Transcript DHR PowerPoint - Northwest Territories

Competency-Based
Performance
Management
2014 Supervisor/Manager
Training Sessions - WebEx
Leadership | Innovation | Quality
Agenda
Intro and ice breaker activity
Competency overview
Core competencies overview and activities
Performance management overview and activities
Core skills overview and activities
Performance review process and activities
Wrap up
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Ice Breaker
What’s one characteristic of the
best manager or leader you
have worked with?
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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)
A tool to 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 GNWT 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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GNWT Competency Model
•
•
•
•
•
•
•
•
•
Integrated and
Inter-related
Strategic
Multiple
Perspectives
Building
Relationships
Bringing People
Together
Collaborating and
Facilitating
•
Integrity
Accountability
Interpersonal
Sensitivity
•
GNWT
Mission
&
Vision
Focus on Results
Customer
Service
Change
Management
•
•
•
•
•
•
•
Creating an
Engaging and
Productive Work
Environment
Developing Others
Planning for Future
Workforce Needs
Fiscal
Responsibility
Environmental
Sustainability
Planning for
the Future
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Understanding and rating
competencies
Each competency has 6 components:
1) Title
Overall name given to the
competency
2) Definition
Explains what the competency
means and indicates the types
of behaviours that will be
described in the scale
3) Why
Description of how and why a
competency is important
4) Behavioural scale
Describes how this
competency is demonstrated
5) Target level
Represents the behaviour that is
characteristic of success in each
type of role
6) Target Level Shading
The shading indicates the target
level behaviours for all employees.
Behaviours shaded in grey apply
to all employees. Behaviours that
are not shaded apply to
Supervisors, Managers, Directors,
Regional Superintendents and
equivalents, ADMs and
equivalents, and Deputy Heads.
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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
6
6
6
6
6
6
ADM and
equivalent
5–6
5–6
5–6
5–6
5–6
5–6
Director,
Regional
Superintendent
and equivalent
3–4
3–4
3–4
3–4
3–4
3–4
Manager
2–3
2–3
2–3
2–3
2–3
2–3
Supervisor
2–3
2–3
2–3
2–3
2–3
2–3
All Employees
1–2
1–2
1–2
1–2
1–2
1–2
Deputy Head
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A Deeper Look:
GNWT 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. Takes responsibility for own behaviour
2. Contributes to a positive work
environment
3. Creates a positive team environment
4. Builds effective and productive teams
5. Promotes a positive and productive
environment within department
6. Builds a positive and productive
workplace environment across GNWT
Why is this important?
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Drives personal and
interpersonal conduct
Is:
Is not:
• About how you conduct
yourself, interact with others,
and lead a team
• Listening to all perspectives
• Celebrating achievements
• Being honest
• Willfully taking responsibility for
correcting errors or mishaps
• Speaking up to support GNWT
values within work activities
• Inspiring others with a vision
• Only for formal supervisors,
managers, and senior managers
• Speaking disrespectfully to or
about others, even if those
feelings and thoughts are
genuinely felt
• Being motivated by a personal
agenda rather than GNWT goals
• Communicating the result of a
decision without an explanation
• Policing other people’s
behaviour
• Belittling group/team members
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Systems Thinking
“Ability to assess options and implications in new ways in order to
identify solutions and appreciating how short-term outcomes are
driven by long-term strategy”
1. Links operational activities to larger goals
2. Sees patterns when problem solving and
decision making
3. Analyzes potential solutions using diverse
information
4. Applies a long-term and broad
perspective
5. Incorporates trends and inter-connections
6. Understands impacts on vision and
connections
Why is this important?
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Drives thinking about
problems and strategies
Is:
•
•
•
•
•
Is not:
Thinking broadly about
connections/ relationships, and
looking beyond the immediate
borders of a problem
Understanding links between own
work, work of others, and goals of
the department
Breaking problems down into small
chunks and looking for patterns
Considering multiple perspectives
and impacts in either problem
solving or building strategy
Looking to recent trends, new
technology or different fields for
long-term solutions
•
•
•
•
•
•
Thinking about computer systems
or other systems in place
Approaching problems
sequentially
Implementing a solution without
considering impact outside own
area
Failing to look at the big picture
Planning for the future by looking
at past or out-of-date trends
Building strategy by applying a
local and short-term perspective
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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. Builds rapport
2. Connects with others
3. Makes key contacts and shares
information
4. Develops effective relationships
5. Maintains and uses a wide circle of
contacts
6. Builds networks and partnerships
Why is this important?
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Drives how we go about
working at GNWT
Is:
Is not:
• About working collaboratively
and building relationships with
others beyond own team
• Taking time to get to know
colleagues and building rapport
by remembering things about
them
• Building relationships that can
help achieve personal/team
goals
• Collaborating with other
groups/departments to achieve
common goals
• Engaging the participation of
other relevant groups and
bringing them into the
conversation
• About only working and
developing relationships within
own small team
• About how you engage others
to perform or motivate own
team
• Working in silos
• Playing office politics about who
you work with or don’t work with
• Withholding information that is
relevant for other groups,
departments, or stakeholders
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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. Gets the work done and accepts change
2. Monitors work towards goals and prepares
for change
3. Improves performance and adapts readily
4. Sets challenging objectives and helps others
adapt
5. Improves performance more broadly and
gains commitment for change
6. Long-term view to goals and implements
change
Why is this important?
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Drives results directly
Is:
Is not:
• About getting work done, and
