using 360 degree evaluation methods.slu

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USING 360 DEGREEUSING 360 DEGREEEVALUATION METHODSEVALUATION METHODS

IN EMPLOYEE EVALUATIONSIN EMPLOYEE EVALUATIONS

Susan M. CyperSusan M. CyperAss!"#ae VP $!r Hu%anAss!"#ae VP $!r Hu%an

Res!ur"es& SLURes!ur"es& SLU


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PERFORMANCEPERFORMANCE

EVALUATIONSEVALUATIONSA PROCESS OFA PROCESS OF

COMMUNICATION -NOT ACOMMUNICATION -NOT ASINGLE EVENTSINGLE EVENT


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AGENDAAGENDA

1.1. Introduction / overviewIntroduction / overview

2.2. What is the 360 method?What is the 360 method?

3.3. QuestionsQuestions4.4. How to do a 360How to do a 360

5.5. QuestionsQuestions

6.6. Sam!esSam!es

".". Questions # Wra#uQuestions # Wra#u


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Why we shouldnt be surprisedWhy we shouldnt be surprised

that this is a challenging issue-that this is a challenging issue- How $ood are we at honest eva!uation?How $ood are we at honest eva!uation?

%andid &eed'ac(?%andid &eed'ac(?

In our homes?In our homes?

In schools?In schools? In relatonsh!s?In relatonsh!s?

Poltcs?Poltcs?

Socal or"an#atons?Socal or"an#atons? So wh) wou!d we e*ect to 'e an) 'etterSo wh) wou!d we e*ect to 'e an) 'etter

at wor(?at wor(?


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Opinions range Opinions range

&rom+ ,ero suort &or er&ormance&rom+ ,ero suort &or er&ormance

eva!uations - to - traditiona! must#eva!uations - to - traditiona! must#

do annua! eva!sdo annua! eva!s

ot rea!!) in conict a!! oinionsot rea!!) in conict a!! oinions

a$ree that &eed'ac( to em!o)ees isa$ree that &eed'ac( to em!o)ees is

needed HW it is done ma(es theneeded HW it is done ma(es the

dierencedierence


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Continued Continued

%a!! it%a!! it

Coachn" $ %e&elo!mental 'ee%(ac)-Coachn" $ %e&elo!mental 'ee%(ac)-

Construct&e crtcsm $Construct&e crtcsm $A!!recaton $ a!!rasal $A!!recaton $ a!!rasal $

What is needed is &air re$u!ar What is needed is &air re$u!ar &reuent enou$h to 'e eective &reuent enou$h to 'e eective

honest+ ositive when ossi'!ehonest+ ositive when ossi'!e


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PERFORMANCEPERFORMANCEEVALUATIONSEVALUATIONS

When done as a cooperativeWhen done as a cooperative

conversationconversation

between supervisor andbetween supervisor andemployeeemployee


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Performance evals continued Performance evals continued

rovide a 'asis &or coachin$ to imroverovide a 'asis &or coachin$ to imrove

em!o)ee er&ormanceem!o)ee er&ormance

ssist in settin$ $oa!s &or em!o)eessist in settin$ $oa!s &or em!o)ee

deve!omentdeve!oment ssist in ma(in$ s)stematic ud$mentsssist in ma(in$ s)stematic ud$ments

rovide &eed'ac( to the em!o)ee &romrovide &eed'ac( to the em!o)ee &rom

mu!ti!e sourcesmu!ti!e sources ssist in rea!i$nin$ the cu!ture o& assist in rea!i$nin$ the cu!ture o& a

deartment or or$ani,ationdeartment or or$ani,ation


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WHAT WORKS?

Mutual goal setting rather than criticism Day to day coaching rather than !lu shot" #articipation by the employee $sel! e%aluation&

mutual de%elopment o! process' ( greaterownership

)etting speci!ic goals which are better than %agueor general ones* E+, ague, Improve customer service.

)peci!ic, Send out confirmation reports daily.* .nclude a time dimension !or goals* Goals should be challenging but reachable


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WHAT DOESNT WORK?

