Transcript www.hr.gov.nt.ca

Competency-Based Performance
Management
2013 Training Sessions
Department of Human Resources
Leadership
Innovation
Quality
Agenda
Intro and ice breaker activity:
15 minutes
Competency overview:
15 minutes
Core competencies overview
and activities:
45 minutes
Performance management overview
and activities:
30 minutes
Core skills overview and activities:
45 minutes
Performance review process
and activities:
45 minutes
Wrap up:
10 minutes
Department of Human Resources
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Ice Breaker
Step #1
In your groups, discuss one characteristic of the best leader or manager
you have worked with
Step #2
As a group, select one example and prepare to briefly share with the larger
participant group
Things to consider
Make sure to tell us why this characteristic was vital to
success in the role!!
Timing
10 minutes
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Leadership
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Competency Overview
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What are competencies?
Competencies are…
a)
A characteristic which enables people to deliver superior
performance in a given job, role, or situation
b)
A description of the patterns of behaviours that are required
for success
c)
Help individuals and the organization focus on the
characteristics that enable people to consistently achieve high
standards of performance
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Competencies look at the behaviours used
to attain results and offer a systematic way
to examine these behaviours
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Types of competencies
The Senior Management Competency Model consists of 6 competencies
that have been organized into 2 clusters:
I.
Leadership Excellence
1. Authentic Leadership
2. Systems Thinking
3. Engaging Others
II.
Management Excellence
4. Action Management
5. People Management
6. Sustainable Management
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Senior Management Competency Model
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Understanding and rating competencies
Each competency has 5 components:
1) Title
Overall name given to the
competency
3) Why
Description of how and why a
competency is important
2) Definition
Explains what the competency
means and indicates the types
of behaviours that will be
described in the scale
4) Behavioural scale
Describes how this
competency is demonstrated
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5) Target level
Represents the behaviour that
is characteristic of success in
each type of role
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Understanding and rating competencies
Behavioural scales:
■
Define what the competency is all about
■
Ascending scale of various levels of performance
■
Each level is noticeably different from the one before
■
Levels are cumulative
■
Each level requires higher levels of performance, greater
impact or time horizon
■
Researched to show link to superior performance
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Understanding and rating
competencies
Target levels:
■
Level that defines excellence in the
job, reflecting behaviours to meet
current and future requirements
■
Not a minimum or a wish list
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Competency target summary chart
Leadership Excellence
Management Excellence
Authentic
Leadership
Systems
Thinking
Engaging
Others
Action
Management
People
Management
Sustainable
Management
4
4
4
4
4
4
ADM and
equivalent
3-4
3-4
3-4
3-4
3-4
3-4
Director,
Regional
Superintendent
and equivalent
1-2
1-2
1-2
1-2
1-2
1-2
Deputy Head
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Quality
A Deeper Look:
GNWT Senior Management
Competencies
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1. How many competencies does the
GNWT model have?
2. What are they?
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Authentic Leadership
“Acting with integrity and treating everyone with respect
regardless of which group they represent”
1.
Creates a positive team environment
2.
Builds effective and productive teams
3.
Acts as a role model
4.
Builds a positive and productive workplace
environment
Why is this important?
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Systems Thinking
“Ability to assess options and implications in new ways in
order to identify solutions and appreciating how shortterm outcomes are driven by long-term strategy”
1. Analyzes potential solutions using diverse
information
2. Applies a long-term and broad approach
3. Incorporates trends and inter-connections
4. Understands impacts on vision and connections
Why is this important?
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Engaging Others
“Proactively building networks, connecting with others, and
understanding and building relationships in order to
achieve goals and priorities”
1.
Makes key contacts and shares information
2.
Develops effective relationships
3.
Maintains and uses a wide circle of contacts
4.
Builds networks and partnerships
Why is this important?
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Action Management
“Knowing which initiatives and results are important, and
working with current resources to achieve results that are
aligned with the goals of the organization”
1. Improves performance and adapts readily