done well within existing
conditions
• Taking the reigns of
responsibility for completing
own work
• Making good and appropriate
decisions confidently
• Looking for the right
opportunities and being
proactive
• Finding ways to improve own
performance or service
delivery
• Adapting to changes in
environment
• Only about getting to the finish
line
• Assuming someone else will
clean up or revise your work for
you
• Delaying a decision out of fear
of making a mistake
• Waiting to be told what to do
• Setting impressive and
challenging goals that
overwhelm
• Forcing others to change
without listening to concerns
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People Management
“Creating the conditions and environment that allow people to
work collaboratively and productively to achieve results”
1. Manages self and works well with others
2. Acts as a key team player and supports
learning in others
3. Improves self and gives direction to others
4. Stays current and gives constructive
feedback
5. Motivates the team and acts as a
coach/mentor
6. Plans for future human resource needs
and learning
Why is this important?
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Creating the conditions that
drive desired performance
Is:
Is not:
• About being a good team
player
• About how you manage and
develop both yourself and your
team
• Staying in control of own
emotions when frustrated
• Empowering the group/team
to perform better through
support, guidance and
development
• Motivating the team
• Aligning the right people with
the right projects
• Only for formal supervisors,
managers, and senior
managers
• Telling your colleagues what to
do
• Providing critical or judgmental
or infrequent feedback
• Taking a course but not
applying new knowledge
• Asking for feedback and
responding with “but...”
• Putting a team together based
on friendships
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Sustainable Management
“Delivering results by maximizing organizational effectiveness
and sustainability of our human, financial, and environmental
resources”
1. Uses resources responsibly
2. Identifies and advocates for resource
effectiveness
3. Makes links between sustainability and
success of GNWT
4. Improves sustainability practices
5. Develops, implements, and monitors
systems
6. Plans for the future sustainability of the
GNWT
Why is this important?
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Drives effectiveness and
sustainability of resources
Is:
Is not:
• About planning for and using
resources responsibly (e.g.,
time, people, office supplies,
equipment, financial, natural)
• Adopting a cost, value and
risk-conscious attitude
• Tracking and monitoring
accountability systems
• Ensuring long term availability
of services for Northerners
• Planning for the future –
making sure that resources will
be there when needed
• Only about recycling, water, or
land use planning
• Spending freely just because
there is room in the budget
• Having no knowledge of what
resources are being used and
how
• Holding onto resources when
there is a strong business case
for allocating them elsewhere
• Failing to consider the longterm impact of social
responsibility factors
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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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Exercise
Step #1
Think about an example at work where you have demonstrated one of the six
competencies
Step #2
Tell us which competency (type into the chat box)
Step #3
We will discuss some examples
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Overview of
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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What is changing?
What’s changing
in 2014?
• Review process is being
introduced to managers
and supervisors (2nd year
for senior managers)
• Competency model
extended to all levels
• Measuring “what” (results
against objectives) and
“how” (competencies)
• Implementing
ePerformance as of April 1
What’s not
changing in 2014?
• Overall timing for
performance
reviews
• Reviews below
supervisory roles
(reviews for
individual
contributors)
• Existence of a
relationship
between
performance and
merit pay
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What’s
coming in the
future?
• Tracking of
feedback
through year
and annual
review in
ePerformance
• Cascade into
organization
• Potential
linkages to
other aspects
of HR
32
Clarity: Use of word “supervisor”
• The competency-based performance
management process has been extended to all
those in supervisory roles in 2014
• Supervisors
• Managers
• Senior Managers
• We use the term supervisor in the forms and
guidance documentation generically to refer to an
employee’s immediate supervisor or manager
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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. This is an
essential component – the employee’s input is vital.
• 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.
• In ePerformance, a 4th level of approval provided by Deputy
Ministers (or equivalent) will be in place
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Contributor roles
Role
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
•
Deputy Minister •
Final level of approval in ePerformance
Look at group-wide development and calibration
Employee
Immediate
Supervisor
Next Line of
Management
3rd
Party
•
•
Provide constructive feedback to assist in the
development of others
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Which statement is false?
a) The supervisor is the primary person
accountable for making sure the
review is complete and constructive
b) The employee provides ratings and
comments on his/her own
performance in the self-review
c) Both the employee and supervisor
should be prepared to give and
receive constructive feedback in the
review meeting
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Annual cycle
•
April to June: Year-End Review,
Performance Planning and Development
Planning
•
•
•
September to November: Mid-Year
Check-In Reminder
•
•
•
•
2014 Year-End Review should be completed
using forms
2015 Performance Planning and Development
Planning should be completed in
ePerformance
•
•
•
Can happen at any time
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
“Performance
period” is April 1 to
March 31
Review meetings to
be conducted by
May 30
Final forms
submitted, and
performance/
learning plans in
ePerformance , by
June 30
Year-round: Ongoing coaching and
development, recording in
ePerformance
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Annual cycle
Review Component
Timing
2014 Year-End Performance Review
(Sections I, II, III, VI)
April - June
Performance Period
April 1 – March 31
Review Meetings
By May 30
Submitted by
By June 30
2014 Year-End Performance Review
(Section IV and V – planning for 2015)
Forms
ePerf


