EMPLOYEE PERFORMANCE

EVALUATION PROGRAM (EPEP)

HANDBOOK

2 | P a g e

OUR PHILOSOPHY – OUR PURPOSE 3

Performance Plan 4 Defining Work Plans 5

Setting Performance Competencies 6 Monitoring the Performance Plan 7 Additional check-ins 8 Self-Appraisals 9 What is S.M.A.R.T. 11 How to create a Performance Plan 15 Monitoring Performance 16 Scoring Performance 17 Evaluating Performance Checklist 18 Timeline for Performance Evaluation System 19 Corrective Action Plan (CAP) Development 20 Probationary Period 21 Appeal Process 22 Employee Performance Competencies 23-34 Glossary of Terms 35

T

able

of

Co

nte

nts

:

3 | P a g e

OUR PHILOSOPHY – OUR PURPOSE City of Durham employees take pride in making Durham a great place to live, play and work. City of Durham employees are proud to model these seven (7) City Core Values and demonstrate them every day. These values help improve services and operations to our citizens and our customers both internal and external. This commitment forms the core of the City’s Employee Performance Evaluation Program (EPEP). The City of Durham encourages all of our employees to constantly strive to improve services and operations. As such, the City of Durham intends to reward those employees who do so. Come join the Human Resources Department journey into our new Employee Performance Evaluation Program (EPEP).

7 Core Values Integrity

Customer Service Teamwork Leadership

Open Communication Fairness

Our Employees

4 | P a g e

EPEP – Main Components PERFORMANCE AT WORK:

EPEP Cycles: For General Employees, the Employee Performance Evaluation Program (EPEP), performance period will coincide with the City’s fiscal year (July – June). For Sworn Police and Fire and 911 Emergency Dispatchers, the EPEP performance period will coincide with the employee’s anniversary date.

SMART Goals: Performance evaluation goals will be developed for all classified positions. SMART goals are discussed in more detail on the following pages.

Employees who have the same classification title and form part of a work team will be able to have the same evaluation SMART Goals.

Competencies: All employees will be evaluated on competencies, three (3) of which will be common competencies to all City employees. Supervisors are responsible for assigning a minimum of one (1) to a maximum of three (3) Goals, under the SMART framework to each of their employees. The total number of goals and competencies MUST range from six (6) to eight (8).

Real-time Performance: Real time feedback to employees will play a vital part of the Employee Performance Evaluation Process (EPEP). The purpose of supervisors conducting 1:1 meetings will be to coach employees to achieve the best performance possible.

5 | P a g e

Let’s define Performance Evaluation Work Plan:

A work plan is an outline of a set of goals and actions plans by which an employee and/or team can accomplish those goals, and offers the employee(s) and supervisor a better understanding of the scope of projects. Work plans help employees and supervisors stay organized by tracking progress towards the end goal throughout the performance year. What do performance evaluation work plans provide?

They allow employees and supervisors to capture specific information about what you do day-to-day, that may not be captured in your classification specifications.

Provide employees with the answer to several important questions: What is expected of me? What is the deadline of the project? Will I be working with a team on accomplishing the project?

They assist in setting and prioritizing projects/objectives/initiatives. They provide a basis for the supervisor and employee to discuss progress and address

barriers. They provide supervisors and employees with the opportunity to discuss and get to

know their Department’s and the City’s strategic direction.

6 | P a g e

Competencies and Goals:

In order to encourage ownership of individual work and accountability, supervisors and employees are recommended to participate as a team in setting Performance Competencies. The following three (3) performance competencies will be required for all City of Durham employees:

These three (3) performance competencies were selected because they “touch” every aspect of a job and can be used to assess the progress of every employee in the City of Durham.

The following competencies, also referred to as Departmental Competencies, are available for supervisors to select from to evaluate their employee: All competencies have been prewritten and are loaded in the EPEP software for your selection.

Problem Solving & Decision Making Organization & Planning Skills Work Methods & Safety Compliance with Supervision & Guidelines Customer Service Team Orientation & Impact on Others Leadership Model Care & Custody of Equipment Community Involvement

Remember: Supervisors will only be responsible for writing SMART Goals. These goals should focused on what “moves the needle” in their departments. The purpose being that every employee should understand how their daily contributions are connected to their department’s overall objectives and goals.

Quality of Work

Effective Communication

Interpersonal Skills

7 | P a g e

MONITORING EMPLOYEE PERFORMANCE EVALUATION WORK PLAN

Once the employee performance work plan has been developed, it is important to monitor the plan throughout the performance period. Frequent real-time 1:1 meetings, communications, and specific documentation are necessary to effectively monitor and track employee progress.

Regular Meetings: At the core of a successful performance program is frequent and continuous real-time 1:1 dialogue and shared accountability. Supervisors should focus on the strengths, potential and development of the individual employee. For there to be as little debate as possible on the nature and content of the ongoing communication regarding performance, any performance that would have an impact at a later time on the rating(s) should be documented and saved in the EPEP System that is accessible to both the employee and the supervisor. Required Meetings: Monthly 1:1:

One monthly 1:1 meeting or coaching check-in with each employee will be required of all supervisors. The purpose of these 1:1 meetings will be to provide employees feedback regarding their performance. Supervisors may also use a 1:1 meeting to review and update the employee’s performance goals and work plan. Additional 1:1 meetings can be requested by either the employee or supervisor throughout the performance year to discuss goals and evaluate performance. This meeting can be conducted in a formal or informal setting.

Mid-term: One Mid-term Evaluation Review will also be required at the end of the sixth month of the performance year. This meeting should be conducted in a formal setting.

Annual Review: One Annual Evaluation Review will also be required near the end of the twelfth month of the performance year. This meeting should be conducted in a formal setting.

