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The goal of performance employee management is to provide support , and encouragement and give feedback.   It involves ongoing communication.   In order for For an individual to feel most cared for in their role, 3 three things are necessary:

1. Responsibilities clearly defined .  - Does the staff member know what is expected of him or her them and what it takes to accomplish those duties? (See: Creating a Job Description)
2. Authority given given the appropriate level to carry out those responsibilities .  - Is the individual in the learning process?   Do they need more or less involvement from you?   Where are they in the coaching process? I do, you watch; we do together; you do, I watch; or you do and come to me when you need help. 
3. Accountability to provide integrity in performance .  - What happens if the staff member does a good job?   A poor job?

Job Descriptions

A key component in helping an individual understand their responsibilities and be effective in ministry is to have a well written job description (Appendix A5).  Job descriptions clarify expectations and give a guideline for providing effective accountability and job satisfaction.  In a business environment or even an office environment, it might appear more black and white; the organization has a need and writes a job description detailing what is required to fill that need.  A ministry job description is a little different.  A ministry job description looks at, “what will this person be paid to do as a vocation”.  Donors are giving to enable this individual to be employed in vocational ministry.  As such, a well written job description also demonstrates integrity to GCM donors.

A job description also provides the “objectives” for the annual performance evaluation.  As you meet with each staff member periodically to discuss how they are doing in their role, it is your opportunity to speak into each area in which they have responsibilities.  These discussions are then summarized at the end of the performance cycle within the performance evaluation.

Tips for writing a job description:

Job Title:  A job title should be a mini job description, and should give a general idea of what the majority of the job entails.  Examples include, Homegroup Coach, Worship Leader, Church Administrator.  Often a staff member will have multiple roles so a more general job description may be more appropriate such as Campus Director or something more inclusive of their various roles.

Position Description: This section, typically found at the top of the job description, summarizes the overall purpose and functions of the job. Consisting of four or five sentences, it should briefly set out the main purposes and functions of the job. Because it is a mini version of the job description as a whole, the Position Description may be easier to write after the other sections of the job description are complete.

Principle Duties and Responsibilities:  This section, usually following the Position Description should contain five to seven key statements (for full-time roles) that itemize the primary duties or essential functions of the job. Duties should be presented in a logical order and include information regarding the frequency or percentage of time spent on each task.

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1. (See: Feedback, Recognition, and Career Development)

Reporting Relationships:  This should include who the position reports to as well as any other positions that report to the listed position.

Position Requirements:  If the position has any specific requirements such as education or ability, they should be listed here; for example, ability to play guitar (for church guitarist) or ability to use Quicken (for church finance position).

Sample Job Duties:

1. Facilitate (home, life, cell)group (frequency – monthly, weekly)
   1. Prepare for meeting time (teaching, worship, prayer)
   2. Coach group apprentice (frequency)
   3. Hang out with 2 or 3 individuals from the group each week
      1. Pray together
      2. Read word together/Bible study
2. Counsel or shepherd church members
   1. Provide Biblical perspective
   2. Evaluate progress of member 
3. Actively participate in evangelism/outreach
   1. Walk through our church’s evangelism program with 1 individual per program
   2. Share on campus # hours/week/month etc.
   3. Be involved in consistent relationship with 1-2 unbelievers a semester (for example)
4. Lead worship for main service
   1. Set worship program for large group worship
   2. Lead worship team practices
   3. Disciple members of worship team through one-on-one times
   4. Work with (who - pastor or Sunday Coordinator) to schedule flow of service
5. Handle/Track/Manage church finances
   1. Collect tithes (frequency)
   2. Handle accounts payable for the church each month in a timely manner
   3. Send giving reports to members each (frequency)
6. Organize special events
   1. Locates and secures location for event
   2. Coordinates food and or materials as required
   3. Facilitates communication for those involved in the event and those invited to the event

Management/Leadership

Effective coaching involves ongoing, honest, two-way communication.   It also involves consistent and well-written documentation. 

Both management and leadership skills are necessary in for overseeing staff.   Management focuses on the task at handtasks, systems, procedures, and processes.   Leadership focuses on relationships, vision, and motivation.   Together these components help make a the team effective.

