Managing Own Performance (1)

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PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

• Plan for completion of own workload • Maintain quality of performance • Build credibility with clients/customers

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Learning Outcomes

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• Evaluating your own performance can help you improve your time management, ability to meet deadlines and prioritize work, selfconfidence, motivation and morale, among other things. It is important to assess your performance based on defined criteria, and to monitor and acknowledge progression towards these criteria. Similarly, it is important to acknowledge the achievement of goals and the amount of effort you put into achieving these.

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Evaluating and Improving your Performance

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Self-evaluation • You need to make regular assessments of the way you work and the progress you are making. Ask yourself whether you are managing your work efficiently, whether you achieve the deadlines you or others set you and whether you are taking advantage of opportunities to increase your selfconfidence and learn from new experiences. As part of your assessment you should identify areas for improvement and skills you may need to learn. Having identified these, set yourself targets within a sensible timescale to achieve them.

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Ways of evaluating and improving

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Feedback Some of the ways you can use feedback are listed below. • Monitor your performance regularly to make sure that it is as effective as possible. • Regularly describe and analyze any improvements that need to be made, either by you or through involving others. • Maintain a level of knowledge and understanding that enables you to carry out your role effectively. • Change the way you work in line with any relevant or new approaches or recommendations. • Identify any skills gaps. • Develop a personal development plan and update it regularly to include new aims or achievements.

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Ways of evaluating and improving

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A development plan will often be part of your employer’s appraisal system. This will help you track achievements, areas for improvement, long-term objectives and training plans. In order to be effective, you must consider the following. • Success criteria must be realistic – if they are not, you are just setting yourself up for failure. • You should identify reasonable goals. • Your action plans should be accessible – consider the resources you have available to you in the workplace. • Your development plan should take into account 360° feedback so you understand how your competencies are perceived by your colleagues.

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Development Plans

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Use the following tips to get the best out of feedback from colleagues, contractors and clients. Try to: • seek feedback on a regular basis, especially after you have identified development goals. Exchanging information and perceptions is a process, not a single event • receive feedback as a gift that provides you with honest information about your perceived behavior/performance. Be open to what you will hear • let the person finish what he or she is saying • try to paraphrase (express in different words) what you are being told, either back to the person or in your own mind

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Checklists

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Use the following tips to get the best out of feedback from colleagues, contractors and clients. Try to: • ask clarifying questions • ask for specifics, if not provided • ask the person to give you alternatives to your behavior • monitor your non-verbal and emotional responses • thank the person for being helpful to you • take the time after the feedback interaction to evaluate the information and consider specific actions for improvements.

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Checklists

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Teach yourself to recognise situations in which certain behaviour needs to be altered. Feedback can help you self-monitor your behaviour at times when you are not at your most effective. Use feedback to clarify goals, track progress toward those goals and improve the effectiveness of your behaviours over a period of time. But do not: • take it personally • become defensive or explain your behaviour. You can either spend your time mobilising your defences or you can spend your time listening. Defending your actions is counterproductive, where listening is extremely useful

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Checklists

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But do not: • interrupt the other person • be afraid to allow pauses and periods of silence when you receive feedback. This gives you time to understand what is being said and it gives the other person time to think about what they say • ask the person to defend his or her opinion (there is a difference between ‘defending’ and ‘explaining’). Feedback is purely subjective perceptions of information. You can place your own value on it later.

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Checklists

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The establishment of all objectives should be created using the S.M.A.R.T. philosophy. It is used to guide the development of measurable goals. Each objective should be:

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Performance management isn’t not just about helping others

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Specific • Specific answers the questions "what is to be done?" "how will you know it is done?" and describes the results (end product) of the work to be done. The description is written in such a way that anyone reading the objective will most likely interpret it the same way. To ensure that an objective is specific is to make sure that the way it is described is observable. Observable means that somebody can see or hear (physically observe) someone doing something.

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

S.M.A.R.T. philosophy

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Measurable w/Measurement • Measurable w/Measurement answers the question "how will you know it meets expectations?" and defines the objective using assessable terms (quantity, quality, frequency, costs, deadlines, etc.). It refers to the extent to which something can be evaluated against some standard. An objective with a quantity measurements uses terms of amount, percentages, etc.. A frequency measurement could be daily, weekly, 1 in 3. An objective with a quality measurement would describe a requirement in terms of accuracy, format, within university guidelines.

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

S.M.A.R.T. philosophy

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Attainable / Achievable • Achievable answers the questions "can the person do it?" "Can the measurable objective be achieved by the person?" "Does he/she have the experience, knowledge or capability of fulfilling the expectation?" It also answers the question "Can it be done giving the time frame, opportunity and resources?" These items should be included in the SMART objective if they will be a factor in the achievement.

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

S.M.A.R.T. philosophy

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Realistic / Relevant • Relevant answers the questions, "should it be done?", "why?" and "what will be the impact?" Is the objective aligned with the S/C/D’s implementation plan and the university’s strategic plan?

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

S.M.A.R.T. philosophy

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Time-oriented • Time-oriented answers the question, "when will it be done?" It refers to the fact that an objective has end points and check points built into it. Sometimes a task may only have an end point or due date. Sometimes that end point or due date is the actual end of the task, or sometimes the end point of one task is the start point of another. Sometimes a task has several milestones or check points to help you or others assess how well something is going before it is finished so that corrections or modifications can be made as needed to make sure the end result meets expectations. Other times, an employee’s style is such that the due dates or milestones are there to create a sense of urgency that helps them to get something finished.