Documenting the Conversation:

Every employee will have a secure Feedback option in the EPEP System. Employees will have the option to “Share” their feedback with their supervisor. Supervisor can also provide employees with feedback to document regular performance related activities (good and not so good). All feedback will be automatically date stamped after it has been added and saved. The EPEP system feedback option will make it possible for supervisors and employees to record performance during the performance period. Please note, all feedback shared with others will not be able to be deleted once sent and saved via the EPEP system.

8 | P a g e

1:1 Meetings Continued: 1:1 Meetings – Keep it informal Another benefit of frequent 1:1 meetings is the ability to make the conversation more informal than the Mid-Term and Annual Evaluation Review. “Because it’s no secret – almost everyone involved would rate the annual performance review as a dreadful experience.” - SABA While 1:1 meetings can have a more informal feel than the annual evaluation review, they should still be structured in such a way to ensure important performance topics are addressed – whether that’s delivering constructive or positive feedback, discussing work plans, or goal progress.

TIPS: QUICK AND EASY WAY TO STRUCURE YOUR 1:1 MEETING Key wins/challenges and what they mean Ways the supervisor can support the employee Learning and career development Upcoming projects to plan for Informal “professional” chat

Don’t forget to conclude the meeting by thanking your employee for their work and support.

[HIGH-PERFORMANCE

ORGANIZATIONS ARE MORE THAN 3X MORE LIKELY

TO UTILIZE COACHING AS PART OF THEIR PERFORMANCE

MANAGEMENT PROCESS. ]

9 | P a g e

EMPLOYEE SELF APPRAISALS

The City’s philosophy emphasizes the importance of employees participating in the performance evaluation process and encourages employees to assume ownership of their work. Supervisors should request employee input regarding their performance at least one week prior to their Annual Review performance meeting. This input will be provided via a self-appraisal performance form. The supervisor will prepare a draft performance evaluation after having received the employee’s self-appraisal form. The employee’s self-appraisal evaluation form will be part of the documentation available at the performance evaluation meeting between the employee and their supervisor.

Please note, appropriate approvals by the Department Director/Chief will need to be in place prior to the supervisor and employee meeting to review the final annual performance evaluation.

Employee Self-appraisals: “give employees an active role to play. Rather than simply being the "recipient" of feedback from their manager, the employee is given “active participation” that helps them to be more engaged with both their performance and the process overall.” –Leader in Learning Management

10 | P a g e

Introducing THE REVIEWER: In order to assure uniformity across the critical phases of the Employee Performance Evaluation Program (EPEP) process the function of a neutral Reviewer will be established. The Reviewer function will reside in the Human Resources Department. The Reviewer will be responsible for ensuring uniformity is achieved in the development of Performance Work Plans, the scoring of Performance Plans at the Mid-term and annual review, the assurance that all Goals conform to the SMART model, and that consistent interpretation of policies and procedures dealing with the implementation and operations of the EPEP is followed. Note that the Human Resources Department may conduct periodic department checks on random employee performance competencies and goals as part of its responsibility to monitor the EPEP usage and fairness.

Reviewer: Individual with training and expertise in the employee evaluation process. Their intent and purpose is to be independent, impartial, and unbiased in resolving disputes.

11 | P a g e

What is a SMART Goal?

Specific: When developing goals, be specific in what you want the employee to accomplish. Make sure that the targets you set are clear and easily understood. If your goals are vague and extremely broad, not only will your employee have difficulty performing against them, but both you and the employee will have a hard time measuring success when it comes to scoring the performance evaluation. When goals are specific and detailed, it makes accountability clear and shows, in an understandable way, what the employee needs to achieve. Measurable: The most common mistake you will usually make when developing goals is to set targets that simply cannot be measured. Not just that they are vague, but they describe accomplishments that cannot even be proven were achieved. You can always improve goals by including performance targets that can be measured in a straight forward way; think numbers. Do not try to invent measurable data for goals; if the City is not currently and accurately measuring the activity, it does not need to be part of a goal. Also, not every activity that is measurable will make a good goal. Remember, goals should be measurable and descriptive. They can also be written to describe a degree of progress that is to be achieved. Attainable: The goals you set must be attainable. There is no point setting objectives which are out of your employee’s control. It does not mean the goals should be easy – by contrast, effective goals should stretch and challenge the employee. But still, goals should not be impossible to satisfy, either based on the targets set or by the nature of the goals itself. There is also no point shooting for the stars if there is absolutely no chance of your employee reaching them. Be real and respectful. Results-Oriented: When setting goals, make sure that the targets you establish are relevant and results-oriented. By relevant, ask the question “does achieving the objective of the goals mean something of value to the work group or the City’s overall goals and objectives?” If it doesn't fit within the bigger picture, then do not create it as a goal. And, Time-Based: Another common mistake when setting goals is not specifying a time by which the employee needs to complete the tasks and achieve the specified outcome. To make your goals S.M.A.R.T., they need to have an established timeframe. The timeframe can be a specific date, a time of year, a quarter, a month, or any other measure of time. The point is to make sure that there is a description of when the specified outcomes should be completed.

12 | P a g e

Let’s do a S.M.A.R.T. Exercise:

Businessman, author and founder of Success Motivation International, describes the

characteristics of SMART goals in his 2003 book, "Attitude Is Everything: If You Want to Succeed Above and Beyond." We'll expand on his definitions to explore how to create, develop and achieve your goals:

1. Specific:

Your goal should be clear and specific, otherwise you won't be able to focus your efforts or feel truly motivated to achieve it. When drafting your goal, try to answer the five "W" questions:

What do I want to accomplish?

Why is this goal important?

Who is involved?

Where is it located?

Which resources or limits are involved?