One model, the Path-Goal Model, developed by Robert House, looks at how a good leader must identify the goal (usually job satisfaction or effectiveness/productivity) and what factors are holding an individual back (either through external or internal factors).   Good leadership is demonstrated in helping the missionary to address areas internally or externally that are keeping keep the missionary from reaching the goal. 

Some of those INTERNAL factors may be employee style, emotional health, physical health, spiritual health, confidence, experience, or understanding. EXTERNAL factors could include working relationships, task structure, tools, or processes/systems.

The GOAL for both the staff member and you as the supervisor in a ministry context are is usually the same – fruitful ministry.   Factors for the goal usually typically fall into two categories:  Employee Satisfaction – work environment and passion for the job; Ministry Performance – seeing desired results, fruitfulness, etc.   By helping the staff member identify those factors and providing a plan to exhort encourage and help assist in those areas, ministry satisfaction and effectiveness can be increased.

When you notice that a missionary does not appear to be satisfied in their role, you can walk back through some of the internal and external factors that may be impacting impact that missionary to gain understanding as to understand why.   Internal factors might include a desire for change because he or she is they are bored, values or interests have changed, some emotional wounds may have been triggered of which the missionary is aware or unaware, etc.   External factors might include unresolved conflict that is unresolved, organizational changes which that the missionary has not “bought into”into,” etc.

You may also notice that the missionary has lost some effectiveness in their roles.   This is also a good indication that further probing may be needed to understand why.   External factors that might impact this could be a change in reporting structure – perhaps the missionary is not as comfortable or does not work as well with their new ministry supervisor.   It could also be an internal factor such as confidence - perhaps they received feedback that has caused them to pull back or may have immobilized them.

Some of the tools listed in this the next section will help probe those internal and external factors. 

TOOLS

     Staff Working File

Every staff member should have a working file.  The working file prevents a manager/supervisor from relying on his or her memory.  Anything related to a staff member’s employment can be tracked in a working file.  These files must be kept confidential and secured (locked away if a physical copy or password protected if electronic) and should only contain objective, observable information.  Items that might be included in a working file include:

• Documentation of things the staff member has done very well – specific examples
• Copies of corrective actions or “Standards of Performance”  documents that have been issued
• Time off requests
• Notes of one-on-one coaching times that are specific and refrain from assumptions
• Copies of annual performance evaluations
• Copy of the staff member’s job description

To restate, information kept in a working file should not include assumptions or subjective conclusions unless preceded by objective, observable examples.  For example, the staff member has a bad attitude.  This is subjective however could FOLLOW this information: the staff member yelled at Joe student on Friday, September 19^th and did not speak to any of the staff during the staff meeting on Tuesday, September 23^rd .  The staff member has often kept their arms folded and frowned during team meetings over the past month leading me to the conclusion that the staff member is upset for some reason and is refusing to engage others in a positive manner.

      Management/Coaching sessions

They are sometimes called one-on-ones, tune-ups, statuses, etc.  Whatever they are called, they are vital to keeping lines of communication open between you and your staff member.  It is the opportunity for expectations to be clarified, encouragement and constructive feedback to be given, and for the relationship to continue to be built.  There are many tools to help you facilitate coaching conversations.  A “Plus/Delta” and a “Start, Stop, Continue” are in Appendix B4 and Appendix B5 as sample tools. 

Plus/Delta:  A Plus/Delta is a method to do a “quick check” after a project, meeting, event, etc.  One side of the “page” (or whiteboard for those of you that like those) are the “pluses” – what went well or things you would want to repeat.  The right side is the “delta” – those things you’d want to change or do differently.  This tool provides a good brainstorming mechanism.

Start, Stop, Continue:  This is another tool that can help with communication, supervision, or even meetings.  What would you like me to start doing?  What am I currently doing that you would like me to stop?  What are those things that work well and that you’d like me to continue?

      SMART Goals

Writing good goals can help staff have clearly outlined expectations and give you a good measuring stick for how they have done with those goals.  Writing goals that are SMART:  Specific, Measurable, Attainable (or Achievable), Results-Oriented and have a Timeframe can help your staff be successful.  The measurable part of the goal can be either quantitative or qualitative.  An example follows for both a quantitative and qualitative goal:

Poorly Written Quantitative Goal:

Focus on Ministry Team Development each week.