)traight criticism& especially without

agreement on W/A0 is important& orwithout e+amples

An e%aluation that has poor credibilitywill ( de!ensi%eness

Direct tie to salary 1sur%eys tell us 22has little or short term impact3


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The 360 DEGREE PERFORMANCE

EVALUATION PROCESSWhat is it4

NOTE: 360* [degree]feedback* is a registeredtrademark of TEAMS, Ic!


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0he 567 * what is it4

The 360 degree evaluation processprovides information to anemployee from multiple sources

- a circle of stakeholders

peers supervisor direct reports higher mg levels internal

customers external customers vendors consultants others

" #360$!


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0wo lines o! thought, 8se the 567 !or

1) Developmental purposes only. Theinformation is gathered y neutral entity

not the supervisor and shared only!ith the employee.

O%

") #valuation. The supervisor isinvolved in designing$ gatheringinformation$ and in communication !iththe employee.


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CONSIDER THIS

%ecause a good evaluation &' aoutdevelopment if done correctly a 360is good for oth development adevaluation.

%ecause a good evaluation shouldfocus on developing strengths a 360

can e a very good approach ecausethe information gathered is from somany sources.


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.N M890.)O8:;E EA98A0.ON) -

(eers and direct reports !ill see &o'things are going

()S

'upervisor !ill see '&atis eing done * T&e 360provides a !ay to itegratethe

t!o vie!s

'urveys sho! employees prefer multi-source feedack to supervisor onlyfeedack #d!ards + #!en$ pgs. 1,"-1,3


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#:O) AND ;ON) :E 0/E 567#:O) AND ;ON) :E 0/E 567

#:O;E))#:O;E)) !rom earley& pg? @@!rom earley& pg? @@

Shaver (1995, p. 13) points out that theShaver (1995, p. 13) points out that the360 assessment helps people360 assessment helps people

uncover expectations, strengths, anduncover expectations, strengths, and!ea"nesses that are ne!s to them#!ea"nesses that are ne!s to them#

$roadens the perspective on evaluating an$roadens the perspective on evaluating anindividual $% using multiple data sourcesindividual $% using multiple data sources

provides ratings that can $ecome $enchmar"s inprovides ratings that can $ecome $enchmar"s inthe &eed$ac" recipient's per&ormanceevaluationthe &eed$ac" recipient's per&ormanceevaluationprocessprocess

ma% promote people $ecoming increasingl%ma% promote people $ecoming increasingl%accounta$le &or their o!n gro!th andaccounta$le &or their o!n gro!th and

development#.development#.


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#:O)#:O) with credit to EDWA:D) AND EWEN&with credit to EDWA:D) AND EWEN&pgs? 5 - 5pgs? 5 - 5

ultisource feedack can get at issues theultisource feedack can get at issues thesupervisor might misssupervisor might miss

(eer opinion can change ehavior(eer opinion can change ehavior

ultisource feedack is more diverse sultisource feedack is more diverse sorgani/ations diversify y gender$organi/ations diversify y gender$ethnicity$ age$ disaility$ race$ etc.$ moreethnicity$ age$ disaility$ race$ etc.$ more

pts of vie! are needed for accuratepts of vie! are needed for accurateassessment same principle can apply inassessment same principle can apply inusing committees or teams in recruitmentusing committees or teams in recruitmentand selectionand selection


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2an e tailored to the individuals needs2an e tailored to the individuals needs &n planning the 360 the supervisor and the&n planning the 360 the supervisor and the

employee can come to a cleareremployee can come to a clearer

understanding of !hat each elieves isunderstanding of !hat each elieves isimportant$ !hich furthers the process ofimportant$ !hich furthers the process of

developing a common language !ithin thedeveloping a common language !ithin the

department and the organi/ationdepartment and the organi/ation

The 4uiet high performer might not eThe 4uiet high performer might not egetting noticed y the supervisorgetting noticed y the supervisor


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The choices regarding !hat is important to eThe choices regarding !hat is important to eappraised can e tied into an organi/ations goalsappraised can e tied into an organi/ations goalssuch as a need for change or ne! emphases suchsuch as a need for change or ne! emphases suchas safety$ diversity$ or creativityas safety$ diversity$ or creativity

(roaly less costly than other methods$ though(roaly less costly than other methods$ thoughthat can depend ut contrast it to getting thethat can depend ut contrast it to getting theevaluation !rong$ or to mis-applied training costsevaluation !rong$ or to mis-applied training costs

&nvolves many stakeholders$ valuing their&nvolves many stakeholders$ valuing theiropinions is an important message aout theiropinions is an important message aout theirimportance customers$ vendors$ unionsimportance customers$ vendors$ unions


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Inte!"e#$

The 4uestions should e developed asedon !hat has een identified as important.

