Cincinnati Fire Division's Performance Appraisal Evaluation Manual PDF

CITY of CINCINNATI FIRE DIVISION PERFORMANCE APPRAISAL EVALUATION MANUAL 2001  Cincinnati Fire Division’s Performance Appraisal Evaluation Manual Page Introduction.…………………………………………… 1 Preparing to A...

CITY of CINCINNATI FIRE DIVISION PERFORMANCE APPRAISAL EVALUATION MANUAL 2001  Cincinnati Fire Division’s Performance Appraisal Evaluation Manual Page Introduction.…………………………………………… 1 Preparing to Appraise ………………………………… 3 Interpretation of the Appraisal Scale.……………….. 4 Interpretation of the Appraisal Factors.…………….. 5 Appraising Performance Evaluations …………….…. 8 Problem Areas in Performance Appraisals …………. 9 Steps for Success ………………………………………. 10 Setting Goals for Improvement....……………………. 11 Effective Follow Up ….………………………………… 11 Using Counseling During Performance Appraisals …. 12  PERFORMANCE APPRAISALS INTRODUCTION This manual is a major part of the performance evaluation. The manual is also designed for use as a guide, to aid the appraiser in evaluating better and more fairly. Before going into the mechanics of appraising, let us consider some of the reasons for a performance appraisal system: ! To let employees know where they stand, and to create a stimulus for communication among employees and their supervisors; ! To conform to the requirements of State Law - (Mandatory); ! To improve employee performance; ! To give credit for work well done; ! To provide data for personnel actions - Promotion, Demotion, Reduction, Reprimand, Loss of Privilege, Suspension, Dismissal, and so on. Employees have a right to know, and wish to know how well they are performing on the job. All too often, supervisors recoil at the thought of having to tell certain subordinates where they stand, and what improvements are necessary. They talk themselves into believing that these employees will pick all of this up from day-to-day contact, and then are shocked to find out, too late, that the subordinates had no idea of how they were performing, because their supervisors had failed to inform them. However, this does not have to be that way. When properly used, the performance appraisal can be a supervisor’s most valuable tool for motivating employees to give superior performance. Who Is The Appraiser? The appraiser is the employee's immediate supervisor. The supervisor is the person who delegates assignments to the employee; and, therefore, is in the best position to know how well the employee has carried out these tasks. Normally, an employee has the same unit commander for the entire one-year appraisal period. In other cases, an employee may have more than one immediate supervisor during the appraisal period. The District Chief has the responsibility, in any questionable situation, to determine which supervising officer would be in the best position to properly appraise that employee. In case of doubt, as to whom should appraise, obtain a ruling from the Assistant Chief of the Human Resource Bureau. Who Is The Reviewer? The reviewer is usually the appraiser's immediate supervisor of that unit. The appraiser's immediate supervisor also knows the employee being appraised, and observes at least some of that person's work. Generally, the reviewer has to examine the work of several appraisers; therefore, the reviewer's chief function is to keep all of the appraisers' standards as consistent as possible. The reviewer cannot change an appraiser's marks, but a discussion can take place to ensure that the appraiser had sound reasons for the marks, and that the appraisal process had been interpreted correctly. The reviewer's comments can be added within the designated area on the form. 1 When Are Annual Appraisals Made? Performance appraisals will be made once each year. All appraisals are due on April 1. Any interim appraisal, made during that appraisal year, must be incorporated with the annual ones, with dates included as to the period of time involved. When Should Annual Appraisals Not Be Made? 1. When a subordinate is still in the probationary period at the time of the regular April rating, NO APPRAISAL SHOULD BE MADE AT THAT TIME. However, the next section explains the "Probationary Appraisal," which should be completed near the end of an employee's probationary period. 2. Members promoted in January, February, and March will be rated by their former supervisors on April 1, on the positions from which they were promoted. They will also be given the regular probationary appraisals, at the end of their probationary periods. Members promoted in October, November, and December will not be appraised at the April 1 period, but will be at the end of their probationary periods, as required. Interim Appraisal - If permanent position employees, stationed on any unit for three months, are transferred, they shall be appraised by that immediate supervisor, and the report form will be forwarded to the District Chief where they have been transferred. This interim appraisal is held until the annual appraisal is made, and both are then forwarded to the Civil