SMART Quantitative Goal:

Designate 4 hours per week towards MTD including making at least 5 calls resulting in additional monthly support of $50 per month.

Specific – 3 hours per week, 5 calls, $50 per month

Measurable – it is clear whether the staff member has accomplished the goal or not

Attainable – is this goal reasonable?

Results-Oriented (Quantitative)– goal is to continue to develop support.  $50/month is a results-oriented goal.

Timeframe – each week

Poorly Written Qualitative Goal:

Lead/Facilitate a small group each week.

SMART Qualitative Goal:

Lead a small group every week with the goal of providing a “safe” environment where each person feels comfortable to contribute and where leaders are being developed.  By end of semester, identify and begin meeting weekly with one individual (apprentice) who would like to grow into leading the small group.  During this time with the apprentice focus on what is happening in her life, go through a book of the Bible together that you mutually choose and co-lead 2 small group times with the apprentice by the end of the semester.

Specific – Weekly group meeting, one apprentice, meet weekly

Measurable –Whether the staff member has led the small group each week, people have participated, and/or whether an apprentice has been identified can be measured.

Attainable – is this goal reasonable?

Results-Oriented (Qualitative) – goal is to have a small group where people are comfortable sharing and to develop an apprentice.  By describing what success looks like, the staff member can see what “result” she is aiming for.

Timeframe – each week as well as by the end of the semester

Whether the goal is met or not, feedback is important.  Some individuals feel that it is difficult or unfair to make ministry about reaching goals or performance.  It is important to understand that the goal is faithfulness.  Someone once said that success is cooperating with what God is doing in your life at the moment.  If a goal is not met, the next question becomes why.  This will be discussed in the Constructive Feedback section.

Knowing Styles: Yours and the person you are coaching

Understanding your own coaching style and being able to adapt to meet the need is one aspect of being a good coach.  Knowing your strengths and areas of opportunity for coaching will help you adjust your style to match what your staff member needs.  Some staff members need more time for the relational aspect of coaching where others prefer more direct task supervision.  There are several models of leadership that can help with this.  

The DISC profile and MBTI Personality Assessment are also excellent tools for understanding styles and have applications for coaching, communication, team dynamics as well as conflict resolution.   Factors considered include how individuals best take in information – details or the “pieces” versus big picture; how individuals make decisions – objective criteria, logic, pros and cons versus beliefs and values and subjective considerations; whether individuals are more interested in coming to decision quickly and efficiently or feel the process is more important, etc.  These factors impact how others hear information as well as how they communicate information.  Some conflict situations in a management scenario may come up from how ideas are presented, discussed and decided to how an individual best “recharges” to be able to handle the demands of ministry.

Often times those differences in how we perceive information, make decisions or order our world are the things that can cause conflict in relationships including the supervisory relationship.  As we learn how our styles impact others and how to interact with other styles, we can increase our effectiveness in leading and communicating with those we manage and support.

If you would like to look into these tools, please contact Missionary Resources.  We have certified facilitators that can help your team identify, understand and learn ways to adapt their styles to increase effectiveness.

Constructive Feedback

Verbal & Written Warnings

As mentioned earlier, staff members are employees and have responsibilities for which they are accountable.  One example of these responsibilities is ongoing ministry team development.  Often times, when poor performance or behavior is not addressed, “grace” might be the justification.  However, there are also boundaries and consequences for actions.  The staff member, GCM, the church, and Christ’s reputation is being critiqued by the world constantly.  Donors want to be able to trust that the finances they are giving are being taken seriously and ministry is happening responsibly. 

On those, hopefully rare, occasions where responsibilities are not being handled responsibly, corrective action to guide the staff member back on track may be necessary.  You as their recognized supervisor are responsible and accountable for the staff member’s performance of duties.  Verbal and written warnings are a tool to help staff members get back on track.

Expectation – is it reasonable?

Performance – are they meeting the expectation?

Feedback (next session) – are you praising them for meeting or exceeding expectations or coaching them if they are not?

If they are not meeting the expectation – seek to understand why first – there may be a very good reason or a separate issue that needs to be addressed.  Maybe they have too much on their plate and they need help to re-prioritize or maybe they need a responsibility removed.  Maybe they are being faithful but God is not allowing “success”.  The next question could be “how is the staff member responding to not being ‘successful’”?