Example

Imagine that you are a Human Resources Analyst that is responsible for launching a new employee performance evaluation program. A specific goal could be, "I need to ensure all Supervisors conduct and document a minimum of 3(three) 1:1 check-ins per employee in Q1. This would be one check-in or touchpoint meeting per month per direct report.”

2. Measurable:

It's important to have measurable goals, so that you can track your progress and stay motivated. Assessing progress helps you to stay focused, meet your deadlines, and feel the excitement of getting closer to achieving your goal.

A measurable goal should address questions such as:

How much?

How many?

How will I know when it is accomplished?

13 | P a g e

Example

You can measure your goal by using the EPEP software solution’s reporting function to track and measure which supervisors are conducting their 1:1 meeting in a timely manner.

3. Attainable

Your goal also needs to be realistic and attainable to be successful. In other words, it should stretch your abilities but still remain possible. To determine if a goal is attainable you may need to ask questions such as:

How can I accomplish this goal?

Are there many paths that I can take to accomplish this goal – which direction is best

for me?

Example

You might need to ask yourself whether ensuring all supervisors comply is something that is attainable, and realistic, based on reporting lines. For example, how much authority do you have to ensure supervisors hold regular 1:1 meetings? Are the necessary resources and authority available to you?

Tip:

Beware of setting goals over which someone else has the power, in other words that may be beyond the employee’s control. For example, if other factors or variables may greatly influence the outcome of your work, this goal may not lend itself to a SMART measurement.

4. Results-Oriented

This step is about ensuring that your goal matters to you and the City, and that it also aligns with other relevant goals. We all need support and assistance in achieving our goals, but it is important to retain control over them. So, make sure that your plans drive everyone forward, but that you are still responsible for achieving your own goal.

A result oriented goal can answer "yes" to these questions:

Does this seem worthwhile?

Is this the right time?

Does this match our other efforts/needs?

Am I the right person to reach this end result/goal?

Is it applicable in the current socio-economic environment?

14 | P a g e

Example

You might want to ensure supervisors see the importance of conducting check-ins or touchpoint meetings and are trained in how to record meeting notes via the EPEP software solution because this is an essential step in implementation.

5. Time-bound

Every goal needs a target date so that you have a deadline to focus on and something to work toward. This part of the SMART goal criteria helps to prevent everyday tasks from taking priority over your longer-term goals.

A time-bound goal will usually answer these questions:

When?

What can I do six months from now?

What can I do six weeks from now?

What can I do today?

Example

Tracking supervisor 1:1 employee check-ins or touchpoint meetings will require a tracking system within the performance evaluation software solution, as we mentioned earlier. How long will it take you to acquire these skills to pull these reports? It's important to give yourself a realistic time frame for accomplishing the smaller goals that are necessary to achieving your final objective.

15 | P a g e

PERFORMANCE WORK PLAN: COMPETENCIES AND GOALS AT WORK

During the initial planning meeting, the employee and supervisor should work together to create the employee’s work plan, select the most appropriate competencies, and produce 1-2 goals by which the employee’s performance will be measured.

The employee and supervisor should discuss the work plan, competencies, and goals. Once drafted, the supervisor will submit the Performance Plan to the Department Director/Chief for final review and approval.

Any concerns that the employee has regarding the Performance Plan should be noted and discussed during this meeting. It is the supervisor’s responsibility to discuss the employee’s concern(s) with the Department Director/Chief.

Please note:

Evaluation Work Plans should not be finalized without full knowledge of the employee of the plan, competencies, and goals. The employee must be given the opportunity to note any concerns with their Evaluation Work Plan. Employee concerns should be addressed with the Department Director/Chief.

The Supervisors and employee(s) must maintain ongoing communication and

documentation of performance and work plan progress throughout the performance evaluation period.

16 | P a g e

MONITORING PERFORMANCE - it’s more than a meeting:

Supervisors will be responsible for conducting regular monthly 1:1 meetings, one Mid-term and one Annual Employee Evaluation. Mid-term and Annual reviews will need to be pre-approved by the Department Director/Chief prior to meeting with the employee. Employees should receive feedback on performance in a constructive manner, using the documentation discussed in the 1:1 Meetings and from ongoing feedback.

The purpose of the Mid-term and Annual Evaluation Review is to assess employee performance, which requires effective use of 1:1 meetings, and clear communication regarding the progress toward achieving the employee’s work plan goals.

Constructive feedback is information-specific, issue-focused, and based on observations and NOT on opinions or interpretations.

17 | P a g e

EPEP SCORING SYSTEM:

The Employee Performance Evaluation Program (EPEP) has a five (5) rating level scale that is used to rate both competencies and goals. If the overall rating for any goal or competency falls below “Effective” at the Mid-term or Annual Review, a corrective action plan (CAP) will be developed to improve the employee’s performance. The supervisor will submit the CAP to the Department Director/Chief for approval prior to meeting with the employee.

Please note: Only after the CAP has been approved by the Director/Chief will it be presented to the employee.

The five (5) rating levels for both Goals and Competencies:

Exemplary: Employee provides consistent performance of highest quality. A champion and model of quality throughout the department and organization.

Highly Effective:

Performance is usually of high quality. Mistakes and errors are rare and inconsequential. Maintains quality standards over time and under pressure.

Effective: Performance is accurate, well organized, neat, thorough, and requires occasional revisions. Fulfills the requirements of the performance plan. Few errors or mistakes.

Minimally Effective:

Level of performance meets minimum standards but includes regular errors and mistakes. Overall poor quality of performance. May display negative attitude toward effort required to produce quality work. Substantial improvement needed to fulfill requirements of performance plan.

Ineffective: Level of performance is entirely unacceptable; shows no initiative to correct continually occurring errors and mistakes. Extremely poor performance. Behavior exhibited is negative, disruptive and/or harmful to the organization. Not receptive to supervisory efforts to assist the employee in the improvement of performance or behavior.