2. Sets challenging objectives and helps others adapt
3. Improves broad performance and gains
commitment for change
4. Long-term view to goals and implements change
Why is this important?
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People Management
“Creating the conditions and environment that allow people
to work collaboratively and productively to achieve results”
1. Improves self and gives direction to others
2. Stays current and gives constructive
feedback
3. Motivates the team and acts as a
coach/mentor
4. Plans for future human resource needs
and fosters learning
Why is this important?
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Sustainable Management
“Delivering results by maximizing organizational
effectiveness and sustainability of our human, financial,
and environmental resources”
1. Makes links between sustainability and
success of GNWT
2. Improves sustainability practices
3. Develops, implements, and monitors
systems
4. Plans for future sustainability of the GNWT
Why is this important?
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Supporting tools
1) Full Dictionary – Competency Model
2) Competency Development Resource Guide (CDRG)
3) Competency Self-Assessment
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Group exercise
Step #1
Think about an example at work where you have demonstrated one of the six
competencies
Step #2
In your groups, share and discuss the examples from step #1
Things to consider
■ Which competency does this demonstrate?
■ Does this competency fall under Leadership Excellence or Management
Excellence?
■ At which level do you feel you demonstrated this competency?
■ Did this make you feel more productive/efficient in your role? If yes, how
so?
Timing
10 minutes
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Overview of
Performance Management
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What is performance management?
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What is performance management?
• Core business process
– Align individual objectives and
performance with strategy
• Powerful tool for development, reward,
engagement
• Includes not just the performance
review (our focus today) but the whole
cycle of setting objectives,
establishing standards (values,
competencies), providing regular
feedback, measuring results,
conducting reviews….
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Goals at GNWT
■
Retain and grow people through feedback, recognition, development
■
Encourage individual goal-setting and achievement, aligned with
organizational and departmental goals
■
Promote accountability for results and development
■
Reinforce the GNWT Competencies
■
Provide an on-going repository of job and performance information (using
ePerformance)
■
Help determine individual and organizational training and development needs
and ensure that investments are well made
■
Provide insights into the workforce in support of other talent management
work
■
Provide insight into how well an individual’s capabilities align with their current
role or a future role
■
Promote a culture of on-going feedback, recognition and communication
■
Identify high-performance and high-potential employees for growth
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Design principles
■
Balance of “what” the employee has done (duties/ responsibilities, objectives and
results) and “how” they have done it (competencies)
■
Address the past first, providing feedback, and then transition to look at the future.
■
Require minimal training on tools so that the emphasis can be on skills
■
“No surprises” – emphasize the value of timely and on-going feedback
■
Supervisor has primary responsibility for completion
■
Employee-centric language to support retention and engagement.
■
Recognition of strengths and achievements as well as opportunities for improvement
■
Designed for development, not discipline
■
Single template/ tool for launch, with ability to develop alternatives for different
levels/families later
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What’s changing
in 2013?
• New (and
consistent form)
and process for
senior managers
• New competency
model, other
tools
• Measuring
“what” (results
against
objectives) and
“how”
(competencies)
What’s not
changing in
2013?
• Overall timing for
performance
reviews
• Reviews below
the senior
management
level
• Links to Senior
Management
Merit (objectives
only)
Department of Human Resources
Leadership
What’s
coming in the
future?
•
•
•
Implement ing
ePerformance
(make process
efficient, allow
roll up
reporting,
provide recordkeeping)
Cascade into
organization
Potential
linkages to
other aspects
of HR
Innovation
Quality
Contributors
■
The annual review will be a single-rater review. An employee’s immediate
supervisor will determine ratings and provide comments.
■
The employee will also complete a self-review, which will go on record and
support the performance conversation.
■
The immediate supervisor will be responsible for ensuring that the review
contains a complete and well-rounded view of performance. Where the
supervisor needs another perspective, they may request third-party feedback.
■
The next line of management will also sign-off on the review once complete.
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Contributor roles
Role
Employee
Immediate
Supervisor
Next Line of
Management
3rd Party
Responsibilities