Explain the impact of not meeting the expectation.

For example: a staff member, Joe, is consistently late to meetings and appointments.  He misses important details as a result and is sending a message to students that being late is expected and acceptable.  As a supervisor, the first step would be to seek to understand what is happening.  Stating specific examples of behaviors, you might ask, “Joe, I’ve noticed that you are consistently late for meetings and appointments.  You have been 15 minutes late for our last two appointments, and also have shown up for lifegroup 20 minutes late last week and 15 minutes late the week before.  What’s going on?”  (this is a great example of something to keep in a working file – examples of meeting or not meeting expectations).

The staff member should have a chance to respond.  It could be an opportunity for life coaching and character development.  As a supervisor, verbally coaching (and documenting the conversation) is the first step in “managing performance”.  The intent is for the performance to be corrected.  As performance improves, it is also important to praise steps in the right direction, even if it’s gradual such as “I noticed you’re getting to our meetings earlier.  I (your teammates, your students) appreciate it. 

If behavior does not improve, corrective action may be necessary.  If you have provided the expectation, given opportunity for the behavior to be corrected and the behavior continues, it may be necessary to give corrective actions.  Listed below are some guidelines to follow as well as an explanation of the Employee Warning Notice (Appendix C5). 

The level of action taken will depend on severity, impact and frequency of correction.  GCM does not follow a progressive discipline policy meaning that we do not have to proceed step-by-step.  Depending on the issue, a final warning may be given first if there is sufficient reason.  All warnings, whether verbal or written, should first be discussed with MR prior to being given to the employee and a final copy provided to MR for the Employee file.

• Date of Warning – it is always important to document dates for employment actions taken.

• Type of Violation – This is a general description of the problem behavior.

• Previous Corrective Action, Warnings or Reprimands – if there is a pattern of behavior, it is important to document this.  List out any prior warnings whether they are similar to the current problem behavior or not.

• Supervisor Statement – this is where a longer explanation of the problem behavior can be given as well as anything discussed with the employee.  Attach extra sheets as necessary.  Always be careful to document facts, not opinions about the facts. If you believe the individual was defensive, what things did the person do or say that led you to believe that.

• Employee Statement – the employee also has an opportunity to respond in writing.

• Action Taken – what type of employment action is being taken?  The HR department will work with the supervisor to decide the appropriate action and next steps as well as the consequences if the behavior occurs again

• Signatures – it is important that all parties sign the document.  If the employee refuses to sign, the supervisor may write such and sign.

REWARDS & RECOGNITION

“Let us hold fast the confession of our hope without wavering, for He who promised is faithful; and let us consider how to stimulate one another to love and good deeds, not forsaking our own assembling together, as is the habit of some, but encouraging one another, and all the more, as you see the day drawing near.”  Heb. 10:23-25

All of us need encouragement even when we know we are going in the right direction.  Most people when surveyed say that recognition for a job well done is even more important than monetary compensation. 

Positive feedback is important whether it is for rewarding accomplishments, acknowledging strength, or seeing growth in an area.  It is also important when you have given someone a standard of performance or some type of constructive feedback and you see the person making improvements in those areas. 

For any type of feedback (constructive or positive affirmation) to be most effective, it should be done immediately or as close to the behavior as possible.  It should be specific and it is also helpful if it is linked to the impact.  For example:  “I know you’ve been working on having a servant’s heart.  I know it isn’t easy for you.  I noticed how you served Joe by helping him tear down everything after the event last night.  I really appreciated that.  It encouraged Joe and set a good example for Barry.  Thanks!

Sadly, many individuals share that they do not receive regular and ongoing feedback from their ministry supervisors. 

Missionary Excellence Program

      Writing a Good Appraisal

A well written performance appraisal is important for many reasons.  The annual review provides a summary of the staff member’s performance over the previous year.  (See Appendix C1) There should be no surprises on an annual review – the review is simply a documented summary of things that have been shared with the staff member throughout the year.

