Performance

Evaluation Training

Instructor Guide

Prepared by: Team InnovatI/On

 Table of Contents

Lesson Plan 1

PowerPoint 3

Additional Materials for Training 32

Vignette Activity Instructions 33

Kahoot Activity Instructions 34

Pre-Test 35

Post-Test 36

Evaluation 37
 ​ Lesson Plan for Elmhurst College
Performance Appraisal System
60 Minutes

At the conclusion of this training, participants will have a comprehensive understanding

Objective of the Elmhurst College Performance Appraisal System. Participants will be able to
demonstrate the following upon completion of the training:
- Identify the purpose of using the performance evaluation tool
- Identify the purpose of conducting the job performance interview
- Utilize performance rating tool & scales to provide objective performance
feedback
- Recognize common rater errors & biases

Utilizing an engaging, blended approach, we aim to train staff by providing constructive

Philosophy and equitable assessments of performance that allow our employees to grow and
participate in ethical contributions to a diverse, global society.

Inspiring intellectual and personal growth in our students, preparing them for
Mission meaningful and ethical contributions to a diverse, global society

Elmhurst College Staff

Target
Audience

Technology Access (Computer for trainer and phone and/or computer for learner),
Materials Internet, Desks, Writing Utensils, Printed Worksheets, Pre/Post Test, PowerPoint,
Needed Evaluation

Minutes Activity Slide Number and Materials

Referenced

0-5 Introduction and have employees fill out Pre- Test 2

Additional Materials:
Pre Test

6-23 Overview PowerPoint Covering: 3-21

Learning objectives

1
 - Purpose of performance appraisals, what it means
to org & individual
- Understanding the form itself
- Understanding the competencies
- Understanding the performance levels
- What these performance levels look like -- FOR

24-36 Vignettes and Vignette Worksheet and Discussion. 22

Make sure learners understand the rationale behind their Additional Materials:
ratings. Make sure learnings know how to distinguish Vignette Worksheet
between their rating and the one above or below it.

37-41 Bias and Errors on PowerPoint 24

41-45 Bias and Errors Kahoot Game 26

Additional Materials:
Cell phone or computer access

46-47 Review Learning Objectives 27

48-53 Questions. This is time to answer questions from those 28

receiving the training and clarify any confusion.

53-60 Post Test and Evaluation 29

Additional Materials:
Writing Utensil, Post Test, and
Evaluation

2
Elmhurst College
Performance Evaluation
Training
Sara Sepkowski, Nicholas Jochim, & Barbara Berent

3
4
 College Mission & Training Philosophy

Mission: Inspiring intellectual and personal growth in our students,

preparing them for meaningful and ethical contributions to a diverse,
global society

Philosophy: Utilizing an engaging, blended approach, we aim to train

staff by providing constructive and equitable assessments of
performance that allow our employees to grow and participate in
ethical contributions to a diverse, global society. 5
Learning Objectives

1. Identify the purpose of using the performance evaluation tool

2. Identify the purpose of conducting the job performance interview
3. Utilize performance rating tool & scales to provide objective performance
feedback
4. Recognize common rater errors & biases

6
Using the Performance Evaluation Tool

● Provide objective criteria for evaluating staff performance within

your department.
● Compels you to examine all of the individual traits affecting
employee performance and employee impact on the college.
● Helps to support your conclusion regarding performance
objectives.
7
 Conducting the Job Performance Interview
Prior to Job Performance Interview, Performance Evaluation tool should be
sent to employees for a self assessment. The purpose of this interview is to:

● Assess attainment of the employee’s goals

● Recognize strengths
● Identify areas for development
● Set goals for the coming year
● Establish professional development plans 8
Understanding the Evaluation Tool

Performance Evaluations are divided into 5 Sections:

1. Competency ratings

2. Developmental needs, actions to be taken, review from previous appraisal

3. Goals/Objectives

4. Signature

5. Option to rebuttal
9
 Understanding the Tool- Section 1

Breaks down multiple competencies into observable traits & behaviors for rating

Rating Scale:

4 3 2 1 0
Excellent Above Average Satisfactory Below Average Unsatisfactory

10
Factors Do Not Apply- N/A
 Understanding the Tool- Section 1
Employee’s job performance is exceptional in comparison to job requirements.
Job performance CONSISTENTLY EXCEEDS expectations for tasks, and the
Excellent
employee is able to perform all major aspects with only general direction.