Submit a complete and representative self-review, on time
Listen to feedback, actively participate, act on plans



Ensure the overall review is fair, balanced, constructive,
complete and accurate
Conduct an effective performance meeting with the employee
Ensure review, planning, etc. happen on-time


Coach and hold accountable
Look at group-wide development and calibration

Provide constructive feedback to assist in the development of
others
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Annual Cycle

• April to June: Year-End Review,
Performance Planning and
Development Planning


“Performance period” is April 1
to March 31
Review meetings to be
conducted by May 30
Final forms and learning plans
submitted by June 30
• September to November: MidYear Check-In
– Not “formal”, but recommended
– Opportunity for employees and
supervisors to examine progress
against objectives, update objectives
if required, and check in on
development and learning plans
• Year-round: Ongoing coaching
and development
.
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Group Exercise
In your groups, provide examples where:
You had a positive performance management interaction
with a supervisor
 What were the techniques used by the Supervisor during the interaction? (i.e.
engaged listening, free from distraction, etc)
 What were the specific actions exhibited by the supervisor which were perceived as
positive?
You had a negative performance management interaction
with a supervisor
 What were the techniques used by the Supervisor during the interaction?
 What were the specific actions exhibited by the supervisor which were perceived as
negative?
Timing
10 minutes
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Core Skills of
Performance Management
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What is…..
Constructive feedback?
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Group exercise
Step #1
In your groups, review the examples of feedback below
Step #2
Discuss ways in which these examples could be improved upon
Examples
 “You get irritated with Bob so quickly. You need to be more patient”
 “Well done!”
 “You never listen to me”
 “You handle difficult situations well”
Timing
10 minutes
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Leadership
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Constructive feedback
Constructive feedback is:
 Useful
 Meaningful
 Impactful
 Easy to understand
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Communicating feedback
Give:
Receive:
•
Constructive
•
Listen
•
Based on observed behaviour
•
Ask questions for clarification
•
Objective
•
Don’t get defensive
•
Specific
•
Don’t argue
•
Reflect
•
Take suggestions to heart
•
Handle feedback with care
•
•
•
Short and concise
On the issue, not the person
Timely
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Principles of Constructive Feedback
For feedback to be constructive…
1. The individual should understand it



Choose specific examples
Emphasise observed behaviour
Define ground rules in advance
2. The Individual should be able to accept it



Choose specific examples
Emphasise observed behaviour
Define ground rules in advance
3. The individual should be able to do something with it



Know what the key messages are
Focusing on the changeable
Suggest solutions
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Types of feedback
specific
“You did not
formulate
objectives”
“This is
completely
wrong”
not
specific
(judgement)
negative
Department of Human Resources
“You give friendly
& dedicated
service to our
customers”
“It looks
lovely”
(empty
compliment)
positive
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Partner Exercise
Step #1
Think of recent feedback you wanted to give but were not sure how to go
about doing
Step #2
Write your feedback in a way that is consistent with the constructive
feedback techniques discussed in the previous slides
Step #3
In pairs, share and discuss the constructive feedback you have written
Timing
10 minutes
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What are…..
Well written goals?
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What are SMART goals?
S = Specific
Single result that is precise and observable
M = Measurable
Do we have the means to know when it has been achieved?
A = Achievable
Realistic and attainable; appropriate level of challenge
R = Relevant
Directly related to responsibilities within the employee’s control
T = Time-Based
Is the timeline for achieving it specified?
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Leadership
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Why SMART goals?
Purpose of SMART goals are…
■
To avoid confusion
■
To avoid misdirected effort
■
To have confidence that we are doing a good job
■
To feel secure in our relationship with our manager
■
To be accountable
….as well as…
■
Provide enough detail so that there is no indecision as to what exactly you
should be doing when the time comes to do it
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Examples
SMART
■
■
Finish the XXXXX project and
submit the report to my manager
by November 15
Complete two of the courses for
my XXXXX certificate, with a
grade of at least 70%, by May 1
■
Reduce response times for
XXXXX by XX% by the end of the
year
■
Negotiate with XXXXX to get our
prices reduced by at least XX%
by June 1
Department of Human Resources
Not SMART
■
Complete and submit XXXXX project
■
Learn more about XXXXX
■
Improve response time for XXXXX
■
Reduce vendor expenses
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Quality
Partner exercise
Step #1
Choose one of your own goals at work; write it as a SMART goal
Step #2
Working in pairs, review your goals
Step #3
Provide your partner with feedback on their own draft SMART goal
Goal:
Department of Human Resources
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Partner Exercise, continued

