaluation is to help the


worker improve performance and increase learning.

a. Meet privately with each employee to discuss performance


b. Put employee at ease
c. State the purpose of the meeting
d. Review agreed upon performance objectives and standards
e. Describe what you have observed in terms of specific incidents.
Be precise.
f. Try to focus on improvement, not poor performance
g. Listen to employee's views
h. Obtain agreement on facts of behavior and performance
i. Encourage questions and listen for problems and difficulties
j. Summarize areas of agreement and disagreement

6. Plan for Future On This Job -- Evaluation and review should lead to
problem-solving and planning for improved performance. The plan
should include assignments and training. Planning should be a joint
effort.

a. Review employee's current status


b. Establish performance objectives for next period
c. Discuss alternate plans to achieve objectives
d. Agree on objectives and plan
e. Indicate how you will help employee carry out plan

© 2003. The Professional Personnel Development Center, Penn State University. 4


CAPS Module 16

7. Follow Through -- The evaluation process does not end with


agreement on the plan. It is a continuing process. To maximize the
benefits of the evaluation process:

a. Observe and provide feedback on very good and poor


performance
b. Check on progress toward objectives
c. Demonstrate interest and willingness to help
d. Recognize effort and performance
e. Provide guidance

Self-Evaluation

By completing a self-evaluation in its entirety, the employee provides


the basis for an informative discussion of how he or she views
individual performance during the past appraisal period. This self-
appraisal completed prior to your meeting with your supervisor should
objectively reflect how you view your past performance based on the
goals and objectives communicated to you during the past appraisal
period. The worksheet is designed to be an aid in discussions that lead
to increased activity within the company.

The following explanation of terms may be helpful to you when


considering information to be put on a self-evaluation.

Key Areas of Responsibility -- Ask yourself the question, "What were


my assignments during the past appraisal period?" The answer should
include your major responsibilities for the past year as you understand
them; e.g., the kind of work done, the number of people directly
supervised, the amount of authority to make decisions, project
objectives, goals, special assignments, and so on.

Principal Accomplishments -- Another question to ask is, "What did I


accomplish on these assignments?" This answer should address the
principal accomplishments that you associate with your key
responsibilities. The list should include accomplishments related to
major goals and objectives of the past appraisal period.

Importance -- Then ask yourself, "What level of importance do I place


on each of these Key Areas of Responsibility?" For the principal Key
Areas of Responsibility, distribute a total of 100 points, assigning the
most points to the Key Areas you think were the most significant.

© 2003. The Professional Personnel Development Center, Penn State University. 5


CAPS Module 16

How Well Was This Accomplished -- Finally, ask, "How well did I do in
completing my assignments during the past appraisal period?" This is
your evaluation of your effectiveness in your Key Areas of
Responsibility. Consider if the accomplishments came up short, were
just met, or exceeded your expectations. Consideration should also be
given to early completion, delays, and so on.

Note: Review Co-op Performance Evaluation from your school.


Review Business and Industry Performance Evaluations.
Review and complete a self-evaluation with regard to your
position of employment.

© 2003. The Professional Personnel Development Center, Penn State University. 6


CAPS Module 16

DIMENSIONS SUPPLEMENT
(from Bethlehem Steel Corporation and Republic Waste Industries, Inc.)

What Are Dimensions?

Dimensions are categories of observed behaviors that are considered essential to effective job
performance and results attainment. For example, a definition of the dimension Initiative is: active
attempts to influence events to achieve goals. Initiative is evident when an employee seeks solutions to
problems before being asked or directed. On the other hand, initiative is lacking when an employee
seldom acts unless specifically directed.

Why Use Dimensions in the Performance Appraisal Process?

Dimensions are useful in that they focus on how work is done. The dimensions process will stimulate
discussion on the how's. As a result, the performance appraisal process will be more comprehensive
and substantive and will establish the groundwork for the constant improvement required of us all to be
the best that we can be.

What Are the Dimensions Considered Essential to Effective Job Performance?

*• Communication -- Oral and Written -- Effective expression of information and ideas; listening
for understanding; organizing and presenting information in a clear, concise manner.

• Control -- Taking action to manage and monitor performance and results of your own or
delegated job assignments.

• Delegation -- Utilizing employees effectively by allocating decision making and other


responsibilities to the appropriate person(s) or group.

• Employee Development -- Developing the skills and competencies of employees for


effectiveness in current and future assignments.

• Initiative -- Active attempts to influence events to achieve goals.