Service Commission. Any service less than three months will not be appraised. The interim appraisal, averaged with the annual appraisal, will determine the overall appraisal for that period. Permanent position employees could acquire more than one interim appraisal, determined by their transfers during an appraisal year. In any situation, an interim report can be requested by the Assistant Chief of the Human Resource Bureau for any employee. When it is necessary to combine two or more appraisals, on one employee, into a composite annual score, the various appraisals shall be weighted in proportion to the length of service covered by each. Service will be counted to the nearest week. Probationary Appraisal - A performance appraisal for each employee should be completed near the end of the probationary period. This is applicable regardless of whether the employee is newly appointed, or a permanent employee who has been promoted to a new position. The performance appraisal should be completed approximately one month before the end of the probationary period. Probationary period for Fire Chief and Fire Fighter is one year; for all other classes, six months. For administrative use, preliminary appraisals may be made periodically during the probationary period, to let employees know where they stand at that time. This appraisal is unofficial, and will not be recorded in the Personnel Department. Procedures for the completion of probationary appraisals are the same as for annual appraisals. However, the appraiser must keep in mind the fact that the probationary firefighter is still a learner. 2  PREPARING TO APPRAISE One of the most important duties for supervisors, is to appraise their employees. Appraisals directly affect an employee’s job, promotions, and transfer opportunities. They are more than just the formal feedback, required by Civil Service law. Appraisals also document what the employee has accomplished during the appraisal period, and they should never be taken lightly by either the supervisor or the employee. Good appraisals take important and knowledgeable preparation on the supervisor’s part. Appraisals should be viewed as a continuous process, which goes on throughout the appraisal period. The supervisor should be giving feedback, obtaining suggestions, and offering assistance throughout the period; not just on the most recent events. An employee, who receives a poor appraisal, should not be surprised. If an employee is not performing up to expectations, the employee has the right to know, so that the performance can be improved. 1. Preparing to Appraise: ! Make preparation to devote ample time to the appraisals, preferably without interruption. ! Read this entire manual, before each appraisal period. ! Review the blank appraisal form, and clear up any questions. ! Assemble all facts, figures, commendations, letters of praise or thanks, disciplinary hearings, written reprimands, oral reprimand, AWOL’s and tardiness, attendance records, etc., so that all of the necessary information is available to review the employee’s performance. 2. Record Keeping: Keeping regular records of performance will assist in completing the appraisal form. Write down critical incidents during the appraisal period. These are incidents, both good and bad, which occur on the job over the year, so that the evaluation is based on fact; rather than on opinion. Records will help you, so that: ! You will not overlook that "pat-on-the-back" for outstanding or good performance; ! You will be able to give the employee specific examples of good or poor performance; ! You will be able to justify an "inadequate" or "marginal" appraisal; ! Your reports and recommendations will not be based only upon recent or scattered examples of the employee's performance, but on the entire year's performance; ! You will have specific examples of inadequate performance by an incompetent employee, if you feel that the employee should be separated. 3. Appraisal Suggestions: ! Appraise performance, not personality. Do not let a personal like or dislike of an employee cloud the performance appraisal. ! Before rating, informally discuss possible appraisals with the employee. The employee may discuss his/her strengths, as well as weaknesses. ! Have the employee prepare a self-evaluation. Many times, employees are honest about their own performance. 