Your goal
SMART GOALS

Your
partner’s
goal
S
Specific
Single result that is precise and observable
C
C
M
Measurable
Do we have the means know when it has been
achieved?
C
C
A
Achievable
Realistic and attainable; appropriate level of
challenge
C
C
R
Relevant
Directly related to responsibilities within the
employee’s control
C
C
T
Time-Based
Is the timeline for achieving it specified?
C
C
Timing
10 minutes
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What characteristics make up a positive
performance conversation?
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Planning performance conversations
Environment:
■
■
Find a space that is comfortable and neutral to all parties
Ensure the space is quiet and there are no distractions
Process:
■
■
Begin the conversation with an example of positive performance
Provide a balance of constructive and positive feedback
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Planning performance conversations
continued
Frequency:
■
■
Providing feedback often promotes alignment in the assessment of
performance between the manager and employee
Promotes familiarity and comfort with the process
Timing:
■
■
■
Schedule the meeting in advance
Choose a time that works for both parties
Ensure all parties are emotionally ready
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Difficult Conversations
Act calm:
Ensure your demeanor is calm; if you are feeling frustrated, find a safe way to
‘vent’ like writing it down before the meeting so this has been cleared
Keep it brief:
Try to keep your part brief and concise, and get to the point quickly; the earlier
and more the employee talks, the less defensive they will be and the more insight
you will get into the root of the problem
Establish a dialogue:
Try not to follow a prescribed set of questions; build on the responses you are
getting. The point is to lead the employee to examine their own behaviour
Have an action plan:
End the meeting with a solid action plan that all parties agree to and are
committed to actively participating in
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Other examples?
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Performance Review
Process – How to
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Performance Review format
I.
Results against objectives
II.
Competencies (Senior
Management only)
III.
Performance summary
IV.
Objectives for next year
V.
Individual learning plan
VI.
Signatures
•
– We have descriptions of
behaviours at different
levels
– We have identified which
level is the target for each
role
•
•
Department of Human Resources
For each competency:
The employee provides
comments, with examples,
on the behaviours they
demonstrate
The supervisor provides
comments with examples,
and also rates the level
demonstrated by the
employee
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Process overview
•
•
•
•
•
•
•
The employee completes the green-shaded items in this form and provides the form in softcopy to the supervisor at least 2 weeks before the planned meeting date.
The supervisor then completes the blue-shaded items in this form, without editing the
employee’s content in the green-shaded areas.
If the supervisor requires additional information about the employee’s performance, they may
opt to use the Third Party Input Form for this purpose, sending it out 2-3 weeks before the
employee’s meeting date.
The feedback should take into account the employee’s self-review, any third party input, the
job description, documented objectives, feedback documented over the course of the year,
and other sources of information. You may also find it helpful to access previous reviews and
the competency and performance management reference documents.
The employee and supervisor meet to discuss the review, and edit the form (with objectives,
learning plans, additional notes, etc.) after that meeting.
The review form is signed by the employee and supervisor, and then by the next line of
management.
The form should be submitted in hard copy (so that we have signatures on file) and by email
(so that we have a soft copy that can be integrated into our new performance management
system). Eventually, reviews will be submitted and managed online. All reviews must be
completed and submitted before the deadline.
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Key reminders
•
Consider performance over the entire year, reviewing documented feedback,
goals and objectives and other sources of performance information.
•
If required, use the Third Party Input Form to obtain a more well-rounded
perspective on performance. It can be used to collect feedback from a key
internal customer (department, team, individual), a former supervisor, a leader of
a cross-department team, or any other valuable source of insight into
performance.
•
Remember to use constructive feedback techniques. The goal is to increase
performance, so feedback needs to be carefully presented so that it is internalized
and acted on.
•
Ensure that you are recognizing strengths and achievements, and not just
documenting opportunities for improvement. Similarly, provide even your
strongest employees with ideas for areas where they can grow.
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Resources

For assistance with the form, guidance on wording, coaching, or advice on
challenging issues, contact your Human Resources Client Service
Representative.

If you and the employee cannot resolve a difference in perspective,
consult your own supervisor.