5ill the intervie!er e trained and open-

minded 5ho !ill process the results

2ollins in Thin %ook recommends gete7amples of good !ork to illustrate the4ualities you !ant to understand etter


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7a!idit) concerns87a!idit) concerns8 9ater 'ias and &ear can !ead to ination9ater 'ias and &ear can !ead to ination

raters are a&raid to 'e tru!) candid raters are a&raid to 'e tru!) candid In a tru!) anon)mous situation withIn a tru!) anon)mous situation with

$ood sa&e$uards the &ear is reduced and$ood sa&e$uards the &ear is reduced andthe 'ias o& &riends and enemies canthe 'ias o& &riends and enemies cancance! each other out as otentia!cance! each other out as otentia!ination and deation.ination and deation.

:;8 9atin$s are re!ative+ oen to:;8 9atin$s are re!ative+ oen tointerretation. t meaninterretation. t meanthe same to ever)one8 'ut &or mostthe same to ever)one8 'ut &or most

eo!e there is interna! consistenc).eo!e there is interna! consistenc).


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%;:S @;;AB%C8%;:S @;;AB%C8 ;*am!es are imortant+ 'ut don>t &ocus on the;*am!es are imortant+ 'ut don>t &ocus on the

unusua! un!ess the sin$!e event is unusua! orunusua! un!ess the sin$!e event is unusua! orver) imortant. Doo( &or atterns.ver) imortant. Doo( &or atterns.

%ritica! incidents a sin$!e event that is%ritica! incidents a sin$!e event that is

outstandin$!) $ood or 'ad+ or ver) imortantoutstandin$!) $ood or 'ad+ or ver) imortant&or some reason.&or some reason.

THE OUTLIER FEEDBACKTHE OUTLIER FEEDBACK8 :here ma) 'e one8 :here ma) 'e oneinterviewee who has ver) dierent resonsesinterviewee who has ver) dierent resonses

&rom ever)one e!se the t&rom ever)one e!se the tdiscount the out!ier. :he &eed'ac( o& the out!ierdiscount the out!ier. :he &eed'ac( o& the out!iercou!d 'e a si$na! o& a new and imortant 'utcou!d 'e a si$na! o& a new and imortant 'utso &ar uncommon ua!it)+ such as ris(#ta(in$.so &ar uncommon ua!it)+ such as ris(#ta(in$.r it cou!d 'e a si$n o& concern.r it cou!d 'e a si$n o& concern.


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:H;S; ;D;;:S 9;:H;S; ;D;;:S 9;

%9I:I%D 8%9I:I%D 8 %!arit) a'out urose E rocess%!arit) a'out urose E rocess

:rust # the:rust # the S:S:imortant e!ement imortant e!ement

runs throu$h ever)thin$runs throu$h ever)thin$

%onsistenc) in methodo!o$)%onsistenc) in methodo!o$)

Aeenda'!e anon)mit) and sa&e$uardsAeenda'!e anon)mit) and sa&e$uards


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@ID I9:: S:;8@ID I9:: S:;8

Fet &eed'ac( to the raters Fet &eed'ac( to the raters

imortant to maintain their trust inimortant to maintain their trust in

the rocessthe rocess


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RESOURCES

>ucBingham& Marcus and Donald O? ;li!tonh?D?& NOW& Disco%er Cour )trengths& 0heree #ress& 77@

;ollins& Michelle 9eDu!!& #h?D? 0he 0hin>ooB o! 567 eedbacB, A Managers Guide&

0hin >ooB #ublishing ;o?& 777


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Edwards& MarB :? and Ann

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