3 The Mechanics of Grading - Study every factor, separately, for each employee. After considering and deciding how to appraise an employee, place a “X” in the appropriate column. You may, if you wish, appraise all employees on the first factor; then, all on the second. Or, you may wish to complete the appraisal for one employee, before thinking of the next employee. Use whichever method that will give you the best results. INTERPRETATION OF THE APPRAISAL SCALE OUTSTANDING: This should be used sparingly. Genuine "outstanding" performance means a degree of work performance that can be achieved, but is rarely maintained. This category means that an employee, so appraised, has attained the highest expectations of all phases of his/her classification, and has consistently maintained the highest of standards. Appraisals of outstanding, relative to any item, must be accompanied by comments on the appraisal form. SUPERIOR: This denotes the performance of an employee who not only has met the requirements of his/her position satisfactorily throughout the rating period, but consistently performs at a level above such requirements in many areas of his/her total work. Such workers very often will do a better job than might be expected of a adequate person in this classification. NORMAL: This indicates that the employee is performing his/her job satisfactorily, and has done so throughout the entire appraisal period. The employee produces what can reasonably be expected of a fully competent person in his/her classification. Employees may receive an overall appraisal of "normal," even though they may have received some higher or lower checks in the factors affecting quality of work. In a well-run organization, the majority of employees will fall in this category. MARGINAL: This means the performance of an employee does not meet all of the requirements of his/her position. These employees perform below the average of the work group. A Marginal appraisal indicates a positive need for a discussion between the employee and the supervisor, to discuss the employee's shortcomings. A Marginal appraisal may show the need for additional training, and/or greater effort or greater understanding between the appraiser and the subordinate. The appraiser must provide some suggestions for the improvement of the subordinate's work performance. Appraisals of Marginal, relative to any item, must be accompanied by comments on the appraisal form. INADEQUATE: This appraisal clearly points out that the performance of an employee is such that he/she is a liability to the department, rather than an asset. The employee has failed to meet the minimum requirements of his/her position. The employee's performance indicates consistent weakness and deficiency in meeting job requirements. This appraisal may also show that the employee has failed to respond to training or correction. All appraisals of "Inadequate" must be accompanied by comments, containing specific examples which demonstrate the unsatisfactory nature of the performance. Depending upon the circumstances, the appraiser may wish to submit recommendations for improvement, transfer, or possible disciplinary action; if improvement does not materialize. 4 The "Overall Appraisal" -This is the most important item on the form. The "Overall Appraisal" determines the grade that will be placed on the employee's official record with the Civil Service Commission. An overall appraisal is not a mathematical average of the appraisals on the various traits. Some traits are more significant than others; and their relative importance must be assessed by you, on the basis of the requirements of the particular position. However, the overall appraisal should be reasonably in line with the general run of the other appraisals, or else a comment explaining the deviation definitely should be made. When you have finished the performance appraisals for all of your subordinates, forward the forms to your immediate superior. Your immediate supervisor will then review, print out, and sign the forms; and may also wish to add comments or discuss a rating with you. Your immediate supervisor cannot require you to change an appraisal. However, if not satisfied with the appraisal you have assigned to an employee, your immediate supervisor can issue another appraisal for that employee. In this case, an average will be struck between your appraisal and the reviewer's, and this will become the official appraisal of the subordinate for the appraisal period. This should happen only under the rarest of circumstances. After the review is completed, the appraisal forms will be returned to you, so that you can obtain the signatures of the employees. The signature indicates only that the employee has seen the appraisal. After the employee signs the appraisal, give him/her a copy. Return the originals and copies of the forms to your immediate supervisor, both in alphabetical order. Your immediate supervisor will forward the originals and copies to the Human Resource Bureau. The Human Resource Bureau will forwarded the original to Civil Service. INTERPRETATION OF THE APPRAISAL FACTORS IF YOU APPRAISE NON-SUPERVISORS 1. Appearance/Physical Condition: Adherence to uniform and fitness policies. Includes all phases of grooming, personal cleanliness, care of uniform, and health habits; and (particularly under emergency conditions) attention to a means of keeping in good physical condition and attention to weight control. 2. Attendance: Used to record a member's absence from duty, tardiness, AWOL’s, and promptness in attending drills and relieving watches. The nature of absences is as important as the frequency. For consistency, the following can be used as a guideline in measuring SWP incidents: No SWP incident, a potential rating of- Outstanding, 1 SWP-Superior, 2 or 3 SWP-Normal, 4 SWP-Marginal, 5 SWP- Inadequate. 