Resources such as training materials and job aids are also available on
the HR website.
Green The employee completes these items
Blue
The supervisor completes these items
White
Planning sections (IV and V) are completed together, although
the employee and supervisor may add ideas/notes to the form
before the meeting
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Section I: Results against objectives
Purpose: This section is all about what the employee contributed last year. In the sections that
follow you will also provide feedback on how the employee contributed (Competencies –
Senior Managers only).
Employee:
•
Enter information for each of your objectives for the past year, including both the objective and
the measures as agreed to with your supervisor. Include any updates/changes that were
agreed to over the course of the year.
•
Provide comments on the results achieved as well as any important context.
Supervisor:
•
Review the information provided by the employee.
•
Add comments on achievement and results, context and challenges, and/or feedback for the
employee.
•
Provide a rating for achievement against each objective (substantiated by your comments).
•
Provide an overall rating. The overall rating should be a summary, informed by your judgment
of the relative importance of each objective, the results achieved, and the context; it is not
necessarily an “average” of the ratings for each objective.
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Section I: Results against objectives
Ratings:
Not achieved
• The objective was not met; there is a meaningful gap in achievement.
Partially/acceptably achieved
• The objective was not fully met, but other factors/circumstances must be
considered. For example:
• The objective was almost met; results are close to what was
expected/desired
• Achievement was limited by circumstances outside the employee’s control,
and the employee could not have avoided or addressed these circumstances
Fully achieved
• The objective was met
Exceeded
• The objective was exceeded
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Objectives
1.
Measures
Employee’s Comments on Results
Supervisor’s Comments on Results
Rating
Not achieved
P/A achieved
Fully achieved
Exceeded
2.
Employee’s Comments on Results
Supervisor’s Comments on Results
Not achieved
P/A achieved
Fully achieved
Exceeded
3.
Employee’s Comments on Results
Supervisor’s Comments on Results
Supervisor’s Overall Rating
Department of Human Resources
Not achieved
P/A achieved
Fully achieved
Exceeded
Not achieved
P/A achieved
Fully achieved
Exceeded
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Section II: Competencies (Sr. Managers only)
Purpose: The GNWT Management Competency Model is summarized in the table
that follows. Note that this model only applies to employees in senior managerial
roles. The levels increase as you move from left to right, so that Level 4 is the
highest level for each competency. Levels are cumulative; a rating at Level 4
suggests that the behaviours described in Levels 1-4 are all in evidence.
Employees:
• Provide your comments on the behaviours you demonstrate under each
competency. Provide examples where possible. The GNWT Management
Competency Model provides more detail on the behaviours at each level; the
descriptions below are summaries only.
Supervisors:
• Provide your comments on the behaviours you demonstrate under each
competency. Provide examples where possible. The GNWT Management
Competency Model provides more detail on the behaviours at each level; the
descriptions below are summaries only.
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Section II: Competencies (Sr. Managers only)
•
Select the level of each competency demonstrated by the employee. Target
levels are indicated in the table header.
– Within a given Level, you may indicate Low, Medium or High by selecting the
appropriate rating box.
– For example, if the behaviours aligned in Level 2 are in evidence, and the
employee is beginning to show Level 3 behaviours, you might suggest the
rightmost of the three rating boxes under Level 2.
•
Ensure that your comments cover:
– Examples of behaviours supporting your rating;
– Any measures or evidence linked to these competencies (such as the extent
to which a manager completes high quality performance reviews for staff, or
effective budget/variance management);
– Particular strengths, specifically relating to competencies;
– Opportunities for improvement (phrased as constructive feedback) specifically
relating to competencies; and
– Whether, on the whole, the employee is displaying the target level (or higher)
for each competency.
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Competency model table
Target Level for Deputy
Head
Target Levels for Director, Regional Superintendent
and equivalent
Competency
Level 1
Level 2
Level 3
Authentic Leadership
Creates a positive team
environment
Builds effective and
productive teams
Level displayed:
Systems Thinking



Analyzes potential solutions
using diverse information



Makes key contacts and
shares information



Improves performance and
adapts readily



Applies a long-term and
broad perspective



Develops effective
relationships



Sets challenging objectives
and helps others adapt
Level displayed:
People Management



Improves self and gives
direction to others



Stays current and gives
constructive feedback
Level displayed:
Sustainable
Management