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

S.M.A.R.T. philosophy

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Performance management is an ongoing process of communication between a supervisor and an employee that occurs throughout the year, in support of accomplishing the strategic objectives of the organization. The communication process includes: • Setting Objectives • Discussing Expectations and Performance Standards • Identifying Goals • Providing Feedback • Evaluating Results

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Performance Management

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1. Develop/Review Position Description 9. Merit Rewards Process

8. Discuss Possible Professional Development Plan

7. Formal Performance Evaluation (no surprises!)

2. Establish Performance Expectations

The Annual Performance Management Process

6. Adjust Assignments as Needed

3. Identify Tools and Training Needed

4. Ongoing Feedback and Communication

5. Handle Issues as they Arise.

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Performance Management

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• Increase productivity and correct problems

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

• Required in the determination of merit increases

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The Importance of Performance Planning The purposes of most companies performance management program are to: • Provide a link between work planning for individual staff members and overall department and Division goals

• Help staff members understand their job responsibilities and improve job performance • Recognize and reward staff member contributions, and foster professional development and career growth

Performance expectations should be clear, brief, attainable, and measurable, and can be expressed in terms of: 1. Quality 2. Quantity 3. Timeliness 4. Effective use of Resources 5. Manner of Performance 6. Method of Performing

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Developing Performance Goals/Objectives

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Avoid Unrealistic Goals

1. Use specific examples of behaviors and of the desired results 2. Avoid using evaluative terms which do not describe behaviors and/or outcomes, such as "good work" and "bad attitude" 3. Be wary of using terms such as "always" and "never." It is not realistic to expect that a staff member will always perform perfectly and will never make a mistake 4. Avoid using numbers in goals unless you actually intend to count the behavior 5. Consider the cost/benefit of gathering data on performance

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Developing Performance Goals/Objectives

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Verifying and Recording Performance

Methods of Verifying Performance Determined at the start of the evaluation period and discussed with the staff member. • Direct observation

• Reports of others' observations • Written records such as attendance, financial, assignment logs, and status reports • Results in the form of tangible products

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Developing Performance Goals/Objectives

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Verifying and Recording Performance

Record Performance • Record only job-related performance, avoid making statements about an individual • Do not try to record every event; select a representative sample of performance • Cross validate reports from others • Record both positive and negative performance

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Developing Performance Goals/Objectives

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Example

Problem An employee has been making mistakes while entering the payroll for the last month. They have had to go back and correct their mistakes the next day, taking time away from other projects. Performance Need Employee needs to prepare all work accurately and on time in order to keep on schedule and provide the other administrative services as part of their job.

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Developing Performance Goals/Objectives

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Example

Goal Go through PPS training refresher course, in order to keep up to date and get a reminder of the intricacies of the system. Outcome Skills to enter payroll into the PPS system, on time, with a lower rate of error, in order to free up time for other administrative tasks.

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Developing Performance Goals/Objectives

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• Share knowledge and experience • Share feedback and observations • Use questioning to stimulate thinking

• Facilitate by listening • Encourage brainstorming • Explore options and consequences together

• Allow the employee to find their own conclusions and solve their own problems when possible

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Counseling and Coaching Tips

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After the New Hire Probationary Period All professional and support staff employees who hold career appointments shall serve a probationary period during which time their work performance and general suitability shall be evaluated in writing. The probationary period is completed following six months of continuous service at one-half time or more without a break in service.

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Probationary Period

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After the New Hire Establish Performance Goals Performance goals and objectives are what an employee can look to, and what a supervisor can look to in order to understand the desired outcome of each function of the job. Employees and managers should meet to clarify expected outcomes and set objectives that coordinate the employee's job to department and campus objectives.

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Probationary Period

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After the New Hire Release from Employment Prior to Career Status At any time during the probationary period an employee may be released in accord with the appropriate personnel program/contract policy. Extension of Probationary Period Under appropriate circumstances, the probationary period may be extended at the discretion of the staff personnel unit.

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Probationary Period

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A formal performance review must be conducted each year consisting of discussions between the supervisor and the staff member and a written record of the appraisal. Discussions should occur more frequently if needed, such as when new objectives are developed, or if the staff member requires a more structured approach in order to encourage improved performance. The content of the formal appraisal should not be a surprise.

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Performance Appraisal

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Guidelines • Frequent Communication Throughout the Year • Judge Your Own Performance • Warm-Up Period • Be Candid & Be Specific • Build on Strengths • Be a Positive Listener • Judge Performance - Not the Person

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Performance Appraisal

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Assignment of Overall Performance Rating Overall performance ratings are qualified by four areas: 1. Exceeds Job Expectations 2. Meets Job Expectations

3. Partially Meets Job Expectations 4. Does Not Meet Job Expectations

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Performance Appraisal

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The Appraisal Discussion Discussion Tips • Clearly state the purpose of the meeting and explain the process • Tell staff member what can come out of meeting, including future assignments, clear communication, and increased duties • Help the staff member feel at ease and receptive • Avoid criticism of personality or personal traits • Use listening skills to separate facts from opinions • Conclude with a summary of the main points of the discussion • Inform staff member of the option to respond to the appraisal • Have employee sign the form, or set a mutually agreeable date for signing the final form

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Performance Appraisal

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PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

Manage Own Performance

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