18 | P a g e

PERFORMANCE CHECKLIST:

Self- Appraisals: The supervisor should provide employees at least a one week notice to submit their self-appraisal regarding their performance for the performance period. Employees are advised to review all performance related documents (i.e. departmental work plans, employee work plans and feedback, and class specifications) in advance of the performance evaluation meeting.

Evaluation Draft Review: Once the supervisor receives the employee self-appraisal, the supervisor will prepare a draft evaluation. The draft evaluation will be submitted to the Department Director/Chief for approval. The employee’s self-appraisal will also be available for review by the Department Director/Chief.

Consensus: The Supervisor and Department Director/Chief review and

approve the draft evaluation and ratings to ensure consistency prior to the supervisor meeting with the employee.

Evaluation Review: The employee and the supervisor meet to review the

performance evaluation.

If CAP: If the overall score or if any one goal or competency is below “Effective” at the time of the performance review, a corrective action plan (CAP) must be developed. Once the CAP is approved by the Department Director/Chief, it can be presented to the employee. Corrective action plans can be developed at any time during the evaluation period if the supervisor has documentation that any one goal or competency is falling below “Effective”.

If an employee is not in agreement with a CAP, they will still be held responsible for adhering to and completing the CAP successfully.

Evaluations should not be finalized without full knowledge of the employee of

the contents. The employee will be given the opportunity to note any concerns with the evaluation.

If the employee does not agree with the final evaluation, they may appeal to

the Department Director/Chief. The employee’s final evaluation results must be provided in writing by the Department Director/Chief to both the employee and supervisor.

For any other questions regarding EPEP specifics not answered in this Policy Handbook please call HR Connect (919) 560-4214 for assistance.

EMPLOYEE TRANSFERS

When an employee’s supervisor and/or position changes for any reason, i.e. transfer, promotion, or demotion a Closeout Final Evaluation will need to be completed for the employee by the current supervisor prior to the change.

19 | P a g e

GUIDELINES FOR PERFORMANCE EVALUATIONS:

Evaluation Work Plans and evaluations will be established on a (12) twelve-month performance period. Evaluation Work Plans can be subject to change based on Department Director/Chief discretion.

Evaluation Work Plans and the selection of Competencies and Goals must be completed within (15) fifteen calendar days after the beginning of the (12) twelve-month performance period.

Promoted, demoted or transferred employees must have an Evaluation Work Plan established within (15) fifteen calendar days of their start date.

One monthly 1:1 meeting or coaching check-in with each employee will be required of all supervisors. Sworn Police conduct quarterly 1:1 meetings or coaching check-in with each sworn employee.

Mid-term Evaluations must be completed by the end of the sixth month of the performance period.

Newly hired probationary employees will need to be evaluated at (3) three months and if performance is “Effective” and above will be evaluated again at (6) six months from their date of hire.

Probationary new employees will only be able to be rated as “Effective” in order to be taken off of probationary status.

In the event that a supervisor fails to complete the probationary evaluation in a timely manner, the employee will be automatically on-boarded with full rights as an employee.

If a probationary employee has been out during their probationary period, due to approved leave and/or worker’s compensation, they will be allowed to complete their probationary period (meaning 6 months physically worked) upon their return to work. Any approved merit increase will be made effective upon completion of their 6 months work date.

Any active employee that is out during the Annual Evaluation process, due to approved leave and/or worker’s compensation and has worked at least 6 months during the appraisal year will be allowed to complete the Annual Evaluation upon their return to work. Any approved merit increase will be made retro-active to the beginning of the current fiscal year or anniversary date.

Any active employee that is out during the Annual Evaluation process, due to approved leave and/or worker’s compensation and has not worked at least 6 months during the appraisal year will be allowed to complete 6 months physically worked upon their return to work. Any approved merit increase will be made effective upon completion of their 6 months work date.

Any active employee that is out during the Annual Evaluation process, due to approved leave and/or worker’s compensation and has not worked at least 9 months during the appraisal year will not be eligible for a merit increase.

Annual Evaluations must be completed by the end of the (12) twelve-month performance period.

20 | P a g e

* Sworn Police and Fire and 911 Emergency Dispatchers have a (12) twelve-month new hire probationary period. They will be evaluated at (6) six months and then again at (12) twelve months. The 12 month probationary period for Sworn Police and Fire and 911 Emergency Dispatchers is dictated due to a longer training period.

CORRECTIVE ACTION PLAN (CAP) DEVELOPMENT:

REGULAR EMPLOYEES - SCORE IS “MINIMALLY INEFFECTIVE” OR“INEFFECTIVE” ON MID-TERM OR ANNUAL EVALUATION

If the overall rating of performance for an existing employee is “Minimally Effective” or “Ineffective”. The CAP will be for a three (3) month period. At the end of three (3) months, the employee’s performance will be reviewed. If the overall score is less than “Effective”, the employee will be dismissed from employment. If the overall rating is “Effective” or higher, the

employee will be re-evaluated again at the end of the sixth (6) month. If the overall score is less than “Effective”, the employee will be dismissed from employment. Departments are advised to consult with Human Resources regarding questions related to employee dismissals.

Use a Corrective Action Plan (CAP) when you have identified a performance problem

and are looking for ways to improve the performance of an employee. The CAP plays

an integral role in correcting performance discrepancies. It is a tool to monitor and

measure the deficient work products, processes and/or behaviors of a particular

employee in an effort to IMPROVE performance or modify behavior.

21 | P a g e

CAP Workflow – New Hire and Existing Employee

NEW HIRES - Corrective Action Plan (CAP) New employees will be evaluated at the end of their third month following employment. Newly hired employees will not be eligible for Highly Effective or Exemplary ratings on their probationary evaluation; new employees can only be rated as “Effective” or lower.