Employee’s job performance CONSISTENTLY MEETS and FREQUENTLY

EXCEEDS job requirements. All major aspects of the job are performed at a high
Above Average
level with minimal supervision.

Employee MEETS all job requirements in a competent manner with major aspects
of the position performed acceptably with normal levels of supervision. This is the
11
Satisfactory expected level of performance for employees.
 Understanding the Tool- Section 1

Employee MEETS SOME job requirements and MINIMALLY MEETS others, and
Below Average often requires extra supervision. (Requires specific explanation and justification.)

Employee DOES NOT MEET job requirements for position and requires
extensive supervision. Immediate and significant improvement is required.
Unsatisfactory

Factor Does Not If a person's job does not include the identified skills, mark this box
Apply

12
 A. Job Knowledge Excellent Above Average Satisfactory Below Unsatisfactory Factors do not apply
Average

Has thorough 4 3 2 1 0
knowledge of job and
how it relates to the
College’s mission

Understands and abides 4 3 2 1 0

by pertinent policies,
procedures, and
standards of practice

Looks for ways to 4 3 2 1 0

expand knowledge and
skills.

Displays an 4 3 2 1 0
understanding of how
job relates to others at 13
the College.
B. Job Excellent Above Satisfactory Below Average Unsatisfactory Factors do not apply
Responsiveness Average

Takes a broad view of job 4 3 2 1 0

and seeks to understand
all implications of job
responsibilities

Demonstrates awareness 4 3 2 1 0
and accountability for all
aspects of position and
fully responsibility for
results.

Sees tasks to completion 4 3 2 1 0

even under difficult
circumstances

Readily accepts changes. 4 3 2 1 0

Reaches out for additional 4 3 2 1 0

responsibilities 14
C. Planning and Excellent Above Average Satisfactory Below Average Unsatisfactory Factors do not apply
Organizing

Plans, organizes and 4 3 2 1 0

coordinates job related
tasks.

Uses an appropriate method 4 3 2 1 0

of outlining tasks and
developing plans for their
completion

Effectively establishes 4 3 2 1 0
priorities and work plans to
achieve goals

Anticipates potential 4 3 2 1 0
problems and changes in
conditions and adjusts
accordingly.

Effectively schedules time to 4 3 2 1 0

meet commitments.

Finds new methods and 4 3 2 1 0

resources to accomplish 15
tasks.
D. Interpersonal Skills Excellent Above Average Satisfactory Below Average Unsatisfactory Factors do not apply

Establishes and maintains 4 3 2 1 0

effective relationships.

Is approachable and 4 3 2 1 0
receptive to others.

Exhibits tact and respect 4 3 2 1 0

when working with others.

Works cooperatively in 4 3 2 1 0
group situations.

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E. Communication Skills Excellent Above Average Satisfactory Below Average Unsatisfactor Factors do not apply
y

Is thorough, organized, and 4 3 2 1 0

concise in communications.

Communicates easily with 4 3 2 1 0

people from diverse
backgrounds.

Exhibits good listening and 4 3 2 1 0

comprehension skills.

Asks insightful questions. 4 3 2 1 0

Shares knowledge with 4 3 2 1 0 17

others.
 F. Teamwork Excellent Above Average Satisfactory Below Average Unsatisfactory Factors do not
apply

Sets a positive example and 4 3 2 1 0

establishes a climate conducive to
productivity, creativity, and
excellence.

Is self-motivated and enthusiastic. 4 3 2 1 0

Inspires coworkers to help achieve 4 3 2 1 0

department and College goals.

Exhibits tenacity, willingness to take 4 3 2 1 0

risks and make decisions.

Has the ability to conceptualize/use 4 3 2 1 0

vision.

Develops and implements budget 4 3 2 1 0

to align with College financial goals.

Works well in group problem 4 3 2 1 0

solving situations.

