When should evaluation of personnel resources occur

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5 Per Page10 Per Page20 Per PageDisplay All11. The act of directing, ordering, or controlling by virtue of explicit statutory, regulatory, or delegated authority at the field level is referred to as: A. Command B. Direction C. Leadership

 D. Coordination

Weegy: The act of directing, ordering, or controlling by virtue of explicit statutory, regulatory, or delegated authority at the field level is referred to as COMMAND. 

12. Incident managers begin planning for the demobilization process: A. Right before the first resources are ready to be released.
 B. As soon as possible to facilitate accountability of the resources.
 C. After being requested by the Emergency Operations Center.
 D. When incident activities shift from response to recovery.

When responding to system incidents, demobilization begins when the response process moves from response to recovery. More specifically, demobilization begins after the adverse event (failure or disaster) is mitigated. Mitigation puts the service or system back into an operational state, even if it is providing somewhat degraded service (meeting Service Level Agreements, but maybe not fully recovered). Recovery puts the system into a fully operational state. Many participants in an incident can move onto the next crisis or perform other tasks as soon as the incident is mitigated. This is why demobilization can begin at the mitigation point.

D.

D
14. HSPD-5 required the Secretary of Homeland Security to establish a mechanism for ensuring the ongoing management and maintenance of NIMS. The Secretary established the National Integration Center (NIC) to perform all of the following functions EXCEPT: A. Promoting compatibility between national-level standards for NIMS and those developed by other public, private, and professional groups.
 B. Facilitating the establishment and maintenance of a documentation and database system related to qualification, certification, and credentialing of emergency management/response personnel and organizations.
 C. Developing assessment criteria for the various components of NIMS, as well as compliance requirements and timelines.
 D. Inventorying and tracking all national resources and assets available for deployment in incidents managed using NIMS.

Ans. D

15. The credentialing process involves an objective evaluation and documentation of an individual's: 

• Current certification, license, or degree, 
• Training and experience, and 
• ________________________________. 
 A. Supervisory expertise. B. Competence or proficiency. C. Compensation amount. D. Security clearance level.

Ans. B

17. Unified Command: A. Enables all agencies with responsibility to manage an incident together by establishing a common set of incident objectives and strategies.
 B. Requires that employees report to several different Incident Commanders, each representing each jurisdiction.
 C. Obligates all responsible agencies to pool their resources without consideration to the terms of mutual aid and assistance agreements.
 D. Assigns a single Incident Commander to assume unity of command and make decisions for all jurisdictions.

Ans. A

A unified command is an authority structure in which the role of incident commander is shared by two or more individuals, each already having authority in a different responding agency. The UC links the organizations responding to the incident and provides a forum for these entities to make consensus decisions.

18. The Public Information Officer: A. Interfaces with the public and media and/or with other agencies regarding incident-related information requirements.
 B. Serves as a press secretary for the Agency Executive or Senior Official during the incident.
 C. Controls messaging and limits the independence of other organizations participating in the incident.
 D. Directs the Joint Information Center operation with the Emergency Operations Center.

Ans. A
19. Interoperability: A. Is the ability of emergency management/response personnel to interact and work well together.
 B. Requires nongovernmental and private-sector organizations to purchase standardized communication equipment.
 C. Involves oversight by the Federal Communications Commission for assigning emergency frequencies.
 D. Primarily involves creating automated systems that allow for the sharing of sensitive incident information.

Ans. A
20. In an Incident Command System organization, the term 'General Staff' refers to: A. A person assigned by a cooperating agency or nongovernmental/private organization who has been delegated authority to make decisions affecting that agency's or organization's participation in incident management activities.
 B. Any combination of personnel resources assembled to support a specific mission or operational need with common communications and a designated leader.
 C. Incident management personnel organized according to function (i.e., Operations Section Chief, Planning Section Chief, Logistics Section Chief, and Finance/Administration Section Chief) and who report directly to the Incident Commander.
 D. Generalists who are assigned to support Section Chiefs with functions such as administrative matters and documentation of incident events.

In an Incident Command System organization, the term 'General Staff' refers to: Incident management personnel organized according to function (i.e., Operations Section Chief, Planning Section Chief, Logistics Section Chief, [ and Finance/Administration Section Chief) and who report directly to the Incident Commander. ]

⤓ Download the Performance Evaluation Form and Guidelines Word Document

Performance management is a partnership between an employee and his/her supervisor to optimize performance, build effective feedback and communication, enhance employee growth and development, and develop goals that are consistent with department/college strategic plans.

A performance evaluation is a part of performance management. The distinctions between the two are highlighted below.

• Focus is on evaluation
• Seen as a once-a-year event
• Discussions happen when salary increases are awarded or performance problems emerge
• Forms are designed to evaluate performance and rank employees
• Feedback occurs primarily in the appraisal/review discussion

Performance Management

• Focus is on employee development
• Seen as an ongoing, daily process
• Discussions happen frequently; formally at least twice a year
• Forms are designed to evaluate performance and plan for employee development
• Both positive and negative feedback occurs frequently

Supervisors are encouraged to evaluate performance within the context of performance management.