If the overall rating at the end of three (3) months is “Ineffective” the employee will be terminated from employment in consultation with the Human Resources Department.

If the overall performance rating at the end of three (3) months is “Effective”, the employee will be re-evaluated again at the end of the sixth (6) month of employment. If the overall rating at the end of their sixth month evaluation is “Effective” the new employee will be released from probationary status.

If the overall performance rating at the end of three (3) months is “Minimally Effective”, the new employee will be placed on a CAP and re-evaluated again at the end of the sixth (6) month of employment. Only if the rating at the end of their sixth month evaluation is “Effective” will the new employee be released from probationary status. If the rating is below “Effective” the new employee will be terminated from employment.

If a new hire probationary employee is placed on a CAP and later terminated, the termination may not be grieved.

22 | P a g e

PROBATIONARY PERIOD FOR PROMOTED, DEMOTED, OR LATERALLY TRANSFERRED EMPLOYEES

All employees whose employment status is applicable to one of the above categories will be placed on a performance probationary status for a period of six (6) months. The previous supervisor is required to complete a transfer evaluation. The new supervisor will be required to evaluate the employee at the end of their third and sixth months of employment following a promotion, demotion or lateral transfer (please refer to the regular employee scoring section).

These guidelines are designed to assist supervisors in resolving a variety of performance and behavioral management and employment matters; however, they cannot provide all the answers for every situation. Refer all unanswered questions to HR Connect (919) 560-4214 for assistance from the Human Resources Department.

APPEAL PROCESS: If the employee does not agree with the final ratings of his/her supervisor, they have a period of ten (10) business days to submit the areas of disagreement in writing to the Department Director/Chief. The Department Director/Chief should review the employee and supervisor justifications and make a decision regarding the final rating. The Department Director/Chief’s final rating decision should be provided to both the employee and the supervisor in writing within ten (10) business days of receiving the employee’s written disagreement. Please contact the Human Resources Department if assistance is needed.

23 | P a g e

EMPLOYEE PERFORMANCE COMPETENCIES:

QUALITY OF WORK (REQUIRED COMPETENCY) Accuracy, completeness, and standard of output in general. The degree to which the employee’s more routine work output is free from errors and mistakes. This does not include errors made as an understandable part of the learning process. The degree to which the employee supports and encourages quality throughout the organization. EXEMPLARY: Consistent output of highest quality. Employee is a champion and model of quality throughout the organization. HIGHLY EFFECTIVE: Usually work is of high quality. Employee mistakes and errors are rare and inconsequential. Employee maintains quality standards over time and under pressure. EFFECTIVE: Work is accurate, well organized, neat, thorough, and requires occasional revisions. Employee has few errors or mistakes. MINIMALLY EFFECTIVE: Level of quality not acceptable even to minimum standards. Employee has excessive errors and mistakes. Work product is of very poor quality. Employee has a negative attitude toward effort required to produce quality work. INEFFECTIVE: Level of quality entirely unacceptable. Errors and mistakes are too numerous to fully document. Employee work is of extremely poor quality. Employee exercises a negative attitude toward efforts to assist him/her the improvement of the quality of work. Immediate Corrective Action Plan to be developed and implemented.

24 | P a g e

EFFECTIVE COMMUNICATION (REQUIRED COMPETENCY) With respect to oral communication:

Oral communications reflect quality, as evidenced by clarity, completeness and accuracy. Employee peaks in a clear, distinct, understandable manner. Listens attentively to what others say and elicits valuable information from others. Uses appropriate grammar, vocabulary, and sentence structure in oral communication. Employee is persuasive and effective when explaining City policies, procedures, and positions.

When written communication is essential for the position:

Generally, produces quality communications as evidenced by accuracy, completeness, neatness (when written) and attention to detail. Employee writes in a clear, concise, logical and coherent manner. Employee uses appropriate grammar, vocabulary, syntax, and sentence structure and is able to write technical and analytical reports clearly and concisely. Employee uses writing terms and styles easily understood by the intended reader.

EXEMPLARY: Employee is almost always accurate and thorough. Generates and presents written materials and ideas clearly. Always uses proper grammar. Consistently produces correspondence and reports that accurately and efficiently disseminates data that is easily understood by all who may read it. Employee demonstrates exemplary oral and verbal skills. HIGHLY EFFECTIVE: Employee is consistently accurate and thorough. Generates and presents written materials and ideas that usually are readily understandable. Uses proper grammar almost always. Consistently produces correspondence and reports that accurately and efficiently disseminate data that is easily understood by all who may read it. EFFECTIVE: Employee writes clear, complete, concise, and properly structured letters, memos, and reports using appropriate forms. Oral communications are tactful. Is able to communicate ideas to others clearly and concisely. MINIMALLY EFFECTIVE: Employee misquotes information or poorly describes it. Often fails to express thoughts clearly. Employee is often not tactful with others. INEFFECTIVE: Employee is very often misquoting information or inappropriately describes it. Regularly fails to express thoughts clearly. Is regularly not tactful with others. Immediate Corrective Action Plan to be developed and implemented.

25 | P a g e

INTERPERSONAL SKILLS (REQUIRED COMPETENCY) Measures the ability to establish and maintain effective working relationships as well as the ability to effectively interact with the public and promote good public relations. The willingness to work cooperatively with subordinates, peers, and supervisors as part of a team or work group is considered important. EXEMPLARY: Employee is extremely successful in working with subordinates and others while gaining full cooperation from them. Invariably goes beyond the job to give assistance or pitch in; encourages and assists subordinates to do the same. Takes action to preempt disputes or problems; is successful in resolving those that do arise. Employee is courteous in virtually all situations. HIGHLY EFFECTIVE: Employee is very successful in working with subordinates and others while gaining cooperation from them. Usually goes beyond the job to give assistance or pitch in; encourages and assists subordinates to do the same. Takes action to preempt disputes or problems; is successful in resolving those that do arise. Employee is courteous in almost all situations.