• Innovativeness/Creativity -- Generating and/or recognizing imaginative, creative approaches


to work-related situations.

*• Leadership/Influence -- Use of appropriate styles and methods to guide individuals or groups


toward task accomplishment.

• Planning and Organizing -- Establishing a course of action for self and/or others to accomplish a
specific goal.

• Problem Solving and Decision Making -- A willingness and ability to analyze a situation, use
good judgment in selecting a course of action, make a decision and follow it through.

• Professional/Technical Proficiency -- Demonstrated level of understanding and ability to use


technical/professional information applicable to the job.

*• Team Effectiveness -- Individual actions which contribute to a cohesive, cooperative, and


effective team.

*• Work Standards -- Setting high standards of performance for self, others, and the organization.
___________________
*Target Dimensions

© 2003. The Professional Personnel Development Center, Penn State University. 7


CAPS Module 16

PERFORMANCE APPRAISAL

NAME: _____________________________________ REPORTS TO: ____________________

DEPARTMENT: ______________________________ TIME IN PRESENT POSITION: ______

TITLE: ______________________________________ DATE: ___________________________

SECTION I
PERFORMANCE ASSESSMENT

A. Brief description of job and function:

B. Summary of objectives and accomplishments:

C. Summary of objectives not met:

© 2003. The Professional Personnel Development Center, Penn State University. 8


CAPS Module 16

SECTION II
PERFORMANCE SUMMARY

INSTRUCTIONS: Rate each job function as indicated. If indicated "needs improvement," make
notes in comments section of specific improvement expected and/or plans to achieve
improvements. Cite examples to support ratings.

NEEDS IMPROVEMENT MEETS STANDARDS OUTSTANDING

1. SAFETY (use of personal protective equipment, housekeeping, safety record, etc.)

_________________ _________________ ________________

Comments: _______________________________________________________________________

2. RELATIONSHIPS (team worker, helps others, leadership, attitude, cooperation)

_________________ _________________ ________________

Comments: _______________________________________________________________________

3. ATTENDANCE (punctuality, availability, attendance record)

________________ _________________ _________________

Comments: ________________________________________________________________________

4. MOTIVATION (self-motivated, takes initiative, handles work load, time usage)

_______________ _________________ _________________

Comments: ________________________________________________________________________

5. JOB SKILLS (improving, assuming responsibility, knowledgeable)

_______________ _________________ __________________

Comments: _________________________________________________________________________

6. OVERALL PERFORMANCE

_______________ _________________ __________________

Comments: _________________________________________________________________________

© 2003. The Professional Personnel Development Center, Penn State University. 9


CAPS Module 16

SECTION III
DISCUSSION AND FUTURE DIRECTION

A. List and discuss strengths:

B. List and discuss areas needing improvement:

C. Action plan for improvement:

D. Training plans:

E. List suggestions to improve Company efficiency, working conditions, other ideas:

F. Individual career goals for short term and long term:

Manager's/Supervisor's Signature: ________________________________ Date: ______________

* Next Performance Appraisal to be: (date) ___________________________

Employee Comments:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Employee's Signature: ___________________________________________ Date: _______________

© 2003. The Professional Personnel Development Center, Penn State University. 10


CAPS Module 16

"EMPLOYEE OF THE MONTH" RATINGS


(Sample)

A. Candidate Name: ___________________________ Department: _________________

Candidate is being chosen for the month of: ___________________________________

B. Rate the above candidate in the following six categories: (on a scale of 1 to 10)

1. Performance 1 2 3 4 5 6 7 8 9 10

2. Productivity 1 2 3 4 5 6 7 8 9 10

3. Cooperation 1 2 3 4 5 6 7 8 9 10

4. Safety 1 2 3 4 5 6 7 8 9 10

5. Housekeeping 1 2 3 4 5 6 7 8 9 10

6. Dependability 1 2 3 4 5 6 7 8 9 10

C. How has the candidate demonstrated above-average work in the last 30 days? Explain:

D. How has the candidate saved (OUR COMPANY) a substantial amount of money or time?
Explain:

E. Has the candidate submitted a constructive suggestion to save (OUR COMPANY) time or
money?
Explain:

F. Has the candidate positively promoted (OUR COMPANY'S) ideals and goals? Explain:

G. Other: Explain:

Submitted by: ___________________________ Date: _______________________

Note: The same individual cannot be the "Employee of the Month" two months in a row.