April – June

By June 30

Mid Year Check-in (recommended)
Anytime
(reminder Sept – Nov)

Ongoing Coaching and Development
Year-round

Submitted by
Opportunity to examine progress against
objectives, update objectives if required, and
check-in on development and learning plans
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Core Skills of
Performance Management
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Think of…
• A time you had a valuable
performance review meeting with a
supervisor – what did that supervisor
say or do?
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What is…..
Constructive feedback?
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Exercise
• “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”
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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
•
Short and concise
•
Reflect
•
On the issue, not the
person
•
Take suggestions to heart
•
Handle feedback with
care
•
Timely
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Principles of constructive
feedback
For feedback to be constructive…
1. The individual should understand it
• Choose specific examples
• Emphasize observed behaviour
• Define ground rules in advance
2. The individual should be able to accept it
• Choose specific examples
• Emphasize 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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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
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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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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 supervisor
• To be accountable
….as well as…
• To 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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SMART Goals
(a)
(b)
(c)
Specific
Specific
Specific
Measurable
Measurable
Meaningful
Achievable
Achievable
Achievable
Relevant
Relevant
Rigourous
Topical
Time-Based
Time-Based
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Examples
SMART
Not SMART
•
Finish the XXXXX project and
submit the report to my
manager by November 15
•
Complete and submit
XXXXX project
•
Complete two of the
courses for my XXXXX
certificate, with a grade of
at least 70%, by May 1
•
Learn more about XXXXX
•
Improve response time for
XXXXX
•
Reduce vendor expenses
•
•
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
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Critique My Goal
SMART GOALS
S
Specific
Single result that is precise and observable
M
Measurable
Do we have the means 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?