EFFECTIVE: Employee enjoys reasonable success in working with and gaining the cooperation of subordinates and others. Displays normal expectations for courtesy; most times is able to relate effectively with others. Behaves in an acceptable manner with the public; usually functions well as work group or team leader. Usually heads off problems before they become serious. MINIMALLY EFFECTIVE: Employee has limited success in working with subordinates and others, rarely gaining their cooperation. Has problems relating to a variety of people; may occasionally be rude or antagonistic. Employee needs to improve ability to work as a team or work group leader. Intermittently fails to resolve problems before they become serious. INEFFECTIVE: Employee is unsuccessful in working with subordinates and others. Has difficulty relating to a variety of people; often rude or antagonistic. Employee lacks ability to work as a team or work group leader. Frequently fails to resolve problems before they become serious. Immediate Corrective Action Plan to be developed and implemented.

26 | P a g e

PROBLEM SOLVING AND DECISION MAKING Measures the extent to which the employee is effective in solving problems and in making decisions; this includes the ability and willingness to use effective methods and to use these methods with skill, good judgment, and common sense. Also included is the ability to recognize problems and to prioritize among those problems. Includes the employee’s level of confidence in approaching problem solving and decision-making tasks. EXEMPLARY: Employee has exceptional problem awareness as well as potential problem awareness. Employee constant problem-solving approach resulting in uniformly good decisions. Knows when and whom to get involved. Employee has great common sense. HIGHLY EFFECTIVE: Employee is consistent with regards to problem awareness, problem solving, and decision making. Uniformly uses good judgment and common sense. Often evaluates alternative courses of action and makes a logical decision or recommendation. Employee knows when to take action and what type of action is appropriate. EFFECTIVE: Employee is generally consistent with regards to problem awareness, problem solving, and decision making. Consistently exhibits good judgment and common sense. Generally, evaluates alternative courses of action and makes a logical decision or recommendation. For most situations, knows when to take action and what type of action is appropriate. MINIMALLY EFFECTIVE: Employee is inconsistent in recognizing problems and in problem solving and decision making. Often lacks good judgment and common sense. Employee shows an avoidance or lack of awareness of problems and attendant potential decisions. INEFFECTIVE: Employee rarely recognizes and solves problems; makes poor decisions. Almost always lacks good judgment and common sense. Employee uniformly shows an avoidance or lack of awareness of problems and attendant potential decisions. Immediate Corrective Action Plan to be developed and implemented.

27 | P a g e

ORGANIZATION AND PLANNING SKILLS Measures the ability to manage and use time efficiently; prioritize and plan assignments in order to most effectively and efficiently coordinate and accomplish tasks and objectives. Keeps supervisor apprised of the status of goals. EXEMPLARY: Employee anticipates needs of the organization, initiating plans and setting priorities. Identifies areas of need and necessary resources to address those needs. HIGHLY EFFECTIVE: Employee recognizes needs of the organization, thereby planning work schedules and tasks. Consistently utilizes available resources to the benefit of the organization. EFFECTIVE: Employee identifies objectives and plans activities ahead of time. Provides logical and effective courses of action for co-workers and self. Employee develops contingency plans; is thorough. MINIMALLY EFFECTIVE: Employee fails to recognize objectives and is unable to adequately plan for assignments. Has difficulty in setting priorities. INEFFECTIVE: Employee fails to plan ahead. And, fails to identify priorities. Immediate Corrective Action Plan to be developed and implemented.

28 | P a g e

TEAM ORIENTATION AND IMPACT ON OTHERS The degree to which the employee demonstrates a constructive team oriented attitude and team oriented behaviors. (This is as opposed to attitudes and behaviors which consistently favor the individual employee at the expense of the total team and team accomplishments.) This measures the constructive use of individuality as a contribution to team accomplishment; the degree to which the employee has a generally positive impact on others as opposed to being a negative influence. The possible positive impact here is not limited to impact on other employees, but also includes relations with officials, vendors and suppliers, and citizens. EXEMPLARY: Employee is an exceptional team player who invariably contributes to team achievement without sacrificing their own individuality. Has an ongoing positive influence on others in both a team and individual setting. Demonstrates integrity in all situations. HIGHLY EFFECTIVE: Employee consistently contributes to team goals and advancement. Employee has a positive influence on others; facilitates inter-city cooperation. Employee helps create and maintain effective working relationships and consistently has a positive influence on others. EFFECTIVE: Employee ensures that appropriate individuals are informed about matters affecting their area of responsibility. Works well with others; shares knowledge and experience with others. Demonstrates respect and consideration for others' opinions. Employee contributes to the overall task of the team. Works effectively in teams; cooperates with supervisors, peers and subordinates to accomplish work assignments; readily participates in teams, as requested or assigned. Employee is usually strong as a team member and has a positive influence on others in most situations. MINIMALLY EFFECTIVE: Employee often lets self-serving behavior or non-thinking conformity interfere with effective team contribution. Employee is inconsistent team member; not a consistently positive influence on others. May have a negative impact at times, or worse, being consistently ineffective in working with others. Employee generally has a negative influence on others whether in a team setting or on an individual basis.

INEFFECTIVE: Employee regularly lets either self-serving behavior or non-thinking conformity interfere with effective team contribution. Employee is a team member that cannot be counted upon; a consistently negative influence on others. Usually has a negative impact and is consistently ineffective in working with others. An ongoing negative influence on others whether in a team setting or on an individual basis. Immediate Corrective Action Plan to be developed and implemented.