• Communicate organizational goals and objectives
• Motivate employees to improve performance
• Heighten productivity
• Employee growth and development (see Professional Development Planning)
• Distribute organizational rewards equitably
• Assess match between knowledge, skill and ability with performance and job requirement

Written performance evaluations should be completed on a regular basis and retained in the department. (See the Performance Evaluations policy.) Evaluations should occur at the following times:

• At the end of the original six-month probationary period.
• Annually, either on the anniversary of the employee’s hire date or at another time designated by the department.
• At the end of six months after transfer or promotion to a new position.
• At any time the supervisor wishes to record noteworthy performance, either favorable or unfavorable.

• Changing nature of work, i.e., technological changes, job duties, or change in scope of work.
• Rating performance objectively.
• Shift to emphasis on team orientation (necessitate multi-rater evaluations).
• Limited organizational rewards and consequences.
• Scarce resources.
• Reducing employee defensiveness or anxiety and increasing dialogue and recognition.

• Develop a system that encourages employee participation in establishing performance standards.
• Develop standards based on critical job elements.
• Assess employee against performance standards rather than each other or some statistical guide.
• Clarify performance expectations.
• Utilize ongoing coaching, communication and feedback.
• Provide timely and accurate documentation.
• Base evaluation on actual performance, not subjective feedback.
• Consider including self evaluation, peer, customer input (360○ feedback) where applicable.
• Promote consistency within the department.
• Establish SMARTER Goals (Specific, Measurable, Agreed upon, Realistic, Timed, Evaluation, and Recognition).

1. Review job description, work goals, and professional development goals established for the year.
2. Review last year’s performance evaluation.
3. Review documentation in management file.
4. Review peer and customer input.
5. Review employee’s self evaluation.
6. Take into account environmental factors (e.g. organizational changes, FML protected absences, etc.).

• Review evaluations written by other experienced supervisors to see what works and what doesn’t.
• Keep notes throughout the evaluation period. Do not rely on recall at the end of the review period.
• Seek input from other observers when appropriate (i.e., customers).
• Educate employee regarding evaluation philosophy and standards of performance in advance. Provide examples of what constitutes “exceeds expectations”, “meets expectations”, and “needs improvement”.
• Know what you are looking for. Evaluate the right things. Concentrate exclusively on factors directly related to job performance.
• Don’t include rumors, allegations, or guesswork as part of your written evaluations.
• Be complete:  Include both positives and negatives.
• Do not be afraid to criticize. Do not forget to praise.
• Focus on improvement. Use the evaluation to set goals for better performance.
• Supplement periodic written evaluations with frequent verbal feedback. Negative written evaluation should not come as a SURPRISE.
• Do not put anything in writing that you would not say to the employee in person.
• Say what has to be said clearly and move on.
• Be as specific as possible; use examples.
• Relate evaluations to previous reviews. Are things better? Worse? The same?
• Allow plenty of time to prepare evaluations properly. Do not work under pressure.
• Avoid completing an evaluation when you are angry, frustrated or tired.
• Focus on developing the employee and utilizing his/her strengths.
• Be willing to change an evaluation if new information becomes available.
• End the evaluation on a positive note. Let the employee know you value his/her contributions and efforts.

• Uses specific objectives previously set with employees as standards to measure progress.
• Puts the employee at ease and explains the purpose of the feedback interview.
• Encourages and supports.
• Is clear about consequences if performance does not improve.
• Criticizes performance, not the person, when giving negative feedback.
• Obtains employee participation and encourages self-evaluation.
• Uses specific examples to support ratings.
• Has the employee summarize the feedback to ensure understanding.
• Creates a future plan of development jointly with the employee.

Detail personal performance and accomplishments, and compare to last review

• How have my responsibilities supported the strategic direction of our program?
• What have been my most important contributions and accomplishments during the review period?
• What do I need to do to further enhance my performance?
• How has my manager helped or supported my performance during the review period? What else could my manager do in the future?
• What strengths have led to my success this far?
• What skill would make me a more valued contributor in my current job? Is there a task or project in which I can develop those skills?
• Are there professional development opportunities which would enhance my job and increase my skills and abilities?
• Are there revisions needed for my job description or goals?

Employee Concerns about Review

• Discuss concerns with your supervisor; be clear and specific. Ask questions to clarify meaning and intent.
• Reach agreement/understanding about this review period, and use current concerns to clarify for next review period.
• You have five business days to respond in writing to your evaluation if you so wish. Your response will be placed in your employee file with the evaluation.
• If you have tried to resolve your concerns unsuccessfully with your supervisor, you may talk with your supervisor’s supervisor.

Learn about Professional Development Planning