• “By the end of this Webinar, 100% of the group will
still be paying attention.”
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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, cont’d
Frequency:
• Providing feedback often promotes alignment in the
assessment of performance between the supervisor 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 participate in
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Other examples?
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Performance Review
Process – How to
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Performance Review format
I.
II.
Results against
objectives
•
Competencies
III. Performance summary
IV. Objectives for next
year
V. Individual learning
plan
VI. Signatures
For each competency:
•
We have descriptions of
behaviours at different levels
•
We have identified which
level is the target for each
role
•
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
• Employee completes green items – email to supervisor 2 weeks before meeting
• Supervisor adds in blue items (without editing green)
• If additional input is needed – send Third Party Input Form 2-3 weeks ahead
• Take into account employee’s self-review, any third party input, job description,
objectives, feedback over the course of the year
• Helpful to access previous reviews and CBPR reference documents
• Employee and supervisor meet to discuss the review
• Employee and supervisor edit and complete the form
• Form signed by employee and supervisor, then by next line of management
• Fourth and final level of approval by Deputy Minister in ePerformance in 2015
• Form submitted in hard copy (for signatures) and email (for future integration into
ePerformance)
• ePerformance ready April 1, 2014 for future performance and development planning
as well as record keeping, and April 1, 2015 for formal appraisal
• Reviews must be completed and submitted before the deadline
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Key reminders
• Consider performance over the entire year.
• ePerformance provides supervisors the capability to
input notes throughout the year.
• If required, use the Third Party Input Form to obtain a
more well-rounded perspective on performance.
• Remember to use constructive feedback techniques.
• Ensure that you are recognizing strengths and
achievements, and not just documenting opportunities
for improvement.
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Resources
•
For assistance with the form, guidance on wording, coaching, or
advice on challenging issues, contact your HR 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 (and submitted in
ePerformance this year), although the employee and supervisor may add
ideas/notes to ePerformance throughout the process
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Section I –
Results against objectives
This section is all about what the employee contributed last year.
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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Measures
Objectives
1.
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
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 Not achieved
 P/A achieved
 Fully achieved
 Exceeded
 Not achieved
 P/A achieved
 Fully achieved
 Exceeded
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Section II – Competencies
This section is about how the employee contributed last year and how the
employee’s behaviours align with the GNWT competencies. In general:
Senior Managers: Complete as part of 2014 review. Assessment to be formally
combined with Results Against Objectives for Performance Summary (Section III).
Supervisors/Managers: Complete as part of 2014 review. Assessment to be
formally combined with Results Against Objectives for Performance Summary
(Section III) ONLY after 2014 review.
All other employees: To be assessed against competencies in 2015. Assessment
notes after 2014 review should be recorded in ePerformance. Assessment to be
formally combined with Results Against Objectives for Performance Summary
(Section III) ONLY after 2015 review.
Employees:
• Provide your comments on the behaviours you demonstrate under each
competency. Provide examples where possible.
Supervisors:
• Provide your comments on the behaviours you demonstrate under each
competency. Provide examples where possible
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Section II – Competencies
• 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
supervisor/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
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Competency
model table cont’d
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True or False
a) The ratings for each objective should
be averaged to get the final rating
b) Some competencies simply don’t
apply for some roles
c) The employee fills in their self-review
first to make the supervisor’s job easier
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Section III –
Performance summary
This section is intended to provide an overall summary of the employee’s
performance.
Employee:
• 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
In general:
• senior managers presently
• supervisors and managers after 2014 review
• all other employees after 2015 review
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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?
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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)
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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:
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Exercise – Which rating?
1. Sally has been in her role for 4 months. She has a basic
understanding of area policies and practices. When handling dayto-day tasks, Sally still seeks assistance and direction from others.

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)
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Exercise – Which rating?
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.

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)
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Exercise – Which rating?
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.

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)
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Section IV –
Objectives for next year
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 write them 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 in
ePerformance.
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Section IV – Objectives template
To be entered in ePerformance
Optional – working version completed in form
Objectives
Measures
Timeline and
Completion Date
If no new objectives are being put in place, why not?
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Section V –
Individual learning plan
Identify the learning goals and associated key learning activities, appropriate timeline,
and completion date. The goals you create should be SMART goals (Specific,
Measurable, 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.
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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
in ePerformance.
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Section V –
Individual learning plan
1. Enter goal
2. Select type
3. Describe key learning activities related to goal
4. Provide timeline/completion date
Type
Proposed Learning Strategy
Op Dev
Key Learning Activities
To be entered in ePerformance
Optional – working version
completed in form
Learning Goals
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Date
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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 – great opportunity to provide recognition where due.
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Wrap Up
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Resources
•
Step-by-step how to guide
•
Quick reference guide
•
Detailed Q+A
•
Website with instructions, forms, sample
http://www.hr.gov.nt.ca/forms/performancemgmtforms.htm
•
HR Representatives, Help Desk, and the Employee
Development and Workforce Planning Unit
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Support from HR Representatives
•
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
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•
Questions?
•
Parking lot items
•
Next steps
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