29 | P a g e

COMPLIANCE WITH SUPERVISION AND GUIDELINES Evaluates the employee’s adherence and receptiveness to rules, policies, and practices of the City and the employee’s respective department. Evaluates compliance with directions from supervisors, rules regarding general work activities, as well as attendance and punctuality, as described below: Employee understands assigned duties and responsibilities and his/her role within the City. Does not require direction and /or instruction beyond what would typically be expected based upon the job description. Employee addresses new and varying work assignments in accordance with established City policies and procedures. Employee complies with rules, regulations and policies, displays honesty and integrity. Exhibits sensitivity to ethical issues and comprehends and follows policies of the City. EXEMPLARY: Employee is extremely conscientious. Exceptional care and attention is given to work methods and compliance. Employee invariably follows rules in such a manner so as to set a good example for others. Regularly makes suggestions and identifies ways to improve policies, procedures, or activities. HIGHLY EFFECTIVE: Employee is highly conscientious. Employee complies with rules and regulations a vast majority of the time. Employee consistently follows rules and often makes suggestions and identifies ways to improve some aspects of the overall guidelines and activities. EFFECTIVE: Employee demonstrates compliance. Employee does not require reminders about policies. Employee does not abuse privileges. Follows rules and accepts and understands the direction of supervisors. MINIMALLY EFFECTIVE: Employee is sometimes lax in compliance with rules; may comply only with rules the employee thinks are necessary. Employee may take supervision with difficulty on certain occasions. Employee does not take direction easily. Employee is occasionally negligent and careless of compliance with policies and procedures. INEFFECTIVE: Employee is frequently lax in compliance with rules. Complies only with rules the employee thinks are necessary. Employee fails to comply with supervision. Employee is consistently negligent and careless of compliance with policies and procedures.

30 | P a g e

CUSTOMER SERVICE Employee presents an appropriate and informed presence. Obtains and provides information in a timely manner and able to resolve conflicts. Employee demonstrates courtesy, respect, efficiency to all customers (both internal and external) and co-workers. There is minimal need for repeat inquiries regarding the same subject matter. Employee provides polite attention to all others. EXEMPLARY: Employee places an extremely high level of importance on providing excellent customer service to the residents or other internal and external customers of the City. Creates and demonstrates model ways of providing service to customers. HIGHLY EFFECTIVE: Employee places a high level of importance on providing above average customer service to the residents or other internal and external customers of the City. Employee creates new and better ways of providing service to customers. EFFECTIVE: Employee exhibits a positive and professional image in dealing with the public; effectively and efficiently meets the needs of internal and external customers. Employee may occasionally improve upon a service provided to customers. MINIMALLY EFFECTIVE: Employee does not regularly provide good customer services. Employee does not consistently consider residents and/or other internal and external contacts to be customers; good customer service is not a priority. INEFFECTIVE: Employee provision of customer services is unacceptable. Fails to consider residents and/or other internal and external contacts to be customers; good customer service is not a priority. Immediate Corrective Action Plan to be developed and implemented.

31 | P a g e

CARE AND CUSTODY OF EQUIPMENT Involves the extent to which equipment used by the employee is accounted for and maintained in good condition. EXEMPLARY: Employee’s care of equipment far exceeds that of others. Equipment is always clean and properly maintained. Employee accepts personal responsibility for department equipment used during work duties. Suggests practices that would help the department keep equipment in proper repair. Anticipates equipment maintenance needs. HIGHLY EFFECTIVE: Employee’s care of equipment exceeds that of others. Equipment is always clean and properly maintained. Employee accepts personal responsibility for department equipment used during work duties. Routinely checks all equipment to make certain it is in working order. Employee is aware of resources that should be contacted during emergency and equipment failure. EFFECTIVE: Employee care of equipment is comparable to that of most others in department. Employee reports equipment repair needs. Employee maintains appropriate control of equipment and keys. Employee usually reports equipment repair needs. Typically keeps equipment cleaned and properly maintained. Employee exhibits proper use of equipment. MINIMALLY EFFECTIVE: Employee makes occasional inappropriate use of equipment. Employee frequently fails to report repair needs. Sometimes fails to clean and properly maintain equipment. Employee frequently fails to check all equipment to make certain it is in working order. INEFFECTIVE: Employee uses equipment inappropriately. Fails to report repair needs. Does not clean and properly maintain equipment. Fails to check all equipment to make certain it is in working order. Immediate Corrective Action Plan to be developed and implemented.

32 | P a g e

WORK METHODS AND SAFETY This competency measures the employee’s awareness of surroundings and motivation to work safely. Participation in required training and observance of sound safety practices (e.g., safe lifting; ergonomic posture while typing, filing; proper personal protective equipment; lock/tag-out; and housekeeping). Commitment to having no preventable accidents and taking reasonable precautions to prevent risk of injury to self or others. EXEMPLARY: Employee embodies effectiveness in work methods. Work philosophy displays commitment to safety. Employee exhibits consciousness among fellow employees. Employee is constantly vigilant to the safety needs of the larger group. Employee anticipates potential hazards. HIGHLY EFFECTIVE: Employee uses efficient work methods and organized workflow. Employee follows all safety procedures. Employee recognizes hazards and maintains personal workspace and surrounding areas of influence free from hazards. EFFECTIVE: Employee follows established work and safety procedures by showing concern for clean, safe and effective work environment. Employee organizes the flow of work and usually follows all safety procedures as required. Employee’s personal workspace is free from safety hazards. MINIMALLY EFFECTIVE: Employee occasionally, fails to follow established work and safety procedures. Displays little regard for clean, safe, and effective work environment. Employee is disorganized. Personal workspace is sometimes cluttered and may exhibit hazards. INEFFECTIVE: Employee cluttered work environment creating inefficiencies and potential hazards. Displays a casual and careless attitude exhibited by unsafe actions and confusion over the responsibility for and the carrying out of work project and safety requirements. Immediate Corrective Action Plan to be developed and implemented. EFFECTIVE:

