Introduction To The Performance Appraisal Process: Chapter One
Introduction To The Performance Appraisal Process: Chapter One
Introduction To The Performance Appraisal Process: Chapter One
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Chapter One
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This book was written to help school leaders not only improve their ability in managing their employees performance, but also to provide staff members with coaching tools that will target their performance deficits. As the first step in any performance review process is to identify the knowledge, skills, and abilities that are required in a specific position, this book provides administrators with unique job descriptions for most support staff and teaching positions. This is not only beneficial for the administrator, but it is enormously important to the employee, as specific performance outcomes are outlined and presented. Clear, stated behaviors and outcomes for workplace performance must be outlined and discussed if the administrator and the support staff member or teacher can possibly have success in this process. Both parties must have the same mental picture of their performance expectations. Self-appraisal forms are also presented for the job-specific responsibilities, as well as self-appraisal forms for more general, interpersonal skill areas that affect how employees interact with colleagues, students, parents, administrators, and others. After comparing the staff members expected performance with his or her actual performance, the school administrator can select relevant coaching tools from the book that the staff member can immediately use to help close the performance gap. These coaching tools provide background information on each performance area, individual development plan forms, and a suggested reading list. The information presented in each area is not designed to be overwhelming, but rather to be practical and ready to use by an employee who needs help in closing a performance gap. The book also provides school leaders with clear directions on how to conduct initial, interim, and formative coaching and summative performance appraisal meetings, as well as presents templates that immediately provide the employee with beneficial feedback and direction for improvement.
Why Is It Necessary to Have a Standardized Process of Implementing Performance Appraisals Throughout an Organization?
It is necessary to have a standardized process of implementing performance appraisals because it ensures that each individual is judged fairly and keeps discrimination out of promotions and compensation decisions. It also avoids legal challenges that could result from termination or promotion. Moreover, having a standardized process ensures that job performance expectations are consistent throughout the school district. If employees are transferred from one building to another, they will be more comfortable with what is expected of them. This consistency will also improve staff morale, and this is a key benefit. It is well documented in many motivational studies that people perform better when they are comfortable and enjoy their work. They are able to focus all of their time and energy on the task at hand and not on potential fears or imagined crises. Remember, teachers teach students skills and competencies and impart knowledge that will be measured on a multitude of tests. Support staff has responsibilities that support the teaching and learning process. If everyone is doing his or her job well, then student learning will be impacted positively.
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(Continued) 5. Give the teacher or support staff member any of the coaching tools from this book that will address his or her performance needs. Explain the coaching tool thoroughly. Demonstrate how the coaching tool should be completed. Specify the date by which the coaching tool should be completed. 6. Discuss the completed coaching tool with the teacher or support staff member. 7. Schedule other observations to see how the teacher or support staff member has responded to the coaching. 8. Complete the summative performance appraisal tool. 9. Schedule the summative performance appraisal conference. 10. Get the employees feedback on the effectiveness of the performance appraisal meeting. Remember, the supervisors primary concerns should be: The whats and the whens, not the hows. The staff member should be the steward of the hows in order to maintain his or her sense of control and creativity. To grow his or her staff members in order to develop the schools pool of skilled professionals for the future. To make training the result of an earnest skill gap analysis or part of the staff members development and measured performance. To summarize, the key principles behind the developmental performance appraisal system are: 1. Clear expectations are the backbone of the process. 2. Expectations must be agreed upon by the parties involved. 3. Keep the system as simple as possible. 4. The staff member and the administrator are accountable to one another. 5. They are both also accountable to their internal and external customers. 6. Expectations must have checkpoints throughout the process and must be written on the basis of observable and measurable behaviors. 7. Valid and reliable assessments are a major segment of the process. 8. Staff members are assets to be developed. Continuous learning and growth is a must for every staff member in the organization. 9. All school employees have a vital role in the success of the organization. 10. Development and training must be continually supported to be successful.