3. Accountability & Safety: Member stays with assigned unit, does not freelance, understands and works within the incident command system. Understands and positively undertakes the role of the Rapid Intervention Team when called upon to do so at the scene of emergencies. Member adheres to all safety precautions. Member is aware of environmental surroundings at all times and looks out for the safety of others on the emergency scene and in the workplace. Supervisors provide frequent “updates” and “completion reports” to keep the Incident Commander and others informed. 5  4. Learning ability: Speed and thoroughness in learning rules, procedures, and special orders; and the ability to comprehend special instructions given orally, especially at a fire. The member has demonstrated that they are capable of learning technical subjects and attaining specialized skills. Participates in company drill programs with enthusiasm. The member’s on the job conduct indicates that they are able to retain and apply what has been taught by instructors or through self- instruction/tutorial courses of learning. 5. Attitude/Initiative: Self-motivated toward tasks, and demonstrates cooperation, conduct and loyalty; the member’s interest in the Division as a whole, feelings toward supervisory personnel, loyalty to the Division, and ethical conduct on and off the job. In general, the frame of mind about what the member does, and the people with whom he/she works. Also, the ability and willingness to "pitch in" when the member sees that something needs to be done, whether or not a supervisor is around; willingness to help other members, without being told to do so; and willingness to work to prepare for advancement. 6. Team Building: Ability of the member to work hand-in-glove with other members on his/her unit, and at emergencies. Does not think of himself/herself first, under emergency conditions; the ability to work well with units other than his/her own, when temporarily reassigned. Includes willingness to work well with supervisors, as well as with others of his/her rank. Member contributes to the team, in helping to reach its goals and objectives. MEMBER DOES HIS/HER FAIR SHARE. 7. Rules and Regulations: Member is knowledgeable of Department and City rules, policies, and directives; and abides by them. 8. Care & Use of Tools and Equipment: Takes good care of all property, whether the items are assigned to him/her personally or to any company of the Division; reports defects when observed; does not lose or misplace items; helps to round up all items after an emergency and drills. Knowledge of each item, including knowledge of its limitations; does not misuse equipment, but is able to adapt available equipment to fulfill emergency purposes. 9. Fire Prevention Skills: Knowledge of hazards, and of building codes pertinent to fire prevention inspection; quality of written reports on fire hazards; the ability to influence citizens favorably toward fire prevention. 10. EMS Skills: Quality of assessments, treatment, documentation & patient interaction. 11. Tactical Fire Fighting Skills: Judgment of a member's utilization of his skills, under emergency conditions; member knows various methods of fire fighting, and uses his knowledge and experience in order to successfully mitigate a fire or hazmat incident within the goals of the strategic plan and the Incident Command system. 6  12. Customer Service Skills/Public Relations: This skill is one of the most important factors of all. Members must realize that the citizens are our customers, and that problems arise when they are dissatisfied. Members must demonstrate abilities to effectively deal with people from different cultural and socio-economic backgrounds to whom they come in contact with on the job, and to treat them in a courteous, tactful, and professional manner. Members must be capable of answering questions from the public, or to direct them to the right person who can. Members must perform in such a manner as not to generate complaints against themselves or the Division. Members off duty actions effects the Public’s perception of the Division and members should act accordingly. 13. Accepts Responsibility: The member takes assignments to temporarily act in higher positions, such as utility engineer, utility aerial truck operator, or as an officer in charge of a unit. This also includes the degree to which the member can be counted on to take over higher responsibilities, when the member is assigned. 14. Driving Skills: When a member is assigned to drive, or a City vehicle is assigned to a member, how well does the member perform. Take into account accidents or near accidents, as well as apparatus placement at fire and EMS scenes. Adheres to all motor vehicle laws and courtesies. IF YOU APPRAISE SUPERVISORS Appraising supervisors is a little different from appraising non-supervisory employees, because supervisors are expected to acquire their results through other people. Nevertheless, supervisors must be held responsible for the results they obtain (that's what they get paid for), and you must rate them according to how well they get these results. A Supervisory Performance Report is available for use in rating Lieutenants and Captains. Some of the items are the same as on the non-supervisory report, although several special items have been added. The following definitions are given for the added items. 