Clear and measurable goals should be set at the beginning of each evaluation period.  This means a list of goals including a measurable (whether quantitative or qualitative) outcome.  The GCM evaluation utilizes a 5-point scale ranging from Exceptional to Unsatisfactory.  A staff member should know what it takes to achieve each of these scores.  For example, in leading a lifegroup, what does it take to meet expectations?  To exceed expectations? 

Goal:  Facilitate a lifegroup, participating weekly in a formal meeting time, meeting with his or her apprentice bi-weekly to discuss how they are doing in the Word, their prayer life and any issues they are having.

Meeting Expectations would mean meeting the measurable goals above but may also include a qualitative description like “having a lifegroup where a core of 2-3 consistently participate in lifegroup, church and serving others, are healthy and growing in reading the Word and prayer, etc.

It is important to write specific examples on the evaluation that support your rating but it is especially important if you are scoring a missionary/pastor below a 3 or higher than a 4.  If they are not meeting expectations, they need to understand why, and if they are exceeding, it is important for consistency with other staff and for specific encouragement that they understand WHAT they are doing well.  (For examples, see Appendix C2)

Here are some descriptions of what each score on the scale might mean:

Exceptional/Role Model (5) – consistently exceeds expectations in all components of the job duty or responsibility.  This person is a role model for others in that specific duty/responsibility and is able to mentor others in this skill or responsibility.  These will probably be areas of giftedness or strong experience areas.  An experienced individual usually will have a handful of 5s at most depending on years of experience.

Commendable/Often Exceeds (4 – 4.5) – frequently exceeds expected performance levels in most components of the job duty/responsibility with above satisfactory work.  The individual doesn’t just fulfill the task or role but does a great job often times either completing the task before it is due, with better than expected results or increased efficiency or effectiveness.

Competent/Fully Meets (3 – 3.5) – solid performance.  Consistently performing at expected levels for all components of the job duty/responsibility in a fully satisfactory way.  This is a good score and means the staff member is doing what you expected within the timeframe given and with good results and effectiveness. 

Needs Development (2-2.5) – below expected performance levels.  Meets most components of the job duty/responsibility, but not all components.  Most work is performed satisfactorily but not all.  This means that the person may be inconsistent in always meeting the expectations of the job and some help may be needed for improvement.  Either they are not meeting expectations consistently within the expected timeframe, with consistent results or consistent effectiveness.

Unsatisfactory/Does Not Meet (below 2) – does not meet expected performance levels.  Meets some of the components of the job duty/responsibility, but does unsatisfactory work in some key areas.  This individual is very inconsistent in the given area, not effective or the duty/responsibility is not getting done.  This should not be the first time the staff member is aware of the issue.  If improvement does not happen very quickly, the individual may be in danger of some type of warning in the future.  If the person has already been on a warning in an area and has still not improved, this may also warrant an “Unsatisfactory”. 

Career Development

Vocational ministry provides opportunities to develop a long-term career path.  Longevity in vocational ministry is more likely if an employee sees development potential.  Some individuals will go on staff with a shorter term in mind, possibly 2-5 years.  Many will desire this to be a longer term career.  One aspect of providing that opportunity is helping them with development.

GCM offers an Education Reimbursement benefit that allows full-time employees who have been employed for one year or more to reimburse classes related to the job up to $5250 per year as a non-taxable reimbursement (based on guidelines listed in the Employee Handbook).  Many employees take seminary classes to enhance their ministry skills or Bible knowledge. 

Books or seminars may also be tools to help someone grow in their career.  Another idea might be to have someone who is strong in an area “mentor” someone who isn’t.  This can help both individuals in their career development – one with receiving mentorship in an area of need and another in developing the skill of coaching someone in a given area.

The Level Determination mentioned earlier is also a tool that can be used to see what areas an individual might need help in to be able to take on more responsibility. 

GCM’s current career path consists of the following job levels:

Missionary Intern

Missionary Staff 1

Missionary Staff 2

Missionary Staff 3

Pastor/Minister/Field Manager 1

Pastor/Minister/Field Manager 2

Pastor/Minister 3 or Director

Sr. Director

**(Pastor level requires ordination, Minister level requires commissioning in GCC or Collegiate networks)**

The annual Career Assessment can provide insight into areas a staff member may wish to grow.  Missionary Resources can assist you in developing a “career ministry path” for your staff.