Developing and Keeping Good Employees: Job Descriptions &Performance Appraisals Presented by

1. Developing and Keeping Good Employees: Job Descriptions &Performance Appraisals Presented by Nacole Guyton Grantee Specialists RIV T/TA Network 1

2. Job Description Agenda • Head Start Performance Standards • Job Description Defined • Defining Job Specifications • Job Descriptions vs. Position Descriptions • Writing Job Descriptions • Elements of a Job Description • Advantages of Effective Job Descriptions

3. Head Start Performance Standards • 1304.52 Human resources management. • (a) Organizational structure. • (1) Grantee and delegate agencies must establish and maintain an organizational structure that supports the accomplishment of program objectives. This structure must address the major functions and responsibilities assigned to each staff position and must provide evidence of adequate mechanisms for staff supervision and support.

4. Head Start Performance Standards 1304.52 Human resources management. • (2) At a minimum, grantee and delegate agencies must ensure that the following program management functions are formally assigned to and adopted by staff within the program: • (i) Program management (the Early Head Start or Head Start director); (ii) Management of early childhood development and health services, including child development and education; child medical, dental, and mental health; child nutrition; and, services for children with disabilities; and

5. Job Description Defined • A job description is a written description of a job which includes information regarding the general nature of the work to be performed, specific responsibilities and duties and the employee characteristics required to perform the job.

6. Job Specifications • Job specifications are the personal/individual requirements expected from the employee. • They list any educational requirements, desired experience and specialized skills or knowledge required. • Job specifications complement job descriptions.

7. Examples of Job Specifications Education • Masters Degree in Educational Leadership or Early Childhood Education, or related field, and a minimum of three years professional leadership management and/or supervisory experience. • Significant experience in administration, including balancing regulatory requirements with budget constraints and growing community needs. Head Start/Early Head Start experience preferred. • Strong knowledge of theories and practices of Early Childhood Education/Development and Family/Social Services. • Experience in design and delivery of training.

8. Knowledge, Skills and Abilities • Sustained concentration and ability to handle multiple tasks often simultaneously. • Significant diagnostic and problem solving skills. • Ability to direct and assess the performance of program supervisors and consultants. • Ability to handle highly stressful and sensitive situations in a professional manner. • Ability to work independently and maintain professional boundaries and confidentiality. • Frequent sitting for long periods using computer keyboard, telephone and other office machines. • Strong organization and time management skills, ability to meet tight deadlines.

9. Job Descriptions vs. Position Descriptions • Job descriptions document the general nature of the work to be performed.  They include general responsibilities and duties as well as the employee characteristics required.  They are used for job classification and as a basis for position descriptions. • Position descriptions customize responsibilities to departmental needs including supervisory relationships.  They focus on outcomes and accountabilities rather than duties.  They define the employee’s specific duties and are used to manage performance.

10. Writing Job Descriptions • Focus solely on the job. • Avoid the “wish list” of skills or personality traits. • Focus on the work not the person. • Use action verbs • Use clear, concise and easily understood language • Allow for flexibility • Consider future organizational needs: • Keep in mind the changing needs of the organization to help identify gaps in workforce. • Speak with managers/major decision makers to determine future hiring needs. • List job tasks by priority • Organize the list from most essential tasks to least essential tasks.

11. Action Verbs • Accumulate • Administer • Advise • Allocate • Approve • Collaborate • Collect • Communicate • Compile • Conduct • Consult • Counsel • Create • Delegate • Deliver • Develop • Direct • Distribute • Draft • Edit • Educate • Establish • Estimate • Formulate • Furnish • Gather

12. Action Verbs • Guide • Interact • Invent • Issue • Manage • Market • Motivate • Negotiate • Obtain • Order • Participate • Plan • Present • Provide • Reconcile • Recruit • Research • Review • Solicit • Solve • Submit • Supervise • Supply • Test • Train • Translate

13. Writing Job Descriptions • Be specific • Avoid any reference to protected class or prejudicial language (i.e., race, color, gender, nation origin, disability, etc.). • Example of what to avoid: Heavy lifting required - only male candidates may consider this position or bilingual ability required – only Hispanics will be considered. • Have reasonable expectations • Setting the “bar” too high or too low can affect candidate pool.

