Organizational Commitment and Accountability: Keys to Conducting Proper Job Reviews

In this three-part series of columns, I am going to focus on developing effective and meaningful personnel performance evaluations. I begin by discussing why we need a strong organizational commitment and accountability if we are to conduct effective performance evaluations. Subsequent columns will deal with performance evaluations from two perspectives. The first focus will center on evaluations that supervisors develop for their team members. Second, I will discuss methods for team members to evaluate supervisors.

Most supervisors are uncomfortable when they are required to conduct team member performance appraisals. The reasons for this feeling are mistrust for the rating scale, lack of skill in the process, resistance to change and lack of consistency.

A sounder approach is placing the major responsibility on the team member for establishing performance goals. This process removes the subjectivity of the rating and provides a more objective means for appraisal. The process to be discussed will require more of the manager's time, but inspiring greater motivation and the more effective development of subordinates can justify this added time element.

Many organizations do not place much importance on performance evaluations. Even more striking is the fact that several organizations don't even require annual evaluations. The reason for this attitude is that there are many problems with current methods of completing performance evaluations. First, in many cases the process is subjective. The instrument used is very general and broad based. This requires the supervisor to add his or her own commentary regarding their team member's performance. Second, there appears to be a lack of organizational commitment to complete meaningful evaluations.

To correct this obstacle, the department head needs to train all members required to complete performance evaluations, and then set up an organizational accountability system. When a department trains all its supervisors, a foundation of consistency is developed. After training is completed, the accountability factor is implemented. This is where the first-line supervisor's boss, usually the battalion chief, plays an important role. It is obvious that not all first-line supervisors will have the same dedication or make the same effort when completing the evaluations. When the evaluation is sent through channels, the battalion chief, or whoever supervises the first-line officer, should review it for accuracy and completeness.

When the performance evaluation process is completed properly, everyone gains. The team member being evaluated has the opportunity to identify, discuss and address performance areas that need improvement. Additionally, a realistic and action-oriented plan for achieving team member career goals is developed.

The supervisor has the opportunity to convert general daily supervisory impressions of team member performance into an objective, job-related, officially recorded history. The supervisor is also given an opportunity to encourage, guide, praise, warn or otherwise counsel the team member. In addition, the performance evaluation becomes a communication tool, motivational tool, clarification tool, future-planning tool, recognition tool and documentation tool. How is this accomplished? First, the team member and supervisor meet. Expectations are discussed, as is performance as it relates to the member's job description. Also, this is the time to discuss personal goals and organizational goals desired by the member.

When this discussion is completed, it is time for the team member to identify career-development objectives. They could be related to the improvement or upgrading of the employees' current skills, as used in his or her current position. The objectives could also be related to the acquisition of new skills.

After the meeting, the supervisor:

Identifies those employee objectives that appear, in the supervisor's judgment, to be realistically reachable within the rating period.
Prioritizes objectives in terms of work requirement and objectives that the supervisor may have for the employee.
Develops a plan for achieving them.

When this step is completed, the supervisor maintains a journal to help him or her remember important incidents or actions by the team member. Another is to record the progress of a team member regardless of the supervisor's feelings on evaluation day. The supervisor is now ready to fill out the evaluation form and conduct the appraisal interview with the team member. This process will be discussed next time.

PAUL H. STEIN is a master instructor for the California Department of Education and has served as fire technology coordinator at Santa Monica College, an instructor for the California Fire Academy System and an adjunct instructor for the National Fire Academy. Stein is a retired chief officer with the Santa Monica, CA, Fire Department. During his 31-year career, he spent 25 years as a supervisor in line officer, battalion commander, fire marshal and training officer positions. After retirement, he was interim fire chief in Lakeside, CA. Stein holds an associate of science degree in fire technology and a bachelor of arts degree in management.