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Looks for ways to improve team 4 3 2 1 0
excellence.
G. Problem Excellent Above Average Satisfactory Below Average Unsatisfactory Factors do not apply
Solving/Decision
Making

Thoroughly defines 4 3 2 1 0
problems.

Uses practical judgment 4 3 2 1 0

and applies a systematic
approach.

Gathers and analyzes 4 3 2 1 0

information skillfully.

Determines causes, 4 3 2 1 0
identifies alternatives, and
develops appropriate
solutions.

Makes decisions that 4 3 2 1 0 19

meet department’s needs.
H. College’s Diversity Excellent Above Average Satisfactory Below Average Unsatisfactory Factors do not apply
Goals cc

Demonstrates a 4 3 2 1 0
commitment to diversity in
all aspects of College
employment.

Recognizes the value of 4 3 2 1 0

campus-wide diversity.

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Understanding the Tool- Section 2

1. Identify employee strengths

2. Identify development areas
a. Employee actions
b. Supervisor actions
3. Review development areas identified in previous
appraisal & describe progress or lack thereof.
21
Understanding the Tool- Section 3

Identify Goals/Objectives:

Describe any personal, professional,

office, or departmental
goals/objectives toward which the
employee is working.

22
Understanding the Tool- Section 4 & 5

Section 4: Signed appraisal was completed and discussed

with employee.

Section 5: Employee is given opportunity to rebuttal &

provide further explanation if they disagree with
the appraisal.
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 Class Activity:
Vignette: How would you rate the employee?
Overview: The employee verbally says that they support diversity. However, they have
attended none of the diversity events on campus, and they have not started or
participated in any diversity initiatives.

H. College’s Diversity Goals cc Excellent Above Average Satisfactory Below Average Unsatisfactory Factors do not
apply

Demonstrates a commitment to 4 3 2 1 0
diversity in all aspects of College
employment.

Recognizes the value of 4 3 2 1 0

campus-wide diversity.
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Group Activity:
How would you the performer?

Instructions: Divide into 3 groups. Take a couple minutes to read the vignettes
individually and provide your performance ratings for the competency listed.
Once all group members have completed their individual ratings for both
vignettes, come together to share your ratings and justify your decisions.

Goals for practice:

- Utilizing the performance rating tool

- Drawing conclusions from objective criteria
- Providing justification for the ratings you provide
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Common Rater Errors & Biases

● Recency Bias - When the rater only considers recent work in their ratings
● Halo Effect - Giving an employee a high score on all dimensions due to
their strength in one
● Contrast Effect - Rating one employee based on how they compare to
others
● Severity - Skewing the ratings negatively
● Leniency - Skewing the ratings positively

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Common Rater Errors & Biases

● Confirmation Bias - Someone will do well because you think they will
● Nonverbal Bias - Focusing on someone’s nonverbal actions instead of their
verbal communication.
● Stereotyping - Basing performance ratings based on underlying stereotype
● Groupthink - Rating an employee based on the staff’s perception of them

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NAME THAT BIAS!

Kahoot Game! Please get your phone or laptops out!

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Learning Objectives
1. Identify the purpose of using the performance evaluation tool
a. Objective criteria, assessing individual traits & behaviors, draw supported
conclusions
2. Identify the purpose of conducting the job performance interview
a. Identify strengths, assess attainment of previous goals, set new developmental
goals
3. Utilize performance rating tool & scales to provide objective
performance feedback
4. Recognize common rater errors & biases
29
30
Post-test & Evaluation

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 Additional Materials for Training

Participant Handouts (originals located in Participant Guide):

1. Example Performance Evaluation Form- to be distributed at
beginning of training

2. Vignette Activity Handout- to be distributed during activity

3. Take-away Packet- to be distributed at the end of training

Important Links:
1. Pre-test (printed copy provided):
https://forms.gle/FMBCX7XLvbYsECQG6

2. Kahoot Activity: https://create.kahoot.it/share/innovati-on-

babs-nick-sara/2035c332-1437-4c60-a10a-7b6dee63ec95

3. Post-test (printed copy provided):

https://forms.gle/Bo3J6pbuXQnLJ2rF7

4. Training Evaluation (printed copy provided):

https://forms.gle/KhpUQQsp47Ys2NibA

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 Vignette Activity (approx.10 Minutes)
Instructions for Instructor:
1. Divide trainees into small groups (3-4 per group).