33 | P a g e

LEADERSHIP MODEL: Measures the extent to which the employee has the desire and demonstrated potential to grow to perform effectively in a management or leadership role; the degree to which the employee has demonstrated leadership attributes, although not in a formal leadership role. The degree to which others look to the employee for direction and how they earn the respect, trust and cooperation of others. Further, it measures the ability to inspire, encourage, and facilitate the activities of subordinates and peers all in an effort to achieve the department’s mission or goals. This is the ability to lead by example and demonstrate self-confidence. Consider the degree of interest, enthusiasm, and ingenuity demonstrated in carrying out assignments and whether the employee proactively seeks solutions and assumes responsibility for dealing with issues and is accountable for personal behavior and positively influences the behavior of those they works with. EXEMPLARY: The employee shows an exceptional ability to inspire productivity through motivation and positive example. Invariably takes a proactive approach. Employee develops new ideas, processes, and procedures and demonstrates vision to prepare work group for challenges and demands. HIGHLY EFFECTIVE: The employee shows an above average ability to inspire productivity through motivation and positive example. Employee takes a proactive approach very frequently and attempts to develop new ideas, processes, and procedures. EFFECTIVE: Employee sets appropriate examples through overall performance; takes the lead when necessary. Exhibits interest and enthusiasm when carrying out assignments; very rarely fails to accept responsibility. Employee offers suggestions for improvements to processes and procedures. MINIMALLY EFFECTIVE: Employee leadership skills are limited or inconsistent; only takes the lead when directed. Usually demonstrates mild enthusiasm, at most, when carrying out assignments. Employee seldom is accountable for personal behavior and rarely accepts responsibility. Employee rarely offers suggestions for improvement, new methods, or ideas. INEFFECTIVE: Employee leadership skills are non-existent; never takes the lead. Demonstrates no enthusiasm when carrying out assignments and is not accountable for personal behavior. Employee never offers suggestions for improvement, new methods, or ideas. Immediate Corrective Action Plan to be developed and implemented.

34 | P a g e

COMMUNITY INVOLVEMENT: Employee attends meetings and participates in activities undertaken by local, state and national community groups such as Neighborhood Watch, political action committees, and National Night Out. Listens to citizen concerns, provides information and insight, and attempts to improve relations and cooperation among community groups, the City administration, and the Department. Officially represents the Department or the City at scheduled community meetings and functions. EXEMPLARY: Employee attends scheduled and advertised community functions (eighteen per year, with at least one falling within each month) and submits reports documenting each meeting attended, listing citizens’ concerns and suggestions addressing or detailing any actions which need to be or have been undertaken relevant to the stated concerns at the meeting or during follow-up discussions. Documentation provided within two weeks of the attendance of each meeting. HIGHLY EFFECTIVE: Employee attends scheduled and advertised community functions (twelve per year, with at least one falling within each month) and submits reports documenting each meeting attended, listing citizens’ concerns and suggestions addressing or detailing any actions which need to be or have been undertaken relevant to the stated concerns at the meeting or during follow-up discussions. Documentation provided within two weeks of the attendance of each meeting. EFFECTIVE: Employee attends scheduled and advertised community functions (six per year, with at least one falling within each bi-monthly period) and submits reports documenting each meeting attended, listing citizens’ concerns and suggestions addressing or detailing any actions which need to be or have been undertaken relevant to the stated concerns at the meeting or during follow-up discussions. Documentation provided within two weeks of the attendance of each meeting. MINIMALLY EFFECTIVE: Employee attends less than six scheduled and advertised community functions per year. Submits reports documenting each meeting attended, listing citizens’ concerns and suggestions addressing or detailing any actions which need to be or have been undertaken relevant to the stated concerns at the meeting or during follow-up discussions. Documentation provided within two weeks of the attendance of each meeting. INEFFECTIVE: Show little interest in community involvement; attends less than three community functions or meetings per year. Immediate Corrective Action Plan to be developed and implemented.

35 | P a g e

Glossary of Terms:

EPEP: Employee Performance Evaluation Program

Competencies: expectations that help define desired work-related behavior, skills and

performance.

Goals: specific, measurable performance result that an employee is expected to achieve

within a timeframe and within available resources. They adhere to the SMART formula.

Performance Work Plan: is a tool designed to assist in setting up and managing the process

of monitoring, analyzing, evaluating, and reporting employee progress. The Work Plan

outlines the employee’s SMART Goals and competencies.

Action Plan: a detailed plan outlining actions needed to reach one or more goals.

Classification Specification: a broad description of the essential duties of a job. Generally

includes duties, purpose, responsibilities, scope, and working conditions.

Reviewer: a neutral party in HR who works with supervisors and/or employees to ensure

that the evaluation process is complete, honest, accurate and helpful.

S.M.A.R.T.: an acronym used to guide the development of measurable goals.

Specific

Measurable

Attainable

Results Oriented

Time-bound

COMPETENCIES: abilities or attributes, described in terms of observable behavior, that are

key to effective performance in a particular job.

Common COMPETENCIES: competencies required across all employee categories.

Corrective Action Plan (CAP): document specifically outlining expectations regarding how

an employee’s performance must change in order to meet the employee’s performance goals

and competencies.

Performance Probationary Status: current employee’s status after experiencing a job

change due to a promotion, demotion, transfer or performance issues.

New Hire Probationary Status: “at will” probationary employee’s status during initial 6

months (or first year, depending on the classification) of employment. Sworn Police and Fire

and for 911 Emergency Dispatchers probationary period is of approximately 12 months,

dependent upon release from recruit training status.