14. Writing Job Descriptions • Be consistent • Define terms like “may,” “occasionally,” and “periodically”. • Obtain input from others • Solicit information from employees, managers/supervisors, etc. • Include a miscellaneous clause (i.e., other duties as assigned)

15. Elements of a Job Description • Title • Communicates the level, responsibility and type of work. • Use titles that are common in your industry. • Employment status • Full-time, Part-time, Temporary. • FLSA status (exempt or nonexempt)

16. Elements of a Job Description • Location: • Address and/or city where job will be located. • Include information if position does not report to a specific location.

17. Elements of a Job Description • Duties/responsibilities: • List duties/tasks: • Major or minor • Include essential functions of the job • Include knowledge, skills and abilities necessary to perform job. • Incorporate decision-making requirements. • Add scope of authority (i.e., hiring/firing). • Include description of complex tasks.

18. Elements of a Job Description • Qualifications • Work experience: • Years in field required. • Include information if years of experience will be considered. • Education: • High School Diploma or equivalent, BA/BS, MBA, PhD, etc. • Include information if equivalent combination of education and/or work experience (as opposed to education only) will be considered. • Certifications: • Examples: PHR/SPHR/GPHR, Certified Nursing Assistant, Certified Public Accountant, Certified Compensation Professional, Certified Financial Planner, Certified National Real Estate Agent, Electrician, etc.

19. Elements of a Job Description • Qualifications (cont’d): • Licenses: Examples: Doctors, Nurses, Lawyers, Dietician/Nutritionist, etc. • Desired work traits (ability to work independently, etc.) • Computer skills • Communication/Interpersonal skills • Special considerations (working conditions): • Physical requirements • Travel • Work hours (on-call, overtime consideration, etc.)

20. Advantages of a Well-Written Job Description • Establishes responsibilities • Establishes performance guidelines • Limits legal exposure to issues such as equal opportunity and discrimination laws • Aids in the establishment of the Fair Labor Standards Act (FLSA) classification (exempt vs. nonexempt) • Helps to establish pay levels

21. Advantages of a Well-Written Job Description • Helps to manage employee expectations • Serves as tool for recruitment and employee selection • Assists in determinations of Americans with Disabilities Act (ADA) reasonable accommodation • Assists with employee career development • Supports the succession planning process

22. Principals to Remember Do • Give realistic and descriptive job titles • Identify the FLSA exempt or non Exempt status • Keep the summary brief • List primary duties, tasks and responsibilities • Identify essential job functions • Review the KSA’s and make sure they are job related • Secure approval and dates • Include appropriate disclaimers

23. Principle to Remember Don’t • Include demeaning titles • Include gender-specific titles • Include percentages

24. Quiz What is a job description? • A job description is a written description of a job which includes information regarding the general nature of the work to be performed, specific responsibilities and duties and the employee characteristics required to perform the job.

25. Quiz What are some tips to consider when writing a job description? • Focus on the job, use action verbs, allow flexibility, consider future department needs, avoid reference to protected class or prejudicial language, etc.

26. Quiz What is included in a job description? • Title, Employment Status, FLSA Classification, Location, Duties, Qualifications, Education, Certification, Licenses and Special Considerations.

27. Quiz Why it is important to have well-written and updated job descriptions? • To help establish duties, performance guidelines, recruit for vacancies, establish pay levels, limit legal exposure, career development, etc.

28. Performance Appraisals Agenda • Performance Appraisal Defined • Purpose of Performance Appraisals • Head Start Requirements • Goals of Performance Appraisals • Advantages of Performance Appraisals • Types of Performance Appraisals • Models of Performance Appraisals • The Performance Discussion

29. What the Experts Say “For many employees, a face-to-face performance review is the most stressful work conversation they’ll have all year. For managers, the discussion is just as tense. ‘What a performance appraisal requires is for one person to stand in judgment of another. Deep down, it’s uncomfortable’,” --Dick Grote, author of How to Be Good at Performance Appraisals.

30. Staff Performance Appraisals Defined A written, objective evaluation of each employee that is conducted at least annually. It contains an assessment of the employee’s ability to carry out stated responsibilities and success in implementing last year’s performance goals. The review is seen as an opportunity to set new, mutually agreed-on goals for maintaining and improving performance and for the employee’s professional development.

