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PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Learning Outcomes

• Plan for completion of own workload

• Maintain quality of performance
• Build credibility with clients/customers

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 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Evaluating and Improving your Performance

• Evaluating your own performance can help

you improve your time management, ability to
meet deadlines and prioritize work, self-
confidence, 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. 3
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Ways of evaluating and improving
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 self-
confidence 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 4
a sensible timescale to achieve them.
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Ways of evaluating and improving

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 5
regularly to include new aims or achievements.
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Development Plans
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 6
are perceived by your colleagues.
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Checklists
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 7
you are being told, either back to the person or in your
own mind
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Checklists
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
8
improvements.
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Checklists
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 9
actions is counterproductive, where listening is
extremely useful
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Checklists
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.

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Performance management isn’t not just about

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

helping others
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:

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 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
S.M.A.R.T. philosophy
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 12

doing something.
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
S.M.A.R.T. philosophy
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, 13
format, within university guidelines.
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
S.M.A.R.T. philosophy
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. 14
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
S.M.A.R.T. philosophy
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?

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 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
S.M.A.R.T. philosophy
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 16
milestones are there to create a sense of urgency that
helps them to get something finished.
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Performance Management
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 17
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Performance Management
1. Develop/Review
Position
Description
9. Merit
Rewards 2. Establish Performance
Process Expectations

The
8. Discuss Possible
Professional Annual 3. Identify Tools and
Training Needed
Development Plan
Performance
Management
7. Formal Performance Process 4. Ongoing Feedback
and Communication
Evaluation (no surprises!)

6. Adjust Assignments 18
5. Handle Issues as
as Needed they Arise.
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
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
• Increase productivity and correct problems
• Required in the determination of merit increases 19
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Developing Performance Goals/Objectives
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 20
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Developing Performance Goals/Objectives
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 21
performance
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Developing Performance Goals/Objectives

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 22
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Developing Performance Goals/Objectives

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
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 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Developing Performance Goals/Objectives
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
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of their job.
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Developing Performance Goals/Objectives

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.
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 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Counseling and Coaching Tips

• 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 26
possible
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Probationary Period
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. 27
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Probationary Period
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.
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 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Probationary Period
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 29
discretion of the staff personnel unit.
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Performance Appraisal
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. 30
 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Performance Appraisal

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
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 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Performance Appraisal
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

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 PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR
Performance Appraisal
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 33
for signing the final form
 Manage Own Performance

PREPARED BY: MARIA CORINA A DALEON – BOOKKEEPING INSTRUCTOR

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