6. Team Building and Leadership: Ability of the member to work with subordinates, and other members, to get the job done. This includes willingness to work well with supervisors, as well as with others of his/her rank. The member contributes to the team, by helping to reach its goals and objectives. MEMBER DOES HIS/HER FAIR SHARE and knows how to effectively delegate. The member leads by example. 8. Training and Instruction: Ability to effectively train and instruct members, keeping the drill program up-to-date. 9. Communication: Ability to convey ideas and events accurately, concisely and clearly, in verbal and written forms. 13. Quantity of Work: Includes the amount of work performed. Member maintains a high level of output, and assists others in improving output and efficiency. 7  14. Quality of Work: Includes completion of work on schedule; and the accuracy, thoroughness, and neatness of work performed. Work shows initiative and resourcefulness; and the soundness of decisions. 15. Accepts Responsibility: Member takes assignments to act temporarily in higher positions, such as company commander or acting district chief. Also includes the degree to which the member can be counted on, to take over higher responsibilities when he/she is assigned. IF YOU APPRAISE ADMINISTRATORS An Administrator's Performance Report is available for use in rating District Chiefs and Assistant Chiefs. Some of the items are the same as on the other reports. However, several special items have been added. The following definitions are given for the added items. 8. Planning & Project Management: Demonstrates ability to implement change by effectively communicating their plan and organizing a timetable of events required to achieve optimal results. This include the proper utilization and coordination of resources. Provides the proper authority to subordinates, in keeping with their abilities. 11. Command and Control: Member maintains command and control under emergency conditions by setting up the Incident Command System, by properly delegating authority, and takes the ultimate responsibility for the operation. Member evaluates the initial commitments and actions, and makes necessary changes. Member properly allocates resources, and anticipates when additional resources are necessary. 12. Strategic Fire Fighting Skills: Member develops a basic plan, by identifying the major goals, and prioritizes the objectives for the tactical elements of an incident. Member forms strategic decisions based on the evaluation of the situation, risk potential, and capabilities of available resources. APPRAISING PERFORMANCE EVALUATIONS There are steps a supervisor can take to help ensure that his/her performance evaluations are fair, and are able to withstand a court challenge. When conducting an appraisal, supervisors should be sure that: 1. They Are Specific and Constructive: Whenever possible, supervisors should use objective judgment. When subjective judgment is necessary, a supervisor should use examples to show exactly what they mean. They should then give employees practical suggestions about how to do a better job. 8 2. They Are Honest: If a supervisor rates all employees the same, or if he/she makes just a few general, positive comments in a feeble attempt to boost morale, then the evaluations will probably be ineffective. The idea that most employees fear an honest, objective appraisal is largely a myth; it is the evaluator who most fears the evaluation. Employees usually want to know how they are doing, what their supervisors think about their work, and what they can do to improve. A supervisor’s job is to provide this information. 3. They Criticize Work Habits and Behavior, Not the Person: If the focus and tone of an evaluation are professional, the odds of the employee viewing any criticism as personal and biased will be greatly reduced. 4. They Keep Records: This can’t be said too often, "Documented records are the best defense against charges of bias." Whenever an employee is tardy, uncooperative, insubordinate, or guilty of poor performance, a supervisor should document it. The supervisor can then refer to those performance records when conducting an evaluation, and take notes to document this discussion with the employee. A Oral Reprimand cannot be entered into a person’s official file; however, supervisors should document such action in their own personal files, and refer to such incidents when performing an appraisal. PROBLEM AREAS IN PERFORMANCE APPRAISALS How does a supervisor know when an employee is doing a good job? This may sound like a silly question, but the answer causes problems for many supervisors. If a supervisor does not have objective standards, by which to judge employees, his/her performance appraisals will not be successful. Even the best performance standards would not assure successful appraisals, if supervisors fail to recognize the following pitfalls of the appraisal process. 