32. Head Start Performance Standards • 45 CFR 1304.52(i) Staff Performance Appraisals All Head Start staff should be actively engaged in a process of professional development. Annual performance reviews provide an opportunity for staff and supervisors to meet, discuss, and assess progress; define training and developmental needs; and set new professional goals.

33. Head Start Performance Standards • 45 CFR 1304.52(i) require grantees and delegate agencies to conduct at least an annual performance appraisal of each staff member. (i) Staff performance appraisals. Grantee and delegate agencies must, at a minimum, perform annual performance reviews of each Early Head Start and Head Start staff member and use the results of these reviews to identify staff training and professional development needs, modify staff performance agreements, as necessary, and assist each staff member in improving his or her skills and professional competencies

34. Performance Appraisals In the 2009 report to Congress regarding performance review results for that year, 14% of the Head Start programs reviewed were cited for performance appraisals.

35. Goals of Performance Appraisals • To provide the opportunity for the supervisor and employee to assess the employee’s past performance. • To help assess the quality and quantity of work performed by staff members. • To allow for continuous communication between supervisor and employee about job performance.

36. Goals of Performance Appraisals • To offer the supervisor and employee the opportunity to develop a set of expectations for future performance. • To provide for future development of the employee. • To provide supporting documentation for pay decisions, promotions, transfers, grievances, complaints, disciplinary actions and terminations.

37. Effective Appraisal Systems • Define performance expectations • Describe measurement tools • Use a rating system • Cover specific examples • Set measurable goals

38. Advantages of an Effective Appraisal System • Defines job duties • Identifies work products that result from job duties • Describes knowledge, skills and abilities (KSAs) needed to perform job • Identifies the value of each duty • Job duties relate to performance expectations • Legal protection • Motivation system

39. Appraisals Cycles Should Be Consistent

40. Traditional Appraisal Cycles

41. Performance Measurement Systems can be: • Numerical • Textual • Management by Objective (MBO) • Behavior oriented

42. Performance Measurements At a minimum the performance measurement should provide: • A clear sense of direction. • An opportunity for employees to participate in setting the goals and standards for performance. • Prompt, honest, and meaningful feedback • Immediate and sincere reinforcement.

43. Performance Measurements At a minimum the performance measurement should provide: • Coaching and suggestions for improving future performance. • Fair and respectful treatment. • An opportunity for employees to understand and influence decisions that will affect them. • .

44. Types of Appraisal Systems • There are several different types of performance appraisal strategies to choose from. • Knowing there are options available should give you the flexibility to find the right type of appraisal method for your organization.

45. Types of Appraisal Systems • The 360-Degree Appraisal This method of appraisal involves allowing other employees to fill out a questionnaire detailing their experiences with a specific employee. The feedback of peers can be reviewed by the manager and considered during the appraisal.

46. Types of Appraisal Systems • General Performance Appraisal This appraisal method involves ongoing communication between the manager and employee throughout the entire year. • At the end of the year you’ll determine whether the pre-set goals and objectives were met, provide feedback, and set new goals.

47. Types of Appraisal Systems • Technological/Administrative Performance AppraisalThe technological or administrative performance appraisal focuses more on technical skill than anything else because these employees have specialized tasks. They’re judged on specific skills, the amount of work they produce/complete, and a variety of other tasks.

48. Types of Appraisal Systems • Manager Performance Appraisal Managers must go through the appraisal process as well. This type of appraisal usually covers both job skill as well as human resource skill, as most managers usually have clients to keep happy as well as a team to keep organized. Most often a manager appraisal will include feedback from team members, usually obtained anonymously.

49. Types of Appraisal Systems • Employee Self-Assessment This type of appraisal is one of the most dreaded by employees as no one seems to enjoy rating themselves. • Most often the self-assessment is compared to an assessment completed by the manager and then discussion regarding the differences follows.

50. Types of Appraisal Systems • Management by Objectives (MBO) The essence of MBO is participative goal setting, choosing course of actions and decision making. An important part of the MBO is the measurement and the comparison of the employee’s actual performance with the standards set. • Ideally, when employees themselves have been involved with the goal setting and choosing the course of action to be followed by them, they are more likely to fulfill their responsibilities.