Competency-Based Performance Management

Competency-Based Performance Management
2014 Supervisor/Manager Training Sessions - WebEx

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

Ice Breaker What’s one characteristic of the best manager or leader you have worked with? OPTIONS – depending on group size **Ask them to find the chat box** They can speak or type their answer in the chat box – even one word You can call on some or all (for small groups) to say a little more about what that looked like in terms of behaviours, in practice

Competency Overview

What are competencies? Competencies are…
A characteristic which enables people to deliver superior performance in a given job, role, or situation A description of the patterns of behaviours that are required for success A tool to help individuals and the organization focus on the characteristics that enable people to consistently achieve high standards of performance

Competencies look at the behaviours used to attain results and offer a systematic way to examine these behaviours

Types of competencies The GNWT Competency Model consists of 6 competencies that have been organized into 2 clusters: Leadership Excellence Authentic Leadership Systems Thinking Engaging Others Management Excellence Action Management People Management Sustainable Management

Sustainable Management
GNWT Competency Model Management Excellence Leadership Excellence Creating an Engaging and Productive Work Environment Developing Others Planning for Future Workforce Needs Integrated and Inter-related Strategic Multiple Perspectives Integrity Accountability Interpersonal Sensitivity Focus on Results Customer Service Change Management Building Relationships Bringing People Together Collaborating and Facilitating Fiscal Responsibility Environmental Sustainability Planning for the Future GNWT Mission & Vision Systems Thinking Authentic Leadership People Management Action Management Sustainable Management Engaging Others

Understanding and rating competencies
DHR Understanding and rating competencies Each competency has 6 components: Title Overall name given to the competency Definition Explains what the competency means and indicates the types of behaviours that will be described in the scale Why Description of how and why a competency is important Behavioural scale Describes how this competency is demonstrated Target level Represents the behaviour that is characteristic of success in each type of role 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. DHR

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

Target levels: Level that defines excellence in the job, reflecting behaviours to meet current and future requirements Not a minimum or a wish list

Leadership Excellence Management Excellence Sustainable Management
Competency target summary chart Leadership Excellence Management Excellence Authentic Leadership Systems Thinking Engaging Others Action Management People Management Sustainable Management Deputy Head 6 ADM and equivalent 5 – 6 Director, Regional Superintendent and equivalent 3 – 4 Manager 2 – 3 Supervisor All Employees 1 – 2

A Deeper Look: GNWT Competencies

How many competencies does the GNWT model have?
What are they?

Authentic Leadership “Acting with integrity and treating everyone with respect regardless of which group they represent” Takes responsibility for own behaviour Contributes to a positive work environment Creates a positive team environment Builds effective and productive teams Promotes a positive and productive environment within department Builds a positive and productive workplace environment across GNWT Why is this important?

Drives personal and interpersonal conduct
Is: 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 Is not: 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

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” Links operational activities to larger goals Sees patterns when problem solving and decision making Analyzes potential solutions using diverse information Applies a long-term and broad perspective Incorporates trends and inter-connections Understands impacts on vision and connections Why is this important?

Drives thinking about problems and strategies
Is: 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 Is not: 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

Engaging Others “Proactively building networks, connecting with others, and understanding and building relationships in order to achieve goals and priorities” Builds rapport Connects with others Makes key contacts and shares information Develops effective relationships Maintains and uses a wide circle of contacts Builds networks and partnerships Why is this important?

Drives how we go about working at GNWT
Is: 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 Is not: 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

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” Gets the work done and accepts change Monitors work towards goals and prepares for change Improves performance and adapts readily Sets challenging objectives and helps others adapt Improves performance more broadly and gains commitment for change Long-term view to goals and implements change Why is this important?

Drives results directly
Is: 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 Is not: 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

People Management “Creating the conditions and environment that allow people to work collaboratively and productively to achieve results” Manages self and works well with others Acts as a key team player and supports learning in others Improves self and gives direction to others Stays current and gives constructive feedback Motivates the team and acts as a coach/mentor Plans for future human resource needs and learning Why is this important?

Creating the conditions that drive desired performance
Is: 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 Is not: 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

Sustainable Management
“Delivering results by maximizing organizational effectiveness and sustainability of our human, financial, and environmental resources” Uses resources responsibly Identifies and advocates for resource effectiveness Makes links between sustainability and success of GNWT Improves sustainability practices Develops, implements, and monitors systems Plans for the future sustainability of the GNWT Why is this important?

Drives effectiveness and sustainability of resources
Is: 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 Is not: 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 long-term impact of social responsibility factors

Supporting tools Full Dictionary – Competency Model
Competency Development Resource Guide (CDRG) Competency Self-Assessment

DHR 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 For step 2 – they can type into the chat box Then for step 3 call on a few people – Ask them to explain their example Ask “for extra points” – looking at the behaviours in your copy of the competency model, what level do you think that represents? How did this behaviour contribute to you being more productive or effective in your role? DHR

Overview of Performance Management

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….