Makes links between
sustainability and success
of the GNWT



Improves sustainability
practices
Level displayed:
Engaging Others
Level displayed:
Action Management
Level displayed:


Target Levels for ADM and Equivalent


Department of Human Resources

Level 4
Acts as a role model

Builds a positive and
productive workplace
environment






Incorporates trends and
Understands impacts on
inter-connections
vision and connections






Maintains and uses a wide Builds networks and
circle of contacts
partnerships



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Improves performance more Long-term view to goals and
broadly and gains
implements change
commitment for change
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Motivates the team and acts Plans for future human
as a coach/mentor
resource needs and fosters
learning
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Develops, implements, and Plans for the future
monitors systems
sustainability of the GNWT
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Leadership
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Innovation
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Quality
Partner exercise
Step #1
Individually, think of a role on your team or within the organization
(other than your own) that you are familiar with
Step #2
Using the model from the previous slide, assess and determine the
level they display (based on observed behaviours) for one or more
of the competencies; compare to the target level
Step #3
With your partner, share and discuss the competency profile you
have assessed for the role
Timing
10 minutes
Department of Human Resources
Leadership
Innovation
Quality
SECTION III – PERFORMANCE SUMMARY
Purpose: This section is intended to provide an overall summary of the employee’s
performance.
Employees:
• Provide comments on your achievements, areas for development and feedback
for the organization.
Supervisors:
• Provide your comments on achievements.
• Provide your overall rating for the employee, taking into consideration:


What the employee contributed – (1) Results
How they contributed – (2) Competencies (Senior Managers only; after April 2013
review only)
Department of Human Resources
Leadership
Innovation
Quality
Employee comments
Provide answers/comments for the following questions:
1. In summary, what are the top 3 strengths or achievements that you would like to
highlight (taking into consideration Results and Competencies)?
2. What are your top 3 areas for development or improvement?
3. What are your short and long term career goals and plans, and how can the
organization support you to achieve them?
4. Do you have the resources (staff, materials, equipment, etc.) and support that you
require to be successful?
Department of Human Resources
Leadership
Innovation
Quality
Supervisor’s Rating and Comments
We expect that most employees will match the rating/description
highlighted in darker blue shading

Substantial and immediate performance improvement is required

Improvement or development is required for the employee to meet expectations for
results and/or competencies.

Performance meets expectations (for results and competencies) most or all of the
time, and may sometimes exceed expectations

Performance meets all of the expectations (for results and competencies), and
regularly exceeds expectations (typically 10-15% of employees)
Department of Human Resources
Leadership
Innovation
Quality
Supervisor’s Rating and Comments
It is important to recognize the positive aspects of the employee’s
performance during this process
In summary, what are the top 3 strengths or achievements you would like to highlight for this employee
(taking into consideration Results and Competencies)?
Strengths and achievements:
Department of Human Resources
Leadership
Innovation
Quality
Group exercise
Step #1
Read the following examples of individual performance:
1.
Sally has been in her role for 4 months. She has a basic understanding of area policies and
practices. When handling day-to-day tasks, Sally still seeks assistance and direction from
others.
2.
Tom has been in his role for 5 years. In recent months, Tom has met with his supervisor to
discuss ways in which Tom can achieve results more independently and effectively. Unlike
peers in the same role, his deliverables are reviewed by his supervisor before being
distributed to others.
3.
Ann has been in her role for 2 years. Ann has demonstrated specialized understanding of
area policies and practices. She regularly makes successful recommendations to senior
management on how to improve process and policy effectiveness. Ann consistently produces
high quality work with minimal oversight, takes a proactive approach to identifying and
resolving potential issues, and provides informal leadership and coaching to more junior staff.
She is regularly asked to participate in cross-department initiatives and projects because she
will bring insight, energy and commitment.
Department of Human Resources
Leadership
Innovation
Quality
Group exercise, cont’d
Step #2
Rate the performance of the 3 staff members, using the Supervisor’s Rating
Scale

Substantial and immediate performance improvement is required

Improvement or development is required for the employee to meet
expectations for results and/or competencies.