1. Failure to Communicate Standards: Supervisors should tell employees exactly what each appraisal means. For example, a normal appraisal may seem like a perfectly good appraisal to a supervisor, indicating adequate performance. But, an employee may perceive this appraisal as an indication of failing to meet standards. Supervisors should make sure that they are speaking the same language as their employees. 2. Differing Perceptions: Supervisors have to be on guard against factors, conscious and subconscious, that may bias their evaluations. Even the fairest of people find it difficult to be totally impartial, when judging the actions of individuals who differ greatly from themselves, in terms of background, values, and style of behavior. A supervisor has to be aware of these issues, and be aware of personality factors, when appraising employees. Evaluations should be based on the person’s performance, not on his/her personality. 3. Excessive Leniency or Strictness: Some supervisors hesitate to give low appraisals, for fear of antagonizing their subordinates. Others disapprove of giving high appraisals, because they feel an employee is never excellent. Supervisors should make sure that their evaluations are honest appraisals of each employee’s performance, and not a reflection of personal bias. 9 4. The Halo Effect: This is likely to occur when a supervisor is appraising an employee who has one or two very strong points. These strengths may serve to screen weaker areas, and cause the supervisor to rate the person highly in all categories; whether warranted or not. STEPS FOR SUCCESS For a successful appraisal interview, the supervisor and the employee must work together to get the most out of the experience. Because the supervisor is the facilitator of the session, much of the success depends on his/her approach and attitude. Here are four steps that a supervisor should follow, to get the most out of every performance appraisal interview: 1. Explain the purpose of the performance review: Many employees are not aware of why periodic appraisals are important; and, their supervisors assume that they know. The employee should be told why his/her performance is being appraised, and what impact the results will have on his/her future with the City. The employee should also be told that the appraisal is designed to help him/her to do a better job. Presenting the process in a positive light, will help employees to view it the same way. 2. Present the results of the appraisal: A good idea for supervisors, is to start the evaluation by going over the strong points in a person’s performance. Then, after these have been covered, go over the weak points. This allows a supervisor to build up an employee’s confidence at the beginning of the interview, so that talking about improvement, later on, will be easier. However, it is not enough to simply point out weaknesses noted over the past six months or year; supervisors should also explain how the employee can improve. 3. Ask for general comments about the evaluation: Supervisors should be aware that employees may have hostile feelings, which could surface. Therefore, it is extremely important that supervisors remain in control and act calmly. A performance review that turns into a shouting match will do little good for either party. 4. Bring the interview to an end, by discussing what the employee can do to overcome weak points; and what the supervisor can do to help: Although performance review sessions are primarily set up to discuss an employee’s past performance, they can and should present opportunities to discuss the future. The topics, to name a few, could include the employee's personal goals, career plans, performance obstacles, and types of assistance needed. Supervisors should end an appraisal on a positive note, by reiterating satisfaction with acceptable or exceptional areas of the employee’s performance, and by expressing confidence in the person’s ability to improve. 