Professional Development: Part 5 – Performance Evaluation

     As a supervisor, you most likely complete regular performance evaluations for your subordinates. This is usually an organizational requirement, and sometimes linked to raises and promotions. The first time I was promoted to shift supervisor, doing annual performance evaluations was one of my functions. It was one of the responsibilities I liked least about being a supervisor. Initially I had no idea what I was expected to do or how best to evaluate those I worked with. Supervisors and subordinates alike often dread this annual event. What can you do to make the process less painful and more valuable, and to become comfortable evaluating your subordinates? There are some concepts and methods that can make your job easier and your subordinates more accepting of the process. Performance evaluation is really just one component of a performance improvement cycle. Let's begin at the beginning.

Clear Expectations

     The performance evaluation process begins with the job description. All basic organizational performance expectations should be included in this. Your organization should have written job descriptions for every position. If it doesn't, you have some work to do.

     All new employees should be clear about what the organization expects of them. Communicate clearly and ensure your subordinates understand what you want. The job description articulates this for the record, and so is the yardstick for your evaluation. Compare your subordinate's performance to their job description. How well has the employee met expectations?

     One of your responsibilities as a leader is to communicate with the people you lead. Part of your regular dialogue should include performance expectations. Ask your subordinates what they think the organization expects of them. Also discuss what they expect of the organization and what their personal goals and objectives are. Finally, relate their goals and objectives to the organization's strategic plan and vision for the future. What role can your subordinates play in meeting organizational goals and objectives? How can they participate in moving the organization toward realizing its vision? How can they meet their personal goals? All of these dimensions support an agreed-upon set of expectations you can use for evaluating performance.

     One of the most difficult aspects of the evaluation process is listening. You have to practice active listening skills to ensure you are actually communicating with your subordinates. You have to be able to pay absolute attention to what they're saying. How often do you find yourself formulating a response in your head before someone finishes speaking? Do you start to reply with your inner voice? Part of the skill of active listening is silencing that inner voice, so you listen only to the person speaking to you.

Objective Standards

     Objective standards are not subject to opinions. If the standard is "Complete 15 successful IV attempts with at least a 90% success rate," a person either meets it or doesn't. Your organization should have identified and communicated specific and objective performance standards based upon the job description, strategic plan, rules and regulations, and operating procedures. Performance standards should be based upon observable behaviors. Evaluation is then also based upon observed behavior. Observable behaviors that are the basis for performance standards are also specific descriptions of performance expectations. They are the two sides of the evaluation coin. You make observations (or review patient care reports) and evaluate behaviors versus objective standards and clear expectations. Always evaluate behaviors, not people.

Physicians Working Together

     The Physician Consortium for Performance Improvement, convened by the AMA, works to enhance quality of care and patient safety through the development, testing and maintenance of evidence-based clinical performance measures and measurement resources for physicians.