Performance meets expectations (for results and competencies) most or
all of the time, and may sometimes exceed expectations

Performance meets all of the expectations (for results and competencies),
and regularly exceeds expectations (typically 10-15% of employees)
Timing
10 minutes
Department of Human Resources
Leadership
Innovation
Quality
SECTION IV – OBJECTIVES FOR NEXT YEAR
Purpose:
Identify objectives that will be undertaken in this current/coming year, along with
measures, and an appropriate timeline and completion date for each objective.
When describing the measures, be sure to consider how you will measure
achievement for each objective at the Year End Performance Review.
When identifying objectives, remember to create them in the same was as
SMART goals. Objectives should be:
•
•
Specific (specify a single result that is precise and observable);
Measurable (written in observable terms specifying a quantifiable desired outcome where
possible);
•
•
•
Achievable (realistic and attainable, but represents an appropriate level of challenge);
Relevant (directly related to the employee’s responsibilities and within his/her control);
Time-based (time limited and progress towards the desired outcome can be reported).
This section should be completed by the employee and supervisor together.
Department of Human Resources
Leadership
Innovation
Quality
Section IV - Objectives template
Objectives
Timeline and
Completion Date
Measures
If no new objectives are being put in place, why not?
Department of Human Resources
Leadership
Innovation
Quality
SECTION V – INDIVIDUAL LEARNING PLAN
Purpose:
Identify the learning goals and associated key learning activities, appropriate
timeline, and completion date. The goals you create should be SMART goals
(Specific, Measureable, Achievable, Relevant, and Time-based), and remember
to focus on a few areas where further development can have a more significant
impact on the employee’s performance.
•
Learning Goals: Identify the skills and competencies that will be the focus of
learning for the upcoming year. When identifying a goal, think of the desired
expected learning or final outcome.
•
Type of learning goal: Identify whether a goal is Operational (Op) or
Developmental (Dev) in nature.
 Operational goals: On-the-job training and/or classroom training that enables trainees to
acquire the knowledge & skills necessary to reach the level of proficiency required to
perform the full duties of a position.
 Developmental: Any learning activity to improve abilities, capabilities, competencies and
attitudes in order to meet corporate needs.
Department of Human Resources
Leadership
Innovation
Quality
SECTION V – INDIVIDUAL LEARNING PLAN
•
Key Learning Activities: Identify how the learning will take place. For example:
specific developmental assignments, special projects, coaching/mentoring, acting
assignments, reading, video, job shadow, classroom training, etc.
•
Timeline and Goal Completion Date: Identify when the specific learning
activities will take place and estimate a completion date for each learning goal.
This section should be completed by the employee and supervisor together.
Department of Human Resources
Leadership
Innovation
Quality
SECTION V – INDIVIDUAL LEARNING PLAN
1.
2.
3.
4.
Enter goal
Select type
Describe key learning activities related to goal
Provide timeline/completion date
Type
Proposed Learning Strategy
Learning Goals
Op
Dev
Timeline and Goal Completion
Date
Key Learning Activities
Department of Human Resources
Leadership
Innovation
Quality
SECTION VI – SIGNATURES
For Supervisor:
For Employee:
•
•
I have discussed the contents of this
Performance Plan – Year-End
Performance Review with the
employee in a review meeting and
stand behind this review and my
feedback. I will provide ongoing
performance feedback to the
employee and regularly review
progress with the employee. I
agree to and support the proposed
Objectives and Learning Plan
I acknowledge that I have received
the review feedback, and that I have
had the opportunity to share my
perspective. I understand the
Objectives and Learning Plan.
Opportunity for additional comments and signature of next-line management
Department of Human Resources
Leadership
Innovation
Quality
Wrap Up
Department of Human Resources
Leadership
Innovation
Quality
Resources
 Step-by-step how to guide
 Quick reference guide
 Detailed Q+A
 Website with instructions, forms, sample
 HR CSMs, Help Desk, and the Employee Development and Workforce
Planning Unit
Department of Human Resources
Leadership
Innovation
Quality
Support from HR CSMs
 Here as a resource to provide information and support
 Point of contact for questions and unique situations
 Coach reviewees and their supervisors
 Track completion of reviews and learning plans
 Ensure reviews are included in personnel files
Department of Human Resources
Leadership
Innovation
Quality
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Questions?
Parking lot items
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Next steps
Department of Human Resources
Leadership
Innovation
Quality