2. Distribute Vignette Activity Handout

3. Read the following instructions out loud before groups begin:

“In your small group, take a couple minutes to read the vignettes individually and
provide your performance ratings for the competency listed. Once all group
members have completed their individual ratings for both vignettes, come together
to share your ratings and justify your decisions. The goals for this activity is to give
you a chance to practice utilizing the performance rating tool, drawing conclusions
from objective criteria, and providing justification for the ratings you provide.”

4. As groups are working, observe, walk around to different groups, and be available
for questions.

5. After approximately 10 minutes, bring the whole group back together for a quick
debrief and opportunity for additional questions.

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 Kahoot Activity (approx.10 Minutes)
Instructions for Instructor:
1. Instruct trainees to bring out their phone or laptop.

2. Follow the link on the PowerPoint to begin the Kahoot game. Trainees will be
prompted to join the game on the screen. Kahoot’s program will take you through
the complete game.

3. Once the game is complete, provide the opportunity for follow up questions or
clarification.

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Performance Evaluation Training Pre-test

1. Which of the following are purposes of the Performance Evaluation? Check all that apply.
Check all that apply.

Set goals for the coming year

Compare Elmhurst College staff to other institutions' staff
Recognize strengths
Rank order Elmhurst employees.
Establish professional development plans

2. What should managers provide during the evaluation?

Mark only one oval.

Concrete examples to back up their ratings

Weaknesses only
Ambiguous descriptions as to not focus on specific examples
Inflated scores to build employees' confidence

3. The Performance Evaluation uses a ______ point scale.

Mark only one oval.

5 point
6 point
7 point
3 point

4. You should send the employee the performance appraisal before the meeting.
Mark only one oval.

True
False

5. You should rely heavily on recent performance while completing the Performance Evaluation.
Mark only one oval.

True
False

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Performance Evaluation Training Post-Test

1. Which of the following are purposes of the Performance Evaluation? Check all that apply.
Check all that apply.

Set goals for the coming year

Compare Elmhurst College staff to other institutions' staff
Recognize strengths
Rank order Elmhurst employees.
Establish professional development plans

2. What should managers provide during the evaluation?

Mark only one oval.

Concrete examples to back up their ratings

Weaknesses only
Ambiguous descriptions as to not focus on specific examples
Inflated scores to build employees' confidence

3. The Performance Evaluation uses a ______ point scale.

Mark only one oval.

5 point
6 point
7 point
3 point

4. You should send the employee the performance appraisal before the meeting.
Mark only one oval.

True
False

5. You should rely heavily on recent performance while completing the Performance Evaluation.
Mark only one oval.

True
False

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Training Evaluation
Help us evaluate the Performance Appraisal Training

Training Evaluation

For items 1 through 8, complete the questions using the scale. 1 represents "Strongly Disagree", 3
represents "Neither Agree nor Disagree", 5 represents "Strongly Agree"

1. The objectives of this training were met

Mark only one oval.

1 2 3 4 5

Strongly Disagree Strongly Agree

2. I understand the objectives of the training

Mark only one oval.

1 2 3 4 5

Strongly Disagree Strongly Agree

3. The presenter(s) were prepared

Mark only one oval.

1 2 3 4 5

Strongly Disagree Strongly Agree

4. The presenter(s) were knowledgeable

Mark only one oval.

1 2 3 4 5

Strongly Disagree Strongly Agree

5. The level of my participation enhanced my learning

Mark only one oval.

1 2 3 4 5

Strongly Disagree Strongly Agree

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 6. I was comfortable with my level of participation
Mark only one oval.

1 2 3 4 5

Strongly Disagree Strongly Agree

7. There is potential to apply this training

Mark only one oval.

1 2 3 4 5

Strongly Disagree Strongly Agree

8. Overall, I am satisfied with this training

Mark only one oval.

1 2 3 4 5

Strongly Disagree Strongly Agree

9. Is there any other feedback you would like to

provide us about this training?

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