10  SETTING GOALS FOR IMPROVEMENT When an employee receives less than glowing marks in an evaluation, chances are that he/she will want to make the effort to improve performance. The supervisor plays an important role in helping the employee to set goals for improvement, and to achieve those goals. Before the actual interview, the supervisor should decide what objectives he/she feels are important for the employee’s on-the-job growth. Then, during the interview, the supervisor should ask for the employee’s input on what he/she thinks are the most important areas for improvement. Plan of Action: The next step is to discuss how the two sets of objectives can be combined into a personal plan of action. The supervisor and the employee should work together, to make sure that these goals are: Specific - Any objective must refer to a specific set of circumstances. If objectives are too general, an employee may not know exactly what he/she is trying to accomplish. Positive - A positive attitude, especially on the supervisor’s part, is essential to an employee’s success in reaching a goal. Concentrate on setting positive goals for an employee to work toward. Achievable - It is important that a supervisor does not set people up for disappointment, by setting goals that are unreachable. At the same time, goals cannot be too easy to achieve. If so, employees will not believe they are serious tools for improved performance. Measurable - Without some standard of measurement, no one will be able to tell if the employee is progressing toward the objective. When goals are vague, they are extremely difficult to measure. EFFECTIVE FOLLOW UP Supervisors should not just sit back and allow employees to strive alone toward their goals. Supervisors need to actively offer encouragement and assistance. Supervisors must check on employees regularly, to make sure that they are on the right track toward achieving their goals. At least quarterly, the supervisor should take a few minutes to review the goals set by employees during their performance appraisals. Supervisors should then talk to their employees, individually, about how successful they have been in working toward their goals. This informal discussion accomplishes three things: 1. It Reminds Employees of the Goals They Have Set: Sometimes employees will be enthusiastic about reaching a goal for a time immediately following the evaluation session; but their interest later diminishes. Employees have an added incentive to accomplish their goals, when they know that supervisors will be asking about their progress. 2. It Shows that the Supervisor Wants Employees to Succeed: When supervisors speak with their employees at least quarterly, they should be sure to express confidence in in each employee's ability to achieve goals. 11 3. It Helps Supervisors To Uncover Any Problems Employees May Have in Reaching Goals: An employee may be hesitant about coming to his/her supervisor with a problem that has been impeding progress toward a goal. However, the employee will probably discuss the problem, if the supervisor initiates the conversation. A periodic check will also allow the supervisor and employee to make any necessary revisions in the goal itself, or to develop new paths to reach the original goal. USING COUNSELING DURING PERFORMANCE APPRAISALS The performance appraisal is the perfect jumping-off point for supervisors to begin counseling employees. Here are some tips, to help ensure that both parties will get the most from the experience: 1. Create Awareness of Potential: People tend to think that good employees are aware that they are good, but it seldom works that way. Supervisors cannot expect their employees to ask, out of the blue, for better jobs and more responsibility. Supervisors have to make their best employees aware of their potentials; and the performance interview is the perfect opportunity to do so. The supervisor should be sure to inform their above average employees, that they have an aptitude for more responsibility and wider experience. Then, the supervisor should work with them to develop these potentials. 2. Think Out Problems: Supervisors sometime feel that if an employee asks a question, they are obligated to rattle off an answer without a visible decision making process. By not letting their employees see how they go about arriving at conclusions, supervisors can pass up a golden opportunity to teach by example; and to coach, as well. Problems must be analyzed, to be understood and solved intelligently. If supervisors can help workers to understand how to approach a problem, and why asking questions is important, they can bring their employees well along the way to handling responsibility correctly. 3. Make It Easy to Change: Part of coaching is not only showing employees what and how to change, but also making it easier for them to change. Some ways of saying, no, are much easier to take than others. If supervisors constantly make statements, such as, “No, you’re wrong,” they may cause resentment and fail to bring about the change they desire. Instead, if supervisors would suggest, propose, and question; (in short, LEAD) they could make it easier for their employees to learn and change. 4. Encourage Exposure to New Experiences: The most effective coaching is not accomplished by dropping “pearls of wisdom,” or by using the blackboard. Supervisors must encourage employees to get their feet wet, to go out there and try to do new things, and to take on new responsibilities. "Experience is the best teacher," the old saying goes, and supervisors are in a position to help their employees make the most of it. Supervisors should encourage their employees to try their wings, but also let them know that they are available, as a safety net, to help solve problems and smooth out rough spots. 12