© 2003. The Professional Personnel Development Center, Penn State University. 11


CAPS Module 16

*(from Bethlehem Area Vocational-Technical School)

© 2003. The Professional Personnel Development Center, Penn State University. 12


CAPS Module 16

*(from Bucks County Technical High School)

© 2003. The Professional Personnel Development Center, Penn State University. 13


CAPS Module 16

*(from Bucks County Technical High School)

© 2003. The Professional Personnel Development Center, Penn State University. 14


CAPS Module 16

Answer the following questions:

1. What criteria did you use in distributing those points?

2. With whom do you suggest your supervisor talk in order to gain a


balanced picture of your performance?

© 2003. The Professional Personnel Development Center, Penn State University. 15


CAPS Module 16

Summary

Reasons for having a formal evaluation program are:

1. It provides a regular period for reviewing work-related behavior.


Discussion of past deficiencies can lead to corrections and
improved performance; discussions of areas in which employees
showed proficiency can reinforce these areas and help motivate
them. Good counseling and coaching can give the employees
recognition for past work and help them focus on future
improvements.

2. A formal evaluation program provides helpful data for promotion


decisions. It makes the evaluation process more objective and
makes it easier to compare one employee with another.

3. The performance appraisal is also the basis of salary or wage


adjustments, bonuses and other financial rewards. However, many
companies have found that by discussing salary at the time of the
review, it takes away the emphasis from improving performance
and goal setting, which is the major reason for the appraisal.

To overcome this, they separate the discussion of performance and


goals from that of salary. The first meeting concentrates on discussing
the past year's activities and on what the employee can do to be more
effective next year. A second meeting is held and improvements in
performance since the earlier meeting are taken into consideration in
determining the raises or bonuses. (Dale Carnegie & Associates, Inc.,
Managing Through People, pp. 241-242.)

© 2003. The Professional Personnel Development Center, Penn State University. 16


CAPS Module 16

MODULE 16: STUDENT ACTIVITIES

TO THE STUDENT: Answer the following questions:

1. Define the driving force of a performance evaluation.

2. Define the purpose of a self-evaluation.

3. Describe why good communication is a necessary function of a


performance evaluation.

4. List five items on which employees are evaluated and explain in your own
words why they are important.

5. Write a descriptive essay describing two of your strengths and two of your
weaknesses that your supervisor might identify.

6. Describe the benefits you see in completing a self-evaluation prior to a


performance evaluation with your supervisor.

7. Considering your answers to questions 5, 6, and 7, would you like your


salary adjustments to occur at the time of your performance evaluation?

© 2003. The Professional Personnel Development Center, Penn State University. 17


CAPS Module 16

MODULE 16: STANDARDS ADDRESSED IN THIS MODULE

Pennsylvania’s Academic Standards for Career Education and Work

13.3.11. Career Retention (Keeping a Job)

A. Analyze work habits needed to advance within a career.

Pennsylvania’s Academic Standards for Reading, Writing, Speaking and


Listening (RWSL)

1.1.11. Learning to Read Independently

E. Establish a reading vocabulary by identifying and correctly


using new words acquired through the study of their
relationships to other words. Use a dictionary or related
reference.

1.4.11. Types of Writing

C. Write persuasive pieces.


• Include a clearly stated position or opinion.
• Include convincing, elaborated and properly cited
evidence.
• Develop reader interest.
• Anticipate and counter reader concerns and arguments.
• Include a variety of methods to advance the argument or
position.

1.5.11. Quality of Writing

A. Write with a sharp, distinct focus.


• Identify topic, task and audience.
• Establish and maintain a single point of view.

© 2003. The Professional Personnel Development Center, Penn State University. 18


CAPS Module 16

F. Edit writing using the conventions of language.


• Spell all words correctly.
• Use capital letters correctly.
• Punctuate correctly (periods, exclamation points, question
marks, commas, quotation marks, apostrophes, colons,
semicolons, parentheses, hyphens, brackets, ellipses).
• Use nouns, pronouns, verbs, adjectives, adverbs,
conjunctions, prepositions and interjections properly.
• Use complete sentences (simple, compound, complex,
declarative, interrogative, exclamatory and imperative).

Secretary’s Commission on Achieving Necessary Skills (SCANS)

PERSONAL QUALITIES

Responsibility: Exerts a high level of effort and perseverance toward goal


attainment. Works hard to become excellent at doing tasks. Displays high
standards of attendance, punctuality, enthusiasm, vitality, and optimism.

Self-Management: Assesses own knowledge, skills, and abilities accurately;


sets well-defined and realistic personal goals; self-starter.

© 2003. The Professional Personnel Development Center, Penn State University. 19

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