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

What’s coming in the future?
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 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

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

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

Contributor roles Role Responsibilities Employee
Submit a complete and representative self-review, on time Listen to feedback, actively participate, act on plans Immediate Supervisor 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 Next Line of Management Coach and hold accountable Look at group-wide development and calibration Deputy Minister Final level of approval in ePerformance 3rd Party Provide constructive feedback to assist in the development of others

Which statement is false?
The supervisor is the primary person accountable for making sure the review is complete and constructive The employee provides ratings and comments on his/her own performance in the self-review Both the employee and supervisor should be prepared to give and receive constructive feedback in the review meeting Another pop quiz The answer is (b) – the employee is not rating, only providing comments

Annual cycle “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 April to June: Year-End Review, Performance Planning and Development Planning 2014 Year-End Review should be completed using forms 2015 Performance Planning and Development Planning should be completed in ePerformance September to November: Mid-Year Check-In Reminder 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 Year-round: Ongoing coaching and development, recording in ePerformance

Annual cycle Review Component Timing Forms ePerf
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) April – June Mid Year Check-in (recommended) Opportunity to examine progress against objectives, update objectives if required, and check-in on development and learning plans Anytime (reminder Sept – Nov) Ongoing Coaching and Development Year-round

Core Skills of Performance Management

Think of… A time you had a valuable performance review meeting with a supervisor – what did that supervisor say or do? If the group is progressing well – can invite discussion – or can have them type key words into chat

Constructive feedback?
What is….. Constructive feedback?

DHR 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” Can call on people by name to critique each of these – what’s not effective about it? (Or can read it out and ask people to type criticisms into chat) DHR

Constructive feedback
Constructive feedback is: Useful Meaningful Impactful Easy to understand

Communicating feedback
Give: Constructive Based on observed behaviour Objective Specific Short and concise On the issue, not the person Timely Receive: Listen Ask questions for clarification Don’t get defensive Don’t argue Reflect Take suggestions to heart Handle feedback with care

Principles of constructive feedback
For feedback to be constructive… The individual should understand it Choose specific examples Emphasize observed behaviour Define ground rules in advance The individual should be able to accept it The individual should be able to do something with it Know what the key messages are Focusing on the changeable Suggest solutions

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

What are….. Well written goals?

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?

Why SMART goals? Purpose of SMART goals are… ….as well as…
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

SMART Goals (a) (b) (c) Specific Measurable Meaningful Achievable
Relevant Rigourous Topical Time-Based Another pop quiz Which combo is correct? (answer is (b))

Examples SMART Not 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 Not SMART Complete and submit XXXXX project Learn more about XXXXX Improve response time for XXXXX Reduce vendor expenses

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? Can discuss or have them enter into chat whether each letter is covered… e.g. type in any of the letters where you think this goal may not be SMART Specific: yes Measurable: difficult Achievable: should be…. But challenging! Relevant: not completely in presenters control Timebased: yes “By the end of this Webinar, 100% of the group will still be paying attention.”

What characteristics make up a positive performance conversation?

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

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

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

Other examples?

Performance Review Process – How to

Performance Review format
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 Results against objectives Competencies Performance summary Objectives for next year Individual learning plan Signatures

Process overview Employee completes green items – 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 (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

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.

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

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.

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

Objectives Measures Employee’s Comments on Results Supervisor’s Comments on Results Rating  Not achieved  P/A achieved  Fully achieved  Exceeded Supervisor’s Overall Rating

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 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

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.

Competency model table

Competency model table cont’d

True or False The ratings for each objective should be averaged to get the final rating Some competencies simply don’t apply for some roles The employee fills in their self-review first to make the supervisor’s job easier Another pop quiz FALSE -– the objectives are not averaged (like a formula) – the supervisor uses their judgement to weight FALSE – the target levels vary, but each employee should be rated on every competency TRUE (at least partially) – Having the employee do their part first definitely helps make the load more manageable for supervisors and helps them get a more complete view of the employee’s performance – there are other reasons too – for example it reinforces that the employee shares ownership for the process and is expected to be part of a dialogue

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

Employee comments Provide answers/comments for the following questions: In summary, what are the top 3 strengths or achievements that you would like to highlight (taking into consideration Results and Competencies)? What are your top 3 areas for development or improvement? What are your short and long term career goals and plans, and how can the organization support you to achieve them? Do you have the resources (staff, materials, equipment, etc.) and support that you require to be successful?

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)

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:

Exercise – Which rating?
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.  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)

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)

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)

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.

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?

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.

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.

Enter goal Select type Describe key learning activities related to goal Provide timeline/completion date To be entered in ePerformance Optional – working version completed in form Learning Goals Type Proposed Learning Strategy Op Dev Key Learning Activities Timeline and Goal Completion Date

Section VI – Signatures
For Supervisor: 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 For Employee: 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.

Wrap Up

Resources Step-by-step how to guide Quick reference guide Detailed Q+A
Website with instructions, forms, sample HR Representatives, Help Desk, and the Employee Development and Workforce Planning Unit

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

Questions? Parking lot items Next steps

Competency-Based Performance Management

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